Assessment Institute Spring 2016
Assessment Report
Introduction and Context:
In our courses that serve as graduation requirements (ENGL 101 and ENGL 102), the English
Department is committed to having students develop sophisticated abilities in textual analysis, both
in reading and writing. The combination of analytical argumentation with the study of challenging
literary texts is a difficult task for many of our students in ENGL 102, and in this project we focused
on assessing the level at which students were able to complete this complex task. In assessing
whether students are satisfactorily meeting the department’s Learning Outcome/Course Objective
#3, we aimed to gain perspective on how many of our students leave ENGL 102 with the essential
intellectual skills (summary, analysis, synthesis, genre recognition) required in order to succeed
during the rest of their academic careers, as well as compete in the job market. During this process,
we also evaluated the efficacy of the department’s existing rubric in measuring these skills, and
decided to substantially revise the rubric (see explanation below) before beginning the assessment
scoring.
1. Course Name and sections:
We have assessed three sections of ENGL 102, one section taught by Leah Anderst, one by Vartan
Messier, and one by Mark Schiebe.
2. Number of Students:
We assessed a total of 56 student artifacts.
3a. Student Learning Outcome/ENGL 102 Course Objective:
3) “Summarize, analyze, and synthesize diverse readings including multidisciplinary academic articles,
essays, literary works, or other relevant genres”
3b. Related General Education Outcomes:
1) “Communicate effectively through reading, writing, listening, and speaking”
10) “Apply aesthetic and intellectual criteria in the evaluation or creation of works in the humanities
and or the arts”
4. Description of Assignments:
While differing in specifics, all three assignments are versions of a comparative literary essay, where
students are expected to draw from several sources in order create an argument that synthesizes the
materials through summary and analysis. See Appendix A to view all three assignments.
5. Assessment Tools:
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We revised an existing rubric designed by members of the English Department Assessment
Committee in order to assess the above Learning Outcome/Course Objective. The revised rubric
contains the following four dimensions/criteria:
1. Summarizes sources
2. Analyzes textual examples
3. Synthesizes ideas from readings
4. Uses genre appropriate citation style
The main rationale for the revision of the exiting rubric was that we felt the criteria/ dimensions
overemphasized the selection and use of secondary sources; while the use of secondary sources is a
regular part of many ENGL 102 assignments, it is not a requirement stipulated in the outcome we
are measuring. Therefore, we determined it best to eliminate this language from the
dimensions/criteria in order to avoid as many “not applicable” scores as possible. In addition, we
removed any evaluative language from the dimensions previously listed under “criteria,” determining
it was best to use this language exclusively to demarcate the levels of achievement within the scoring
grid. In general, we aimed to streamline and clarify the text for each criteria and level of
achievement. The revised dimensions were numerically scored on a range of four levels of
achievement: Outstanding, Satisfactory, Developing, and Unsatisfactory. Please see Appendix B to
view the old and new rubrics.
6. Results:
The chart on the following page indicates the scores student essays received using the assessment
tool described above.
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Score Breakdown (56 essays)
Rubric for Learning Outcome: “Summarize, analyze, and synthesize diverse readings including
multidisciplinary academic articles, essays, literary works, or other relevant genres.”
Mark Schiebe
Criteria
Outstanding
(4)
Satisfactory
(3)
Developing
(2)
Unsatisfactory
(1)
Total Scores
Averages
10
26
20
0
158
2.82
9
25
22
0
155
2.77
8
16
32
0
144
2.57
8
19
22
7
140
2.50
Totals
35
86
96
7
Percentages
(Total/224)
15.6%
38.4%
42.9%
3.1%
Summarizes
sources
Analyzes
textual
examples
Synthesizes
ideas from
readings
Uses genre
appropriate
citation style
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2.67
Vartan Messier
Criteria
Outstanding
(4)
Satisfactory
(3)
Developing
(2)
Unsatisfactory
(1)
Total Scores
Averages
0
35
21
0
147
2.62
0
30
26
0
142
2.54
0
33
23
0
145
2.59
2
29
25
0
145
2.59
Totals
2
127
95
0
Percentages
(Total/224)
0.9%
56.7%
42.4%
0%
Summarizes
sources
Analyzes
textual
examples
Synthesizes
ideas from
readings
Uses genre
appropriate
citation style
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2.59
7. Analysis of Data
In both tables, a clear majority (equal or above 54%) of the scores rate at satisfactory or above,
while 46% or less rate at levels below satisfactory (developing or unsatisfactory). A significant
majority—80% or above—of scores fall within the two categories of satisfactory and developing.
It is interesting to note that this was the case despite the fact that these essays were scored without
a “norming” session (an oversight on our part). An infinitesimal number of artifacts (less than 3%
in one table and 0% in the other) are scored as unsatisfactory – which is encouraging.
Given that we are at a community college, the relatively high percentage of students in ENGL 102
to who are still at the “developing” level is not surprising at all, but it does speak to the challenges in
raising overall literacy levels (including analytic and synthetic skills) in the short span of one or two
years-- the time it takes students to complete the ENGL 101 and 102 sequence (as well as any
remedial courses). It is plausible, furthermore, that some regression in textual analytical skill might
occur if there is a significant gap in between the semesters that students take ENGL 101 and 102.
Another factor to consider is the impact of more challenging source texts on the quality of student
writing. As a general rule, ENGL 102 syllabi feature a range of imaginative literature (from Homer
to Toni Cade Bambara) that presents extra challenges for Queensborough students, who often need
time to grasp the subtleties of symbolism and authorial tone before they can produce written
responses that reflect their mastery of these concepts. Nevertheless, the student work that we
assessed for this project was produced (in all three class sections) at (or near) the end of the
semester, so the artifacts should reflect the gains made (or not made) after having spent three
months engaging in the study of literary texts.
These results are another reminder of the importance of the WID/WAC movement in higher
education, which stresses the necessity of having students practice their writing skills in classes
outside the English Department. Queensborough’s commitment to Writing Intensive courses is
encouraging in this respect. Higher order skills like written synthesis of diverse source materials,
prized in a competitive job market, are developed and maintained only through rigorous and
consistent practice. Our colleagues in the English Department remain dedicated to helping students
achieve these skills, but this will only happen through a multifaceted effort by the entire college.
8. Recommendations for Faculty and Future Applicability
We have already submitted the revised rubric to Professor Tanya Zhelezcheva and the English
Department Assessment Committee with a strong recommendation to use it over the summer,
when the committee will assess the above Learning Outcome/Course Objective using a much larger
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artifact sample.
We look
forward to
consulting
with the
department’s
Assessment
Committee in
order to
evaluate the
effectiveness
of this revised
rubric.
Appendix A: Assignments
ENG 102: Introduction to Literature
Prof. Messier
WESTERN MYTHS AND MYTHOLOGIES – ESSAY 2: THE MYTHIC HERO THEN AND AGAIN
Choose two retellings of the myths of Perseus and Theseus by Hamilton and their
corresponding cinematic adaptations, and analyze how differences in plot,
characterization, or treatment of themes reshape our understanding of the myths in
particular and mythology in general.
In other words, DO NOT merely list the differences between the two works, but detail
how your comparison illuminates the significance of mythic themes, the mythic hero,
and mythology.
Begin your essay with an introduction that includes a brief description of the main
ideas developed in the myths. Follow with a brief summary or synopsis of the stories.
Then, provide a thesis statement that synthesizes your observations.
DO NOT WRITE “There are differences and similarities between the two works”.
You need to be specific, so you will write something like: “Henrik Ibsen’s A Doll
House (1879) and James Joyce’s “Eveline” (1914) raise similar questions about the
conformist role women are expected to play in the modern world. Both Ibsen’s
Nora and Joyce’s Evelin are intelligent and self-aware of their oppression, but
whereas Nora is able to break free from society’s hold, Eveline cannot.”
In this particular example, the two works being compared are underlined, the frame
of the comparison addressing the main theme of the stories is in italics (the conformist
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role of women), and the thesis is in bold.
Organize the body of your essay in chunks (or blocks) or in sequence, (alternating
method). In chunking, each object of the comparison is presented separately; in a
sequenced comparison, you proceed point by point. You may want to mix up your
organizing strategy depending on your particular thesis.
Each step of your exposition needs to be adequately supported by specific details
from the text and/or film (i.e. quotes and scenes). Your essay should be 1000-1250
words long, contain a heading, have an original title, follow MLA Format, include a
Works Cited list, and abide to Formal Language Guidelines.
Your thesis statement and topic sentences (see sample provided on Blackboard) are
due April 14, 11:59pm, and your final draft is due April 25, 11:59pm.
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English 102
ASSIGNMENT FOUR: Research Project
Due Dates:
Length: 1200-1400 words
Format: Double-spaced, Times New Roman 12-pt. font
Grade: 25% of Final Semester Grade
Topic & Instructions:
For our final paper of the semester, you will read Margaret Atwood’s The Penelopiad, a response in the form of a novel to
Homer’s Odyssey written from the point of view of Penelope. Your paper should focus on both of these two works and
you may also include one other work from the semester if you like (any of the short poems related to The Odyssey or
Father Comes Home from the Wars). These works will be your primary research sources. This paper also requires you to
complete secondary research using primarily the QCC library’s website. Your secondary research sources may be
literary criticism, reviews, interviews with authors, or articles focused on the process of adapting literary works. For your
third paper on Father Comes Home from the Wars, I provided these sources for you; for this paper, you must find your
own sources, and part of the process of doing this involves being able to determine reliable and relevant sources.
Search for Secondary Sources: You must use one secondary research source in your essay. You will likely consult many
more than one in your research process. Conducting research does not mean using the first article that pops up in your
database search; you should skim through many sources in order to find the one that will best inform your essay. These do
not need to be articles that say the same thing you want to say - in fact they shouldn’t say what you want to say! Why do
you need to write your essay if someone else has already written it? The source you use should be interesting to you; it
should be a source you feel a strong desire to respond to or to dialogue with through your writing.
Your sources can be either scholarly source or non-scholarly. We will discuss the difference between these.
Possible Essay Topics: As you consider what you want to focus on in this project, consider some of the following
questions:
-What do you think is Atwood’s goal in creating a different version of Penelope?
-How do you think Atwood’s novel relates to the Odyssey poems by Dorothy Parker, Louise Gluck, and William Dickey?
-Penelope’s faithfulness is a big deal in The Odyssey. What is the role of faithfulness in Atwood’s novel and in others of
the works we have read?
-There are many relationships that are colored by power in The Odyssey. How is the idea of power changed in The
Penelopiad?
-How does the chorus of 12 maids impact the story? How do you think their words relate to or differ from Penelope’s own
words?
A Sample Essay Outline will be provided to you as we get closer to this project.






Final Portfolio:
Final Version (including word count and title and uploaded to Safe Assign on Blackboard before the due date)
Draft 1 + Peer Review Sheet
Draft 2 + Peer Review Sheet
Annotated Bibliography
Evidence of a Writing Center tutoring visit (optional, extra credit)
Author’s Note (you will write this in class on the final due date)
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EN 102 Essay #2: Past/Present/Future: Reflective Research Paper
Professor Schiebe
In this assignment, you will explore the life and work of one author of your own choosing. You may
select any of the writers we have studied so far this semester. The essay will be written in narrative
form: a chronological, first-person account of your investigations. In other words, this assignment
is not so much about what we “cover” in class; it’s more about what you “discover” on your own. In
your essay, you are required to address the following:
1. Why am I choosing this author? What is it, specifically, that intrigues me and makes me want to
read more?
2. After studying a biographical essay written about your author (use Dictionary of Literary
Biography from the QCC library database entitled Literature Resource Center—no exceptions
allowed), discuss something that you’ve learned about the author’s life that helps you gain new
insight into the story we read together in class. Quote directly from the biographical essay.
3. Locate an additional story by your author that is mentioned in the biographical essay you have
read. After reading the story, briefly compare one specific aspect of it with the story we read
together in class. For example, “It seems significant that Hawthorne sets both of these stories in the
deep, dark, gloomy New England forest…”
4. Conclude your essay by providing the title of a longer literary work by your author (novel, play,
memoir), when you plan to read it (Spring Break? Summer Vacation?), and why you’ve chosen this
work in particular.
Schedule:
4/6- Bring a print copy of your biographical essay to class. (This will be approximately 25
pages or 12-13 double sided pages). Failure to arrive with the biographical essay will affect your
final essay grade.
4/11- Bring a print copy of your additional story to class. (Library copy or photocopy or print
out). Failure to arrive with the story will affect your final essay grade.
4/13- Peer Review session. Bring copies of the first half of your essay. Complete at least parts
1 and 2 (see above directions).
4/20- Completed essay due. Please provide me with a paper copy of your essay at the beginning
of class; late papers penalized a half letter grade per day.
*Requirements- (attention to detail makes all of the difference!)
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


3-5 pgs., typed, double spaced, numbered pages
Include a heading with your name, my name, the class name, and the due date
Include your own title (be creative!)
MLA format (Internal Citations, Works Cited Page)
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Appendix B: Old and Revised Rubrics
Old Rubric
Rubric for Learning Outcome: “Summarize, analyze, and synthesize diverse readings including multidisciplinary academic articles, essays,
literary works, or other relevant genres.”
Criteria
Appropriately
contextualizes the
project
Outstanding
At Standard
Contextualization is
Contextualization is
purposeful and functional appropriate and polished
but is either incomplete
or overly lengthy
Satisfactory
Contextualization is brief
and not coherent
Poor
Contextualization is
absent
Carefully analyzes
examples (e.g.
quotations or
descriptions)
appropriate to the
genre
All or many of the
examples are well
chosen
Most examples are
appropriate
Some examples are
appropriate but not most
No examples or
mostly inadequate
ones
Most examples are
discussed
Uneven discussion of
the chosen examples
All or most examples
are discussed
insightfully
Occasionally the
connection to the
thesis is not clear
No or extremely choppy
discussion of the chosen
examples
Adequately
synthesizes primary
and secondary
sources
In-depth connections
Connections are
appropriate but not indepth
Connections among
sources are tentative
and brief
No or minimal
connections among
sources
Appropriately
selects examples
from secondary
sources
In-depth work with
secondary sources
Drops appropriate
quotations
Drops random
quotations
No quotations
Quotations are
consistently
appropriate
Shows understanding of
the secondary source
Either too many or too
few quotations
Most quotations are
appropriately chosen
The quality of the
quotations is uneven
Includes a mixture of
supporting and
opposing points of view
Discussion of quotations
is in depth but not
insightful
There is a tendency to
summarize rather than to
discuss thequotations
Clearly distinguishes
between secondary
sources' perspectives
Exhibits reliance on
secondary authors who
hold a similar perspective
rather than including a
mixture of supporting
and opposing points of
view
The distinction between
the student’s perspective
and the sources’ is not
systematically clear
A good balance between
quotations expressing a
range of points of view
Appropriately
analyzes secondary
sources
The distinction between
secondary sources'
perspectives is not very
clear
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Minimal clarity among
secondary authors’
sources (with or without
quotations)
No distinction andno
discussion among
perspectives
Appendix B: Old and Revised Rubrics
Revised Rubric
Rubric for Learning Outcome: “Summarize, analyze, and synthesize diverse readings including multidisciplinary academic articles, essays, literary works, or other
relevant genres.”
Criteria
Summarizes sources
Outstanding
Summary material is
lucid and purposeful
Satisfactory
Summary material is
generally clear and
appropriate but is either
incomplete or overly
lengthy
Developing
Summary material is not
entirely coherent or
appropriate, or is partial.
Unsatisfactory
Summary is absent or
incoherent.
Analyzes textual
examples
All or many of the
examples are well
chosen and discussed
cogently
Most examples are
appropriate and
adequately discussed
Few examples are
appropriate and
discussed adequately
Non-existent or
inappropriate
examples
Synthesizes ideas from
readings
Connections are
explored insightfully
and in-depth
Connections are
explained adequately
Connections are
inadequately
articulated
Non-existent or
appropriate
connections
Uses genre
appropriate citation
style
Citation style is used
accurately
Citation style is used
mostly accurately
Frequent errors in the
use of citation style
Citation are nonexistent or citation
style is not used
accurately.
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Appendix C: Sample Student Artifacts
Heavenly Puppet Strings
Hamilton's adaption of the myth of Perseus and Louis Leterrier's 2010 film, Clash of the Titans, portray the
hero in strikingly different manners, but do so in order to demonstrate similar concepts behind divine intervention
and free will. Both incarnations of Perseus accept the aid of the gods by choice. While the events that lead them to
require and utilize such aid are as vastly different as their characterizations, the reasoning behind their choices
ultimately carry similar connotations regarding the absolute nature of the immortals and their nearly excessive
control over mortals.
Hamilton's adaption sees Perseus as eager to prove his worth, willingly seeking out Medusa on his own.
However, "no man unaided" is capable of slaying a Gorgon (201). Perseus' brash decision to attempt this is
described as a "folly" until the gods assist him - or, as Hamilton describes, "saving" him from his error. (201). To
further express the immortals' position of power, Hamilton repeatedly uses the words "he himself" when
recounting how exactly Hermes assists Perseus (202). Additionally, Perseus "could not go astray" with the
guidance of a god (203). Hermes and Athena direct Perseus' actions in an almost puppet-like manner by giving
him specific instructions in regards to the Stygian Witches and pointing out which of the Gorgons is Medusa
herself, the only vulnerable specimen. When he does slay Medusa, he does so utilizing the various gifts given to
him by the two gods and the Hyperboreans. The manner in which Hamilton describes these events leaves one with
curious wording: Perseus finds the Gorgons asleep "by great good fortune" (204). All of the previous would
instead suggest that this is not fortune, but the will of the gods.
Clash of the Titans illustrates Perseus as vengeful towards Hades and wholly dismissive of his demigod
status. While he is similarly dedicated to the task he set out to complete, he initially (and vehemently) denies Zeus'
aid as a stark contrast to the myth as described by Hamilton. Instead, this incarnation of Perseus insists on
fulfilling his supposed destiny "as a man," without the help of the gods. However, this insistence ultimately does
not come to pass. While he does succeed in slaying Medusa on his own terms (quite unlike the myth), Perseus
accepts Zeus' assistance during his battle with Calibos by defeating him with the Olympian sword. Afterwards, he
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rides the Pegasus to destroy the Kraken as he was said to be destined to. Hamilton's Perseus seems to realize
almost immediately that he is unable to defeat the Medusa on his own, but Perseus in Clash manages to kill her
without the aid of the gods. He instead has the assistance of the men he sets out on his journey with, though all are
slain in the confrontation. The loss of his comrades' lives during the battle with Medusa shows Perseus the great
difficulty in acting "as a man" and is a major factor leading him to give in to not only his status as a demigod, but
his need of Zeus' aid.
Perseus' journey and disposition towards the gods in Clash are the only ways in which he truly differs from
Perseus in the myth. Both portrayals are only able to fulfill their destinies by accepting the direct aid of the gods.
Hamilton explicitly states that Perseus is unable to achieve his goal of killing Medusa on his own. The power
magical items he wields are god-like in nature. Perseus himself is essentially only a body for these items to be
used by. Meanwhile, the pacing of Clash lends itself to the idea that perhaps Perseus is, in fact, not capable of
performing his duties "as a man." He finds great difficulty in achieving his goals, with the majority of the film
displaying this as his unwillingness to accept Zeus' assistance. The fact that the film's resolution occurs so quickly
after Perseus finally does accept the godly assistance may be interpreted as poor direction, but is equally as
effective when seen as a literary device describing the power the immortals hold over mortals.
The primary function of fate and divine intervention within Greek mythology is to serve as a foil to the
concept of free will. The question of free will's actual existence within the context of divine power is always
raised. Perhaps Perseus chose to pursue the Medusa of his own accord in Hamilton's adaption, but he does not
come across Hermes and Athena by chance. In Clash, it was his choice to attempt his journey "as a man" and not a
demigod. However, the events that follow suggest that his destiny to slay the Kraken overpowers his choices. With
these in mind, it is apparent that the differences in Perseus' portrayal are about as significant as his "free" choices
in either case. The gods' power is absolute, and free will does not affect an outcome desired by the gods.
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The Truth
Margaret Atwood wrote The Penelopiad which is an extended version of the notorious novel, the Odyssey.
In the Penelopiad we meet a character named Penelope who is speaking from the dead and telling us about her
story. Penelope’s story seemed quite simple in the Odyssey as she served as Queen of Ithaca and a mother. This
perception of her is debatable considering that she did not have much of a voice. The Odyssey did not serve her
character justice as it made her seem weak and a trophy wife. On the other hand, Penelope is stronger and more
outspoken in the Penelopiad as she is given a voice and is able to tell her side of the story which expresses how
important she really was to Ithaca. Through the article “The Myths Series and Me”, the novel Penelopiad and the
Odyssey by Homer, Penelope will be served the justice she deserves for her bravery.
The Odyssey is about a King named Odysseus and his voyage back home to Ithaca after fighting in the
Trojan War. In the story we meet his wife named Penelope and son named Telemachus whom both yearn for
Odysseus’ return home. Penelope’s character in the Odyssey is cunning and faithful which helped keep the
Kingdom under their power but she was also depressed and lonely. She had to guard the Kingdom for more than
10 years against outsiders as well as the suitors within Ithaca. Suitors are noble men who were at home fighting
for the King during the War. Her task was very difficult as she was waiting for her husband Odysseus to return
and at the same time stall the suitors from being the next King. She prevented this by weaving a shroud (blanket)
and tearing it apart each time she came close to finishing. Without any support or help besides from her son
Telemachus and her maids Penelope’s characters would have been hopeless. Even though Penelope seemed to be
an emotional and cunning character in the Odyssey she doesn’t get her own story and voice until Atwood’s novel.
She tells us these stories in the Penelopiad where she was actually a brave and powerful character. There are many
differences on the opinion of Penelope that can be proven in The Odyssey and Penelopiad.
Margaret Atwood goes in depth on the significance of why she wrote the, The Penelopiad which became a
play. In the article “The Myths Series and Me” Margaret Atwood says, “But myths can be used as they have been,
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so frequently – as the foundation stones for new renderings that find their meanings within their own time and
places” (pg 1). The foundation stone mentioned in Atwood’s quote is the step Penelope takes in the Penelopiad in
speaking up about her past and life. Her past was full of shut down by family and her new Kingdom as she was
announced Queen through an arranged marriage. Penelope was also 15 years old when she married Odysseus
which made her non respectable until she grew up. She was never given the identity of an outspoken person in the
Odyssey but the Penelopiad gave new light to her character in order to show how much Ithaca really needed her.
Penelope’s new found voice was also an opportunity for her to prove her royalty as Queen of Ithaca.
The Penelopiad is the turning point for Penelope’s character as she gets a second opportunity to say how
she really feels. She brings a statement to the Penelopiad unlike the Odyssey which makes Penelope seem as
though she was never in control or powerful. In the Penelopiad, Penelope says “Now that I’m dead, I know
everything.” (pg 1). In this quote, Penelope was no fool to her Kingdom as she had eyes and ears everywhere. In
the Odyssey, her voice was seen as her weakness but she was actually using it to her advantage. Sometimes being
too outspoken can become a disadvantage and Penelope proves that her cunning ways and secretive voice was in
her favor such as getting the maids to spy on the suitors for her. Instead Margaret Atwood showed a different
aspect to Penelope’s character in the Penelopiad as she finally had a say using her voice. She may not have had
much power alive but she was outspoken and stood up for herself, dead.
In the Odyssey, Penelope’s character seemed to not show as many powerful attributes as opposed to the
person who we see in the Penelopiad. Penelope takes after a goddess in the Odyssey named Athena who also
exhibits a woman who is powerful. Athena uses her voice to tell Telemachus and Odysseus what to do the same
way Penelope ordered the 12 Maids and suitors. Penelope would use the 12 maids as spies to find out the
intentions of the suitors. Another example of Athena showing power in the Odyssey is when she uses her goddess
powers to disguise Odysseus’ appearance when he arrived back to Ithaca. In the Odyssey Penelope says, “Now,
stranger, much as I pitied you before, now in my house you’ll be my special friend, my honored guest. I am the
one, myself, who gave him the very clothes you describe, […] Odysseus – never again will I embrace him” (pg
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398). In this quote Penelope speaks out to Odysseus disguised through a nobleman recognizing that it is actually
Odysseus. Here Penelope shows that she is again no fool and Athena helps bring this to the surface. Both Penelope
and Athena use their voices and power to demonstrate control over people specifically towards Odysseus.
It can be argued that Penelope’s character does not have a voice through her lack of female power in the
Odyssey. Penelope had no power in Ithaca as it was overpowered by men such as Odysseus, Telemachus, suitors
and even her father. These men were seen as the dominant figures in the Kingdom making Penelope just a mother
and wife. Even the suitors dominated her status as they took advantage of their hospitality when Odysseus left for
the Trojan War. Although it seemed as if Penelope had power the men took control as it always ended up about
Odysseus and Telemachus returning back to Ithaca. In fact people can argue this idea as Penelope actually showed
opposite qualities when she was the powerful one manipulating the suitors in order to protect Ithaca. Even though
the suitors were taking advantage Penelope was able to use her Queen status against them by not choosing a suitor
to become the next King. Penelope would use her powerful voice to tease the suitors into doing things for her like
competitions to prove their loyalty and love. This evidence proves her loyalty, voice and protection to the
Kingdom because at the end the suitors were not successful in conquering Ithaca.
The proof behind why Atwood wrote her novel is solely to give Penelope a voice and recognition. Even
though Penelope had a tough history she was given the voice and power to redeem her importance to the Kingdom
of Ithaca. If Penelope was not as stronger of a woman as she was, Ithaca may have been destroyed. This made her
a powerful source to Ithaca and she is shown her worth in Margaret Atwood’s novel. Between the two novels,
Penelope has grown and changed into a person who can be respected in Greek mythology. Penelope used her
cunning ways to manipulate the suitors and maids. This helped her in the long haul as she was able to protect the
Kingdom from being overthrown.
Citation
Atwood, Margaret. The Penelopiad. New York: Canongate, 2005. Print.
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Atwood, Margaret. “The Myths Series and Me”. Publishers Weekly. November 28, 2005
Homer, and Robert Fagles. The Odyssey. New York: Viking, 1996. Print.
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The Bambara Movement
During the civil rights movement, there has been many voices that has made an impact towards society. One voice I
thought that stood above most was Toni Cade Bambara, she was an African-American writer during the 1960s. Toni Cade
was born in a town called Harlem located on the upper east side of New York City. As we all know, fighting for equality
during the civil war was not something that came easily. Toni participated in several events relating to civil rights issues
which influenced her to create tales and series of short stories that later became books called, “Gorilla, My Love,” “The Sea
Birds Are Still Alive,” and “The Salt Eaters.” Not only do I admire her written works about her experiences during the civil
war, but I also admire the fact she associated herself with many workshops, social work and neighborhood programs that
related to sociopolitical, and cultural issues during the time. Seeing the effort and passion that Toni Cade Bambara had for
changing future generations truly inspires me to also make a change.
Toni Cade Bambara was not confined within society’s stereotypical views. Since Toni Cade Bambara spent her
childhood in Harlem, her experiences have affected her writing skills as she pursued her career as a writer. Coming from a
single mother that raised two children on her own, it significantly impacted Toni Cade’s childhood. Therefore, she worked
hard to make herself known, graduating with a bachelor’s degree from Queens College and continued her studies at the City
College of New York in order to obtain a master’s degree. According to the biographical essay, Toni Cade became an
educator after she graduated college and continued to work within black urban communities to promote racial justice. Not
only was she dedicated on improving African American’s social, political, and cultural conditions, but she also wanted to
improve women’s rights. She travelled to Cuba and Vietnam, engaging herself in different groups that related to better the
position of women. All these experiences enhanced Toni’s writing techniques and styles.
In Toni Cade’s book “Gorilla, My Love,” she focuses’ on writing many stories in a child’s perspective as a theme.
From the biographical essay, it states that most of her stories relate to youth intersecting with age. An example would be
Sylvia from the short story, “The Lesson.” Sylvia is the narrator to the story and she is also a ten to twelve-year-old girl who
grew up in the slums of Harlem, just like Toni Cade. The short story begins with Sylvia introducing Miss Moore, a well
dressed sophisticated woman that moved up the block from her. Miss Moore usually offers to take the neighborhood children
on educational events. However, Sylvia shows no interest by stating she much rather go to a pool or do something more
eventful but still participates on Miss Moore’s trips. This portrays Sylvia to be rather rebellious and slightly hard headed.
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One day, Miss Moore brought Sylvia, her cousin Sugar, and three other neighborhood kids to a high-end exclusive toy store
called F.A.O. Schwarz. During their visit at the toy store, the children are shocked to see toys that are extremely overpriced.
The children realize that this toy store targets the higher-income family. Which results in Sylvia gaining knowledge and
wisdom on social injustice, and economic inequality at a young age because she came from a lower-income family that isn’t
able to afford a lavish lifestyle. Towards the end of the story, Sylvia has an epiphany and becomes determined to work hard
and be successful. Considering the fact that Sylvia is hardheaded and rebellious, her character relates to Toni Cade herself
because regardless of diversity or social standpoint, her crave for achievement and success will eventually be achieved.
“The Hammer Man,” another short story from Toni Cade Bambara’s book “Gorilla, My Love,” introduces a young
girl that regularly gets into disputes with the opposite sex. Her hardheaded and tough tom boy-ish personality similarly
connects to Sylvia from “The Lesson.” The young girl who is also the narrator, happens to create conflict with “Crazy
Manny” by saying unnecessary things about his mother. He reacted by following her home and decided to sit on her roof for
several days. The young girl no longer felt “tough” anymore and pretends to have yellow fever so she can avoid Manny.
However, one day Manny falls off the roof and becomes severely injured. Without any consideration, the hardheaded young
girl had the audacity to spread a rumor that she was the one who pushed him off and slowly forgets about Manny. Later on in
the story, the narrator’s joins a community center, where she reads her file and finds out she was from a “deviant family in a
deviant neighborhood.” This connects to Toni Cade’s experience living in Harlem because during the civil rights, society has
placed a mark on what is considered mores and what is considered a norm. Towards the end of the story, the young girl
encounters Manny at a basketball court one night after forgetting about his existence. She tries to speak to him but she was
interrupted by the police that happened to pass by. The cops harassed both Manny and the young girl based on the fact they
were a different color. Bambara made police brutality a topic of publicity because it was common during the civil rights. The
young girl realizes that Manny is no longer her enemy, but the police were. Growing up in a place where you’re socially
unaccepted, restricts your boundaries and makes you realize real life situations. Toni Cade Bambara emphasized the issues
during the civil rights movement through “The Hammer Man” by elaborating on situations such as police brutality and social
inequality.
Toni Cade Bambara had a significant impact towards the civil rights movement by creating series of books, events,
and groups. My plan for summer vacation is to read “The Seabirds Are Still Alive,” by Toni Cade Bambara. I chose this
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specific work because some of her fictional stories in this book is based off different experiences she’s had throughout her
time travelling to other countries such as Asia. Reading this work will give me an opportunity to understand other political,
economical, and social issues that other countries may experience. Therefore, gaining more knowledgeable information from
the topic. Her work creates a new approach to different viewpoints and enables the reader to keep an open mind about one’s
past. Toni Cade Bambara is an inspiration to many individuals seeking change for not only social change, but also for
themselves.
Works Cited
Bambara, Toni Cade. "The Hammer Man." Negros Digest. N.p.: Johnson, n.d. 54-60. Print.
Deck, Alice A. "Toni Cade Bambara." Afro-American Writers After 1955: Dramatists and Prose Writers. Ed. Thadious M.
Davis and Trudier Harris-Lopez. Detroit: Gale, 1985.
Center. Web. 12 Apr.
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2016.
Dictionary of Literary Biography Vol. 38. Literature Resource