Reading I NEED HELP ON MY HOMEWORK

©Kiley Acosta, PhD

📓 Collaborative Reading Journal [CRJ]

MÓDULO 1

U.S Latinx Caribbean Voices

COLLABORATORS | Name | Color

Cameron Alcocer

Feiyu Pang

· Click here to view CRJ guidelines

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[CRJ]1

Módulo 1

USLL Introduction (PDF) Eds. Harold Augenbraum, Margarite Fernández Olmos

DUE: 4-12 10:00 PM

Prompt 1.1: Briefly summarize the main ideas of this reading. Support your response with a few pieces of textual evidence (i.e. page numbers, paraphrasing, quotes, direct references).

[CRJ]1

Módulo 1

Dance Between Two Cultures Preface (PDF) Author: William Luis

DUE: 4-12 10:00 PM

Prompt 2.1: Identify the big takeaways from this reading. What, according to Luis, are the most important socio-historical factors and literary characteristics that distinguish Latino Caribbean literature written in the United States? Support your response with textual evidence.

Prompt 2.2: What are your thoughts on Luis’ definition of the term Latino (p.x)? How does Luis’ usage of Latino compare with the editor’s discussion of terminology in the U.S. Latino Literature introduction (p.xii)? Support your response with specific examples.

[CRJ]1

Módulo 1

Introduction (ALR pp.1-15) Eds. Juan Flores, Miriam Jiménez Román

DUE: 4-12 10:00 PM

Prompt 3.1:How does The Afro-Latin@ Reader introduction relate to the interviews you watched for [PP] Activity 2 “AfroLatinx Erasure in Hollywood?” What connections stood out to you? Support your response with specific examples.

Prompt 3.2: Share an image and/or digital artifact related to any of the [CRJ]1 texts.

Include identifying data (author/creator, publication information, retrieval source, date etc…)

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[CRJ]2

Módulo 1

Black Cuban, Black American (ALR pp.99-112) Evelio Grillo

DUE: 4-14 10:00 PM

Prompt 1.1: This reading is an excerpt from Evelio Grillo’s memoir Black Cuban, Black American. What type of a picture does it paint for you of community, identity and race relations in early twentieth century Ybor City, FL? Support your response with textual evidence.

Prompt 1.2: Discuss one (1) idea, topic or passage in the text that stood out to you.

[CRJ]2

Módulo 1

A Puerto Rican in New York (ALR pp.113 - 119) Jesús Colón

DUE: 4-14 10:00 PM

Prompt 2.1: In your own words, discuss the inner turmoil Jesús Colón describes as a Black Puerto Rican navigating the color line in early twentieth century New York City.

Prompt 2.2: Come up with at least one (1) discussion question for your peer reading group related to any of the readings for [CRJ]2.

Prompt 2.3: Share an image and/or digital artifact related to any of the readings for [CRJ]2. Include identifying data (author/creator, publication information, retrieval source, date).

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Módulo 1

USLL: Piri Thomas’ Down These Mean Streets (GS, PDF pp.21-26)

DUE: 4-21 10:00 PM

Prompt 1.1: In this essay, Asela Rodríguez de Laguna presents an analysis of themes and forms in Piri Thomas’ autobiographical work Down These Mean Streets (1967). Outline the main points and important ideas her piece touches on.

Prompt 1.2:What aspects of Rodríguez de Laguna’s analysis did you find helpful, interesting, enlightening, confusing, useless etc.. to your own reading of the excerpt of DTMS?

[CRJ]3

Módulo 1

Excerpt from Down These Mean Streets (ALR pp.219-231)

DUE: 4-21 10:00 PM

Prompt 2.1: What mechanisms does Piri Thomas employ to represent the characters in this excerpt against the backdrop of El Barrio (East Harlem, a.k.a “Spanish Harlem”)? Consider images, colors, the attitude and tone conveyed in references to people and places.

Prompt 2.2: What are your thoughts on the uses of language: the metaphoric and poetic, versus street and foul language, and the use of Spanglish in DTMS? Support your response with textual evidence.

Prompt 2.3: Think about how the characters in this reading view ethno-racial identity and miscegenation (racial mixing). In what ways does this excerpt from DTMS relate to [PP] Activity 3 “AfroLatinx Experts Talk About Racism? Support your response with evidence.

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Módulo 1

Puerto Rican Language and Culture in the U.S. (PDF pp.157-181) Juan Flores

DUE: 1-30 10:00 PM

Prompt 1.1: Identify the author’s thesis and outline the main arguments in this piece.

Prompt 1.2: What are your thoughts on this topic? Is there anything you found relatable/interesting/surprising/thought-provoking/upsetting etc…? Support your response with examples and textual references.

[CRJ]4

Módulo 1

Nuyorican Poetry Selection + “Puerto Rican Obituary” . (PDF) Tato Laviera, Pedro Pietri

DUE: 1-30 10:00 PM

Prompt 2.1: Identify and discuss at least three (3) key themes that emerge from this selection of Nuyorican poems. Support your response with textual references and examples.

Prompt 2.2: How does this poetry selection relate to Juan Flores’ essay on Puerto Rican Language and Culture in the U.S.?

Prompt 2.3: Which poem(s) stood out to you, and why?

Prompt 2.4: Share an image and/or digital artifact related to any of the readings for [CRJ]3. Include identifying data (author/creator, publication information, retrieval source, date).

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[CRJ]4

Módulo 1

Puerto Rican Language and Culture in the U.S. (PDF pp.157-181) Juan Flores

DUE: 4-23 10:00 PM

Prompt 1.1: Identify the author’s thesis and outline the main arguments in this piece.

Prompt 1.2: What are your thoughts on this topic? Is there anything you found relatable/interesting/surprising/thought-provoking/upsetting etc…? Support your response with examples and textual references.

[CRJ]4

Módulo 1

Nuyorican Poetry Selection + “Puerto Rican Obituary” . (PDF) Tato Laviera, Pedro Pietri

DUE: 4-23 10:00 PM

Prompt 2.1: Identify and discuss at least one (1) key theme that emerges from this selection of Nuyorican poems. Support your response with textual references and examples.

Prompt 2.2: How does this poetry selection relate to Juan Flores’ essay on Puerto Rican Language and Culture in the U.S.? Describe at least one (1) connection, supported by textual evidence.

Prompt 2.3: Which poem(s) stood out to you, and why?

Prompt 2.4: Share an image and/or digital artifact related to any of the readings for [CRJ]4. Include identifying data (author/creator, publication information, retrieval source, date).

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[CRJ]5

Módulo 1

The Poet X (Part I pp.3-92) Elizabeth Acevedo

DUE: 5-5 10:00 PM

Prompt 1.1: Imagine you are chatting with a friend or family member and they ask you about The Poet X. How would you describe this book if you were discussing it in an informal conversation? What are your thoughts on the story, characters, style, format and your reading experience thus far? Support your response with a few examples from the text.

Prompt 1.2:Do you think this novel is written with a target audience and/or a specific demographic of readers in mind? Support your ideas with examples.

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Módulo 1

The Poet X (Part II pp.95-220) Elizabeth Acevedo

DUE: 5-7 10:00 PM

Prompt 1.1:Discuss the relationship between two (or more) of the characters in The Poet X. How do the relationship dynamics depicted in this work relate to previous course readings? Support your response with textual evidence.

Prompt 1.2:Talk about any aspect of Part I-II of The Poet X that you found relatable/interesting/surprising/thought-provoking/upsetting etc… Compose a well-developed reflection. Support your response with textual evidence. Minimum 50 words.

[CRJ]6

Módulo 1

The Poet X (Parts I, II & III) Elizabeth Acevedo

DUE: 5-7 10:00 PM

Prompt 2.1:In SPAN 139, we have explored 20th and 21st Century U.S. Latinx Caribbean voices and read excerpts from pioneering works that form part of a literary lineage of Latinx Caribbean writing in the United States, including Piri Thomas’ Down These Mean Streets, Nuyorican poetry, and Junot Díaz’ Drown. In your opinion, how does The Poet X fit into this literary lineage of U.S. Latinx Caribbean writing? Support your response with textual evidence.

Prompt 2.2: Share an image and/or digital artifact related to any of the readings for [CRJ] 5 or [CRJ] 6. Include identifying data (author/creator, publication information, retrieval source, date).

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[CRJ]7

Módulo 1

Of Women and Salt (Chapters 1-6) Gabriela García

DUE: 5-17 10:00 PM

Prompt 1.1: Gabriela García introduces us to several principal characters in chapters 1-6. Select at least two (2) characters and tell us what you have learned about each person. For example, what do they look like? Do we know their background story? What aspects of their lives, interests, behaviors and personalities are highlighted in the narrative? Would you consider either of these characters to be sympathetic? Support your response with textual evidence.

Prompt 1.2:How would you describe the story structure of this novel? For example, is the organization of stories linear, chronological, non-linear, fractured etc…? Do you think the structure of the narrative serves a particular function? Support your ideas with examples.

[CRJ]7

Módulo 1

Of Women and Salt (Chapters 1-6) Gabriela García

DUE: 5-17 10:00 PM

Prompt 2.1:What is something that came up in the reading that you would be interested in discussing further? Support your response with details and textual references.

Prompt 2.2:Share an image and/or digital artifact related to any of the readings for [CRJ]7. Include identifying data (author/creator, publication information, retrieval source, date).

MÓDULO 2

Mexican-American Chicanx Voices

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[CRJ]8

Módulo 2

Infinite Divisions Introduction (PDF) Eds. Tey Diana Rebolledo, Eliana S. Rivero

DUE: 5-24 10:00 PM

Prompt 1.1: Describe how the introduction to Infinite Divisions: An Anthology of Chicana Literature (1993) is organized. In your opinion, what purpose does the organizational structure serve? Your response should be brief, yet specific (avoid generalizations).

Prompt 1.2:What would you consider to be the biggest “takeaway” from your reading of this introduction? Try to summarize your biggest takeaway in 1-2 sentences.

[CRJ]8

Módulo 2

Self and Identity Infinite Divisions (pp.75-97)

DUE: 5-24 10:00 PM

Prompt 1.1: Identify and discuss at least one (1) key theme or throughline you observe in this collection of Chicana writing. Support your response with textual references and examples.

Prompt 1.2:How do the selections of Chicana poetry and prose in this section relate to previous course readings? Support your response with specific references and mention at least one (1) selection from Infinite Divisions “Self and Identity.”

Prompt 1.3: Which piece(s) stood out to you, and why?

Prompt 1.4: Share an image and/or digital artifact related to any of the readings for [CRJ] 8. Include identifying data (author/creator, publication information, retrieval source, date).

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[CRJ]9

Módulo 2

“ Never Marry a Mexican ” (BF pp.171-187) Sandra Cisneros

DUE: 5-28 10:00 PM

Prompt 1.1: Select at least one (1) character from Sandra Cisneros’ short story “Never Marry a Mexican'' and write a brief character profile. Tell us what you have learned about this person. For example, what do they look like? Do we know their background story? What aspects of their lives, interests, behaviors, personalities and mental state are highlighted in the narrative? Would you consider this individual to be a “sympathetic character” (in other words, are they rendered as “relatable” to the reader)? Support your response with textual evidence.

Prompt 1.2: Identify (1) quote or passage in this story that caught your attention. Explain its significance in the storyline and discuss how this passage relates to at least one (1) previous course reading or major course theme. Support your response with textual evidence.

MÓDULO 3

U.S Central American and South American Voices

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Módulo 3

The Tattooed Soldier (Part I pp.3-82) Héctor Tobar

DUE: 6-4 10:00 PM

Due: 6-2 📖[Read]: The Wandering Song Preface: Stories from Our Unincorporated Territories (pp.9-11)

Prompt 1: Héctor Tobar introduces us to several principal characters in Part I of The Tattooed Soldier (pp.3-82). Select at least one (1) main character and write a brief character profile (you may also write about the city of Los Angeles as a main character).

· Tell us what you have learned about this person. For example, where are they from? What do they look like? What do we know of their background story? What aspects of their lives, interests, behaviors, personalities and mental state are highlighted in the first part of the novel?

· Describe the evolution of this character from the beginning of Part I until the end (your response must indicate that you are familiar with the story and plot of Part I).

· Would you consider this individual to be a “sympathetic character” (in other words, are they rendered as “relatable” to the reader)? Support your response with textual evidence.

Prompt 2: Talk about any aspect of Part I of The Tattooed Soldier that you found relatable/interesting/surprising/thought-provoking/upsetting etc…

· Mention connections to at least one (1) previous course reading that comes to mind for you. Support your response with textual evidence.

Prompt 3: Share an image and/or digital artifact related to Part I of The Tattooed Soldier. Include identifying data (author/creator, publication information, retrieval source, date).