Reference no: EM131101105

Required Resources

I Know Why the Caged Bird Sings by Angelou, Maya. Copyright 1969 by Nelson Thornes Ltd. Reprinted by permission of Nelson Thornes Ltd. via the Copyright Clearance Center.

This excerpt provides an autobiographical perspective on education and its impact on individual and community. This piece is examined in this week's Application Assignment.

Shange, N. (1997). For colored girls who have considered suicide/when the rainbow is enuf. New York, NY: Scribner.

Reprinted by the permission of Russell & Volkening as agents for the author. Copyright 1993 by Ntozake Shange.

• "graduation nite" Lady in Yellow (pp. 21-24)
• "i'm a poet who" Lady in Orange (pp. 28-30)
• "latent rapists" Lady in Blue, Lady in Red, Lady in Purple (pp. 31-35)
• "one" Lady in Red (pp. 45-49)
• "i usedta live in the world" Lady in Blue (pp. 50-53)

These poems are part of Ntozake Shange's award-winning "choreopoem," for colored girls who have considered suicide when the rainbow is enuf. The choreopoem is performed by seven women identified only by the colors they wear. Below you will find five of the poems (more are in Week 6).

Note: All of the poems listed above are also included as audiocasts located under Media in this week's Learning Resources.

Walker, A. (1994). Everyday use. In B. T. Christian (Ed.), Women writers texts and contexts (pp. 23-35). New Brunswick, NJ: Rutgers University Press.

Everyday Use by Walker, A. Copyright 1994 by Rutgers University Press. Reprinted by permission of Rutgers University Press via the Copyright Clearance Center.

This excerpt addresses women and education and its impact on family and community. This piece is examined in this week's Application Assignment.

Walden University. (2015b). APA style: Overview. Retrieved from https://academicguides.waldenu.edu/writingcenter/apa
Walden University. (2015e). Writing center. Retrieved from https://academicguides.waldenu.edu/writingcenter/home

Document: Glossary of Terms and Techniques for Literature and Creative Writing (PDF)

This resource provides support in analyzing various forms of literature. Use this resource to identify elements of style and apply literary terms to assignments.

Application: Education Analyzed Through Nonfiction and Fiction

Perhaps you come from a long line of women who had access to formal education, or perhaps you are the first in your family to attend a university. Education is more than learning fundamental skills of reading, writing, and arithmetic. It is access to opportunity and choice that you may or may not take for granted. Although the value of formal education is inestimable, it does not replace or undermine what women have always had access to-their own knowledge, learned and shared with families and communities-gained through life experience.
In this week's Assignment, you consider the styles of creative nonfiction and fiction to relay messages concerning women's education experience.

To prepare for this Assignment:

• Review the brief biographies of Maya Angelou, Alice Walker, and Ntozak Shange in the Women's Voices and Social Change timeline media piece.
• Review the Angelou and Walker readings from this week's Learning Resources to uncover the authors' perspectives on the value of education.
• Review the "Glossary of Terms and Techniques for Literature and Creative Writing" document for descriptions of creative nonfiction and fiction.
• How would you describe the difference between the two styles of writing? Do you have a preference? Why?
• Consider people in your life who may have a strong sense of mother wit-natural wit or intelligence or innate knowledge. What distinguishes people with this type of knowledge?

The Assignment:

Write a 2-page analysis of women's educational experience as depicted in the works of Angelou and Walker. Include evidence of formal education and mother wit. How do these works support your understanding of formal education vs. mother wit?