07 December, 2006
Leslie Marmon Silko: A Biography
Leslie Marmon Silko: A Biographical Overview
and study guide for the English 1002 Final Exam
(Source of the article below is the Gale Literature Resource Center accessed at Louisiana State University at Eunice. Source credits as follows:
Critic: James Ruppert
Source: Reference Guide to American Literature, 3rd ed., edited by Jim Kamp, St. James Press, 1994
Criticism about: Leslie (marmon) Silko (1948-), also known as: Leslie Marmon Silko, Leslie (Marmon) Silko
Genre(s): Short stories; Autobiographies; Novels; Poetry
Leslie Marmon Silko has attracted wide national and international attention for her writing about the Southwest and the American Indian experience. Her 1977 novel Ceremony along with N. Scott Momaday's House Made of Dawn comprise the two most influential works by contemporary Native American writers. Silko's work has been widely analyzed to explore its relation with Laguna myth and culture, and often discussed in the context of minority women's expression.
Growing up in Laguna Pueblo by Rt. 66 in New Mexico, Silko was exposed to a web of various relatives, native and non-native, living on the edge of the pueblo. She soon learned that the stories they recalled about her and her family defined her in the reality of the community. As she grew, she perceived that oral tradition defined everyone in the pueblo; the stories told about an individual and her ancestors created an identity, an assigned role in the community.
Silko also was exposed to traditional Laguna stories. As she began to write, she used many of the stories she heard. Often she felt as if she had lived the old stories, especially the Yellow Woman stories. For Silko these stories transcended local detail and expressed a very deep level of human experience preserved in oral form. She perceives storytelling as a way of being, a way of perceiving and knowing the world.
Her first notice came through poetry. In 1974 she won a National Endowment for the Arts award, an award from Chicago Review, and published Laguna Woman, a volume that presented a mixture of Laguna culture and personal experience. The publication of her poetry in Carriers of the Dream Wheel and her short stories in The Man to Send Rain Clouds brought her national attention. From the latter volume, "The Man to Send Rain Clouds, "Tony's Story," and "Yellow Woman" continued to be popular favorites for anthologies. Much of Silko's material in both volumes employs traditional Laguna narratives and historical stories popular in her family and in the community.
Her novel Ceremony was published in 1977 to much acclaim. The protagonist, Tayo, is a mixed-blood Laguna experiencing devastating difficulty with reintegrating himself back into his family and Laguna society after World War II. The deaths of his cousin in the war and of his uncle Josiah back at the Pueblo accentuate the disorientation he experiences upon returning home. The novel depicts his illness through a disjointed narrative that fractures chronological time and juxtaposes mythic elements with personal experience, verse with fiction. Tayo visits an unorthodox mixed-blood Navajo medicine man, Betonie, who performs a ceremony on Tayo that aligns Tayo's illness with a larger ongoing story of illness in the world from time immemorial. He foresees four elements of a journey that Tayo must make into the mountains above Zaguna to perform his personal ceremony. During his journey, Tayo remembers many things from his past and understands their significance for his health and the health of Laguna Pueblo. He also meets a mysterious spirit woman who helps him see how his story, his ceremony, is part of a larger ceremony to defeat the forces of destruction and death. He rejects the vicious actions of some of his war buddies as they torture one of the returned veterans. Upon his return to the Pueblo, he has the ability to help the community return to harmony.
One of Silko's main themes is the important role in cultural change to be played by people marginalized by a community. For Silko, the ceremonies must keep changing or the life of the community dies, and the mixed-blood is in the position to assure that change leads to life-giving structures. Silko juxtaposes lines of what appear to be poetry with the prose of her novel; however, much of the verse material is mythic, both from Laguna tradition and Silko's creative vision, not poetry. She wanted the verse lines to be heard like oral performances. Her interest in bringing the oral into the written is also shown in the frame she gives the novel. She starts by asserting that the story presented to the reader is taking place in Thought- Woman's mind. Thus this character from Laguna cosmology creates the reality the reader experiences. Furthermore, the stories hold off illness and death, fight evil, and create new ceremonies. Then she frames the body of the novel with the word "sunrise," a technique used in certain Laguna prayers.
In addition to their oral origins, these elements also work to give the novel a religious function. The function of the frame is to incorporate Tayo and the reader into a mythic vision of the world, or what Silko calls "the old, old, old way of looking at the world." Tayo must learn "the ear for the story, the eye for pattern." When he does that he realizes that there are no boundaries between time and space, only transitions. He has not been crazy, but has just seen the world as it truly is. Tayo makes sense of the disjointed elements of his life, as does the reader. The mythic struggle between the Destroyers and those who fight for life becomes central to Tayo's story, and the reader is encouraged to join the fight against the Destroyers. In this way, the novel becomes a ceremony for the reader.
Silko's next book, Storyteller, combines family stories, Laguna traditional narratives, family and community photographs, uncollected short stories, poetry, and personal memories. While the book reveals some personal information about Silko and her family, it is more concerned with exploring a family and a community through the stories it tells. Some critics have seen this as an expression of a collective sense of self. Silko has noted that one of her goals was to "clarify the relationship between the stories I heard and my sense of storytelling and language that had been given to me by the old folks, the people back home." To do this, she drops any chronological structure, opting for a juxtaposition of material from various sources to re-create something of the narrative background for her writing.
In 1991, Silko published her second novel, Almanac of the Dead. This ambitious book intertwines the lives of a dozen or so characters into a series of juxtaposed and interlocking narratives. The setting of the novel moves all across North America from Alaska to Mexico to Central America. While placed in the near future, the novel evokes the history of European exploitation of the continent. Silko hypothesizes the existence of a Mayan Almanac that tells of the epochs of the past and foretells of the future. Using the Almanac structure allows Silko to experiment with juxtaposing narratives of the violent and spiritless Euro-Americans with the story of a swelling, spiritually-oriented group of peasants who attempt to regain the continent.
More political and historical than Ceremony, Almanac of the Dead prophesies the end of the Dead-Eye Dog era, which has dominated life in the Americas for the last five hundred years. With the start of the Fire-Eye Macaw era, many diverse forces converge on a holistic healers convention in Tucson. Eco-terrorists, homeless Vietnam vets, oppressed descendants of African slaves, and displaced Native Americans are brought together by a barefoot Hopi prophet and his Mexican Indian twin brother, the leaders of the peasant movement that begins swarming across the hemisphere. Each dissident group hears the spirits of the Americas call out to reject the European desecration of North and South America. Spirits of the displaced African gods have united with the spirits of Native America. Fed by the bitterness and blood of millions, they seek revenge through various avenues, including catastrophic natural disasters. As one character concludes, "the Americas were full of furious, bitter spirits; five hundred years of slaughter had left the continents swarming with millions of spirits that never rested and would not stop until justice had been done."
While not prodigious in her output, Silko has always been experimental, and her work has been solidly rooted in Native American experience. She is one of the most important contemporary Native American writers. Arguably, she is the Native writer most concerned with bringing the oral into the written. Her work reflects the problems and potentials of that bridging and also connects the two worldviews that support those modes of expression.
Source: James Ruppert, "Leslie Marmon Silko: Overview," in Reference Guide to American Literature, 3rd ed., edited by Jim Kamp, St. James Press, 1994.
Source Database: Literature Resource Center
13 November, 2006
Works Citing? How EX-Citing!
The annotated bibliography is nothing but a big old Works Cited page with descriptive summary included about the different sources of information. The Purdue University Online Writing Lab is a handy resource that I recommend heartily. You can link to the OWL MLA section by clicking above on the title of this post.
09 November, 2006
Mr. Pulling Goes Elizabethan: "Upon the Windswept Erie Shore"
Upon the Windswept Erie Shore
(For Sarah Ann–Upon my being homesick in Cleveland!)
By David L. Pulling
November 1998
Upon the windswept Erie shore I stand
And cast my gaze across the inland main.
Pond’rous billowing clouds roll o’er the land
As weary thoughts besiege my homesick brain.
How rude the bitter gale dispelleth cheer!
Her icy darts so penetrate my soul!
And I a stranger, a wayfarer here,
Am cast forlorn upon this foreign shoal.
O bright sun, why refusest thou to smile,
To melt away the chilling loneliness?
How long must I endure this winter vile?
When love’s glad union shall I repossess?
But soft! I’ll close mine eyes and of thee dream–
O love, console me by the fairy stream!
31 October, 2006
How can I explicate thee? Let me count the ways!
HOW TO EXPLICATE A POEM
Try the following links for helpful suggestions, ideas, and examples . . .
http://www.uwrf.edu/~sl01/explcat.html
This site gives specific suggestions for different elements of the poem that you should consider. Because the professor goes into more specific detail about the process of analyzing the poem than Kennedy and Gioia provide in the text, this material is a great supplement.
http://www.williams.edu/English/PdfEnglish/Guide3LRaab.pdf
Professor Williams' site above provides a pdf handout. He offers some practical suggestions about the process for writing an explication, including some pre-writing activities different from Kennedy and Gioia's suggestions.
http://www.uncp.edu/home/canada/work/markport/best/study/poetry.htm
This teacher's explication page includes a link to the American Academy of Poets "How to Read a Poem" as well as a sample explication.
26 October, 2006
Rhyme Scheme (or Rhyme "Scream?")
Rhyme scheme is the exact correspondence of rhyming sounds at the end of each line of poetry, identified by the first end rhyme represented by a lower case "a," the next variation by a "b," the third variation by a "c," and so on.
Below is an illustration of a common rhyme scheme for closed form poems written in quatrains (four-line stanzas).
(To see the web resource from which this illustration is drawn, go to http://www.millikin.edu/aci/crow/basics/frost3.html
"Stopping by Woods on a Snowy Evening"
By Robert Frost (1874-1963, pictured above)
My little horse must think it queer b
He gives his harness bells a shake c
The woods are lovely, dark and deep, d
Last modified Nov, 1999 by M. O'Conner at http://www.millikin.edu/aci/crow/basics/frost3.html
22 October, 2006
To Quote, To Summarize, or To Paraphrase? And how?
Editor's Note: The following handout pasted in from the Purdue University Online Writing Lab provides an excellent summary and review of fundamentals. Several links to the OWL are embedded in the article.
Quoting, Paraphrasing, and Summarizing
This resource was written by Purdue OWL.
Last full revision by Dana Lynn Driscoll.
Last edited by Dana Lynn Driscoll on September 10th 2006 at 11:49AM
Summary: This handout is intended to help you become more comfortable with the uses of and distinctions among quotations, paraphrases, and summaries. This handout compares and contrasts the three terms, gives some pointers, and includes a short excerpt that you can use to practice these skills.
Jump to listing of all of this resource's sections
Quoting, Paraphrasing, and Summarizing
This handout is intended to help you become more comfortable with the uses of and distinctions among quotations, paraphrases, and summaries. This handout compares and contrasts the three terms, gives some pointers, and includes a short excerpt that you can use to practice these skills.
What are the differences among quoting, paraphrasing, and summarizing?
These three ways of incorporating other writers' work into your own writing differ according to the closeness of your writing to the source writing.
Quotations must be identical to the original, using a narrow segment of the source. They must match the source document word for word and must be attributed to the original author.
Paraphrasing involves putting a passage from source material into your own words. A paraphrase must also be attributed to the original source. Paraphrased material is usually shorter than the original passage, taking a somewhat broader segment of the source and condensing it slightly.
Summarizing involves putting the main idea(s) into your own words, including only the main point(s). Once again, it is necessary to attribute summarized ideas to the original source. Summaries are significantly shorter than the original and take a broad overview of the source material.
Why use quotations, paraphrases, and summaries?
Quotations, paraphrases, and summaries serve many purposes. You might use them to . . .
- Provide support for claims or add credibility to your writing
- Refer to work that leads up to the work you are now doing
- Give examples of several points of view on a subject
- Call attention to a position that you wish to agree or disagree with
- Highlight a particularly striking phrase, sentence, or passage by quoting the original
- Distance yourself from the original by quoting it in order to cue readers that the words are not your own
- Expand the breadth or depth of your writing
Writers frequently intertwine summaries, paraphrases, and quotations. As part of a summary of an article, a chapter, or a book, a writer might include paraphrases of various key points blended with quotations of striking or suggestive phrases as in the following example:
In his famous and influential work On the Interpretation of Dreams, Sigmund Freud argues that dreams are the "royal road to the unconscious" (page #), expressing in coded imagery the dreamer's unfulfilled wishes through a process known as the "dream work" (page #). According to Freud, actual but unacceptable desires are censored internally and subjected to coding through layers of condensation and displacement before emerging in a kind of rebus puzzle in the dream itself (page #s).
How to use quotations, paraphrases, and summaries
Practice summarizing the following essay, using paraphrases and quotations as you go. It might be helpful to follow these steps:
- Read the entire text, noting the key points and main ideas.
- Summarize in your own words what the single main idea of the essay is.
- Paraphrase important supporting points that come up in the essay.
- Consider any words, phrases, or brief passages that you believe should be quoted directly.
There are several ways to integrate quotations into your text. Often, a short quotation works well when integrated into a sentence. Longer quotations can stand alone. Remember that quoting should be done only sparingly; be sure that you have a good reason to include a direct quotation when you decide to do so. You'll find guidelines for citing sources and punctuating citations at our documentation guide pages.
18 October, 2006
What is poetry?????
That question has been answered many ways and provoked a lot of discussion. Believe it or not, English teachers will argue about what poetry "is" and what it is "not."
So with that question in mind, this unit introducing the concepts of "closed form" (also called "traditional poetry") and "open form" (often referred to as "modern" poetry) provides an occasion to explore exactly what poetry is.
To that end, a recommended supplemental reading for you: The Wikipedia online encyclopedia's discussion of "poetry." (Click here to link to Wikipedia.)
Reading the Wikipedia article will take you 10 or 15 minutes, but the overview is worth it. (You don't have to read every word of every part of it--Just skim. You'll know where to slow down and drink deeply and where you can just speed on by.)
You may find some ideas and/or information in the Wikipedia article that will come in handy on a future writing assignment.
For further discussion, consider posting the following:
- share a web link to a helpful or interesting resource on poetry that you found
- what you believe poetry is.
- an original poem that you wrote
- a copy of a poem that you find meaningful or special to you
- anything else related to "what is poetry?"
13 October, 2006
Reading a Poem
(To the left: "Gaozongquatrain," a Chinese poem. Is this what you feel like you're reading when you tackle the 1002 assignments?)
1. Who is the speaker?What does the poem reveal about the speaker's character? In some poems the speaker may be nothing more than a voice meditating on a theme, while in others the speaker takes on a specific personality.
2. Is the speaker addressing a particular person?If so, who is that person, and why is the speaker interested in him or her?
3. Does the poem have a setting?Is the poem occasioned by a particular event?
4. Is the theme of the poem stated directly or indirectly?Some poems use language in a fairly straightforward and literal way and state the theme, often in the final lines. Others may conclude with a statement of the theme that is more difficult to apprehend because it is made with figurative language and symbols.
5. From what perspective (or point of view) is the speaker describing specific events? Is the speaker recounting events of the past or events that are occurring in the present? If past events are being recalled, what present meaning do they have for the speaker?
6. Does a close examination of the figurative language (see "Glossary of Literary Terms") of the poem reveal any patterns?
7. What is the structure of the poem?Since narrative poems, those that tell stories, reveal a high degree of selectivity, it is useful to ask why the poet has focused on particular details and left out others. Analyzing the structure of a nonnarrative or lyric poem can be more difficult because it does not contain an obvious series of chronologically related events.
8. What do sound and meter (see "Glossary of Literary Terms") contribute to the poem?Alexander Pope said that in good poetry "the sound must seem an echo to the sense," a statement that is sometimes easier to agree with than to demonstrate.
9. What was your response to the poem on first reading?Did your response change after study of the poem or class discussions about it?
Also consider the following (From UWisconsin-Madison Writing Center):
*Read a poem with a pencil in your hand.
*Mark it up; write in the margins; react to it; get involved with it. Circle important, or striking, or repeated words. Draw lines to connect related ideas. Mark difficult or confusing words, lines, and passages.
*Read through the poem, several times if you can, both silently and aloud.
09 October, 2006
Peace Out!
Sleep,
Peace out,
Lord--
For peace I crave!
For I can’t
Peace myself
Together
Safely
Unless
You . . .
Peace!
04 October, 2006
The Salem Witchcraft Trials: An Interactive Tale
Nathaniel Hawthorne's Puritan ancestors were directly involved in the Salem Witch Trials (not as witches, mind you). That was part of Hawthorne's past of which he was not particularly proud. As a result of the embarrassing family history, much of his literary endeavor was directed at exposing what Hawthorne perceived as the hypocrisy of his Puritan forbears.
The photo above is Salem as it looked around the time of the Witchcraft Trials (and "Young Goodman Brown").
The link provided here (just click here!) to a National Geographic interactive website on "Salem" will provide you with a riveting interactive experience from the time and place of "Young Goodman Brown." Without a time machine, this is about as an authentic visit to the historical Salem that you can get!
02 October, 2006
An Online Interactive Reading of "Sweat"
Use resources like this to do your best!
If you like this material, find it interesting, or better yet, helpful, post a comment!
27 September, 2006
The Voice of Zora Neale Hurston
Click here to listen to audio clips of Zora Neale speaking (and even singing!) from the Online Classroom of the Florida Memory Project.
What do you think of that? Post a comment!
24 September, 2006
Complex (but simple) Symbolism: The Parables of Jesus
- "The Parable of the Good Seed" (Page 646)
- "The Parable of the Prodigal Son" (Page 190)
If you'd like to look at a website that has links to parables as well as a discussion of what a parable is and how it relates to understanding symbolism, click here.
If you'd like to check out a multimedia version of the famous Parable of the Good Samaritan, click here.
Literary Analysis #3 will provide you an opportunity to write about symbolism in some of the selections you've read in the course, including the possibility of writing to explain one of these parables. If the idea of writing about one of the parables in Kennedy and Gioia's text appeals to you, be thinking along those lines. (But remember you have Lit. Analysis #2 to tackle before that! LOL).
19 September, 2006
Symbolically Yours: Symbolism in Literature
A symbol in literature, as defined by Kennedy and Gioia, is "a person, place, or thing in a narrative [or poem] that suggests meanings beyond its literal sense.
In "A&P," for instance, the store represents more than a grocery store, for it's slogan "We have the best values in town" has a double meaning: in other words, the store is not just a place to buy groceries--the store, along with its manager Lengel, represents the solid community social traditions and moral values. It's more than just a store!
And in "Everyday Use," how about the quilts? Are they just old bed comforters? Or do the quilts, beyond their "everyday use," represent the idea of family values and tradition?
Steinbeck's story "The Chrysanthemums," is rich in symbolism, but let's leave that discussion for the Discussion Board. Happy reading!
Click here for additional readings about literary symbolism.
Question for general Blogservation (comment, in other words, from 1002 students or anyone else visiting the blog who has an opinion or an idea): What are some other common symbols you can think of from any source. . . for example, from our culture? from movies you have seen? from other familiar stories or novels? from music or art?
Painting Credits on this page:
Deathgrave by Carlos Schwabe (above) and Safe in the Arms of Jesus (above right)
15 September, 2006
The Life and Times of Alice Walker
Can you relate anything you find in Walker's life story to "Everyday Use?" Post a comment to the blog.
Comments from non-English 1002 students are welcome! Post your blogservations!
13 September, 2006
The College Online Writing Lab: Check out the OWL!
Visit the OWL!
(Online Writing Lab at Purdue University)
Click here to visit the Online Writing Lab.
You'll find resources to help with . . .
- essay organization and structure
- grammar and punctuation
- MLA style
- literary analysis
- writing from research
- paragraphing
- sentence problems
- anything else that ails you as a writer!
10 September, 2006
Improve your active reading skills!
--David Pulling
Click here for a link to a syllabus from a college literature course that includes practical suggestions and advice on active reading. The literature teacher that designed this site had students like YOU in mind!
Not only does the syllabus have good information, it also includes links to other resources that may help you. Try it out. If you try some reading strategy that works, post a comment.
06 September, 2006
To Believe, or Not to Believe . . . The Unreliable Narrator!
The first two reading selections this semester--Updike's "A&P" and Poe's "The Tell-Tale Heart"--are both related from the view points of unreliable narrators. Since that's one of the writing options for Literary Analysis #1, why not blog it? Check out the link to a Wikipedia article (click here) with a more prolonged discussion of this literary term than you'll find in your textbook.
04 September, 2006
The Death of Edgar Allan Poe
No other writer in our lineup of ten literary modules this semester has so much myth and fantastical tales surrounding him than Edgar Allan Poe.
Who or What was he?
A drug addict?
Couldn't handle booze?
An incestuous pervert?
A loser who couldn't finish a job?
Or was he a talented writer and practical businessman who knew that twisted stories were marketable to a reading public thirsty for tales from the dark side?
Well, English 1002 (or anybody else happening along this blog), what do you think may be the answer to those questions?
Don't simply base your judgment on reading "The Tell-Tale Heart." Do some research and backgound investigation. Look at the big picture. Then come back with an informed response. By all means, post your comments!
For a link to info. about Poe's mysterious death, which has helped to fuel many of the Poe legends and myths, click here.
02 September, 2006
THE GREAT ATLANTIC AND PACIFIC TEA COMPANY: A&P
(David Pulling's English 1002 class at LSU-Eunice is reading and discussing John Updike's short story "A&P.")
Updike's story is set in 1961 in an A&P supermarket chain store. In the late 1960's, A&P was the largest national supermarket chain in the country. A&P stores were common in South Louisiana in those days, too--I remember a store in Ville Platte as recently as the late 80's or early 90's, in fact. Of course, I worked at an A&P in my home town of Covington during the late 60's and early 70's when I was in high school and the early years of college. A&P's were common throughout the state in those days, with a major warehouse facility on Jefferson Highway in Metairie.
Just so you'll know, A&P (short for "The Great Atlantic and Pacific Tea Company") is still around in other parts of the country, although I haven't seen a store in South Louisiana in years. You can visit their web site at http://www.apsupermarket.com/.
The A&P store fronts in the 60's and 70's were marked by a distinctive colonial style architecture--very appropriate to support Lengel's "traditional American values" theme! If you're observant, you can still see that colonial architecture in abandoned strip malls throughout small Louisiana towns where A&P stores used to be located.
Does anybody remember an A&P supermarket besides the "old" teacher?
25 August, 2006
Updike, Downdike, All-arounddike!
English 1002 begins the semester reading and writing about John Updike. (That's John smiling lovingly in the pictures, the one on the left "fer real," the other obviously a cariciature (Ooh, cariciature--that's a vocabulary word! Who knows what that means?)
Students in the class will have the opportunity to discuss Updike and the representative short story "A&P" in the course's Blackboard discussion board, but that's a closed forum. This blog is an open forum! In other words, anybody in the world--not just students in English 1002 class-- can post a comment, or reply to someone else's comment--right here!
So let's see what happens! Whoever you are-- 1002 student, literary critic, common Joe/Jane on the street--Have you read Updike? Whatcha think of Updike? And if that doesn't interest you, whatcha think of life? the meaning of life? The English 1002 class you're in now, or a second semester comp. class you took a long time ago?
Post one, post all! Join the Updike free-for-all!
23 August, 2006
Accidental Poetry: "Accidentally yours . . . ?"
Hopefully, one of the most reliable indicators of poetic impulse or instinct in a writer is the capacity to demonstrate not only a facility with words, but also a fascination with words--a "head full of logos," as I once composed in a verse celebrating the creative impulse of language (that Greek word "logos" is so much richer than our boring English "word!") .
Writers with this "head full of logos" show a propensity to erupt in spontaneous wordplay, even as they trudge through drafts of otherwise functional and/or transactional writing tasks-- a memo, an email message, a note to co-workers, even a shopping list. This spontaeous wordplay often produces what I term accidental poetry: usually brief poetic expressions resulting from the writer's recursive experimentation with revision and word possibilities.
For me, the process works this way: As I labor at a writing task, I occasional get caught up in fanciful experiments with word sounds, phrasal rhythms, word combinations that produce alliteration or assonance, some clever way of turning a phrase, or even a combination of these strategies. This distraction begins as a sub-conscious and unintentional loss of focus as some interesting possibility leads me off task, but as I wake to find myself wandering off in that direction, instead of redirecting myself to the task at hand, I succumb to the impulse and "play!" Here's an example of an "accidental" verse that spilled out of my keyboard yesterday as I posted a blog comment:
And what's our cheer
this year
down here
along the Coast?
Death to hurricanes!
Of course, it's not great poetry. But nor is it serious poetry-- It's just "accidental poetry," a casual invention that's sometimes cute and almost always fun, something to tuck away in a journal or a corner of the portfolio for future reference and further elaboration--or maybe never. But one way or the other, here I am with this "head full of logos!"
Any other "accidental" poets out there? I'd like to compare notes.
21 August, 2006
Whatchy'all think of "y'all?"
The user of that contracted form of "you all" attains immediate recognition as one not from those parts, followed by the inevitable "Where are you from?" I experienced that quite a bit earlier this summer.
So the question arises, especially for one rhetorically and poetically inclined in the profession of letters, "Is 'y'all' a legitimate word?" I've never thought of it as otherwise, but then again, I was raised in the Deep South.
Admittedly, Wikipedia consigns "y'all" to informal as opposed to formal usage situations. But I can live with that. I'm just pleased that credible sources accept and acknowledge our regional linguistic values and tradtions.
Now the next question: Why is the way we speak seemingly more important to Southerners than to other Americans? That's a good question for a future blogservation. Maybe someone will have opinion and offer a post.
So what do y'all think about that?
20 August, 2006
Behold the Teacher!
If you are a student in my classes, I look forward to getting to know you once the semester starts August 26. If you are a visitor just poking around, thanks for stopping by. As we say down South, "Do come back," and don't hesitate to post a message so we'll have a record of your visit and your impressions of what goes on here.