Wendy AP Language

Wendy Hanna

Mr. Ehret

Ap Language

June 15, 2008

Jerald Walker’s “Dragon Slayers” from the Iowa Review reflects upon Walker’s own experience with a man and his attempts to convince Walker to hate the white race for their “racism, discrimination, and prejudice” against his people.  Even after trying to explain that he was never a slave, Walker is still bombarded by the man’s comments that whites would continue to oppress black community. 

Walker, a college professor, pokes fun at the man whose opinions and appearance make him more suited to live in 1962.  The man is against the ways of society, and is especially entertaining to Walker as he rejects his beliefs.

At first the two men spoke of everyday subjects, but then moved into talk about Walker’s African American literature course.  The students taking the course must agree to “think like blacks” while taking the class.  Rather than seeing whites as oppressors, they look at blacks as survivors and heroes.  They were strong-willed and brave people.  The man was angered greatly by this and went on a streak about how having that outlook bypasses the cruelty of whites and makes them think their is no need to repent.  

Walker does not stand by the notion that blacks are simply the underdog, surrounded by pain and suffering.  This view is seen by many people, both black and white, and even by Walker at an earlier point in his life.  When he first began writing, he wrote about sad and angry blacks living in the ghettos who experienced rough lives because of the white society.  This is what Walker was accostomed to and made that apparent through his writings. Then, his eyes were opened at the Iowa Writers’ Workshop. 

 His first class was with Frank Conroy, tough and intense, who tore every piece of writing apart until it was up to standard.  After completing that course, Walker throught he had improved immensely and felt he was up for anything.  Then, after choosing to take a workshop with James Alan McPherson and reading a couple of his books, Walker found McPherson’s genre and subject of choice to be very similar to what he wanted to do.  He decided that McPherson would be a great role model, his “literary father.” 

Conroy and McPherson were exact opposites; this was obvious through their appearances and personalities.  Walker was disappointed by McPherson’s almost silent nature; he was very eager to learn from him, especially because he was an award-winning author.  He finally got what he wished for halfway through the semester.

As McPherson began the lesson one day, Walker was already becoming excited as he was sure his role model would love his writings.  He started by showing the students a magazine article about a rapper whos music is about life in the ghetto, but actually lives in a “wealthy white suburb.”  He explains how many rappers use the tactic of lying about their background and lives and “using black stereotypes” just because it will make them more money.   

The students agreed that that strategy was dishonest and unjust.  Walker, who was stressed and very upset by this, met with McPherson first thing the next day.  The office was completely bare except for the magazine placed on top of the desk.  He urged McPherson to believe that he was not crazy, and that his writings were his own, based on his friends, family, and altogether rough past.  After making his point, his teacher rushed from the room without saying a word.  Finally, a woman came in the room and asked what would possess him to offend such a kind man.

Walker remembered a time when he had been dumped by his first love, and tried “unsuccessfully not to cry.”  The woman comforted him and eventually a more calm McPherson came back and assured him that everything was alright, and that the same thing happened to him as a student.  Walker explained that his people are from Arkansas; McPherson responded that his were from Georgia, calling it a motherfucker,  with a smile.

Black America, to Walker, was summed up with that single comment.  Strong-willed and covering sadness with laughter.  Walker began to leave, followed by McPherson’s comment that stereotypes are important when they are used in the right way.  It brings the reader into something they know, but from there they must be taught the truth and reality. 

Those words were obviously of importance, but Walker tried his hardest to ignore them for almost a year before visiting McPherson once again to ask him if he would supervise him on a study of himself.  They studied everything from music to literature, looking at different cultures and people.  The lesson learned overall was that life itself can be very tough at times, but through enjoying it and laughing along the way, we will get through it. 

Walker learned that he was not a stereotype, but had become one, and he made his friends and family in his stories stereotypical also.  Yes, he told true stories about hardships and miseries, but he had overlooked the willing and brave spirit of his people to overcome the bad times.  He learned from McPherson, “Less times needs to be spent on the dragons, and more on our ability to forge swords for battle, and the skill with which we’ve used them.” 

McPherson helped greatly with shaping who Walker is today and what he teaches.  He does not focus on the difficulties, but on the power to get past them.  Some people are more interested in the difficulties (like the man at the Christmas party), but many are moved by the spirit of African Americans to overcome such hard times.  When students ask Walker how he decided to base his course on that idea, he tells them he got the idea from his father.

 Vocabulary

goad- verb- to incite or rouse

unequivocal- adj- leaving no doubt; clear

myopia- noun- a lack of foresight or discernment : a narrow view of something

dissertation- noun- an extended, usually written, treatment of a subject

Tone

reflective, confident

Rhetorical Strategies

 Humor: “I glanced around the room, just as one of my oppressors happened by. She was holding a tray of canapes. She offered me one. I asked the man if, as a form of reparations, I should take two.” (p. 281)

Parallelism: “Conroy was tall, white, and boisterous; McPherson was short, black, and shy.” (p. 283)

Appeal to Pathos: “…I saw myself at 12, looking at a closed front door, behind which was my first love, who had just dumped me and left me standing on her porch, trying unsuccessfully not to cry.” (p. 285)