![]() ![]() ![]() ![]() I also call their attention to the slippage of the pronouns and what this slippage might be accomplishing. I always ask them what they think the television screens are doing (and for the ambitious I ask if they can make a connection between the structure the TVs provide and Rankine’s discussion of parataxis, a term which they will need defined). I also find it useful to discuss the book’s structure the students are usually interested in the visual elements of the text. I also call attention to her subtitle, and ask how a lyric is different from something else, like a memoir or an anthem for example. On the first day of discussion, I spend a good amount of time asking the students what genre this text would fall into. The notes are extremely informative and engaging, and I find it useful to alert my students to those notes when assigning the reading. ![]() In Don’t Let Me Be Lonely Rankine includes copious endnotes where she explains almost all of her allusions. My students were excited to see how literature could engage current issues such as police violence and race in American society. I taught Claudia Rankine’s Don’t Let Me Be Lonely and excerpts from Citizen in conjunction with Peggy McIntosh’s White Privilege: Unpacking the Invisible Knapsack and an interview with Rankine from Guernica (a week total). ![]()
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