8: Nonfiction Readings and Responses
- Page ID
- 59531
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- 8.1: Frederick Douglass, My Bondage and My Freedom, 1855
- This page chronicles the extraordinary life of Frederick Douglass, who escaped slavery and became a leading voice in the anti-slavery movement. His journey from oppression to advocacy highlights themes of resilience, education, and the quest for equality. Douglass's powerful oratory and writings addressed the injustices of slavery, challenging societal norms and inspiring others.
- 8.2: Henry David Thoreau, “Walden,” 1854
- This page explores the author's reflections on living simply at Walden Pond, critiquing societal norms that prioritize material possessions over meaningful existence. He emphasizes the importance of self-exploration, natural beauty, and connection to nature while advocating for humility, authenticity, and introspection.
- 8.3: Mark Twain, “Two Ways of Seeing A River,” 1883
- This page explores the narrator's journey of learning to pilot a steamboat on the Mississippi River, portraying the river as a book of secrets accessible to the knowledgeable. As the narrator becomes aware of the river's dangers, they mourn the diminished appreciation for its beauty, paralleling the experiences of doctors who may see beauty as indicative of underlying issues.
- 8.4: Booker T. Washington, Up from Slavery, 1901
- This page recounts the journey of Booker T. Washington, detailing his life as a former slave and his experiences leading Tuskegee Institute, emphasizing the importance of practical education and vocational training for African Americans. Washington reflects on the challenges of slavery, post-emancipation struggles, and the significance of community support in building educational institutions.
- 8.5: Zitkala-Sa, “The School Days of an Indian Girl,” 1900
- This page explores the experiences of Indigenous children, particularly Dakota and Native American girls, as they navigate displacement and cultural identity after being taken from their families. They face harsh environments, rigid routines, emotional struggles, and trauma, especially through acts like hair cutting, which symbolize submission. The tension between their traditional heritage and dominant culture leads to feelings of isolation and longing for home.
- 8.6: Other Creative Nonfiction Readings
- This page offers links to contemporary literary nonfiction, including essays and stories by notable authors such as Joan Didion and David Sedaris. It features creative nonfiction journals, flash essays, and a curated list of top nonfiction books, aiming to provide accessible works that explore true stories by established and emerging writers.