Writing Jubilee

Biography

Margaret Walker was born July 7, 1915 in Birmingham, Alabama. Walker’s maternal grandmother is the main character in one of her best-selling novels, Jubilee. Walker was one of the first female African-American poets. Her father was a minister and her mother was a teacher. She obtained her Bachelor's degree at Northwestern University in Illinois at the age of 19. Walker met the legendary Langston Hughes whom immediately recognized her talent and marvelous poems. Hughes urged her to flee from the South and head North.

Post graduation Walker became a member of a prestigious writing group who called themselves ”The South Side Writers”. In 1940, she received her Master's degree from The University of Iowa. She later created and published the inspirational poem, For My People, at West Virginia State University. This poem shined light on the trials and tribulations that African Americans often endured during this time of hardship and pain. The poem also holds a deeper meaning of racism and oppression in the life of African Americans while also describing the positive outlooks they held. With the work she accomplished, she became the first African American to win the Yale award. This signaled a productive career for Walker.

Group Members:

Darla Andrews

Emily Bishop

J'lyn Brown

Megan Di Roma

Jessica Ellis

Charlie Frizzi

Yabsera Gedion

Cameron Hough

Ja'Sae Lawrence

Diamond Mearidy

Kevin Miller

Sayvon Moore

Josiah Pennington

NeAjha Reeves

Christen Smith

Kenya Stokes

Patrick Williams

Tommie Wynn

College Composition II Learning Outcomes

Finding and evaluating sources: by the end of College Composition II, students should be able to locate, evaluate, and organize research material collected from electronic sources, including scholarly library databases; other official databases (e.g., federal government databases); and informal electronic networks and internet sources.
Contextual awareness: by the end of College Composition II, students should be able to demonstrate of historical, cultural, and/or literary context when responding to texts.
Use of sources: by the end of College Composition II, students should be able to summarize, paraphrase, synthesize, and directly from a variety of appropriate sources, integrating them effectively into their writing.
Academic honesty: by the end of College Composition II, students should be able to use sources ethically, avoiding plagiarism.
Argument: by the end of College Composition II, students should be able to articulate and support an argument while addressing possible counterarguments and objections.
Style: by the end of College Compositions II, students should be able to write in a style and tone appropriate to the subject, purpose, and audience of their writing projects.
Conventions: by the end of College Composition II, students should be able to demonstrate control over the conventions of academic writing, including but not limited to appropriate grammar, punctuation, and documentation format.

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