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Santa Fe Library Research Award Application Form The Library Research Award recognizes exemplary research and information literacy skills of Santa Fe College students, based on the use of library materials and resources to identify and utilize references in a research paper. This award is a joint project between the Research in Undergraduate Education (RUE) Work Group and the Lawrence W. Tyree Library. Any currently enrolled Santa Fe College student may submit an application. Eligible papers must be completed as part of a Santa Fe College credit course during the Spring 2014, Summer 2014, or Fall 2014 term. Student Name: Elizabeth A. Hathaway SF ID#: 24007356 Semester/Year you expect to graduate: 2016 Major/Program of Study (if decided): AS in Programming and Web Development Phone: (home) (352) 231-3722

(cell) (352) 231-3722

Email: [email protected] Mailing Address: 2847 NW 63rd Place Gainesville, FL 32653 Paper Title: Loss, Longing and the Assimilation of Latinos in America: an Explication of “Latin Night at the Pawn Shop” Faculty Mentor: Professor Zahir Small Course Number, Section, and Term of class in which paper was assigned: ENC1102.0M2 Winter 2014 Citation Style Used:

☐ APA

☒ MLA

☐ Other:

Application Requirements: All applications must be submitted via email to Diana Matthews at [email protected]. Each application packet must include the following: 1. The completed application form. 2. A questionnaire describing the student’s research strategies, use of library materials, and a reflection on the student’s research experience. 3. The final version of the paper, including a bibliography/works cited/references list (even if this was not required for the original assignment) 4. A completed Statement of Support Form from the faculty member who assigned the paper. Incomplete or late applications will not be accepted.

2014-2015 Library Research Award Release: As author, I retain the copyright to the paper submitted as part of this application. By submitting this application form, I consent to each and every use, in print and/or online, by Santa Fe College and all of its designees of my paper and my application packet. All papers will be submitted to the TurnItIn online service. I acknowledge that if I am accepted as a winner, Santa Fe College may wish to take photographs of me for publicity purposes. In that instance I consent to each and every use by Santa Fe College, and all of its designees, of each photograph or other likeness of me. Such uses may include use in a program, catalog, schedule, newspaper, brochure, advertisement or other publication or recording that describes, portrays, publicizes or advertises the college or any college operation, and every reproduction, replication or other re-use of the same. I waive any right to compensation for such uses, and any right to inspect or approve the uses beforehand. I release Santa Fe College, its legal representatives and all persons acting under its permission or authority, from liability by virtue of any blurring, distortion, alteration, optical illusion or use in composition form, whether intentional or otherwise, that may occur or be produced in taking of said photograph or likeness or in any subsequent processing of same, or any publication or uses of same. I declare that I am of legal age and have every right to contract in my own name in the above regard. By typing or signing my name below, I agree to the terms of the application and the release. Name: ____________Elizabeth A. Hathaway_______________________________________________ Date: _____________________02/19/2015_______________________________________________

Submit completed application by email to mailto:[email protected] Application Deadline: February 3, 2015

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Elizabeth Hathaway Professor Small ENC1102 12 March 2014 Loss, Longing and the Assimilation of Latinos in America: An Explication of “Latin Night at the Pawn Shop” In the poem “Latin Night at the Pawn Shop,” Puerto Rican poet Martín Espada vividly describes passing a pawn shop window in Massachusetts on Christmas. Espada sees a set of brass and percussion instruments displayed in the window of the “Liberty Loan” pawnshop (2). These instruments, used to create Latin jazz and salsa music, appear as a ghost orchestra. At the same time that Espada recognizes the brass instruments with hanging price tags, he is struck with a vision of the lives of the Latin musicians who may once have held them, and contemplates how many lives lie dead and ruined in a morgue with similar tags tied to their toes. Although the poem is brief in nature, it conveys a sense of cultural pride and spirit of the Latino community, as well as a haunting image of the ghostly band that has lost these instruments. The poem suggests the loss of cultural identity of the ghostly apparitions Espada sees. Espada utilizes imagery, tone, and simile to craft a reflective social protest of Latinos who struggle to maintain their cultural identity in a country that marginalizes them. Espada draws strength from his Puerto Rican heritage and uses his poetry as a vehicle to share the challenges of the Latin American. As Douglas Valentine expounds upon in his article, “The Meaning of the Shovel,” Espada “clearly and forcefully tells the struggles of America’s

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Latino community to overcome racism, stereotypes, the repression of the Spanish language, poverty and the vestiges of colonialism” (Valentine). In this poem, Espada weaves a picture of essential Latin culture through the use of imagery. It is Christmas, a very special time of year for Puerto Ricans that involves a month long celebration. Music is an integral part of their culture, and the community traditionally gathers together in parrandas, groups of carolers who play tambourines, maracas and other musical instruments and sing traditional Puerto Rican holiday songs (Figueroa). Christmas time invokes joy, family, music and community, and in Puerto Rico this is experienced in a warm and tropical climate. Yet this poem takes place on Christmas night in Massachusetts, which invokes a stark contrast of a dark, cold and bitter northern holiday as opposed to the warm glow of the instruments in the window. This juxtaposition gives a feeling of being out of place; these gleaming instruments and the ghostly musicians that breathed life through them do not mesh with a harsh culture of post-colonialism where Liberty can be bought and sold in a local pawn shop. As Marguerite Maria Rivas explains in her critical essay examining Espada’s writing, “’Lengua, Cultura, Sangre’: Song of the New Homeland,” the poet uses visual storytelling to expose the abuses suffered by Latinos at the hands of imperialism while simultaneously unearthing “a spirit of resistance to the pathology of displacement and assimilation” (Rivas, 2). In this brief yet pregnant first stanza, the poet paints a dichotomy of culture and loss that sets the mood for the rest of the poem. Although the poem begins with a dark, cold and somewhat dismal atmosphere, Espada uses tone to uplift the reader in the second stanza. The use of onomatopoeia when describing “Golden trumpet, / silver trombone, / congas, maracas, tambourine,” sings the band to life (lines 4-6). The poem is briefly transported from a cold and dark Massachusetts night to a scene of a lively and colorful Latin band. The reader already begins to feel warmed by the experience and

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uplifted by the vigorous beat of the music. With this rhythmic description, Espada brings into focus the soul of Latin culture. This is further confirmed by Rivas, who states, “The brass of Latin music is the very expression of Latin culture. The trumpets invade as place and mind meld in the geographical metaphor here” (Rivas, 3). Music is a vehicle of expression for Latin people and has often been a tool of activism, unifying the people and conveying a message of solidarity in the face of American homogenization. This message is brought to the forefront through Espada’s use of onomatopoeia, creating a crescendo of sound and rhythm that bring an exhilaration and temporary reprieve from the otherwise somber mood of the poem. After the lively exposition of the brass ensemble, Espada uses simile in the third and final stanza to portray the precarious balance Latinos struggle to maintain in America. The poet provides a chilling reminder that the tags hanging from the instruments are no different than the toe tag hanging off a dead man. This simile connects the reader to line one in the first stanza, an “apparition of a salsa band,” a ghost, a reminder of death (1). This is the death of the Latino culture, as well as the death of actual people through the forced colonization by the United States against Puerto Rico in the late 1800’s. Espada laments that, “upon the seas of mainstream America, [one] can no longer go home because home no longer exists” (Rivas, 2-3). Additionally, the very name of the pawnshop, “Liberty Loan” implies that the American Dream, the promise of a better life and economy for the Puerto Rican people, is a cheap promise for sale (2). The Latino people have been lied to, sold a false pledge, and must constantly struggle upstream against discrimination, poverty and disenfranchisement. Espada uses the simile of a morgue to convey a lament for the losses experienced by the Latin culture, along with a deep understanding of their history. While chilling and forlorn, this message also holds within it a call to unity, to rise up in the face of annihilation and reclaim the spirit of a people unbroken.

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As an activist and educator, Martín Espada uses poetry as an accessible method to convey a deep passion for Latin culture, community, and the strength to endure. While this poem is brief, the use of imagery effectively transports the reader to another perspective, another world view. Espada’s words sing “for language, culture, and blood both in the shout of rebellion and the whisper of love” (Rivas, 2). The tone of the poem and the use of onomatopoeia add depth, sound and perspective to the poem, weaving through it a subtle yet essential link to Latin culture. Through the use of simile Espada unites these aspects as a somber reminder of the fine line between success and poverty that many Latin Americans walk. Writing of the Latin experience helps to re-envision the identity of a people who have undergone tremendous racism, poverty and subjugation. Through this poem, Espada reminds the reader that the Latin people still command the strength of soul not only survive but envision a better future.

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Works Cited Espada, Martín. “Latin Night at the Pawnshop.” The Bedford Introduction to Literature. Ed. Michael Meyer. Boston: Bedford/St.Martin’s, 2010. 811. Print. Rivas, Marguerite Maria. “’Lengua, Cultura, Sangre’: Song of the New Homeland.” Poetry Criticism. Ed. Michelle Lee. Vol. 74. Detroit: Gale, 2006. From Literature Resource Center. Web. 10 March 2014. 10. Valentine, Douglas. “The Meaning of the Shovel.” CounterPunch. 13-15 December 2013. Web. 22 Feb. 2014. Figueroa, Javier. “A Puerto Rican Christmas.” El Boricua. n.p. , n.d. ElBoricua.com. Web. 12 March 2014.

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Santa Fe Library Research Award: Faculty Statement of Support Instructions: The Library Research Award recognizes exemplary research and information literacy skills of Santa Fe College students, based on the use of library materials and resources to identify and utilize references in a research paper. This award is a joint project between the Research in Undergraduate Education (RUE) Work Group and the Lawrence W. Tyree Library. Any currently enrolled Santa Fe College student may submit an application. Eligible papers must be completed as part of a Santa Fe College credit course during the Spring 2014, Summer 2014, or Fall 2014 term. The application deadline is February 2, 2015. For more information, go to http://www.sfcollege.edu/library/index.php?section=library_research_award Faculty Name: _______Zahir Small________________ Faculty Department: _______English_____________________ Office Location: ____B032L_________ Office Phone: ___352-395-5438___ Email: [email protected]________________ Student Name: _____Elizabeth Hathaway__________________________ Course Number and Section of Class: ____ENC 1102.0M2__________ Term of Course:

Spring 2014

Summer 2014

Fall 2014

Title of Paper: Loss, Longing and the Assimilation of Latinos in America: An Explication of “Latin Night at the Pawn Shop” Please answer the questions on the next page to the best of your ability.

1. What was the assignment given to the student? Did the student fulfill the assignment and any learning objectives? The poetry paper is the second assignment in my ENC 1102 class. The objective of the assignment is as follows: Compose and proofread a well-developed essay (introduction, at least three body paragraphs, and a conclusion) in response one the following prompts. Write at least 1000 words. Your goal is to focus on the HOW and WHY of the poem. Consider HOW the poem was constructed and WHY the poet used particular poetic devices. In addition, you will be required to integrate a brief discussion of ONE secondary source, preferably a scholarly source, in the body of your essay. This source has to be an interpretative and argumentative literary analysis, not author biographies, dictionaries, Wikipedia or encyclopedias. You may use sparknotes or schmoops, but I suggest using scholarly sources which are peer reviewed. You need to directly integrate at least 2 direct quotes or paraphrased arguments into the body of your paper from the secondary (scholarly) source. The prompt that Elizabeth responded to is this: EXPLICATE a short poem (less than 20 lines). Discuss what the central point of the poem is and what literary techniques the author uses. THIS DOES NOT MEAN TO SUMMARIZE OR WALK-THROUGH the poem. You need to have a clear argumentative focus (see your textbook). Elizabeth excelled and achieved the learning outcomes for the paper. In this assignment, Elizabeth demonstrated mastery of the following course outcomes: • Students will be able to write an essay analyzing a literary text. • Students will be competent in using common rhetorical strategies. • Students will be able to locate evidence within the text and present it accurately, effectively and with proper in-text citations in their essays. • Students will be competent at revising their own work In addition, Elizabeth demonstrated understanding of following departmental outcomes regarding poetry: o The use of diction, syntax, and tone to reveal meaning. o The use of imagery to create tone and to convey meaning. o The use of figurative language. o The variations and effects of sound to create mood and tone.

Elizabeth crafted a clear and concise argument in response to the prompt. She limited a subject for analysis and composed a soundly structured essay. She was able to dissect the poem and illustrate how the literary devices she focused on (tone, imagery, and simile) contributed to the meaning of the whole poem (maintaining Latino cultural identity in America). Elizabeth synthesized her argument with relevant points from the sources. In addition, I encourage students (since this is an early assignment) to rely on their own analysis and avoid having the sources’ voices dominate their paper. Elizabeth developed some insightful and thought-provoking points about the poem and certainly provided an engaging point of view on the poem that I had not considered. I was surprised that she wrote about this poem. When I taught this class on-site, students used to pay close attention to this poem because I had a class discussion about it. However, I found that many online students were unwilling or unable to write about this poem because it’s so short. Analyzing short poems is intellectually challenging. But, not for Elizabeth who did an excellent job crafting a coherent argument about the literature and integrating valid and thought-provoking secondary sources.

2. How did the student’s use of resources support or enhance the assignment? I appreciated that Elizabeth used three different sources and I felt that this made the paper stronger: • Scholarly Source – Literary Analysis (Rivas) • Political Website/Magazine - Counterpunch • Online Cultural Magazine – El Boricua The Rivas source was excellent because it was a credible, scholarly work. A requirement of this assignment was the use of at least one scholarly work. Many students don’t bother using scholarly sources, but this assignment is really about introducing students to scholarly sources and asking them to engage with them. Elizabeth, obviously, excelled at this. She effectively and seamlessly integrated this source in multiple areas in her paper but was not seduced into allowing the scholar’s argument to dominate her paper. Interestingly, she found this source on a database that I didn’t know about. Students are encouraged to use Jstor and Ebsco, but Elizabeth took the initiative to explore other databases on the library website.

Counterpunch is a left-leaning site that I visit on my own, but not really one that I use in my teaching. I was intrigued that Elizabeth found a relevant interview with the poet on that website. Initially, I was unsure of her use of the counterpunch interview because it was not scholarly and students usually delve into discussing the personal lives of authors rather than the literary work. However, after reading through the interview and discussing it with Elizabeth, I concluded that the poet provided some valuable insight on his work that was essential to the success of Elizabeth’s paper. She did well to take the ideas of the author’s pride in his Puerto Rican heritage and start her paper with this in the first body paragraph. It set a great tone for her paper. The online magazine – El Borica - gave a nice emphasis to the cultural aspect of her work so to speak. It was from a Puerto Rican culture magazine and the specific article that Elizabeth cited was about Puerto Rican Christmas celebration. Elizabeth noted the importance of music (and climate) in the celebration which contrasted the somber, cold and “dead” Massachusetts Christmas explored in the poem. 3. Is this paper a good representation of exemplary research in regards to the subject matter? In what way did this paper stand out among other students’ submissions? Although this is not a typical full length research paper, this paper is an excellent example of exemplary research. It was refreshing to see a paper for this assignment that did not just regurgitate vague analysis from sparknotes or schmoops. Elizabeth personally consulted me, and actively sought feedback on her work. She went above and beyond what was expected for this paper. It stands out among other students’ work not just because of the sources she used, but she developed an intriguing argument about the literary work and demonstrated an advanced understanding of the work’s theme. Many students choose not to engage with ethnic literature. They stick to analyzing standard or classic poems composed by Anglo poets such as Shakespeare. Elizabeth chose to go the unconventional route and analyzed a short, nontraditional poem. It was the best paper in the batch of poetry papers I received for that semester. It also is among the best student analysis of that poem that I have ever received. I now use it in my online class as a student writing sample of a “good” poetry analysis paper.

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Santa Fe Library Research Award: Reflective Questionnaire Instructions: Answer the following questions regarding your research strategies, your use of library materials, and a reflection on your research experience for this paper. Judges will assess your answers using the evaluation rubric posted on the website. 1. What kinds of resources did you use for your paper? I used a combination of peer-reviewed poetic criticism, an interview with the poem’s author, and an online article discussing Puerto Rican Christmas traditions. The poetic criticism article, “’Lengua, Cultura, Sangre’: Song of the New Homeland,” by Marguerite Maria Rivas examines modern Nuyorican writers, including Martin Espada, who documents the struggle of American Latinos to retain their heritage and ethnic identity in an ever changing cultural landscape. The essay is rich in its exposition of the dichotomies between American and Puerto Rican cultures. Additionally the article is peer-reviewed and published by a reputable source lending credibility to my thesis. CounterPunch is an online political magazine addressing a variety of current event stories covering politics, culture, economics and environmental news. The interview and article “The Meaning of the Shovel” by Douglas Valentine delves into the evolution of poetry as a reflection of the societal and cultural needs of the time. In a dialogue with Martin Espada, Valentine explores the new wave of progressive poetry as America grows as a cultural melting pot. The two discuss Espada’s poetry as an expression of strength and resilience in the face of racial injustice and poverty, while struggling to find harmony between two seemingly opposed cultural identities. Finally, I felt it was important to fully understand the significance of the Christmas holiday to Puerto Ricans as Christmas is featured in Espada’s poem. The author uses the holiday to set a tone for the rest of the poem, and that tone is very specific to his cultural heritage. The website article discussing the Puerto Rican Christmas traditions assisted in conveying the particular importance of

its mention in the poem. The Puerto Rican Christmas article is published in a monthly bilingual publication titled El Boricua. This website specifically focuses on all things Puerto Ricans, including their cultural heritage, a compendium of poetry, book reviews and even Puerto Rican recipes. 2. Explain which search tools (e.g., databases, catalogs, search engines) you used to locate these resources used in your paper. I utilized the online research database available through the Santa Fe College Lawrence W. Tyree Library. I searched JSTOR, EBSCO, and Artemis Literary Sources. One article referenced in my paper, Lengua, Cultura, Sangre’: Song of the New Homeland, by Marguerite Maria Rivas, was obtained through Artemis. I also researched the internet using Google Advanced Search for articles related to Martin Espada and Puerto Rican culture. This is how I located the CounterPunch article as well as the El Boricua Puerto Rican Christmas article. 3. What were your specific search strategies (e.g., keywords, subject headings, search limits, etc.) for the different search tools you used? When utilizing the Artemis Literary Sources database, I searched for “Martin Espada” in the “Person-By or About” search parameter, as well as the name of the poem, Latin Night at the Pawn Shop in the “Name of Work” parameter. I made sure to only retrieve records that included the full text and also checked that the results were peer-reviewed articles. Additionally, I used a variety of primary key words that included “Puerto Rican poetry,” “Puerto Rico,” “Latin music,” “Latino culture,” “Puerto Rico colonialism,” “Latin immigrant,” and other similar terms. I did not limit the number of search results as I wasn’t sure how many related articles I would find or how helpful they would be. I used similar search terms when using the Google search engine. 4. What changes did you make to your search strategies, and why? My early searches were too broad in subject matter. Searching for “Puerto Rico” “Latin Music,” etc. retrieved too many general articles that were not related to my thesis. Using multiple search criteria and including Espada’s name helped to narrow the results. I had to switch from using Google Search to Advanced Google Search, which allowed additional granularity in my search keywords. I also integrated a few search symbols with my keywords to fine tune the algorithm I wanted. When searching for “Puerto Rican colonialism” I would enclose Puerto Rican in quotes to

indicate I was searching for that entire phrase, and then inserted the keyword AND between the phrase and the word “colonialism” to retrieve search results that met both criteria. 5. What did you learn about the research process throughout the course of this paper and how will you research differently in the future? Learning about advanced search operators is a huge advantage that I now employ on a daily basis for my work and will certainly utilize in future college papers. I was also unaware of the “Google Advanced Search” until producing this paper; I feel that this is another essential tool for any time I need to perform in-depth research. Additionally, I discovered it is important to understand the topic focus of the library research databases available. I was unsuccessful using JSTOR for research on poetic criticism, although it appears to be helpful for scientific journals. For literary works I found that Artemis was an excellent resource that provided multiple articles related to my thesis. In the end I chose one research article from that database, but saved several that were relevant. 6. What role did the library or the librarians play in your research process? Which faculty, librarians, and other college staff provided support for your research process? I utilized the online Santa Fe Library databases extensively for this project. My primary peerreviewed essay was located in Artemis, and without it my paper would have suffered. I refer to that article seven times throughout my explication. Additionally, my professor, Zahir Small, was instrumental in the success of my paper. I was unsure if the CounterPunch article would be considered appropriate for the paper, and at my request Professor Small reviewed it for me and provided helpful feedback, supporting its inclusion in my paper.