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AMANDA COYNE earned a master of fine arts degree in creative writing at the University of Iowa, where she was the recipient of an Iowa Arts Fellowship. She was the cofounder of and a writer for the Alaska Dispatch, an award-
“The Long Good-
As you read, consider the following questions:
What stresses seem to affect the family relationships described in this profile?
What do you think is the author’s attitude toward these stresses? How can you tell what she thinks and feels?
1
Y ou can spot the convict-
2
But most of what is being smelled today is the children themselves. While the other adults are plunking coins into the vending machines, the mothers take deep whiffs from the backs of their children’s necks, or kiss and smell the backs of their knees, or take off their shoes and tickle their feet and then pull them close to their noses. They hold them tight and take in their own second scent—
3
The visitors are allowed to bring in pockets full of coins, and today that Mother’s Day flower, and I know from previous visits to my older sister here at the Federal Prison Camp for women in Pekin, Illinois, that there is always an aberrant urge to gather immediately around the vending machines. The sandwiches are stale, the coffee weak, the candy bars the ones we always pass up in a convenience store. But after we hand the children over to their mothers, we gravitate toward those machines. Like milling in the kitchen at a party. We all do it, and nobody knows why. Polite conversation ensues around the microwave while the popcorn is popping and the processed-
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4
Most of the inmates are elaborately dressed, many in prison-
5
While my sister Jennifer is with her son in the playroom, an inmate’s mother comes over to introduce herself to my younger sister, Charity, my brother, John, and me. She tells us about visiting her daughter in a higher-
6
“Pit of fire,” she says, shaking her head. “Like a pit of fire straight from hell. Never seen anything like it. Like something out of an old movie about prisons.” Her voice is getting louder and she looks at each of us with pleading eyes. “My daughter was there. Don’t even get me started on that place. Women die there.”
7
John and Charity and I silently exchange glances.
8
“My daughter would come to the visiting room with a black eye and I’d think, ‘All she did was sit in the car while her boyfriend ran into the house.’ She didn’t even touch the stuff. Never even handled it.”
9
She continues to stare at us, each in turn. “Ten years. That boyfriend talked and he got three years. She didn’t know anything. Had nothing to tell them. They gave her ten years. They called it conspiracy. Conspiracy? Aren’t there real criminals out there?” She asks this with hands outstretched, waiting for an answer that none of us can give her.
10
The woman’s daughter, the conspirator, is chasing her son through the maze of chairs and tables and through the other children. She’s a twenty-
11
Had it not been for that wait in the car, this scene would be taking place at home, in a duplex Stephanie would rent while trying to finish her two-
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12
He will be ten when his mother is released, the same age my nephew will be when his mother is let out. But Jennifer, my sister, was able to spend the first five years of Toby’s life with him. Stephanie had Ellie after she was incarcerated. They let her hold him for eighteen hours, then sent her back to prison. She has done the “tour,” and her son is a well-
“Is my Mommy a bad guy?” It is the question that most seriously disorders his five-
13
Ellie looks older than his age. But his shoulders do not droop like his grandmother’s. On the contrary, his bitterness lifts them and his chin higher than a child’s should be, and the childlike, wide-
14
Toby, my brother and sister and I assure one another, will not have these resentments. He is better taken care of than most. He is living with relatives in Wisconsin. Good, solid, middle-
15
Now, however, the answer is relatively simple. In a few years, it won’t be. In a few years we will have to explain mandatory minimums, and the war on drugs, and the murky conspiracy laws, and the enormous amount of money and time that federal agents pump into imprisoning low-
16
But we also know it is vitally important that we explain all this without betraying our bitterness. We understand the danger of abstract anger, of being disillusioned with your country, and, most of all, we do not want him to inherit that legacy. We would still like him to be raised as we were, with the idea that we live in the best country in the world with the best legal system in the world—
17
So for now we simply say, “Toby, your mother isn’t bad, she just did a bad thing. Like when you put rocks in the lawn mower’s gas tank. You weren’t bad then, you just did a bad thing.”
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18
Once, after being given this weak explanation, he said, “I wish I could have done something really bad, like my Mommy. So I could go to prison too and be with her.”
19
It’s now 3:00. Visiting ends at 3:30. The kids are getting cranky, and the adults are both exhausted and wired from too many hours of conversation, too much coffee and candy. The fathers, mothers, sisters, brothers, and the few boyfriends, and the very few husbands are beginning to show signs of gathering the trash. The mothers of the infants are giving their heads one last whiff before tucking them and their paraphernalia into their respective carrying cases. The visitors meander toward the door, leaving the older children with their mothers for one last word. But the mothers never say what they want to say to their children. They say things like, “Do well in school,” “Be nice to your sister,” “Be good for Aunt Berry, or Grandma.” They don’t say, “I’m sorry I’m sorry I’m sorry. I love you more than anything else in the world and I think about you every minute and I worry about you with a pain that shoots straight to my heart, a pain so great I think I will just burst when I think of you alone, without me. I’m sorry.”
20
We are standing in front of the double glass doors that lead to the outside world. My older sister holds her son, rocking him gently. They are both crying. We give her a look and she puts him down. Charity and I grasp each of his small hands, and the four of us walk through the doors. As we’re walking out, my brother sings one of his banana songs to Toby.
21
“Take me out to the—
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“Buy me some —”
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“Bananas!!”
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“I don’t care if I ever come back. For it’s root, root, root for the—
25
“Monkey team!”
26
I turn back and see a line of women standing behind the glass wall. Some of them are crying, but many simply stare with dazed eyes. Stephanie is holding both of her son’s hands in hers and speaking urgently to him. He is struggling, and his head is twisting violently back and forth. He frees one of his hands from her grasp, balls up his fist, and punches her in the face. Then he walks with purpose through the glass doors and out the exit. I look back at her. She is still in a crouched position. She stares, unblinking, through those doors. Her hands have left her face and are hanging on either side of her. I look away, but before I do, I see drops of blood drip from her nose, down her chin, and onto the shiny marble floor.
[REFLECT]
Make connections: Unfair punishment.
Coyne reflects near the end of the essay that she wishes her nephew Toby would “have absolute faith that he lives in a fair country” (par. 16). Yet she expects that, like Stephanie’s son, Ellie, Toby will become bitter and angry when he understands that “his mother was taken from him for five years not because she was a drug dealer but because she made four phone calls for someone she loved” (par. 15).
Think about an occasion when you were punished unfairly—
Why do you think the punishment was unfair? For example, were the rules or expectations that you broke unclear or unreasonable? Were they applied to everyone or applied selectively or at the whim of those in power?
Coyne uses the value term unfair to describe what’s wrong with the punishment her sister and some of the other women received. Why do you think Coyne believes her sister’s punishment is unfair? Why does Stephanie’s mother think Stephanie’s punishment was unfair? Do you agree or disagree?
[ANALYSE]
Use the basic features.
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SPECIFIC INFORMATION ABOUT THE SUBJECT: USING ANECDOTES
Including anecdotes—brief narratives about one-
Write a few paragraphs analyzing Coyne’s use of anecdotes to present information in “The Long Good-bye”:
Reread paragraphs 13 and 26, underlining the words that Coyne uses to present Ellie’s actions and putting brackets around the words Coyne uses to present his mother’s reactions.
What do you learn from these anecdotes about the effects on Stephanie and Ellie of enforced separation?
A CLEAR, LOGICAL ORGANIZATION: NARRATING A DAY IN THE LIFE
Coyne uses narrative as a kind of exoskeleton, a shell within which to hold the information and ideas she wants to present to her readers. The occasion is specific: visiting hours at the Federal Prison on Mother’s Day. The opening paragraphs situate the profile in time and space, and the concluding paragraphs—
Write a couple of paragraphs analyzing Coyne’s use of narrative organization in “The Long Good-bye”:
Reread the essay, noting in the margin when the events are happening in relation to the events in earlier paragraphs and highlighting any time markers, such as prepositional phrases locating actions in time, clock time, or verb tenses (past, present, future, and so on).
Coyne could have organized her essay topically, by presenting a series of insights and impressions from the many visits she has made instead of focusing on one Mother’s Day. How does her choice help you understand the situation of the women and their families?
THE WRITER’S ROLE: ACTING AS A PARTICIPANT-
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As a participant-
Write a paragraph analyzing the genre mixing in “The Long Good-Bye”:
Reread to find passages in which Coyne refers to her family and reflects on the significance of this Mother’s Day visit. One of the distinguishing features of autobiography is that it attempts to shed light on complex, often ambivalent or conflicted feelings and relationships. How does “The Long Good-
Now think about “The Long Good-
A PERSPECTIVE ON THE SUBJECT: USING CONTRAST
Unlike arguments supporting positions or justifying evaluations, which tell readers directly what the writer thinks and why, profiles often lead readers to draw a particular conclusion on their own, using strategies like comparing and contrasting. For example, Cable quotes the funeral director drawing a distinction between his job and that of a psychologist to clarify what a mortuary does and does not offer clients:
Contrast cue
“We provide services for the dead, not counseling for the living.” (par. 10)
Notice that he juxtaposes, or places side by side, the different professions.
Contrasts can also be used to foreground particular aspects of the subject. In this example, Cable uses contrast to call attention to the appearance and location of the mortuary, highlighting the difference between his expectations and the reality he finds:
Contrast cue
I thought it would be more like Forest Lawn, serene with lush green lawns and meticulously groomed gardens, a place set apart from the hustle of day-
(See Chapter 13, “Transitions,” for transitions indicating a contrasting or opposing view.)
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Write a couple of paragraphs analyzing how Coyne uses contrast to convey her perspective in “The Long Good-bye”:
Skim Coyne’s profile, highlighting the cues or transitional words and phrases that indicate contrast. Analyze at least one of the contrasts you find. What is being contrasted? How does the contrast help you understand the writer’s perspective?
Note in the margin which paragraphs focus on Coyne’s sister Jennifer and her son Toby and which focus on Stephanie and her son Ellie. Does Coyne juxtapose the two families or use cues to highlight the contrasts—
Consider how Coyne uses contrast—
[RESPOND]
Consider possible topics: Profiling one instance of a recurring event.
Like Coyne, you can also profile an activity occurring over a short period of time, in a relatively small space, involving only a few people. Consider, for example, profiling a team practicing, a musical group rehearsing, or researchers working together in a lab. Try to make more than one observational visit to see the group in action, and arrange to talk with people on every visit, perhaps capturing a few digital images you could use to help you understand the group and possibly also to illustrate it.