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156 Unit 2 ■ Analyzing Comparisons and Representations

F
the Biloquist: A T
ransformation Stor
atima,
1 COMPARISON The main character, Fatima, is 1 Fatima, the Biloquist: A Transformation Story y
compared to a biloquist, which is someone who In the ’90s you could be whatever you articulate her wrath into something more
has the ability to speak in two different voices, wanted — someone said that on the specific. Later in the morning when Wally
especially as a ventriloquist. This comparison news — and by 1998 Fatima felt ready to asked her for the fourth time that semester
guides the entire text and is critical to interpreting become black, full black, baa baa black sheep 45 whether she listened to No Limit rappers,
the conflict Fatima faces as well as the 5 black, black like the elbows and knees on 4 she nearly lunged at his face. Mrs. Baker sent
transformation she undergoes.
her to the principal to “cool down” before
praying folk black, if only someone would her to the principal to “cool down” before
teach her. Fatima’s fingernails could scratch off any of
Fatima’s fingernails could scratch off any of
2 SIMILE Here at the opening of the text,
Copyright (c) 2023 Bedford, Freeman & Worth Publishers. Uncorrected proofs were used with this sample chapter.
Wally’s freckles.
Up to that point, she had existed like a
Fatima is compared through a simile to a “sort of 2 Up to that point, she had existed like a Wally’s freckles.
It wasn’t fair, Fatima thought, that Wally
sort of colorless gas, or a bit of moisture,
colorless gas.” This comparison notes Fatima’s sort of colorless gas, or a bit of moisture, 50 It wasn’t fair, Fatima thought, that Wally
leaving the residue of something familiar,
was praised, even mildly popular for his
disconnection from African American culture 10 leaving the residue of something familiar, was praised, even mildly popular for his
sweat stains, hot breath on the back of a
FUBU shirts and Jordans with the tags still
and community (which is also evidenced in sweat stains, hot breath on the back of a FUBU shirts and Jordans with the tags still
Distributed by Bedford, Freeman & Worth Publishers. Strictly for use with its products. Not for redistribution.
on them, yet Fatima was called “ghetto
neck, condensation rings on wood, but never
the paragraph before when the narrator notes neck, condensation rings on wood, but never on them, yet Fatima was called “ghetto
a fullness of whatever matter had formed
supastar” the one time she outlined her lips
“Fatima felt ready to become Black,” as if she a fullness of whatever matter had formed supastar” the one time she outlined her lips
with dark pencil. Nor was it fair that she
them.
were not already). The comparison to a gas is them. 55 with dark pencil. Nor was it fair that she
should get a warning from Principal Lee for
also significant because it is formless, which 15 The week she met Violet, Fatima had should get a warning from Principal Lee for
alludes to Fatima’s uncertainty and insecurity recited “An Address to the Ladies, by their “looking like she might become violent”
“looking like she might become violent”
about her own shifting identity as an adolescent. Best Friend Sincerity” before her eleventh- when Wally said “nigger” and got applause.
when Wally said “nigger” and got applause.
grade AP English class. She blended her She was still thinking about Wally when she
3 WORD CHOICE The narrator follows Fatima’s makeup to perfection that morning, but the 60 first encountered Violet.
perspective very closely; Fatima perceives the 20 other students barely looked at her, instead They met at the Montclair Plaza, where
difference between how the class reacts to her busying themselves by clicking and replacing Fatima had been dropped off by her mother,
poetry recitation versus how the class reacts to the lead in mechanical pencils or folding Monica, along with the warnings that she
Wally’s. Contrast “They clapped dull palms . . .” and flicking paper footballs over finger better not: 1. spend more than she had, 2.
with line 38 “The hands pounded a hero’s goalposts — even during the part she said use her emergency credit card for non-
applause . . .” to show how Fatima experiences 65
her classmates’ reaction to a Black girl who 25 with the most emphasis: “Ah! sad, perverse, emergencies, or 3. pick up any riffraff,
addresses racism versus when a white boy does degenerate race / The monstrous head ruffnecks, or pregnancies while she was 5
deforms the face.” They clapped dull palms
the same. 3 deforms the face.” They clapped dull palms there. Number three was highly unlikely —
for a few seconds as Fatima sulked back to and Fatima knew Monica knew it — but she
for a few seconds as Fatima sulked back to
her desk. But they sat up, alert, when Wally
4 CHARACTER Not only does Fatima her desk. But they sat up, alert, when Wally 70 said it anyway as easily as “stand up
experience a strong anger when others around 30 “the Wigger” Arnett recited “Incident” and straight,” because she had to.
her don’t understand the complex historical said the word that always made the white Fatima moped near the Clinique counter
factors influencing white appropriation of African kids pay attention. with her heavy Discman tucked in a tiny
American culture and community, but she also “You know, I identify with Countee Cullen backpack and her headphones wrapped
feels a lingering sense of shame and frustration and all,” Wally, with brown freckles and a 75 around her neck, trying to decide between
at not having a way to communicate this. 35 floppy brown haircut, finished up. “He was a one shade of lipstick and another. The col-
black man, and he was, like, oppressed for lege student behind the counter ignored
who he was and stuff.” her, chatting with another colleague. In
The hands pounded a hero’s applause as situations like this, Fatima usually bought
Wally headed back to his seat next to Fatima, 80 something expensive just to show the store
40 looking like he expected a high five. She clerk that she could. A blonde girl with a
rolled her eyes at him, but she couldn’t short bob sauntered up next to her and said,
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CRITICAL APPROACHES
Biographical
Author Nafissa Thompson-Spires reflects on her
inspiration for writing characters with perspectives,
backgrounds, interests, and challenges like her.
She writes, “When I was young, it seemed like
whenever I read a Black book, it was almost
always about some deep, tragic suffering, like
people were having crosses burned on their
lawn . . . I was just trying to write the stories [and
characters] I felt like I hadn’t seen.”

156 Unit 2 Analyzing Comparisons and Representations

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