Mariela Zuniga
Professor Lasley
16 November 2018
The implications of time, social class, and language in writing are all topics that Amy
Robillard discusses in her article, “It's Time for Class: Toward a More Complex Pedagogy of
Narrative.” Her purpose in this article is essentially to manifest the idea that lower class students
in a college classroom setting are often prevented from developing their form due to the fact that
their writing style is not up to par with their middle class counterparts. Narratives, an analytical
strategy whose significance tends to be dismissed or ignored, are typically used by students who
have not had the privilege of learning traditional methods of analyzation- the accepted ones at
least. Thus, they are more likely to be left behind by the rigor of the composition. Much like the
students that Robillard focuses on, Bryan Stevenson in his novel “Just Mercy” highlights the
injustice that many individuals, predominantly people of color and of low socioeconomic
backgrounds, face at the hand of the American justice system. The negligent professors are
analogous to the even more negligent Judiciaries and prosecutors, meanwhile the students left
behind are analogous to the inmates who have fallen through the cracks, confined within the
understand the repercussions of socioeconomic disparity within the American Justice system that
Stevenson communicates.
Robillard, throughout her essay argues that there are implications of social class within a
college classroom setting, where working class students are, more often than not, left behind by
an academic system that fails to facilitate their learning process. This can also be applied to the
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prison system in our country seeing as how the majority of death row inmates, or inmates in
general, come from low socioeconomic backgrounds. “Presumptions of guilt, poverty, racial
bias, and a host of other social, structural, and political dynamics have created a system that is
defined by error…” (Stevenson 16) Just as race plays a large role in the incrimination of
individuals, the common denominator for inmates, whether brown or white, is their
socioeconomic status. The perpetuation of class distinctions are prevalent in Just Mercy seeing as
how many poor families trying to defend their loved ones often are simply not able due to
monetary restrictions. For example, one of the men who supported the exoneration of Walter
said, “We don’t have any money. We gave it all to the first lawyer” (Stevenson 98). Lower class
individuals are more likely to end up in prison due to the fact that many cannot afford to pay for
a lawyer, let alone an affluent one. “George’s lawyer said there would be no appeal because his
family didn’t have the money to pay for it” said regarding an innocent child on death row
(Stevenson 158). The inability to defend oneself as a result of insufficient funds demonstrates the
United States’s defective justice system, which prioritizes a person’s wealth over their humanity.
Stevenson furthers his argument that social class directly affects the livelihood of
individuals by discussing how the system targets and punishes those who cannot help themselves
financially. Along with not being able to pay for a lawyer or for the necessary appeals to prove
one’s innocence, the economically disadvantaged struggle with law enforcement, specifically the
mentally disabled. As Stevenson states, “The inability of many disabled, low-income people to
encounter that would result in jail time or prison time,” there is a disproportionate social
advantage for people with money where those without it have to suffer (Stevenson 188).
However, this social trend stretches far beyond the walls of a prison or jail cell; working class
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students also have to suffer the consequences of not having learned the privileged form of
analysis as a result of their low social class. The educational system simply adds onto this
punishment by expecting them to adjust to the rigorous composition instead of allowing them to
develop their writing form through narratives. Robillard highlights this when she states, “Patricia
R. Webb argues that the reason narratives hold so little value in the academy is that ‘those in
authority have already determined how students should learn and how they will continue to
learn’” (76). This is why narratives are so important, because without them, people in all sectors
of the world cannot overcome the economic barrier they were born into.
Looking into a person’s past to understand their present situation is crucial in evaluating
their perception of reality (aka why they do the things that they do). This is made possible
through the use of storytelling and personal narratives; however, when an individual’s past
involves a flawed educational system coupled with economic instability, their ability to express
their past falters. As Robillard states, “we need to pay more attention to social class in
composition, but I think we need to pay attention to it in the classroom with the students we
teach-with all of the students we teach” (Robillard 79). Here, she encourages other instructors to
be more aware of the demographics their classroom is comprised of, in order to prevent people
from falling behind. The bigger issue that Robillard is indicating here is that people are still
falling through the cracks, primarily those who are economically deprived. Stevenson touches on
this issue when he describes the instances where inmates, like McMillian, are unable to absolve
themselves or even attempt to absolve themselves from their penalty. Some of the prisoners in
Just Mercy did not have the luxury of learning correct grammar or language beyond grade
school. Thus, there is a large educational gap within prison systems where prisoners are not able
to tell their stories, much less defend themselves through appealing their sentence. “When
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Walter, who could barely read or write, failed to file the various pleadings, write, motions, and
lawsuits the other prisoners had advised him to file, they blamed him for his predicament,” and
cases like these are not uncommon (Stevenson 57). Prisoners’ educational background is almost
always disregarded even though it is one of the main reasons that they do not get the assistance
they so desperately need. As Robillard states, “The point of telling stories lies in how one moves
from what happened to what happens” (Robillard 81). Stories are intended to help people build
off of their past; thus, prisoners must reflect on their past in order to determine what their future
is going to look like in prison and out of prison after their sentence has been served. However,
when it comes to death row inmates, their future does not lie beyond the confinements of an
electric chair. “‘My life has been ruined! This lie they put on me is more than I can bear, and if I
don’t get help from someone who believes me-’” Here, Walter cries for help, because this
fabricated past of his is preventing him from living his life without the lingering gloom of death.
In her essay, Robillard extends her argument that there are class based implications in a
compositional writing setting to include the conceptions of time, “I want to establish that there
are different ways of conceiving of time and that these different ways of conceiving of time are
class-based” (Robillard 75). Specifically, she consistently mentions the idea of “delayed
gratification,” where students are encouraged to focus primarily on their future rather than linger
in their past (Robillard 75). Unfortunately, this idea completely disregards the fact that the
working class needs to build off of their past in order to create a future for themselves. This ties
into the varying perceptions of time that people from lower class backgrounds usually have in
comparison to their upper class counterparts. “Time is money,” as Robillard puts it, refers to the
idea that people comprising the working class are much more conscious of the time they have;
thus, delayed gratification dwindles because financial stability is never guaranteed (Robillard
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85). However, there is no such thing as delayed gratification when you are an inmate in prison.
Time is the often the only possession of inmates when they are incarcerated, thus the only thing
they have to their name is the amount of years they have left to serve. It is commonplace in
America’s prison system to view every inmate as a dollar sign for thriving companies. In order to
line their pockets with money, “Private prison builders and prison service companies have spent
millions of dollars to persuade state and local governments to create new crimes, impose harsher
sentences, and keep more people locked up so that they can earn more profits.” (Stevenson 16)
The idea that delayed gratification is nonexistent in a prison setting is especially true for those on
death row, where all they have left to look forward to is their date of execution. Essentially, time
has a different significance of you are an inmate in prison, a person working to make ends meet,
Regardless if you are a student writing an analytical paper or an inmate on death row
trying to appeal a capital punishment sentence, narratives are crucial in the evaluation of one’s
morality and intentions. In the case of Herbert Richardson, Stevenson attempted to fight for his
life, suggesting to the court that mental illnesses that Richardson suffered from should allot him a
space on a hospital bed rather than a space on “Yellow Mama,” Alabama’s electric chair. The
help was to no avail, since the justice system has yet to implement an effective way to reevaluate
the cases of death row inmates. Bryan Stevenson knew this, which is why he advocates for
reform and uses his education and intelligence to help those who had been failed by the unjust
justice system. He advocates for inmates by using his voice to tell their narratives and stories,
making the statistics of prisoners more real and impactful and preventing these individuals from
being othered by society. This method is stressed by Robillard in her essay, and rightfully so as
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narratives tend to be unrecognized, which enables a person’s past to also be unrecognized and
deliberately ignored.
Works Cited
Robillard, Amy E. “It's Time for Class: Toward a More Complex Pedagogy of Narrative.”
College English, Vol. 66, No. 1, Special Issue: The Personal in Academic Writing (Sep., 2003),
pp. 74-92.
Stevenson, Bryan. Just Mercy: A Story of Justice and Redemption. First edition. New York:
Spiegel & Grau, 2014.
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