Four Letter Word
Segregation plays a central role in character behavior in the poem “On the Subway” by
Sharon Olds and the short story “Dancing in the Movies” by Robert Boswell. Segregation is
generally defined as a separation of two classes of individuals by a specific reason; whether the
reasoning concerns race, status, substance abuse, or wealth is merely trivial. Within these two
pieces of literature, segregation plays a crucial role in creating character relationships and
building social boundaries. Segregation is presented in “On the Subway”, then complicated in
“Dancing in the Movies”, which ultimately offers an attempt at resolution. The solution can be
found to unite those who chose to harness it and that solution is the attempt at accepting love.
Sharon Olds writes the poem “On the Subway” as description of the social parameters put
on society through economic disparity between two people. Specifically, Olds creates two
characters, both on opposite sides of the economic hierarchy who are found together on a subway.
Olds writes that the man has a “raw face”, (Olds 13) “wearing/red, like the inside of the body/
exposed”, whereas the woman is exquisitely dressed in “dark fur” (Olds 9-11). The bold contrast
set up here helps to draw attention to the huge discrepancy between the economic prosperity of
both parties. As the poem continues, Olds describes the woman as admitting that somehow she
“must profit from his darkness” (Olds 23). Her realization that she must profit from his shows
that she recognizes that she has gained from the bold and sweat of the man. However, the man
himself cannot simply be blamed, we must account for the historical stereotypes of the man’s
poverty as a result of his African heritage.
[ Question: as a reader who has never read the poem, are you a little bit lost here? What
information is needed to help you follow the writer?]
Along with the economic disparities, Olds portrays color as another motive for
segregation; specifically, she contrasts the white woman and the black man as essentially two
completely different people with two separate powers over each other. For instance, Olds
represents the woman as bearing a societal superiority over him, saying that she “is eating the
steak/ he does not eat, as if I am taking /the food from his mouth” (Olds 19-21). This fragment
indicates that her higher position in society allows for her to diminish the value of the man, thus
allowing her to benefit from his existence. On the other hand, the woman knows that the black
man has dominant physical power, stating the fact that “he could take my coat so easily, my
/briefcase, my life—“ (Olds 16-17). His power is so overwhelming that she clings to her societal
ranking to protect her life, hence representing the fragile balance of societal power vs. physical
power. Unfortunately, in this situation, the balance is tipped in favor of the woman, who realizes
just “how easy this /white skin makes [her] life” (Olds 27-28). The thematic image of a tipped
balance serves as an image true to the definition of segregation. The issues of economic disparity,
class, and color, prevalent in “On the Subway”, serve as a lens to view similar issues in the story
“Dancing in the Movies”. The role of segregation in “On the Subway” represents fundamental
reasons of separation; however, “Dancing in the Movies” complicates these reasons and offers an
attempt at reprieve.
Segregation based on color and race plays a primary role in the development of character
friendships and intimacies in the short story “Dancing in the Movies” by Robert Boswell.
Racism hinders relationships, specifically the friendship of Freddie with Eugene and the
intimacy of Freddie and Dee. Eugene, at times, was viewed, by Freddie as nothing more than a
“lemon-faced nigger” (Boswell 361). This stereotypical view of Eugene served to show the
social boundary that caused their friendship to have specific limitations. On the other hand,
Eugene would blame Freddie for things Freddie had nothing to do with, like stating that Bob
Marley died of cancer, a “white man’s disease” (Boswell 361). As a result, Freddie and Eugene
were separated and placed apart on the basis of race. Akin to the relationship between Eugene
and Freddie, Dee was often referred to by her peers and others as simply “Dee the nigger”,
(Boswell 364) without any respect to Dee the person. The lack of perception to see behind the
cliché forced yet another distanced relationship for Freddie based solely on skin color. Freddie’s
family was also quick to separate themselves from Dee for the subconscious belief that “She’s
not just black, she’s a nigger. There’s a difference” (Boswell 369). The difference in this case is
quite evident, blacks simply could not be integrated and accepted by whites and same was true
for whites by blacks.
Within the story, drug use, evidence of class difference in Freddie and Dee’s case,
furthered the separation between two parties of people, junkies (those who did drugs), and those
who were clean. The story of Wilson and Angela portrays a perfect example of how drugs and
their effect can strain a relationship. Wilson and Angela were both junkies until Angela quit and
“she could not endure Wilsons’ trying” (Boswell 363) and she left him. This change impacted
Wilson so much he quit soon after, therefore proving that a contrast of junkie and no-junkie is a
contrast that simply cannot be dealt with by people separated not only by drugs, but by society as
well. Furthermore, Freddie, who is clean, and Dee, being a junkie, thus created an everintensifying segregation in which Dee believed would have to end in Freddie having “to take to
junk” (Boswell 366). Drugs now were thrown into the realm of reasons to segregate, along with
the class difference created by their surroundings, Dee’s drug life on the streets and Freddie’s
college life. Freddie was left to find a solution in which he could break down all social barriers
created by drug-influenced class difference, his sole motive being his love for Dee.
“Dancing in the Movies” offers an oftentimes complex resolution to all forms of
segregation. That resolution is love. Freddie destroys all social boundaries by disregarding
stereotypes and clichés by stating that “Dee was what was missing” (Boswell 365) and that “I
love Dee” (Boswell 364). For Freddie, the acceptance of love, or perhaps, the struggle for true
love, was enough. In “On the Subway”, Olds creates a lack of compassion, a lack of any love
whatsoever, that separates the two “on opposite sides of the car” (Olds 5). Love, therefore, has
the ability to break down race, color, drugs, sex, and much more, if only the characters choose to
accept the simple, four letter word. In “Dancing in the Movies”, Freddie and Dee are set into
tranquility through their attempt at love in which Boswell simplifies love as a kiss, such that “she
kissed my cheek and we rode on”. However, Boswell is quick to reveal that Freddie, although
finally at peace with Dee, states that “I’m tired. And scared” (Boswell 374), hinting at the
complex situation of love. Nevertheless, the Olds’ poem presents the problem of segregation and
Boswell creates a complicated situation around it, eventually offering a solution. Hopefully,
society can acknowledge the complexity of segregation and heed the attempt as creating a
tranquil society.
Within both “On the Subway” and “Dancing in the Movies”, segregation forces
characters apart. In some cases, society forces differences between people such as economic
standing or position in society which tend to cause tension between two parties who generally
should have no reason to be alone. Taking this into account, we must strive to achieve a peace
beyond societal differences, beyond race, beyond color, beyond anything. Unfortunately,
tranquility is nothing more than a state a mind, a state of mind that only exists when one uses the
full capabilities of human emotion to resolve societal problems. In essence, in order to live with
each other in true acceptance of the soul within, we must believe in love, and heed its call.
Questions for discussion:
1. What is your first response to the essay? As a reader, what information helps you to
understand the paper, and what other information do you expect to read?
2. What is the thesis? How is this thesis supported and developed throughout the essay?
3. What are the supporting topic sentences? How are they related back to the thesis? How
are they related to each other? How do you see the progression of ideas? In order to
answer that question, please provide the outline of this essay.
4. Identify the parts of the essay where the author is summarizing the texts, or using the text
details as examples. Where does the writing switch from summary to analysis, and how
can you tell?
5. Analyze paragraph number 3 for the PIE structure. Anything good about this part? What
else is needed to improve it?
6. What suggestions would you make to the author for revising this essay?