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Guidelines and Rubric “My mind,

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ENG 122 Assignment 2 Guidelines and Rubric “My mind,” he said, “rebels at stagnation. Give me problems, give me work, give me the most abstruse cryptogram, or the most intricate analysis, and I am in my own proper atmosphere . . . But I abhor the dull routine of existence. I crave for mental exaltation.” —Sir Arthur Conan Doyle Overview The second final project for this course is the creation of a critical analysis essay. Writing is a craft that people spend a lifetime refining and one that allows people to express themselves in various ways. Effective writing has the ability to shape and inform the opinions of its readers. The ability to articulate a message through writing is essential in any career. The writing process can be very intimidating; however, the more you work with it, the more comfortable the process becomes. Something key to remember is that the writing process is never truly complete. In this assignment, you will revise your first draft from Assignment 2, Milestone 1. Next, you will develop a claim about the information presented in that reading and support that claim through a critical analysis essay. There is no right or wrong claim. It is how you support your claim that makes your essay effective. To thoroughly revise the work, be sure to refer back to your instructor’s feedback. The project has one milestone, which will scaffold learning and ensure quality final submissions. This milestone will be submitted in Module 5. The final submission of Assignment 2 is due in Module 8. In this assignment, you will demonstrate your mastery of the following course outcomes:  Discuss stylistically appropriate writing strategies for various audiences, subjects, and purposes  Identify main ideas, supporting evidence, and conclusions through critical analysis for utilizing these components in one’s own writing  Interpret the writing process as a means for generating ideas, drafting, and revising for improving the quality and effectiveness of one’s own writing  Integrate appropriate and qualified evidence into one’s own composition through effective research Prompt For this essay, you will analyze a reading and develop a claim about the author’s goal in the article you selected. Once your claim is established, you will use examples from the reading to support your claim throughout your essay. Critical Elements Specifically, the following critical elements must be addressed: I. Introduction: This is where readers will have a chance to get an idea of what your essay will be about and what you will prove throughout. Do not give all of your information away here, but give readers a sample of what is to come. Do not forget to review your writing plan to make sure you are hitting all of the points that you planned out, while also stating your claim. A. Provide an overview of the work you have analyzed, briefly describing main points and your thoughts about the writing. B. Compose an engaging thesis that states the claim that you will prove and support throughout your essay. This statement will give direction to your essay and should be well thought out. II. Body: The body is your opportunity to describe and support your claim in depth. Make sure your thoughts and evidence are clear and organized in a way that is easy for readers to follow and understand. A. Be sure to write multiple paragraphs that are focused, clearly state their intent, and move logically from one to the other, building the thesis argument as the essay progresses. These paragraphs also need to deploy evidence from the selected reading. B. Your body paragraphs should support your claim by combining thoughts and ideas with evidence from the writing. There is no such thing as a right or wrong claim; the key is how your claim is supported and the quality of the evidence used. III. Conclusion: Think of the conclusion as a review of your analysis. Use this section to restate your claim, and remind readers of your supporting evidence. Think of this as your last chance to prove your point. A. Review your claim and summarize key supporting points. This section should consist of a review of your main points employed to support your argument. B. Your conclusion should articulate insights about your claim established through your analysis. This should follow logically from your argument, referring to key points or quotes used to support your claim. Milestones Assignment 2, Milestone 1: First Draft In Module Five, you will return to your selected reading and analysis in a guided walkthrough activity. You will approach each section using the same eLearning paper generator that was used for Assignment 1, except that the questions will be aimed more toward re-evaluating your posts. You will pull out quotes and paraphrases and develop summarizations that will be used to further support your points. You will also apply your instructor’s feedback from Assignment 1. When you are done responding to the prompts in this guided activity, you will have a transformed, more developed draft that addresses the critical elements outlined in Section I: Introduction, Section II: Body, and Section III: Conclusion above. You will be able to use the reverse outline in Module Six to make sure that this draft has a clear, fluid, detailed approach. Whatever is completed in MindEdge by the deadline will be sent to your instructor for grading. This milestone is graded with the Assignment 2, Milestone 1 Rubric. Assignment 2 Submission: Critical Analysis Essay In Module Eight, you will submit your analysis essay in its final form. It should be a complete, polished artifact containing all of the Critical Elements associated with Assignment 2. It should reflect the incorporation of feedback gained and revision opportunities presented throughout the course and revision. This milestone will be graded using the Assignment 2 Rubric (below). Assignment 2 Rubric Guidelines for Submission: Your analysis essay must be 3–4 pages in length (plus a cover page and references) and must be written in MLA or APA format. Use double spacing, 12-point Times New Roman font, and one-inch margins. Include at least three references from the selected reading cited in MLA or APA format. Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. For more information, review these instructions. Critical Elements Exemplary Proficient Needs Improvement Not Evident Value Introduction: Overview [ENG-122-02] Provides an overview of the work being analyzed (100%) Provides an overview of the work being analyzed, but it contains issues regarding clarity (55%) Does not provide an overview of the work being analyzed (0%) 12 Introduction: Thesis [ENG-122-02] Meets “Proficient” criteria and thesis is exceptionally clear and concise (100%) Composes a thesis that states the claim that will be proven throughout the essay (85%) Composes a thesis, but contains issues related to clarity or relevancy (55%) Does not compose a thesis (0%) 12 Body: Intent [ENG-122-02] Meets “Proficient” criteria and writing is well-qualified with specific examples (100%) Writes multiple paragraphs that are focused, clearly state their intent, and build the thesis argument (85%) Writes multiple paragraphs, but writing does not build the thesis argument (55%) Does not write multiple paragraphs (0%) 12 Body: Body Paragraphs [ENG-122-04] Meets “Proficient” criteria and supports claim with a masterfully constructed combination of thoughts and evidence (100%) Body paragraphs support claim by combining thoughts and ideas with evidence (85%) Body paragraphs support claim, but do not combine thoughts and ideas with evidence (55%) Does not support claim through body paragraphs (0%) 24 Conclusion: Review [ENG-122-02] Meets “Proficient” criteria and response is clear and contextualized (100%) Reviews claim and summarizes key supporting points of essay (85%) Reviews claim and summarizes key supporting points, but contains issues regarding alignment to the intent of the thesis (55%) Does not review claim (0%) 12 Conclusion: Insights [ENG-122-04] Meets “Proficient” criteria and offers a nuanced insight into the relationship between the evidence and the claim (100%) Articulates insights about claim established through your analysis, and follows claim logically, referring to key points or quotes used to support claim (85%) Articulates insights about claim established through your analysis, but does not follow claim logically or refer to key points or quotes used to support claim (55%) Does not articulate insights about claim (0%) 24 Articulation of Response Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format (100%) Submission has no major errors related to citations, grammar, spelling, syntax, or organization (85%) Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas (55%) Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas (0%) 4 Total 100%

 
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“Mother Tongue”

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I chose “Mother Tongue” and I think that the goal slightly changed. I think that the goal of this book was to distinguish the difference between standard English and what she considers broken English. Also, the change came in when not only was she distinguishing the difference the English language, but also Chinese in which she spoke mostly with her mother along with the broken English. Not to mention letting all other Asian-American people know that there doesn’t have to be limitations on what they can achieve. The introduction itself is telling people that languages define who a person really is. Also, Amy is focusing on the many ways in which the language that she was taught influenced her life.

After rereading my chosen article a few key points changed or even underscored Amy’s actual message. She used a different stylistic devices to achieve her overall purpose. Key symbols used in the poem include the understanding and being able to speak proper and simple English. I think that Tan’s goal was to assure or let people know that it is okay to learn a different language. The proper English shows Amy’s acceptance in an American society, and she found intimacy speaking with her husband and while teaching. Also, the simple English language is a symbol of the bond she and her mother shared. The moment when Tan’s mother attended one of her lectures when discussing the standard English language they compared the English languages that was used in her life.

“Recently, I was made keenly aware of the different Englishes I do use. I was giving a talk to a large group of people, the same talk I had already given to half a dozen other groups. The talk was about my writing, my life, and my book The Joy Luck Club, and it was going along well enough, until I remembered one major difference that made the whole talk sound wrong. My mother was in the room, And it was perhaps the first time she had heard me give a lengthy speech, using the kind of English I have never used with her.”

I feel like that was a great piece of evidence to support Tan’s reason for learning, using, and decision to teach the standard and proper use of the English language. I agree with the key points, because it is important that the English language is spoken clearly. Also, I think at first it was okay to Tan how her mother’s English was spoken until she had to become a personal translator for her mom. While explaining to friends as to why her English was so broken, and having to pretend to be her mother on important business calls. After attending the lecture I think her mother understands the importance now.

The main audience is all of those who would like to learn the different variations of English, but we are all united in a common language. The challenges that the author faces are trying to get the Asian-American people to step out of their shells and try the things that they are afraid of, and convincing them about the limitations of the improper English in society. This is to show that improper English underscores the main idea which is perfecting the English language. Also, it would be those of traditional English speakers  rather than those taking the English language as a secondary subject.

As I look back and reread the article my goal would be to convince the audience on the limitations associated with broken English, and the richness the broken English brings in written English. Pointing out the instances where there were limitations from the broken English and help better understand that the core of eliminating would improve their grammar. With the improvement of grammar this would enhance and advance their position in society.

I found two areas that I could use as useful evidence. Invoking evidence from the contemporary society would definitely be my first motive. Looking for other evidence from the remainder of the literature would be next. For example, the use of metaphors from cultural languages and practices would surely be found and identified on other written work and would be made available.

I personally enjoy receiving feedback and it gives me the chance to see identify my mistakes and time to correct them. Being able to get feedback allows me the opportunity to add useful and important information and can enrich and perfect the piece of work. Feedback also allows the audience to address some information that could have possibly been overlooked.

Proofreading and editing by printing a hardcopy are two great revision strategies. They both give the reader a chance to identify mistakes that and grammatical errors that could have been overlooked. Also, getting someone to look over and/or proofread literature could help identify complex mistakes. I think that someone who doesn’t actually know complete details are better at picking out mistakes and correcting errors.

 
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Mother Tongue

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ESSAY Mother Tongue Don’t judge a book by its cover or someone’s intelligence by her English. By Amy Tan • Art by Gabe Leonard I am not a scholar of English or literature. I cannot give you much more than personal opinions on the English language and its variations in this country or others. I am a writer. And by that definition, I am someone who has always loved language. I am fascinated by language in daily life. I spend a great deal of my time thinking about the power of language—the way it can evoke an emotion, a visual image, a complex idea, or a simple truth. Language is the tool of my trade. And 1 use them all—all the Englishes 1 grew up with. Recently, I was made keenly aware of the different Englishes I do use. I was giving a talk to a large group of people, the same talk I had already given to half a dozen other groups. The talk was about my writing, my life, and my book The Joy Luck Club, and it was going along well enough, until I remembered one major difference that made the whole talk sound wrong. My mother was in the room. And it was perhaps the first time she had heard me give a lengthy speech, using the kind of English I have never used vn\h her. I was saying things like “the intersection of memory and imagi20 READ October 6. 2006 nation” and “There is an aspect of my Fiction that relates to thus-and-thus”—a speech filled with carefully wrought grammatical phrases, burdened, it suddenly seemed to me, with nominalized forms, past perfect tenses, conditional phrases, forms of standard English that I had learned in school and through books, the forms of English I did not use at home with my mother. Just last week, as 1 was walking dovm the street with her, I again found myself conscious of the English I was using, the English 1 do use with her We were talking about the price of new and used furniture, and I heard myself saying this: “Not waste money that way.” My husband was with us as well, and he didn’t notice any switch in my English. And then I realized why. It’s because over the twenty years we’ve been together I’ve often used the same kind of English with him, and sometimes he even uses it with me. It has become our language of intimacy, a different sort of English that relates to family talk, the language I grew up with. vccah KEENLY: sharply WROUGHT: put together, created LANGUAG E BARRIER S You shoul d kno w tha t my mother’ s expressiv e comman d o f Englis h belie s ho w muc h sh e actuall y understands . Sh e read s th e Forbes report , listen s t o Wall Street Week, converse s daily with he r stockbroker , read s Shirle y MacLaine’ s book s with ease—al l kind s o f thing s I can’ t begi n t o under – stand . Yet som e o f my friend s tel l m e the y understan d fifty percen t o f wha t my mothe r says . Som e say the y understan d eighty t o ninety percent . Som e say the y understan d non e o f it , a s if sh e wer e speakin g pur e Chinese , But t o me , my mother’ s Englis h i s perfectl y clear , perfectl y natural . It’ s m y mothe r tongue . He r language , a s I hea r it , i s vivid , direct , full o f obser – vatio n an d imagery . Tha t wa s th e languag e tha t helpe d shap e th e way I saw things , expresse d things , mad e sens e o f th e world . Latel y I’v e bee n givin g mor e though t t o th e kin d o f Englis h my mothe r speaks . Like others , I hav e describe d it t o peopl e a s “broken ” o r “fractured ” English . But I winc e whe n I say that . It ha s alway s bothere d m e tha t I ca n think o f n o way t o describ e it othe r tha n “broken, ” a s if i t wer e damage d an d neede d t o b e fixed , a s if it lacke d a certai n wholenes s an d soundness . I’v e hear d othe r term s used , “limite d English, ” for example . But the y see m jus t a s bad , a s if everythin g i s limited , includin g people’ s perception s o f th e limited – Englis h speaker . I kno w thi s for a fact , becaus e whe n I wa s growin g up , my mother’ s “limited ” Englis h limite d my percep – tio n o f her . 1 wa s ashame d o f he r English . I believe d tha t he r Englis h reflecte d th e quality o f wha t sh e ha d t o say . Tha t is , becaus e sh e expresse d the m imperfectly , he r thought s wer e REA D 2 1 imperfect. And I had plenty of empirical evidence to support me: the fact that people in department stores, at banks, and in restaurants did not take her seriously, did not give her good service, pretended not to understand her, or even acted as if they did not hear her. My mother has long realized the limitations of her English as well. When I was a teenager, she used to have me call people on the phone and pretend I was she. In this guise, I was forced to ask for information or even to complain and yell at people who had been rude to her. One time it was a call to her stockbroker in New York. She had cashed out her small portfolio, and it just so happened we were going to New York the next week, our first trip outside California. I had to get on the phone and say in an adolescent voice that was not very convincing, “This is Mrs. Tan.” My mother was standing in the back whispering loudly, “Why he don’t send me check, already two weeks late. So mad he lie to me, losing me money.” And then I said in perfect English on the phone, “Yes, I’m getting rather concerned. You had agreed to send the check two weeks ago, but it hasn’t arrived.” Then she began to talk more loudly. “What he want. I come to New York tell him fiont of his boss, you cheating me?” And I was trying to calm her down, make her be quiet, while telling the stockbroker. “I can’t tolerate any more excuses. If I don’t receive the check immediately, I am going to have to speak to your manager when I’m in New York next week.” And sure enough, the following week. Amy Tan walking with her mother. there we were in front of this astonished stockbroker, and I was sitting there red-faced and quiet, and my mother, the real Mrs. Tan, was shouting at his boss in her impeccable broken English. BLENDINB DLD AND NEW Lately I’ve been asked, as a writer, why there are not more Asian-Americans represented in American literature. Why are there few Asian-Americans enrolled in creative writing programs? Why do so many Chinese students go into engineering? Well, these are broad sociological questions 1 can’t begin to answer. But I have noticed in surveys—in fact, just last week—that Asian-American students, as a whole, do significantly better on math achievement tests than on English tests. And this makes me think that there are other Asian-American students whose English spoken in the home might also be described as “broken” or “limited.” And perhaps I began to write stories using all the Englishes I grew up with. they also have teachers who are steering them away from writing and into math and science, which is what happened to me. Fortunately, I happen to be rebellious and enjoy the challenge of disproving assumptions made about me. 1 became an English major my first year in college, after being enrolled as pre-med. I started writing nonfiction as a freelancer the week after I was told by my boss at the time that writing was my worst skill and I should hone my talents tovrard account management. But it wasn’t until 1985 that I began to vmte fiction. At first I wrote what I thought to be wittily crafted sentences, sentences that would finally prove I had mastery over the English language. Here’s an example from the first draft of a story that later made its way into The Joy Luck Club, but without this line: “That was my mental quandary in its nascent state.” A terrible line, which I can barely pronounce. Fortunately, for reasons I won’t get into here, I later decided I should envision a reader for the stories I would write. And the reader I decided on was my mother, because these were stories about mothers. So with this reader in mind—and in fact she did read my early drafts—I began to write stories using all the Englishes 1 grew up with: the English I spoke to my mother, which for lack of a better term might be described as “simple”; the English she used with me, which for lack of a better term might be described as “broken”; my translation of her Chinese, which could certainly be described as “watered down”; and what I imagined to be her translation of her Chinese if she could speak in perfect English, her intemal language, and for that 1 sought to preserve the essence, but neither an English nor a Chinese structure. I wanted to capture what language ability tests could never reveal: her intent, her passion, her imagery, the rhythms of her speech and the nature of her thoughts. Apart from what any critic had to say about my writing. I knew I had succeeded where it counted when my mother finished reading my book and gave me her verdict: “So easy to read” • From The Opposite of Fate, by Amy Tan. Copyright © 2003 by Amy Tan. Used by permission. ABOUT THE AUTHOR I vccah EMPIRICAL; based on observation QUANDARY: a state of perplexity or doubt Amy Tan was born in Oakland, Calif., in 1952. Her parents moved to the United States from China a few years before her arrival. Tan has observed the culture clash between the two countries of her heritage for most of her life, and her writing often reflects it. Tan’s first novel. The Joy Luck Club, explores relationships between Chinese mothers and their American daughters. In “Mother Tongue,” she relates her patient and complex love for her mother. October 6, 2006 READ 23

 
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“Mother Tongue”

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This article is regarding “Mother Tongue” written by Amy Tan. Firstly is we’ll start with the author’s main goal. In the short story, “Mother Tongue” by Amy Tan we are made aware to how the language we grow up with influences us for the duration of our lives. The story takes a look at topics of disgrace and existing in two universes. The initial assumption of Amy Tan’s “Mother Tongue”  is the confinements that imperfect English can influence how society perceives you. We agree with the viewpoints of the author who support her argument by discussing how having limitations in speaking English can make people seem less intelligent by society. In one example the author talks about how her mother often made her talk on the phone pretending to be her because her English was better.

Author’s argument in “Mother Tongue” is strong and some key points Amy Tan expounded on were her and her mom’s encounters to bolster her point. One such instance was at the hospital where the mother’s CAT Scans had been misplaced. Rather that seriously look for it the hospital staff did not take her complaints seriously because of her limited English. In fact, no one at the hospital took her seriously until Amy Tan herself spoke with them in perfect English for action to find her mother’s report were taken. Another instance will discuss some evidence from text supporting her evidence. She supports her argument by recalling how that she had called her mom’s trader in New York on the telephone to imagine that she was her mom.

The audience the author is trying to reach spans from immigrants like her mother who can relate to the difficulties of learning a new language in a foreign country, as well as the children of such immigrants like herself. Some who grew up feeling like the heavily accented mashup of words her mother spoke made her stand out as different or inadequate as everyone else who could speak English with perfect clarity. The audience I believe is targeted are both immigrants and their children that can relate to the feelings of the author and her mother as well as anyone who encounters someone who cannot speak English with perfect clarity. I believe it’s to address that intelligence isn’t always linked to how well someone can speak English like how society sees it which is also one of the challenges that author faces in this article trying to make others understand that intelligence isn’t only linked to how well one can speak English.  Another instance that supports this is when Amy Tan supports her argument by recalling how that she had called her mom’s trader in New York on the telephone to imagine that she was her mom. She also advances by saying that the first language is imperative in her life and all discusses how having imperfect English may have limited her mother when she was younger and it came to taking standardized tests.

The audience I believe is targeted are both immigrants and their children that can relate to the feelings of the author and her mother as well as anyone who encounters someone who cannot speak English with perfect clarity. I believe it’s to address that intelligence isn’t always linked to how well someone can speak English like how society sees it which is also one of the challenges I believe the author faces in this article trying to make others understand that intelligence isn’t only linked to how well one can speak English.  I can relate to Tan’s article since I too started from a bilingual household and having immigrant parents I remember instance where I had to pretend to be my mother on the phone for simple matter such as calling for a doctor’s appointment or to call or even to talk to the employee at a drive through to order food simply because she wasn’t as fluent in English as I was.  It was instances like this of my own life that drew me to the conclusions I did from this reading. 

I agree with the author’s main argument because of the supporting claims she made with evidence she provided.  One such instance was at the hospital where the mother’s Cat scans had been misplaced. Rather that seriously look for it the hospital staff did not take her complaints seriously because of her limited English. It wasn’t until she got her daughter on the phone where the author was able to communicate in perfect English that steps to look for the file were taken and apologies were made. Another instance was the author herself where she noticed that when speaking to other people about her mother, she would describe her way of speaking the English language broken as if it made her mother inadequate also from the author’s childhood where she recalls that growing up, she was ashamed of her mother’s English believing that it reflected the quality of what she had to say. It was instances like this of my own life that drew me to the conclusions I did from this reading. Not only was I able to relate and sympathize I was able to understand my own parents better seeing Amy Tan discuss how her mother’s limited English made her feel like her mother only knew “Broken English” made me realize how society views someone with a more limited English vocabulary. It also made me realize that having intelligence is not necessarily linked to having perfect English. 

 
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