Rhetorical Analysis of: "Queering the Vast Wasteland" by Michael Bronski
Paragraph #1:
Introduces the idea of "Gay TV" and informs the reader about Viacom's plan to create a tv channel directed towards a gay and lesbian audience.
#2:
Gives examples of other groups plans for gay and lesbian targeted tv channel.
#3:
Tells the reader about humor columns speculating about future shows on those channels. Points out that the quality of the shows will dictate if the channel is a success or not.
#4:
Talks about how television execs are interested in quality, and that that is good. Points out the problem with having an all gay or lesbian channel, the issues involved.
#5:
Points out the "popular myth" that public visibility is crucial if a minority group is going to be liberated. Introduces Joan Garry and GLAAD. Stresses visibility. Tells us how a predominately white make society stereotypes minorities.
#6:
Tv can help minorities because they are in the everyday life of tv land. TV can be a big help to expose the minority groups.
#7:
Argument that increasing visualization and "banalization" only fuels the flames of stereotyping and that it causes more harm than good.
#8:
Even after the increased visibility of gay ans lesbians hate crimes are on the rise.
#9:
Introduces Suzanna Danuta Walters book "All the Rage: The Story of Gay Visibility in America."
#10:
Says that television is run by corporations that don't care about making anyone's life better. They operate to make money.
#11:
Important role of the media and its role in shaping opinion and informing the public.
#12:
After September 11th there was talk about the media changing face and going for a more news centered approach. This idea soon dies out after new celebrity things happened and the popular culture stepped into the media again soon after the attack.
#13:
"Its just as bad now as it was before" in reguards to entertainment on TV.
#14:
Gay cable TV channels are going to promote the corporations not the gay and lesbian community. It was corporate engineers that designed the idea of a gay tv channel, not the gays and lesbians.
#15:
What will be on the Gay TV channel?
#16:
Negative views of the shows on the channel.
#17:
Gay tv is possible because of the increased amount of gay and lesbian shows on TV over the last couple of decades. Raises the question of "will gay tv be redundant"?
#18:
Gay themed entertainment is watched and makes money.
#19:
Gay TV may be helpful for the gay and lesbian community, but it may also serve to "re-ghettoize" gay and lesbian content on tv networks. How much would the gay tv channel hurt the gay community?
Tuesday, April 20, 2010
Sunday, April 4, 2010
Depression and Nutrition: Topical Invention
SHane Brabant
English 100
Topical Invention
4-2-10
Definition:
Q: How does the dictionary define "Depression and Nutrition"?
A: Depression:
–noun
1.
the act of depressing.
2.
the state of being depressed.
3.
a depressed or sunken place or part; an area lower than the surrounding surface.
4.
sadness; gloom; dejection.
5.
Psychiatry. a condition of general emotional dejection and withdrawal; sadness greater and more prolonged than that warranted by any objective reason.Compare clinical depression.
6.
dullness or inactivity, as of trade.
7.
Economics. a period during which business, employment, and stock-market values decline severely or remain at a very low level of activity.
8.
the Depression. Great Depression.
9.
Pathology. a low state of vital powers or functional activity.
10.
Astronomy. the angular distance of a celestial body below the horizon; negative altitude.
11.
Surveying. the angle between the line from an observer or instrument to an object below either of them and a horizontal line.
12.
Physical Geography. an area completely or mostly surrounded by higher land, ordinarily having interior drainage and not conforming to the valley of a single stream.
13.
Meteorology. an area of low atmospheric pressure.
Nutrition:
–noun
1.
the act or process of nourishing or of being nourished.
2.
the science or study of, or a course of study in, nutrition, esp. of humans.
3.
the process by which organisms take in and utilize food material.
4.
food; nutriment.
5.
the pursuit of this science as an occupation or profession.
Q: What parts can "Depression-Nutrition Connection" be devided into?
A: I would say that my topic can be devided into one part depression and the otherpart Nutrition. That is how I would break up my topic.
Circumstance:
Q: Who has done or experienced "Depression and Nutrition"?
A: Many people all over the world experience depression caused and/or affected by mal-nutrition. Some people even die because they dont have the urge to get up and feed themselves. Others die not because they dont feed themselves but because what they do feed themeselves is bad for them and lacking essential nutrients.
Q: If "Depressiona nd Nutrition" starts, what makes it end?
A: If you eat right, and do things to help yourself see the good and not just the bad in life, you will stop being depressed because of nutrition.
Relationship:
Q: What causes "Depression and Nutrition"?
A: If you become injured and have braiun trauma that affects your brain chemestry you can become depressed. You can also become deporessed because you are really sad or because somehting traumatic in your life has caused you to feel terrible, and maybe hate yourself, or life in general. Nutritional roblems are cause from eationg poor.
Q: What is the consequence of "Depression and Nutrition"?
A: L:ike I said before, some people die from being depressed. Some other just waste their lives away being unhappy. Others, who get better, life live happy wonderful lives after overcoming such a terrible thing.
English 100
Topical Invention
4-2-10
Definition:
Q: How does the dictionary define "Depression and Nutrition"?
A: Depression:
–noun
1.
the act of depressing.
2.
the state of being depressed.
3.
a depressed or sunken place or part; an area lower than the surrounding surface.
4.
sadness; gloom; dejection.
5.
Psychiatry. a condition of general emotional dejection and withdrawal; sadness greater and more prolonged than that warranted by any objective reason.Compare clinical depression.
6.
dullness or inactivity, as of trade.
7.
Economics. a period during which business, employment, and stock-market values decline severely or remain at a very low level of activity.
8.
the Depression. Great Depression.
9.
Pathology. a low state of vital powers or functional activity.
10.
Astronomy. the angular distance of a celestial body below the horizon; negative altitude.
11.
Surveying. the angle between the line from an observer or instrument to an object below either of them and a horizontal line.
12.
Physical Geography. an area completely or mostly surrounded by higher land, ordinarily having interior drainage and not conforming to the valley of a single stream.
13.
Meteorology. an area of low atmospheric pressure.
Nutrition:
–noun
1.
the act or process of nourishing or of being nourished.
2.
the science or study of, or a course of study in, nutrition, esp. of humans.
3.
the process by which organisms take in and utilize food material.
4.
food; nutriment.
5.
the pursuit of this science as an occupation or profession.
Q: What parts can "Depression-Nutrition Connection" be devided into?
A: I would say that my topic can be devided into one part depression and the otherpart Nutrition. That is how I would break up my topic.
Circumstance:
Q: Who has done or experienced "Depression and Nutrition"?
A: Many people all over the world experience depression caused and/or affected by mal-nutrition. Some people even die because they dont have the urge to get up and feed themselves. Others die not because they dont feed themselves but because what they do feed themeselves is bad for them and lacking essential nutrients.
Q: If "Depressiona nd Nutrition" starts, what makes it end?
A: If you eat right, and do things to help yourself see the good and not just the bad in life, you will stop being depressed because of nutrition.
Relationship:
Q: What causes "Depression and Nutrition"?
A: If you become injured and have braiun trauma that affects your brain chemestry you can become depressed. You can also become deporessed because you are really sad or because somehting traumatic in your life has caused you to feel terrible, and maybe hate yourself, or life in general. Nutritional roblems are cause from eationg poor.
Q: What is the consequence of "Depression and Nutrition"?
A: L:ike I said before, some people die from being depressed. Some other just waste their lives away being unhappy. Others, who get better, life live happy wonderful lives after overcoming such a terrible thing.
Monday, March 1, 2010
Possible Genre Topics
Topic #1-Book Genre's
1)Example: Fiction, Non-Fiction, Fantasy
2)Setting: You can find books online, but most commonly you would read a book in print, actually in your hands.
3)Subject: The subject(s) of books are numerous. There is no limitation to the subject possible in a book.
4)Participants:
a) Writers: Anyone can write a book, it just takes an inspiration and dedication.
b) Audience: People in general. Anyone can read a book, you just need to be able to read!
5)Motives:
a) The writer would be motivated to write for a number of reasons. It could be that the writer has something important to convey through his writing, or perhaps to give inspiration to possible readers to do something, and of course, writers write to make money.
b) The audience would read to pass the time, enjoyment, or perhaps the book was recommended by a friend. Entertainment is the usual reason for reading. People also read for information.
6)Patterns in the genre:
I would have to pick one specific genre within the entirety of possible genre found in books in order to describe a specific pattern. So, for an example, Murder/Mystery novels. In a Murder/Mystery novel: there is a criminal, usually someone introduced early in the book but unidentified as the murderer; there is the murdered; and there is the person(s) who finds out who done it! That is a vague description of a pattern found in a Murder/Mystery novel.
7)Analyzing Patterns in Genre:
I will diffidently analyze the genre of my chosen genre found in books, but to do that I would need to have a specific genre to analyze. I would break it down as you have it outlined. I have some questions about how to go about doing that.
Topic #2-Poetry
1)Example: Haiku, Ballad, Sonnet, The Ode, Stream of Consciousness
2)Setting: You read poems in books, magazines, the Newspapers, and online.
3)Subject: There is not a specific subject that all poems follow or that is even really attributable to poetry in a broad manner. However, poetry such as love poems, the subject would be about love.
4)Participants:
a) Writers: Anyone can write a poem.
b) Audience: Everyone is included within the audience. There are sometimes specific audiences that a specific poem may be targeting, but there is not a specific audience for every kind of poem, other than humans.
5)Motives:
a) The writer would be motivated to write for many reasons. To write about love, what he/she sees in a painting or a scene in a restaurant. Inspiration for writing poetry comes from any and all sources. The writer may want to convey an emotion or bring the reader into a scene or to a place only found within the writers mind.
b) The audience reads poetry for enjoyment. It makes the reader feel a certain way, makes them happy or sad, angry, elated, etc. Or perhaps the reader appreciates art, and sees poetry as art, and wishes only to witness human creativity and finds satisfaction from that.
6)Patterns in Genre:
There are patterns attributed to every form of poetry, in fact, that is how poetry is defined, by analyzing the patter in the way it is written.
7)Analyzing Patterns in Genre:
Every poem can be analyzed categorically. You would analyze the poem based on what kind of pattern was associated to each category of poetry. Haiku's would be categorized because of the syllables in each sentence of the Haiku. I would then analyze the Haiku based on the content of the poem, the ordering of the words, the kinds of language used, etc.
1)Example: Fiction, Non-Fiction, Fantasy
2)Setting: You can find books online, but most commonly you would read a book in print, actually in your hands.
3)Subject: The subject(s) of books are numerous. There is no limitation to the subject possible in a book.
4)Participants:
a) Writers: Anyone can write a book, it just takes an inspiration and dedication.
b) Audience: People in general. Anyone can read a book, you just need to be able to read!
5)Motives:
a) The writer would be motivated to write for a number of reasons. It could be that the writer has something important to convey through his writing, or perhaps to give inspiration to possible readers to do something, and of course, writers write to make money.
b) The audience would read to pass the time, enjoyment, or perhaps the book was recommended by a friend. Entertainment is the usual reason for reading. People also read for information.
6)Patterns in the genre:
I would have to pick one specific genre within the entirety of possible genre found in books in order to describe a specific pattern. So, for an example, Murder/Mystery novels. In a Murder/Mystery novel: there is a criminal, usually someone introduced early in the book but unidentified as the murderer; there is the murdered; and there is the person(s) who finds out who done it! That is a vague description of a pattern found in a Murder/Mystery novel.
7)Analyzing Patterns in Genre:
I will diffidently analyze the genre of my chosen genre found in books, but to do that I would need to have a specific genre to analyze. I would break it down as you have it outlined. I have some questions about how to go about doing that.
Topic #2-Poetry
1)Example: Haiku, Ballad, Sonnet, The Ode, Stream of Consciousness
2)Setting: You read poems in books, magazines, the Newspapers, and online.
3)Subject: There is not a specific subject that all poems follow or that is even really attributable to poetry in a broad manner. However, poetry such as love poems, the subject would be about love.
4)Participants:
a) Writers: Anyone can write a poem.
b) Audience: Everyone is included within the audience. There are sometimes specific audiences that a specific poem may be targeting, but there is not a specific audience for every kind of poem, other than humans.
5)Motives:
a) The writer would be motivated to write for many reasons. To write about love, what he/she sees in a painting or a scene in a restaurant. Inspiration for writing poetry comes from any and all sources. The writer may want to convey an emotion or bring the reader into a scene or to a place only found within the writers mind.
b) The audience reads poetry for enjoyment. It makes the reader feel a certain way, makes them happy or sad, angry, elated, etc. Or perhaps the reader appreciates art, and sees poetry as art, and wishes only to witness human creativity and finds satisfaction from that.
6)Patterns in Genre:
There are patterns attributed to every form of poetry, in fact, that is how poetry is defined, by analyzing the patter in the way it is written.
7)Analyzing Patterns in Genre:
Every poem can be analyzed categorically. You would analyze the poem based on what kind of pattern was associated to each category of poetry. Haiku's would be categorized because of the syllables in each sentence of the Haiku. I would then analyze the Haiku based on the content of the poem, the ordering of the words, the kinds of language used, etc.
Rhetorica Reading
Shane Brabant
Rhetorica Reading
Eng 100 Tu-Th 4:00-5:20
Anicca Cox
3-1-10
I found the reading to be extremely vague. The concepts outlined in this reading are very complex and in this reading they are not explained in a way that I can understand them. I am taking Logic this semester and the information outlined in this reading are very similar to some of the information we are going over in class. We outlined what an argument was, what a rhetorical syllogism is, as well as the forms arguments come in. I have a hard time with the language of logic. Syllogism, rhetoric and enthymeme are examples of words that I just cant seem to get the hang of. Their meaning eludes me, even though I am in logic class and I really need to understand what they mean.
The different forms an argument comes in was a new thing for me this semester. Inductive, deductive and narrative were all new things for me. I am currently studying inductive and deductive arguments, how to identify them, how to use them, how to analyze them. It is all very interesting but extremely convoluted and complex. I am having difficulty with my logic class.
The terms Ethos, Logos and Pathos were familiar terms, but their exact meaning is hard for me to keep straight and understand. I find dissecting language in this was to be extremely interesting but I do not always understand how to dissect our language. I would like to be able to have a better understanding of these three elements of logic so that I can better converse with classmates and teachers about their meaning and uses.
I am wondering if anyone else in my group, or the class as a whole, is having trouble understanding the above concepts. I would like to hear from them about how they understand logos, pathos and ethos and what ways they were able to conceptualize the concepts. If they don't understand then maybe we can work together on finding a way to understand them.
Rhetorica Reading
Eng 100 Tu-Th 4:00-5:20
Anicca Cox
3-1-10
I found the reading to be extremely vague. The concepts outlined in this reading are very complex and in this reading they are not explained in a way that I can understand them. I am taking Logic this semester and the information outlined in this reading are very similar to some of the information we are going over in class. We outlined what an argument was, what a rhetorical syllogism is, as well as the forms arguments come in. I have a hard time with the language of logic. Syllogism, rhetoric and enthymeme are examples of words that I just cant seem to get the hang of. Their meaning eludes me, even though I am in logic class and I really need to understand what they mean.
The different forms an argument comes in was a new thing for me this semester. Inductive, deductive and narrative were all new things for me. I am currently studying inductive and deductive arguments, how to identify them, how to use them, how to analyze them. It is all very interesting but extremely convoluted and complex. I am having difficulty with my logic class.
The terms Ethos, Logos and Pathos were familiar terms, but their exact meaning is hard for me to keep straight and understand. I find dissecting language in this was to be extremely interesting but I do not always understand how to dissect our language. I would like to be able to have a better understanding of these three elements of logic so that I can better converse with classmates and teachers about their meaning and uses.
I am wondering if anyone else in my group, or the class as a whole, is having trouble understanding the above concepts. I would like to hear from them about how they understand logos, pathos and ethos and what ways they were able to conceptualize the concepts. If they don't understand then maybe we can work together on finding a way to understand them.
Monday, February 22, 2010
Scenes of Writing
Shane Brabant
Reading Response “Scenes of Writing”
English 100 Tu-Th 4:00-5:20
Anicca Cox
2-22-10
The “Title IX: Political Football” essay by Ruth Conniff, described the struggles and accomplishments women have had while attempting to become equally represented in sports in the USA sense the Title IX law was put into motion in 1972. Ruth delves deep into the controversies surrounding the issue of equality for men and women in the sports world. Male sports have always, and continue to have, more money for their liege than that of the women. Title IX is a law that makes it necessary for universities and high schools to attempt to equally represent both men and women. Sense the law has come about, the ration of women playing varsity level sports has jumped from 27 to 1, to almost 1 in 2. The argument for the removal of Title IX is made on the grounds that more money for women sports takes away money for male sports, which is true to some degree, and also now that men and women are almost equally represented in sports, there is no longer a need to put women into a special category or group. The law is still in action despite little Bush's attempt in 2002 to change it.
I am having a difficult time deciphering how to best describe what kind of genre the “Title IX: Political Football” essay would fit under using the “Scenes of Writing” guidelines. There is not a list of possible genre nor any indication about how to classify a piece of writing into a specific genre within the “Scenes of Writing” reading. I have read the entire “Scenes of Writing” reading and I am still confused as to how best to describe the genre of the “Title IX: Political Football” essay. I understand there are scenes, there are situations, but I do not understand how I am supposed to put this essay into a genre.
So, I will attempt to classify it with my own idea of what sort of genre it might fall under.
I would say that this essay would fall under the genre of informative, an informative essay. We are informed by Ruth on Title IX: how it effects women in sports, how it effects men in sports, controversy between male and female sport lieges. Ruth describes in detail the relationships between male and female sports teams and lieges. We learn about how the wrestlers feel they are being ripped-off because women are in a special interest group, we learned how football is where most of the money for sports goes. I would diffidently say that this essay falls under the genre of informative.
Reading Response “Scenes of Writing”
English 100 Tu-Th 4:00-5:20
Anicca Cox
2-22-10
The “Title IX: Political Football” essay by Ruth Conniff, described the struggles and accomplishments women have had while attempting to become equally represented in sports in the USA sense the Title IX law was put into motion in 1972. Ruth delves deep into the controversies surrounding the issue of equality for men and women in the sports world. Male sports have always, and continue to have, more money for their liege than that of the women. Title IX is a law that makes it necessary for universities and high schools to attempt to equally represent both men and women. Sense the law has come about, the ration of women playing varsity level sports has jumped from 27 to 1, to almost 1 in 2. The argument for the removal of Title IX is made on the grounds that more money for women sports takes away money for male sports, which is true to some degree, and also now that men and women are almost equally represented in sports, there is no longer a need to put women into a special category or group. The law is still in action despite little Bush's attempt in 2002 to change it.
I am having a difficult time deciphering how to best describe what kind of genre the “Title IX: Political Football” essay would fit under using the “Scenes of Writing” guidelines. There is not a list of possible genre nor any indication about how to classify a piece of writing into a specific genre within the “Scenes of Writing” reading. I have read the entire “Scenes of Writing” reading and I am still confused as to how best to describe the genre of the “Title IX: Political Football” essay. I understand there are scenes, there are situations, but I do not understand how I am supposed to put this essay into a genre.
So, I will attempt to classify it with my own idea of what sort of genre it might fall under.
I would say that this essay would fall under the genre of informative, an informative essay. We are informed by Ruth on Title IX: how it effects women in sports, how it effects men in sports, controversy between male and female sport lieges. Ruth describes in detail the relationships between male and female sports teams and lieges. We learn about how the wrestlers feel they are being ripped-off because women are in a special interest group, we learned how football is where most of the money for sports goes. I would diffidently say that this essay falls under the genre of informative.
Sunday, February 7, 2010
Final Credo
Shane Brabant
Final Credo
Eng 100 Tu-Th 4:00-5:20
Anicca Cox
Life’s Good!
After reading over my other three credo’s, I decided that there was a theme to my writing. There is a common idea that flows throughout the three, and I believe that this message is something I can more easily relate to myself and my thoughts about life if I were to rewrite it with this main idea in mind.
The ideology that was prevalent throughout my credo writing was that I am blessed, fortunate, alive, happy, learning from my mistakes and turning the seed of regret into a blooming orchid of understanding. Although there are many trials in life, many difficult moments and situations, many emotions and feelings that can create inside one a feeling of hopelessness and disconnection from the divine. It is important to hold in my mind the reality that these feeling and thoughts are transitory in nature. They come and they go, no feeling is forever, no thought is permanent. As surely as the sun rises our beliefs and momentary negative situations, like shadows on my soul, will reach the horizon on the edge of our minds, and be out-shined by the beautiful light of the sunset of understanding and personal growth. It is true that many times the winds of change can feel as cold and terrible as a winters storm on the naked skin of my future, but we must remember the times when the moments pass us by and leave us refreshed, filling our lungs with warm sweet scents of summer, and the winds of change blow by a smiling face and whisper encouragement into the soul. Life’s Good. This simple truth is extremely important to remember. When I find the shadows of my minds sorrow begin to collect on the dark edges of my consciousness and the terrible, lonely feeling of helpless, hopeless despair wedges its way into my mind, clawing and scraping into my thoughts, killing my motivation and filling my heart with fear, I need remember the love, the light, and the wonders of every moment of life.
Final Credo
Eng 100 Tu-Th 4:00-5:20
Anicca Cox
Life’s Good!
After reading over my other three credo’s, I decided that there was a theme to my writing. There is a common idea that flows throughout the three, and I believe that this message is something I can more easily relate to myself and my thoughts about life if I were to rewrite it with this main idea in mind.
The ideology that was prevalent throughout my credo writing was that I am blessed, fortunate, alive, happy, learning from my mistakes and turning the seed of regret into a blooming orchid of understanding. Although there are many trials in life, many difficult moments and situations, many emotions and feelings that can create inside one a feeling of hopelessness and disconnection from the divine. It is important to hold in my mind the reality that these feeling and thoughts are transitory in nature. They come and they go, no feeling is forever, no thought is permanent. As surely as the sun rises our beliefs and momentary negative situations, like shadows on my soul, will reach the horizon on the edge of our minds, and be out-shined by the beautiful light of the sunset of understanding and personal growth. It is true that many times the winds of change can feel as cold and terrible as a winters storm on the naked skin of my future, but we must remember the times when the moments pass us by and leave us refreshed, filling our lungs with warm sweet scents of summer, and the winds of change blow by a smiling face and whisper encouragement into the soul. Life’s Good. This simple truth is extremely important to remember. When I find the shadows of my minds sorrow begin to collect on the dark edges of my consciousness and the terrible, lonely feeling of helpless, hopeless despair wedges its way into my mind, clawing and scraping into my thoughts, killing my motivation and filling my heart with fear, I need remember the love, the light, and the wonders of every moment of life.
Wednesday, February 3, 2010
Amy Tan
Shane Brabant
Eng 100 Tu-Th 4:00-5:20
Amy Tan: Mother Tongue
Anicca Cox
Although Amy Tan grew up speaking Chinese, she is now an accomplished and world renowned author. She begins by discussing the power language has on all of us, how the way you speak can determine what people think about you. She proves this point in her writing by explaining situations where her mother’s command of the English language inhibited her ability to get what she needed. Her mother spoke very choppy English, it was referred to as “broken”, “simple” English, and therefore her mother was thought of as simple, if not stupid. Amy tells us of how her mother’s ability to speak English affected her on an almost daily basis, and affected her negatively.
Mrs. Tan understands English very well, but her ability to speak has caused trouble for her and forced Amy to spe3ak for her in many cases she explains for us in the reading. I believe that because Amy needed to speak for her mother from a very early age, her command of the English language grew out of necessity. I really liked how she included her conversation with her mother in the text. Because the translation was verbatim I was able to grasp exactly what Amy meant when she attached “broken” to her mother’s speaking ability. This inclusion helped me to understand the concept of speaking different “Englishes”.
Amy explains how, growing up in a home with only her mother’s “broken” English to influence her affected her grades in school and her performance on tests. When Amy read about recent polls on Asian American’s and their preferred job choices, she found that there are very few Asian Americans in American Literature, and that there are not many Asian American writers. She attributes this fact to how mathematics, unlike English, has a definitive answer, whereas answers to English related questions are a “judgment call”. She supports this claim by giving us information about how Asian Americans often go into Engineering jobs, and jobs of that sort. Amy made the choice to decipher English and use her passion, imagery to seek out the internal intent of her words. In this way she was able to write the “Joy Luck Club”, using simple English, English that her mother was able to understand and enjoy.
To compare Amy Tans and Luc Sante’s narratives I would say that they both use real life stories to explain their points and ideas. The two grew up speaking a language other than English, yet English became their main language and the tool by which they are able to make money, be happy and generally prosper. The two writers emphasize the power of language and how it helped them throughout their very different lives. The two have strived to master the English language to better understand what it is they are saying and to help them speak to their audience with a clear and understandable voice. I would say the two narratives are of similar origin but like, for example, they are fruits, but Luc is an apple and Amy is a banana. The writing is from the same general category of literature, descriptive, based around stories and life experiences, but the twos journey into English were very different.
Eng 100 Tu-Th 4:00-5:20
Amy Tan: Mother Tongue
Anicca Cox
Although Amy Tan grew up speaking Chinese, she is now an accomplished and world renowned author. She begins by discussing the power language has on all of us, how the way you speak can determine what people think about you. She proves this point in her writing by explaining situations where her mother’s command of the English language inhibited her ability to get what she needed. Her mother spoke very choppy English, it was referred to as “broken”, “simple” English, and therefore her mother was thought of as simple, if not stupid. Amy tells us of how her mother’s ability to speak English affected her on an almost daily basis, and affected her negatively.
Mrs. Tan understands English very well, but her ability to speak has caused trouble for her and forced Amy to spe3ak for her in many cases she explains for us in the reading. I believe that because Amy needed to speak for her mother from a very early age, her command of the English language grew out of necessity. I really liked how she included her conversation with her mother in the text. Because the translation was verbatim I was able to grasp exactly what Amy meant when she attached “broken” to her mother’s speaking ability. This inclusion helped me to understand the concept of speaking different “Englishes”.
Amy explains how, growing up in a home with only her mother’s “broken” English to influence her affected her grades in school and her performance on tests. When Amy read about recent polls on Asian American’s and their preferred job choices, she found that there are very few Asian Americans in American Literature, and that there are not many Asian American writers. She attributes this fact to how mathematics, unlike English, has a definitive answer, whereas answers to English related questions are a “judgment call”. She supports this claim by giving us information about how Asian Americans often go into Engineering jobs, and jobs of that sort. Amy made the choice to decipher English and use her passion, imagery to seek out the internal intent of her words. In this way she was able to write the “Joy Luck Club”, using simple English, English that her mother was able to understand and enjoy.
To compare Amy Tans and Luc Sante’s narratives I would say that they both use real life stories to explain their points and ideas. The two grew up speaking a language other than English, yet English became their main language and the tool by which they are able to make money, be happy and generally prosper. The two writers emphasize the power of language and how it helped them throughout their very different lives. The two have strived to master the English language to better understand what it is they are saying and to help them speak to their audience with a clear and understandable voice. I would say the two narratives are of similar origin but like, for example, they are fruits, but Luc is an apple and Amy is a banana. The writing is from the same general category of literature, descriptive, based around stories and life experiences, but the twos journey into English were very different.
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