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Companion Website

Chapter 8

Reading, Thinking, and Writing About Multicultural Literaturein Culturally Literature Classrooms

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Human Cultural Bingo

…knowswhat niseimeans

…knowswhat theTrail of Tearsis

…has anabuela

…knowswhat RosaParks did

…knows whata lumpia is

…knowsthe WestCoastequivalentof EllisIsland

…has had aname mis-pronounced

…speaks alanguageother thanEnglish

…knowswho SusanB. Anthonyis

…has tracedtheir familylineage orheritage

…knowswhoStephenBiko is

…listens toethnic music

…knowswho CésarChávez is

…knowswhat dateJuneteenthis

…is from amixed heritagebackground

…knowswhat aneaglefeathersymbolizes

…has beendiscrimin-ated against

…knowswhy theIrishimmigratedto the USA

…knowswhat aquinceanerais

…has readsomething byAmy Tan

…knowsthe name ofthe lawyerwho arguedfor thepetitioner inBrown v.Board ofEducation

…knowswhat a“goy” is

…knowswhat “com-parableworth” is

…has seena step show

…has beenmisunderstoodby someonefrom anotherculture

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ANSWERS TO HUMAN CULTURAL BINGO GAME

Knows what nisei means: Nisei is 2nd generation Japanese-American. 1st

generation is issei; 3rd is sansei.

The Trail of Tears: The thousand mile route traversed by members of theCherokee Nation when they were forced to march from Georgia to Oklahomain 1838. Over 4000 Cherokee died as a result of the removal.

Rosa Parks: 1958? Would not give up her bus seat; started Civil RightsMovement; she had planned to do this for a long time. It was not on a whim.

West Coast equivalent to Ellis Island: Angel Island is off the coast of SanFrancisco; especially used for Chinese immigrants. Note: The Gold Rush wouldhave been over very quickly if it were not for the Chinese immigrants becausethey brought the knowledge of the use of explosives and metalurgy with them.

Susan B. Anthony: Described as the "Napoleon" of the women's suffragemovement, Anthony appeared before congress to argue for women's rightsbetween 1869 and 1906. She was arrested for casting her vote in an election in1872. She did not live to see her protest come to fruition when the 19th

amendment was passed in 1918, giving women the right to vote.

Stephen Biko: South African -- first martyr of the anti-Apartheid movement;Biko was put in prison and was killed in his cell by guards who said hecommitted suicide. Denzel Washington played Biko in the movie Cry Freedom.

César Chávez: A labor organizer and civil rights activist, César Chávez was anationally recognized Chicano leader of the 1960s and 70s. He created theNational Farm Workers Union, now the United Farm Workers of America.

Ethnic music: What isn’t??? Note the language power of the “dominant”culture: there is music and there is “ethnic” music???

Juneteenth: Symbolizes the day that the slaves were freed--sometime betweenJune 11 and June 19; in Texas it is the 19th. Texas was the last state to free theslaves.

Significance of eagle feather: Many Native American nations use the eaglefeather as a symbol of courage, of accomplishing good things, of overcomingphysical challenges. California has the highest number of Native Americannations of all the states.

The Irish immigrated to the US in 1880’s: Potato famine.

Quinceanera: A rite of passage celebration of a girl's fifteenth birthday in theLatino culture.Amy Tan: A best selling novelist who writes about the culture clash betweenChinese immigrants and their Chinese -American children and about

mother/daughter relationships. Works include The Joy Luck Club, The Kitchen God's Wife, The Moon Lady, The Chinese Siamese Cat, and The Hundred Secret Senses.

Lawyer who argued for the petitioner in Brown v Board of Education: Thurgood Marshall. Note: The Brown name on this case came from Mr. Brown, who was a parent of one of the children and was out of work, so he went to court to be with the children. Since he was the only father (male) there, they named the case after him.

Goy: In Yiddish, a non-Jewish person. This word is usually neutral (rather than good or bad) except when used with various tones of voice, like: “macho.”

Comparable worth: To signify women’s equality. For example, why are instructional aides, who are almost always women, paid so much less than custodians, who are almost always men? Wyoming’s license plate: 1st state to give women the right to vote. They wanted statehood and needed more voters, so they gave women the right to vote!

Step show: Black fraternities used step shows as competitions. It is a way of dancing and stomping the feet loudly; In “A Different World” on tv, the fraternities often do step shows.

Lumpia: From the Philippines, a spring roll.

Note: Out of 25 cultural squares, only one is related to food. This is the way multicultural education in your classrooms should be too!

Adapted by Suzanne Charlton, Director, UCI CLAD Program. Reprinted with permission.

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Recommended Works of Multicultural Literature for the Secondary Classroom

Provided below is a list of recommended readings suggested by teachers from theUCI Writing Project. It is not intended to be a comprehensive list of quality multiculturalliterature (for example, Alice Walker’s Pulitzer Prize winning novel, The Color Purple,does not appear). Rather, it reflects the literature currently being taught in our area thathas been particularly engaging to students of all cultural backgrounds. Scholars ofmulticultural education advocate selecting literature that is “culturally conscious” (Sims,1982)--that is, literature that accurately reflects the history, beliefs and values of a culture“without perpetuating stereotypes” (Tompkins, 1997). In most cases, but not all, theculture represented in the recommended literature reflects the cultural background of theauthor and, as such, is written from an “insider” rather than an “outsider” perspective.Michael Smith (1998) makes the point that if teachers primarily select works of literatureby people of color because they feel they will be accessible to White audiences, they willbe depriving students of “experiencing the uncomfortable growth that can occur whenthey have to face a character whose life is much different from their own” (p. 134). Partof what fosters growth may involve dealing with discrimination, prejudice, identity, andhuman dignity. Teachers need to keep the students in their classrooms in mind whenselecting appropriate literature and plan ahead regarding how to sensitively deal with theharsh realities depicted in some of the literary works. The language used to lendauthenticity to a text may also be of concern to some parents and teachers will need toconsider whether it is advisable or necessary to obtain parent permission. Many of theworks that are often deemed controversial and subject to censorship in some schooldistricts (whether they are by mainstream authors or by authors of color) are often taughtin Honors classes. Since the students we have been discussing in this chapter are oftenunderrepresented in Honors classes, they are unfortunately excluded from reading andresponding to certain literary works that might resonate with them and make theirexperience in school more meaningful.

African American

Bambara, T.C. (1997). “The War of the Wall.” In Deep Sighting and Rescue Missions.New York: Random House. This story about two boys who declare a small,private war against a “painter lady” who mysteriously arrives in the neighborhoodand begins painting a mural, is great for exploring the theme of how firstimpressions can be deceiving. It elicits interpretive analytical writing.

Campbell, B.M. (1989). Sweet Summer: Growing Up With and Without My Dad. NewYork. G.P. Putnam’s Sons. (Middle School and High School). This is a rich,autobiographical account of Bebe Moore Campbell’s coming of age and hercomplex relationship with her father, with whom she was separated for nine

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months of each year. This book is ideal for teaching memoir writing and for lookingat lyrical descriptive and narrative prose.

Collier, E.W. (1994). “Marigolds.” In Breeder and Other Stories. Baltimore: BlackClassic Press. In the story “Marigolds” by Eugenia Collier, a group of children inan impoverished neighborhood lash out at Miss Lottie, an adult who lives in aramshuckle house but who cultivates beautiful marigolds, by destroying herprecious flower. The story focuses on Lizabeth, the eldest of the children and ring-leader of the act of destruction, and what she learns as a result of this experience.

Morrison, T. (1987). Beloved. New York: Penguin Putnam. (High School-11/12). Winnerof the Pulitzer Prize, this masterful novel explores the legacy of slavery in thecharacter of Sethe, who has escaped physically, but who is haunted by her pastspiritually. Hailed as beautifully powerful and mesmerizing, this is a difficult textthat challenges the reader to slowly fit together the pieces of the puzzle of Sethe’spast in order to make meaning.

Taylor, M.D. (1976) Roll of Thunder, Hear My Cry. New York: Bantam Books.(Middle School). Taught as a core text in many middle schools, thisNewbery Medal winning book is the story of Cassie Logan, an eleven-year-old old African American growing up in Mississippi in the 1930s andthe obstacles she and her family face as a result of insult and injury fromWhite neighbors. It stresses the importance of family and the courage andendurance of Black people. This book lends itself to teaching characteranalysis and analytical writing about overcoming prejudice.

Walker, A. (1973). “Everyday Use.” In Love and Trouble: Stories of Black Women. NewYork: Harcourt Brace Jovanovich. (Middle School and High School). “EverydayUse” is the story of a mother and her two daughters who clash over the inheritanceof the family quilts. The daughters’ differing attitudes toward the quilts raisesinteresting issues about how we express and value our heritage. This is a goodstory for teaching analytical writing.

Walker, A. (1996) “Am I Blue.” In Alice Walker Banned. San Francisco: Aunt LuteBooks. This is a powerful essay about the treatment of a horse which deals withthe broader issues of oppression. It is ideal for teaching the reflective essay.

Walker, A. (1973). Revolutionary Petunias and Other Poems. New York: Harcourt BraceJovanovich. (High School). This collection of poetry represents a search for rootsand the essence of the African American experience. The poem “Be Nobody’sDarling” lends itself well to autobiographical writing concerning standing up forsomething you believe in.

Yep, L. 91997). Ribbons. New York: Penguin Putnam. In “Ribbons,” the narrator of thestory, Stacy, must adjust to living with Grandma who has come form Hong Kongto live with her family. A promising young ballet student, Stacy must give up her

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lessons because the family cannot afford to support her love for dance and takecare of Grandma. What’s more Grandma has a violent reaction to her toe shoes andthe ribbons that fasten them. This is a story of a conflict of generations, gender,and cultures that works especially well when taught in tandem with GeraldHashlem’s “The Horned Toad.”

Asian American

Houston, J.W. and Houston, J.D. (1973). Farewell to Manzanar. San Francisco, CA:San Francisco Book Co. (High School). In 1942, Jeanne Wakatsuki, anAmerican citizen, was sent with her family to a Japanese relocation campcalled Manzanar. Co-written with her husband, her book is a personalaccount of life in the internment camp and the years fighting prejudiceafter Manzanar. This text lends itself well to the Literary Scrapbookactivity described in Chapter 6. It can also be paired with Anne Frank:Diary of a Young Girl.

Snow Wong, J. (1989). Fifth Chinese Daughter. Seattle, WA: University of WashingtonPress. (Middle and High School). This autobiography about the upbringing of JadeSnow Wong in the twentieth century in America by parents observing the“nineteenth century standards of Imperial China” will appeal to children ofimmigrants in the United States who are caught between two cultures. It can leadto a comparison/contrast essay.

Tan, A. (1989). The Joy Luck Club. New York: Penguin Putnam, Inc. This is a wonderfulnovel about four Chinese women and their American daughters. Each of thesixteen chapters is related from the point of view of either a mother or a daughter,and each can stand alone as its own tale. This novel is rich with opportunities formany types of writing.

Wong, N. (1983). “When I Was Growing Up.” In This Bridge Called My Back: Writing byRadical Women of Color. New York: Kitchen Table Women of Color Press.(Middle School and High School.) This poem captures the conflict of a ChineseAmerican who is caught between two cultures and yearns to fit in. Students canrespond by writing poems or phrases beginning with the line, “When I Wasgrowing up…”

Yep, L. (1975). Dragonwings. New York: Harper Collins. (Middle School). ThisNewbery Honor Book is an engaging story of Chinese immigrants in San Franciscoat the turn of the century and the dream of creating a flying machine. This highinterest novel is perfect for Book Club activities and can elicit writing aboutpursuing a dream.

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European American

Malamud, B. (1957). The Assistant. New York: Avon. This short novel is about anorphaned Italian American who is taken in by a Jewish American familyand struggles to find his identity. It can lead to autobiographical writingabout identity, family and community.

Petrakis, H. M. (1996). “A Whole Nation and a People.” In C.B. Olson, (Ed).,Reading, Thinking and Writing About Multicultural Literature. Evanston, IL:Scott Foresman. (High School). To prove allegiance to a gang of boys, ayoung Greek American rejects his own ethnic background by throwing aplum that hits a Greek grocer in the face. Haunted by remorse, he returnsto make amends and learns to take pride in his heritage. This story lendsitself to autobiographical writing.

Polacco, P. (1988). The Keeping Quilt. New York: Simon and Schuster. (MiddleSchool and High School). This children’s book about a Russian Jewishfamily that immigrates to America and passes down a family quilt as eachgeneration marries, enriching the family’s culture and traditions, elicitsappreciation for one’s cultural heritage. It is useful for introducing themaking of one’s own heritage quilt and writing about one’s culturalbackground.

Mexican American

Acosta, T.P. (1997) “My Mother Pieced Quilts.” In Literature and IntegratedStudies: Grade Eight. Glenview, IL: Scott Foresman. (Middle School). Thispoem celebrates the life of a family of migrant workers and the motherwho makes their story a work of art by piecing together remnants fromtheir past into quilts. This poem is helpful in teaching inference makingand works nicely with the making of a heritage quilt and/or teachingAlice Walker’s “Everyday Use.”

Baca, J. (1987). “XX.” In Martin and Meditations on the South Valley. New York:New Directions. (Middle School and High School). This section of JimmySantiago Baca’s 99-page narrative poem deals with his respect for theelderly members of a Latino community, how they live, and how theyprepare for death. It can serve as a model for a free verse poem about themembers of the older generation in any culture.

Cisneros, S. (1984). The House on Mango Street . New York: VintageBooks.(Middle and High School). Cisneros creates a wonderful series ofvignettes about growing up in a run-down section of Chicago. Thesevignettes easily lend themselves to teaching autobiographical writing

Cisneros, S. (1992). Woman Hollering Creek. New York: Vintage. (Middle andHigh School). Unlike The House On Mango Street, which is a unified seriesof vignettes narrated by a single persona, this collection of short stories

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depicts a variety of characters, from an eleven-year-old to a witch woman.“Eleven,” the most frequently taught story, is the tale of a power strugglebetween an eleven-year-old on her birthday and a classroom teacher,Mrs. Price. This story is useful for teaching simile and metaphor and canlead to letter writing or analytical writing. “Little Miracles, KeptPromises,” a fictional collection of letters, can be compared with Edgar LeeMasters’ portraits in Spoon River Anthology.

Haslam, G. (1995) The Horned Toad. Petaluma, CA: Thwack! Pow! Productions.(Middle School). Influenced by his own Anglo Hispanic heritage, GeraldHaslam tells the story of a boy whose father is White and whose motheris of Mexican ancestry, who has to adjust when his Spanish speakingGreat-Grandma comes to live with his family. At first the two clash, butthey later join forces to protect a horned toad. This story works well forteaching symbolism and can be paired with “The Scarlet Ibis” by JamesHurst.

Martinez, V. (1996). Parrot in the Oven. New York: Harper Collins. (MiddleSchool and High School). This National Book Award winning novel is thestory of an adolescent Mexican-American boy who is trying to definehimself in terms of what he does and doesn’t want to be. It deals withissues like the push/ pull of gangs and dealing with tension at home.Students relate to it well and it lends itself to autobiographical writing.

Muro, A. (1979). “Cecilia Rosas.” In The Collected Stories of Amado Muro. Austin,TX: Thorp Spring Press. (High School). A young Mexican American boydevelops a crush on an older woman only to find that she is definitelyinterested in older and more American boyfriends. This story is one thatmany students who have vied for the heart of someone inaccessible canidentify with. It lends itself to several types of writing.

Ruiz, M., with Borchen, G. (1997). Two Badges: The Lives of Mona Ruiz. Houston,TX: Arte Publico Press. (Middle School and High School). This engagingautobiography tells the story of Mona Ruiz, who overcame her affiliationwith a street gang and an abusive marriage to become a police officer inSanta Ana, California. This is a high interest text purposely written atabout the fifth to sixth grade level. At middle school, teachers would needto read excerpts as some language and situations would be inappropriatefor that grade level. However, the message is powerful for students of allages.

Soto, G. (1985; 1990) Living Up the Street. San Francisco: Strawberry Hill Press,and A Summer Life. New York; Dell Publishing. (Middle School and HighSchool). These short vignettes about growing up work well to elicitautobiographical writing and can be compared with those of SandraCisneros in The House on Mango Street.

Soto, G. (1991). “Oranges.” In D. Appleman (Ed.), Braided Lives: An Anthology ofMulticultural American Writing. St. Paul, MN: Minnesota Humanities

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Commission. This poem is great for teaching how to make inferences andcan lead to autobiographical writing about a first date or about a timesomeone performed an act of kindness.

Villaseñor, V. (1991) Rain of Gold. New York: Dell. (High School). This epicnovel traces the immigration of two families from Mexico to California. Itpairs nicely with The Grapes of Wrath as both works deal with the migrantexperience, the centrality of family, and the endurance of the humanspirit. This book lends itself to analytical writing.

Native American

Burns, D. (1991). “Sure You Can Ask Me a Personal Question.” In J. Bruchac,(Ed.), Songs from the Earth on Turtle's Back. Greenfield Center, NY:Greenfield Review Press. This poem is especially useful for talking aboutstereotypes and can lead to writing an autobiographical poem.

Sneve Hawk, V.D.. (1997). “The Medicine Bag.” In Literature and IntegratedStudies: Grade Eight. Glenview, IL: Scott Foresman. (Middle School).Written by Virginia Driving Hawk Sneve, who grew up on the RosebudSioux Reservation, “The Medicine Bag” is about the passing down of afamily heirloom, the medicine bag, from a grandfather to his grandson.This story is great for teaching symbolism and can be compared withAlice Walker’s “Everyday Use.”

Tecumseh. (1971). “Sleep No Longer, O Choctaws and Chickasaws.” In W.C.Vanderwerth (Ed.), Indian Oratory. Norman, OK: University of OklahomaPress. In this passionate speech, delivered in 1811, Tecumseh appealed tothe Choctaws and Chickasaws to break their treaty with the Americansand join the British in the impending War of 1812. The speech is anexcellent example of oratory and a model for persuasive writing.

Whitecloud, J.S. (1938). “Blue Winds Dancing.” Scribner’s Magazine, Vo. 103:CharlesScribner’s Sons. This is a moving account of a Chippewa college student’s searchfor identity as he tries to succeed in the whole world and still maintain histraditional values and culture. It lends itself well to teaching the reflective essay.

Puerto Rican American

Noboa, J. (1996). “Identity.” In C. B. Olson (Ed.), Reading, Thinking and WritingAbout Multicultural Literature. Glenview, IL: Scott Foresman. (MiddleSchool and High

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School). “Identity” is a five stanza poem written by Julio Noboa when hewas in the eighth grade. It is ideal for teaching symbolism and elicitscomparisons between oneself and nature.

World Literature

Esquivel, L. (1986). Like Water for Chocolate. New York; Doubleday. (High School).The number one bestseller in Mexico, this romantic novel about star-crossed lovers makes a great companion to Shakespeare’s play Romeo andJuliet.

Frank, A. (1951; 1997). Anne Frank: The Diary of a Young Girl. O. Frank & M.Pressler (Eds.). New York: Doubleday. Anneliese Marie Frank was aGerman Jew who moved to the Netherlands with her family duringHitler’s rise to power. Her famous diary, which chronicles the her comingof age while confined in a Secret Annexe to avoid capture by the Gestapo,focuses upon anti-Semitism, the impact of war on human relationships,and the struggle of a teenager trying to cope in an untenable situation.Often required as a core text, it lends itself to the writing of diary entriesas well as to analytical explorations of prejudice.

Fugard, A. (1982). Master Harold…and the boys. NY: A.A. Knopf. (High School/11-12).Set in the 1950’s in South Africa, this play is about a White boy who isconfronted by his allegiance to his real father who suffers from disabilitiesand alcoholism and his surrogate father, a Black man, who has befriendedhim. The play lends itself to the study of symbolism and characterdevelopment.

Head, B. (1977). “Looking for a Rain God. ” In The Collector of Treasure. London:Heinemann, African Writers Series. (High School). This powerful storyshows vividly the problems that communities face in trying to live offAfrican land. It can lead to writing about a controversial issue and can bepaired with Shirley Jackson’s “The Lottery.”

Heker, L. (1986). "The Stolen Party." In Open Fires. Short Fiction By Latin AmericanWomen, A. Manguel (Trans.). New York: C.N. Potter. (Middle School andHigh School). This story about a young girl who comes to a birthdaythinking she is an invited guest only to learn that she has been perceivedas a servant, is a wonderful text for teaching interpretive writing.

Hughes, L. (1982). “Thank You, Ma’ am.” In The Langston Hughes Reader. NewYork: G. Braziller. (Middle School.) Little does Roger, a latchkey kid who isout way past his bedtime, know what he is in for when he tries to steal thepocketbook of Mrs. Louella Bates Washington Jones. This engaging storyis great for teaching students to make inferences and, if you withhold thelast page of the story, is ideal for having students speculate about whatwill happen next and write their own ending to the narrative.

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Neruda, P. (1974). “We Are Many.” In Five Decades: A Selection (Poems 1925-1970),

B. Belitt, (Ed. and Trans.) (High School). New York: Atlantic, Inc. Thispoem by Chilean writer, Pablo Neruda, is ideal for analyzing imagery andfor teaching reflective writing about the issues of identity.

References

Rabinowitz, P.J., & Smith, M. (1998). Authorizing readers: Resistance andrespect in the teaching of literature. New York: Teacher's College Press.

Semis, R.B. (1982). Shadow and substance. Urbana, IL: National Council ofTeachers of English.

Tompkins, G. (1997). Literacy for the 21st century: A balanced approach.Upper Saddle River, NJ: Prentice Hall.

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Quoting from the Text• Make quotations part of your sentence or set them apart as independent clauses.

- Quotations can be woven into sentences without punctuation.Example: Ying-ying discovered too late that she “wished to be found.”

- Quotations can be introduced with commas.Example: At the beginning of the story, Ying-ying describes her life by stating,

"Allthese years I kept my true nature hidden, running along like a small shadow sothat nobody could catch me."

- Quotations can be an independent clause introduced by a colon.Example: The following lines from the story introduce Ying-ying's

attachment toher shadow:Standing perfectly still like that, I discovered my shadow. At first it was just a dark

spot on the bamboo mats that covered the courtyard bricks. It had short legs and longarms, a dark coiled braid just like mine. When I shook my head, it shook its head. Weflapped our arms. We raised one leg. I turned back around quickly and it faced me. I liftedthe bamboo mat to see if I could peel off my shadow, but it was under the mat, on thebrick. I shrieked with delight at my shadow's own cleverness. I ran to the shade under thetree, watching my shadow chase me. It disappeared. I loved my shadow, this dark side ofme that had my same restless nature.

• If a quotation is more than four lines long (as in the example above), indent tenspaces from the left margin. Do not use quotation marks. Quotations of fewerthan four lines should be placed within quotation marks.

• Commas and periods go inside quotation marks. Semicolons and colons gooutside quotation marks.

• Exclamation points and question marks go inside the quotation marks if part ofthe quoted text and outside the quotation marks if not part of what is beingquoted, but rather part of the writer's sentence.

Examples:

- Ying-ying is petrified as the men check her over as if she were a piece ofmerchandise, saying, "Is it too small. Shall we throw it back? Or is it worthsome money?"

- Why is woman "yin, the darkness within, where untempered passions lie, andman yang, bright truth lighting our minds"?

• Don't string quotations in a row. Weave them logically into your own prose.• Don't pad your essay with quotations. Be selective.

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Scoring Rubric for Essay on “The Moon Lady”

Papers will be scored on a 1-6 scale according to the following criteria.

6 SuperiorA paper that is clearly superior: well written, insightful, carefully organized, and

technically correct. A 6 paper does most or all of the following well:

• Carefully analyzes the way the incident at the Moon Festival affectsYing-ying.

• Offers insights into the character of Ying-ying and how and whyshe changed.

• Refers to several specific images and symbols from the text to showYing-ying’s transformation.

• Considers how Ying-ying's culture contributes to her transformation.

• Considers how Ying-ying allows herself to become symbolically lost.

• Is written in standard expository form.— Has a clear introduction that has a "hook."— Has a well-developed main body with specific references to the text and adequate transition.— Has a logical and impressive conclusion that leaves the reader with a predominant feeling, message, or impression about Ying-ying.

• Uses especially precise, apt, descriptive, and figurative language to enrichexpository writing, make interpretation vivid, and show and not just tellabout Ying-ying's character.

• Maintains a high level of interest and keeps the reader engaged.

• Has few, if any, errors in the conventions of written English. Quotes fromthe text accurately.

5 CommendableA 5 paper is a strong paper that addresses all of the aspects of the assignmentwell. It is a thinner version of the 6 paper –- still impressive and interesting butless well handled in terms of insight, organization, or language. A 5 paper willdo most or all of the following:

• Carefully analyzes the way the incident at the Moon Festival affects Ying-ying but not quite so critically as a 6 paper.

• Offers insights into the character of Ying-ying and into how and why shechanged.

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• Refers to several specific images and symbols from the text to show Ying-ying’s transformation. Interpretation of these references may not be asinsightful or as in-depth as the 6 paper.

• Considers how Ying-ying’s culture contributes to her transformation.

• Considers how Ying-ying allows herself to become symbolically lost.

• Adheres to standard expository form.- Has a clear introduction that has a “hook.”- Has a reasonably well developed main body with adequate transition.- Has a logical conclusion that leaves the reader with a predominant feeling,

image, or impression about Ying-ying.

• Uses some precise, apt, descriptive, or figurative writing to enrich expositorywriting, make interpretations somewhat vivid, and show as well as tell aboutYing-ying’s character.

• Maintains interest and keeps the reader engaged.

• Has a few errors in the conventions of written English but none that interferewith the writer’s message. Quotes from the text accurately (possibly with afew minor exceptions).

4 AdequateA 4 paper is a solid paper that meets most of the criteria of the assignment butdoes so in less depth than a 6 or 5 paper. A 4 paper may exhibit some of thefollowing:

• Analyzes the way the incident at the Moon Festival affects Ying-ying but lesscarefully or critically than a 6 or 5 paper.

• Offers a fairly obvious analysis of the character of Ying-ying and of how andwhy she changed.

• Refers to only a few specific images and symbols from the text to show Ying-ying’s transformation and may occasionally neglect to fully interpret theirsignificance.

• Considers how Ying-ying's culture contributes to her transformation but inless depth than a 6 or 5 paper.

• Considers how Ying-ying allows herself to become symbolically lost but inless depth than a 6 or 5 paper.

• Adheres to standard expository form.

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- Has a discernible introduction but one that is not so clear or well stated asa 6 or 5 paper or which does not have an interesting "hook.”

- Has a less well-developed main body with some weaknesses in transition.- Has a conclusion that may restate the introduction rather than leave the

reader with a predominant image, feeling, or impression about Ying-ying.

- Uses some apt, precise, descriptive, or figurative language but, overalllanguage is weaker than in a 6 or 5 paper. Tends to tell rather than show.

- Is less interesting than a 6 or 5 paper. Reader can follow the interpretation,but it is less engaging.

- Has some errors in the conventions of written English but none that obscurethe writer's message. May have a few errors in quoting from the text.

3 Barely AdequateA 3 paper is a lower-half paper that addresses the assignment superficially and isweak in organization and language. A 3 paper:

• Superficially analyzes the way the incident at the Moon Festival affects Ying-ying.

• Offers few, if any, insights into the character of Ying-ying and into how and why she changed.

• Refers to few, if any, references to the text to support observations. Fails to interpret these references adequately.

• Has weaknesses in the introduction, main body, and/or conclusion of the paper.

• Uses overly general or imprecise language without descriptive or figurativelanguage. Tells instead of shows.

• Interpretation is hard for the reader to follow.

• Has many errors in the conventions of written English -- some of which mayinterfere with the reader's understanding of what is said. May quote from thetext inaccurately, if at all.

2 Little Evidence of Achievement

A 2 score is an insufficient attempt to write to the prompt. It has all of theweaknesses of a 3 paper but they are compounded by a lack of understanding ofthe story. A 2 paper:• Attempts to retell the story but misunderstands some of what is happening.

• Does not offer even a superficial analysis of how and why Ying-ying changes.

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• Has no discernible essay structure.

• Is brief and unfocused.

• Has many errors in the conventions of written English that interfere with thewriter's message.

1 Minimal Evidence of Achievement

This paper contains all of the problems of the 2 paper, fails to respond to theprompt, misreads the text, and/or says so little so poorly that the reader cannotdecipher the writer's message.