Page 11 - The Language of Composition 4e Teacher Edition Sample.indd

TRM Lesson Plan
Mother Tongue
A lesson plan for this text can be found in
the Teacher’s Resource Materials.
Amy Tan
TRM Text Talk Video and Podcast
Amy Tan (b. 1952) grew up in California. She has an MA in linguistics
Mireya Acierto/Getty Images

A Text Talk featuring the authors of The
and has written several best-selling novels, including The Joy Luck
Language of Composition in a roundtable
Club (1989) and The Valley of Amazement (2013) . Her most recent
discussion of the rhetorical features and
book is Where the Past Begins: A Writer’s Memoir (2017) .
pedagogical approaches to this text is

KEY CONTEXT In her work, Tan draws on her Chinese heritage
available in both video and podcast form.
to depict the clash of traditional Chinese culture with modern-day
Both formats can be found in the Teacher’s
American customs. Tan collected many of her nonfiction writings in
Resource Materials.
The Opposite of Fate: A Book of Musings (2003). “Mother Tongue” is from that
TRM ELL Essential Guide Handout
collection.
An ELL Essential Guide for this reading
can be found in the Teacher’s Resource
ar
efull
tic
al phr
, b
es
as
a
c
t gr
amm
carefully wrought grammatical phrases, bur-
y wr
o
ugh
am not a scholar of English or literature. I can-
Materials.
dened, it suddenly seemed to me, with nominal-
dened, it suddenly seemed to me, with nominal-
ions on the English language and its variations
ized forms, past perfect tenses, conditional
ized forms, past perfect tenses, conditional
TRM Vocabulary Handout
phrases, all the forms of standard English that I
phrases, all the forms of standard English that I
in this country or others.
Vocabulary in Context exercises based on
had learned in school and through books, the
I am a writer. And by that definition, I am
had learned in school and through books, the
challenging words from this reading can be
someone who has always loved language. I am
forms of English I did not use at home with my
forms of English I did not use at home with my
found in the Teacher’s Resource Materials.
mother.
fascinated by language in daily life. I spend a
mother.
Just last week, I was walking down the street
great deal of my time thinking about the power
Just last week, I was walking down the street
with my mother, and I again found myself con-
with my mother, and I again found myself con-
of language — the way it can evoke an emotion, a
BUILDING CONTEXT
visual image, a complex idea, or a simple truth.
scious of the English I was using, the English I
scious of the English I was using, the English I
do use with her. We were talking about the
Language is the tool of my trade. And I use them
do use with her. We were talking about the
ou might ask students to think about family
Y
You might ask students to think about family
price of new and used furniture and I heard
price of new and used furniture and I heard
all — all the Englishes I grew up with.
relationships and identity before they read
myself saying this: “Not waste money that way.”
myself saying this: “Not waste money that way.”
Recently, I was made keenly aware of the dif-
Recently, I was made keenly aware of the dif-
this passage. Have they experienced family
My husband was with us as well, and he didn’t
ferent Englishes I do use. I was giving a talk to a
ferent Englishes I do use. I was giving a talk to a
My husband was with us as well, and he didn’t
clashes? Which clashes are simply personal
large group of people, the same talk I had
large group of people, the same talk I had
notice any switch in my English. And then I
notice any switch in my English. And then I
differences of opinion and which clashes
realized why. It’s because over the twenty years
already given to half a dozen other groups. The
already given to half a dozen other groups. The
realized why. It’s because over the twenty years
may arise from cultural expectations? How
nature of the talk was about my writing, my life,
nature of the talk was about my writing, my life,
we’ve been together I’ve often used that same
we’ve been together I’ve often used that same
important are family and their parents’ cul-
and my book, The Joy Luck Club . The talk was
and my book, The Joy Luck Club . The talk was
kind of English with him, and sometimes he
kind of English with him, and sometimes he
tures to their sense of identity?
going along well enough, until I remembered
going along well enough, until I remembered
even uses it with me. It has become our lan-
even uses it with me. It has become our lan-
And my mother was standing in the back
4
guage of intimacy, a different sort of English
guage of intimacy, a different sort of English
her English. I believed that her English reflected
one major difference that made the whole talk
one major difference that made the whole talk
check, already two weeks late. So mad he lie to
that relates to family talk, the language I grew
that relates to family talk, the language I grew
DIFFERENTIATION
sound wrong. My mother was in the room. And
sound wrong. My mother was in the room. And the quality of what she had to say. That is,
BUILDING CONTEXT
because she expressed them imperfectly her
me, losing me money.”
it was perhaps the first time she had heard me
up with.
up with.
it was perhaps the first time she had heard me
Scaffolding
Identity
give a lengthy speech, using the kind of English I
give a lengthy speech, using the kind of English I thoughts were imperfect. And I had plenty of
5 And then I said in perfect English, “Yes, I’m
So you’ll have some idea of what this family
First-generation American students will
talk I heard sounds like, I’ll quote what my
getting rather concerned. You had agreed to
have never used with her. I was saying things like empirical evidence to support me: the fact that
have never used with her. I was saying things like
Tan’s reference to “empirical evidence” in
likely be readily able to connect to the diffi-
mother said during a recent conversation which send the check two weeks ago, but it hasn’t
“The intersection of memory upon imagination” people in department stores, at banks, and at
“The intersection of memory upon imagination”
paragraph 9 provides an opportunity for
culties Tan faced growing up; they probably
culties Tan faced growing up; they probably Central Essay I not give you much more than personal opin- limited my perception of her. I was ashamed of ur - whispering loudly, “Why he don’t send me
and “There is an aspect of my fiction that relates
I videotaped and then transcribed. During this
and “There is an aspect of my fiction that relates restaurants did not take her seriously, did not
you to reinforce how different types of
arrived.”
recognize the notion of having dual identi- to thus-and-thus” — a speech filled with give her good service, pretended not to under- Then she began to talk more loudly. “What
to thus-and-thus” — a speech filled with
conversation, my mother was talking about a
ties and having to communicate for family evidence support claims in an argument. stand her, or even acted as if they did not hear he want, I come to New York tell him front of his
members whose dominant language is not You may refer back to the discussion of her. boss, you cheating me.” And I was trying to calm
174
standard American English. However, this personal observation and personal My mother has long realized the limitations 10 her down, make her be quiet, while telling the
experience as evidence in Chapter 2 (p. 68).
experience as evidence in Chapter 2 (p. 68).
essay can be taught in a way that cultivates
essay can be taught in a way that cultivates of her English as well. When I was fifteen, she stockbroker, “I can’t tolerate any more excuses.
a connection with all students, regardless used to have me call people on the phone to pre- If I don’t receive the check immediately, I am
of heritage. You can remind students they tend I was she. In this guise, I was forced to ask going to have to speak to your manager when
Close Reading: These notes identify short passages from the text
code-switch often. They likely use different 05_sheatlc4e_40925_ch04_170_315.indd 174 for information or even to complain and yell at I’m in New York next week.” And sure enough,
12/10/22 2:33 PM
where you and your students might stop and discuss significant
“Englishes” throughout their lives when CLOSE READING DIFFERENTIATION the following week there we were in front of this
people who had been rude to her. One time it
they communicate with their parents, with You might ask students to explore the pur- was a call to her stockbroker in New York. She astonished stockbroker, and I was sitting there
word choice, sentence structure, or other elements that highlight the
their friends, or with their teachers; when poses and effects of Tan’s rhetorical choices Connections to Text red-faced and quiet, and my mother, the real
had cashed out her small portfolio and it just so
®
writer’s craft and its impact on the meaning of the work.
they write an essay in AP English or text in her opening paragraphs. Tan opens her Tan’s list of some of the characteristics of her
happened we were going to go to New York the
a message to a friend. You might ask stu- formal English at the end of paragraph 3 Mrs. Tan, was shouting at his boss in her impec-
essay with an illustration of her identity as a
essay with an illustration of her identity as a
next week, our very first trip outside California.
political gangster in Shanghai who had the same daily with her stockbroker, reads all of Shirley 4 recalls Orwell’s lists in “Politics and the cable broken English.
dents to list contexts in which they use dif-
writer rather than as a scholar. She begins
writer rather than as a scholar. She begins
I had to get on the phone and say in an adoles-
last name as her family’s, Du, and how the gang- MacLaine’s books with ease — all kinds of things English Language” (Chapter 9, pp. 916–929). We used a similar routine just five days ago,
ferent forms of speech, and then ask them
by defining “scholar” and “writer” in her own
by defining “scholar” and “writer” in her own
cent voice that was not very convincing, “This is
ster in his early years wanted to be adopted by I can’t begin to understand. Yet some of my CLOSE READING chapter 4 for a situation that was far less humorous. My
to explore any tensions they see among
You might have students read Orwell’s essay
Copyright (c) 2023 Bedford, Freeman & Worth Publishers. Uncorrected proofs have been used for this sample chapter.
words—see “definition” method of develop-
words—see “definition” method of develop-
Mrs. Tan.”
her family, which was rich by comparison. Later, friends tell me they understand 50 percent of and compare the two writer’s attitudes mother had gone to the hospital for an
them. What are “all the Englishes [they]
ment in Chapter 2, page 80—and supports Paragraph 7 offers opportunities for stu-Paragraph 7 offers opportunities for stu-
ment in Chapter 2, page 80—and supports
the gangster became more powerful, far richer what my mother says. Some say they understand toward formal English.
grew up with”?
eading
dents to do some quick close r
these definitions with an anecdote. You might
than my mother’s family, and one day showed 80 to 90 percent. Some say they understand Central Essay / Amy Tan dents to do some quick close reading
work. You could have them use context
ask students to locate the shortest sentence
up at my mother’s wedding to pay his respects. none of it, as if she were speaking pure Chinese. work. You could have them use context
clues to define the following words and ref-
in paragraph 3 and discuss its purpose. Then,
Here’s what she said in part: But to me, my mother’s English is perfectly clear, clues to define the following words and ref-
of the artist © Anya Gallaccio, and Lehmann Maupin Gallery, New York and Hong
erences: “expressive,” “belie,” Forbes and
CLOSE READING
whispering loudly, “Why he don’t send me All rights reserved, DACS 2018/Artists Rights Society (ARS), New York. Courtesy
The work shown here,
turning to paragraph 4, in what way does Tan
“Du Yusong having business like fruit stand. perfectly natural. It’s my mother tongue. Her erences: “expressive,” “belie,”
created by British artist
contrast her professional language with the Wall Street Week, “mother tongue” (note
Like off the street kind. He is Du like Du Zong — language, as I hear it, is vivid, direct, full of Wall Street Week
Anya Gallaccio in 1997, is
Key Passage. The highlighted text is a rich
the play on words in the phrase that is
Distributed by Bedford, Freeman & Worth Publishers. Strictly for use with its products. Not for redistribution.
“language of intimacy”? How do these intro-
a color screenprint on
but not Tsung-ming Island people. The local peo- observation and imagery. That was the language the play on words in the phrase that is
passage suited for close reading. Students
ductory paragraphs lay the groundwork for also the essay’s title). How do these words
white paper depicting
ple call putong, the river east side, he belong to that helped shape the way I saw things, also the essay’s title). How do these words
can annotate this key passage in the book’s
convey a complex portrait of T
an’
s mother?
the remainder of the essay?
portraits of figures in the
that side local people. That man want to ask Du expressed things, made sense of the world. convey a complex portrait of Tan’s mother?
digital platform, or you can print it to be
art world. Its title is Broken
Also, to examine the line of reasoning, you
Zong father take him in like become own family. • • • Also, to examine the line of r easoning, you
annotated by hand.
English. Notice that some
could ask students to explain ways that the
portraits overlap or are
Du Zong father wasn’t look down on him, but could ask students to explain ways that the
end of this paragraph, which concludes the
upside down, with the glue
didn’t take seriously, until that man big like Lately, I’ve been giving more thought to the end of this paragraph, which concludes the out past sunset, catching a chill at night, which that would finally prove I had mastery over the
4
essay’s first section, connects to paragraph
essay’s first section, connects to paragraph
174
showing at the back.
turns into feverish pneumonia as punishment,
become a mafia. Now important person, very kind of English my mother speaks. Like others, 2 and the opening of the essay. . chapter 4 / Identity English language. Here’s an example from the
2 and the opening of the essay
What does this work
hard to inviting him. Chinese way, came only to I have described it to people as “broken” or DIFFERENTIATION suggest about the Identity which indeed did happen to me. first draft of a story that later made its way into
Kong. © Tate, London 2017.
show respect, don’t stay for dinner. Respect for “fractured” English. But I wince when I say that. Connections to Text relationship between • • • The Joy Luck Club, but without this line: “That
making big celebration, he shows up. Mean gives It has always bothered me that I can think of no identity and language? was my mental quandary in its nascent state.”
Would Amy Tan agree
CLOSE READING
lots of respect. Chinese custom. Chinese social other way to describe it other than “broken,” An excellent companion piece to Tan’s I have been thinking about all this lately, about A terrible line, which I can barely pronounce.
with the message it
life that way. If too important won’t have to stay as if it were damaged and needed to be fixed, as essay (and to any discussion of identity) is an my mother’s English, about achievement tests. Fortunately, for reasons I won’t get into
In the second section (pars. 8–18), Tan
In the second section (pars. 8–18), T
conveys? Explain why or
limited my perception of her. I was ashamed of
And my mother was standing in the back
25/01/23 6:13 PM
05_sheatlcte4e_46921_ch04_170a_315_2pp.indd 174
too long. He come to my wedding. I didn’t see, if it lacked a certain wholeness and soundness. Chimamanda Adichie’s TED Talk “The Dan- Because lately I’ve been asked, as a writer, why today, I later decided I should envision a
why not.
r
reports that she has described her mother’s
eports that she has described her mother’
4
her English. I believed that her English reflected
Differentiation: These notes provide suggestions for scaffolding, reader for the stories I would write. And the
I heard it. I gone to boy’s side, they have YMCA I’ve heard other terms used, “limited English,” ger of a Single Story,” in which Adichie s there are not more Asian Americans represented
English as “br
oken,” “fractur
English as “broken,” “fractured,” “limited,”
ed,” “limited,”
DIFFERENTIATION
check, already two weeks late. So mad he lie to
the quality of what she had to say. That is,
speaking and listening activities, collaborative learning, inquiry,
dinner. Chinese age I was nineteen.” for example. But they seem just as bad, as if describes how having a single vision of a in American literature. Why are there few reader I decided upon was my mother, because
176
or “imperfect.” You might ask students to
or “imperfect.” You might ask students to
because she expressed them imperfectly her
me, losing me money.”
You should know that my mother’s expres- everything is limited, including people’s percep- culture is dangerous to a civilization. After Asian Americans enrolled in creative writing these were stories about mothers. So with this
explain the effect this diction has had on
fect this diction has had on
Scaffolding
Identity
And then I said in perfect English, “Yes, I’m
thoughts were imperfect. And I had plenty of
explain the ef varying modes of expression, and connections to self, other texts, reader in mind — and in fact she did read my
sive command of English belies how much she tions of the limited English speaker. watching the video, ask students to exam- programs? Why do so many Chinese students
ception of her mother
her own perception of her mother, partic-
her own per
and the world.
getting rather concerned. You had agreed to
Tan’s reference to “empirical evidence” in
empirical evidence to support me: the fact that
actually understands. She reads the Forbes I know this for a fact, because when I was ine how the line of reasoning in Adichie’s , partic- go into engineering? Well, these are broad early drafts — I began to write stories using all
ularly looking at the shortest sentence in
ularly looking at the shortest sentence in
send the check two weeks ago, but it hasn’t
people in department stores, at banks, and at
paragraph 9 provides an opportunity for
paragraph 9 pr
ovides an opportunity for
report, listens to Wall Street Week, converses growing up, my mother’s “limited” English argument mimics Tan’s. Adichie and Tan sociological questions I can’t begin to answer. the Englishes I grew up with: the English I
paragraph 9. Students might pay particular
paragraph 9. Students might pay particular
both open their pieces describing the evo-
arrived.”
restaurants did not take her seriously, did not
you to r einfor ce how dif fer ent types of 05_sheatlc4e_40925_ch04_170_315.indd 176 But I have noticed in surveys — in fact, just last spoke to my mother, which for lack of a better
you to reinforce how different types of
12/10/22 2:33 PM
attention to the anecdotes Tan uses to
lution of their writing. Throughout, they
evidence support claims in an ar gument. attention to the anecdotes Tan uses to week — that Asian students, as a whole, always term might be described as “simple”; the
evidence support claims in an argument.
give her good service, pretended not to under-
Then she began to talk more loudly. “What
DIFFERENTIATION
illustrate this perception. Why does Tan
both use personal and universal anecdotes
stand her, or even acted as if they did not hear
he want, I come to New York tell him front of his
You may refer back to the discussion of
Y ou may r efer back to the discussion of illustrate this perception. Why does Tan do significantly better on math achievement English she used with me, which for lack of a
speak of her mother’s “impeccable bro-
Connections to World
to substantiate their arguments. Finally,
boss, you cheating me.” And I was trying to calm
personal observation and personal speak of her mother’s “impeccable bro- tests than in English. And this makes me think better term might be described as “broken”;
her.
ken English” (par. 13)? How have these
ken English” (par. 13)? How have these
they both conclude with a meaningful look
my translation of her Chinese, which could
experience as evidence in Chapter 2 (p. 68).
that there are other Asian-American students
experience as evidence in Chapter 2 (p. 68). My mother has long realized the limitations 10 her down, make her be quiet, while telling the
To extend a discussion of Gallaccio’s image,
negative connotations affected Tan’s rela-
negative connotations affected Tan’s rela-
at how their identity has developed and has
at how their identity has developed and has whose English spoken in the home might also be y more excuses.
certainly be described as “watered down”; and
stockbroker, “I can’t tolerate an
of her English as well. When I was fifteen, she
you might have students do some quick
tionship with her mother? You might also
tionship with her mother? You might also
been shaped by these experiences. You described as “broken” or “limited.” And perhaps what I imagined to be her translation of her
If I don’t receive the check immediately, I am
used to have me call people on the phone to pre-
research into the context of Broken English.
extend this point to have students explore
extend this point to have students explore
could also ask students to apply the idea of
could also ask students to apply the idea of they also have teachers who are steering them Chinese if she could speak in perfect English,
tend I was she. In this guise, I was forced to ask
going to have to speak to your manager when
It was part of a larger exhibit of the same title,
the meanings of “broken English” and dis-
the meanings of “broken English” and dis-
a “single story” to the questions Tan away from writing and into math and science, her internal language, and for that I sought to
for information or even to complain and yell at
I’m in New York next week.” And sure enough,
and the rhetorical situation broadens the sub-
cuss issues of cultural sensitivity.
cuss issues of cultural sensitivity.
In 2006, the sign outside a popular received about Asian Americans in which is what happened to me. preserve the essence, but neither an English
TRM Lesson Plan
the following week there we were in front of this
people who had been rude to her. One time it
ject of “English” from language to British
Mother Tongue
Philadelphia restaurant told paragraph 18. was a call to her stockbroker in New York. She astonished stockbroker, and I was sitting there
nor a Chinese structure. I wanted to capture
Fortunately, I happen to be rebellious in
Matt Rourke/AP Images English. TRM Text Talk Video and Podcast torical situation impacts the meaning of the nature and enjoy the challenge of disproving what language ability tests can never reveal:
A lesson plan for this text can be found in identity. Students could discuss how the rhe-
customers they must order in
red-faced and quiet, and my mother, the real
had cashed out her small portfolio and it just so
the Teacher’s Resource Materials.
Amy Tan
her intent, her passion, her imagery, the
happened we were going to go to New York the
assumptions made about me. I became an t his boss in her impec-
How does Amy Tan prompt
Mrs. Tan, was shouting a
piece if it is displayed in a British art gallery
her audience to consider the
rhythms of her speech, and the nature of her
cable broken English.
DIFFERENTIATION
Amy Tan (b. 1952) grew up in California. She has an MA in linguistics
English-major my first year in college, after
next week, our very first trip outside California.
as opposed to embedded within Tan’s essay,
definition of English?
Mireya Acierto/Getty Images
We used a similar routine just five days ago,
thoughts.
being enrolled as pre-med. I started writing
A Text Talk featuring the authors of The in an American textbook.
and has written several best-selling novels, including The Joy Luck

Connections to World
Apart from what any critic had to say about
Language of Composition in a roundtable Central Essay I had to get on the phone and say in an adoles- for a situation that was far less humorous. My
nonfiction as a freelancer the week after I was
cent voice that was not very convincing, “This is
Club (1989) and The Valley of Amazement (2013) . Her most recent
175
discussion of the rhetorical features and ® Mrs. Tan.” book is Where the Past Begins: A Writer’s Memoir (2017) . my writing, I knew I had succeeded where it
mother had gone to the hospital for an
told by my former boss that writing was my
The 1995 AP Language Argument prompt
pedagogical approaches to this text is KEY CONTEXT In her work, Tan draws on her Chinese heritage counted when my mother finished reading
worst skill and I should hone my talents toward
highlights James Baldwin’s ideas on lan-

available in both video and podcast form. account management. my book and gave me her verdict: “So easy
guage as the most important factor in
Both formats can be found in the Teacher’s to depict the clash of traditional Chinese culture with modern-day 20 to read.”
But it wasn’t until 1985 that I finally began
determining a person’s life prospects. You
Resource Materials. American customs. Tan collected many of her nonfiction writings in 2003
to write fiction. And at first I wrote using what I
might ask students to write an essay in
of the artist © Anya Gallaccio, and Lehmann Maupin Gallery, New York and Hong
05_sheatlc4e_40925_ch04_170_315.indd 175 12/10/22 2:33 PM TRM: The TRM icon indicates extension material — such as handouts,
myself saying this: “Not waste money that way.” All rights reserved, DACS 2018/Artists Rights Society (ARS), New York. Courtesy
The work shown here,
The Opposite of Fate: A Book of Musings (2003). “Mother Tongue” is from that
thought to be wittily crafted sentences, sentences
response to this prompt, perhaps incorpo-
created by British artist
176 TRM ELL Essential Guide Handout rubrics, and suggested responses — that is available in the Teacher’s
collection.
chapter 4 / Identity
Anya Gallaccio in 1997, is
rating Amy Tan’s narrative as evidence.
An ELL Essential Guide for this reading Resource Materials. Understanding and Interpreting
a color screenprint on
Do students see truth in the idea that
can be found in the Teacher’s Resource white paper depicting carefully wrought grammatical phrases, bur- -
t gr
amm
as
am not a scholar of English or literature. I can-
al phr
a
tic
efull
y wr
ar
es
c
, b
ugh
ur
o
language forecasts a person’s life?
portraits of figures in the
Materials. I not give you much more than personal opin- 1. Rhetorical Situation. What does Amy Tan mean by “the power of language” (par. 2)? What
dened, it suddenly seemed to me, with nominal-
dened, it suddenly seemed to me, with nominal-
art world. Its title is Broken
TRM Suggested Responses ions on the English language and its variations does that phrase mean to you?
ized forms, past perfect tenses, conditional
ized forms, past perfect tenses, conditional
TRM Vocabulary Handout English. Notice that some
phrases, all the forms of standard English that I
phrases, all the forms of standard English that I
in this country or others.
Suggested responses to the questions for 2. Rhetorical Situation / Reasoning and Organization. What are the “different Englishes”
portraits overlap or are
Vocabulary in Context exercises based on
upside down, with the glue
05_sheatlcte4e_46921_ch04_170a_315_2pp.indd 176 this reading can be found in the Teacher’s (par. 3) Tan describes in this essay? How does each of these relate to the idea of community?
25/01/23 6:13 PM
had learned in school and through books, the
had learned in school and through books, the
I am a writer. And by that definition, I am
challenging words from this reading can be someone who has always loved language. I am Specifically, how does language offer entrance to a community — and, conversely, how does
showing at the back.
forms of English I did not use at home with my
forms of English I did not use at home with my
Resource Materials.
found in the Teacher’s Resource Materials. fascinated by language in daily life. I spend a it work to exclude people from a community?
What does this work
mother.
mother.
suggest about the
178
great deal of my time thinking about the power Just last week, I was walking down the street
Just last week, I was walking down the street
relationship between
with my mother, and I again found myself con-
identity and language?
of language — the way it can evoke an emotion, a with my mother, and I again found myself con-
BUILDING CONTEXT visual image, a complex idea, or a simple truth. scious of the English I was using, the English I Kong. © Tate, London 2017.
Would Amy Tan agree
scious of the English I was using, the English I
with the message it
Language is the tool of my trade. And I use them do use with her. We were talking about the
do use with her. We were talking about the
conveys? Explain why or
Y ou might ask students to think about family all — all the Englishes I grew up with. price of new and used furniture and I heard 12/10/22 2:33 PM
You might ask students to think about family
price of new and used furniture and I heard
05_sheatlc4e_40925_ch04_170_315.indd 178
why not.
relationships and identity before they read Recently, I was made keenly aware of the dif- myself saying this: “Not waste money that way.”
DIFFERENTIATION
Recently, I was made keenly aware of the dif-
this passage. Have they experienced family ferent Englishes I do use. I was giving a talk to a My husband was with us as well, and he didn’t
ferent Englishes I do use. I was giving a talk to a
My husband was with us as well, and he didn’t
clashes? Which clashes are simply personal 176 large group of people, the same talk I had notice any switch in my English. And then I
Mode of Expression
notice any switch in my English. And then I
large group of people, the same talk I had
differences of opinion and which clashes already given to half a dozen other groups. The realized why. It’s because over the twenty years
already given to half a dozen other groups. The
realized why. It’s because over the twenty years
Understanding Q2. To help students explore
may arise from cultural expectations? How nature of the talk was about my writing, my life, we’ve been together I’ve often used that same
nature of the talk was about my writing, my life,
their voices as writers and to consider the
we’ve been together I’ve often used that same
important are family and their parents’ cul-
Guide to the Teacher’s Edition and my book, The Joy Luck Club . The talk was kind of English with him, and sometimes he TE-ix
rhetorical situation, you might ask them to
kind of English with him, and sometimes he
and my book, The Joy Luck Club . The talk was
175
Central Essay / Amy Tan tures to their sense of identity? 05_sheatlc4e_40925_ch04_170_315.indd 176 identify two different “Englishes” they know, 12/10/22 2:33 PM
even uses it with me. It has become our lan-
going along well enough, until I remembered
going along well enough, until I remembered
even uses it with me. It has become our lan-
DIFFERENTIATION and then to draft a short text in each of them.
one major difference that made the whole talk
one major difference that made the whole talk
guage of intimacy, a different sort of English
guage of intimacy, a different sort of English
sound wrong. My mother was in the room. And that relates to family talk, the language I grew
sound wrong. My mother was in the room. And
that relates to family talk, the language I grew
(Perhaps they could write about reading Tan’s
BUILDING CONTEXT Connections to World essay in their English class.) They could then
up with.
up with.
it was perhaps the first time she had heard me
it was perhaps the first time she had heard me
share their drafts with partners and talk about
give a lengthy speech, using the kind of English I
give a lengthy speech, using the kind of English I
To extend a discussion of Gallaccio’s image, So you’ll have some idea of what this family 5
First-generation American students will you might have students do some quick talk I heard sounds like, I’ll quote what my
the different choices they made as writers.
have never used with her. I was saying things like
have never used with her. I was saying things like
likely be readily able to connect to the diffi-
25/01/23 6:13 PM
05_sheatlcte4e_46921_ch04_170a_315_2pp.indd 175 01_sheatlcte4e_46921_fm_i_lv_1pp.indd 9 research into the context of Broken English. mother said during a recent conversation which 25/01/23 7:00 PM
“The intersection of memory upon imagination”
“The intersection of memory upon imagination”
culties Tan faced growing up; they probably
culties Tan faced growing up; they probably It was part of a larger exhibit of the same title, I videotaped and then transcribed. During this
and “There is an aspect of my fiction that relates
and “There is an aspect of my fiction that relates
recognize the notion of having dual identi- and the rhetorical situation broadens the sub- conversation, my mother was talking about a
to thus-and-thus” — a speech filled with
to thus-and-thus” — a speech filled with
ties and having to communicate for family ject of “English” from language to British
members whose dominant language is not 174
standard American English. However, this identity. Students could discuss how the rhe-
torical situation impacts the meaning of the
essay can be taught in a way that cultivates
essay can be taught in a way that cultivates piece if it is displayed in a British art gallery
a connection with all students, regardless as opposed to embedded within Tan’s essay,
of heritage. You can remind students they
178
chapter 4 / Identity
code-switch often. They likely use different in an American textbook. 12/10/22 2:33 PM
05_sheatlc4e_40925_ch04_170_315.indd 174
“Englishes” throughout their lives when CLOSE READING DIFFERENTIATION
they communicate with their parents, with You might ask students to explore the pur-
their friends, or with their teachers; when poses and effects of Tan’s rhetorical choices Connections to Text
®
they write an essay in AP English or text in her opening paragraphs. Tan opens her Tan’s list of some of the characteristics of her
a message to a friend. You might ask stu- essay with an illustration of her identity as a formal English at the end of paragraph 3
dents to list contexts in which they use dif- recalls Orwell’s lists in “Politics and the 25/01/23 6:13 PM
05_sheatlcte4e_46921_ch04_170a_315_2pp.indd 178
176 writer rather than as a scholar. She begins English Language” (Chapter 9, pp. 916–929).
ferent forms of speech, and then ask them
chapter 4 / Identity
by defining “scholar” and “writer” in her own
to explore any tensions they see among words—see “definition” method of develop- You might have students read Orwell’s essay
them. What are “all the Englishes [they] and compare the two writer’s attitudes
grew up with”? ment in Chapter 2, page 80—and supports toward formal English.
these definitions with an anecdote. You might
ask students to locate the shortest sentence
in paragraph 3 and discuss its purpose. Then,
05_sheatlcte4e_46921_ch04_170a_315_2pp.indd 176 25/01/23 6:13 PM
turning to paragraph 4, in what way does Tan CLOSE READING
contrast her professional language with the
“language of intimacy”? How do these intro- Key Passage. The highlighted text is a rich
ductory paragraphs lay the groundwork for passage suited for close reading. Students
the remainder of the essay? can annotate this key passage in the book’s
digital platform, or you can print it to be
annotated by hand.
174 chapter 4 / Identity
05_sheatlcte4e_46921_ch04_170a_315_2pp.indd 174 25/01/23 6:13 PM