1 Companion Website

Chapter 8

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

2 Human Cultural Bingo

…knows what nisei means

…knows …has an what the abuela Trail of Tears is

…knows what Rosa Parks did

…knows what a lumpia is

…knows the West Coast equivalent of Ellis Island

…has had a name mispronounced

…speaks a language other than English

…knows who Susan B. Anthony is

…has traced their family lineage or heritage

…knows who Stephen Biko is

…listens to ethnic music

…knows who César Chávez is

…knows what date Juneteenth is

…is from a mixed heritage background

…knows what an eagle feather symbolizes

…has been discriminated against

…knows why the Irish immigrated to the USA

…knows what a quinceanera is

…has read something by Amy Tan

…knows the name of the lawyer who argued for the petitioner in Brown v. Board of Education

…knows what a “goy” is

…knows what “comparable worth” is

…has seen a step show

…has been misunderstood by someone from another culture

3 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 the Cherokee Nation when they were forced to march from Georgia to Oklahoma in 1838. Over 4000 Cherokee died as a result of the removal. Rosa Parks: 1958? Would not give up her bus seat; started Civil Rights Movement; 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 San Francisco; especially used for Chinese immigrants. Note: The Gold Rush would have been over very quickly if it were not for the Chinese immigrants because they brought the knowledge of the use of explosives and metalurgy with them. Susan B. Anthony: Described as the "Napoleon" of the women's suffrage movement, Anthony appeared before congress to argue for women's rights between 1869 and 1906. She was arrested for casting her vote in an election in 1872. 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 he committed suicide. Denzel Washington played Biko in the movie Cry Freedom. César Chávez: A labor organizer and civil rights activist, César Chávez was a nationally recognized Chicano leader of the 1960s and 70s. He created the National 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 between June 11 and June 19; in Texas it is the 19th. Texas was the last state to free the slaves. Significance of eagle feather: Many Native American nations use the eagle feather as a symbol of courage, of accomplishing good things, of overcoming physical challenges. California has the highest number of Native American nations 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 the Latino culture. Amy Tan: A best selling novelist who writes about the culture clash between Chinese immigrants and their Chinese -American children and about

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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: 1 state to give women the right to vote. They wanted statehood and needed more voters, so they gave women the right to vote! st

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 the UCI Writing Project. It is not intended to be a comprehensive list of quality multicultural literature (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 that has been particularly engaging to students of all cultural backgrounds. Scholars of multicultural 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, the culture represented in the recommended literature reflects the cultural background of the author 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 literature by people of color because they feel they will be accessible to White audiences, they will be depriving students of “experiencing the uncomfortable growth that can occur when they have to face a character whose life is much different from their own” (p. 134). Part of what fosters growth may involve dealing with discrimination, prejudice, identity, and human dignity. Teachers need to keep the students in their classrooms in mind when selecting appropriate literature and plan ahead regarding how to sensitively deal with the harsh realities depicted in some of the literary works. The language used to lend authenticity to a text may also be of concern to some parents and teachers will need to consider whether it is advisable or necessary to obtain parent permission. Many of the works that are often deemed controversial and subject to censorship in some school districts (whether they are by mainstream authors or by authors of color) are often taught in Honors classes. Since the students we have been discussing in this chapter are often underrepresented in Honors classes, they are unfortunately excluded from reading and responding to certain literary works that might resonate with them and make their experience 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 neighborhood and begins painting a mural, is great for exploring the theme of how first impressions can be deceiving. It elicits interpretive analytical writing. Campbell, B.M. (1989). Sweet Summer: Growing Up With and Without My Dad. New York. 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 her complex relationship with her father, with whom she was separated for nine

8 months of each year. This book is ideal for teaching memoir writing and for looking at lyrical descriptive and narrative prose. Collier, E.W. (1994). “Marigolds.” In Breeder and Other Stories. Baltimore: Black Classic Press. In the story “Marigolds” by Eugenia Collier, a group of children in an impoverished neighborhood lash out at Miss Lottie, an adult who lives in a ramshuckle house but who cultivates beautiful marigolds, by destroying her precious flower. The story focuses on Lizabeth, the eldest of the children and ringleader 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). Winner of the Pulitzer Prize, this masterful novel explores the legacy of slavery in the character of Sethe, who has escaped physically, but who is haunted by her past spiritually. Hailed as beautifully powerful and mesmerizing, this is a difficult text that challenges the reader to slowly fit together the pieces of the puzzle of Sethe’s past 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, this Newbery Medal winning book is the story of Cassie Logan, an elevenyear-old old African American growing up in Mississippi in the 1930s and the obstacles she and her family face as a result of insult and injury from White neighbors. It stresses the importance of family and the courage and endurance of Black people. This book lends itself to teaching character analysis and analytical writing about overcoming prejudice. Walker, A. (1973). “Everyday Use.” In Love and Trouble: Stories of Black Women. New York: Harcourt Brace Jovanovich. (Middle School and High School). “Everyday Use” is the story of a mother and her two daughters who clash over the inheritance of the family quilts. The daughters’ differing attitudes toward the quilts raises interesting issues about how we express and value our heritage. This is a good story for teaching analytical writing. Walker, A. (1996) “Am I Blue.” In Alice Walker Banned. San Francisco: Aunt Lute Books. This is a powerful essay about the treatment of a horse which deals with the broader issues of oppression. It is ideal for teaching the reflective essay. Walker, A. (1973). Revolutionary Petunias and Other Poems. New York: Harcourt Brace Jovanovich. (High School). This collection of poetry represents a search for roots and the essence of the African American experience. The poem “Be Nobody’s Darling” lends itself well to autobiographical writing concerning standing up for something you believe in. Yep, L. 91997). Ribbons. New York: Penguin Putnam. In “Ribbons,” the narrator of the story, Stacy, must adjust to living with Grandma who has come form Hong Kong to live with her family. A promising young ballet student, Stacy must give up her

9 lessons because the family cannot afford to support her love for dance and take care of Grandma. What’s more Grandma has a violent reaction to her toe shoes and the 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 Gerald Hashlem’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, an American citizen, was sent with her family to a Japanese relocation camp called Manzanar. Co-written with her husband, her book is a personal account of life in the internment camp and the years fighting prejudice after Manzanar. This text lends itself well to the Literary Scrapbook activity 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 Washington Press. (Middle and High School). This autobiography about the upbringing of Jade Snow Wong in the twentieth century in America by parents observing the “nineteenth century standards of Imperial China” will appeal to children of immigrants in the United States who are caught between two cultures. It can lead to a comparison/contrast essay. Tan, A. (1989). The Joy Luck Club. New York: Penguin Putnam, Inc. This is a wonderful novel about four Chinese women and their American daughters. Each of the sixteen 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 for many types of writing. Wong, N. (1983). “When I Was Growing Up.” In This Bridge Called My Back: Writing by Radical Women of Color. New York: Kitchen Table Women of Color Press. (Middle School and High School.) This poem captures the conflict of a Chinese American who is caught between two cultures and yearns to fit in. Students can respond by writing poems or phrases beginning with the line, “When I Was growing up…” Yep, L. (1975). Dragonwings. New York: Harper Collins. (Middle School). This Newbery Honor Book is an engaging story of Chinese immigrants in San Francisco at the turn of the century and the dream of creating a flying machine. This high interest novel is perfect for Book Club activities and can elicit writing about pursuing a dream.

10 European American Malamud, B. (1957). The Assistant. New York: Avon. This short novel is about an orphaned Italian American who is taken in by a Jewish American family and struggles to find his identity. It can lead to autobiographical writing about 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, a young Greek American rejects his own ethnic background by throwing a plum that hits a Greek grocer in the face. Haunted by remorse, he returns to make amends and learns to take pride in his heritage. This story lends itself to autobiographical writing. Polacco, P. (1988). The Keeping Quilt. New York: Simon and Schuster. (Middle School and High School). This children’s book about a Russian Jewish family that immigrates to America and passes down a family quilt as each generation marries, enriching the family’s culture and traditions, elicits appreciation for one’s cultural heritage. It is useful for introducing the making of one’s own heritage quilt and writing about one’s cultural background. Mexican American Acosta, T.P. (1997) “My Mother Pieced Quilts.” In Literature and Integrated Studies: Grade Eight. Glenview, IL: Scott Foresman. (Middle School). This poem celebrates the life of a family of migrant workers and the mother who makes their story a work of art by piecing together remnants from their past into quilts. This poem is helpful in teaching inference making and works nicely with the making of a heritage quilt and/or teaching Alice 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 Jimmy Santiago Baca’s 99-page narrative poem deals with his respect for the elderly members of a Latino community, how they live, and how they prepare for death. It can serve as a model for a free verse poem about the members of the older generation in any culture. Cisneros, S. (1984). The House on Mango Street. New York: Vintage Books.(Middle and High School). Cisneros creates a wonderful series of vignettes about growing up in a run-down section of Chicago. These vignettes easily lend themselves to teaching autobiographical writing Cisneros, S. (1992). Woman Hollering Creek. New York: Vintage. (Middle and High School). Unlike The House On Mango Street, which is a unified series of vignettes narrated by a single persona, this collection of short stories

11 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 struggle between an eleven-year-old on her birthday and a classroom teacher, Mrs. Price. This story is useful for teaching simile and metaphor and can lead to letter writing or analytical writing. “Little Miracles, Kept Promises,” a fictional collection of letters, can be compared with Edgar Lee Masters’ 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, Gerald Haslam tells the story of a boy whose father is White and whose mother is of Mexican ancestry, who has to adjust when his Spanish speaking Great-Grandma comes to live with his family. At first the two clash, but they later join forces to protect a horned toad. This story works well for teaching symbolism and can be paired with “The Scarlet Ibis” by James Hurst. Martinez, V. (1996). Parrot in the Oven. New York: Harper Collins. (Middle School and High School). This National Book Award winning novel is the story of an adolescent Mexican-American boy who is trying to define himself in terms of what he does and doesn’t want to be. It deals with issues 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 boy develops a crush on an older woman only to find that she is definitely interested in older and more American boyfriends. This story is one that many students who have vied for the heart of someone inaccessible can identify 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 engaging autobiography tells the story of Mona Ruiz, who overcame her affiliation with a street gang and an abusive marriage to become a police officer in Santa Ana, California. This is a high interest text purposely written at about the fifth to sixth grade level. At middle school, teachers would need to read excerpts as some language and situations would be inappropriate for that grade level. However, the message is powerful for students of all ages. Soto, G. (1985; 1990) Living Up the Street. San Francisco: Strawberry Hill Press, and A Summer Life. New York; Dell Publishing. (Middle School and High School). These short vignettes about growing up work well to elicit autobiographical writing and can be compared with those of Sandra Cisneros in The House on Mango Street. Soto, G. (1991). “Oranges.” In D. Appleman (Ed.), Braided Lives: An Anthology of Multicultural American Writing. St. Paul, MN: Minnesota Humanities

12 Commission. This poem is great for teaching how to make inferences and can lead to autobiographical writing about a first date or about a time someone performed an act of kindness. Villaseñor, V. (1991) Rain of Gold. New York: Dell. (High School). This epic novel traces the immigration of two families from Mexico to California. It pairs nicely with The Grapes of Wrath as both works deal with the migrant experience, the centrality of family, and the endurance of the human spirit. 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 about stereotypes and can lead to writing an autobiographical poem. Sneve Hawk, V.D.. (1997). “The Medicine Bag.” In Literature and Integrated Studies: Grade Eight. Glenview, IL: Scott Foresman. (Middle School). Written by Virginia Driving Hawk Sneve, who grew up on the Rosebud Sioux Reservation, “The Medicine Bag” is about the passing down of a family heirloom, the medicine bag, from a grandfather to his grandson. This story is great for teaching symbolism and can be compared with Alice Walker’s “Everyday Use.” Tecumseh. (1971). “Sleep No Longer, O Choctaws and Chickasaws.” In W.C. Vanderwerth (Ed.), Indian Oratory. Norman, OK: University of Oklahoma Press. In this passionate speech, delivered in 1811, Tecumseh appealed to the Choctaws and Chickasaws to break their treaty with the Americans and join the British in the impending War of 1812. The speech is an excellent example of oratory and a model for persuasive writing. Whitecloud, J.S. (1938). “Blue Winds Dancing.” Scribner’s Magazine, Vo. 103: Charles Scribner’s Sons. This is a moving account of a Chippewa college student’s search for identity as he tries to succeed in the whole world and still maintain his traditional 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 Writing About Multicultural Literature. Glenview, IL: Scott Foresman. (Middle School and High

13 School). “Identity” is a five stanza poem written by Julio Noboa when he was in the eighth grade. It is ideal for teaching symbolism and elicits comparisons 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 starcrossed lovers makes a great companion to Shakespeare’s play Romeo and Juliet. Frank, A. (1951; 1997). Anne Frank: The Diary of a Young Girl. O. Frank & M. Pressler (Eds.). New York: Doubleday. Anneliese Marie Frank was a German Jew who moved to the Netherlands with her family during Hitler’s rise to power. Her famous diary, which chronicles the her coming of 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 entries as 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 is confronted by his allegiance to his real father who suffers from disabilities and alcoholism and his surrogate father, a Black man, who has befriended him. The play lends itself to the study of symbolism and character development. Head, B. (1977). “Looking for a Rain God. ” In The Collector of Treasure. London: Heinemann, African Writers Series. (High School). This powerful story shows vividly the problems that communities face in trying to live off African land. It can lead to writing about a controversial issue and can be paired with Shirley Jackson’s “The Lottery.” Heker, L. (1986). "The Stolen Party." In Open Fires. Short Fiction By Latin American Women, A. Manguel (Trans.). New York: C.N. Potter. (Middle School and High School). This story about a young girl who comes to a birthday thinking she is an invited guest only to learn that she has been perceived as a servant, is a wonderful text for teaching interpretive writing. Hughes, L. (1982). “Thank You, Ma’ am.” In The Langston Hughes Reader. New York: G. Braziller. (Middle School.) Little does Roger, a latchkey kid who is out way past his bedtime, know what he is in for when he tries to steal the pocketbook of Mrs. Louella Bates Washington Jones. This engaging story is great for teaching students to make inferences and, if you withhold the last page of the story, is ideal for having students speculate about what will happen next and write their own ending to the narrative.

14 Neruda, P. (1974). “We Are Many.” In Five Decades: A Selection (Poems 19251970), B. Belitt, (Ed. and Trans.) (High School). New York: Atlantic, Inc. This poem by Chilean writer, Pablo Neruda, is ideal for analyzing imagery and for teaching reflective writing about the issues of identity. References Rabinowitz, P.J., & Smith, M. (1998). Authorizing readers: Resistance and respect in the teaching of literature. New York: Teacher's College Press. Semis, R.B. (1982). Shadow and substance. Urbana, IL: National Council of Teachers 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.” -

can be introduced with commas. Example: At the beginning of the story, Ying-ying describes her life by stating, "All these years I kept my true nature hidden, running along like a small shadow so that nobody could catch me." Quotations

- Quotations can be an independent clause introduced by a colon. Example: The following lines from the story introduce Ying-ying's attachment to her 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 long arms, a dark coiled braid just like mine. When I shook my head, it shook its head. We flapped our arms. We raised one leg. I turned back around quickly and it faced me. I lifted the bamboo mat to see if I could peel off my shadow, but it was under the mat, on the brick. I shrieked with delight at my shadow's own cleverness. I ran to the shade under the tree, watching my shadow chase me. It disappeared. I loved my shadow, this dark side of me that had my same restless nature. •

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

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Commas and periods go inside quotation marks. Semicolons and colons go outside quotation marks.

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Exclamation points and question marks go inside the quotation marks if part of the quoted text and outside the quotation marks if not part of what is being quoted, 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 of merchandise, saying, "Is it too small. Shall we throw it back? Or is it worth some money?"

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- Why is woman "yin, the darkness within, where untempered passions lie, and man yang, bright truth lighting our minds"? Don't string quotations in a row. Weave them logically into your own prose.

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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 Superior A 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 affects Ying-ying. • Offers insights into the character of Ying-ying and how and why she changed. • Refers to several specific images and symbols from the text to show Ying-ying’s transformation. • Considers how Ying-ying's culture contributes to her transformation. •

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

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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 enrich expository writing, make interpretation vivid, and show and not just tell about Ying-ying's character. •

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

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

5 Commendable A 5 paper is a strong paper that addresses all of the aspects of the assignment well. It is a thinner version of the 6 paper –- still impressive and interesting but less well handled in terms of insight, organization, or language. A 5 paper will do most or all of the following: •

Carefully analyzes the way the incident at the Moon Festival affects Yingying but not quite so critically as a 6 paper.

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Offers insights into the character of Ying-ying and into how and why she changed.

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

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

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

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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.

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

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Maintains interest and keeps the reader engaged.

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

4 Adequate A 4 paper is a solid paper that meets most of the criteria of the assignment but does so in less depth than a 6 or 5 paper. A 4 paper may exhibit some of the following: •

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

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

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Refers to only a few specific images and symbols from the text to show Yingying’s transformation and may occasionally neglect to fully interpret their significance.

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

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Considers how Ying-ying allows herself to become symbolically lost but in less 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 as a 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.

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

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

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

3 Barely Adequate A 3 paper is a lower-half paper that addresses the assignment superficially and is weak 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.

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

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

• Uses overly general or imprecise language without descriptive or figurative language. Tells instead of shows. • Interpretation is hard for the reader to follow. • Has many errors in the conventions of written English -- some of which may interfere with the reader's understanding of what is said. May quote from the text 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 the weaknesses of a 3 paper but they are compounded by a lack of understanding of the 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.

24 • Has no discernible essay structure. • Is brief and unfocused. • Has many errors in the conventions of written English that interfere with the writer's message. 1 Minimal Evidence of Achievement This paper contains all of the problems of the 2 paper, fails to respond to the prompt, misreads the text, and/or says so little so poorly that the reader cannot decipher the writer's message.