Assignment Guidelines and Rubric
Overview: In this module, you learned about some different strategies for revising your writing. In this assignment, you will review your instructor’s feedback on your 3-2 Writing Plan and consider how you will incorporate that feedback to further develop your thoughts as you prepare to write your first draft of the critical analysis essay.
Prompt: For this reflection assignment, you will make some choices about your approach to your critical analysis essay based on your understanding of revision and the feedback on your writing plan provided by your instructor. You’ll also discuss who your intended audience is and what you hope to accomplish with your essay.
Specifically, the following critical elements must be addressed:
I. Feedback and Revision Reflection: Use this reflection to gather your thoughts and determine your strategy for writing your critical analysis essay based on your instructor’s feedback on your writing plan.
- Think about your experiences with revision in the past. What approaches to revision have worked well for you?
- What revision strategy from the Module Five content would you like to try when revising your critical analysis essay?
- Review your Writing Plan and the feedback provided by your instructor. How does this feedback influence your ideas about your selected reading?
- What changes will you make to your analysis now that you have received this outside feedback?
II. Audience: Use this part of your reflection to consider your audience and purpose.
- Imagine that your essay will be read by an audience beyond your instructor. Identify an audience that might benefit from reading your essay and describe some of this audience’s characteristics.
- What potential challenges could you have connecting with this audience with your writing?
- Identify some choices you can make within your writing to connect with this audience.
Guidelines for Submission: Save your work in a Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Then, check your writing for errors. Once you have proofread your document, submit it via the Summative Assessment Part One: Feedback and Revision Reflection link in Brightspace.
I copied this assignment right here,
ENG 122 Q4596 English Composition I
March 17, 2020
Amy Tan’s primary claim is evident in the header of the article. The article’s header States, “Don’t judge a book by its cover…or someone’s intelligence by his English.” Through this header, Tan wants to show that even though we speak in a variety of different dialects, we should never judge a person’s intelligence based on their capability to speak English to perfection (Tan, 1990). In this sense, Tan wants the reader to understand that by the fact that a person does not speak English language with perfection, it does not make them less intellectually compared to those who can speak the language fluently. The only thing that makes people different is the fact that it is rare to have two people speaking the same English, but not the ability to speak the English language. This claim is well supported in the article through the use of the author’s life experience and that of her mother.
The first keypoints Tan uses to support his claim is observing that her mother, despite her shortcomings with the English language, is an intellect who does things done with people with a better comprehension of the language. By the fact that her mother could “read the Forbes report, listen to Wall Street week, and converse with her stockbroker” is proof that despite been not a fluent English language speaker, she still has the intellectual capability to comprehend things. Through this point, Tan can prove that one can achieve knowledgeable tasks, like understanding stocks, without necessarily being a good speaker of the English language. The second point Tan uses to support her claim is by pointing out that the so-called “simple” “broken” or “limited” English is the same language that made her who she is. It made her understand the world, formulate views, and learn to express herself.
The author targets individuals who feel that they might be left out of mainstream society because of their inability to speak fluent English. The audiences are Asian Americans who might be feeling just like Tan’s mother because of the inability to speak “clean” English and are only speaking “fractured” English. The author focuses on those who might feel dejected or ashamed because of the quality of their English. The other group that the author might be targeting is groups of people who might think that Asian Americans use English in an imperfect way.
The author is keen to connect with her audience by the way she uses her choice of words to appeal to ethos (emotion), pathos (credibility), and logos (logic). The emotions are seen in the statement, “But to me, my motherâ€™s English is clear, perfectly natural. Itâ€™s my mother tongue” (Tan, 1990). Her logical appeal is felt in her passion and her intent, as well as the nature of her thoughts. She finally shows her credibility by saying, â€œIâ€™m a writerâ€. This has also been shown in her real experiences about her mathematics and English grades. These styles have worked well for the author because she has been able to drive her point home and communicate with the audience.
The author’s claim is strong because it insists on not judging an individual based on how they communicate or by how they look. The claim is meant to underpin those that look upon others based on their inefficiencies in communicating with the mother tongue. Several pieces of evidence are in the article to show that the author’s claim is strong. Tan’s mother could read the Forbes report and also follow through the Wall Street Week and, at the same time, converse with her stockbroker, which is all proof of an intelligent woman beside her not being able to communicate in English well.
Tan, A. (1990). Mother tongue. The Threepenny Review, 43(7).
copy of Mother tongue will be sent when tutor is approved