Assessment of Multicultural Identity Paper

Assessment of Multicultural Identity Paper

Table of Contents

Order ID	53563633773
Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

Assessment of Multicultural Identity Paper

Essay on multicultural identity, read “‘Public and Private Language”‘ by Richard Rodriguez in Ch. e-1: bedfordstmartins.com /concisebedguide.

Part Two • Chapter 5 Observing a Scene

Learning from Other Writers Here are two essays by writers who observe their surroundings and reflect on their observations. As you begin to analyze the first reading, look at the notes in the margin. They identify features such as the main impression created in the observation and stated in the thesis, the first of the locations observed, and the supporting details that describe the location.

As You Read These Observations As you read these essays, ask yourself the following questions:

1. What does the writer observe? Places? People? Behavior? Things? 2. What senses does each writer rely on? What sensory images each

develop? Find some striking passages in which the writer reports observations. What makes these passages memorable to you?

3. Why does the writer use observation? What conclusion does the writer draw from reflecting on the observations?

Eric Liu The Chinatown Idea Eric Liu is an educator, lecturer, and author of Guiding Lights (2004), a book about mentorship. In this selection from The Accidental Asian (1998), he describes a childhood visit to Chinatown in New York City.

Another family outing, one of our occasional excursions to the city. It was a Saturday. I was twelve. I remember only vaguely what we did dur-

introduction . . . mg the day – Fifth Avenue, perhaps, the museums, Central Park, Carnegie Hall. But I recall with precision going to Chinatown as night fell.

{We parked on a side street, a dim, winding way cluttered with Chinese 2 Vantage pomt 1 placards o and congested with slumbering Buicks and Chevys. The license

plates – NEW YORK, EMPIRE STATE – seemed incongruous here, foreign. We walked a few blocks to East Broadway. Soon we were wading through thick crowds on the sidewalk, passing through belts of aroma: sweat and breath, old perfume,

Supporting detail is spareribs. It was late autumn and chilly enough to numb my cheeks, but the bustle all around gave the place an electric warmth. Though it was evening, the scene was lit like a stage, thanks to the aluminum lamps hanging from every produce stand.

Peddlers lined the street, selling steamed buns and chicken feet and imitation Gucci bags. Some shoppers moved along slowly. Others stopped at each stall, inspecting the greens, negotiating the price of fish, talking loudly. I strained to make sense of the chopped-off twangs of placards: Posters, signs.

Learning from Other Writers

Cantonese coming from every direction, but there were more tones than I knew: my ear was inadequate; nothing was intelligible.

This was the first time I had been in Chinatown after dark. Mom held 3 Andrea’s hand as we walked and asked me to stay close. People bumped us, brushed past, as if we were invisible. I felt on guard, alert. I craned my neck as we walked past a kiosk o carrying a Chinese edition of Playboy. I glanced sidelong at the teenage ruffians on the corner.

They affected an air of menace with their smokes and leather jackets, but their feathery almost-mustaches and overpermed hair made them look a bit ridiculous. Nevertheless, I kept my distance. I kept an eye on the sidewalk, too, so that I wouldn’t soil my shoes in the streams of putrid o water that trickled down from the alleyways and into the parapet 0 of trash bags piled up on the curb.

I remember going into two stores that night. One was the Far Eastern 4 Bookstore. It was on the second floor of an old building. As we entered, the sounds of the street fell away. The room was spare and fluorescent. It looked like an earnest community library, crowded with rows of chest-high shelves. In the narrow aisles between shelves, patrons sat cross-legged on the floor, reading intently. If they spoke at all it was in a murmur.

Mom and Dad each found an absorbing book. They read standing up. My sister and I, meanwhile, wandered restlessly through the stacks, scanning the spines for stray English words or Chinese phrases we might recognize. I ended up in children’s books and leafed through an illustrated story about the three tigers. I couldn’t’ t read it. Before long, I was tugging on Dad’s coat to take us somewhere else.

The other shop, a market called Golden Gate, I liked much more. It was 5 noisy. The shoppers swarmed about in a frenzy. On the ground level was an emporium o of Chinese nonperishables: dried mushrooms, sliced beef, sea- weed, shredded pork.

Open crates of hoisin sauce 0 and sesame chili paste. Sweets, like milky White Rabbit chews, coconut candies, rolls of sour “haw flakes.” Bags of Chinese peanuts, watermelon seeds. Down a narrow flight of stairs was a-storehouse of rice cookers, ivory chopsticks, crockery, woks that hung from the wall. My mother carefully picked out a set of rice bowls and serving platters.

I followed her to the long checkout line, carrying a basket full of groceries we wouldn’t find in Poughkeepsie. I watched with wonder as the cashier tallied up totals with an abacus.

Thesis

We had come to this store, and to Chinatown itself, to replenish our sup- r stating main impression ply of things Chinese: food and wares, and something else as well. We had ventured here from the colorless outer suburbs to touch the source, to dip into a pool of undiluted Cheesiness.

It was easier for my parents, of course, since they could decode the signs and communicate. But even I, whose bond to his ancestral culture had frayed down to the inner core of appetite- even I could feel somehow fortified by a trip to Chinatown.

kiosk: Booth. putrid: Rotten; decaying. parapet: Wall, as on a castle. emporium: Marketplace. hoisin sauce: A sweet brown sauce that is a popular Chinese condiment.

84 Part Two • Chapter 5 Observing a Scene

Yet we knew that we couldn’t stay long-and that we didn’t really want 7 to. We were Chinese, but we were still outsiders. When any peddler addressed us in Cantonese, that became obvious enough. They seemed so familiar and so different, these Chinatown Chinese. Like a reflection distorted just so.

Conclusion drawn them. I liked being connected to them. But was it because of what we

Their faces were another brand of Chinese, rougher-hewn. I was fascinated by

from observation shared- or what we did not? I began that night to distinguish between my world and theirs.

It was that night, too, as we were making our way down East Broadway, s that out of the blur of Chinese faces emerged one that we knew. It was Po- Po’ so face. We saw her just an instant before she saw us. There was surprise in her eyes, then hurt, when she peered up from her parka. Everyone hugged and smiled, but this was embarrassing.

Mom began to explain: we’d been up- town, had come to Chinatown on a whim, hadn’t wanted to barge in on her unannounced. Po-Po nodded. We made some small talk. But the realization that her daily routine was our tourist’s jaunt, o that there was more than just a hundred miles between us, consumed the backs of our minds like a flame to paper. We lingered for a minute, standing still as the human current flowed past, and then we went our separate ways.

Assessment of Multicultural Identity Paper

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER CLICK ON THE LINK HERE:  https://essaybasket.com/orders/ordernow Also, you can place the order at www.collegepaper.us/orders/ordernow / www.phdwriters.com/orders/ordernow
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME] and Have It Done by Our PhD Qualified Writers!!

PLACE THE ORDER WITH US TODAY AND GET A PERFECT SCORE!!!

Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME] and Have It Done by Our PhD Qualified Writers!!

Why Work With Us!!

• Tired of getting an average grade in all your school assignments, projects, essays, and homework? Try us today for all your academic schoolwork needs. We are among the most trusted and recognized professional writing services in the market.

• We provide unique, original and plagiarism-free high quality academic, homework, assignments and essay submissions for all our clients. At our company, we capitalize on producing A+ Grades for all our clients and also ensure that you have smooth academic progress in all your school term and semesters.

• High-quality academic submissions, A 100% plagiarism-free submission, Meet even the most urgent deadlines, Provide our services to you at the most competitive rates in the market, Give you free revisions until you meet your desired grades and Provide you with 24/7 customer support service via calls or live chats.