Henderickson

Shanteria, Genesis, Mahari, Nasiir
Dr. Greene
Eng. 1101
10 October 2017
" RRR"
                                     


                                                              "Color Sound" 

Throughout her personal story, " Talking in Color: Collision of Cultures"(2013), Tiffany Hendrickson discusses her life of living in cross culture of being a white girl but talking as if she was a black girl. Hendrickson's point of view as a white girl speaking "black" growing up in a black neighborhood , demonstrates the idea of cross culture. Hendrickson talks about her up bring in a black culture in order to inform her audience about the diversity within the voice and how it changes the perception of others. Hendrickson's intended audience was those who can relate to her story and to people who might not know the difficulties she had to endure as she communicated among others.



This reading was intriguing because it was a peculiar experience coming from a white girl. The way that Hendrickson wrote her personal experience was with meticulous examples that was successful so that her audience was able to be put in her shoes. She had to face her own race that didn't understand her. Her experience empowered her to major in communication. Because of her essay, I have more respect for a person's voice.



In a world that judges you by your skin color now also judges you by your voice. Tiffany Hendrickson wrote a personal essay on this to share with us her experience through of having a white face and a "black" voice. She supports her claim by going back in time telling stories. While telling these stories she used a great deal of descriptive diction. " As I wait for the bus, the white faces rushing into school look at me quizzically ... To them it seems strange for a white girl to be standing alone on the sidewalk in the heart of the “ghetto..." (Hendrickson 1). Throughout her personal essay, she asks questions to herself a lot. Questions usually brings interest to the audience as a way of connecting. "...all I can think of is how can they judge someone just by the surroundings? Is it because my language isn’t white enough? Or is it because I’m a product of a household where my mother’s speech is formed neither by the white nor black world but by the deaf world? What does a black girl sound like? Illiterate?" (Hendrickson 2). These questions are probably what the audience may be asking too. Hendrickson end by saying that "  Though the journey has sometimes been painful, I cherish it, but more than the journey, I value most the power of my voice." ( Hendrickson 8) . She ends on a positive note that leaves her audience satisfied.



Hendrickson, Tiffany . “Talking in Color : Collision of Cultures.” Queen City Writers, First Year Writers, 21 Mar. 2013, qc-writers.com/2013/03/21/storming-the-gate-talking-in-color/.

Shanteria, Mahari, Nasiir, Genesis
Dr.Greene
Eng. 1101
9 October 2017
RRR

                                                            " English Corrections "

In the article, "Watch Your Language: Teaching Standard Usage to Resistant and Reluctant Learners"(Nov. 1996), Larson elaborates on the value of learning English correctly and teaching it properly to students. Larson supports this value by providing effective resources from books along with ideas and thoughts said by teachers. Throughout the article, Larson speaks about his own difficulties in learning English and speech barriers, in order to share with his audience the process of learning correct English and from that process how he was able to help others with the same problem. The intended audience were for students who can relate to this issue and for English teachers that can help students.

I agree with Mr. Larson’s idea, because it is important incorporate exceptions of dialect into standard English due to diversity of cultures speaking English. Larson sold me the this idea by contrasting between his own experience with learning proper English in school and how it does not quite work for the new generation of students. He further won me over with his argument when he used the analogy of going to a luncheon. He ties not knowing the correct actions to take at the luncheon and his frustration to be different into how his students may feel about being told that how their culture raised them to speak is wrong.

Mark Larson speaks about the ways of getting language through to certain learners similar to himself. Throughout the article, he uses himself as an example of a student who had difficulties of trying to memorizes rules of grammar or the usage of punctuation. “We continue to recite these rules to hapless would-be writers and public speakers, instilling in them a fear of the hobgoblins and hurdles to which they can easily fall victim if they do not proceed with caution (Laron 3).”   Larson learns that to force learners to memorize rules, it causes them to trip up and make mistakes. Larson also carried out a metaphor, the barrier among himself and grammar, throughout the article. He stated this on page 2 paragraph 1, “ As I write or talk, I still see myself proceeding from a starting block: the first sentence of my communication-to the finish line: the last sentence. Along the way, there are hurdles-arbitrarily placed, fabricated obstacles-which, depending upon my grammatical prowess, I will either clear or trip over.”  Larson also choose a descriptive diction so that his audience can visually understand his idea. Examples would be where he said, “  I sat uneasily at a table spread with, among other things, three forks, two spoons, a stack of plates in graded sizes, and several glasses, one of which contained a napkin folded like a swan.” ( Larson 3). He want students to understand basic errors so there are no misunderstandings in message or basic grammar skills. He wrote this article in order to further discussion these issues.

                                                               Works cited:
                         Larson, Mark. " Watch Your Language: Teaching Standard Usage to Resistant and                              Reluctant Learners"(Nov. 1996), The English Journal © 1996 National Council of Teachers of English, 

Shanteria, Genesis, Mahari, Nasiir

Dr. Greene

English 1101

28 September  2017


RRR " Dad, Little that We Knew"

                                           

Mary Agrusa wrote the personal nonfiction narrative essay, "We Didn’t Know”,(Oct. 7, 2016) to explain that her ignorance towards the war became enlightenment once her father shared his war experience. She explains this experience by taking us back in the past when he was alive and spoke to her about the war. She uses personal experiences and flashbacks in order to deepen the text, so that her audience could be able to either relate or gain knowledge to this experience. Agrusa's intended audience was those who might have had a parent who was involved in war or to those who might not have experienced this and wants them to know.

This essay gave me a better understanding towards mourning over a deceased love one in selective service, since I have yet to have a family member involved with the military. I could relate to young Agrusa’s bewilderment and ridicule when learning “Flanders Field”, because I felt her comprehension suffered due to the lack of experience from a soldier's point of view . It does not only takes an opened mind but also a person equipped with the experience to elaborate on the matter.

Through flashbacks and personal experiences, Agrusa shared with us her struggles and thoughts about her father involvement in the services. Things she did know and things that she didn't was shared in the narrative. In repeated motifs, the authors uses flashbacks to where her dad was alive to show her confusion and her personal thoughts about war then. She also continues to say the phrase " We didn't know", to represent the idea of the text.

 She tends to include questions throughout the text, where she . She would ask, " Why were these so important to him? (124). Things she did know and things that she didn't was shared in the narrative. She would say , " Why there, I don't know." (125). Then later she would say," And now we knew". ( 126). This right here is part of her purpose and style. She would use this as a way to get her audience involved in her confusion but then she sorts it out with the truth. She ended her personal narrative with stating, " There is much we don't know but some things are clearly defined. He loved god, his family and his country." (127). Here this concludes the idea that although she didn't know much about her fathers wartime, she knows her father.

Works Cited

Mary,Agrusa. "We didn't know." Connections: Guide to First Year Writing @ Clayton State University.  Ed. Mary Lamb. 6th Edition. South Lake: 2016. 115-117 print

Ohuoba's Perception

Shanteria, Genesis, Nasiir, Mahari
Dr.Greene
English 1101
20 September 2017
RRR

"Views of Africa"

In this personal essay, "The perception of Africa " (2016), Chinyere Ohuoba describes the negative stereotypes given to her because of her nationality, African, along with discussing the negativity that flows from others about Africa. Ohuoba develops her thesis by using an example of a child who also had some of the same experiences uses that as a connection and actually facts for support. Ohuoba purpose was to inform the audience that she is proud of her culture and Africa is not what the media portrays it to be, in order to address the fact that media controls the way we view Africa. The author's intended audience was for those who lack the knowledge of Africa, she establishes a subtle yet informative type of knowledge with audience. This story was quite interesting. I really enjoyed reading her personal thoughts. I personally haven't been Africa, so media is like my source of information, but until I actually view Africa myself. This essay was very informative. It was very truthful and organized in a way that it flowed through gracefully. In the story,”The Perception of Africa, Ohuoba starts off by telling a story about a girl, Chioma, of Nigerian descent. The girl native culture ridiculed by her classmates. This causes Chioma to feel insecure about her origin. Ohuoba feels the same way by stating: “At one point of my life, I too felt ashamed of my cultural background...which lead to prejudice treatment.” (Ohuoba P.170) In addition, Ohuoba focuses on the central idea of the story about how the stereotypes causes misinterpretation towards the true identity of Africa, and how social media plays a key role in the misinterpretation. She uses multiple sources to back up her ideas. It’s clear that Ohuoba feels strong about how the 54 countries of this continent is being portrayed as inferior and a”dark continent” (Ohuoba P.173).  she states “I have became cognizant of how Africa was widely portrayed...I realized...the articles specifically referring to encourages the misconception of the image of Africa.” (Ohuoba P.171) Furthermore, the stereotypical image of Africa perceived by Ohuoba was even proven false when she talks about what she experienced on her visit to her native country, Nigeria. “I was Surprised to see that the village was better than many neighborhoods in America...I felt ashamed for believing the stereotypes that were represented through the media.” (Ohuoba P.172-173) Works Cited: Ohuoba, Chinyere. "The Perception of Africa"  (2016). Connections: Guide to First Year Writing at Clayton State University. Ed Mary Lamb. Sixth Edition Southlake Tx, Fountainhead Press

 

In this personal essay, "The perception of Africa " (2016), Chinyere Ohuoba describes the negative stereotypes given to her because of her nationality, African, along with discussing the negativity that flows from others about Africa. Ohuoba develops her thesis by using an example of a child who also had some of the same experiences uses that as a connection and actually facts for support. Ohuoba purpose was to inform the audience that she is proud of her culture and Africa is not what the media portrays it to be, in order to address the fact that media controls the way we view Africa. The author's intended audience was for those who lack the knowledge of Africa, she establishes a subtle yet informative type of knowledge with audience. This story was quite interesting. I really enjoyed reading her personal thoughts. I personally haven't been Africa, so media is like my source of information, but until I actually view Africa myself. This essay was very informative. It was very truthful and organized in a way that it flowed through gracefully. In the story,”The Perception of Africa, Ohuoba starts off by telling a story about a girl, Chioma, of Nigerian descent. The girl native culture ridiculed by her classmates. This causes Chioma to feel insecure about her origin. Ohuoba feels the same way by stating: “At one point of my life, I too felt ashamed of my cultural background...which lead to prejudice treatment.” (Ohuoba P.170) In addition, Ohuoba focuses on the central idea of the story about how the stereotypes causes misinterpretation towards the true identity of Africa, and how social media plays a key role in the misinterpretation. She uses multiple sources to back up her ideas. It’s clear that Ohuoba feels strong about how the 54 countries of this continent is being portrayed as inferior and a”dark continent” (Ohuoba P.173).  she states “I have became cognizant of how Africa was widely portrayed...I realized...the articles specifically referring to encourages the misconception of the image of Africa.” (Ohuoba P.171) Furthermore, the stereotypical image of Africa perceived by Ohuoba was even proven false when she talks about what she experienced on her visit to her native country, Nigeria. “I was Surprised to see that the village was better than many neighborhoods in America...I felt ashamed for believing the stereotypes that were represented through the media.” (Ohuoba P.172-173) Works Cited: Ohuoba, Chinyere. "The Perception of Africa"  (2016). Connections: Guide to First Year Writing at Clayton State University. Ed Mary Lamb. Sixth Edition Southlake Tx, Fountainhead Press

 

In this personal essay, "The perception of Africa " (2016), Chinyere Ohuoba describes the negative stereotypes given to her because of her nationality, African, along with discussing the negativity that flows from others about Africa. Ohuoba develops her thesis by using an example of a child who also had some of the same experiences uses that as a connection and actually facts for support. Ohuoba purpose was to inform the audience that she is proud of her culture and Africa is not what the media portrays it to be, in order to address the fact that media controls the way we view Africa. The author's intended audience was for those who lack the knowledge of Africa, she establishes a subtle yet informative type of knowledge with audience.

This story was quite interesting. I really enjoyed reading her personal thoughts. I personally haven't been Africa, so media is like my source of information, but until I actually view Africa myself. This essay was very informative. It was very truthful and organized in a way that it flowed through gracefully.

In the story,”The Perception of Africa, Ohuoba starts off by telling a story about a girl, Chioma, of Nigerian descent. The girl native culture ridiculed by her classmates. This causes Chioma to feel insecure about her origin. Ohuoba feels the same way by stating: “At one point of my life, I too felt ashamed of my cultural background...which lead to prejudice treatment.” (Ohuoba P.170) In addition, Ohuoba focuses on the central idea of the story about how the stereotypes causes misinterpretation towards the true identity of Africa, and how social media plays a key role in the misinterpretation. She uses multiple sources to back up her ideas. It’s clear that Ohuoba feels strong about how the 54 countries of this continent is being portrayed as inferior and a”dark continent” (Ohuoba P.173).  she states “I have became cognizant of how Africa was widely portrayed...I realized...the articles specifically referring to encourages the misconception of the image of Africa.” (Ohuoba P.171) Furthermore, the stereotypical image of Africa perceived by Ohuoba was even proven false when she talks about what she experienced on her visit to her native country, Nigeria. “I was Surprised to see that the village was better than many neighborhoods in America...I felt ashamed for believing the stereotypes that were represented through the media.”

(Ohuoba P.172-173)

Works Cited:

Ohuoba, Chinyere. "The Perception of Africa"  (2016). Connections: Guide to First Year Writing at Clayton State University. Ed Mary Lamb. Sixth Edition Southlake Tx, Fountainhead Press

 

                                                                  

Shanteria, Nasiir, Mahari, Genesis
Dr. Greene
English 1101
18 September 2017

                                                              "FEAR" Rhetorical Analysis

In this personal memoir, "Context" (1994), Dorothy Allison describes her fear she has of what her lover will think when she will show her to her family and where she's from. Allison explains this fear by using imagery, along with comparisons to express her views about judging a person. Allison uses imagery and comparison in order to visually deliver the message, that context is small yet so vital especially when it comes to a perspective about a person or their social background. Allison's wrote her memoir to an audience who might not fully understand the word context, so she shares with us her personal experience and views about context and background.


This story made me feel nostalgic. I remembered a time when I first met my significant others family members their customs were far from different from my own family. The interaction gave me clarity on who I was dating and her background. With that being said the experience helped me relate to Allison's memoir quite well. I agreed with the feeling of anticipation when her lover was going to meet her family. 


The word context, according to dictionary.com, could be defined as " the parts of a written or spoken statement that precede or follow a specific word or passage, usually influencing its meaning or effect". Through flashbacks and comparison, Allison shows us her fear of judgment from her lover to support the idea that context can cause people to think differently of another and make wrong assumptions which is why it’s so vital. Like in the text when her lover said, " I thought I knew what it would be like- your family, Greenville”. (Allison 115).  Here the interpretation is that the lover thought her family would be like Allison but they’re not. Another example of that would be when the lover says," I thought I understood what you meant when you said working class' but I just didn't have a context”. (Allison 115). The lover thought of this was a little different which is why she stated she didn't have a context. Allison experience not only helped her, but it encourages her to write and share with others who might not know what context is and how it plays a role in an individual. That's why she states,” context is so little to share and so vital”. ( Allison 117).

 Works Cited  

                              Allison, Dorothy. "Context." Connections: Guide to First Year Writing at Clayton State University. Ed. Mary Lamb 4th Edition South Lake 2014

 

Mother Tongue ( revised blog)

Shanteria, Nasiir, Mahari, Genesis

Dr.Greene

English 1101

16 September 2017

RRR: " Broken English "

    In this written story, “Mother Tongue” (1990 ), by Amy Tan, is directly based on the social and cultural difference experience of Amy, who loved language, but as a child her and her mother struggled with English. In this personal essay, she argues the importance of proper communication skills because if they aren’t given out properly it could be perceived in the wrong way. The author gave examples of her mother's dialect in order to prove her point that her English and her mom's English was different. The audience might be those who don't know the challenges of immigrants who has difficulties with the English and have to communicate with others.

          I found the text to be relatable to people that come from other cultures. The fact that America has become a diverse country, most people that come from different ethnicity can come to agree with this opinion. In the text here's been multiple incidents that she states how it was when her mother had handle her situations. For an example when they went to New York, her had limited English use so she had to accept the calls and pretend to be her mother. Evidence proven states " when I was fifteen, she used to have me call people on the phone to pretend I was she". (119).

         The passage, “Mother Tongue” gave a great depiction of Tan's and her mothers struggle with English by depicting flashbacks that impacted her personally. The evidence of this is when Amy Tan said “I again found myself conscious of the English I was using with her.” (118). The lack of communication caused others in society to mistreat Ms. Tan’s Mother, inferring that they thought of her being incompetent, intellectually challenged, inferior, third paragraph, she states “ for a situation less humorous...she said she had spoken very good English, her best, no mistakes.(123)  Tan believed an apology was much deserved. That's why Amy argues in her personal essay why we shouldn't judge a person's intelligence based off their fluency in a non-native language. To make sure her audience understands, she go through flashbacks in her essay to make an effective appeal personally, along with the use rhetorical devices. Pathos in this text could be found on ( 120 ) ,“I wanted to capture what language ability tests can never reveal: her intent, her passion, her imagery, the rhythms of her speech and the nature of her thoughts”.This emphasizes that she respected her language that she grew up with. She also used ethos at the beginning or her essay. She amplifies on her qualifications as a writer. Evidence shown saying " I am a writer. And by that definition, I am someone who has always loved language. I am fascinated by language in daily life. I spend a great deal of my time thinking about the power of language — the way it can evoke an emotion, a visual image, a complex idea, or a simple truth." ( 118 ). Here she makes sure her audience know her qualifications as a writer. Amy includes logos, to give the reader a statistical side of the story. Evidence proven where she states, "Yet some of my friends say they understand 50 percent of what my mother says. Some say they understand 80 to 90 percent." (119). This statement gives the audience an interpretation on how well they understand her compared to others. Imagery also be found throughout her text in order to allow her audience to get a clear picture of what she is trying to convey. " ...Just threw up a mass of confusing images... logical as saying a sunset precedes nightfall... a chill precedes a fever". (121)  Overall Amy purpose was to be effective and informative telling her story of her "broken" English that led her to love language at the end. In order to convey her message she used rhetorical devices, imagery, and flashbacks. Her experience shared insights of what might also happen between immigrant families. Based her off experience, she made it clear that she would disapprove assumptions made about her by becoming writer.