...Summary and Personal Response – Draft Version Professor Afshin Hafizi ENG115 April 23, 2013 The purpose of Russell Baker’s “On Becoming a Writer” was to share his love of writing. Not only to share his love of writing, but to also shine light onto those who believe that their dreams are farfetched, or unobtainable. He does this by utilizing an autobiography of his youth. He wishes to convey his passion of writing on to others through his words of his own past. Directed towards a general audience, he uses wording which shows tenderness, commitment, love and passion for the art form of writing. Russell Baker came to be the accomplished writer he is today by overcoming the many different obstacles that were in his youth. Russell states in his autobiography, “the notion of becoming a writer had flickered off and on in my head since the Belleville days.” (Baker, 2011) When Russell says this it gives the reader a sense of purpose, and a commitment attached at a young age. He conveys to reader his hopes and aspirations at a young age of becoming a self-made author. Coming to realize that writing was not looking like the best career choice, he started to become bored of his English classes. Hopes and dreams start at a young age, and for Russell, his seems to be out of reach. He thought that writing was for the rich, that he would not be able to create a life for himself through his writing. He had not realized yet that, our words are the most powerful thing we have to offer...
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...Summary and Personal Response By cause of unforeseen circumstances, Suki and her family are forced to give up their "fairy tale" life in South Korea. In her essay “Facing Poverty with a Rich Girl’s Habits,” Suki Kim (2011, p. 62) shares some of the struggles of fitting in that she endures after moving to America. Due to the financial collapse of her father’s businesses and the option of bankruptcy being out of the question, Suki and her family are forced to abandon their extravagant life in South Korea. After arriving in America, the family takes up residence in Queens, New York (Kim, 2011, p. 62). Suki’s new home is anything but glamorous. She describes it as “a crammed, ugly place” compared to the “hilltop mansion” where she grew up. For the first time in 13 years, she has to make her way through the day-to-day routines without the aid of the hired help. Aside from being stripped of her pampered lifestyle, Suki is now attempting to knock down the language and cultural barriers that separate her from her peers. In her new school, Suki is enrolled in an English as a Second Language class. With this class comes the opportunity for Suki to converse with fellow students in her native language. However, in the midst of these common bonds is also the obvious distinction of social status (Kim, 2011, p. 63). America is most often looked upon as a melting pot where all are welcome with the expectation of being treated equally. It doesn’t take long for Suki to realize that...
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...Assignment 1.1: Summary and Personal Response - Draft Version Dr. Rachel De Luise English 115 April 22, 2012 Suki Kim’s memoir of her life changing experience when she moved with her family to the United States was interesting. She explains in her memoir the struggles she experienced at the abrupt transformation of her life after her father, to avoid jail due to bankruptcy, moved the family to New York. Having lost her former life, Kim embarked upon a journey that was forever life-changing. Early on, her transition from Korea to the United States was difficult at best. Proving most difficult was learning to face “poverty with a rich girl’s habits and memory” (Kim, 2004, p. 63). Learning English came in as the second most difficult. The difference she noticed between her old and new life ran the gamut from her change in social status and class to watching her “glamorous mother, not long ago a society lady who lunch, taking on a job as a fish filleter at a market” (Kim, 2004, p. 63). The difficulty she faced might seem trite to someone who never experienced financial security, but it seems quite devastating to Kim when she loses her domestic help and private tutors. It must have also been an assault to her ideas of respect seeing how different education was viewed by kids in the U.S. Seeing the students who held less respect for teachers and school evidenced by their dismissive behavior and graffiti blemished school walls was mind-boggling to her. How Kim interacted...
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...Assignment 1.2: Summary and Personal Response In “Facing Poverty with a Rich Girl’s Habits,” (Kim, 2004) the author, Suki Kim, writes about the struggles she faced as an impoverished, South Korean, immigrant teen in the 1980’s. Suddenly Kim’s world is turned upside down and she must find a way to survive in a foreign land. She writes emotionally about trying to find a place to fit in with other teens like herself while learning a new language and culture. The writer’s purpose is to tell the story of her difficult transition from rich to poor in a foreign country. She wrote her story in the form of a memoir to reach others like her, immigrants starting over in foreign countries, but also, to anyone who may have ever felt alone and lost in new surroundings. She used a reflective tone as she emotionally described the experiences she went through. Kim starts her story by telling readers about how her life changed in the blink of an eye. Her wealthy family suddenly lost everything when her father lost his businesses and, to avoid prison time, left their beautiful estate in South Korea, fleeing to America with nothing. They settled in Queens, New York in the upstairs of a small house. Things were very different from that to which she was accustomed. She no longer had the luxuries from her rich life; riding the bus instead of being driven, washing her own clothes, and cleaning up her own messes, no governess to help with homework. In school, she joined the English as...
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...Strayer university | Summary and Personal Response | “Farm Girl” by Jessica Hemauer | | Tim Mahoney Debora J Aubuchon, M.A.ENG115 English Composition | 10/29/2012 | Jessica Hemauer wrote “Farm Girl” as an autobiographical non-fiction essay, describing her life growing up on a farm, and its subsequent effect on her life and personality. She is speaking of events in her past, and trying to influence the listener to understand that hard work has benefits, and that what you want may not be what you expected when you get it. In this story, Ms. Hemauer is trying to make the point of how adversity and obstacles, when worked through with support from those around you, not only can be overcome, but can also make you a better person. She is not pleased with her life as a Farm Girl, and she voices her displeasure often throughout the first three quarters of the essay. “I think to myself, ‘A typical ten-year-old child does not have to wake up at five in the morning to do chores!’” (Hemauer, 2011) However, once she realizes the quality of person she has become, she makes an educated and reasoned conclusion that it is due to the work she did helping with chores on her father’s farm. “Though I hated it growing up, working on the farm has taught me many lessons about life, and it has shaped me into the individual I am today.” (Hemauer, 2011) Another point she tries to make as well is that life on a working farm is difficult. She opens with a description of performing her...
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...The story I chose to summarize is “Farm Girl” by Jessica Hemauer; which she writes as a narrative essay. I believe that Hemauer told her story to let the reader know how she grew up as a child on a farm; that while it was hard work, it does pay off in the end. She realized that hard work can teach responsibility, time management, and can be used in every aspect of life. I believe her audience for the paper was youth; someone who could take away that while life is hard you can learn from it and be successful. At first, it seemed like such a difficult life for a young person to have. But by the end of the story I had changed how I felt. She did have a hard life at a young age, but she learned from it and used it in every step of life. While most people her age were still struggling to manage their lives, she learned early what she needed to do to manage her own. Jessica and her siblings had a very strict upbringing. Although “there was no sense complaining,” (Hemauer, 2011) the farm was the most important thing and the everyday routine was something that had to be done. Having to wake up at five in the morning and complete farm chores with her siblings before school while her peers are still sleeping in their warm beds. Not being able to have a social life within the school or with her peers. The cows had to be fed; however, the equipment used to milk the cows had to be sterilized before every use. The one thing that Jessica enjoyed the most was feeding the newborn calves...
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...The article that I chose to summarize is “Facing Poverty with a Rich Girls Habits” by Suki Kim. I feel as though the main point in this essay would be the difficulty in transitioning from a rich girl in Korea with limos, maids and a governess, to living in the U.S poor. Not speaking the language and having to do everything for themselves. In Korea the Kim family had wealth and all of the luxuries that came with it and we forced to flee to the U.S when the father went bankrupt because bankruptcy was punishable by jail time. The author took public transportation for the first time at 13 years old. This was strange for her because before she was driven to school. She also had difficulties understanding some of the terms used here such as “fresh off the boat” when she had in fact flown to the U.S. In her English as a second language (E.S.L) class she now has to interact with kids that she would have little to no contact with in Korea. The class division is even more pronounced because she knows that the wealthier Korean immigrants migrated to Westchester or Manhattan whereas she and her family were in Queens. Suki Kim stated that she was a part of the 1.5 generation. She stated that “Many of us came to America in our teens, already rooted in Korean ways and language” Kim, S. Facing rich poverty with a rich girls habits. In The interpreter. This generation clashed with first generation immigrants who barely spoke the language they also clash with second generation who were more...
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...Summary and Personal Response- Draft Version This is a summary and personal response to essay “ Farm Girl” by Jessica Hemauer. This is a story about a girl who’s childhood was spent working on her parents farm, while most of her friends enjoyed their childhood playing sports, watching TV and socializing with other kids. Even though she spent her time working on the farm, this experience was very valuable to her. It thought her to be responsible, that helping your family is very important and that “fitting” in is not always the best thing. Main points Each child in the family had their responsibilities in the barn. They all helped each other with their duties and Jessica being the youngest child had a duty of feeding the newborn calves. This was her favorite chore as it made her feel like she was taking care of someone, just like everyone else took care of her. After completing the chores they cleaned up, ate and went to school. Once they were in school, they would have been up for hours doing chores, while their classmates just got up and came to school. Jessica’s day went by fast and she didn’t have time for any before and after school activities like other kids. She had to worry about her chores at the farm. She would spend her lunch listening about everyone else’s plans and activities and wishing she was able to do the same. In eight grade she was finally able to join the basketball team and felt like she was a part of conversations now. She still kept her farm duties...
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...COR 160 Essential Academic Writing Skills Individual Assignment 01 (January 2011 Presentation) Prepared by: *Lee Kuan Liang (Y1114698 ) Focus: Overall Comments Dear Student, While you have made a reasonably good effort at writing the Personal Response, you may consider working on improving your Summary. Some specific remarks discussing the good points and the comparatively weaker areas in your paper are marked below for your consideration. Additionally, we have noted some areas of text where language and/or grammar issues exist. Some pertinent language errors have been marked in blue font on your paper using the legend shown below. Please go through the paper to identify and correct any other similar errors. Noun: (n.) Pronoun: (pro.) Verb: (vb.) Preposition: (prep.) Articles: (art.) Spelling: (sp.) Punctuation: (punc.) Word Choice: (wc.) Sentence Structure: (ss.) Reference: COR 160 Essential Academic Writing Skills Question 1 (Summary) (It is a good idea to start by giving a clear picture to the readers as to what this summary is all about and where it comes from—i.e., the article and author details. You could also mention here that this article describes the struggles of migrant domestic workers (DWs) in Asia and the Middle East, to set the context correctly.) In the continent of Asia and (art.: the) Middle East, nearly one quarter of the migrant population is migrant (delete/redundant) domestic workers. During the...
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...English 112 – Argument-Based Research Wake Tech Community College J. Etheridge Summary, Response, Analysis Short Paper Goals: * Students will understand the difference between summary, response, and analysis * Students will apply that knowledge by writing a summary, response, analysis short paper on one of the readings listed below * Students should demonstrate knowledge of Standard American English (SAE), including clean grammar/editing and clear, effective style * Students should demonstrate knowledge of effective paragraph organization * Students should apply standards of MLA formatting and citation Requirements: * Papers should be turned in via Blackboard by the date listed on the course schedule or as mentioned by the instructor * Papers should be 550-700 words in length. Papers which do not meet the length will be severely penalized. Do not use unusual fonts or formatting. * Papers should address all three elements (summary, response, analysis), but the least amount of space should be spent on the personal response section. * Paper should have a Works Cited entry and at least one use of parenthetical/in-text documentation for a direct quote. Information on in-text citation can be found starting on page 284 in the Current Issues text and in the LB Brief. Directions: For our first short paper, you will choose one of the essays out of the Current Issues text (options listed below) to read. Then you will write a paper which...
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...Alternate Participation Discussion Question and Participation Assignment: Excel Budget Assignment: Math Week Six In-Class or Alternate Participation Discussion Question and Participation Assignment: Writing Two Week Seven In-Class or Alternate Participation Discussion Question and Participation Assignment: Plagiarism and APA Format Week Eight In Class or Alternate Participation Assignment: Final Presentation Point Total 1 5 100 1 4 5 1 4 10 1 4 5 5 Week One This week’s topic is: • Opening Doors to Success This week’s activities support the following course learning outcomes: • Examine the importance of continuing education and lifelong learning and its application to personal and professional growth. Identify the WIU support services that will assist in the achievement of educational goals. Use personal computers and software packages to complete a variety of basic writing, research, calculation, and presentation activities. Identify the required steps in writing a research paper, including basic...
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...Double click on the text body to complete the change. Next, enter (and replace) the additional information required on this page (highlighted in yellow) with your own information. (See page 41 of the APA manual to have a look at a sample paper.) This template is formatted according to APA Style guidelines, with one inch top, bottom, left, and right margins; Times New Roman font in 12 point; double-spaced; aligned flush left; and paragraphs indented 5-7 spaces. The page number appears one inch from the right edge on the first line of each page. You can use this template to help you develop your journal article review. [The font size used for these comments (in red) is smaller to fit more information on each page.] [Title of Paper] Summary Type the title of your paper again at the top of this page. Normally, you would follow the title with an introduction...
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...NATIONAL SENIOR CERTIFICATE GRADE 12 ENGLISH HOME LANGUAGE P1 FEBRUARY/MARCH 2010 MEMORANDUM MARKS: 70 This memorandum consists of 8 pages. Copyright reserved Please turn over English Home Language/P1 2 NSC – Memorandum DoE/Feb. – March 2010 INSTRUCTIONS FOR MARKERS 1. 2. 3. This marking memorandum is intended as a guide for markers. It is by no means prescriptive, exhaustive or complete. The chief marker will discuss the memorandum with the markers before the commencement of marking at the marking centre. Candidates’ responses should be considered on merit. Whenever appropriate, marks should be awarded on a holistic basis. 4. 5. Marking the comprehension: Incorrect spelling in one-word answers should be marked wrong. Incorrect spelling and language errors in longer responses should not be penalised because the focus is on understanding. For open-ended questions, no marks should be awarded for YES/NO or I AGREE/I DISAGREE. The reason/ substantiation/motivation is what should be considered. For TRUE/FALSE or FACT/OPINION questions, the mark should be split, i.e. award 1 mark for TRUE/FALSE or FACT/OPINION and a mark for the reason/substantiation/ motivation/quotation. For questions which require quotations from the text, do not penalise candidates for omitting the quotation marks. When one-word answers are required and the candidate gives a whole sentence, mark correct provided that the correct word is underlined/highlighted. When two/three...
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...WRITING A SUMMARY-RESPONSE ESSAY In academic contexts, you are often asked to write response essays (sometimes called reaction papers) in which you select an aspect of a text that particularly interests you and respond to it in writing. That is, you will be asked to read something (a journal article, a chapter in a book, a technical report) and to write a summary and an analysis of what you read. The purpose of this type of assignment is to find out whether you understood what you read, what your response to the content of the text is, and whether you can express your response clearly. Generally, a response to written material consists of two basic parts: A. a summary of the written material B. an analysis of part of all of the material. Here is the typical format of a response essay: Introduction (The First Paragraph of your essay) 1. State the author’s name and surname 2. State the name of the article (For example: In “The Dangers of the Television” ) 3. Summarize the article and state the author’s main issues/thesis and key supporting points that the author discusses. Use an opening phrase such as: says, discusses, explains, argues, shows. (For example: In “The Dangers of the Television”, Fidler points out that. . .) 4. State your main idea / thesis in which you show your agreement or disagreement at the end of the introduction paragraph. That is your reaction. Body (The second paragraph) Your body paragraph or paragraphs should include: 1. major key supporting points...
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... | Copyright © 2013, 2012, 2011, 2009 by University of Phoenix. All rights reserved. EL14FS05 Course Start Date: 04/16/2014 Course End Date: 05/14/2014 Wednesday’s *6 PM to 10 PM* El Centro Learning Center 3095 North Imperial Suite 101 El Centro, California - 92243 Phone: 800-473-4346 Instructor: Rosyo Ramirez, MPA Course Description This course reinforces the concept that learning effectively and living well involves both the mind and body. It presents the fundamentals of wellness and preventive health including strategic planning to attain and maintain personal optimal health. In addition, physical and mental diseases are discussed along with the dangers of environmental pollution, stress, addiction, and other negative factors that can affect personal health. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies...
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