Amy Tan - The Joy Luck Club & The Kitchen God's Wife
Summary #1
Article Title: Memory and the ethnic self: reading Amy Tan's 'The Joy Luck Club.
by: Ben Xu
Pages: 14
The theme that Ben Xu discussed in this criticism was "the anxiety and helplessness shared by all the mothers" in The Joy Luck Club by Amy Tan. He criticizes the failing relationship between mother and daughter in the story and blames it on cultural differences and the generation gap. He also argues that the Chinese-American culture plays a big role in the weakening of this mother-daughter relationship. In America, he says, Chinese mothers don’t have as much authority as they did back in China: “now she is unsure of herself, defensive, hesitant to impose her own standards on the young” (Xu). This lack of discipline leads to the daughters drifting away from their mothers and becoming more and more rebellious.
It’s interesting how Xu believes that: “ We become aware of our ethnicity only when we are placed in juxtaposition with others.” When I read that, I thought about my own awareness of my ethnicity. I never really thought of it that way (not that I ever gave much thought about my ethnicity in the first place…). I always believed that I felt Korean simply because I am Korean. Because I lived with my Korean parents, because I heard Korean every day, because I went to a Korean church. But I see what Xu is trying to say. I feel more Korean because I subconsciously compare myself to people who are not Korean and can see the clear differences in appearance, culture, language, interests, behavior, etc.
I agree with Xu's ideas about the mother-daughter relationships in The Joy Luck Club: "Family features… are not something to be proud of, but rather something that causes embarrassment on one side or the other, and often on both sides." In many chapters of the novel, the Chinese-American daughters feel embarrassed because of something their Chinese mothers do. And vice versa. For example, Jing-Mei Woo felt embarrassed when her mother attended the Joy Luck Club meetings wearing traditional Chinese dresses. It’s the cultural difference that causes this embarrassment for both the mothers and their daughters.
Amy Tan - The Joy Luck Club & The Kitchen God's Wife
Summary #2
Article Title: Chinese American women, language, and moving subjectivity.
by: Victoria Chen
Pages: 7
“The ability to tell one's own story, to speak one's mind, is the best antidote to powerlessness.”
How important is language in a bicultural society? This is the question (in a very simplified version) that Victoria Chen addresses in her criticism.
Failure to accurately translate between languages can cause misinterpretations and misunderstandings between people, which can then lead to conflicts.
Failure to fully understand a language can ultimately lead to younger generations never knowing the true stories of their parents’/grandparents’ pasts – this, of course, leads to history being forever lost.
Language can create a social hierarchy – in America, those who can speak English fluently may be considered superior to those who cannot, regardless of age.
Language can be the last link to a culture that may soon be forgotten.
Language can be the key to success, especially English in America.
Language allows each person to have his or her distinct voice.
Chen mentioned something in her article that I found very interesting: “The American dream eventually eludes the immigrant woman beyond her best intentions.” This is so true. It’s the Chinese-American mothers who make every effort to turn their daughters into real Americans. But it’s those same Chinese-American mothers who later feel disappointed and regret their actions. Why? Because something they started with good intentions ended up going a lot farther than they had expected. They may have wanted their daughters to learn the English language, but they probably never imagined that they’d lose their Chinese culture along the way: “I wanted my children to have the best combination, American circumstances and Chinese character. How could I know these two things do not mix?” (Tan 265).
I agree with what Chen says about bicultural identity: “[It] cannot be reduced to two neutral, pristine, and equal linguistic domains that one simply picks and chooses to participate in without personal, relational, social, and political consequences.” In both of Amy Tan’s novels, every character is a little more this or a little more that. If she’s nailed both languages, she’s lacking in awareness of one culture’s customs. If she’s got the proper conduct, she isn’t fluent in the language. No one is a perfectly balanced, ideal bicultural person. Is there such thing as being equally bicultural? No, I don’t think so. A person can have many characteristics from both cultures, but it will be hard for him/her to be a perfect balance between the two.
Amy Tan - The Joy Luck Club & The Kitchen God's Wife
Summary #3
Article Title: "Only two kinds of daughters": inter-monologue dialogicity in 'The Joy Luck Club.
by: Stephen Souris
Pages: 21
In this article, Stephen Souris makes two points. One: Different readers have different reactions to the novel; men and women have different reactions to the sentimentality of the stories, American readers may not sympathize for the mothers in the novel as much as Asian readers do, because to them, the mothers’ strict, harsh actions are not as understandable. “Although The Joy Luck Club gives equal time to the position of daughters who resist or resent a domineering mother, an American reader is less likely to grant those mothers their due without understanding that Asian mothers normally behave in a more heavy-handed manner than their American counterparts.” Two: There is a connection between the characters’ monologues – this connection helps resolve the main issue (the conflicts between mother and daughter, the conflicts between Chinese and Chinese-American), even though they are not dialogues being spoken directly to each other. “The mothers and daughters are speaking into a void, not to each other.” Because of these chapters filled with monologues, there is an uncommunicative relationship between the mothers and daughters in the novel. And this lack of direct communication comes across as so negative to us readers that it eventually makes us decide for ourselves that we should never be like that. So basically, according to Souris, the uncommunicative attitudes in this novel serve as a lesson for the readers. “The result of this depiction of failed communication is that the reader, through the process of "negativity," is motivated to imagine a healthier response.”
It’s interesting that Souris interprets the monologues this way – while I was reading, I noticed that the characters didn’t have much dialogue and instead, told many individual stories, but I never really saw any deeper meaning to it. But now that I think about it, I do remember feeling more and more frustrated every time there would be a lack of communication between characters. So like Souris suggested, maybe “the failure to communicate ensures that the reader will be motivated to avoid such incommunicative relationships in his or her own life.”
I agree that American and Asian readers may feel differently while reading this novel, but I don’t think it’s always true that Asian readers feel more sympathetic to the mothers in the story. To be honest, I felt more sympathy for the daughters from the start, because Amy Tan wrote the novel in a way that slants readers towards feeling sorry for the younger generation, regardless of ethnicity. The mothers come across as strict, unreasonable and unfair to me, even though I am Asian and I know the stereotype of Asian mothers, so I don’t think readers/ ethnicities necessarily affect their reactions.
0:00-0:10 - Introduce the title and author [have my face show for this part]
"Phenomenal Woman" by Maya Angelou
0:10-2:10 - Walk through TP-CASTT [show the text, highlight, circle, arrow] TitlePonder the title before reading the poem.
Phenomenal Woman - what could it mean? Of course it gives a hint to it being a feminist poem. ParaphraseTranslate the poem into your own words.
Give brief summary - what does this poem mean? ConnotationContemplate the poem for meaning beyond the literal.
What is the deeper meaning of this poem? AttitudeObserve both the speaker's and the poet's attitude (tone).
I think the poet is speaking through the narrator, so same attitude ShiftsNote shifts in speakers and in attitudes.
Discuss the difference between the last stanza & the rest of the poem - shift. TitleExamine the title again, this time on an interpretive level.
Why is "Phenomenal Woman" a good title? ThemeDetermine what the poet is saying.
2:10-3:10 - Why do I like this poem? [show photos that go along with the points I make]
I like this poem because...
-it shows the independence and strength of a female
-it is a feminist poem, but it doesn't only compare male vs. female; it focuses on the strengths of females
-it has a nice rhythm
-I like Maya Angelou!
3:10-4:30 - Discuss the poetic devices used [show the text, highlight, circle, arrow]
-repetition at the end of each stanza - "Phenomenal woman, that's me"
-different number of syllables per line, free verse
-you and I - perspective
-alliteration: "stride of my step," "fellows / fall," etc.
-enjambment: "I'm a woman / phenomenally"
-etc.
4:30-6:00 - Do a close reading on stanza #3 [show the text, have my face show for a part of this]
Men themselves have wondered
What they see in me.
They try so much
But they can't touch
My inner mystery.
When I try to show them
They say they still can't see.
I say,
It's in the arch of my back,
The sun of my smile,
The ride of my breasts,
The grace of my style.
I'm a woman
6:00-7:30 - Read poem [start with my face showing, show photos that go along with the text] CLEAR, LOUD, SLOW, with variety in voice volume and tone (practice out loud before so I don't stumble on words in the recording..)
Phenomenal Woman by Maya Angelou
Pretty women wonder where my secret lies.
I'm not cute or built to suit a fashion model's size
But when I start to tell them,
They think I'm telling lies.
I say,
It's in the reach of my arms
The span of my hips,
The stride of my step,
The curl of my lips.
I'm a woman
Phenomenally.
Phenomenal woman,
That's me.
I walk into a room
Just as cool as you please,
And to a man,
The fellows stand or
Fall down on their knees.
Then they swarm around me,
A hive of honey bees.
I say,
It's the fire in my eyes,
And the flash of my teeth,
The swing in my waist,
And the joy in my feet.
I'm a woman
Phenomenally.
Phenomenal woman,
That's me.
Men themselves have wondered What they see in me. They try so much But they can't touch My inner mystery. When I try to show them They say they still can't see. I say, It's in the arch of my back, The sun of my smile, The ride of my breasts, The grace of my style. I'm a woman
Phenomenally.
Phenomenal woman,
That's me.
Now you understand
Just why my head's not bowed.
I don't shout or jump about
Or have to talk real loud.
When you see me passing
It ought to make you proud.
I say,
It's in the click of my heels,
The bend of my hair,
the palm of my hand,
The need of my care,
'Cause I'm a woman
Phenomenally.
Phenomenal woman,
That's me.
Outline (after I changed my poem - worked with IL-Min)
THE BLUE TEXT IS JUST GUIDELINES FOR THE IMOVIE
SCENE 1: TITLE READING
ON THE SCREEN: TITLE TEXT WHITE WITH BLACK BG
VOICE: IL-MIN READING THE TITLE, BANGING IN THE BG
Zimmer's Head Thudding Against the Blackboard
by Paul Zimmer
SCENE 2: FIRST READING OF POEM
ON THE SCREEN: POEM TEXT WHITE WITH BLACK BG
VOICE: IL-MIN READING THE POEM, BANGING FOR 5TH LINE
At the blackboard I had missed
Five number problems in a row,
And was about to foul a sixth,
When the old, exasperated nun
Began to pound my head against
My six mistakes. When I cried,
She threw me back into my seat,
Where I hid my head and swore
That very day I'd be a poet,
And curse her yellow teeth with this.
SCENE 3: INTRODUCTION OF OURSELVES + TP-CASTT
ON THE SCREEN: OUR FACES
VOICE: US TALKING
Hi, this is IL-Min and Annie, and we're covering a poem called "Zimmer's Head Thudding Against the Blackboard."
First, we'll run through TP-CASTT with this poem:
SCENE 4: TITLE
ON THE SCREEN: ANNIE WILL HAVE IMAGES/CLIPS
VOICE: ANNIE
The first element of TP-CASTT is title – Ponder the title before reading the poem.
This poem's title is pretty self-explanatory. Usually, titles don't give this much direct information, but this author chooses to basically summarize and give a preview of his entire poem in the title.
It's interesting because the title gives a sense of mystery: Who is Zimmer? And why is his head thudding against the blackboard?
SCENE 5: PARAPHRASING
ON THE SCREEN: IL-MIN WILL HAVE IMAGES/CLIPS
VOICE: IL-MIN
The second element is paraphrasing – Translate the poem into your own words.
So basically, there's a student who missed six math problems. The nun, who is the teacher, gets angry and bangs this student's head against the blackboard. The student then makes a promise to himself that he will go into writing, not math, and become a poet.
SCENE 6: CONNOTATION
ON THE SCREEN: ANNIE WILL HAVE IMAGES/CLIPS
VOICE: ANNIE
The third element is connotation – Contemplate the poem for meaning beyond the literal.
There's humor in the poem, but there's also a deeper meaning.
Although the poem is rather simple, the author criticizes several things:
1) the education system. In the author's opinion, the education system is messed up. Students should not be perfect - that is why they are going to school - but the education system in the poem only praises the perfect students and discourages the ones who are lacking in intelligence.
2. religion. The author criticizes religion through his poem by bringing in the irony of the nun. During the time when the poem was written, Christianity strongly encouraged education. But the author describes an event where his teacher, a NUN, discourages him from learning.
In this poem, there are certain instances with double meaning. Lines 4-6 read "When the old, exasperated nun Began to pound my head against My six mistakes." This could be taken literally, Zimmer's head actually pounding against the blackboard, but it could also be taken as Zimmer being scolded by the nun.
Paul Zimmer uses several poetic devices in his poem - he uses consonance in words such as "against," "mistake," "exasperated," emphasizing the harsh s-t sounds in order to evoke a feeling of anger in his readers.
He also uses enjambment. The enjambments exist to accentuate the unfairness and mistreatment of the poem. Zimmer purposefully ends the line with words such as "missed," "against," and "swore" to highlight the anger. Also, the end words are especially filled with consonants, making the last word of each line sound more rough and angry. THis makes the whole poem sound more bitter. More specifically, most end words have the letter T in them, further accentuating the anger residing within the poem.
SCENE 7: ATTITUDE
ON THE SCREEN: IL-MIN WILL HAVE IMAGES/CLIPS
VOICE: IL-MIN
The fourth element is attitude. Observe both the speaker's and the poet's attitude (tone).
In this case, the speaker and the author are the same person - the author speaks through the narrator.
Paul Zimmer was born in 1934, meaning this even probably happened sometime during the 1940s. The poem was written in 1983. The author had lasting harsh feelings against his nun teacher from his childhood. And by describing the event to us, the author makes us feel the same sort of antagonism towards the nun. He wants to degrade this type of education system - the type where they criticize those who are less talented or less intelligent than others.
SCENE 8: SHIFTS
ON THE SCREEN: ANNIE WILL HAVE IMAGES/CLIPS
VOICE: ANNIE
The fifth element is shifts. Note shifts in speakers and in attitudes.
We found one shift in this poem. Until the second to last line, what we saw in the poem was the stupidity and helplessness of Zimmer. But once we read “That very day I'd be a poet,” we saw the transformation from a hopeless, helpless student to a determined person with a definite goal in life.
SCENE 9: TITLE 2ND TIME
ON THE SCREEN: IL-MIN WILL HAVE IMAGES/CLIPS
VOICE: IL-MIN
The sixth element is title, again. Examine the title again, this time on an interpretive level.
After discussing paraphrasing, connotation, attitude and shifts, why do we think this is a good title?
First of all, using his own name - Zimmer - in the title, is a good technique. It makes the entire poem seem more personal, which in this case, it is.
“Zimmer’s Head Thudding Against the Blackboard” is a good title also because as we mentioned earlier, it creates a sense of mystery. Readers may interpret it in many different ways, and can find out what it really means only by reading the poem.
(I’m not sure what else you can say for this part.. If you have anything else to add, that’d be good! J)
SCENE 10: THEME
ON THE SCREEN: ANNIE WILL HAVE IMAGES/CLIPS
VOICE: ANNIE
The last element is theme. Determine what the poet is saying.
We found two underlying themes in this poem:
1) inequality – The nun clearly treats Zimmer a lot worse than she treats the more intelligent students, just because he can’t reach her expectation. Although ideally, every student should be treated equally, that isn’t how it is in the poem.
2) the hypocrisy of education. Like we mentioned earlier, Zimmer's intention was to degrade this type of education system where teachers criticize students who are less intelligent.
SCENE 11: WHY WE CHOSE THIS POEM
ON THE SCREEN: IL-MIN’S FACE
VOICE: IL-MIN
So why did we choose this poem?
(say what you have for this part)
SCENE 12: SECOND READING
ON THE SCREEN: US ACTING IT OUT – SILENT MOVIE
VOICE: IL-MIN REREADING THE POEM – SLOWER, DRAMATIC
At the blackboard I had missed
Five number problems in a row,
And was about to foul a sixth,
When the old, exasperated nun
Began to pound my head against
My six mistakes. When I cried,
She threw me back into my seat,
Where I hid my head and swore
That very day I'd be a poet,
And curse her yellow teeth with this.
Process
IL-Min and I started filming/recording over lunar break, but we did everything on my Mac and then my Mac broke last Friday.. so we had to start all over on IL-Min's computer. We both did our individual parts over the weekend (recording the MP3s, finding images for our own parts) and IL-Min put them together on his Mac.
1. Analysis -- what specifically does the person do well in analyzing?
We were organized with our analysis - we walked through each element of TP-CASTT. We made sure that we do not fail to cover every aspect of the poem. Also, within those categories, we led it to all relate to the final theme of the poem that we deduced. Also, the reading of the poem was done in video form with humor and accuracy, adding to the overall quality of the video.
2. Analysis -- if the person had to do this again, what would you recommend in analysis?
If we had to do this again, we should probably include more about each line in the poem itself - more to do with the meter and convention. Also, we did cover consonants, but not the diction itself and the meaning behind individual words. Also, we could have drove home our main point more.
3. What is something you found surprising? or amusing?
As we continued to read the poem over and over again, we started to notice that there are so many st sounds that make you angry when you read it. Especially, the word exasperated is frustrating to read, and makes the reader really start to detest the nun.
5. Comment on the visual portion of this video.
There are a lot of visuals that go along with what we say - they help the viewers understand what we are saying and also make the TP-CASTT elements more interesting. Most to all images relate to what is being said on the poem. Also, the reading of the poem includes both of us and it is attention grabbing and well acted out.
Grade: A-. I believe our organization was clear, and by the end of the video, everyone watching could feel as if they read the poem and was in Zimmer's shoes during the time of the incident and when he was writing this poem. Also, our reading of the poem effectively showed the true intentions and the theme the author wanted to portray. However, there were areas we could improve on such as focusing more on diction and driving home the point, so I think we deserve an A-.
Introduction
Amy Tan wrote two novels – very similar in theme, characters, style
Reconciliation between mother and daughter can be made through individual monologues and thoughts – this can be seen by comparing two scenes from The Joy Luck Club and The Kitchen God’s Wife by Amy Tan.
OR
The effects of being raised by a strict Asian mother can be seen by comparing the mother-daughter scenes in The Joy Luck Club and The Kitchen God’s Wife by Amy Tan.
Body 0.5
Author’s background – how Amy Tan’s experiences are reflected in both of these novels
- Chinese-American
- Finding her Chinese self
- Traditional Asian parents
Body 1
mother trying to inform daughter about Chinese heritage and familial roots
- The Kitchen God’s Wife: Winnie tells her story to her daughter, Pearl
- The Joy Luck Club: Suyuan Woo, An-Mei Hsu, Lindo Jong, and Ying-Ying St. Clair tell their stories to their daughters, hoping to retain some of their rich histories and old lifestyles in China
Body 2
strong women and abandonment
- The Kitchen God’s Wife: Winnie’s story about forced marriage
- The Joy Luck Club: Lindo’s story about forced marriage
Conclusion
Like Mother, Like Daughter
Strict mother, rebellious daughter. Seems logical, doesn’t it? Logical for a daughter who is raised by an extremely strict Asian mother to become an Americanized rebel. The opposite of her parents’ desire. Opposite of the ideal child. But Amy Tan’s novels break this stereotype. In both The Joy Luck Club and The Kitchen God’s Wife, the presence of strict Asian mothers only helps their daughters find themselves and realize their true Chinese-American identity.
In The Kitchen God’s Wife, Tan introduces to his readers a typical mother-daughter relationship. Winnie Louie is a very traditional Chinese woman. Her daughter, Pearl, on the other hand, is really American in all aspects. Winnie wants to share her stories with her daughter. She wants to tell her about her life in China. She wants to remember everything, but at the same time, she wants to forget. She wants to forget because she knew that life was different now: “[She] wanted to be freed from the shadow of the "ancient glories" of the Chinese cultural past” (“Asian American Youth: Culture, Identity, and Ethnicity” 119)
_ (relate back to thesis)
Tan describes four similar mother-daughter relationships in The Joy Luck Club,. Suyuan Woo, An-Mei Hsu, Lindo Jong and Ying-Ying St. Clair, four very traditional Chinese mothers, tell stories about their pasts to their daughters, hoping to pass on their knowledge of the culture and traditions of China. Lindo Jong tells her daughter about her forced marriage. An-mei Hsu tells her daughter about being her own mother being a concubine. Their stories are interesting. They’re deep. Really, they should touch their daughters’ hearts. But because of the generation and cultural differences between the mothers and their daughters, they don’t have very strong relationships. Although the mothers’ intentions are usually good, because their actions “fail to signify maternal affection, the daughters seem unable/unwilling to see that” (Adams par. 11). So even when they criticize their daughters every now and then, there’s a lack of understanding. A lack of effectiveness. There’s no connection.
_ (paragraph)
Like their mothers, the daughters are also reluctant to show their true appreciation and affection. Winnie, as well as the daughters in The Joy Luck Club, on their outer shell seem to be sick and tired of hearing stories about their mothers’ pasts. But despite that fact, they are (as a hidden ambition) striving to find that Chinese-ness within themselves: “Given their… negative stereotypical depictions, and ties to China, U.S.-born Chinese became all the more eager to define who they were and what it meant to be Chinese American.” (“Asian American Youth: Culture, Identity, and Ethnicity” 117).
And by bringing these mother-daughter, Chinese-American themes into her stories, Amy Tan paints a picture of her own life for her readers. Through Pearl’s stories, through the stories of the daughter in The Joy Luck Club, we can see Tan’s own story unfold. (was her own life like my thesis – did she find her true self and not become a rebel, despite the fact that she had strict Asian parents?)
(Conclusion) – broken stereotype – strict Asian mothers don’t necessarily lead to rebellious daughters
Works Cited
Adams, Bella. “Identity-in-Difference: Re-generating Debate about Intergenerational Relationships in Amy Tan’s the Joy Luck Club.” Questia. N.p., n.d. Web. 24 Feb. 2010. <http://www.questiaschool.com/read/5024806767 >.
“Asian American Youth: Culture, Identity, and Ethnicity.” Questia. N.p., n.d. Web. 23 Feb. 2010. <http://www.questiaschool.com/read/108312572?title=Asian%20American%20Youth%3a%20%20Culture%2c%20Identity%2c%20and%20Ethnicity >.
Strict mother, well-brought up, disciplined daughter. Seems logical, doesn’t it? Logical for a daughter who is raised by an extremely strict Asian mother to become the ideal child. Just what her parents want. Perfect. But Amy Tan’s novels break this stereotype. In both The Joy Luck Club and The Kitchen God’s Wife, the presence of strict Asian mothers only cause their daughters to become Americanized rebels.
A theme that Ben Xu discussed in his criticism, Memory and the ethnic self: reading Amy Tan's 'The Joy Luck Club, was "the anxiety and helplessness shared by all the mothers" in The Joy Luck Club by Amy Tan. He criticizes the failing relationship between mother and daughter in the story and blames it on cultural differences and the generation gap. He also argues that the Chinese-American culture plays a big role in the weakening of this mother-daughter relationship. In America, he says, Chinese mothers don’t have as much authority as they did back in China: “now she is unsure of herself, defensive, hesitant to impose her own standards on the young” (Xu). They can be strict, but there is no guarantee that their children will listen. This lack of discipline leads to the daughters drifting away from their mothers and becoming more and more rebellious.
In The Kitchen God’s Wife, Tan introduces to his readers a typical mother-daughter relationship. Winnie Louie is a very traditional Chinese woman. Her daughter, Pearl, on the other hand, is really American in all aspects. Winnie wants to share her stories with her daughter. She wants to tell her about her life in China. She wants to remember everything, but at the same time, she wants to forget. She wants to forget because she knew that life was different now: “[She] wanted to be freed from the shadow of the "ancient glories" of the Chinese cultural past” (“Asian American Youth: Culture, Identity, and Ethnicity” 119)
Tan describes four similar mother-daughter relationships in The Joy Luck Club,. Suyuan Woo, An-Mei Hsu, Lindo Jong and Ying-Ying St. Clair, four very traditional Chinese mothers, tell stories about their pasts to their daughters, hoping to pass on their knowledge of the culture and traditions of China. Lindo Jong tells her daughter about her forced marriage. An-mei Hsu tells her daughter about being her own mother being a concubine. Their stories are interesting. They’re deep. Really, they should touch their daughters’ hearts. And really, the children should learn from their mothers’ stories and become perfect daughters. But because of their generation and cultural differences, they don’t have very strong relationships. Although the mothers’ intentions are usually good, because their actions “fail to signify maternal affection, the daughters seem unable/unwilling to see that” (Adams par. 11). So even when they criticize their daughters every now and then, there’s a lack of understanding. A lack of effectiveness. There’s no connection.
The mothers try. They make an effort to raise their daughters well. But the effort is not equally returned. The daughters are reluctant to show their true appreciation and affection. Winnie, as well as the daughters in The Joy Luck Club, on their outer shell seem to be sick and tired of hearing stories about their mothers’ pasts. But despite that fact, they are (as a hidden ambition) striving to find that Chinese-ness within themselves: “Given their… negative stereotypical depictions, and ties to China, U.S.-born Chinese became all the more eager to define who they were and what it meant to be Chinese American.” (“Asian American Youth: Culture, Identity, and Ethnicity” 117).
And by bringing these mother-daughter, Chinese-American themes into her stories, Amy Tan paints a picture of her own life for her readers. Through Pearl’s stories, through the stories of the daughter in The Joy Luck Club, we can see Tan’s own story unfold. (was her own life like my thesis – did she find her true self and not become a rebel, despite the fact that she had strict Asian parents?)
Works Cited
Adams, Bella. “Identity-in-Difference: Re-generating Debate about Intergenerational Relationships in Amy Tan’s the Joy Luck Club.” Questia. N.p., n.d. Web. 24 Feb.
2010.<http://www.questiaschool.com/read/108312572?title=Asian%20American%20Youth%3a%20%20Culture%2c%20Identity%2c%20and%20Ethnicity>
“Asian American Youth, Culture and Identity” Questia. N.p., n.d. Web. 23 Feb. 2010.
2010. <http://www.questiaschool.com/read/5024806767 >.
“Asian American Youth: Culture, Identity, and Ethnicity.” Questia. N.p., n.d. Web. 23 Feb. 2010.
The Bible as Literature: The Book of Job AP English
How do you cite a quotation from the Bible? Please don’t forget that OWL Purdue is the preferred grammar source for KIS. Make clear which Bible you are using in your first parenthetical citation. Underline or italicize the title. Then write the book, chapter and verse.
When is the word bible capitalized and when is it not? The word Bible is always capitalized when referring to a specific religious book. If you are not talking about a specific book, it does not have to be capitalized.
Write the MLA citation for the Bible. Write the name of the edition you are using, the editor(s), followed by the publication info. For example: The New Jerusalem Bible. Ed. Susan Jones. New York: Doubleday, 1985. Print.
Copy and paste 5 of the most important lines from Job. Cite the locations correctly. "If he destroy him from his place, then it shall deny him, saying, I have not seen thee. Behold, this is the joy of his way, and out of the earth shall others grow. Behold, God will not cast away a perfect man, neither will he help the evil doers: Till he fill thy mouth with laughing, and thy lips with rejoicing. They that hate thee shall be clothed with shame; and the dwelling place of the wicked shall come to nought" (King James Bible, Job 8.18-22).
What does iniquity mean? Why is this word important? Iniquity: immoral or grossly unfair behavior This word is important because it is used so many times in chapter 10 of Job.
List one other word that people who read Job should know. affliction: something that causes pain or suffering
Find 2-3 figures of speech. Copy and paste the lines and identify what figure of speech is used. "Remember, I beseech thee, that thou hast made me as the clay; and wilt thou bring me into dust again?" (King James Bible, Job 10.9) - alliteration "What is my strength, that I should hope? and what is mine end, that I should prolong my life?" (King James Bible, Job 6.11) - parallelism/repetition
Is the Book of Job a tragedy, romance, history, or comedy?** The Book of Job is a tragedy and a history.
Summary #1
Article Title: Memory and the ethnic self: reading Amy Tan's 'The Joy Luck Club.
by: Ben Xu
Pages: 14
The theme that Ben Xu discussed in this criticism was "the anxiety and helplessness shared by all the mothers" in The Joy Luck Club by Amy Tan. He criticizes the failing relationship between mother and daughter in the story and blames it on cultural differences and the generation gap. He also argues that the Chinese-American culture plays a big role in the weakening of this mother-daughter relationship. In America, he says, Chinese mothers don’t have as much authority as they did back in China: “now she is unsure of herself, defensive, hesitant to impose her own standards on the young” (Xu). This lack of discipline leads to the daughters drifting away from their mothers and becoming more and more rebellious.
It’s interesting how Xu believes that: “ We become aware of our ethnicity only when we are placed in juxtaposition with others.” When I read that, I thought about my own awareness of my ethnicity. I never really thought of it that way (not that I ever gave much thought about my ethnicity in the first place…). I always believed that I felt Korean simply because I am Korean. Because I lived with my Korean parents, because I heard Korean every day, because I went to a Korean church. But I see what Xu is trying to say. I feel more Korean because I subconsciously compare myself to people who are not Korean and can see the clear differences in appearance, culture, language, interests, behavior, etc.
I agree with Xu's ideas about the mother-daughter relationships in The Joy Luck Club: "Family features… are not something to be proud of, but rather something that causes embarrassment on one side or the other, and often on both sides." In many chapters of the novel, the Chinese-American daughters feel embarrassed because of something their Chinese mothers do. And vice versa. For example, Jing-Mei Woo felt embarrassed when her mother attended the Joy Luck Club meetings wearing traditional Chinese dresses. It’s the cultural difference that causes this embarrassment for both the mothers and their daughters.
http://www.questiaschool.com/read/5001712052?title=Memory%20and%20the%20Ethnic%20Self%3a%20Reading%20Amy%20Tan's%20'The%20Joy%20Luck%20Club
Amy Tan - The Joy Luck Club & The Kitchen God's Wife
Summary #2
Article Title: Chinese American women, language, and moving subjectivity.
by: Victoria Chen
Pages: 7
“The ability to tell one's own story, to speak one's mind, is the best antidote to powerlessness.”
How important is language in a bicultural society? This is the question (in a very simplified version) that Victoria Chen addresses in her criticism.
Chen mentioned something in her article that I found very interesting: “The American dream eventually eludes the immigrant woman beyond her best intentions.” This is so true. It’s the Chinese-American mothers who make every effort to turn their daughters into real Americans. But it’s those same Chinese-American mothers who later feel disappointed and regret their actions. Why? Because something they started with good intentions ended up going a lot farther than they had expected. They may have wanted their daughters to learn the English language, but they probably never imagined that they’d lose their Chinese culture along the way: “I wanted my children to have the best combination, American circumstances and Chinese character. How could I know these two things do not mix?” (Tan 265).
I agree with what Chen says about bicultural identity: “[It] cannot be reduced to two neutral, pristine, and equal linguistic domains that one simply picks and chooses to participate in without personal, relational, social, and political consequences.” In both of Amy Tan’s novels, every character is a little more this or a little more that. If she’s nailed both languages, she’s lacking in awareness of one culture’s customs. If she’s got the proper conduct, she isn’t fluent in the language. No one is a perfectly balanced, ideal bicultural person. Is there such thing as being equally bicultural? No, I don’t think so. A person can have many characteristics from both cultures, but it will be hard for him/her to be a perfect balance between the two.
http://www.questiaschool.com/read/5000332861?title=Chinese%20American%20Women%2c%20Language%2c%20and%20Moving%20Subjectivity
Amy Tan - The Joy Luck Club & The Kitchen God's Wife
Summary #3
Article Title: "Only two kinds of daughters": inter-monologue dialogicity in 'The Joy Luck Club.
by: Stephen Souris
Pages: 21
In this article, Stephen Souris makes two points. One: Different readers have different reactions to the novel; men and women have different reactions to the sentimentality of the stories, American readers may not sympathize for the mothers in the novel as much as Asian readers do, because to them, the mothers’ strict, harsh actions are not as understandable. “Although The Joy Luck Club gives equal time to the position of daughters who resist or resent a domineering mother, an American reader is less likely to grant those mothers their due without understanding that Asian mothers normally behave in a more heavy-handed manner than their American counterparts.” Two: There is a connection between the characters’ monologues – this connection helps resolve the main issue (the conflicts between mother and daughter, the conflicts between Chinese and Chinese-American), even though they are not dialogues being spoken directly to each other. “The mothers and daughters are speaking into a void, not to each other.” Because of these chapters filled with monologues, there is an uncommunicative relationship between the mothers and daughters in the novel. And this lack of direct communication comes across as so negative to us readers that it eventually makes us decide for ourselves that we should never be like that. So basically, according to Souris, the uncommunicative attitudes in this novel serve as a lesson for the readers. “The result of this depiction of failed communication is that the reader, through the process of "negativity," is motivated to imagine a healthier response.”
It’s interesting that Souris interprets the monologues this way – while I was reading, I noticed that the characters didn’t have much dialogue and instead, told many individual stories, but I never really saw any deeper meaning to it. But now that I think about it, I do remember feeling more and more frustrated every time there would be a lack of communication between characters. So like Souris suggested, maybe “the failure to communicate ensures that the reader will be motivated to avoid such incommunicative relationships in his or her own life.”
I agree that American and Asian readers may feel differently while reading this novel, but I don’t think it’s always true that Asian readers feel more sympathetic to the mothers in the story. To be honest, I felt more sympathy for the daughters from the start, because Amy Tan wrote the novel in a way that slants readers towards feeling sorry for the younger generation, regardless of ethnicity. The mothers come across as strict, unreasonable and unfair to me, even though I am Asian and I know the stereotype of Asian mothers, so I don’t think readers/ ethnicities necessarily affect their reactions.
http://www.questiaschool.com/read/5001712072
Original Outline (before I changed my poem)
0:00-0:10 - Introduce the title and author
[have my face show for this part]
"Phenomenal Woman" by Maya Angelou
0:10-2:10 - Walk through TP-CASTT
[show the text, highlight, circle, arrow]
Title Ponder the title before reading the poem.
Phenomenal Woman - what could it mean? Of course it gives a hint to it being a feminist poem.
Paraphrase Translate the poem into your own words.
Give brief summary - what does this poem mean?
Connotation Contemplate the poem for meaning beyond the literal.
What is the deeper meaning of this poem?
Attitude Observe both the speaker's and the poet's attitude (tone).
I think the poet is speaking through the narrator, so same attitude
Shifts Note shifts in speakers and in attitudes.
Discuss the difference between the last stanza & the rest of the poem - shift.
Title Examine the title again, this time on an interpretive level.
Why is "Phenomenal Woman" a good title?
Theme Determine what the poet is saying.
2:10-3:10 - Why do I like this poem?
[show photos that go along with the points I make]
I like this poem because...
-it shows the independence and strength of a female
-it is a feminist poem, but it doesn't only compare male vs. female; it focuses on the strengths of females
-it has a nice rhythm
-I like Maya Angelou!
3:10-4:30 - Discuss the poetic devices used
[show the text, highlight, circle, arrow]
-repetition at the end of each stanza - "Phenomenal woman, that's me"
-different number of syllables per line, free verse
-you and I - perspective
-alliteration: "stride of my step," "fellows / fall," etc.
-enjambment: "I'm a woman / phenomenally"
-etc.
4:30-6:00 - Do a close reading on stanza #3
[show the text, have my face show for a part of this]
Men themselves have wondered
What they see in me.
They try so much
But they can't touch
My inner mystery.
When I try to show them
They say they still can't see.
I say,
It's in the arch of my back,
The sun of my smile,
The ride of my breasts,
The grace of my style.
I'm a woman
6:00-7:30 - Read poem
[start with my face showing, show photos that go along with the text]
CLEAR, LOUD, SLOW, with variety in voice volume and tone
(practice out loud before so I don't stumble on words in the recording..)
Phenomenal Woman by Maya Angelou
Pretty women wonder where my secret lies.
I'm not cute or built to suit a fashion model's size
But when I start to tell them,
They think I'm telling lies.
I say,
It's in the reach of my arms
The span of my hips,
The stride of my step,
The curl of my lips.
I'm a woman
Phenomenally.
Phenomenal woman,
That's me.
I walk into a room
Just as cool as you please,
And to a man,
The fellows stand or
Fall down on their knees.
Then they swarm around me,
A hive of honey bees.
I say,
It's the fire in my eyes,
And the flash of my teeth,
The swing in my waist,
And the joy in my feet.
I'm a woman
Phenomenally.
Phenomenal woman,
That's me.
Men themselves have wondered
What they see in me.
They try so much
But they can't touch
My inner mystery.
When I try to show them
They say they still can't see.
I say,
It's in the arch of my back,
The sun of my smile,
The ride of my breasts,
The grace of my style.
I'm a woman
Phenomenally.
Phenomenal woman,
That's me.
Now you understand
Just why my head's not bowed.
I don't shout or jump about
Or have to talk real loud.
When you see me passing
It ought to make you proud.
I say,
It's in the click of my heels,
The bend of my hair,
the palm of my hand,
The need of my care,
'Cause I'm a woman
Phenomenally.
Phenomenal woman,
That's me.
Outline (after I changed my poem - worked with IL-Min)
THE BLUE TEXT IS JUST GUIDELINES FOR THE IMOVIE
SCENE 1: TITLE READING
ON THE SCREEN: TITLE TEXT WHITE WITH BLACK BG
VOICE: IL-MIN READING THE TITLE, BANGING IN THE BG
Zimmer's Head Thudding Against the Blackboard
by Paul Zimmer
SCENE 2: FIRST READING OF POEM
ON THE SCREEN: POEM TEXT WHITE WITH BLACK BG
VOICE: IL-MIN READING THE POEM, BANGING FOR 5TH LINE
At the blackboard I had missed
Five number problems in a row,
And was about to foul a sixth,
When the old, exasperated nun
Began to pound my head against
My six mistakes. When I cried,
She threw me back into my seat,
Where I hid my head and swore
That very day I'd be a poet,
And curse her yellow teeth with this.
SCENE 3: INTRODUCTION OF OURSELVES + TP-CASTT
ON THE SCREEN: OUR FACES
VOICE: US TALKING
Hi, this is IL-Min and Annie, and we're covering a poem called "Zimmer's Head Thudding Against the Blackboard."
First, we'll run through TP-CASTT with this poem:
SCENE 4: TITLE
ON THE SCREEN: ANNIE WILL HAVE IMAGES/CLIPS
VOICE: ANNIE
The first element of TP-CASTT is title – Ponder the title before reading the poem.
This poem's title is pretty self-explanatory. Usually, titles don't give this much direct information, but this author chooses to basically summarize and give a preview of his entire poem in the title.
It's interesting because the title gives a sense of mystery: Who is Zimmer? And why is his head thudding against the blackboard?
SCENE 5: PARAPHRASING
ON THE SCREEN: IL-MIN WILL HAVE IMAGES/CLIPS
VOICE: IL-MIN
The second element is paraphrasing – Translate the poem into your own words.
So basically, there's a student who missed six math problems. The nun, who is the teacher, gets angry and bangs this student's head against the blackboard. The student then makes a promise to himself that he will go into writing, not math, and become a poet.
SCENE 6: CONNOTATION
ON THE SCREEN: ANNIE WILL HAVE IMAGES/CLIPS
VOICE: ANNIE
The third element is connotation – Contemplate the poem for meaning beyond the literal.
There's humor in the poem, but there's also a deeper meaning.
Although the poem is rather simple, the author criticizes several things:
1) the education system. In the author's opinion, the education system is messed up. Students should not be perfect - that is why they are going to school - but the education system in the poem only praises the perfect students and discourages the ones who are lacking in intelligence.
2. religion. The author criticizes religion through his poem by bringing in the irony of the nun. During the time when the poem was written, Christianity strongly encouraged education. But the author describes an event where his teacher, a NUN, discourages him from learning.
In this poem, there are certain instances with double meaning. Lines 4-6 read "When the old, exasperated nun Began to pound my head against My six mistakes." This could be taken literally, Zimmer's head actually pounding against the blackboard, but it could also be taken as Zimmer being scolded by the nun.
Paul Zimmer uses several poetic devices in his poem - he uses consonance in words such as "against," "mistake," "exasperated," emphasizing the harsh s-t sounds in order to evoke a feeling of anger in his readers.
He also uses enjambment. The enjambments exist to accentuate the unfairness and mistreatment of the poem. Zimmer purposefully ends the line with words such as "missed," "against," and "swore" to highlight the anger. Also, the end words are especially filled with consonants, making the last word of each line sound more rough and angry. THis makes the whole poem sound more bitter. More specifically, most end words have the letter T in them, further accentuating the anger residing within the poem.
SCENE 7: ATTITUDE
ON THE SCREEN: IL-MIN WILL HAVE IMAGES/CLIPS
VOICE: IL-MIN
The fourth element is attitude. Observe both the speaker's and the poet's attitude (tone).
In this case, the speaker and the author are the same person - the author speaks through the narrator.
Paul Zimmer was born in 1934, meaning this even probably happened sometime during the 1940s. The poem was written in 1983. The author had lasting harsh feelings against his nun teacher from his childhood. And by describing the event to us, the author makes us feel the same sort of antagonism towards the nun. He wants to degrade this type of education system - the type where they criticize those who are less talented or less intelligent than others.
SCENE 8: SHIFTS
ON THE SCREEN: ANNIE WILL HAVE IMAGES/CLIPS
VOICE: ANNIE
The fifth element is shifts. Note shifts in speakers and in attitudes.
We found one shift in this poem. Until the second to last line, what we saw in the poem was the stupidity and helplessness of Zimmer. But once we read “That very day I'd be a poet,” we saw the transformation from a hopeless, helpless student to a determined person with a definite goal in life.
SCENE 9: TITLE 2ND TIME
ON THE SCREEN: IL-MIN WILL HAVE IMAGES/CLIPS
VOICE: IL-MIN
The sixth element is title, again. Examine the title again, this time on an interpretive level.
After discussing paraphrasing, connotation, attitude and shifts, why do we think this is a good title?
First of all, using his own name - Zimmer - in the title, is a good technique. It makes the entire poem seem more personal, which in this case, it is.
“Zimmer’s Head Thudding Against the Blackboard” is a good title also because as we mentioned earlier, it creates a sense of mystery. Readers may interpret it in many different ways, and can find out what it really means only by reading the poem.
(I’m not sure what else you can say for this part.. If you have anything else to add, that’d be good! J)
SCENE 10: THEME
ON THE SCREEN: ANNIE WILL HAVE IMAGES/CLIPS
VOICE: ANNIE
The last element is theme. Determine what the poet is saying.
We found two underlying themes in this poem:
1) inequality – The nun clearly treats Zimmer a lot worse than she treats the more intelligent students, just because he can’t reach her expectation. Although ideally, every student should be treated equally, that isn’t how it is in the poem.
2) the hypocrisy of education. Like we mentioned earlier, Zimmer's intention was to degrade this type of education system where teachers criticize students who are less intelligent.
SCENE 11: WHY WE CHOSE THIS POEM
ON THE SCREEN: IL-MIN’S FACE
VOICE: IL-MIN
So why did we choose this poem?
(say what you have for this part)
SCENE 12: SECOND READING
ON THE SCREEN: US ACTING IT OUT – SILENT MOVIE
VOICE: IL-MIN REREADING THE POEM – SLOWER, DRAMATIC
At the blackboard I had missed
Five number problems in a row,
And was about to foul a sixth,
When the old, exasperated nun
Began to pound my head against
My six mistakes. When I cried,
She threw me back into my seat,
Where I hid my head and swore
That very day I'd be a poet,
And curse her yellow teeth with this.
Process
IL-Min and I started filming/recording over lunar break, but we did everything on my Mac and then my Mac broke last Friday.. so we had to start all over on IL-Min's computer. We both did our individual parts over the weekend (recording the MP3s, finding images for our own parts) and IL-Min put them together on his Mac.
1. Analysis -- what specifically does the person do well in analyzing?
We were organized with our analysis - we walked through each element of TP-CASTT. We made sure that we do not fail to cover every aspect of the poem. Also, within those categories, we led it to all relate to the final theme of the poem that we deduced. Also, the reading of the poem was done in video form with humor and accuracy, adding to the overall quality of the video.
2. Analysis -- if the person had to do this again, what would you recommend in analysis?
If we had to do this again, we should probably include more about each line in the poem itself - more to do with the meter and convention. Also, we did cover consonants, but not the diction itself and the meaning behind individual words. Also, we could have drove home our main point more.
3. What is something you found surprising? or amusing?
As we continued to read the poem over and over again, we started to notice that there are so many st sounds that make you angry when you read it. Especially, the word exasperated is frustrating to read, and makes the reader really start to detest the nun.
5. Comment on the visual portion of this video.
There are a lot of visuals that go along with what we say - they help the viewers understand what we are saying and also make the TP-CASTT elements more interesting. Most to all images relate to what is being said on the poem. Also, the reading of the poem includes both of us and it is attention grabbing and well acted out.
Grade: A-. I believe our organization was clear, and by the end of the video, everyone watching could feel as if they read the poem and was in Zimmer's shoes during the time of the incident and when he was writing this poem. Also, our reading of the poem effectively showed the true intentions and the theme the author wanted to portray. However, there were areas we could improve on such as focusing more on diction and driving home the point, so I think we deserve an A-.
Introduction
Amy Tan wrote two novels – very similar in theme, characters, style
Reconciliation between mother and daughter can be made through individual monologues and thoughts – this can be seen by comparing two scenes from The Joy Luck Club and The Kitchen God’s Wife by Amy Tan.
OR
The effects of being raised by a strict Asian mother can be seen by comparing the mother-daughter scenes in The Joy Luck Club and The Kitchen God’s Wife by Amy Tan.
Body 0.5
Author’s background – how Amy Tan’s experiences are reflected in both of these novels
- Chinese-American
- Finding her Chinese self
- Traditional Asian parents
Body 1
mother trying to inform daughter about Chinese heritage and familial roots
- The Kitchen God’s Wife: Winnie tells her story to her daughter, Pearl
- The Joy Luck Club: Suyuan Woo, An-Mei Hsu, Lindo Jong, and Ying-Ying St. Clair tell their stories to their daughters, hoping to retain some of their rich histories and old lifestyles in China
Body 2
strong women and abandonment
- The Kitchen God’s Wife: Winnie’s story about forced marriage
- The Joy Luck Club: Lindo’s story about forced marriage
Conclusion
Like Mother, Like Daughter
Strict mother, rebellious daughter. Seems logical, doesn’t it? Logical for a daughter who is raised by an extremely strict Asian mother to become an Americanized rebel. The opposite of her parents’ desire. Opposite of the ideal child. But Amy Tan’s novels break this stereotype. In both The Joy Luck Club and The Kitchen God’s Wife, the presence of strict Asian mothers only helps their daughters find themselves and realize their true Chinese-American identity.
In The Kitchen God’s Wife, Tan introduces to his readers a typical mother-daughter relationship. Winnie Louie is a very traditional Chinese woman. Her daughter, Pearl, on the other hand, is really American in all aspects. Winnie wants to share her stories with her daughter. She wants to tell her about her life in China. She wants to remember everything, but at the same time, she wants to forget. She wants to forget because she knew that life was different now: “[She] wanted to be freed from the shadow of the "ancient glories" of the Chinese cultural past” (“Asian American Youth: Culture, Identity, and Ethnicity” 119)
_ (relate back to thesis)
Tan describes four similar mother-daughter relationships in The Joy Luck Club,. Suyuan Woo, An-Mei Hsu, Lindo Jong and Ying-Ying St. Clair, four very traditional Chinese mothers, tell stories about their pasts to their daughters, hoping to pass on their knowledge of the culture and traditions of China. Lindo Jong tells her daughter about her forced marriage. An-mei Hsu tells her daughter about being her own mother being a concubine. Their stories are interesting. They’re deep. Really, they should touch their daughters’ hearts. But because of the generation and cultural differences between the mothers and their daughters, they don’t have very strong relationships. Although the mothers’ intentions are usually good, because their actions “fail to signify maternal affection, the daughters seem unable/unwilling to see that” (Adams par. 11). So even when they criticize their daughters every now and then, there’s a lack of understanding. A lack of effectiveness. There’s no connection.
_ (paragraph)
Like their mothers, the daughters are also reluctant to show their true appreciation and affection. Winnie, as well as the daughters in The Joy Luck Club, on their outer shell seem to be sick and tired of hearing stories about their mothers’ pasts. But despite that fact, they are (as a hidden ambition) striving to find that Chinese-ness within themselves: “Given their… negative stereotypical depictions, and ties to China, U.S.-born Chinese became all the more eager to define who they were and what it meant to be Chinese American.” (“Asian American Youth: Culture, Identity, and Ethnicity” 117).
And by bringing these mother-daughter, Chinese-American themes into her stories, Amy Tan paints a picture of her own life for her readers. Through Pearl’s stories, through the stories of the daughter in The Joy Luck Club, we can see Tan’s own story unfold. (was her own life like my thesis – did she find her true self and not become a rebel, despite the fact that she had strict Asian parents?)
(Conclusion) – broken stereotype – strict Asian mothers don’t necessarily lead to rebellious daughters
Works Cited
Adams, Bella. “Identity-in-Difference: Re-generating Debate about Intergenerational Relationships in Amy Tan’s the Joy Luck Club.” Questia. N.p., n.d. Web. 24 Feb. 2010. <http://www.questiaschool.com/read/5024806767 >.
“Asian American Youth: Culture, Identity, and Ethnicity.” Questia. N.p., n.d. Web. 23 Feb. 2010. <http://www.questiaschool.com/read/108312572?title=Asian%20American%20Youth%3a%20%20Culture%2c%20Identity%2c%20and%20Ethnicity >.
BRIAN JERRY MIKE ANNIE
Annie Park
3/4/10
AP Literature
Ms. Porter
Like Mother, Like Daughter
Strict mother, well-brought up, disciplined daughter. Seems logical, doesn’t it? Logical for a daughter who is raised by an extremely strict Asian mother to become the ideal child. Just what her parents want. Perfect. But Amy Tan’s novels break this stereotype. In both The Joy Luck Club and The Kitchen God’s Wife, the presence of strict Asian mothers only cause their daughters to become Americanized rebels.
A theme that Ben Xu discussed in his criticism, Memory and the ethnic self: reading Amy Tan's 'The Joy Luck Club, was "the anxiety and helplessness shared by all the mothers" in The Joy Luck Club by Amy Tan. He criticizes the failing relationship between mother and daughter in the story and blames it on cultural differences and the generation gap. He also argues that the Chinese-American culture plays a big role in the weakening of this mother-daughter relationship. In America, he says, Chinese mothers don’t have as much authority as they did back in China: “now she is unsure of herself, defensive, hesitant to impose her own standards on the young” (Xu). They can be strict, but there is no guarantee that their children will listen. This lack of discipline leads to the daughters drifting away from their mothers and becoming more and more rebellious.
In The Kitchen God’s Wife, Tan introduces to his readers a typical mother-daughter relationship. Winnie Louie is a very traditional Chinese woman. Her daughter, Pearl, on the other hand, is really American in all aspects. Winnie wants to share her stories with her daughter. She wants to tell her about her life in China. She wants to remember everything, but at the same time, she wants to forget. She wants to forget because she knew that life was different now: “[She] wanted to be freed from the shadow of the "ancient glories" of the Chinese cultural past” (“Asian American Youth: Culture, Identity, and Ethnicity” 119)
Tan describes four similar mother-daughter relationships in The Joy Luck Club,. Suyuan Woo, An-Mei Hsu, Lindo Jong and Ying-Ying St. Clair, four very traditional Chinese mothers, tell stories about their pasts to their daughters, hoping to pass on their knowledge of the culture and traditions of China. Lindo Jong tells her daughter about her forced marriage. An-mei Hsu tells her daughter about being her own mother being a concubine. Their stories are interesting. They’re deep. Really, they should touch their daughters’ hearts. And really, the children should learn from their mothers’ stories and become perfect daughters. But because of their generation and cultural differences, they don’t have very strong relationships. Although the mothers’ intentions are usually good, because their actions “fail to signify maternal affection, the daughters seem unable/unwilling to see that” (Adams par. 11). So even when they criticize their daughters every now and then, there’s a lack of understanding. A lack of effectiveness. There’s no connection.
The mothers try. They make an effort to raise their daughters well. But the effort is not equally returned. The daughters are reluctant to show their true appreciation and affection. Winnie, as well as the daughters in The Joy Luck Club, on their outer shell seem to be sick and tired of hearing stories about their mothers’ pasts. But despite that fact, they are (as a hidden ambition) striving to find that Chinese-ness within themselves: “Given their… negative stereotypical depictions, and ties to China, U.S.-born Chinese became all the more eager to define who they were and what it meant to be Chinese American.” (“Asian American Youth: Culture, Identity, and Ethnicity” 117).
And by bringing these mother-daughter, Chinese-American themes into her stories, Amy Tan paints a picture of her own life for her readers. Through Pearl’s stories, through the stories of the daughter in The Joy Luck Club, we can see Tan’s own story unfold. (was her own life like my thesis – did she find her true self and not become a rebel, despite the fact that she had strict Asian parents?)
Works Cited
Adams, Bella. “Identity-in-Difference: Re-generating Debate about Intergenerational Relationships in Amy Tan’s the Joy Luck Club.” Questia. N.p., n.d. Web. 24 Feb.
2010.<http://www.questiaschool.com/read/108312572?title=Asian%20American%20Youth%3a%20%20Culture%2c%20Identity%2c%20and%20Ethnicity>
“Asian American Youth, Culture and Identity” Questia. N.p., n.d. Web. 23 Feb. 2010.
2010.<http://www.questiaschool.com/read/5001712052?title=Memory%20and%20the%20Ethnic%20Self%3a%20Reading%20Amy%20Tan's%20'The%20Joy%20Luck%20Club>
Xu, Ben. “Memory and the Ethnic Self: Reading Amy Tan’s The Joy Luck Club” Questia. N.p., n.d, Web. 3 Mar. 2010.
2010. <http://www.questiaschool.com/read/5024806767 >.
“Asian American Youth: Culture, Identity, and Ethnicity.” Questia. N.p., n.d. Web. 23 Feb. 2010.
The Bible as Literature: The Book of Job
AP English
How do you cite a quotation from the Bible? Please don’t forget that OWL Purdue is the preferred grammar source for KIS.
Make clear which Bible you are using in your first parenthetical citation. Underline or italicize the title.
Then write the book, chapter and verse.
When is the word bible capitalized and when is it not?
The word Bible is always capitalized when referring to a specific religious book.
If you are not talking about a specific book, it does not have to be capitalized.
Write the MLA citation for the Bible.
Write the name of the edition you are using, the editor(s), followed by the publication info.
For example:
The New Jerusalem Bible. Ed. Susan Jones. New York: Doubleday, 1985. Print.
Copy and paste 5 of the most important lines from Job. Cite the locations correctly.
"If he destroy him from his place, then it shall deny him, saying, I have not seen thee. Behold, this is the joy of his way, and out of the earth shall others grow. Behold, God will not cast away a perfect man, neither will he help the evil doers: Till he fill thy mouth with laughing, and thy lips with rejoicing. They that hate thee shall be clothed with shame; and the dwelling place of the wicked shall come to nought" (King James Bible, Job 8.18-22).
What does iniquity mean? Why is this word important?
Iniquity: immoral or grossly unfair behavior
This word is important because it is used so many times in chapter 10 of Job.
List one other word that people who read Job should know.
affliction: something that causes pain or suffering
Find 2-3 figures of speech. Copy and paste the lines and identify what figure of speech is used.
"Remember, I beseech thee, that thou hast made me as the clay; and wilt thou bring me into dust again?" (King James Bible, Job 10.9) - alliteration
"What is my strength, that I should hope? and what is mine end, that I should prolong my life?" (King James Bible, Job 6.11) - parallelism/repetition
Is the Book of Job a tragedy, romance, history, or comedy?**
The Book of Job is a tragedy and a history.