Assignment Sequence 3

Anzaldúa

 

Language . . . is more than a tool for communication of facts between two or more persons. It is the most salient way we have of establishing and advertising our social identities.

—Rosina Lippi-Green, English with an Accent, p.5

 

 

 

Penelope Eckert and Sally McConnell-Ginet argue similarly that “[l]anguage is a primary tool people use in constituting themselves and others as ‘kinds’ of people in terms of which attributes, activities, and participation in social practice can be regulated” (258). In support of this claim they present their analysis of “the social and linguistic practices through which people construct themselves as different and similar” in a particular social system—that of Belten High School in the early 1980s (257). In the essay for this assignment sequence, you will be exploring connections between language, community, and identity using concepts from “Constructing Meaning, Constructing Selves” in order to explore, understand, and/or complicate examples provided by Gloria Anzaldúa’s “How to Tame a Wild Tongue.”

 

 

Task

 

For this assignment sequence you will write a strong and thorough argument that persuasively supports a specific and arguable claim in a 4-6 page essay (supported by) addressing one of the following topics related to Gloria Anzaldúa’s “How to Tame a Wild Tongue”:

 

­        Anzaldúa’s experience of the relationship between language, community membership, and personal identity

­        The significance for Anzaldúa of the social meanings associated with her language use (vocabulary, grammar, pronunciation, etc.)

­        Anzaldúa’s assertions about the relationship between community, identity, and labeling/naming

­        The effects of, and possible intentions behind, Anzaldúa’s code switching and/or other rhetorical choices in “How to Tame a Wild Tongue”

 

 

Role of course readings

 

Your essay will explain and use key concepts and terminology from Eckert and McConnell-Ginet’s “Constructing Meaning, Constructing Selves” to frame a reading of Anzaldúa’s “How to Tame a Wild Tongue.” Both texts will play significant and very distinct roles in your essay. “Constructing Meaning, Constructing Selves” will provide you with a conceptual toolbox with which to build your argument and “How to Tame a Wild Tongue” will provide material for response, analysis, illustration (examples), etc. Be explicit about the connections you are making between the concepts in “Constructing Meaning, Constructing Selves” and the examples you analyze and respond to from “How to Tame a Wild Tongue.” You may also find some of the other texts we have read to be useful to your discussion – Remember that good evidence is plural.

 


Format

­        4-6 double-spaced pages

­        1 inch margins

­        12 point standard font, such as Times New Roman

­        Left-aligned, single-spaced heading on first page (full name, course, (due) date, assignment)

­        Last name and page number in upper right corner of each page (in the header)

­        MLA style throughout (pay particular attention to title formats, in-text citations, and “Works Cited” entries)

­        “Works Cited” page

­        Stapled

 

 

Writing Center visits

No writing center visit is required in this assignment sequence, but I still highly recommend that you make use of their (free!) services as you work on this essay. To make an appointment at the English Dept. Writing Center, drop by Padelford B-12 or call 206-685-2876. If you are interested in trying another UW writing center, visit http://depts.washington.edu/uwrite/ for more information about the many writing centers on campus.

 

 

 

Due DATEs

 

3.1 - Epost discussion

·         response to primary text

due by 5:00 Friday, feb 13th

·         response to 2 group member’s post

due by 5:00 monday, feb 16th

 

3.2 - First Essay Draft 

·         copy paper to peer review in your group

·         esubmit a copy of your paper

due BY 9:30 AM TUESDAY, Feb 24th

                       

3.3 - revised Essay Draft

·         bring 1 hard copy to class

·         esubmit a copy of your paper

due by 9:30 am tuesday March 2nd

 


Assignment 3.1

Making Connections

In this final assignment sequence, you will be building an understanding of Gloria Anzaldúa’s “How to Tame a Wild Tongue” by considering her argument in light of concepts and ideas from Eckert and McConnell-Ginet’s “Constructing Meaning, Constructing Selves.”

planning

Be sure to re-read the assignment overview before you begin “How to Tame a Wild Tongue” so that you have a purpose in mind as you read. As always, read with a pen (or pencil) in hand, underline or highlight what seems interesting or important, and be sure to make notes in the margin about what it is that you’ve marked or what your reaction is to the text. Research the meanings of and differences between the terms Chicano, Latino, and Hispanic. The following links to pages on Bartleby.com (http://www.bartleby.com) will be helpful:

Chicano/a: http://www.bartleby.com/61/55/C0285500.html, http://www.bartleby.com/61/52/C0285200.html, & http://www.bartleby.com/68/37/1237.html

Latino/a: http://www.bartleby.com/61/45/L0064500.html & http://www.bartleby.com/61/34/L0063450.html

Hispanic: http://www.bartleby.com/61/60/H0216000.html

engaging the texts   

response to primary text - due by 5:00 Friday, feb 13th  

 

Write about 250 words on each of the following topics, exploring how the key concepts discussed in “Constructing Meaning, Constructing Selves” can be useful in understanding “How to Tame a Wild Tongue.” Do not mention the Belten High School study, but please do define and use key terminology from Eckert and McConnell-Ginet. As part of, or in addition to your 250-word discussions, also develop an essay-inspiring question for each topic; you will draw from one of these questions to guide your essay.

­        Anzaldúa’s experience of the relationship between language, community membership, and personal identity —that is, how, for her, the “production of linguistic styles is part of the production of identities” (Eckert & McConnell-Ginet 288)

­        The significance for Anzaldúa of the social meanings associated with her language use (vocabulary, grammar, pronunciation, etc.)

­        Anzaldúa’s assertions about the relationship between community, identity, and labeling/naming

­        The effects of, and possible intentions behind, Anzaldúa’s code switching and/or other rhetorical choices in “How to Tame a Wild Tongue”

Post your answers (question included) to your group on Epost

responding

responses to Epost - due by 5:00 monday, feb 16th

 

Reply within your group on Epost to two ideas discussed by a member(s) of your group.