Advanced English Composition
Sunday, March 07, 2004
summary for separated by choice
emi aizawa
In the article, "Separate by choice," Mary Jordan reports a question in controversy at Brown University, whether or not the University has special housing for African American students. Jordan mentions that Brown University already has had dormitories for ethnicity groups, and it is common for many universities to provide self-segregated houses. Nevertheless, there are some criticize toward the phenomenon from educators and university staffs. Jordan cites an Executive president, Robert A. Rechley's opinion that students should not be divided by race. Then, Jordan mentions that separatist movement has occurred not only Brown University. Jordan says that a special commission at the University pf Pennsylvania claim that students have a tendency to prefer ethnically separated housing and it cause lack of diverse experience. Jordan also describes dilemma of Claire Fagin, Penn's interim presidents, that despite university's willingness to provide intercultural experience, separatist movement is popular among students. Next, Jordan mentions that excess reaction toward special housing for African American is because of historical background. Then Jordan gives several opinions of supporters of self-segregation dormitories. In Robin Rose's opinion, Brown's dean of students life, no one has right to border where
people live. Jordan refers to some students' opinions and writes a self-segregated dormitory is more hous- like and comfortable, and the condition improves students' academic performances. Then Jordan presents opponents' opinions. Lehrer, a white student, says a self-segregated dormitory precludes a diverse community. Jordan mentions the issue is not pleasant to discuss for most white students. Jordan cites ideas of William H. Gray Ⅲ, a president of the United Negro College Found, that it is an university's duty that supplying satisfied environment for all students. Also Gray says that having special dormitory for African American itself is not a matter to consider. In Gray's opinion, it is more important to find a cause preference of self-segregation housing among African American students. Finally Jordan concludes his writing by citing O'Brien's opinion that students should be given house selection freedom, but people can exist in the same community in the future different from now.
Summary of "No Speak English" by Young-kyun Lee, Kiwook Jung, Sora Hong, and Sung-wan Kang
In the article, “No Speak English” (The House on Mango Street, 1989), Sandra Cisneros talks about one woman who cannot speak English and wants to go back to her country. In the beginning, the author explains that one man saved money to bring the woman, Mamacita with her baby. Then, she talks about the reason why she doesn’t come out her house. Next, Cisneros describes that she cannot speak English except only eight words, so she wants to go back to her country. Cisneros next includes her struggling with the man. Finally, she concluded by saying that she feels sad because her baby starts to sing the Pepsi commercial in English.
Saturday, March 06, 2004
Summary for “Separate by Choice”----by Agatha Yang, Gulsah Gunenc, Islam Ahmed, Song
In her article, “Separate by Choice” (Post, 1994) Mary Jordan talks about how some university students segregate themselves and live in different houses. She gives the example of Brown University where most students choose to live in ethic houses. She states that the administration in Brown University has stopped opening new separated houses until their effects will be studied, and on the other hand a special commission of Pennsylvania suggests first year students to be assigned housing. She adds that students also have demanded their own lounges, activities and curriculum. However, separate housing for African Americans is the most controversial part that is not acceptable by the people. Jordan also says that proponents say that there are small comforts that help them in their studies, and that black students often earn better grades when they are living in exclusively African American dorms. Jordan uses a white student opinion as an example of some body who is against separate housing. She reports that he says that he used to have more African American friends at home more than he does in Brown University even though there are more African Americans around him in Brown University. He says that separate housing inhibits the mixing of different group of people. Jordan also points out that some white students did not understand how there could be an “African American house” because they doubted they would be allowed to have a “white house”. She adds that many white students were uncomfortable discussing the issue and did not want to be identified. Jordan acknowledges that the president of the United Negro College Fund in Brown University says that instead of asking why black students are separating from white students in white college campuses, we should ask what is wrong with white America.
Friday, March 05, 2004
Descriptive Summary of “They’re Got to Be Carefully Taught.” By Min Wang, Byungseob Lee, Sehoon Kim, Thomas Kim, and Joerel Morales.
In the article, “They’re Got to Be Carefully Taught,” (National Review, Sep 15, 1997) Susan Konig argues that education about diversity such as race, color, and background is not appropriate for little children. First, Konig presents the situation in her daughter’s kindergarten where teacher was trying to teach concept of diversity. Then, she shows how her daughter’s teacher tries to identify every student from their ancestor the fact even though they are American. Next, she describes how the teacher emphasizes the differencies rather than the similarities. Finally, she concludes the diversity education for young children can cause misleadings of the chideren about their identities.
Summary of the article "Private Language" by Byeongkoo, Jongsik, Yong-Min, Joey, and Boram
In this article, “Private Language” (Changes: Readings for ESL Writers, 1990), Patty Crespo claims that English should be just a language to communicate with the public and to keep the country bonded, not to alter one’s culture. She says immigrants should learn the “United States’ language” (62) to comprehend others, to live in the country, and to keep the country united. She also mentions that they should learn the “public language” (62) to make a better living, and she combines with one of her experiences. Her experience is about her mother’s friend who almost lost her daughter due to her lack of English ability. Crespo talks about how immigrants should keep their native language at home, and the children of immigrants should learn their parents’ language as well to communicate with their parents. Then she gives another example of her co-worker, who cannot make any conversation with her mother or with her grandparents. Lastly, she states that even though immigrants may replace their language to English, they must keep their own cultures and values. Crespo being an immigrant herself, she says, “We immigrants have the right to know where we come from and what our family’s culture is” (63).
