A prolific painter of portraits before and after the French Revolution ...

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ch07.qxd 12/2/04 11:59 AM Page 347 explaining: the writing process 347 —To signal relation in time: before, meanwhile, later, soon, at last, earlier, thereafter, afterward, by that time, from then on, first, next, now, presently, shortly, immediately, finally —To signal similarity: likewise, similarly, once again, once more —To signal difference: but, yet, however, although, whereas, though, even so, nonetheless, still, on the other hand, on the contrary —To signal consequences: as a result, consequently, therefore, hence, for this reason POSTSCRIPT ON THE WRITING PROCESS Before you hand in your essay, reflect on your writing and learning process. In your journal, spend a few minutes answering the following questions: 1. Describe the purpose and intended audience for your essay. 2. What was the best workshop advice that you received? What did you revise in your draft because of that advice? What piece of advice did you ignore? Why? 3. What caused you the most difficulty with this essay? How did you solve the problem—or attempt to solve it? With what parts are you still least satisfied? 4. What are the best parts of your paper? Refer to specific paragraphs—what do you like most about them? 5. If you added visual images or special document-design features to your essay, explain how they supported your purpose or rhetorical goals. 6. What was the most important thing you learned about writing or your writing process as you wrote this paper? TEACHING TIP This journal entry should be central to a teacher’s response to and evaluation of students’ writing. Teachers should respond to students’ intentions (“Does the essay achieve the writer’s purpose?”), to students’ evaluations of their own writing (“Does the writer accurately perceive strengths and weaknesses?”), and to students’ descriptions of their own writing processes (“Would a modified writing process improve weaknesses in the final product?”). STUDENT WRITING English Only Christine Bishop Christine Bishop decided to write on “English Only” as one of her semester portfolio topics. She had become interested in the topic in a previous year when she went to a speech tournament that debated the English-only issue. She wrote the following essay PROFESSIONAL COPY—NOT FOR RESALE
ch07.qxd 12/2/04 11:59 AM Page 348 348 Chapter 7 explaining as the first step in her semester portfolio project. Following this explaining essay, she wrote a persuasive essay, arguing against English-only legislation. For this initial essay, however, she focused on reading key articles about English only, exploring the issues in each article, and explaining key arguments on both sides. Her goal was not to argue for one side or the other, but to explore the issues and explain the arguments on both sides of the English-only debate. As you read her essay, see if she explains the major arguments for both sides in a clear and balanced manner. TEACHING TIP Perhaps the most exciting new teaching tool in the classroom combines the computer screen with the overhead projector. Many schools now have portable computers that can project computer screens overhead so that the whole class can observe one student in the actual process of revising. You do not have to be in a computer lab to use this technology. You just need the portable equipment and students who are drafting their essays on a compatible program. Ask a student to sit at the computer and actually make changes in his or her draft as suggested by the class. Prewriting for Topic Proposal The English-only issue is a very controversial issue. Some say America should adopt an official language policy. Others think that this is a very racist idea. I have been reviewing reports of a recent vote on making Puerto Rico a state. Part of the legislation centered on making the people of Puerto Rico (which is predominantly Spanish-speaking) adopt English as their official language. Supporters of this bill claim that it is necessary that the Puerto Ricans learn English to become Americanized. Other people feel this will take away their language rights. Some people speculate that the English-only movement is a xenophobic reaction to the 1960 immigration amendments.These amendments made it illegal to restrict citizenship to America based on race. With this new amendment, there has been an influx in immigrants from diverse places. This influx of people could lead to xenophobia (fear of strangers or foreigners). I feel this speculation may be true. In 1912, when New Mexico became a state, it was allowed to keep Spanish as its official language provided that English was also an official language. Why such a radical change in policy when Puerto Rico applies to be a state? Is America afraid that it will lose its identity to non- English-speaking people? America started out as a conglomerate of immigrants who did not all speak the same language. What now? I would like to explore this topic more. The two main positions on English-only legislation are as follows: 1. English needs to be the official language of the United States because we need one unifying language. Without English-only laws, immigrants will not learn English and will not contribute to society. 2. It is unfair to expect current citizens in the United States to learn English. Making English official will make people not learn other languages. I know some about this subject, but I haven’t done much research on my own. The questions I have are whether I could tie this into racism and whether I will be able to get enough information in the library and on the Internet. PROFESSIONAL COPY—NOT FOR RESALE
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