Many Voices: A Multicultural Reader / Edition 1

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Overview

This provocative collection of works from the world's diverse cultures has been designed to empower users to take control of their own reading, writing and learning processes. Each entry is written in the first person singular to engage readers' interest and a series of exercises and assignments encourages readers to interact with, and write about the ideas contained in the readings. KEY TOPICIS: Activities and exercises in pre-reading, examining content and responding to ideas, working with words, writing topics and editing and revisions. For individuals interested in exploring and writing about culturally diverse readings.

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Product Details

  • ISBN-13: 9780139756245
  • Publisher: Longman
  • Publication date: 5/24/2000
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 229
  • Product dimensions: 5.98 (w) x 8.81 (h) x 0.63 (d)

Read an Excerpt

Preface WRITING ABOUT READING

This book was designed to encourage critical thinking about the ideas contained in the reading selections. We believe that students will get the most benefit from this text if they begin with Chapter One. Although the readings are in the first person singular, the assignments and writing prompts for the most part encourage academic, text-driven writing in which both the authors' and the readers' ideas can connect in a coherent essay. Using the Revising and Editing Checklists should help refine and correct students' drafts. These checklists can be used both to facilitate group activity and to help individuals refine and edit their drafts. PREREADING

The prereading questions are designed to provoke thoughts and feelings about the ideas contained in the readings. They may be used to evoke discussion and writings, or they may be assigned as a prereading assignment or a group activity. Their purpose is to guide the reader in making his or her own connection with the text. With this mind set, the reading will be more meaningful. WORKING WITH WORDS

The "Working with Words" section is designed to encourage thinking about vocabulary in context as well as to develop word skills. Students should feel free to add similar words and expressions to the list. EXAMINING CONTENT

The "Examining Content" questions encourage students to recall key ideas in the selection they have just read. These questions could also be used to help students summarize the main ideas of the excerpts and stories. They are focused on the important ideas in the content with the intention of helping students prepare for the more difficultquestions and writing prompts that follow. RESPONDING TO IDEAS

Designed to elicit discussion and more abstract thinking and writing, the "Responding to Ideas" questions can be answered either individually or in groups. The ideas could also be used as writing prompts for reader-response essays. In addition, students should feel free to add their own questions to this list. Chapter One discusses the writing of the reader-response draft. MORE WRITING TOPICS

In addition to Reader Response Topics, other abstract writing prompts in this section give readers more practice with academic, expository writing. Students may choose to write as many drafts as time permits. In addition, students should use the Revising and Editing Checklists to prepare the final copy. MAKING THE FINAL COPY

Additional writing prompts and revising and editing exercises and checklists are provided in order to prepare the draft for its final evaluation. Students are encouraged to add to the Revising and Editing Checklists as needed. ACKNOWLEDGEMENTS

We would like to thank every writer whose poem, story, article, or excerpt appears in this book.

We would also like to acknowledge the ideas and feedback from the students of Hostos Community College, The Bronx, New York. A special thank you to Virginia DeLeon, whose draft appears in Chapter One.

We thank former Acquisitions Editor Maggie Barbieri, Acquisitions Editor Craig Campanella, Editorial Assistant Joan Polk, and Production Editor Linda Pawelchak. The following reviewers made invaluable suggestions at an earlier stage of the writing: Keith Coplin, Colby Community College; Margo L. Eden-Camann, Georgia Perimeter College-Clarkston; Kathryn Gleason, New York City Technical College; Mary Helen Halloran, University of Wisconsin-Milwaukee; Harvey Rubinstein, Hudson County Community College; Karen Standridge, Pikes Peak Community College; and Charles Wukasch, Austin Community College.

We hope that a deeper appreciation of the many voices of these writers from diverse corners of the world will be one of the results of reading this book, and that this will, in some small way, promote world communication and understanding.

Linda Watkins-Goffman
Richard Goffman

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Table of Contents

1. Introduction.

Child of the Americas,” Aurora Levin Morales

2. Voices from School.

When I Was Puerto Rican, Esmeralda Santiago. Lost in Translation, Eva Hoffman. Lives on the Boundary, Mike Rose. Teacher, Sylvia Ashton-Warner.

3. Voices from the Family.

Only Daughter,” Sandra Cisneros. Dust Tracks on the Road, Zora Neale Hurston. Turning Japanese, David Mura. “Remembering Lobo,” Pat Mora. Native Speaker, Chang-Rae Lee. Breath, Eyes, Memory, Edwidge Danticat.

4. Voices from Many Cultures.

Homeland,” Barbara Kingsolver. Bound Feet and Western Dress, Pan-Mei Natasha Chang. Ancient Futures: Learning from the Ladakh, Helen Norberg-Hodge. “Eating Christmas in the Kalahari,” Richard Borshay Lee. “Doña Toña of Nineteenth Street,” Louie “the Foot” González.

5. Voices of Society.

Only Twice I've Wished for Heaven, Dawn Turner Trice. Hunger of Memory, Richard Rodriguez. “Drown,” Junot Díaz. “That Was Living,” Kathleen Ann González. “Theme for English B,” Langston Hughes. “I Stand Here Ironing,” Tillie Olsen.

6. Voices of Men and Women.

The Mistress of Spices, Chitra Banerjee Divakaruni. The Accidental Asian: Notes of a Native Speaker, Eric Liu. China Boy, Gus Lee. The Woman Warrior: Memoirs of a Girlhood among Ghosts, Maxine Hong Kingston.

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Preface

Preface

WRITING ABOUT READING

This book was designed to encourage critical thinking about the ideas contained in the reading selections. We believe that students will get the most benefit from this text if they begin with Chapter One. Although the readings are in the first person singular, the assignments and writing prompts for the most part encourage academic, text-driven writing in which both the authors' and the readers' ideas can connect in a coherent essay. Using the Revising and Editing Checklists should help refine and correct students' drafts. These checklists can be used both to facilitate group activity and to help individuals refine and edit their drafts.

PREREADING

The prereading questions are designed to provoke thoughts and feelings about the ideas contained in the readings. They may be used to evoke discussion and writings, or they may be assigned as a prereading assignment or a group activity. Their purpose is to guide the reader in making his or her own connection with the text. With this mind set, the reading will be more meaningful.

WORKING WITH WORDS

The "Working with Words" section is designed to encourage thinking about vocabulary in context as well as to develop word skills. Students should feel free to add similar words and expressions to the list.

EXAMINING CONTENT

The "Examining Content" questions encourage students to recall key ideas in the selection they have just read. These questions could also be used to help students summarize the main ideas of the excerpts and stories. They are focused on the important ideas in the content with the intention of helping students prepare for the more difficult questions and writing prompts that follow.

RESPONDING TO IDEAS

Designed to elicit discussion and more abstract thinking and writing, the "Responding to Ideas" questions can be answered either individually or in groups. The ideas could also be used as writing prompts for reader-response essays. In addition, students should feel free to add their own questions to this list. Chapter One discusses the writing of the reader-response draft.

MORE WRITING TOPICS

In addition to Reader Response Topics, other abstract writing prompts in this section give readers more practice with academic, expository writing. Students may choose to write as many drafts as time permits. In addition, students should use the Revising and Editing Checklists to prepare the final copy.

MAKING THE FINAL COPY

Additional writing prompts and revising and editing exercises and checklists are provided in order to prepare the draft for its final evaluation. Students are encouraged to add to the Revising and Editing Checklists as needed.

ACKNOWLEDGEMENTS

We would like to thank every writer whose poem, story, article, or excerpt appears in this book.

We would also like to acknowledge the ideas and feedback from the students of Hostos Community College, The Bronx, New York. A special thank you to Virginia DeLeon, whose draft appears in Chapter One.

We thank former Acquisitions Editor Maggie Barbieri, Acquisitions Editor Craig Campanella, Editorial Assistant Joan Polk, and Production Editor Linda Pawelchak. The following reviewers made invaluable suggestions at an earlier stage of the writing: Keith Coplin, Colby Community College; Margo L. Eden-Camann, Georgia Perimeter College-Clarkston; Kathryn Gleason, New York City Technical College; Mary Helen Halloran, University of Wisconsin-Milwaukee; Harvey Rubinstein, Hudson County Community College; Karen Standridge, Pikes Peak Community College; and Charles Wukasch, Austin Community College.

We hope that a deeper appreciation of the many voices of these writers from diverse corners of the world will be one of the results of reading this book, and that this will, in some small way, promote world communication and understanding.

Linda Watkins-Goffman
Richard Goffman

Read More Show Less

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