Category: English

Essay # 3: Text to Texts
Step 1: Read ALL the DIRECTIONS and DUE DATE!
Step 2: Complete the reading selections for this essay. Make sure to annotate as you read.
Step 3: Create an outline in Word.
Step 4: Compose your essay in Word using MLA format.
In the 4 weeks of our course thus far, our texts describe the issues surrounding how society works and the effects of various obstacles people must overcome to work. Keep these discussions in mind as you begin writing your essay.
Essay Prompt:
Using the three articles listed below, address this prompt: What are the effects of  employment opportunities and educational disparities in regard to white-collar or blue-collar jobs?
“Blue Collar Brillance”
“Pedagogy of the Oppressed” 
“I was a Warehouse Wage Slave” 
Draw on specific points from these readings, and explain how a synthesis of these readings deepens the understanding of blue-collar and white-collar employment.  How does this understanding allow people to identify potential contradictions in the society in regard to work and who is able to succeed in a given profession? How can people begin to identify elements of a crisis in preparing children to enter the workforce? Lastly, how might the readings begin to point towards strategies for overcoming these negative attitudes towards blue-collar jobs as well as white-collar jobs? [Hint: one strategy is not “work hard and you will succeed.”
Essay Components:
Please compose an introduction with a thesis and a three-sentence summaries for 2 of the reading selections. I recommend that you only introduce two of the reading selections in the intro paragraph (8 Sentences). You will have a hook (statement about employment), a 3-sentence summary of two articles (Author, title, main point in one sentence & 2 sentences identifying what happened in the first half and the second half of the article), and the answer to the prompt question (thesis statement).
Your intro paragraph should not be longer than 8 sentences.
When you discuss the other article, introduce them briefly in the body paragraph that they appear(For example:John Smith, who strongly argues that practice makes perfect in his article, “MLA Made Easy,” would state that one reason why students struggle with the tenets of writing is simple not being motivated to learn them (254).) In this example, there is a complete introduction of the author, main point of the article, and the title along with the support to the topic sentence and a parenthetical citation.
Provide at least 6 body paragraphs (9 sentences) that address one point you are making about your thesis statement. In addition, follow the paragraph format that you have in your notes: Topic sentence, explanations, quotation/commentary/citation, relate quotation to topic sentence, and a 5 sentence analysis focusing on the point made in the topic sentence.
Also be sure that you clearly make acknowledgements and citation of each reading selection, in text and with a works cited page, of the authors and readings from which you draw ideas.
Conclusion with summary statements and a general statement that suggests a solution that stems from the readings (3 sentences)
Careful proofreading
Format in MLA.

Week 7 Application Exercise
Complete the following exercise (200 word minimum):
Self-Reflection—complete a one-page response addressing the areas you have most grown this term and the areas you feel you still need improvement. For the areas needing improvement, what are some ways you can continue to develop yourself in the future? What is your greatest takeaway from this course? 
MLA formatting (include a name block and indented paragraphs; make sure the response is double-spaced).
There is no need for in-text citations, a title, a Works Cited page, or a page header.
Upload as a Word or PDF document only. Do not write in the submission box.

https://havenner.weebly.com/uploads/2/0/5/7/20575006/jackson-shirley-the-haunting-of-hill-house.pdf
Discussion question:
Dr.
Montague says that “evil is the [Hill] house itself […] it has
enchained and destroyed its people and their lives, it is a place of
contained ill will” (75). What makes a house “haunted” or “evil”? We
might return to our discussion of Poe (and Epstein’s) “Fall of the House
of Usher.” Can you think of any other examples in horror literature or
film where a place is the origin for terror? 
Please refer to specific passages from The Haunting of Hill House in your response.

1.The prompt: Write a “copy cat” poem in which direct your poem at a person you feel strongly about. Make sure you hold nothing back – be like Sylvia Plath and say it all, no matter what. Keep in mind that you do not have to write about rage or heartbreak; you may choose to write about positive emotions, such as gratitude, love, friendship… the key is the feelings, and the poem, should be just like Plath’s in level of intensity! Have fun with this, if it is what you decide to do!
So I want a poem that is about mother issues, feelings hatred and sadness also the feeling of not being perfect to the point of self harm.

Select either Poe’s “The Fall of the House of Usher” or Jackon’s Haunting of Hill House and
write about their respective film adaptations. You might focus on how
the directors use the medium of film (ie. camera angles, score,
performance) to convey the atmosphere of its source text. You might also
discuss similarities or differences between the text and its film
adaptation. 
https://havenner.weebly.com/uploads/2/0/5/7/20575006/jackson-shirley-the-haunting-of-hill-house.pdf

I need a five-paragraph essay comparing and contrasting the characters Pan: God of the Wild and Balloon Man from “In Just” by E.E Cummings.

(Keep it on the same subject the discourse community of Gig Harbor Lacrosse)
(And Attached Teacher Example)
(And attached screenshots of original essay)
(Rubric Below)
Purpose of the Assignment: To learn how discourse communities and communities of practice use language and writing to function. To learn why discourse communities have unique and specific ways of writing and using genres. To think about how rhetorical situations work inside discourse communities.
Intended Audience: Classmates. Instructor. 
Discourse Community and Genre Ethnography: This assignment asks you to examine a discourse community you already belong to, like specific clubs, occupations, organizations, college majors, teams, church groups, support groups—to name just a few—and identify how the community meets Swales’ six characteristics of a discourse community. Your job is to apply Swales’ six characteristics to analyze the community. Using the characteristics as a “lens,” your job is to a) prove that the community is in fact a discourse community by showing–using examples–how it meets this set of specific characteristics. A discourse community could be a discipline for a course you’re in right now (e.g. history, sociology, business, computer science), your workplace, a specific group like a gaming community that uses its own kind of lexis or “language” and has codes of behavior, dress, etc,, your specific workplace (e.g. if you work in a subsection of a larger organization), a club, a subgroup within a larger social group…These are just some examples.
To do this, you will need to collect as much information about your discourse community as possible. Then, once you have this data, just like in the first two papers, you’ll generate a lot of ideas in the form of a very rough draft by answering some or all of the questions below. Answering these questions is just the start. You’re not finished with the paper once you’ve answered the questions; they are just meant as a guide for helping you analyze the information about your community. You will need to take the ideas generated from thinking through these questions and shape them into an essay from there.
Materials for analysis could be syllabi, publications, websites, apps, memos, emails, handbooks, resumes, training materials, etc.
In the essay, you will use what you learn from the readings and from the research you collect about your discourse community to tell us what you learned about your discourse community. The paper should reference the course readings and your data.
Ultmately, the goal is to think about how intercommunication functions in the community. Use the following visual from Colette Frommeyer to help you imagine the various communication forms that exist in the community: 
Other Specific Requirements:
You will need to quote and reference any readings we complete on discourse communities like Dan Melzer’s piece, and use them in each body paragraph
you will need to locate and incorporate at least three additional source materials from the discourse community you are examining
Your final analysis should be at least five complete pages (see syllabus on page requirements–the page must be completely filled with text to count as a complete page, and Works Cited does not count toward the page count
12′ font, double-spaced properly following the Week 1 MLA formatting assignment
proper MLA format including proper in-text citations and Works Cited
First, start with some research and use these questions. If you answer these questions, you will have content for the final paper. The questions are not in any particular order, and they should not be used as a template for organizing your paper.  The best way to get information about a discourse community is to conduct primary research, so let’s discuss what that can look like:
Questions for Gathering Data and Information about Your Community –these are just to help you take notes on your ideas; you then need to organize and develop the ideas you gather here and present them in an essay with a introduction/thesis, body paragraphs that contain evidence/examples from your materials as well as course readings, and a conclusion. 
What are the communicative practices for this community?  
How is information shared or transmitted in this community?  
What types of specialized vocabulary or “jargon” do they use?
What language(s) are used in the discourse community?
How are texts produced within the discourse community? 
For what purpose are texts produced in this community? 
Who produces the texts for this community?  
Do all community members produce texts or just a select few? Why?
Who gets to produce certain texts and why?
What guidelines does the community have for the production and acceptance of texts?
What evidence does the community value or not value and why?
What types of research do they do or not do? 
How are individual texts related to each other in this discourse community? How do the texts carry out the community’s actions and will as a whole?
What genres are used to produce texts?  
What are the conventions for genres?
What are the writing conventions for this community? APA? Chicago? MLA? ASA?
What are the basic assumptions that ground the community?
What is the purpose for the community and how is this expressed in writing? 
What makes someone an authority in this profession or community? Degrees? Experience? 
What other kinds of things are important for communicating in this profession?
How are images and sounds used in this community? Where are they used? 
An Interview:
You might consider interviewing someone currently in the discourse community you hope to join to learn more about the kinds of writing and communication he or she does in the community. Ask them how long they’ve been there, how they communicate with others in the discourse community, and how they learned to write A, B, or C. Use some of the questions above to conduct the interview. The answers will generate content for your final paper. You do not have to conduct an interview. An interview can serve as at least two sources for this assignment. 
Examples of vehicles used for communication that you you can analyze (also known as “genres”):
Locate as many genres from the the community as possible and analyze them. These publications include, but are not limited to:
Academic and trade publications (journals, newsletters, etc.).
Company web sites (Internet and Intranet). Screen shots are fine.
Professional society web sites  (e.g., Federal or State Bar Association, the National Association of State Foresters).
Society for Technical Communication, etc.).
Internal correspondence (memos, reports, policy & procedure documents, forms, etc.).
External correspondence (letters, applications, descriptions, reports, etc.).
Training materials (menus, etc.).
Emails 
Press Releases
Catalogs
Codes
Flyers
Pamphlets
Meeting Notes
Writing the Paper
Introduction: Start by identifying your discourse community, giving enough background information that your audience gets a good idea of what it is and your role in it. Then write a thesis statement that explains what you learned from studying that community. (To start, just write a “working thesis” that gets at what you feel is the main idea of your paper, and then keep refining and revising that thesis statement as you go along writing the paper, making sure the thesis and the body of the paper have a tight connection.)
Body:
Include a section that explains how your community meets the definition of a community, looking through the lens of Swales’ six characteristics. This section can be organized into paragraphs that each deal with one of Swales’ six characteristics. First write a topic sentence that tells your audience something unique or the main interesting thing about how your community embodies that characteristic. Find and include a quote (or paraphrase) from the course reading that best matches up with and supports that thing. Then, explain in your own words more about how your community does that thing, using examples from your data and, if applicable, other quotes from the readings.
Then provide a 1-2 page analysis section in the paper that examines something specific or unique you learned about your community. For example, you could extend our understanding of what mush faking looks like in a particular community, or what an identity kit looks like for that community. You could examine a variety of ideas in this final paper, but use the articles and quotes from the articles to frame your analysis. I don’t want you to summarize your data only. Instead, make a strong, clear claim about your discourse community that you can back up with examples and evidence from your data collection. To illustrate and support your claim about this unique trait of your community, use quotations from your interview subject if you conducted an interview, quotations from the documents and materials you analyzed, and/or other specific information from these documents, and quotes from the articles we read in this unit. 
Look over this sample paper:
Example #1
Evaluation Method
A paper that earns an A to A- will analyze a discourse community and identify the characteristics for a discourse community. The paper examines at least three documents or genres from the community and references them in the paper to support an analysis of the community, or the paper references an interview with a member of the community and includes the transcript for the interview with the paper in the assignment drop box as an attachment. The paper examines a variety of ideas and conclusions from the analysis and connects those ideas to the readings and discussions in the course. There is a 1-2 page analysis section that examines something you learned about the discourse community more closely. The writing is clear and readable. The paper has interjected references and source materials using an appropriate writing style like APA or MLA, and there is a works cited page with citations. 
A paper that earns an B to B+ will analyze a discourse community and identify the characteristics for a discourse community. The paper examines at least three documents or genres from the community and references them in the paper to support an analysis of the community, or the paper references an interview with a member of the community and includes the transcript for the interview with the paper in the assignment drop box as an attachment. The paper examines a variety of ideas and conclusions from the analysis and connects those ideas to the readings and discussions in the course but this section may need more development and analytical detail. There is a 1-2 page analysis section that examines something you learned about the discourse community more closely, but this section may need more development and analytical details. The writing is clear and readable. The paper has interjected references and source materials using an appropriate writing style like APA or MLA, and there is a works cited page with citations. There may be some minor issues with interjecting source material. 
A paper that earns an B- to C+ will analyze a discourse community and identify most of the characteristics for a discourse community. The paper examines at least two documents or genres from the community and references them in the paper to support an analysis of the community, or the paper references an interview with a member of the community and includes the transcript for the interview with the paper in the assignment drop box as an attachment. The paper may need to examine a variety of ideas and conclusions in the analysis and connect those ideas to the readings and discussions in the course more directly. The 1-2 page analysis section that examines something you learned about the discourse community may need more analytical detail. The writing is mostly clear and readable. The paper may not have interjected references and source material using an appropriate writing style like APA or MLA, or there may be concerns with the works cited page and its citations. 
A paper that earns an C to C- will analyze a discourse community and identify some of the characteristics for a discourse community. The paper examines at least 1 document or genre from the community and references them in the paper to support an analysis of the community. The paper needs to examine a variety of ideas and conclusions in the analysis section and connect those ideas to the readings and discussions in the course more directly. There needs to be a 1-2 page analysis section that examines something you learned about the discourse community more closely. The writing is mostly clear and readable. The paper may need to interject references and source materials using an appropriate writing style like APA or MLA, and the works cited page may need more accurate citations. 
A paper that earns an D or below will not analyze a discourse community and identify several characteristics for a discourse community. The paper does not examine at least three documents or genres from the community and references them in the paper to support an analysis of the community, or the paper references an interview with a member of the community and includes the transcript for the interview with the paper in the assignment drop box as an attachment. The paper may not examine a variety of ideas and conclusions in the analysis and connect those ideas to the readings and discussions in the course. There may not be a 1-2 page analysis section that examines something you learned about the discourse community more closely. The writing is may not be clear or readable. The paper may not have interjected references and source materials using an appropriate writing style like APA or MLA, and there may be concerns with the citations on the works cited page. 

ASSIGNMENT: Following the Topic Selection Guidelines below, choose an argumentative topic to research. This will be your topic throughout the entire course (excluding Touchstone 3.1), so the activities required for this assignment will provide the foundation for your future Touchstones. The topic for an argumentative research paper must be an arguable topic, meaning that it involves a stance that advocates for a concrete course of action and at least three supporting reasons which are defensible with credible sources. Additionally, it must take a stance that someone could hypothetically disagree with. You will need to take a firm position on the topic and use evidence and logic to support the position. Touchstone 1.2 includes a research question, a working thesis, a detailed outline, and a reflection on this pre-writing process.
Sample Touchstone 1.2
In order to foster learning and growth, all work you submit must be newly written specifically for this course. Any plagiarized or recycled work will result in a Plagiarism Detected alert. Review Touchstones: Academic Integrity Guidelines for more about plagiarism and the Plagiarism Detected alert. For guidance on the use of generative AI technology, review Ethical Standards and Appropriate Use of AI.
A. Topic Selection Guidelines
DIRECTIONS: You may choose any topic you wish as long as the stance is arguable and the supporting reasons are defensible with evidence. Your topic should be current, appropriate for an academic context and should have a focus suitable for a 6-8 page essay.
In order to foster learning and growth, all essays you submit must be newly written specifically for this course. Any recycled work will be sent back with a 0, and you will be given one attempt to redo the Touchstone.
EXAMPLE THESIS STATEMENTS (off-limits):
1. Rather than ending at age eighteen, compulsory education in the United States should be lifelong in order to improve civic engagement, teach new skills, and stave off cognitive decline, thus extending life expectancies.
2. Local governments, businesses, and property owners should replace conventional grass lawns with clover lawns in order to create habitat for pollinators, save water, and reduce maintenance, which will also lower carbon emissions.
3. Colleges and universities should prioritize academic freedom for students because sensitive discussions on difficult topics are necessary for students to learn, confidence in their own expertise is essential to teachers being effective, and students should be prepared to be exposed to many different opinions.
B. Research Guidelines
DIRECTIONS: Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines. Refer to the Sample Touchstone for additional guidance on structure, formatting, and citation.
1. Research Question and Working ThesisKeep in mind: The research question and working thesis are the driving force behind your research and eventual argument.
❒ Your research question should be a single sentence, framed as a question.
❒ Your working thesis should be a single focused sentence, framed as an actionable statement that takes a clear position on the research question and includes three main supporting points for holding that position.
❒ Include your research question followed by your working thesis.
2. Detailed OutlineKeep in mind: Your detailed outline provides a map of the argumentative research essay that you will write in Touchstone 3.2, including your key claims and the sources that support them. You might not have all seven required sources yet, and that is fine, but at least three are required. (As a heads up, the next unit will focus on sources and will require them all to be credible and mostly peer-reviewed.) The outline is a way to organize your essay and determine which areas (e.g. your sub-points) will require researched evidence as support.
❒ Headings: one for each paragraph with a brief label of the paragraph’s controlling idea(s).
❒ An introduction, at least five body paragraphs, and a conclusion.
❒ Introduction includes your working thesis.
❒ Body paragraphs should each have their own unique title and key points.
❒ At least one body paragraph is devoted to addressing counterarguments.
❒ Conclusion includes notes on your final thoughts.
❒ Subheadings: two to five for each paragraph, below each heading, indicating key points that support the controlling idea
❒ Sources: one to three for each paragraph, as relevant, indicating the support for the key points. Do not over-rely on any single source.
❒ For each source, include the author’s name and the idea or information relevant to your argument (e.g. “Lappé (2017) on mono-cropping corn/soy and production”). Link with a website if it is available.
3. Reflection❒ Have you displayed a clear understanding of the research activities?
❒ Have you answered all reflection questions including specific and concrete examples that provide thoughtful insight in all responses?
❒ Are your answers included on a separate page below the main assignment?C. Reflection Questions
DIRECTIONS: Below your assignment, include answers to all of the following reflection questions.
Learning to conduct research is important because it is a skill you will use both in academia and in your professional life. It improves critical thinking and empowers you to find information for yourself. Consider the process of researching as a whole. What was the most challenging aspect of the process for you? (2-3 sentences)
The working thesis statement is a proposed answer to your research question. It should clearly identify an arguable topic and take a position on one side of that topic. Analyze the effectiveness of your working thesis statement. (3-4 sentences)
A detailed outline is an effective tool for laying out the progression of an argument. It allows you to consider the arrangement and organization of your ideas, as well as choose places to incorporate outside source materials. Review your detailed outline and summarize the argument you’ve presented. (3-4 sentences)
You will use the same topic on three of the remaining Touchstones in this course. What kind of feedback would be helpful for you? What are specific questions you might have as you go deeper into the research process? (2-3 sentences)
D. Rubric
Advanced (100%)Proficient (85%)Acceptable (75%)Needs Improvement (50%)Non-Performance (0%)
Research Question
Pose a meaningful research question on an arguable topic. (20%)Constructs a precise and focused research question relative to a current an arguable topic.Constructs a focused research question relative to an arguable topic.Constructs a research question relative to an arguable topic; however it is somewhat too broad or too narrow for the assignment.Constructs a research question; however, the question is too broad or too narrow for the assignment and/or it is not arguable.Does not construct a research question, or constructs a research question that does not meet any of the rubric criteria.
Working Thesis
Propose a focused working thesis. (20%)
Includes a working thesis that takes a well-articulated, clear, specific position on one side of an issue.Includes a working thesis that takes a clear, specific position on one side of an issue.Includes a working thesis that takes a clear position on one side of an issue; however it lacks specificity.Includes a working thesis; however, it lacks specificity and does not take a clear position.Does not include a working thesis, or includes a thesis that does not take a position.
Detailed Outline
Present a detailed outline that includes coherent headings, subheadings, and source placement notes. (30%)
Outline is thoroughly developed and clearly labeled with effective notes, such that the reader can easily see how the essay will build its argument; all necessary elements of the outline are present.Outline is well-developed and labeled with sufficient notes, such that the reader can get a sense of how the essay will build its argument; all necessary elements of the outline are present.Outline is primarily well-developed and labeled with sufficient notes, such that the reader can get an overall sense of how the essay will build its argument; however, a few necessary elements may be unclear or missing.Outline is not fully developed and/or labeling and notes are often unclear, such that the reader cannot easily get a sense of how the essay will build its argument; several necessary elements of the outline are unclear or missing.Outline is not developed and/or labeling and notes are unclear or absent, such that the reader is unable to see how the essay will build its argument; most necessary elements of the outline are unclear or missing.
Style
Establish a consistent, informative tone and make thoughtful stylistic choices. (10%)
Demonstrates thoughtful and effective word choices, avoids redundancy and imprecise language, and uses a wide variety of sentence structures.Demonstrates effective word choices, primarily avoids redundancy and imprecise language, and uses a variety of sentence structures.Demonstrates generally effective style choices, but may include occasional redundancies, imprecise language, poor word choice, and/or repetitive sentence structures.Frequently includes poor word choices, redundancies, imprecise language, and/or repetitive sentence structures.Consistently demonstrates poor word choices, redundancies, imprecise language, and/or repetitive sentence structures.
Conventions
Follow conventions for standard written English. (10%)
There are only a few, if any, negligible errors in grammar, punctuation, spelling, capitalization, and usage.There are occasional minor errors in grammar, punctuation, spelling, capitalization, and usage.There are some significant errors in grammar, punctuation, spelling, capitalization, and usage.There are frequent significant errors in grammar, punctuation, spelling, capitalization, and usage.There are consistent significant errors in grammar, punctuation, spelling, capitalization, and usage.
Reflection
Answer reflection questions thoroughly and thoughtfully. (10%)
Demonstrates thoughtful reflection; consistently includes specific and concrete examples that provide thoughtful insight, following or exceeding response length guidelines.Demonstrates thoughtful reflection; includes multiple specific and concrete examples that provide thoughtful insight, following response length guidelines.Primarily demonstrates thoughtful reflection, but some responses are lacking in detail or insight; primarily follows response length guidelines.Shows limited reflection; the majority of responses are lacking in detail or insight, with some questions left unanswered or falling short of response length guidelines.No reflection responses are present.
E. Requirements
The following requirements must be met for your submission to be graded:
Double-space the outline and use one-inch margins.
Use a readable 12-point font.
All writing must be appropriate for an academic context.
Composition must be original and written for this assignment.
Use of generative chatbot artificial intelligence tools (ChatGPT, Bing Chat, Bard) in place of original writing is strictly prohibited for this assignment.
Plagiarism of any kind is strictly prohibited.
Submission must include your name, the name of the course, the date, and the title of your composition.
Submission must include your research question, working thesis, outline, and reflection questions.
Include all of the assignment components in a single file.Acceptable file formats include .doc and .docx.
F. Additional Resources
The following resources will be helpful to you as you work on this assignment:
Purdue Online Writing Lab’s APA Formatting and Style GuideThis site includes a comprehensive overview of APA style, as well as individual pages with guidelines for specific citation types.
Frequently Asked Questions About APA StyleThis page on the official APA website addresses common questions related to APA formatting. The “References,” “Punctuation,” and “Grammar and Writing Style” sections will be the most useful to your work in this course.
APA Style: Quick Answers—ReferencesThis page on the official APA Style website provides numerous examples of reference list formatting for various source types.

Research Paper: English 103
Here is an opportunity to do some original research. The final draft of the essay, due the day of the final exam, runs 5 to 7 pages along with a Works Cited Page, all formatted according to MLA guidelines.
Instructions: Begin by selecting from our list of readings this semester one poem or story or piece of drama from our reading list that you would like to work with. 
Then select your critical approach all of which are described near to the end of our text (see also the attached pdf covering Formalist/New Criticism, Biographical, Psychological, Reader-Response, Historical, Gender, and Cultural).
Submit to me by April 29th  a well-written paragraph in which you identify the work you will be covering, your critical approach, and a discussion about WHY you have made this selection (note, this is not an interpretation but rather a discussion of the reasons behind the decisions you have made) – and I will respond.
From this point, submit steps as you are ready for me to see them. There is no set timetable with the exception of the final draft which is due same day as the final exam.
The next step is to devise a thesis statement for your paper. What will you be trying to prove? Usually the best way to approach this is to pose it as a question. What question would you like to answer in your paper? See if you can develop a three-part question. Then…
Develop a sentence outline in which you answer the question using textual support to add to the evidence. Think of the research paper as being composed of three essays (each 3 to 5 paragraphs) plus an introduction and conclusion. Thus, for your outline, try to come up with three answers to the question (thus I, II and III of your outline), and support each answer with your own reasoning and support from the text.
At the same time, proceed to do your research, looking for five to seven (minimum) sources (books, journal articles, reference guides) from which you can pull quotes to add further support to your outline. Whenever you quote from a secondary source, include within parentheses after the quote the last name and the page number of each source. Important: Avoid Wikipedia, Schmoop and other unreliable sources (which will be disallowed once you transfer to the university/state college). Stay focused on reliable, authoritative sources. Hint: Begin by consulting the web site devoted to your author. This is maintained by experts in your area and will offer links to many helpful sources. Also, our campus library has a wide collection of books and journal articles on each of the authors. 
From here, I suggest you develop a rough draft (which I’ll be glad to look over if you desire) followed by a final draft of the paper. Be sure to follow MLA formatting guidelines throughout. If you need help with this, our college has a variety of sites available (see my earlier announcement). Or you may go to the Purdue University OWL web site for research papers.
My reason for selecting Amy Tan’s “A Pair of Tickets”:
I’ve chosen to analyze Amy Tan’s “A Pair of Tickets” from The Joy Luck Club using biographical criticism. This approach connects well with the story because Tan’s own experiences as a Chinese-American woman significantly shaped the narrative. Just like the main character, Jing-mei, Tan has had to navigate the complexities of having a dual heritage. The story mirrors parts of Tan’s life, like her relationships with her mother and her visits to China, similar to Jing-mei’s journey. By studying how Tan’s cultural background and family experiences influenced the story, I hope to find deeper insights into its exploration of cultural identity and family bonds. This approach allows us to see how Tan’s personal history makes the narrative more engaging and enhances themes like self-discovery and the impact of heritage on identity. I will also examine how Tan’s real-life experiences add emotional depth to Jing-mei’s character development, making the character’s changing views on her cultural roots more authentic. Biographical criticism provides a better understanding of how an author’s life not only affects their writing but also creates a more meaningful connection between the reader and the story’s themes. Through this lens, “A Pair of Tickets” becomes more than just a story about reconnecting with one’s culture. It becomes a reflection of Amy Tan’s own life and her intention as an author. 
Here is my outline without evidence from online sources:
I.         Introduction
A.        Hook: “Once you are born Chinese, you cannot help but feel and think Chinese.”
Thesis Statement: This paper employs biographical criticism to analyze Amy Tan’s “A Pair of Tickets,” showcasing how Tan’s personal experiences as a Chinese-American woman deeply influence the narrative, reflecting her dual heritage and family relationships. By examining the connections between Tan’s life and the journey of protagonist Jing-mei, this analysis delves into the significant impact of Tan’s cultural background and personal encounters on themes of self-discovery and the role heritage plays in shaping identity. This approach offers a deeper understanding of Jing-mei’s emotional growth and her genuine reconnection with her cultural roots, while also emphasizing how Tan’s personal history not only shapes her writing but also deepens the reader’s engagement with universal themes of identity and belonging.
B.        Critical Approach: Biographical Criticism
-A biographical approach to literary criticism is about deepening our comprehension of a text by exploring the author’s personal history, influences, and experiences.
C.        Why did I choose this work?
– I’ve chosen Amy Tan’s “A Pair of Tickets” because of its heartfelt connection to dual heritage, cultural identity, and family relationships that deeply resonate with the common themes of self-discovery, reconnection, and reflection, offering material for a biographical criticism approach.
II.         What similarities exist between Tan’s personal experiences of visiting China and Jing-mei’s journey in “A Pair of Tickets”?
A.   Mother-Daughter Relationships
–       “Cannot be helped,” my mother said when I was fifteen and had vigorously denied that I had any Chinese whatsoever below my skin.”
–       The mother-daughter relationship symbolizes the challenging journey of accepting one’s cultural heritage, as Jing mei’s initial denial of her Chinese identity contrasts with her mother’s unwavering belief in their shared lineage.
B.    Cultural Expectations and Familial Pressures
–       “My mother had studied at a famous nursing school in Shanghai, and she said she knew all about genetics. So there was no doubt in her mind, whether I agreed or not: Once you are born Chinese, you cannot help but feel and think Chinese.”
–       Cultural expectations and familial pressures are symbolized through the mother’s assertion that Jing-mei’s Chinese identity is inescapable; an unbreakable bond of heritage and the strength of cultural influence.
C.    Reconciliation and Emotional Healing
–       “I am thirty-six years old. My mother is dead and I am on a train, carrying with me her dreams of coming home. I am going to China.”
–       “And now I also see what part of me is Chinese: It is so obvious. It is my family. It is in our blood. After all these years, it can finally be let go”
–       Reconciliation and emotional healing are symbolized by Jing-mei’s journey to China, where she embraces her mother’s dreams and recognizes her Chinese heritage, finding closure and a profound connection to her family’s legacy.
III.         How does Tan’s depiction of diaspora and the search for a sense of belonging in “A Pair of Tickets” reflect her own experiences as a Chinese-American writer?
A.   Dual Cultural Heritage and Identity Formation
–       “And I think, my mother was right. I am becoming Chinese.”
–       “Someday you will see, “said my mother. “It’s in your blood, waiting to be let go.”
–       Tan’s portrayal of dual cultural heritage and identity formation symbolizes the inevitable merging of Jing-mei’s American and Chinese identities, as she comes to accept that her cultural roots are an integral part of who she is.
B.    Diaspora and Sense of Belonging
–       “The minute our train leaves the Hong Kong border and enters Shenzhen, China, I feel different. I can feel the skin on my forehead tingling, my blood rushing through a new course, my bones aching with a familiar old pain. And I think, My mother was right. I am becoming Chinese.”
–       “We are going to Guangzhou, my seventy-two-year-old father, Canning Woo, and I, where we will visit his aunt, whom he has not seen since he was ten years old. And I don’t know whether it’s the prospect of seeing his aunt or if it’s because he’s back in China, but now he looks like he’s a young boy, so innocent and happy I want to button his sweater and pat his head.”
–       The depiction of diaspora and the search for a sense of belonging in “A Pair of Tickets” reflects the deep, intrinsic connection Jing-mei feels to her ancestral land, symbolizing the powerful draw of one’s heritage in shaping personal identity and providing a sense of home. 
C.    Literary Expression as a Tool for Cultural Dialogue
–       “And it was only this year that someone found them and wrote with joyful news. A letter came from Shanghai, addressed to my mother. When I first heard about this, that they were alive, I imagined my identical twins transforming from little babies into six-year-old girls.”
–       Through the revelation of her twin sister’s survival, Tan uses literary expression to symbolize the bridging of past and present, and how storytelling can serve as a means for cultural dialogue and reconciliation across generations.
IV.         How does Jing-mei’s renewed understanding of her Chinese heritage in “A Pair of Tickets” reflect Amy Tan’s commitment to preserving the Chinese-American identity?
A.   Cultural Rediscovery and Authentic Representation
–       Jing-mei’s renewed understanding of her Chinese heritage symbolizes a profound cultural rediscovery, reflecting Amy Tan’s commitment to authentically representing the complex, multifaceted nature of Chinese-American identity.
B.    Transcending Generations through Shared Experiences
–       “I think about what my mother said, about activating my genes and becoming Chinese. And I wonder what she meant.”
–       “My sisters and I stand, arms around each other, laughing and wiping the tears from each other’s eyes. The flash of the Polaroid goes off and my father hands me the snapshot. My sisters and I watch quietly together, eager to see what develops.”
–       Jing-mei’s journey of reconnection with her sisters symbolizes the transcendence of generational boundaries through shared experiences, illustrating how the bonds of family and cultural heritage strengthen across time.
C.    Resilience and the Preservation of Heritage
–       “They were still sitting obediently near where your mother had left them, looking like little fairy queens waiting for their sedan to arrive.”
–       “’ Ah.’ My father draws imaginary characters on the window. ‘One means ‘Spring Rain,’ the other ‘Spring Flower,’ he explains in English, ‘because they born in the spring, and of course rain come before flower, same order these girls are born. Your mother like a poet, don’t you think?’”
–       “The gray-green surface changes to the bright colors of our three images, sharpening and deepening all at once. And although we don’t speak, I know we all see it: Together we look like our mother. Her same eyes, her same mouth, open in surprise to see, at last, her long-cherished wish.”
–       Jing-mei’s family in “A Pair of Tickets” embodies resilience in preserving heritage, symbolizing the enduring influence of cultural legacy that continues to shape personal identity across generations.
V.         Conclusion
Restate Thesis: Amy Tan’s “A Pair of Tickets,” analyzed through biographical criticism, reveals Jing-mei’s emotional growth and genuine reconnection with her cultural roots, manifesting the heartfelt influence of Tan’s own experiences as a Chinese-American woman.
Relevance: By understanding Jing-mei’s transformative journey in “A Pair of Tickets,” we recognize the profound impact of embracing one’s cultural identity and heritage on personal growth. This awareness demonstrates the importance of reconnecting with our roots to foster deeper familial relationships and gain a meaningful understanding of our family’s past, essentially shaping a more authentic sense of self.
Online sources in mind: 
(1) https://achievement.org/achiever/amy-tan/#interview
(2) Moving Forward to Reach the Past: The Dialogics of Time in Amy Tan’s The Joy Luck Club (Gale Literature)
(3) Negotiating the Geography of Mother-Daughter Relationships in Amy Tan’s The Joy Luck Club (Gale Literature)
(4) Tan, Amy 1952– Author: Stephen Soitos (Gale Literature)
(5) https://www.nytimes.com/2014/01/26/travel/amy-tans-evolving-sense-of-china.html
(6) The Joy Luck Club (David Scott Diffrient)
(7) https://www.latimes.com/archives/la-xpm-1989-03-12-vw-1218-story.html
Rough Draft:
Amy Tan’s “A Pair of Tickets” explores the complexities of cultural identity and familial bonds, with the profound statement, “Once you are born Chinese, you cannot help but feel and think Chinese,” serving as the guiding theme. The story follows Jing-mei, a Chinese-American woman, on a journey to reconnect with her heritage as she grapples with understanding and accepting her dual heritage. Employing biographical criticism, this paper analyzes how Tan’s personal experiences as a Chinese-American woman shape the narrative. Jing-mei’s journey mirrors aspects of Tan’s own life, born in Oakland California, to Chinese immigrant parents. As Tan has also explored her dual identity and family relationships, her personal experiences offer invaluable insights into the character of Jing-mei. The connections between Tan’s life and Jing-mei’s journey deepen our comprehension of the story and emphasize the impact of Tan’s cultural background on themes of self-discovery and the role of heritage in shaping identity. This approach offers a nuanced understanding of Jing-mei’s growth, reconnection with her cultural roots, and the universal themes of identity and belonging. As Jing-mei travels to China to meet her long-lost sisters, she grapples with the weight of her mother’s expectations and the realization that her life has been deeply influenced by her Chinese heritage. Ultimately, by exploring the intricate ways in which an author’s life influences their work, our interpretation of the story is enriched, transforming “A Pair of Tickets” into a poignant exploration of heritage, identity, and the powerful bonds of family. Through this biographical lens, readers can appreciate the depth and nuance of Jing-mei’s journey, while gaining a deeper understanding of how personal experiences inform Tan’s storytelling.
II. What similarities exist between Tan’s personal experiences of visiting China and Jing-mei’s journey in “A Pair of Tickets”?
Amy Tan’s personal journey to China, like Jing-mei’s in “A Pair of Tickets,” is deeply entwined with the complicated dynamics of mother-daughter relationships. Tan’s mother’s influence on her understanding of her Chinese heritage is imitated in the narrative when Jing-mei reflects on her mother’s teachings, she remembers, “Cannot be helped,” my mother said when I was fifteen and had vigorously denied that I had any Chinese whatsoever below my skin.” This quote explains the tension between Jing-mei’s American identity and her mother’s insistence on their Chinese roots. Similarly, Tan’s own relationship with her mother was fraught with challenges, particularly regarding cultural identity. Tan, like Jing-mei, struggled with the duality of being Chinese-American, often feeling disconnected from her Chinese heritage. Her mother’s unwavering belief in their shared lineage, much like Jing-mei’s mother, symbolizes the persistent cultural bond that traverses generations. The mother-daughter relationship in the story also points to the generational conflict and the eventual acceptance of cultural identity. Jing-mei’s initial denial of her Chinese identity contrasts intensely with her mother’s steadfast belief in it. This dynamic reflects an eclectic theme of generational differences in understanding and accepting one’s heritage. Tan’s experiences reverberate this sentiment as she negotiated her own cultural identity, influenced by her mother’s ties to their Chinese ancestry. The eventual acceptance and reconciliation of this identity are focal in both Tan’s life and Jing-mei’s journey, symbolizing the resolution of internal and external conflicts regarding cultural heritage.
Equally, cultural expectations and familial pressures are central to both Tan’s experiences and Jing-mei’s story. Tan’s narrative often touches on the pressures imposed by her family’s expectations, which are rooted in traditional Chinese values. In “A Pair of Tickets,” Jing-mei’s mother embodies these cultural expectations through her firm belief in the inescapability of their Chinese identity. “My mother had studied at a famous nursing school in Shanghai, and she said she knew all about genetics. So there was no doubt in her mind, whether I agreed or not: Once you are born Chinese, you cannot help but feel and think Chinese.” This assertion emphasizes the strength of cultural influence and the sense of inevitability associated with one’s heritage. These pressures and expectations are not only about cultural identity but also about fulfilling familial duties and honoring one’s ancestors. Tan’s personal reflections often reveal the weight of these expectations, which she had to helm alongside her desire for individual autonomy. Jing-mei’s journey to China, driven by her mother’s dreams and expectations, mirrors Tan’s own travels to her ancestral homeland, where she sought to understand and reconcile with her heritage. The unbreakable bond of heritage and the strength of cultural influence are foremost to both narratives, intensifying the deep-rooted connection to one’s sociocultural foundations.
Moving towards reconciliation and emotional healing in both Tan’s life and Jing-mei’s journey comes a significant moment of conciliation with her mother’s past and her own identity. Through the introspection of Jing-mei, in Amy Tan’s “A Pair of Tickets,” we gain insight into her journey as she expresses, “I am thirty-six years old. My mother is dead and I am on a train, carrying with me her dreams of coming home. I am going to China.” This trip symbolizes a reunion of the past and serves as a means to embrace her ancestral roots. For Tan, visiting China allowed her to connect with her mother’s past and gain a deeper understanding of her own identity, much like Jing-mei’s experience. The process of embracing her Chinese heritage provides Jing-mei with a sense of closure and belonging. Reflecting on her journey, she poignantly shares, “And now I also see what part of me is Chinese: It is so obvious. It is my family. It is in our blood. After all these years, it can finally be let go.” This realization signifies a profound emotional healing, as Jing-mei finally acknowledges and accepts her cultural roots. Tan’s personal experiences reflect a similar journey of self-discovery and reconciliation, where understanding her mother’s past and embracing her heritage brought emotional healing. Bringing the similarities between Amy Tan’s personal experiences and Jing-mei’s journey in “A Pair of Tickets” gives prominence to the intricate connections between cultural identity, familial expectations, and emotional reconciliation. Both existing narratives travel over the challenges and remunerations of accepting one’s heritage, strengthening the importance of cultural roots; reconciling cultural identity resonates with individuals who manage dual identities and generational differences.
III. How does Tan’s depiction of diaspora and the search for a sense of belonging in “A Pair of Tickets” reflect her own experiences as a Chinese-American writer?
Amy Tan’s portrayal of dual cultural heritage and identity formation in “A Pair of Tickets” mirrors her own journey as a Chinese-American writer grappling with her bicultural identity. Through Jing-mei’s experiences, Tan explores the profound realization of one’s heritage, as evidenced by the moment Jing-mei acknowledges, “And I think my mother was right. I am becoming Chinese.” This line signifies a pivotal shift in Jing-mei’s self-perception, where her Chinese heritage, once distant and abstract, becomes an intrinsic part of her identity. This acceptance is a crucial theme in Tan’s narrative, reflecting her reconciliation with her Chinese roots amidst an American upbringing. Tan’s depiction of Jing-mei’s transformation is deeply entwined with the notion that cultural identity is not static but evolves with personal growth and understanding. Jing-mei’s mother’s prophetic words, “Someday you will see, it’s in your blood, waiting to be let go,” culminate the inevitable emergence of one’s cultural heritage. This statement summarizes the internal struggle and eventual acceptance that Tan herself may have experienced as she navigated her dual identity (tumultuous times). By portraying Jing-mei’s journey, Tan represents the blending of her American and Chinese identities, emphasizing the significance of acknowledging and embracing one’s cultural roots. Furthermore, Tan’s narrative suggests that identity formation is a continuous process influenced by familial and cultural connections. Jing-mei’s realization that her cultural heritage is an integral part of who she is reflects Tan’s understanding of her own identity. This dual heritage, while initially a source of conflict, ultimately becomes a source of strength and self-awareness for both Jing-mei and Tan. By intertwining personal and cultural identity, Tan spotlights the importance of embracing one’s heritage as a vital component of self-discovery and personal growth.
Building upon the themes of dual heritage and identity formation, the concept of diaspora and the pursuit of a sense of belonging become central in the narrative. The moment Jing-mei’s train crosses the Hong Kong border into Shenzhen, Jing-mei describes a visceral reaction: “I feel different. I can feel the skin on my forehead tingling, my blood rushing through a new course, my bones aching with a familiar old pain.” This vivid description captures the profound, almost physical connection Jing-mei feels to her ancestral land. A connection that symbolizes the powerful draw of one’s heritage in shaping personal identity and providing a sense of belonging, a theme that resonates with the experiences of many in the diaspora, including Tan. Tan additionally accentuates the deeply ingrained influence of revisiting one’s lineage through the representation of Jing-mei’s father, Canning Woo. His transformation upon returning to China, where he appears “like he’s a young boy, so innocent and happy,” illuminates the emotional and psychological ties that bind individuals to their homeland. This scene also spotlights the notion that a sense of belonging transcends physical presence and is deeply rooted in cultural and familial connections. [Tan’s characterization of this transformation reflects her appreciation/understanding of the complexities and emotional resonance tied to diaspora and the desire/longing for a place that feels like home. In continuation, the narrative reveals that the pursuit of belonging entails coming to terms with one’s past and heritage. Jing-mei’s journey to China epitomizes a broader search for identity and self-awareness, which is particularly evident in Tan’s story, “A Pair of Tickets.” By depicting the powerful emotional responses of her characters, Tan captures the essence of the diaspora experience, where the search for belonging is not just about finding a place but also about reconnecting with one’s cultural and familial history. This analysis of diaspora and identity repeatedly accentuates the universal human desire for a sense of belonging and emphasizes the role of heritage in molding one’s identity.
Tan employs literary expression in “A Pair of Tickets” as a means to facilitate cultural dialogue and bridge generational gaps. The revelation of Jing-mei’s twin sisters’ survival and the subsequent reunion symbolize the merging of past and present. This narrative approach emphasizes the role of storytelling in upholding cultural heritage and nurturing understanding across different age groups. Reconnecting with her long-lost sisters, she [Tan] conveys the profound impact of this reunion through Jing-mei’s emotional response upon learning about her siblings, writing, “And it was only this year that someone found them and wrote with joyful news. A letter came from Shanghai, addressed to my mother. When I first heard about this, that they were alive, I imagined my identical twins transforming from little babies into six-year-old girls.” This moment of disclosure evidences the potency of narrative in linking disparate aspects of one’s identity and personal history. Through the twin sisters’ story, Tan emphasizes the significance of storytelling as a tool for cultural preservation and reconciliation. The letter from Shanghai serves as a bridge between Jing-mei’s American present and her Chinese past, illustrating how narrative can connect individuals across time and space. This connection is reflective of Tan’s utilization of literature to investigate and communicate her bicultural experiences; linking personal and cultural accounts into the narrative creates a milieu for discussion and comprehension, both within her (Tan’s) characters and for her audience. Moreover, Tan’s exploration of literary expression as a means of cultural dialogue is also evident in the way Jing-mei processes her identity. The act of imagining her twin sisters growing up in China allows Jing-mei to integrate her fragmented sense of self. This imaginative reconstruction symbolizes the broader process of cultural reconciliation that Tan herself engages in through her writing. By using literary expression to explore themes of diaspora and belonging, Tan not only tells her own story but also creates a platform for others to reflect on their cultural identities. This approach has the transformative power of literature in bridging cultural divides and fostering a deeper understanding of oneself and one’s heritage. [As a final thought on the topic of literary expression as a tool for cultural dialogue, Amy Tan’s “A Pair of Tickets” is a touching probe into diaspora, identity, and belonging. Through Jing-mei’s journey, Tan iterates her encounters as a Chinese-American author, addressing dual cultural roots and the pursuit for a sense of home. Illuminating the complexities of the diaspora experience and the ways in which our heritage shapes who we are.]
IV. How does Jing-mei’s renewed understanding of her Chinese heritage in “A Pair of Tickets” reflect Amy Tan’s commitment to preserving the Chinese-American identity?
Jing-mei’s renewed understanding of her Chinese heritage in “A Pair of Tickets” symbolizes a profound cultural rediscovery, reflecting Amy Tan’s commitment to authentically representing the complex, multifaceted nature of Chinese-American identity. Throughout the narrative, Jing-mei’s journey to China becomes a metaphor for her internal journey towards self-discovery. Tan illustrates this through Jing-mei’s interactions with her relatives and her observations of Chinese culture, which reveal layers of her identity previously obscured by her American upbringing. This rediscovery is not just personal but emblematic of the broader Chinese-American experience, where identity is often a confluence of disparate cultural influences. [Tan’s delineation of Jing-mei’s cultural rediscovery is nuanced and profoundly intimate, drawing attention to the struggles and successes of reuniting one’s ancestry.] This process is depicted as both an emotional and intellectual awakening, [stressing the importance of understanding one’s family history to fully embrace/appreciate one’s self-identity.] Through Jing-mei’s experiences, Tan emphasizes that cultural heritage is not a static relic of the past but a dynamic and living part of one’s present and future. [This genuine portrayal stands as evidence of Tan’s commitment to depicting the genuine nature of the Chinese-American journey.] The authenticity of Tan’s narrative is further enhanced by her use of detailed descriptions and intimate familial moments that resonate with the reader. Jing-mei’s initial reluctance and subsequent embrace of her heritage mirror the ambivalence felt by many Chinese-Americans who grapple with the duality of their identity. By chronicling Jing-mei’s journey, Tan not only preserves the cultural heritage of Chinese-Americans, but also validates the complex emotions associated with this dual identity.
The narrative of “A Pair of Tickets” illustrates how shared experiences can transcend generational boundaries, strengthening familial bonds and cultural heritage. This is poignantly captured in the scene where Jing-mei reflects on her mother’s words, “I think about what my mother said, about activating my genes and becoming Chinese. And I wonder what she meant.” This moment signifies Jing-mei’s growing awareness of the deep, intrinsic connection to her heritage that transcends mere cultural practices. It is a profound realization that her identity is not something she can choose to ignore, but rather, it is an integral part of who she is. The reunion with her sisters further embodies this theme of transcending generations. As Jing-mei and her sisters stand together, “arms around each other, laughing and wiping the tears from each other’s eyes,” the scene brings the unspoken bond and shared history that unite them. The snapshot taken by their father serves as a [physical manifestation] of their reconnection, capturing the essence of their collective identity. This moment emphasizes how shared experiences and familial bonds can bridge the gap between generations, ensuring the continuity of cultural heritage. Tan’s narrative similarly suggests that the act of reconnecting with one’s heritage is not just a personal journey but a collective experience that involves family and community. [Jing-mei’s journey, portrayed by Tan in the context of her relationship with her sisters and parents, has the idea that cultural identity is preserved and strengthened through shared experiences and generational continuity.] [This perpetual aspect of cultural tradition becomes a central theme in “A Pair of Tickets,” showcasing Tan’s commitment to presenting the transcendent nature of Chinese-American identity.]
Jing-mei’s family in “A Pair of Tickets” embodies resilience in preserving heritage, symbolizing the enduring influence of cultural legacy that continues to shape personal identity across generations. The resilience is captured in moments such as the one where Jing-mei’s father explains the meaning behind her sisters’ names: “One means ‘Spring Rain,’ the other ‘Spring Flower,’ he explains in English, ‘because they born in the spring, and of course rain come before flower, same order these girls are born. Your mother like a poet, don’t you think?’” This explanation is not merely about names; it is a reflection of cultural significance and the poetic nature of heritage passed down through generations. The final scene, where Jing-mei observes the Polaroid developing, embodies the culmination of her journey towards understanding and embracing her heritage: “The gray-green surface changes to the bright colors of our three images, sharpening and deepening all at once. And although we don’t speak, I know we all see it: Together we look like our mother. Her same eyes, her same mouth, open in surprise to see, at last, her long-cherished wish.” This imagery manifests the full circle of Jing-mei’s cultural rediscovery, symbolizing her mother’s enduring influence and the preservation of heritage through family. Tan’s depiction of resilience is not just about the preservation of cultural practices, but also about the enduring spirit of the characters who strive to maintain their identity amidst the challenges of a bicultural existence. Through Jing-mei’s story, Tan illustrates that preserving heritage requires strength and resilience, qualities that are deeply ingrained in the characters’ identities. This resilience and tenacity is compelling to the enduring nature of cultural legacy with its profound impact on personal identity, ultimately fortifying Tan’s commitment to upholding and venerating the Chinese-American.
V. Conclusion
I want to let you know that I’d really love to have my essay completely rewritten. But if you think the rough draft is a good starting point, feel free to use it and make any changes you see fit.
Keep the same outline and thesis statement.
Thank you.

this is the paragraph I wrote about my group:
Our team has carefully selected the following items to purchase for our one-year space journey:
1. First aid kit – $10.98
2. Toothbrushes (set) – $6.10
3. Shampoo – $1.19
4. Sleeping bags (set of 2) – $24.99
5. Multitool – $14.97
6. Walkie talkie – $23.99
7. Chess set – $11.95
8. Protein bars (pack) – $16.94
9. Sketchbooks (3) – $16.99
10. Pencils (set of 50) – $6.78
11. Adult coloring book – $7.99
12. Freak of Beauty coloring book – $7.99
13. 72-count colored pencils – $9.99
14. Flashlight – $9.97
15. Pencil sharpeners (set of 4) – $4.88
16. “How to Learn Sign Language” book – $14.99
17. “Frankenstein” book – $5.99
**Total: $199.69**
After much thought, our team has created a list of basics and a few extras needed for our year-long space mission, with a focus on safety, health, and mental health. For medical crises, a first aid kit is required, while toothbrushes and shampoo are essential for personal cleanliness. Sleeping bags are crucial for a good night’s sleep, which improves mood and performance in restricted places. The multitool and walkie-talkies were chosen for their utility; the multitool aids in various repairs, while the walkie-talkies facilitate communication in situations when standard systems may fail. We provided a chess set for strategic entertainment, protein bars for nutritious snacks, sketchbooks, pencils, adult coloring books, and colored pencils for stress relief and creative outlets. A flashlight was added to meet unexpected lighting needs, as well as pencil sharpeners to keep our drawing and coloring instruments sharp. We also purchased educational literature such as “How to Learn Sign Language” and “Frankenstein” to promote personal development and leisure reading. Our decisions strike a balance between pragmatism and morale, ensuring that we stay healthy, engaged, and prepared to confront the challenges of our mission.