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综合教程第五册Unit 2

Unit 2

Text I

The Struggle to Be an All-American Girl

By Elizabeth Wong

Learning objectives

Rhetorical skill: basic features of English narrative writing

Writing strategies: simile, metaphor

Chinese American literature,

Culture shock and reversed culture shock（Reverse Culture Shock）

A B C

Banana & Egg

Relevant Information

z Culture shock is the anxiety and feelings (of surprise, disorientation, uncertainty, confusion, etc.) felt when people have to operate within a different and unknown culture such as one may encounter in a foreign country. It grows out of the difficulties in assimilating the new culture, causing difficulty in knowing what is appropriate and what is not. This is often combined with a dislike for, or even disgust (moral or aesthetic) with certain aspects of the new or different culture.

Relevant Information

z“Reverse Culture Shock” (a.k.a. “Re-entry Shock”, or “own culture shock” may take place — returning to one's home culture after growing accustomed to a new one can produce the same effects as described above. This results from the psychosomatic and psychological consequences of the readjustment process to the primary culture. The affected person often finds this more surprising and difficult to deal with than the original culture shock.

Warm-up questions

Some people think living in another culture is not difficult if one assumes the right attitude. What do you think?

What do you think are the essentials of successful cross-cultural communication?

Warm-up questions

z Chinese American literature is the body of literature produced in the United States by writers of Chinese descent. The genre began in the 19th century and flowered in the 20th with such authors as Sui Sin Far, Maxine Hong Kingston, and Amy Tan.

Brief Introduction

z Narration is telling of a story. Writers using narration usually rely on descriptive details to advance their stories. Involved in the story telling, moreover, is some purpose that goes beyond mere enjoyment of the story itself. Ultimately, narration in an essay enhances a thesis, or main idea.

z In this narrative essay, Elizabeth Wong gives a poignant account of the hurts and sorrows of her bicultural upbringing. With concrete description coupled with imaginative comparisons, Wong effectively offers a vivid investigation into the life of a child who felt she had a Chinese exterior but an American interior.

Structural Analysis of the Text

Text Explanation & Analysis

z Scan the text 1, try to figure out the text organization

z Part I(1) the background of the text

z Part II (2-7) dynamically and vividly describes their

z forced walks to the Chinese school, the stern principal,

z the classroom, the formality with which lesson started.

z Part III(8-11) depiction of the language gap with the

z extended family

z Part IV(12-14) the author expressed her sorrow for not

z having been able to become a real American

Comprehension Questions

(1) Why was the author forced to attend Chinese lessons?

z A: The author's mother maintained that it was quite necessary and useful to learn Chinese, which was the language of their heritage, and therefore that the girl must learn Chinese, her mother tongue.

(2) What does the existence of the old school imply?

z A: The Chinese school is still there, which implies that still there are many Chinese children attending Chinese lessons in the school. Although they live abroad, Chinese parents never forget their own culture and their own language and require that their children learn their mother tongue.

(3) What dislikes the author has towards attending the Chinese school?

z A: The author dislikes the stern, repressed principal, the smell of the classroom, the exercise in politeness, and the copying of Chinese ideograms.

(4) What things did the writer consider to be more important and more useful than learning Chinese?

z A: She considered the following things to be more important and more useful: doing multiplication tables, naming the satellites of Mars, writing reports on Little Women and Black Beauty.

(5) In what way did the author exhibit her preference for American culture over Chinese culture?

z A: She hated that smell of the school auditorium while she favored such scents as the soft French perfume that her American teacher wore in public school. She did not like learning the Chinese language, which she thought sounded pedestrian, nor did she like the Chinese calligraphy.

(6) How does the author depict her grandmother in the story?

z A: Her grandmother was a fragile woman in her seventies, though her voice could cover even

the loudest of all the street vendors. She told jokes about sex, and spoke quick, loud, grinding Chinese unlike the quiet, lilting romance of French or the gentle refinement of the American South.

(7) What can you infer from the author’s description of her brother’s attitude towards Chinese culture?

z A: He was more radical than the author in his antagonism towards Chinese culture, and in his sad earnest effort to be 100% Americanized.

Text Explanation & Analysis

Paragraph 1

z This paragraph, the beginning of the narrative text, provides the background of the story. From this we readers learn that the Chinese school on Yale Street, where the author and her brother used to go 10 years ago continues to exist there, remaining remarkably and stoically the same, despite its new coat of paint and its fence.

Text Explanation & Analysis

Paragraph 1

z Despite the new coat of paint and the high wire fence, the school I knew 10 years ago remains remarkably, stoically the same. —

z Although covered with a new coat of paint and enclosed with a high wire fence, the school I knew 10 years ago continues to be the same, showing no obvious changes with the passing time. // Although covered with a new coat of paint and enclosed with a high wire fence, the school I knew 10 years ago continues to be the same, showing remarkable defiance of the vicissitudes (a change or variation occurring in the course变迁; 人生的沉浮; 兴衰枯荣) of time.

Text Explanation & Analysis

Paragraph 1

z stoically: with great self-control and a strong will to endure pain, discomfort, or misfortune without complaining about it or showing signs of feeling it

z They endured all kinds of hardships stoically.

z Incidentally, the adverb stoically could be considered as an example of personification, indicating that the school, just like a man, has withstood the test of time without too much obvious change.

Text Explanation & Analysis

Paragraphs 2-7

z Paragraphs 2-6 dynamically and vividly describe the children’s forced walks to the Chinese school, the stern principal, their classroom, the polite formality with which lessons started, etc.

z Paragraph 7 tells us why the author did not want to learn. Chinese.

Text Explanation & Analysis

Paragraphs 2-7

z The following questions are to be answered:

(1) What do you know about the headmaster of the Chinese school according to the author’s descriptions?

z He is a stern man who treats the children severely. He tends to punish those children who are lazy, naughty, and poor in their studies, as well as those who violate the school discipline.

(2) How did the author describe the classroom where they attended Chinese lessons?

z There were little chairs in an empty auditorium. The room smelled like Chinese medicine, an imported faraway mustiness. Like ancient mothballs or dirty closets.

Text Explanation & Analysis

Paragraphs 2-7

(3) What else was stressed in the Chinese school besides the emphasis on speaking, reading and

writing?

z Politeness was also emphasized in the school. The lessons always began with an exercise in politeness. With the entrance of the teacher, the best student would tap a bell and all the children would get up, kowtow, and chant, "Sing san ho," the phonetic for "How are you, teacher?"

(4) What things did the writer consider to be more important and more useful than learning Chinese?

z She considered the following things to be more important and more useful: doing multiplication tables, naming the satellites of Mars, writing reports on Little Women and Black Beauty.

Text Explanation & Analysis

Paragraph 2

z Instead of ... sneaking out to the empty lot to hunt ghosts and animal bones, my brother and I had to go to Chinese school. —

z My brother and I were unable to walk out quietly and secretly, like other children, to the open field to play kids' games, for we were forced to go to Chinese school.

Text Explanation & Analysis

Paragraph 2

z sneak vi. go quietly and secretly in the direction specified

z He stole the money and sneaked out of the house.

z the empty lot: the vacant or unoccupied area or land

Text Explanation & Analysis

Paragraph 2

z No amount of kicking, screaming, or pleading could dissuade my mother, who was solidly determined to have us learn the language of our heritage. —

z No matter how desperately my brother and I resisted going to the Chinese school, kicking, yelling, or repeatedly begging, we could not make our mother change her mind, because she was determined to get us to learn Chinese, our mother tongue, which had been passed down from generation to generation.

Text Explanation & Analysis

Paragraph 2

z plead: make repeated urgent requests: offer sth. as an explanation or excuse, esp. for failing to do sth. or for doing sth. wrong

Text Explanation & Analysis

Paragraph 2

z I tried to dissuade her from investing her money in stocks and shares.

z solidly: firmly and substantially

Text Explanation & Analysis

Paragraph 2

z heritage: such things as works of art, cultural achievements and folklore that have been passed on from earlier generations: property that has been or may be inherited by an heir

Text Explanation & Analysis

Paragraph 3

z Forcibly, she walked us the seven long, hilly blocks from our home to school, depositing our defiant tearful faces before the stern principal. —

z From our home to school there are seven long groups of buildings bounded by streets on all sides and erected on hilly slopes. She forced us to walk past these blocks, leaving both of us in front of the grim and serious headmaster, our faces showing rebellious reluctance and wet with tears.

z Text Explanation & Analysis

z Paragraph 3

z depositing our defiant tearful faces—

z escorted on foot; leaving the two of us, hostile and tearful

Text Explanation & Analysis

Paragraph 3

z forcibly adv. done by or involving the use of physical force; forcefully

z Children were taken forcibly from their mothers.

z deposit vt. lay or put sth. down: put money in a bank, esp. to earn interest

z You‘d better deposit these papers with your lawyer.

z defiant adj. openly opposing or resisting sb. or sth.

z The parents showed remarkable tolerance toward their defiant and unruly son.

Text Explanation & Analysis

Paragraph 3

z the stern principal:

z the very disciplinary head of the school；the grim and serious head of the Chinese school: the headmaster of the school who runs or manages it by taking very severe measures

z sway v. waver, oscillate irregularly

z Branches sway gently in the wind.

z hold sway: to have and keep in one's grasp: held the reins tightly.

z The beliefs which now hold sway may one day be rejected.

Text Explanation & Analysis

Paragraph 3

z Refer to: turn/spin on your heel

z suddenly turn away from someone, especially in an angry or rude way: Before anyone could say a word, he turned on his heel and walked out of the room.

z Text Explanation & Analysis

Text Explanation & Analysis

Paragraph 3

z twitching hands:

z hands that were moving spasmodically; hands with muscles moving rapidly and involuntarily；hands that were violently jerking

z His hands were trembling, his left arm subject to a violent twitching which he did his best to conceal.

Text Explanation & Analysis

Paragraph 3

z I recognized him as a repressed maniacal child killer, and knew that if we ever saw his hands we'd be in big trouble. —

z In my opinion, the principal was a man who suffered from suppression of emotions and who was so stern and severe that he would be liable to beat up a child. And I knew if we ever saw his twitching hands, we would be in for severe physical punishment, extreme pain, anxiety and worry, etc.

Text Explanation & Analysis

Paragraph 3

z maniacal adj. violently mad: extremely enthusiastic

Text Explanation & Analysis

Paragraph 4

z The room smelled like Chinese medicine, an imported faraway mustiness. —

z The room gave off a smell very similar to that of Chinese medicine, a stale and damp smell drifting in from a faraway place.

Text Explanation & Analysis

Paragraph 4

z Like ancient mothballs or dirty closets.

z This is a prepositional phrase, but it stands alone like an independent clause. In fact, it is part of the previous sentence. We can incorporate it in the previous sentence: The room smelled like Chinese medicine, an imported faraway mustiness, or like ancient mothballs or dirt y closets. This structure is known as a sentence fragment, which has a stressed falling tone. Therefore, its meaning is given prominence. The writer intended to make it stand alone like a sentence, because she wanted to emphasize the permeation of the room with a very bad smell just like that given off by mothballs or found in dirty closets.

Text Explanation & Analysis

Paragraph 4

z mothball n. a small ball made of a strong-smelling substance, used for keeping moths away from stored clothes, books, etc

Text Explanation & Analysis

Paragraph 4

z I favored crisp new scents. —

z I preferred fresh smells that were characteristically pleasant.

z Like the soft French perfume that my American teacher wore in public school.

z Paragraph 5

z tap a bell: strike a bell lightly

Text Explanation & Analysis

Paragraph 6

z Being ten years old, I had better things to learn than ideographs copied painstakingly in lines that ran right to left from the tip of a moc but, a real ink pen that had to be held in an awkward way if blotches were to be avoided. —

z As a ten-year-old girl, I had more interesting things to learn than ideograms which were to be written by hand after models, one stroke after another, in lines that ran right to left, from the tip of an ink pen which I had to clasp in a clumsy way if large ink marks, instead of Chinese characters, were not to be made.

Text Explanation & Analysis

Paragraph 6

z ideograph: symbol used in a writing system that represents the idea of a thing: any sign or symbol for sth.

Text Explanation & Analysis

Paragraph 6

z blotch n. a large, discolored mark, usu. irregular in shape on skin, paper, material, etc.

z a blotch of ink

z To me, that picture of his, though said to be a masterpiece in the world of fine art, is merely a mess of blotches.

Text Explanation & Analysis

Paragraph 7

z The language was a source of embarrassment. —

z The language caused me to feel self- conscious or ashamed of my racial origin.

z Text Explanation & Analysis

Paragraph 7

z Chinese sounded pedestrian. Public. —

z Chinese sounded dull and, what's more, lacking individualities.

z Paragraph 7

z disassociate vt. separate people or things in one's thoughts or feelings

z dissociate oneself from sb. or sth.: say that one does not agree with or support sb. or sth.

Text Explanation & Analysis

Paragraph 7

z nag v. scold or criticize continuously: worry or hurt sb. persistently

z She nagged at her child all day long.

Text Explanation & Analysis

Paragraph 7

z raunchy adj. coarse or obscene; having or showing a sexual desire

z That man often tells raunchy stories and cracks raunchy jokes.

z lilting romance: romance characterized by a light, lively or very cheerful rhythm: works of a literary genre with romantic love or highly imaginative unrealistic episodes forming the central theme, marked by a light sprightly rhythm

Text Explanation & Analysis

Paragraph 8-11

z These paragraphs, the third part of the text, specifically and humorously relate the generation gap in the family: between the writer and her grandmother, and between her brother and mother, presenting a sharp contrast in their language competence.

z Consider the following questions:

(l) What did the author think of her grandmother’s Chinese?

z She thought that her grandmother’s Chinese sounded rhythmless and patternless, that it was quick, it was loud, and it wasn’t beautiful, and that her Chinese sounded pedestrian.

(2) What do you know about the author’s English proficiency？

z She spoke English very fast and very well so that she was able to keep up with the world outside Chinatown.

Text Explanation & Analysis

Paragraph 8-11

(3) What do you know about the author’s brother?

z Her brother was even more fanatical about speaking English. He was especially hard on his mother, criticizing her, often cruelly, for her pidgin speech. Sometimes his mother might leave out an occasional "the" or "a", or perhaps a verb of being. He would stop her in mid-sentence: "Say it again, Mom. Say it right. " However, when he tripped over his own tongue, he’d blame it on her: "See, Mom, it's all your fault. You set a bad example. " Clearly, her brother spoke very good English. He was very strict with his mother when she made grammatical errors.

(4) How was the author’s mother’s level of English?

z She was not able to speak English well. She spoke pidgin English, and she had trouble pronouncing some words, particularly words with the "r" sound.

Text Explanation & Analysis

Paragraph 8

z In Chinatown, the comings and goings of hundreds of Chinese on their daily tasks sounded chaotic and frenzied. —

z In Chinatown, large crowds of Chinese were coming and going with their routine responsibilities in a disorderly, overexcited way.

z chaotic and frenzied:

z completely disorganized and wildly excited, agitated, or frantic；in a state of complete disorder

or confusion and extreme excitement or wild activity

Text Explanation & Analysis

Paragraph 8

z talking gibberish:

z talking nonsense; talking unintelligibly; engaging in unintelligible talks

z sweetly adv. amiably, pleasantly；charmingly, attractively

z She smiles sweetly whenever she comes across her colleagues.

z She smiles and nods sweetly before she begins to talk.

Text Explanation & Analysis

Paragraph 8

z"My, doesn’t she move her lips fast, “they would say, meaning that I'd be able to keep up with the world outside Chinatown. —

z"My goodness, doesn’t she speak English fast?" they would say, meaning that I would be able to keep pace with the world outside Chinatown.

z Text Explanation & Analysis

Paragraph 9

z be fanatic/fanatical about sth.:

z be obsessively enthusiastic about sth.

z That retired man is a fanatic jogger.

z He is fanatical about keeping fit.

Text Explanation & Analysis

Paragraph 9

z He was especially hard on my mother, criticizing her, often cruelly, for her pidgin speech — smatterings of Chinese scattered like chop suey in her conversation. —

z He treated my mother with severity, criticizing her, often mercilessly, for her speech containing elements of both Chinese and English — words and expressions of Chinese dispersed like chop suey in her conversation.

Text Explanation & Analysis

Paragraph 9

z pidgin n. a blending of languages resulting from contact between European traders and local peoples, e. g. in West Africa and Southeast Asia, containing elements of the local language(s) and esp. English, French, or Dutch, and still used for international communication

z Her mother speaks pidgin English.

z There are still many people who speak in pidgin.

Text Explanation & Analysis

Paragraph 9

z… he would say in exasperation. —

z… he would say rather angrily.

z When he tripped over his own tongue, he’d blame it on her: “See, Mom, it's all your fault. You set a bad example.” —

z When he committed a minor error in speech, he would find fault with her, “See, Mom, you’re to blame for it. You so often make errors that my speech is affected. ”

Text Explanation & Analysis

Paragraph 10

z What infuriated my mother most was when my brother cornered her on her consonants, especially “r”. —

z What made my mother extremely angry was when my brother put her into a difficult or

awkward situation by asking her to practice her consonants correctly, in particular the consonant “r”.

Text Explanation & Analysis

Paragraph 10

z corner vt. get (a person or animal) into a position from which it is hard to escape；put sb. into a difficult situation

z The escaped prisoner was cornered at last in the dead alley.

Text Explanation & Analysis

Paragraph 10

z No matter how hard she tried, "Ruth" always ended up "Luth" or "Roof". —

z No matter how hard she tried, "Ruth" always eventually became the unintended "Luth" or "Roof".

Text Explanation & Analysis

Paragraph 11

z I finally was granted a cultural divorce. —

z Ultimately I was permitted to stop learning Chinese culture.

Text Explanation & Analysis

Paragraph 12-14

z These paragraphs make up the last part of the narrative text. The writer winds up her narration by telling us that no matter how hard she tried to become Americanized, she remained CHINESE.

z Discuss the following questions:

(l) Did the writer enjoy the Chinese New Year? Why?

z No. She didn’t like it very much. She wasn’t used to it.

(2) Does the author think that she has become Americanized?

z No, she doesn’t.

Text Explanation & Analysis

Paragraph 12

z I thought of myself as multicultural. —

z I felt that I had been brought up in a home where Chinese and American culture both had an influence on me.

Text Explanation & Analysis

Paragraph 13-14

z At last, I was one of you; I wasn’t one of them. —

z In the end, I became one of you: I was no longer one of them.

z Sadly, I still am. —

z Unfortunately, I am still a Chinese.

Text II

No Name Woman

Relevant information

About the author About the author

z Maxine Hong Kingston ( 汤亭亭; born October 27, 1940) is a Chinese American author and Professor Emeritus at the University of California, Berkeley. She has contributed to the feminist movement with such works as her novel The Woman Warrior, which discusses gender and ethnicity and how these concepts affect the loves women.

z Kingston has received several awards for her contributions to Chinese American Literature including the National Book Award in 1981 for her novel China Men.

Language Points

z every young man who went ‘out of road’ (paragraph 2) —

z every young man who left home in search of a better life

z stowaway: a person who hides aboard a ship or airplane in order to obtain free transportation or elude pursuers.

z bund (paragraph 4) 1. an embankment; dyke 2. an embanked road or quay especially in the Far East

Language Points

z flatten (paragraph 5):

z She flattened her nose and lips against the window.

z loosed the spirits-of-the-broom over our heads（paragraph 7) :

z dispelled evil

z In the traditional Chinese society, the broom was believed to have magic powers of dispelling evil. Since adultery was associated with evil or the infliction of harm, to sweep a broom through the air was meant to dispel evil

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4That takes me back to the time I climbed to the top of Mount Fuji. 5The members of the party took it in turns to steer the boat. 6They took it for granted that someone would pick up their signals and come to their aid. Stems 7proclaim: to announce officially and publicly; to declare 8percentage: a proportion or share in relation to a whole; a part 9confirm: to support or establish the certainty or validity of; to verify 10affirm: to declare positively or firmly; to maintain to be true 11centigram: a metric unit of mass equal to one hundredth of a gram 12exclaim: to express or utter(something) suddenly or vehemently Synonyms

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