In accordance with her work from 2011 to 2015 for We Are Kuchus, which addresses Uganda’s rise of homophobia, and her 2017 project Native Mascots, which documents white America’s prevalent and insulting use of Native American-themed sports mascots, Zalcman makes visible the lasting detrimental impacts of Western colonization.
using other work of Zalcman to show that Zalcman has a certain style and kotive for photography
therwise.”
claim before "still" and then they continue that thought into the next starting with "while." while establishes what they won't be agreeing on and the some talks about state officials.
arents.”
leaves the readers curious about what is going to be discussed
es.
explanation behind how white people are forced to see us and what that means
Perhaps
use of the word perhaps opens it up to a potential claim
Why are we so deeply moved by certain pieces and indifferent to others? What ignites our feelings of personal understanding?”
asks a question which shows what they will be discussing in the later parts of the essay. transitions to the question as well.
My poem was called “If a Boy Could Dream.” The phrases “promised land” and“mountaintop” sounded golden to me, and I saw an ochre-lit field, a lushness akin to aspring dusk. I imagined that the doctor was dreaming of springtime. So my poem was asort of ode to spring. From the gardening shows my grandmother watched, I’d learnedthe words for flowersI had never seen in person: foxglove, lilac, lily, buttercup. “If a boycould dream of golden fields, full of lilacs, tulips, marigolds . . .”I knew words like “if” and “boy,” but others I had to look up. I sounded out the wordsin my head, a dictionary in my lap, and searched the letters. After a few days, the poemappeared as gray graphite words. The paper a white flag. I had surrendered, had written
The text says that the author was able to complete this challenge of writing a poem while not being fluent in writing in English. The author wrote about the spring time and used words from T.V. shows and dictionaries to make the poem come to life. He had surrended to the box both his family and his school put him in and waved the white flag which was his words put on paper.
The function of the text is to reveal a challenge or obstacle the author was able to overcome. despite not being able to write fluently, the author wanted to challenge themselves .
“It’s right here,” I said, pointing to my poem pinchedbetween his fingers.I had read books that weren’t books, and I had read them using everything but my eyes.From that invisible “reading,” I had pressed my world onto paper. As such, I was a fraudin a fieldof language, which is to say, I was a writer.I have plagiarized my life to giveyou the best of me
The text says that the author told the teacher that it was in fact his poem. The author also says he was able to put his words to paper and become a writer.
The function of the text is to reveal that the author was able to overcome the challenge of not being able to write. He overcame his fear of not being able to succeed and pushed himself when both his family and his school did not push him to succeed.
Looking back, I can see my teacher’s problem. I was, after all, a poor student. “Where isit?” he said again
The text explains that the author understands where his teacher was coming from because the author did struggle with his writing.
The function of this text admit a possible counter-argument on why the teacher was right in accusing the author of plagiarizing the poem.
Through the headset, a robust male voice surged forth, emptying into my body. Theman’s inflectionsmade me think of waves on a sea. Between his sentences, a crowd—Iimagined thousands—roared and applauded. I imagined their heads shifting in anendless flow. His voice must possess the power of a moon, I thought, something beyondmy grasp, my little life. Then a narrator named the man as a Dr. Martin Luther King, Jr.I nodded, not knowing why a doctor was speaking like this. But maybe these peoplewere ill, and he was trying to cure them. There must have been medicine in his words—can there bemedicine in words? “I have a dream,” I mouthed to myself as the doctorspoke. It occurred to me that I had been mouthing my grandmother’s stories as well,the ones she had been telling me ever since I was born. Of course, not being able toread does not mean that one is empty of stories.
The text says that the author picked the cassette that had MLK's speech on it. The author was not familiar with who MLK was but recognized that MLK but noticed the power in his voice.
The function of this text is to reveal new and personal information about the author. In this paragraph, the reader is able to sympathize with the author and learn that although the author was not fluent in writing English, he still had important stories to tell.
Weeks earlier, I’d been in the library. It was where I would hide during recess.Otherwise, because of my slight frame and soft voice, the boys would call me “pansy”and “fairy” and pull my shorts around my ankles in the middle of the schoolyard. I saton the doorbeside a tape player. From a box of cassettes, I chose one labelled “GreatAmerican Speeches.” I picked it because of the illustration, a microphone against abackdrop of the American flag. I picked it because the American flagwas one of thefew symbols I recognized.
The text says that the author faced bullying in school and would go to the library during recess as an scape or safe haven. Once there, the author decided to listen to a cassette with the American flag on it because it was a symbol known to the author.
The function of the text is to set up a new story or new details to the essay. The author does this by providing background info on how his poem came to be and the reasons why he was in the library.
“Where is it?” the teacher asked. He held my poem up to the florescentclassroomlights and squinted, the way one might examine counterfeit money. I could tell, by theslowly brightening room, that it had started to snow. I pointed to my work danglingfrom his fingers. “No, where is the poem you plagiarized? How did you even writesomething like this?” Then he tipped my desk toward me. The desk had a cubbyattached to its underside, and I watched as thecontents spilled from the cubby’s mouth:rectangular pink erasers, crayons, yellow pencils, wrinkled work sheets where dottedletters were filledin, a lime Dum Dum lollipop. But no poem. I stood before the rubbleat my feet. Little moments of ice hurled themselves against the window as the boys andgirls, my peers, stared, their faces as unconvinced as blank sheets of paper
The text says that the author was able to complete his poem and his teacher that the poem was so well written so the author must have plagiarized it. The author was accused of stealing someone else's work.
The function of the text is to provide an example of the struggles the author faced of coming to America and speaking a different language. Since the author's poem was amazing, the teacher did not believe he wrote solely on the fact that the author still was not fluent in writing. The tone of the text is very direct when describing what happened in that moment.
One early-spring afternoon, when I was in fourth grade, we got anassignment inlanguage-arts class: we had two weeks to write a poem in honor of National PoetryMonth. Normally, my poor writing abilities would excuse me from such assignments,and I would instead spend the class mindlessly copying out passages from books I’dretrieved from a blue plastic bin at the back of the room. The task allowed me tocamouflagemyself; as long as I looked as though I were doing something smart, myshame and failure were hidden. The trouble began when I decided to be dangerouslyambitious. Which is to say, I decided to write a poem
The text is saying that often times the author would be excused from writing assignments because they were not fluent in their writing. However, in 4th grade the author decided to step out of their comfort zone and attempt writing the poem.
The text's function is to suggest that the author is going to reveal new evidence
Reading and writing, like any other crafts, come to the mind slowly, in pieces. Butfor me, as an E.S.L. student from a family of illiterate rice farmers, who sawreading as snobby, or worse, the experience of working through a book, even one assimple as “Where the Wild Things Are,” was akin to standing in quicksand, your lovedones corralled at its safe edges, their arms folded in suspicion and doubt as you sink
The text says that the author grew up in a family of farmers that didn't know how to read. The author's family viewed reading and writing as something suspicious and unfamiliar to them. The author didn't get the support from their family but instead was left to 'sink.'
The text's function is to introduce and give context to the circumstances the author grew up in and set the stage for the hardships the author faced.
My family immigrated to the U.S. from Vietnam in 1990, when I was two. We lived, allseven of us, in a one-bedroom apartment in Hartford, Connecticut, and I spent my first five years in America surrounded, inundated, by the Vietnamese language. When Ientered kindergarten, I was, in a sense, immigrating all over again, except this time intoEnglish. Like any American child, I quickly learned my ABCs, thanks to the age-oldmelody (one I still sing rapidly to myself when I forget whether “M” comes before “N”).Within a few years, I had become fluent—but only in speech, not in the written word
The text is saying that the author only grew up speaking Vietnamese and had to learn how to speak English and assimilate to America when he first went to school. However, he still faced challenges writing the language.
The text's function is to elaborate on the introduction and continue to describe the hardships the author faced when coming to America and waiting until school to be introduced to the language.