Search Our Essay Database

Essay Instructions: Read: Joane Nagel, "Constructing Ethnicity? (Handout);
Nicholosa Mohr, ?The English Lesson,? Imagining America, 21-34.

Please analyze the theorist who focuses on individuals and their ethnic and racial cultural groups as the main location of racial and ethnic identity
Assignment: Not only does Nagel focus on individuals and ethnic groups as the site of the meaning of ethnicity, but she also argues that this meaning is fluid and situational. In addition to Joane Nagel, use Nicholosa Mohr, ?The English Lesson,? Imagining America, 21-34. Reading listed above. Based on a close reading of the arguments in the texts, test Nagel?s claims about the situational nature of ethnic identity by answering the following question: Does your companion text(Nicholosa Mohr, ?The English Lesson,? Imagining America, 21-34.) support Nagel?s views regarding the structure of ethnic identity and its relationship to cultural construction in the U.S.?
Requirements: This essay should be based on a close reading and Nicholosa Mohr, ?The English Lesson,? Imagining America texts. Use quotations to supplement your answer. Be sure to formally introduce the texts you are working with, use quotations to define your terms and navigate your way through their positions, and cite all references to these texts using MLA style. This is a formal essay, complete with a thesis statement, conclusion, and works cited page.
Suggestions: Consider the relationship between Nagel?s theories and the experiences related by your companion text. Remember that your companion text is a work of fiction and that the experiences depicted are part of an authorial project rather than reported ?facts.? Does the companion text support Nagel?s essay? Does it challenge it? Remember to focus on the part of Nagel?s argument that best relates to your chosen work of fiction. At the same time, do not ignore or evade Nagel?s larger points about the fluid and situational nature of ethnic groups and the complicated relationship between these identity groups and cultural construction.

Essay Instructions: Please review and outline Racial and Ethnic Identity Development.

(1) Sumarize the chapter for class room presentation
(2) Outline the article in order that a power point presentation can be created.

NOTE: 20 pages will be faxed. Please provide a fax number.

IF POSSIBLE PLEASE HAVE SUNANDMIKE TO REVIEW THE PAPER.
There are faxes for this order.

Essay Instructions: topic: use of yiddish in jewish ultra orthodox communities (haredi) as a first language in contrary of the use of local vernacular (israel - hebrew, NY & London - english). in hassidic communities yiddish is more common, in litvish (yeshivish) local vernacular is more common.
why the difference? what functions does yiddish serve in those communities? effects of vernacular pressure on use of yiddish. identity issues, religious language related issues (ancient hebrew - loshn koydesh is considered holy. what's the yiddish condition in this aspect?), heritage issues ("haymish"), cultural isolation - yiddish as a means to create bounderies (in-out, out-in). diglossia (or triglossia).
please include general sociolinguistic material about: language & ethnicity / group identity / collective identity / religious identity.
include footnots, at least 25 cited sources (reference articles&books folowing - bottom), research hypothesis, abstarct, conclusions.


refernces:

1) Yiddish & Ultra Orthodox Jews:

- International Journal of the Sociology of Language, 1999, 138. (Eds: Isaacs, M & Glinert, L.H.), Mouton De Grouyter.
- Isaacs, Miriam/ Haredi, haymish and frim: Yiddish vitality and language choise in a transnational, multilingual community. pp 9-30.
- Isaacs, Miriam/ Contentious partners: Yiddish and Hebrew in Haredi Israel. pp 101-121.
- Glinert, Lewis H./We never changed our language: attitudes to yiddish acquisition among Hasidic educators in Britain. pp 31-52.
- Abraham, Joan E./ Perceptions of English learning in a hasidic jewish sect. pp 53-80.
- Bogoch, Bryna/ Gender, literacy, and religiosity: dimentions of Yiddsh education in Israeli government-supported schools.

- Belcove-Shalin Janet S, editor (1995): New World Hasidim: Ethnographic Studies of Hasidic Jews in America. Albany: SUNY Press.
- Fishman Joshua A. (1981), Never Say Die! A Thousand Years of Yiddish in Jewish Life and Letters. Mouton Publishers, The Hague.

2) Sociology of Yiddish:

- International Journal of the Sociology of Language, 1987, 67. (Ed: Fishman Joshua A.), Mouton De Grouyter.
- International Journal of the Sociology of Language, 1980, 24. (Ed: Fishman Joshua A.), Mouton De Grouyter.
- Fishman Joshua A. (1991): Yiddish: Turning To Life. John Benjamins Publishing Company, Amsterdam/Philadelphia.
- Zisenwine David: Jewish Culture ? Identity and Language.
- Ben-Refael Eliezer: Language and Social Division ? the Case of Israel.
- Studies in the Linguistic Sciences, 2001, 31, 1, Spring, 213-229. The Paradox of Creativity in Diaspora: the Yiddish Language and Jewish identity. King Robert D.
- Mitchel Bruce: Yiddish and Hebrew Revival: A New Look at the Changing Role of Yiddish.

3) History of Yiddish:

- International Journal of the Sociology of Language, 1991, 91. (Ed: Fishman Joshua A.), Mouton De Grouyter.
- Fishman Joshua A. (1981): Never Say Die! A Thousand Years of Yiddish in Jewish Life and Letters. Mouton Publishers, The Hague.
- Fishman Joshua A. (1991): Yiddish: Turning To Life. John Benjamins Publishing Company, Amsterdam/Philadelphia.
- Goldsmith Emanuel S. (1997): Modern Yiddish Culture ? The Story of the Yiddish Language Movement. Fordaham University Press, NY.

4) Sociolinguistics: group/ethnic/religious identity:

- Fishman Joshua A. (1989): Language & Ethnicity in Minority Sociolinguistic Perspective. Clevdon ? Philadelphia, Multilingual Matters LTD.
- Fishman Joshua A. (1997): In Praise of the Beloved Language ? A Comparative View of Positive Ethnolinguistic Consciousness. Berlin ? New York, Mouton De Grouyter.
- Edwards John (1985): Language, Society and Identity. Oxford, Basil Blackwell Ltd.
- Gumperz John J. (1982): Language and Social identity. Cambridge University Press.
- Abrams Dominic, Hogg Michael A.: Social Identity ? Constructive and Critical.
- Dannenberg C. J.: Sociolinguistic Construct of Ethnic Identity.

There are faxes for this order.

Essay Instructions: I request to have WRITER for this.

QUESTION 1 Relationality of Racial-ethnic Images: Context, Effects & Resistance

Drawing on class lectures, textbook and the film Rabbit in the Moon, choose two specific images of Asian Americans to answer the following:

i. Describe each of the two images (images must come from the six images provided in class lecture, some do and don't overlap with those in the textbook)
ii. What is the historical context in which each image emerges? That is, to what fears/concerns/anxieties/desires to Euro American did/do these images speak.
iii. What are some of the concrete effects of each image, on the experiences of relevant racial ethnic dominant groups and relevant racial-ethnic subordinate group?
iv. Identify and briefly describe on one resistance to each of the above selected images and their effects.
NOTE: a. Answer (i,ii,iii,iv) with reference to different national/ethnic groups of Asian Americans. (b) Your answer for (iii) must include an identification and exploration of two specific popular practices and two specific state policies/acts. Correct usage of other key terms will enhance your writing, i.e. nativism, miscegenation, orientalism, etc.

Hint - you can pick one ethnic group and answer all (i) - (iv) or whatever convenience to you in order to cover all the above (i)-iv.

QUESTION 2 - Mini Auto Narrative on Racial-Ethnic Identity
Engaging with specific passages/arguments/issues/questions raised in two of the folling ARRs (Boundaries, Is Multiracial Status Unique, White Privilege, Optional Ethnicities, Report From the Bahamas, Myth of the Latin Woman, Jews in the U.S., A different Mirror, Asian: Just a simple word, and on Being South Asian in NOrth America) and at least one of the class films (I chosen Mississippi Masala), construct a self-exploration into your racial-ethnic identity.

NOTE: a. All key terms such as race, ethnicity, assimilation, transnationalism, cultural pluralism, multiculturalism, etc. must be defined and illustrated.
b. Focus for your critical self-exploration will be defined by the engagements you make to the class readings and films
c. Engagements must be engagements, not just passing remarks. What is the author saying? Why & how do you find it interesting/useful for constructing your essay? Utility of text doesn't mean you have to agree with it; you may disagree with parts of it or all of it.
d. Open to all films in class except Rabbit in the Moon.
e. Look to the ARRs (additional reading articles) as examples/models for writing your mini auto-narrative.

Please let me know which articles you would like to read so I can send it over. Beside the answer for both questions must be a coherent essay for each question. The length for each question is 3 1/2 pages. If there is any question, please contact me. Thank you.