Chicano Literature Poetry and Novels Essay

 Chicano Literature Poetry and Novels Essay

Order ID	53003233773
Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

Chicano Literature Poetry and Novels Essay

The son mexicano is a broad Mexican musical category. (T/F)

The son jarocho is native to  western Merico. (T/F)

3. The canción mexicanaand the son mexicano are one in the same.(T/F)
4. The canción rancherais a form of son. (T/F)
5. Mariachi Cobre is an  example of  a Chicano mariachi.(T/F)

Los Lobos and  Conjunto Hueyapan are examples of Chicano ensembles, who perform son jarocho. (T/F)

7. Chicano literature is limited to poetry and novels. (T/F)
8. Code-switching and__________are defining features of Chicano literature.

(a)     caló  (b) pochismos  (c) profanity  (d) both a & b

9. Chicanismo is not often reflected in works by Chicano writers. (T/F)
10. Juan Seguín and Mariano Vallejo were early writers, who wrote protest literature. (T/F)

 

11. Sandra Cisneros wrote Mexican Villagein 1945. (T/F)
12. Quinto Sol Publications nurtured the careers of authors such as Rodolfo Anaya,

(a)     Rolando Hinojosa-Smith  (b) Tomás Rivera  (c) Luis Valdez  (d) both a & b

13. I am Joaquínis an epic poem written by Chicano activist

(a)     Alurista  (b) Rodolfo “Corky” Gonzáles (c) José Montoya (d) Rodlofo Anaya

14. I am Joaquínlaid the groundwork for the future of Chicano literature since 1967. (T/F)
15. I am Joaquínpopularized the use of the term, Mexican-American. (T/F)

 

I am Joaquín is an epic poem, which relates the history of the Chicano. (T/F)

El Plan Espiritual de Aztlan, written by “Alurista”, inspired a sense of Chicano nationalism. (T/F)

Chicano author, Richard Rodríguez, often expresses his sense of chicanismo is his work. (T/F)

Sandra Cisneros wrote the popular novel Bless Me Última. (T/F)

Author Cherrie Montoya deals with issues of Chicana lesbianism in her works. (T/F)

Tomás Rivera and Rolando Hinojosa-Smith wrote Spanish language estampas. (T/F)

Mexican corridos often narrated stories of the Mexican-American experience in the 1800’s. (T/F)

Richard Rodríguez often explores his strong sense of chicanismo. (T/F)

The poet, José Montoya, utilizes much caló in his poems. (T/F)

Gregorio Cortéz is the subject of a popular 19^th century corrido from Texas. (T/F)

 

Points to remember about the topic on expectations.

Unlike the other two areas, this topic is more about you explaining the ideas, possibly using diagrams, and not about calculation at all.

More about this after the lecture and class on it.

This is to focus your revision. This covers what we’ve done anyway, but I’ve packaged it all together in one place here. I hope that it’s helpful.

FINALLY:

• Draw large, well labelled diagrams, showing large shifts in lines for clarity.
• If the question says ‘no calculations required’ then DON’T do any. [There won’t be enough info to anyway.]
• If the question doesn’t ask you to draw a diagram [‘use a graphical analysis’], you do not have to. You won’t be penalised if you do, however, (and it may help clarify your answer).
• If the question says ‘use a graphical analysis’ or some similar wording, you MUST draw at least one diagram and explain it (you will lose marks if you don’t).

FINALLY FINALLY:

• ALWAYS explain what you are doing, especially when you are manipulating equations. DON’T ASSUME that because the markers ‘know the theory’, you don’t have to explain what you are doing. Remember the marker is LOOKING FOR EVIDENCE OF YOUR UNDERSTANDING. If you get some numbers wrong but you correctly explain what you are doing, the maths errors won’t lose you too many marks.
• I suggest that you give a number to each equation. Then you can say something like ‘I now plug equation [2] into equation [3] because the equilibrium condition blah = bleurgh requires this…’ etc.
•  Chicano Literature Poetry and Novels Essay

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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