Reference no: EM133714433

For the love of everything that's good and pure, can someone please 1 explain to me what the phrase "You're so Asian" means? And while you're at it, let me know what criteria, scale and measurements
one might use for determining my degree of ''Asian-ness:' Maybe there's a panel of judges involved?
The stereotype is an interesting concept, particularly in its versatility. 2 It can be comic and satirical and, at the same time, offensive and humili­ ating. My ethnicity mostly experiences positive, or "model-minority" stereotypes. But just like their negative counterparts, positive stereo­ types strip people of their individuality and alienate them for not meet­
ing the standards that are imposed upon them.
Negative stereotypes are widely acknowledged as harmful, so they're 3 often effectively rejected. But positive stereotypes, which are widely embraced and even considered flattering, can be equally detrimental. One particularly harmful positive stereotype of Asians is that they are all smart. A 2010 study about the model-minority stereotype showed that Asian Americans are most likely to be perceived as nerds. OK, so a lot
of people think we're smart, and of course, it's good to be smart. But this positive prejudice is just as threatening to my identity.
First off, like other stereotypes, it's obviously false and easily ignorable. 4 But because it is considered more socially acceptable, intelligence in Asians
Hailey Yook is a student at the University ofCalifornia-Berkeley.

is regarded as the result of having Asian genes'. The stereotype that "Asians are smart" becomes "Asians are smart only because they are Asian." Therefore, no matter how much effort, studying or practice an Asian person puts in, when he or she achieves academic excellence, it's likely that the common reaction will be along the lines of "Asians are so smart" or, you guessed it, "You're so Asian." Such a person's achievement and intelligence will likely be attributed to one thing and one thing only - race.
Well, at least we're not being called stupid, right? Despite how trite this may sound, it truly is a blessing and a curse. If my race is taking all of the credit for my efforts and accomplishments, what am I as an indi-vidual? Will my capabilities and successes always be defined entirely by my race? What if I feel that I don't meet these expectations, standards and pressures that my race imposes on me ... Am I not truly Asian?
I've never had that perfect 4.0, and I'm not the type to strive for absolute perfection in every academic endeavor. So yes, I'm personally victim to the pressures of this stereotype - to make sure I'm staying on top of my studies because if I ever show signs of struggle, I'm not being "Asian enough." I've witnessed during all of my years in the public school system how parents, classmates and even teachers expect the Asian student to excel and even unknowingly guide them in math and science without considering the individual student's interests and abilities. These pressures can cause some to crack. The model-minority stereotype creates unnecessary stress, prevents students from acknowledging problems with stress and seeking help and generates feelings of shame and reluctance in seeking academic assistance.
Out of all of the stereotypes about my race, I find this one to be the most limiting and oppressive. Although it's easy to ignore assumptions that I'm as smart as I'm "supposed" to be, it's hard to ignore that my
success is attributed to my background. And it's even harder to ignore that I'm not "Asian enough" if I struggle academically. Stereotypes are inevi-table, but something like intelligence can be so important to a person's life that attributing it merely to race and disguising it as a compliment is more than a stereotype - it's an outright insult.

QUESTION 1

Positive Stereotypes

Positive Stereotypes module 3 .pdf

1. After reading and annotating Positive Stereotypes, produce a paragraph elaborating on the rhetorical situation of the essay. Include all sections that are relevant. Discuss each appropriate section with details and examples.

QUESTION 2

Academic Summaries
The value of summarizing is that it requires you to pay close attention to the reading in order to distinguish the main points from the supporting details. Summarizing tests your under­standing of the material by requiring you to restate concisely the au­thor's main ideas in your own words.
A summary is a brief version of a longer text that covers its main ideas without the insertion of personal opinions. You can use the following steps to create a summary. Then, use the sentence frames to draft one.
1. Reread the text to ensure you understand it well.
2. Take notes on the passage's main ideas and supporting points.
3. Write your summary, providing the main points in the same order they appear in the original. Use your notes to explain the author's ideas. Do not copy the author's words exactly or insert your own thoughts.
4. Reread the text one more time to ensure you haven't left out any major ideas.
5. Cite the source as required by the assignment.

QUESTION 3

Analyzing a text helps you discover what it means, leading to interpretation and evaluation. As you read analytically, mark the text for the items listed below as you consider the questions that follow the list in your analysis.

Pick two to three questions and develop a paragraph on evaluating Positive Stereotypes. Much of what you select is up to you, be certain to elaborate on your views. You should have a main idea that clearly demonstrates what you will be referring to. This naturally will not be a short paragraph.

How has the author constructed this text?

What is the author's subject, tone, and message or theme?

For what reason or purpose has the author constructed this text in this way at this time?

An analysis provides an understanding of the ways in which the parts of the text form a whole within a rhetorical situation. Any such response points to important ideas and makes connections to provide textual evidence to support the analysis.

To read a text analytically, mark it for (not all bullet points will be used in a given circumstance)

points of agreement and disagreement with claims or assertions;
convincing examples that support claims or assertions;
implications or consequences of believing the author;
personal associations with text material;
connections to other "texts" you have read;
recurring images, symbols, diction, phrases, ideas, and so on; and
conclusions.

QUESTION 4

Evaluating a text helps you determine whether you believe it accomplishes what it sets out to do within the rhetorical situation. Put differently, does the text do what it claims to do? You can also determine the significance of the text and its implications. Of course, different genres of texts should be judged using different criteria. To evaluate a text, you need to understand and analyze it in order to support your judgments.

To evaluate Positive Stereotypes, choose the question you want to focus on and produce a paragraph. As always there should be a clear main idea and a robust amount of support. Be certain to use one quote and one paraphrase in your support.