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Lecture

QMS 102 Lecture Notes - Plaintext, Onomatopoeia


Department
Quantitative Methods
Course Code
QMS 102
Professor
Shavin Malhotra

Page:
of 5
Shangara Flora 18/02/2012
Grinning and Happy Argumentation Assignment
Mr. Kogawa’s argument is clearly one of a negative nature and she is contradicting the perceived
notions that people had during that time based on the title of this newspaper article. Her thesis is stated in the
last three lines of the story, “"Grinning and happy" and all smiles standing around a pile of beets? That is one
telling. It's not how it was.” This sends a very harsh yet clear message that the oppression that was taking
place was not in fact “grinning and happy,” but rather the opposite. The rest of her story does an immaculate
job at explaining this thesis. The fact that her thesis is generally in the former part of the text as opposed to
the latter half gives the reader an almost conclusive sense and ties the whole story together with a last,
definitive statement. When analyzing the structure of “Grinning and Happy,” Mr. Kogawa takes a inductive
standpoint. One example is that she reserves her thesis for the end, as a conclusion to her evidence. Inductive
forms of reasoning typically consist of taking past experiences and using them as an explanation for a present
or future circumstance. Just like that of Mrs. Kogawa, in paragraphs 2 through 6, she quotes the article to
show us an official and public version of the truth. Then after she debunks this version through a succession
of her own eyewitness examples, she returns in her closing to sum up her judgment of the official “truth”:
“That is one telling. It’s not how it was.” She also uses contrast in her essay to make it very effective. It
allows the reader to see the difference between the “official” version of events, and what actually did happen
to the evacuees. Contrast between these public and private versions of the truth (the newspaper article vs. the
narrator’s own experience) underlies Kogawa’s argument to a great extent. Ms. Kogawa’s prose is rather
poetic in her use of vivid descriptions, imagery and figures of speech. Even the long, runon sentences
have a rhythmical cadence to them. Like most poetry, Kogawa’s prose selection “Grinning and Happy” is
very concise. And as in most poetry, that conciseness is derived largely from appeals to the senses and from
figures of speech. The form of persuasion that is used the most throughout this story is the use of description.
From paragraph 8 onwards, Kogawa starts to talk about her actual experience and uses examples that
illustrate the hardships of the Japanese-Canadian evacuees. The images that the author paints are very
vivid the reader can see and feel her misery. She also uses different literary devices such as metaphors to
capture the reader’s attention and help them use simple and everyday objects to help understand her pain and
suffering. “We are as tiny as insects crawling across the grill,” and “the whole field is an oven,” are just a
couple of the many metaphors used. Since most of the examples are concrete and even poetic images of the
miserable life of the evacuees, it makes her argument more effective. Many other literary devices are used to
help increase the effectiveness of her argument. For example, in paragraphs 14 through 17, the word “it’s
begins five sentences and comes after conjunctions that begin three others. The repetition is obviously
deliberate: its effect is to emphasize how the examples in this passage work together in showing why the
narrator “minds” the situation. It illustrates the tedious hard work that the lives of the evacuees had become.
As well, throughout the story there is constant use of onomatopoeia. When she says “thwack,” or “flick,” or
“flap,” it lets the audience hear the noise that she was hearing and again helps to persuade them to believe
her story because they can relate to these sounds that they have also heard before. Therefore, the mass
amounts of imagery and her personal experience are forms of persuasion methods that have lead to
Kogawa’s argument being extremely effective. In my opinion, this essay is very effective overall. This is due
to the fact that the author herself has lived through this terrifying experience of being a Japanese-Canadian
and therefore gives the reader first hand insight into what it was actually like which, as mentioned
previously, was the main point of her whole story. I think that this essay is so effective because it makes the
reader believe her argument. Her choices of words are poetic, yet disturbing because she uses a melancholy
tone to evoke imagery into the readers mind. She describes certain situations in such detail, using words like
“scorching,” instantly stiffens,” and “maddening sun,” in order to give the reader a true sense of what was
going on with herself and her family. When she says “I mind growing ugly,” it is like a slap in the face for
the audience because that one sentence evokes a lot of emotions in a person. It says, “Wow. This is actually
real,” and leaves someone in disbelief. This one sentence is the main sentence that leads me to believe her.
Shangara Flora 18/02/2012
Another example is when she says “It's the bedbugs and my having to sleep on the table to escape the nightly
attack, and the welts over our bodies.” Bedbugs and welts might be considered abnormal things in normal
society as well, but when she describes it in this context, it changes the readers’ whole perspective on them
and helps to positively support her argument. Lastly, the way in which she describes working in the fields
seems so down to earth, and she uses common language so that everybody that is reading this story can try to
relate to her and that in return helps to get her message across. Thus, I believe that this essay is very effective
overall.
Shangara Flora 18/02/2012
ENG4U1 – Reading Response/Oral Communication Rubric
Criteria: Below
Level One
(0% - 49%)
Level 1 (50% -
59%)
Level 2 (60%
- 69%)
Level 3 (70%
- 79%)
Level 4 (80%
- 100%)
Knowledge
knowledge
(literal) of
foundational text
(R, W)
Very limited
knowledge
(literal) of
foundational text.
Limited
knowledge
(literal) of
foundational text.
Some knowledge
(literal) of
foundational text.
Considerable
knowledge
(literal) of
foundational text.
Thorough
knowledge
(literal) of
foundational text.
understanding
(emotional,
symbolic) of
foundational text
(R, W)
Very limited
understanding
(emotional,
symbolic) of
foundational text.
Limited
understanding
(emotional,
symbolic) of
foundational text.
Some
understanding
(emotional,
symbolic) of
foundational text.
Considerable
understanding
(emotional,
symbolic) of
foundational text.
Thorough
understanding
(emotional,
symbolic) of
foundational text.
Thinking
generate ideas,
gather and
organize
information (R,
W)
Fails to generate
ideas, gather and
organize
information.
Limited ability to
generate ideas,
gather and
organize
information.
Some ability to
generate ideas,
gather and
organize
information.
Considerable
ability to
generate ideas,
gather and
organize
information.
Thorough ability
to generate
ideas, gather and
organize
information.
analyze
information,
ideas and
elements in texts
to make
inferences about
meaning (R, W)
Fails to analyze
information,
ideas and
elements in texts
to make
inferences about
meaning.
Analyzes
information,
ideas and
elements in texts
to make obvious
inferences about
meaning.
Analyzes
information,
ideas and
elements in texts
to make some
appropriate
inferences about
meaning.
Analyses
information,
ideas and
elements in texts
to make
considerably
complex
inferences about
meaning.
Analyses
information, ideas
and elements in
texts to make
thoroughly
complex and
subtle inferences
about meaning.
use and apply
creative, critical,
and
metacognitive
thinking skills
(R, W)
Fails to use and
apply creative,
critical, and
metacognitive
thinking skills.
Limited ability to
use and apply
creative, critical,
and
metacognitive
thinking skills.
Some ability to
use and apply
creative, critical,
and
metacognitive
thinking skills.
Considerable
ability to use and
apply creative,
critical, and
metacognitive
thinking skills.
Thorough ability
to use and apply
creative, critical,
and
metacognitive
thinking skills.
Communication
demonstrates
listening skills by
producing,
answering, or
responding
(OC)
Fails to
demonstrate
listening skills by
producing,
answering, or
responding.
Limited ability to
demonstrate
listening skills by
producing,
answering, or
responding.
Some ability to
demonstrate
listening skills by
producing,
answering, or
responding.
Considerable
ability to
demonstrate
listening skills by
producing,
answering, or
responding.
Thorough ability
to demonstrate
listening skills by
producing,
answering, or
responding.