‭Individual Oral - Practice‬

‭ ecember 2023‬
D
‭Select a literature text that you have enjoyed studying so far on the course. You might‬
‭choose from:‬
‭●‬ ‭Persepolis‬
‭●‬ ‭Marilyn Chin‬

‭ ind a powerful two-page extract from Persepolis or a poem from Marilyn Chin.‬
F
‭Thinking‬
‭Why do you like this author? Why is the extract or poem powerful? Which language do you‬
‭notice as being important? What global issue emerges from the extract?‬

‭ ask‬
T
‭Present a 4-minute oral presentation on the task that will be delivered one-on-one to your‬
‭teacher. It will not be recorded but you are free to record it for your own purposes.‬

‭ : Knowledge and‬
A ‭‬ H
● ‭ ave I included a clear global issue?‬
‭Understanding‬ ‭●‬ ‭Have I commented on some deeper implications?‬
‭●‬ ‭Are my references relevant to my global issue?‬

‭ : Analysis and‬
B ‭●‬ H ‭ ave I commented on how authorial choices shape‬
‭Evaluation‬ ‭meaning?‬
‭●‬ ‭Is my analysis detailed?‬
‭●‬ ‭Have I linked my analysis to the global issue?‬

‭ : Focus and‬
C ‭●‬ H ‭ ave I included a clear introduction, body paragraph and‬
‭Organisation‬ ‭conclusion?‬
‭●‬ ‭Is it well balanced with an awareness of timing?‬
‭●‬ ‭Have I used discourse markers to link ideas together‬
‭cohesively?‬

‭D: Language‬ ‭‬ H
● ‭ ave I used an academic register?‬
‭●‬ ‭Have I used technical terms in my analysis?‬
‭●‬ ‭Have I used accurate, varied and precise language?‬
‭Planner‬

I‭ntroduction (30 seconds)‬

‭State the author and text. Comment on the global issue. What is the writer saying about‬
‭the global issue?‬

‭ he poem titled 'How I Got That Name' by Marylin Chin illustrates the theme of the impact‬
T
‭of migration, specifically delving into the themes of identity loss, cultural assimilation, and‬
‭the disparity between family relations.‬

‭ ody Paragraph (3 minutes)‬

B
‭Make a point in relation to your global issue.‬
‭Analyse 3 examples from your extract.‬
‭Comment on how this links to the global issue‬
‭ he title of the poem, ‘How I Got That Name’ is in past tense to imply a narrative is told.‬
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‭The author, Marylin Chin, deliberately chooses to use “that” instead of “my” creating a‬
‭sense of distance between herself and her name. This choice signifies a reluctance to‬
‭claim ownership over the name, as illustrated by the verb “got” about the acquisition of the‬
‭name. It suggests that the name was imposed upon her, rather than being a name she‬
‭consciously chose or embraced herself.‬

“‭ Nobody dared question his integrity given his nice, devout daughters and his bright,‬
‭industrious sons”. This quote from the end of stanza 1 is about how children are the‬
‭reflection of their parents. It highlights that her father and his reputation are not being‬
‭questioned because of how accomplished and dutiful his children are. This also comments‬
‭on gender since boys are intelligent and hardworking they are known for what they‬
‭produce unlike his daughters who are known for their innocence and submission‬

I‭n the poem's last stanza, the metaphor "She was neither black nor white" highlights the‬
‭poet's experience of cultural assimilation as someone who has grown up in the West but‬
‭retains deep roots in her Eastern heritage. The metaphor suggests that she faced the‬
‭challenge of feeling she did not belong in either her western or eastern side.‬

‭ onclusion (30 seconds)‬

C
‭Return to your global issue and comment on the deeper implications.‬

‭ o sum it up, "How I Got That Name," a poem by Marilyn Chin, explores the complex‬
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‭dynamics of family relationships, identity loss, and cultural assimilation. The poem also‬
‭addresses gendered expectations in the family, where sons' achievements are regarded‬
‭more highly than daughters' purity and subservience. Finally, the poet's experience of‬
‭cultural assimilation and the difficulty of feeling‬‭alienated‬‭from both her Eastern and‬
‭Western heritage is reflected in the metaphor of not being black or white.‬

‭-‬ i‭llustrates the theme of the impact of migration, specifically delving into the themes of‬
‭identity loss, cultural assimilation, and the disparity between family relations.‬
‭-‬ ‭“that” instead of “my” creating a sense of distance, ownership “got” the acquisition,‬
‭imposed upon her rather than embracing it,‬
‭-‬ ‭“Nobody dared question his integrity given his nice, devout daughters and his bright,‬
‭industrious sons”. how children are the reflection of their parents, highlights that her‬
‭father and his reputation are not being questioned because of how accomplished and‬
‭dutiful his children are.‬
‭-‬ ‭comments on gender since boys are intelligent and hardworking they are known for‬
‭what they produce unlike his daughters who are known for their innocence and‬
‭submission‬
‭-‬ ‭“She was neither black nor white" cultural assimilation as someone who has grown‬
‭up in the West but retains deep roots in her Eastern heritage, she did not belong in‬
‭either. The metaphor suggests that she faced the challenge of feeling she did not‬
‭belong in either her western or eastern side‬