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4 pages/≈1100 words
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MLA
Subject:
Business & Marketing
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Essay
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English (U.S.)
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Topic:

Should international students use Chinese names or English names?

Essay Instructions:

Discussion: Should international students use Chinese names or English names?

 

Major Assignment 1: Public Argument
ENGL 15/Spring2020
(25%)
DUE DATES & IMPORTANT INFORMATION
Grading Breakdown (100 pts)
Cover Letter: 5 pts 
Essay: 95 pts
Bonus points: 
1) ESL Tutoring Report (2 pts). Link here and then, find “To Make an Appointment”. Make sure you ask them to send a report to my email: 
2) Use of a visual (E.g. diagram, graph, picture, photo, etc.) to provide relevant visual support for your argument (1 pt)
3) Attend one of these workshops and write a 200-250 word reflection paragraph (2 pts) where you need to describe workshop (who is the speaker, when, where, what is it about) and one takeaway. The takeaway needs to be directly related to MA1: how does attending the workshop (not) help you to write MA1? One new thing you learn? How does the workshop confirm what you have already known? You also need to give me a visual evidence--a “selfie” with the speaker. Without it, I will not consider this. This needs to be submitted together with the final draft of MA1.
REQUIREMENT:
Work Cited Requirement: 7-10 credible sources (2 sources in the Introduction; 2 in the Analysis of Critical Incident paragraph; and 2 in the Interview Analysis paragraph)
Length: 1000-1250 words (4-5 pages, double spaces, excluding the cover letter)
At least 3 relevant key terms (See your “Reading Log Table”) and definition
For MA 1 you are going to write for a student newspaper addressed to Penn State Abington (PSA) communities. An example of a student newspaper article is the class text you wrote for “RLog 6” Myhre,“On Difficult Names” and “RLog 3” Cheung’s “Students with Unusual Names” The topic needs to relate to Multilingual Students and Renaming Practice.  
After completing Project 3, ideally you would be able to give a well-researched response if multilingual students/professors/or people at PSA approach you with one of the following questions: What name(s) multilingual students should use when studying in the US, OR if professors need to require a particular naming practice for their multilingual students.
SUGGESTED OUTLINE/CONTENT****
 TITLE: ……
Introduction (with at least 2 sources)
Why the argument? Show that you understand the issue and situation surrounding the naming practice of international/multilingual students at PSA. Questions to address: What conditions/experiences, observation, assumption and beliefs that lead you to have this argument? 
To give you an idea you can read the brainstorming session “Understanding Context” we did in class (Module>Week 3>3.2 Understanding Context) for information such as statistics of internationals students at PSA, faculty/student supports (not) available at PSA for having a preferred name or using a cultural name, etc. In this paragraph, you need to use at least 2 sources (E.g. statistics of international students at PSA, supports available at other university, etc).
Write an explicit, debatable, and well-researched thesis/argument & purpose (What do you want to achieve?). You can start by reading what you have done in Module>Week 3>3.2 My Tentative Proposal/Position
Who are you talking to and about? This can be combined with the reason. “Who you are talking to” means whose minds are you going to change? “Who you are talking about” is the subject of the argument.
Supporting Paragraph 1: Critical Incident (CI) Description (150-250 words)
Do not write from scratch. You can get ideas by rereading “My Namestory” (Assignment> Overdue Assignment>2.3 My Namestory) and see if you can use the experience you describe there.
In this paragraph, do not just describe a past experience. You need to select one or a series of events that has a significant purpose related to the main claim. The critical incident needs to be framed it as a story with a clear setting (where & when it happened), characters (You, as the main character, and teacher, peers, etc.), plot, conflicts, and resolution.
Idea for content & writing style: The articles for “RLog 6”: UyênThi Tran Myhre “On Difficult Names”  and “RLog 8”: Huan Hsu, “The Name’s Du Xiao Hua, but Call me Steve?”
Supporting Paragraph 2: Critical Incident (CI) Analysis (with at least 2 sources)
This is where you are going to look back at the CI you just described and highlights explicitly what you have learned from it now.
Begin with a topic sentence describing how this paragraph supports your argument through the CI you have just described.
Idea of content: How did you feel at that time? Why did you feel that way? What questions that came to your mind at that time? What questions that come to your mind now? As you think of the experience now, what could you have done differently? Were there different ways you can react/behave? You can also use relevant key term(s) here.
Use at least 2 sources: Does your experience relate to other people’s experiences or ideas? How does it relate? ‘Relate’ doesn’t always mean agree, it can also mean different (i.e. challenging, questioning, etc.) Review your reading log, esp. the one with Personal Experience as the Evidence and relate (agree, disagree, challenge, etc.) it to these experiences.
Supporting Paragraph 3: Interview Description
This is where you describe the interview result. Start with a topic sentence: highlighting the purpose of the interview, what you aim to achieve (relate this with the kind of supports the interview will give to your argument), and the interviewees.
Describe the result (see your “Interview Table”: Assignment>Overdue Assignment>5.2 Interview).
Supporting Paragraph 4: Interview Analysis (with at least 2 sources)
This is where you analyze the interview finding. “Analyzing” here means:
o Highlight the insights you want the reader to learn from the interview
o Relate the interview result with the existing conversation about naming (Go to “Reading Log Table” to find ideas). 
o We will talk more in class what “analyzing” here. Refer to class discussion & PPT on Module> Week 5>5.2 and 5.3 Developing Research Paragraph.
You want to begin the paragraph with a topic sentence describing how the interview result support your argument. You can begin with reading “Interview Reflection” (Go to Overdue Assignment>5.2 Interview Reflection).
Note: if it is not too long, you can also combine this with the previous paragraph
Supporting Paragraph 5: Counter-Argument
Here you need to identify the strongest counter-argument, describe it to show you are listening and considering it, and then, rebut it. One way to make your rebuttal stronger is by using sources to support your rebuttal.
Read “Skeptics my Objects” or “Counter Argument PPT” (Module>Week 6>6.3 Counter Argument). You can also brainstorm the strongest counter-argument by reading the “Debate Notes” (see Module>Week 4)
Repeat with a difference (don’t simply copy and paste) the reason, the purpose and the thesis.
Call of Action:  What do you expect the target audience do/feel/think after completing reading your essay.

Essay Sample Content Preview:

Should International Students Use Their Culture Name?
Student Name
Institutional Affiliation
Should International Students Use Their Culture Name?
Introduction
The name change is not a new phenomenon. History is filled with examples of icons who have changed their names due to various factors. This has been common among revolutionaries who have opted to change to names that resonate with their belief system. These revolutionaries have different names on their tombstones that have little resemblance to those in their birth certificates. For example, Ras Tafari Makonnen changed his name to Haile Selassie, which remains popular today (Dagnini, 2009). A more recent example would be Cassius Clay, who became Muhammad Ali as an adult. In the modern world, more and more Chinese students are pursuing their studies abroad, and in particular the developed Anglophone nations. For Chinese students studying abroad, especially in the U.S., changing from Chinese names to English ones has become common (Diao, 2014). Having an English name for Chinese students in America appears normal. In the era where Chinese students are adapting English names, it is critical to examine whether this should happen in the first place. A majority of the Chinese learners are torn between their self-assigned English name and their Chinese given one. International students should not change to English names rather they should maintain their culture names.
Why students use English-assigned names
Additionally, Chinese students in America change to English names to overcome the remembering barrier. When being addressed with Chinese names, the ability of others to remember the names is reduced. Since Chinese names tend to be challenging for Americans to pronounce, they are also hard to remember (Ruzicka, 2018). Having an English name assists in overcoming this barrier. Some students result in introducing themselves using their self-assigned English name first then later their Chinese name if people ask.
International students use self-assigned names to preempt the mispronunciation of the Chinese names. A majority of Americans including lecturers and students find it challenging to pronounce Chinese names correctly. Asking an American to pronounce a Chinese name will result in the name being mangled in hilarious ways. Sometimes, the Chinese name can be pronounced in an annoying and embarrassing manner (Ruzicka, 2018). Averting such a scenario means teaching every individual student encounter. Such an approach is an impossible task. Instead of being used to having their Chinese names mispronounced, international students preempt the embarrassment by changing to English names.
Chinese students use English names to indicate their appreciation of the American culture. Coming to American represents an opportunity for many Chinese students to experience different cultures. The U.S. offers exposure to Chinese students to a wide variety of cultural practices. Changing to English names presents an opportunity to appreciate the local culture. It demonstrates that learners have embraced the American way of life (Wang, 2016). This is critical in assisting the students to integrate with the local culture. It is usually the first step in identifying the new environ...
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