EngA07 – What’s Your Story – Theme Essay
Lan Anh Foster
27 September 2012
English 7A (1)
Ms. Arguelles
Theme for “Fish Cheeks”
The theme for “Fish Cheeks” is about taking pride in one’s heritage and culture. The story is
about a girl who discovers that her parents invited her crush over, and is mortified when her Asian
parents and relatives embarrass her. In “Fish Cheeks”, the author, Amy Tan, explores the idea that one
should not be ashamed of one’s culture, and reveals this through the Characters, Setting, and Plot.
Through the story’s plot, Tan is able to show the character is embarrassed about showing her
culture to her crush, but she eventually accepts her difference from other girls. To support this claim are
some examples from the story: At the beginning of the story, Amy’s family invited her crush over for
Christmas Dinner and when she found out, she reacted by crying and thinking “What would Robert
think of our shabby Chinese Christmas? What would he think of our noisy Chinese relatives who lacked
proper American manners? What terrible disappointment would he feel upon seeing not a roasted
turkey and sweet potatoes but Chinese food?” During the dinner she was totally embarrassed by her
family, especially when her father “poked his chopsticks just below the fish eye and plucked out the
soft meat. “Amy, your favourite.” He said, offering me the tender fish cheeks. I wanted to disappear.”
In the end, when everyone had gone, her mother approached her and said: “You want to be the same
as American girls on the outside.” She handed me an early gift. It was a miniskirt in in beige tweed.
“But inside you must be always Chinese. You must be proud you are different. Your only shame is to
have shame.” Thus, Amy realized the meaning of her mother’s words: “For Christmas Eve that year, she
had chosen all my favourite foods.” Before the dinner, Amy was ashamed and embarrassed of her
culture because she was worried about her crush (Robert) seeing her relatives and Chinese food and a
Chinese Christmas.
Through the story’s setting, Tan was able to show that the character is ashamed of her culture
and where she comes from, and how embarrassed she would (could) be if her family invites someone
she knows to a celebration her family is having. To support this claim, there is an example from the
story: In the middle of Christmas dinner, Amy was embarrassed by her father, who: “leaned back and
belched loudly, thanking my mother for her fine cooking. “It’s a polite Chinese custom to show you are
satisfied,” explained my father to our astonished guests. Robert was looking down at his plate with a
reddened face. The minister managed to muster up a quiet burp. I was stunned into silence for the
rest of the night.” In this paragraph, Amy is surrounded by her Chinese parents and relatives,
celebrating a Chinese Christmas at her house with an American family. During the dinner, Amy’s fears
about her relatives came true, because they licked the end of their chopsticks and her father belched in
front of her crush and his family embarrassing her.
EngA07 – What’s Your Story – Theme Essay
However, through the story’s characters, Tan was able to show that one should be proud of how
different one is from the rest. She accepted her difference from others many years later, after she
discovered the reason behind her mother’s menu: “And even though I didn’t agree with her then, I
knew that she understood how much I had suffered during the evening’s dinner.” Tan wrote: “It wasn’t
until many years later – long after I had gotten over my crush on Robert – that I was able to fully
appreciate her lesson and the true purpose behind our particular menu. For Christmas Eve that year,
she had chosen all my favorite foods. After the dinner, her mother represented her in her cooking, and
many years later, she accepted her culture and heritage, and finally understood what her mother had
been trying to tell her.
So, in conclusion, the story “Fish Cheeks” explores the idea that one should not be afraid of
one’s culture, through the plot (when Amy’s family and Robert’s family celebrated Christmas together,
resulting in Amy’s embarrassment) the characters (in which Amy discovered the true meaning behind
her mother’s menu that night) and the setting (where she was surrounded by her Chinese relatives and
celebrating a Chinese Christmas with her crush). I think that the author, Amy Tan, used this story to
express the idea of not being ashamed of your culture, and how proud you should be of your
uniqueness.
MYP LANGUAGE A RUBRIC
Criterion A: Content
Criterion B: Organization
Criterion C: Style and language
0
0
0
The student does not reach a
standard described by any of the
descriptors below.
The student demonstrates very
limited understanding of the text and
topic, and little or no awareness of
the author’s choices. There is little or
no detail, development or support.
1-2
The use of terminology is missing,
inconsistent and/or incorrect.
1-2
The student does not reach a
standard described by any of
the descriptors below.
The student rarely employs
organizational structures
and/or language- specific
conventions, or uses those that
do not serve the context and
intention.
The work is generally
disorganized, unclear and/or
incoherent. The student
employs critical apparatus
inappropriately or not at all.
1-2
The student does not reach a
standard described by any of the
descriptors below.
The student employs a very
limited range of appropriate
vocabulary, idiom and sentence
structure. There are very frequent
errors in grammar and syntax,
which persistently hinder
communication.
There is little or no evidence of a
register and style that serve the
context and intention.
There are very frequent errors in
punctuation and spelling/writing,
which persistently hinder
communication.
EngA07 – What’s Your Story – Theme Essay
3-4
The student demonstrates limited
understanding of the text and topic,
and sometimes shows an awareness
of the author’s choices, although
detail, development and/or support
are insufficient.
The student sometimes
employs organizational
structures and/or languagespecific conventions that serve
the context and intention.
3-4
The use of terminology is sometimes
accurate and appropriate.
The work shows the beginnings
of organization but lacks
coherence. The student
employs critical apparatus with
limited success.
3-4
The student employs a limited
range of appropriate vocabulary,
idiom and sentence structure.
There are frequent errors in
grammar and syntax, which
hinder communication.
There is some evidence of a
register and style that serve the
context and intention.
There are frequent errors in
punctuation and spelling/writing,
which hinder communication.
5-6
The student demonstrates a
sufficient understanding of the text
and topic, and an awareness of the
author’s choices, using adequate
detail, development and support.
The student usually employs
organizational structures and
language- specific conventions
that serve the context and
intention.
Terminology is usually accurate and
appropriate.
The work is generally organized,
clear and coherent. The student
generally employs critical
apparatus correctly.
5-6
The student generally employs a
range of appropriate vocabulary,
idiom and sentence structure.
Grammar and syntax are generally
accurate; occasional errors
sometimes hinder
communication.
5-6
The student often uses a register
and style that serve the context
and intention.
Punctuation and spelling/writing
are generally accurate; occasional
errors sometimes hinder
communication.
7-8
The student demonstrates a good
understanding of the text, topic and
the author’s choices, using
substantial detail, development and
support.
The student consistently
employs organizational
structures and languagespecific conventions that serve
the context and intention.
Relevant terminology is used
accurately and appropriately.
The work is usually wellorganized, clear and coherent
and the ideas being expressed
build on each other.
The student demonstrates a
perceptive understanding of the text,
topic and the author’s choices,
consistently using illustrative detail,
development and support.
7-8
The student employs a range of
appropriate vocabulary, idiom and
sentence structure. Grammar and
syntax are accurate; occasional
errors rarely hinder
communication.
7-8
The student consistently uses a
register and style that serve the
context and intention.
The student employs critical
apparatus correctly.
Punctuation and spelling/writing
are accurate; occasional errors
rarely hinder communication.
The student consistently
employs sophisticated
organizational structures and
language-specific conventions
that serve the context and
The student employs a wide and
effective range of appropriate
vocabulary, idiom and sentence
structure. Grammar and syntax
are accurate; very infrequent
EngA07 – What’s Your Story – Theme Essay
9-10
The student shows a sophisticated
command of relevant terminology,
and uses it appropriately.
intention.
9-10
The work is consistently wellorganized, clear and coherent
and the ideas being expressed
build on each other in a
sophisticated manner.
The student integrates critical
apparatus correctly and
effectively.
errors do not hinder
communication.
9-10
The student demonstrates
mastery of a register and style
that serve the context and
intention.
Punctuation and spelling/writing
are accurate; very infrequent
errors do not hinder
communication.