Undergraduate / ARTISTIC TALENT; UCF- Unique characteristics and qualities [2]

4) what qualities or unique characteristics do you posses that will allow you to contribute to the ucf community?
Being in second grade I had an artistic talent that my teacher saw in me. As I started high school my passion for art came more alive than it has ever been. One day my mom brought me to this club house where once a month she would host senior games day. Where she had tables that hold mah-jongg (a Chinese game played with 144 tiles) games. My mom would have me first drawing and painting for the first hour just so that she could see who was interested in what I was doing. Once she saw who was interested, we would start the demonstration of ceramics, something that we all can do. As I did that I became a member of an organization that my mom was president at the time a part of. This is where my involvement with clubs had started. Once a month we would have meetings to talk about what we needed to do to help the Asian community. As I became involved they nominated me to visit some of the local high schools and colleges to recruit and assist some of the clubs we were becoming involved with. We did this to bring in young adults to intertwine with other young adults from the members families.

i need some help I'm having problems starting the begining

Book Reports / "Everyday Use" by Alice Walker critic my literary analysis essay [4]

I would like to know if I have any errors with my writing. I am not sure if some of my wording is correct or punctuations.

Alice Walker writes the short story "Everyday Use" in relation to herself as a little girl that was shot in the eye by a BB gun, similar to Maggie who was burnt in the house fire. Walker also had the chance to correct her eye and attended college just as the character Dee did. Walker portrays her characters to take in the African American heritage and be able to understand the values (Walker 3009). Walker writes "Everyday Use" with a historical feel, especially when Mrs. Johnson speaks about Maggie receiving the quilts her family made. Hence, Dee does not know the history behind the quilts and other family items. There are a number of ways that the African American heritage is portrayed, and conflicts arise with Dee tying to understand her heritage.

At first, Mrs. Johnson and Maggie are awaiting the arrival of her daughter Dee, who was fortunate enough to attend college. Mrs. Johnson was less fortunate and only received a second grade education. Since Dee had the chance to attend college, she thinks she is better than everyone else. Mrs. Johnson dreams about the day that Dee would treat her as a child would their mother. She dreams about the day Dee would embrace her pinning an orchid on her dress (Walker 3010). The moment Dee arrives home from college, she is a changed woman. Dee is someone that dresses and speaks differently, along with having a new name "Wangero". Thus, Dee is trying to find her true culture. Finding out where her family heritage is from and what backgrounds she may know (Walker 3015).

At the same time, Dee brought a young man home with her whose name is Asalamalakim. Asalamalakim is part of the black power culture at the college. During this time, Dee has conflicts with understanding her culture. Even though Dee is trying to get in touch with her heritage, she is confused about the difference with African Americans and Muslims. During their meal Dee ate the pork and collards that her mother prepared. Asalamalakim did not eat pork and collard for it was not kosher. Being Muslim, they do not eat pork, where as when Dee is eating pork she has a conflict of cultures (Walker 3014).

In the meantime, Dee sees the churn and dasher therefore she then asks her mother if she could have it (Walker 3014). In doing this Dee does not realize she is taking away the items her family needs for their everyday use. Mrs. Johnson wonders what would be Dee's use for the churn and dasher. Dee says to her mother, "I can use the churn top as a center piece for the alcove table, and I'll think of something artistic to do with the dasher" (Walker 3014). As a result, Dee does not use the items her family uses every day. Thus, Dee only sees it as a piece of art to show people where she is from. This is a conflict in ideas she has with understanding the African American culture.

Therefore, after dinner Dee goes through her mother's trunk and finds the quilts, Mrs. Johnson offered to Dee before she left to college. Dee did not take the quilt her mother offered her because she is ashamed of her family. Now Dee finds the quilts and says to her mother, "Can I have these old quilts?"(Walker 3014). During this time Dee finds out how the quilts were made and wants to have them to put up to show her culture. As a conflict Dee does not receive the quilts from her mother, as Mrs. Johnson has promised Maggie, she would receive them when she is married. Dee does not believe that her mother gave the quilts to her sister. For this reason, Maggie learned about their family's history through the quilt makings (Walker 3015). Maggie the youngest daughter learned how to make quilts and learned what her family members have contributed over generations.

In conclusion, Walker writes "Everyday Use" to have her reader's understand their own heritage. There are many different ways cultures can pass traditions down. In "Everyday Use" Walker uses the quilts and churn as a symbol of tradition with the different generations it has pass down to. For this purpose, Dee is learning about her heritage after she arrives home from college with a wider view on her African American roots. Mrs. Johnson has given explanations of the different people and things that were made to help their family through life. Maggie learns about their family roots and traditions by learning to quilt and live in a poor community.