What features of stereotyping are represented in the play and how are they shown?

Attached are the required study guide questions for this reading assignment. They are due on Tuesday, 7/13, 11:59 pm, for credit. Please send the study guide responses via Canvas, through the ASSIGNMENT MODULE created, as an attachment, which will open on 7/07 (listed under “Study Guides” then click Study Guide: Valdez, Los Vendidos). Label the document file, not only the subject line, as LastNameStudyGuideValdez.docx (example: LeongStudyGuideValdez.docx).

I’m expecting a paragraph-length discussion for each question that begins with a topic sentence that includes key words from the prompt and add significance to the topic, point of view and supporting reason followed by textual details, examples and quotes to argue and illustrate the responses.

If you have any questions, contact me.

Professor Leong
1.The idea of selling stereotyped Mexicans at “Honest Sancho’s Used Mexican Lot” sounds like a gag for a comedy sketch on, say, Saturday Night Live. But it works well as the central metaphor for a fairly detailed satire on stereotyping. What features of stereotyping are represented in the play and how are they shown?

2. Notice that the Secretary is not an obvious racist but is interested in buying a Mexican for a superficially praiseworthy purpose: So Mexicans will be represented in the governor’s administration. What is being satirized here?

3. After presenting 3 stereotypes—the Farm Worker, the Pancho, and the Revolucionario—Honest Sancho brings out the climatic stereotype, the Mexican American. Why does he so do? What is the satiric point?

4. At the end of the play, the models seem to become human while Sancho seems to become a model. In a 1970’s production made by Valdez himself, he uses another ending, a scientist replaces people of Mexican descent with Mexican American models. These models will become Chicanos with their own values rather than assimilated Mexican Americans. In other productions, the men decide to use the $15K to build a community center. How do these ending change the play and affect your interpretation of it?

5. In his introduction to the published texts of the actos, Valdez writes that the Theatro Campesino formulated the following purposes for the actos:

Actos: Inspire the audience to social action. Inspire the audience to social action. Illuminate specific points about social problems. Satirize the opposition. Show or hint at a solution. Express what people are feeling.

How does Los Vendidos carry out these purposes? And are they all equally addressed or are some more addressed than others?
Study Guide
Criteria Ratings
This criterion is linked to a Learning Outcome
Controlling Idea/Topic Sentence
The central idea is clearly defined, insightful and appropriate for audience and purpose.
Full Marks
The topic sentence contains a topic, point of view on the topic, the most important supporting reason and the significance.
Almost There
The topic sentence contains a topic, a point of view on it, maybe a supporting reason but lacks the significance. It may center more on plot rather than analysis.
No Marks
The topic. sentences only contains the topic maybe a point of view on it, but lacks significance. It may be plot summary.
This criterion is linked to a Learning Outcome
Organization/Coherence
The paragraph reflects a clear, logical and smooth development of the central idea and includes transitions between ideas.
Full Marks
The organization is clear with a topic sentence that begins development and argumentation of its significance. The ideas are strongly linked together through effective transitions.
Needs Revision
The central idea is present, although predicable. The topic sentence guides the paragraph, but they lead to plot summary and may not introduce the significance. The ideas are occasionally linked through smooth transitional words/phrases.
Needs Substantial Revision
The central idea is loosely defined. The topic sentence don’t control the paragraph or introduce its significance. It may simply be plot summary. The transitions between ideas lacks.
This criterion is linked to a Learning Outcome
Support
The paragraph’s ideas have full and clear explanations with subtopics that contain relevant and specific examples, explanations, and details. The paragraph integrate the literature effectively by quoting it and develops a “quote sandwich” to illustrate, argue and support the point, its topic sentence, and its significance.
Full Marks
The paragraph is fully developed by using several supporting sentences that include subtopics and RENNS (reasons, examples/explanations, names, numbers, specifics). The paragraph properly introduces quotes, analyzes them, and shows how they support the topic sentence and its significance.
More Development Needed
The paragraph contains few supporting sentences and the development of subtopics. More details needed to illustrate the topic sentence. The quotes need proper introduction and analysis. The paragraph contains aa description of the plot, but it lacks interpretation.
Lacks Development
Paragraphs are underdeveloped. The topic sentences or plot summary and lack subtopics or supporting detail. The paragraph contain few or no quotes to support the central idea or the significance of the topic sentence..
This criterion is linked to a Learning Outcome
Voice/Audience
The voice is concerned about its audience, gets them involved and engaged in the ideas of the paragraph and answer and is animated.
We Hear You
The paragraph and analysis of the question demonstrates effective sense of voice, audience, and purpose that is evident in such elements as the topic sentence and/or approach to the topic and answer. The discussion is fully developed and convincing.
Can Barely Hear You
Lacks mastery of voice, sense of audience, and/or purpose. The topic sentence is weak or unclear,, maybe more about plot. Additionally, the support for it needs development..
Can’t Hear You
No voice. The paragraph fails to convey a clear sense or lack of awareness of voice, sense of audience or purpose. The topic sentence is lacking, underdeveloped, unclear, nonexistent and focuses on the plot rather than analysis.
This criterion is linked to a Learning Outcome
Sentence Structure/Vocabulary
The paragraph contains smooth and varied sentence structure, appropriate and fresh word choice and vocabulary.
Strong Sentence Variety/Word Choice
The paragraph shows the ability to structure sentences to advantage, exhibiting a sophisticated command of sentence variety and displays sophisticated vocabulary range and exceptional facility with the language.
Some Sentence Variety/Word Choice
The paragraph uses basically the same sentence patterns with some errors in structure and the vocabulary exhibits generally competent language use with some awkwardness in syntax.
Sentence Variety/Word Choice Lack
The essay paragraph sentence variety and uses simple sentences excessively. The sentences frequently contain errors in structure and exhibits some problems with diction and syntax, which, at times, interferes with meaning or renders the writing nearly incomprehensible.
This criterion is linked to a Learning Outcome
Mechanics: Grammar, Punctuation, Spelling
The errors are only rare or isolated.
Full Marks
The writing is virtually free of punctuation, capitalization, spelling, usage and ESL errors. The errors, if any, appear due to proofreading lapses.
Need a Tune Up
There are some common punctuation, capitalization, spelling, usage, and ESL errors (local–not frequent enough to be distracting). The errors appear due to some confusion.
Brushing up Needed
The paragraph contains serious and frequent intrusive punctuation, capitalization, spelling and usage errors which interfere and hinder meaning and communication (global)

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