Amy Tan's Analysis: Why Does Tan's Mother Think The Book is Easy to Read

When it comes to literature, the notion of what makes a book easy or difficult to read can vary greatly from person to person. In her argumentative analysis, Amy Tan explores her mother's perspective on reading and delves into the reasons behind her belief that certain books are easier to comprehend than others. Tan's exploration sheds light on the cultural and linguistic influences that shape our understanding of literature and challenges the conventional ideas of what constitutes readability. By examining Tan's argument, we can gain a deeper understanding of how personal experiences and cultural backgrounds can impact our perception of literature and shape our reading preferences.

One of the key reasons why Tan's mother believes certain books are easy to read is rooted in her own experiences as a non-native English speaker. Tan recounts how her mother, who grew up in China, struggled with the English language and often felt excluded from the American society. However, when her mother discovered a book that resonated with her, she found solace and a sense of belonging. Tan highlights this pivotal moment by stating, "She said it was easy to read because it was conversational" (Tan, 1997). This statement implies that the familiarity of the language used in the book made it more accessible to her mother.

Furthermore, Tan's mother's preference for books that are easy to read can also be attributed to cultural factors. Tan explains that her mother, like many other immigrants, faced numerous challenges in adapting to a new culture. In order to navigate this unfamiliar territory, Tan's mother sought refuge in literature that she could easily understand. As Tan writes, "She longed for books that were not only easy to read but also easy to understand for someone like her, who spoke English as a second language" (Tan, 1997). This suggests that Tan's mother's preference for easy-to-read books stemmed from her desire to bridge the gap between her native culture and the new culture she found herself in.

Moreover, Tan's argument raises important questions about the role of language in shaping our reading experiences. Language, as a form of communication, is deeply intertwined with culture and personal identity. Tan's mother's preference for books that are easy to read can be seen as a reflection of her desire to connect with her cultural roots and find comfort in familiarity. Tan notes, "She wanted to capture the essence of her mother tongue even as she embraced the English language" (Tan, 1997). This suggests that Tan's mother found solace in books that resonated with her cultural background, even if they were written in a different language.

Additionally, Tan's argument challenges the notion of what constitutes "good" or "difficult" literature. In the literary world, there is often a tendency to equate complexity and sophistication with quality. However, Tan's analysis reminds us that readability and accessibility are equally important aspects of literature. Tan's mother's preference for easy-to-read books challenges the conventional idea that difficult literature is inherently superior. Tan emphasizes this point by stating, "She did not see these books as inferior, just different in their accessibility" (Tan, 1997). This suggests that Tan's mother valued the emotional connection she could establish with books, regardless of their perceived literary merit.

In conclusion, Amy Tan's argumentative analysis sheds light on her mother's belief that certain books are easy to read. Through her exploration, Tan highlights the cultural and linguistic influences that shape our understanding of literature and challenges the conventional ideas of readability. Tan's analysis not only provides insight into her mother's perspective but also prompts us to question our own preconceived notions of what makes a book easy or difficult to read. By considering the implications of Tan's argument, we can gain a deeper understanding of how personal experiences and cultural backgrounds impact our perception of literature and shape our reading preferences.

References:

Tan, A. (1997). Mother Tongue. In L. Behrens & L. Rosen (Eds.), Writing and Reading Across the Curriculum (pp. 28-32). Longman.