AMY TAN

AMY TAN is a gifted storyteller whose first novel, The] oy Luck Club ( 1989),
met with critical acclaim and huge success. The relationships it details
between immigrant Chinese mothers and their Chinese American daughters
came from Tan's firsthand experience. She was born in 1952 in Oakland,
California, the daughter of immigrants who had fled China's civil war in the
late 1940s. She majored in English and linguistics at San Jose State Univer-
sity, where she received a BA in 1973 and an MAin 1974. After two more
years of graduate work, Tan became a consultant in language development
for disabled children and then started her own company writing reports and
speeches for business corporations. Tan began writing fiction to explore her
ethnic ambivalence and to find a voice for herself. Since The ]oy Luck Club,
she has published three more novels- The Kitchen God's Wife (1991), The
Hundred Secret Senses ( 1995), and The Bonesetter's Daughter (200 1)- as well
as children's books and The Opposite of Fate (2003), a collection of autobio-
graphical essays. She also sings in the Rock Bottom Remainders, a rock band
of writers.

Fish Cheeks
"Fish Cheeks" is a very brief narrative, almost an anecdote, but still it deftly
portrays the contradictory feelings and the advantages of a girl with feet in
different cultures. The essay first appeared in Seventeen, a magazine for teen-
age girls and young women, in 1987.
For a complementary view of growing up "different," read the preceding
essay, Maya Angelou's "Champion of the World."

I fell in love with the minister's son the winter I turned fourteen. He was
not Chinese, but as white as Mary in the manger. For Christmas I prayed for
~~is ~~9nd-h~-~~_i_!?.gy!. Rob~~~ew,_~~~-?os~
When I found out that my parents had invited the minister's family over 2
for Christmas Eve dinner, I cried. 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?
On Christmas Eve I saw that my mother had outdone h~.r~elf in creating
a strange menu. She was pulling black veins out ofth~-b~of fle~hyp-;:-~;~s .
..--------------.......~.......~

94
 Tan I Fish Cheeks 95

I The kitchen was littered with appalling mounds of raw food: A slimy rock cod
with bulging eyes that pleaded not to be thrown into a pan of hot oil. Tofu,
which looked like stacked wedges of rubbery white sponges. A bowl soaking
dried fungus back to life. A plate of squid, their backs crisscrossed with knife
markings so they resembled bicycle tires.
And then they arrived-the minister's family and all my relatives in a 4
clamor of doorbells and rumpled Christmas packages Rnhert grunted hello,
and I pretended he was not wortfl.y_qf.,,gjg~s;:~.... ·
-t51nne'ti:lirew .mede.e-p~;i;t-;;despair. My relatives licked the ends of their s
chopsticks and reached across the table, dipping them into the dozen or so
plates of food. J\:Qp~~.~ .a:Q~ ·~1lisJaiEil y V.V<l:~~e~ J'.S.:ti~E.tly fgrp ~a~ters._E() be .P.~S?ed
to them. My relatives murmured with pleasure when my mother brought
_.-~·_. . . . . ,~-
out
-.,=--•...--,
,,_. __ , __,,.~-~.,_o,c. •·• ·····" ··• ________ ,_, __ , "•- , , •• _ ...••. , •. , ,_ >• .••• , •• _.., __ __...,,, ,,_.., ••_,, --.-,,,,, 1¢,-,.'<·'"on.•r.'"·•' ·- ,_-,_ , ... ,,.,.,._ .. _,.,_.,,,~,·- .•........•

the whole steamed fish. Robert grimaced. Then my father poked his chop-
-;tTCk5 Tust
bei;; the "fish ey~.. ~~-cfpl~~k~d out the soft meat. "Amy, your
favorite," he said, offering me the tender fish cheek. I \Va{ltedt() 41"~-~pp~ai-~---·
---·xt:r1leeli"crart:ile·m.e~r~y:£a:rherTe·a:n.ecl bad<:·~~d belched loudly, thank- 6
ing my mother for her fine cooking. "It's a polite Chinese custom to show you
?~~~~i?fi~d," e?Cplained my fa~heT JQQ~r:~sl:on~~ll~d.. gYfit~ &Qb~rt:.~~~}oo.k:
.ing 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.
After everyone had gone, my mother said to me, "You want to be the same ....... -··'""(>. .~·"'"""',...._"...,.....:=-"""'..--·
7
..as ~~~~EiS:a.!l~~ls on_::~~. outsi~~~~ handed me. an ~~arly_~g_tf!::JL~Y~L?
miniskirt in beige tweed. "But inside you must always be Chinese. You must be
proucryou are different. Your only shame is to have shame."
And even though I dkln't ;:gr~~~ith~ th~~;;,th.~t_she understood s
howmuch I had suffered during the evening's dinner. It w;~!';.;t~D.'tir~;my
"vearsfater=Tongafter f'hacfgorte;;:-~-~~;;y·~~~h;;R~bert-that I was able
to fully appreciate her lesson and_tb.g.sruej2WJ2.~~h~;:...sl.2:·!E.J~~~-!=l~~lar menu.
For Christmas Eve that year, she had chosen all my favorite foods~ -~.~-· ~--~~~
-•.•=-• ~- -·-···~·---~·,·•·••v·•· ~--- •• "•~c--·~ - .-·•-.-.,_,...,...,_~.---~_.,....-.. •· ~--~..,...._,, ---~ 'l."'>~•,r-.---·---'<'....,.••.•-..~_._-~,,,.,.-..u••'-'"""·':<-."•,-.OOl•~;>>~c>•-,-o...,,...-, ___ .,--,

-for a reading quiz, sources on Amy Tan, and annotated. links. to. further readings on
Chinese. Americans, visit bedfordstmartins.com!thebeclford;eader.
2

3
 96 Narration

I Journal Writing
Do you sympathize with the shame Tan feels because of her family's differences from
their non-Chinese guests? Or do you think she should have been more proud to share
her family's customs? Think of an occasion when, for whatever reason, you were
acutely aware of being different. How did you react? Did you try to hide your differ-
ence in order to fit in, or did you reveal or celebrate your uniqueness? (To take your
journal writing further, see "From Journal to Essay" below.)

Questions on Meaning
1. Why does Tan cry when she finds out that the boy she is in love with is coming
to dinner?
(}) Why does Tan's mother go out of her way to prepare a disturbingly traditional
Chinese dinner for her daughter and guests? What one sentence best sums up the
lesson Tan was not able to understand until years later?
3. H;;;·aoesotfleto~~'il:.year:olCfTan··re-era1ioilt:Ti:er Chinese background? about
her mother?
W What is Tan's PURPOSE in writing this essay? Does she just want to entertain read-
ers, or might she have a weightier goal?

Questions on Writing Strategy

r'l) How does Tan draw the reader into her story right from the beginning?
(]) How does Tan use TRANSITIONS both to drive and to clarify her narrative?
; })What is the IRONY of the last sentence of the essay?
(j) OTHER METHODS. Paragraph 3 is a passage of pure DESCRIPTION. Why does Tan
linger over the food? What is the EFFECT of this paragraph?

Questions on Language
Ci:)rhe simile about Mary in the second sentence of the essay is surprising. Why?
(::\ Why is it amusing? (See Figures of speech in Useful Terms for a definition of simile.)
'-.Y How does the narrator's age affect the TONE of this essay? Give EXAMPLES of lan-
D guage particularly appropriate to a fourteen-year-old.
\...:V In which paragraph does Tan use strong verbs most effectively?
4. Make sure you know the meanings of the following words: prawns, tofu (par. 3 );
clamor (4); grimaced (5); muster (6).

Suggestions for Writing

1. FROM JOURNAL TO ESSAY. Using Tan's essay as a model, write a brief narrative
based on your journal sketch about a time when you felt different from others. Try
to imitate the way Tan integrates the external events of the dinner with her own
 feelings about what is going on. Your story may be humorous, like Tan's, or more
serious.
2. Take a perspective like that of the minister's son, Robert: Write a narrative essay
about a time when you had to adjust to participating in a culture different from
your own. It could be a meal, a wedding or other rite of passage, a religious cere-
mony, a trip to another country. What did you learn from your experience, about
yourself and others?
3. CRITICAL WRITING. From this essay one can INFER two very different sets of
ASSUMPTIONS about the extent to which immigrants should seek to integrate
themselves into the culture of their adopted country. Take either of these posi-
tions, in favor of or against assimilation (cultural integration), and make an
ARGUMENT for your case.
CONNECTIONS. Both Tan and Maya Angelou, in "Champion of the World"
(p. 88), write about difference from white Americans, but their POINTS OF VIEW
are not the same: Tan's is a teenager's lament about not fitting in; Angelou's is an
oppressed child's excitement about proving the injustice of oppression. In an
essay, ANALYZE the two authors' uses of narration to convey their perspectives.
What details do they focus on? What internal thoughts do they report? Is one
essay more effective than the other? Why, or why not?

ti-~·

Amy Tan on Writing

In 1989 Amy Tan delivered a lecture titled "Mother Tongue" at the State
of the Language Symposium in San Francisco. The lecture, later published in
The Threepenny Review in 1990, addresses Tan's own experience as a bilingual
child speaking both Chinese and English. "I do think that the language spoken
in the family, especially in immigrant families, which are more insular, plays a
large role in shaping the language of the child. And I believe that it affected
my results on achievement tests, IQ tests, and the SAT. While my English
skills were never judged as poor, compared to math English could not be con-
sidered my strong suit.... This was understandable. Math is precise; there is
only one correct answer. Whereas, for me at least, the answers on English tests
were always a judgment call, a matter of opinion and personal experience."
Tan goes on to say that the necessity of adapting to different styles of
expression may affect other children from bilingual households. "I've been
asked, as a writer, why there are not more Asian-Americans represented in
American literature. Why are there few Asian-Americans enrolled in creative-
writing programs? Why do so many Chinese students go into engineering?
Well, these are broad sociological questions I can't begin to answer. But I have
noticed in surveys ... that Asian students, as a whole, always do significantly
98 Narration

better on math achievement tests than in English. And this makes me think
that there are other Asian-American students whose English spoken in the
home might also be described as 'broken' or 'limited.' And perhaps they also
have teachers who are steering them away from writing and into math and
science, which is what happened to me."
Tan admits that when she first began writing fiction, she wrote "what I
thought to be wittily crafted sentences, sentences that would finally prove I
had mastery over the English language." But they were awkward and self-
conscious, so she changed her tactic. "I later decided I should envision a
reader for the stories I would write. And the reader I decided upon was my
mother, because these were stories about mothers. So with this reader in
mind-and in fact, she did read my early drafts-I began to write stories
using all the Englishes I grew up with: the English I spoke to my mother, ...
the English she used with me, ... my translation of her Chinese, ... and what
I imagined to be her translation of her Chinese if she could speak in perfect
English, her internal language, and for that I sought to preserve the essence,
but not either an English or a Chinese structure. I wanted to capture what lan-
guage ability tests can never reveal: her intent, her passion, her imagery, the
rhythms of her speech and the nature of her thoughts.
"Apart from what any critic had to say about my writing, I knew I had suc-
ceeded where it counted when my mother finished reading my book and gave
me her verdict: 'So easy to read.'"

For Discussion
1. How could growing up in a household of"broken" English be a handicap for a s·tu-
dent taking an achievement test?
2. What does the author suggest is the reason why more Asian Americans major in
engineering than major in writing?
3. Why did Amy Tan's mother make a good reader?