Expository: Sweet, Sour & Resentful
15 Read & Understand: Sweet, Sour & Resentful
Vocabulary Preview for “Sweet, Sour & Resentful”
Purpose
The purpose of this activity is to build knowledge of vocabulary before reading a text in order to improve fluency and efficiency. You may also wish to practice using the new vocabulary in your writing. The preview is divided into three groups: (1) Academic Vocabulary, (2) Vocabulary with Other Common Meanings, and (3) Collocations and Informal Language.
Academic Vocabulary
Academic vocabulary are bold in the article “Sweet, Sour, and Resentful” and also listed below. Prior to reading the article, familiarize yourself with the words using a dictionary. Several pieces of information are provided for each word and phrase:
- The part of speech for the word according to how it is used in the article “Sweet, Sour, and Resentful”
- Many words can take multiple parts of speech and have numerous definitions. Knowing a word’s part of speech in the sentence can help you to narrow down to the correct dictionary definition.
- The sentence where the word is used in the article “Sweet, Sour, and Resentful”
- The sentence provides context, which also helps to narrow down to the appropriate definition from the dictionary. The context is the situation in which the word is used.
- The paragraph number where the word can be found in the reading
- If you need additional context beyond the sentence, you can refer to the paragraph in the article for more information.
Using the information provided for each word, identify a relevant definition. You may also wish to note definitions and synonyms next to the words in the article to help you while you are reading. A synonym is a word which has a similar meaning to another word.
- cherished (adj.): Sometimes, even our most cherished beliefs must evolve. (Paragraph 13)
- condiment (n.): She soaked walnuts and almonds in water to plump them up; fried eggplants for kashk-e bademjan, a popular appetizer with garlic, turmeric, mint, and whey; made torshi-e limo, a sour lemon condiment; and slivered orange peels. (Paragraph 9)
- correlation (n.): In America, I learned that the time my parents spent shopping was in direct correlation to the degree of my mother’s bad mood. (Paragraph 6)
- deemed (adj.): I chopped the stems of the grape leaves. I had tried stuffing them once, but my rolls, deemed not tight enough, were promptly unrolled and then rerolled by my mother. (Paragraph 8)
- deflected (v.): As our guests heaped their plates and looked for a place to sit, they lavished praise on my mother, who, according to tradition, deflected it all. (Paragraph 12)
- dilemma (n.): Fortunately, our rice dishes were made to be shared; our dilemma, however, was space. (Paragraph 5)
- diplomatic (adj.): My mother, her diplomatic skills in full swing, had me deliver plates of Persian food, decorated with radish roses and mint sprigs, to them. (Paragraph 5)
- distinct (adj.): There are no fresh barberries in America (my mother had brought dried berries from Iran in her suitcase), and the sight of that dish, with its distinct deep red hue, was a reminder of the life our guests had left behind. (Paragraph 11)
- elevated (adj.): On Sundays, my mother lay on the sofa, her swollen feet elevated, fielding thank-you phone calls from our guests. (Paragraph 13)
- evolve/evolution (v./n.): Sometimes, even our most cherished beliefs must evolve. Evolution, thy name is potluck. (Paragraph 13)
- gasped (v.): As people entered the dining room, they gasped at the sight of my mother’s table. (Paragraph 11)
- heaped (v.): As our guests heaped their plates and looked for a place to sit, they lavished praise on my mother, who, according to tradition, deflected it all. (Paragraph 12)
- hospitality (n.): Displaying the hospitality that Iranians so cherish, my father extended a dinner invitation to everyone who called. (Paragraph 4)
- hue (n.): There are no fresh barberries in America (my mother had brought dried berries from Iran in her suitcase), and the sight of that dish, with its distinct deep red hue, was a reminder of the life our guests had left behind. (Paragraph 11)
- incessantly (adv.): As she and my father sat across the table wielding huge knives, they argued incessantly. (Paragraph 7)
- lavished (v.): As our guests heaped their plates and looked for a place to sit, they lavished praise on my mother, who, according to tradition, deflected it all.(Paragraph 12)
- pith (n.): I had been fired from this task also, having left on far too much pith. (Paragraph 9)
- precision (n.): It took my father’s precision as an engineer to slice correctly. (Paragraph 7)
- promptly (adv.): I chopped the stems of the grape leaves. I had tried stuffing them once, but my rolls, deemed not tight enough, were promptly unrolled and then rerolled by my mother. (Paragraph 8)
- quintessential (adj.): Despite its desert location and ubiquitous refineries, Abadan was the quintessential small town. (Paragraph 2)
- refinery (n.): Despite its desert location and ubiquitous refineries, Abadan was the quintessential small town. (Paragraph 2)
- resentment (n.): My mother’s main ingredient in cooking was resentment—not that I can blame her. (Paragraph 1)
- slivered (v.): She soaked walnuts and almonds in water to plump them up; fried eggplants for kashk-e bademjan, a popular appetizer with garlic, turmeric, mint, and whey; made torshi-e limo, a sour lemon condiment; and slivered orange peels. (Paragraph 9)
- ubiquitous (adj.): Despite its desert location and ubiquitous refineries, Abadan was the quintessential small town. (Paragraph 2)
- vendor (n.): In Abadan, my mother and I had started most days in the market, going from vendor to vendor looking for herbs, vegetables, and fruits. (Paragraph 6)
- wielding (adj.): As she and my father sat across the table wielding huge knives, they argued incessantly. (Paragraph 7)
Vocabulary with Other Common Meanings
Words can have many different meanings in English. Some words that have common, everyday meanings also have specific meanings that are not used as often.
Consider the word factor as an example. In everyday use, factor refers to some element that influences an outcome, as in the following sentence: Students’ time management skills are factors in their academic success. In a mathematics class, however, factor has a less common meaning that relates to multiplication.
The words in this section have less common and often more abstract meanings in the article compared to their meanings in everyday situations.
As with the Academic Vocabulary list above, the vocabulary in this section includes the part of speech, the sentence from the article, and the paragraph number where the word can be found in the article. Using the information provided for each word, identify a relevant definition that fits with the context of how the word is used in the sentence. You may also wish to print a copy of the article and note definitions and synonyms next to the words in the article to help you while you are reading. A synonym is a word which has a similar meaning to another word.
- draining (adj.): As I watched my mother experience the same draining routine week after week, I decided that tradition is good only if it brings joy to all involved. (Paragraph 13)
- exchanged (v.): No words were exchanged. (Paragraph 7)
- extended (v.): Displaying the hospitality that Iranians so cherish, my father extended a dinner invitation to everyone who called. (Paragraph 4)
- fielding (adj.): On Sundays, my mother lay on the sofa, her swollen feet elevated, fielding thank-you phone calls from our guests(Paragraph 13)
- fired (v.): I had been fired from this task also, having left on far too much pith. (Paragraph 9)
- marathon (n.): The marathon started on Monday, with my mother planning the menu while letting us know that she was already tired. (Paragraph 5)
Collocations and Informal Language
This section of vocabulary includes collocations and informal language. A collocation is the frequent use of two more words together, such as save time, which is a common phrase in English. Informal language may include conversational language that is less likely to be used in academic writing, as well as idioms. An idiom is an expression that cannot be defined based on the meanings of the separate words; instead, the combination of words has a different meaning altogether. For example, the idiom to open a can of worms has nothing to do with cans or worms; it means to create an especially challenging problem.
The collocations and informal language in this section include the sentence from the article and the paragraph number where the words can be found in the article. Prior to reading the article, familiarize yourself with the concepts using a dictionary or by searching online if you cannot find one in the dictionary. Identify a relevant definition for each. You may also wish to note definitions and synonyms next to the words in the article to help you while you are reading. A synonym is a word which has a similar meaning to another word.
- according to tradition: As our guests heaped their plates and looked for a place to sit, they lavished praise on my mother, who, according to tradition, deflected it all. (Paragraph 12)
- buffet-style: We certainly did not have a table big enough to set, so we simply stacked dishes and utensils, buffet-style. (Paragraph 11)
- condo: Our condo was small. Our guests squeezed onto the sofa, sat on the floor, or overflowed onto the patio. (Paragraph 5)
- foodie: We were locavores by necessity and foodies without knowing it. (Paragraph 6)
- in full swing: My mother, her diplomatic skills in full swing, had me deliver plates of Persian food, decorated with radish roses and mint sprigs, to them. (Paragraph 5)
- litmus test: Rice, the foundation of the Persian meal, the litmus test of the cook’s ability, cannot be prepared ahead of time. (Paragraph 10)
- locavore: We were locavores by necessity and foodies without knowing it. (Paragraph 6)
- potluck: Evolution, thy name is potluck.(Paragraph 13)
- squished: My mother insisted that the parsley, cilantro, and chives for qormeh sabzi, herb stew, had to be finely chopped by hand. The food processor, she explained, squished them. (Paragraph 7)
- to wit: To wit, one day in Abadan, the phone rang when my mother was about to drain the rice. (Paragraph 10)
Reading Process Activity for “Sweet, Sour & Resentful”
Purpose
The purpose of this activity is to activate your background knowledge and build your interest before reading an article so that you have a more engaging and efficient reading experience; to actively read the article; and to reflect on your reading process and understanding of the text.
Preview the Article
Follow the steps below to preview the article “Sweet, Sour, and Resentful.” As you complete this activity, do not read the entire article. You will read the entire article later — after you have previewed it.
- One factor to consider when reviewing a text is the author’s background. Learning about the writer’s experiences, perspectives, or expertise can sometimes (but not always) help to understand the article and its context. Firoozeh Dumas is the author of “Sweet, Sour, and Resentful.” Visit her website to learn a little about Dumas before reading the article. On your own, write down at least three facts that you think might help you to understand Dumas’s article or her perspective as a writer. These facts can relate to Dumas’s life experiences, professional experiences, and/or other written works. Write in complete sentences and paraphrase. (There are no wrong answers here; you are making predictions about what might be important, and our predictions are not always correct. The point is to engage your brain.)
- Read the title of the article: “Sweet, Sour, and Resentful.” What do the three adjectives in the title mean? (Look up any words in the dictionary if needed.) What topics does the title make you think about?
- Often, reading the introduction or first few paragraphs of an article can give clues about the focus and purpose of the text. Read paragraphs 1 and 2 of the article. Based on these two paragraphs and what you learned about the author, what do you think the article might be about? What questions do you have about the text based on the first two paragraphs?
- When an article does not have headings or subheadings, you can preview the article by reading the first sentence of each paragraph. Read the first sentence only in paragraphs 3-12. Notice the transition words and phrases that Dumas uses. What kind of organizational pattern might Dumas be using? Now, what do you think she is writing about in this article? What questions do you have?
- Finally, reading the concluding section or last paragraph of an article can help to build understanding and make predictions prior to reading. Read the last paragraph (paragraph 13). Now, what do you think Dumas is writing about in this article?
- How have your predictions changed throughout the preview process?
Actively Read and Annotate the Article
You are finished previewing “Sweet, Sour, and Resentful.” Now, actively read the article. As you read the article, do the following:
- Pause as you read the article to consider whether or not your predictions were correct.
- Paraphrase main points of the article briefly in the margins.
- Mark unfamiliar vocabulary.
Sweet, Sour, and Resentful
By Firoozeh Dumas, published in Gourmet Magazine, July 2009
A persian matriarch arrives in the new world with a suitcase full of recipes, an open-door policy for guests, and an insatiable appetite for bitterness.
As you read, take notes related to the questions you wrote and the predictions you made when you previewed the article.
1My mother’s main ingredient in cooking was resentment—not that I can blame her.
2In 1979, my family was living temporarily in Newport Beach, California. Our real home was in Abadan, a city in the southwest of Iran. Despite its desert location and ubiquitous refineries, Abadan was the quintessential small town. Everybody’s father (including my own) worked for the National Iranian Oil Company, and almost all the moms stayed home. The employees’ kids attended the same schools. No one locked their doors. Whenever I hear John Mellencamp’s “Small Town,” I think of Abadan, although I’m guessing John Mellencamp was thinking of somewhere else when he wrote that song.
3By the time of the Iranian revolution, we had adjusted to life in California. We said “Hello” and “Have a nice day” to perfect strangers, wore flip-flops, and grilled cheeseburgers next to our kebabs. We never understood why Americans put ice in tea or bought shampoo that smelled like strawberries, but other than that, America felt like home.
4When the revolution happened, thousands left Iran for Southern California. Since we were one of the few Iranian families already there, our phone did not stop ringing. Relatives, friends, friends of relatives, friends of friends, and people whose connection we never quite figured out called us with questions about settling into this new land. Displaying the hospitality that Iranians so cherish, my father extended a dinner invitation to everyone who called. As a result, we found ourselves feeding dozens of people every weekend.
5The marathon started on Monday, with my mother planning the menu while letting us know that she was already tired. Fortunately, our rice dishes were made to be shared; our dilemma, however, was space. Our condo was small. Our guests squeezed onto the sofa, sat on the floor, or overflowed onto the patio. We eventually had to explain to our American neighbors why there were so many cars parked in front of our place every weekend. My mother, her diplomatic skills in full swing, had me deliver plates of Persian food, decorated with radish roses and mint sprigs, to them. In time, we learned not to share fesenjan, pomegranate stew with ground walnuts. “Yes, now that you mention it, it does look like mud, but it’s really good,” I’d explain, convincing no one.
6Because my mother did not drive, my father took her to buy ingredients every Tuesday after work. In Abadan, my mother and I had started most days in the market, going from vendor to vendor looking for herbs, vegetables, and fruits. The fish came from the Karun and Arvand (Shatt al Arab) rivers, the lavash and the sangak breads were freshly baked, and the chickens were still alive. We were locavores by necessity and foodies without knowing it. In America, I learned that the time my parents spent shopping was in direct correlation to the degree of my mother’s bad mood. An extra-long trip meant that my mother could not find everything she needed, a point she would make loud and clear when she got home: “Why don’t they let fruit ripen here?” “Why are the chickens so huge and flavorless?” “I couldn’t find fresh herbs.” “My feet hurt.” “How am I supposed to get everything done?”
7The first step was preparing the herbs. My mother insisted that the parsley, cilantro, and chives for qormeh sabzi, herb stew, had to be finely chopped by hand. The food processor, she explained, squished them. As she and my father sat across the table wielding huge knives, they argued incessantly. My father did his best to help her. It wasn’t enough. As soon as the mountain of herbs was chopped, my mother started frying them. At any given time, my mother was also frying onions. Every few days, while my father was watching the six o’clock news, my mother would hand him a dozen onions, a cutting board, and a knife. No words were exchanged. Much to my father’s relief, I once volunteered for this task, but apparently my slices were neither thin enough nor even. It took my father’s precision as an engineer to slice correctly.
8While all four burners were in use, my mother mixed the ground beef, rice, split peas, scallions, and herbs for stuffed grape leaves. I chopped the stems of the grape leaves. I had tried stuffing them once, but my rolls, deemed not tight enough, were promptly unrolled and then rerolled by my mother.
9In between cooking, my mother made yogurt—the thick, sour variety that we couldn’t find in America. She soaked walnuts and almonds in water to plump them up; fried eggplants for kashk-e bademjan, a popular appetizer with garlic, turmeric, mint, and whey; made torshi-e limo, a sour lemon condiment; and slivered orange peels. I had been fired from this task also, having left on far too much pith.
10By the time our guests arrived, my mother was exhausted. But the work was not finished. Rice, the foundation of the Persian meal, the litmus test of the cook’s ability, cannot be prepared ahead of time. To wit, one day in Abadan, the phone rang when my mother was about to drain the rice. During the time it took her to answer the phone and tell her sister that she would call her back, the rice overcooked. Almost 40 years later, I still remember my mother’s disappointment and her explaining to my father that her sister had time to talk because my aunt’s maid did all the cooking. My aunt did not even drain her own rice.
11We certainly did not have a table big enough to set, so we simply stacked dishes and utensils, buffet-style. As the guest list grew, we added paper plates and plastic utensils. It was always my job to announce that dinner was ready. As people entered the dining room, they gasped at the sight of my mother’s table. Her zereshk polow, barberry rice, made many emotional. There are no fresh barberries in America (my mother had brought dried berries from Iran in her suitcase), and the sight of that dish, with its distinct deep red hue, was a reminder of the life our guests had left behind.
12Our dinners took days to cook and disappeared in 20 minutes. As our guests heaped their plates and looked for a place to sit, they lavished praise on my mother, who, according to tradition, deflected it all. “It’s nothing,” she said. “I wish I could’ve done more.” When they told her how lucky she was to have me to help her, my mother politely nodded, while my father added, “Firoozeh’s good at math.”
13On Sundays, my mother lay on the sofa, her swollen feet elevated, fielding thank-you phone calls from our guests. She had the same conversation a dozen times; each one ended with, “Of course you can give our name to your cousins.” As I watched my mother experience the same draining routine week after week, I decided that tradition is good only if it brings joy to all involved. This includes the hostess. Sometimes, even our most cherished beliefs must evolve. Evolution, thy name is potluck.
Reflect after Reading the Article
Record your responses to the questions below in complete sentences.
- Now that you have read the article, what is Firoozeh Dumas’s main point? Write it in your own words.
- Why do you think Dumas wrote the article? (What was her purpose?)
- Were your predictions about the article correct? Which ones were accurate, and which ones did you revise as you read the article?
- What questions do you still have after reading the article? What else do you want to know about the article, the author, or topic of the reading?
- How did learning about the author and previewing the article help with your understanding of the text?
Reading & Response
Instructions:
- Read the article, “”Sweet, Sour, and Resentful” by Firoozeh Dumas. As you read, annotate the article. Take notes about the main idea, your reactions, and questions that you may have.
- After reading, complete a one-paragraph summary of the article. The summary should include the author’s name, article title, and the overall main idea. Additionally, it is helpful to focus on the who, what, where, why, when, and how of the article to develop your summary. The ideas should be paraphrased and written in your own words.
- Write a developed, one-paragraph response to the article. Develop a clear statement of your position or point of view on the ideas expressed in the article. Be sure to clearly explain and support your response. You may also consider using a particular quote from the article to use in your response. If using a quote, work to incorporate the quote smoothly into the response. Be sure to cite the quote using in-text citations, as well as including a works cited entry.
- As an example: I agree with his statement, “…education is woefully lacking among those being held in America’s jails and prisons” (Andrisse). From there, you would expand on your ideas to explain and support why you agree with this statement
Suggestions for Writing
- Plan your summary and response before writing them. Review the notes that you have made regarding the article. Then, use a writing process that you are comfortable with that can include brainstorming, freewriting, listing, outlining, mapping, pre-thinking, pre-writing, etc.
- Aim to use conventional grammar and sentence structure and to make the tone of your essay professional, not casual.
- Edit your work before submitting it.
