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My father, seventy-eight, is a methodical man. For thirty-nine years, he has had the same job, cataloguing books for a university library. He drinks two glasses of water first thing in the morning, walks for an hour every day, and devotes almost as much time, before bed, to flossing his teeth. “Winging it” is not a term that comes to mind in describing my father. When he’s driving to new places, he does not enjoy getting lost.

In the kitchen, too, he walks a deliberate line, counting out the raisins that go into his oatmeal (fifteen) and never boiling even a drop more water than required for tea. It is my father who knows how many cups of rice are necessary to feed four, or forty, or a hundred and forty people. He has a reputation for andaj —the Bengali word for “estimate”—accurately gauging quantities that tend to baffle other cooks. An oracle of rice, if you will.

But there is another rice that my father is more famous for. This is not the white rice, boiled like pasta and then drained in a colander, that most Bengalis eat for dinner. This other rice is pulao, a baked, buttery, sophisticated indulgence, Persian in origin, served at festive occasions. I have often watched him make it. It involves sautéing grains of basmati in butter, along with cinnamon sticks, cloves, bay leaves, and cardamom pods. In go halved cashews and raisins (unlike the oatmeal raisins, these must be golden, not black). Ginger, pulverized into a paste, is incorporated, along with salt and sugar, nutmeg and mace, saffron threads if they’re available, ground turmeric if not. A certain amount of water is added, and the rice simmers until most of the water evaporates. Then it is spread out in a baking tray. (My father prefers disposable aluminum ones, which he recycled long before recycling laws were passed.) More water is flicked on top with his fingers, in the ritual and cryptic manner of Catholic priests. Then the tray, covered with foil, goes into the oven, until the rice is cooked through and not a single grain sticks to another.

Despite having a superficial knowledge of the ingredients and the technique, I have no idea how to make my father’s pulao, nor would I ever dare attempt it. The recipe is his own, and has never been recorded. There has never been an unsuccessful batch, yet no batch is ever identical to any other. It is a dish that has become an extension of himself, that he has perfected, and to which he has earned the copyright. A dish that will die with him when he dies.

In 1968, when I was seven months old, my father made pulao for the first time. We lived in London, in Finsbury Park, where my parents shared the kitchen, up a steep set of stairs in the attic of the house, with another Bengali couple. The occasion was my annaprasan , a rite of passage in which Bengali children are given solid food for the first time; it is known colloquially as a bhath , which happens to be the Bengali word for “cooked rice.” In the oven of a stove no more than twenty inches wide, my father baked pulao for about thirty-five people. Since then, he has made pulao for the annaprasans of his friends’ children, for birthday parties and anniversaries, for bridal and baby showers, for wedding receptions, and for my sister’s Ph.D. party. For a few decades, after we moved to the United States, his pulao fed crowds of up to four hundred people, at events organized by Prabasi, a Bengali cultural institution in New England, and he found himself at institutional venues—schools and churches and community centers—working with industrial ovens and stoves. This has never unnerved him. He could probably rig up a system to make pulao out of a hot-dog cart, were someone to ask.

There are times when certain ingredients are missing, when he must use almonds instead of cashews, when the raisins in a friend’s cupboard are the wrong color. He makes it anyway, with exacting standards but a sanguine hand.

When my son and daughter were infants, and we celebrated their annaprasans , we hired a caterer, but my father made the pulao, preparing it at home in Rhode Island and transporting it in the trunk of his car to Brooklyn. The occasion, both times, was held at the Society for Ethical Culture, in Park Slope. In 2002, for my son’s first taste of rice, my father warmed the trays on the premises, in the giant oven in the basement. But by 2005, when it was my daughter’s turn, the representative on duty would not permit my father to use the oven, telling him that he was not a licensed cook. My father transferred the pulao from his aluminum trays into glass baking dishes, and microwaved, batch by batch, rice that fed almost a hundred people. When I asked my father to describe that experience, he expressed no frustration. “It was fine,” he said. “It was a big microwave.” ♦

Subodh Bhattarai (English & Communication Notes - BBA/BBS/BBBS/BHM/BIM/BMS/MBA/MBS & +2)

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Summary of rice by jhumpa lahiri.

Jhumpa Lahiri

Lahiri has won several literary awards, including a Pulitzer Prize and a PEN/Hemingway Award. Her fiction often explores Indian and Indian-American life and culture — as does this personal essay, which originally appeared in the  New Yorker  magazine. 

Along with corn and wheat, rice remains one of the most important crops in the world, especially in Asia, where it has been cultivated for thousands of years. Rice accounts for between 35 percent and 85 percent of the calories consumed by billions of people living in India, China, and other Asian countries. 

The ancient Indian word for rice (“dhanya”) means “sustainer of the human race.” Rice can be symbolic as well: we throw rice at weddings because it suggests fertility and prosperity. For Lahiri, the significance of rice is personal rather than universal. She describes her father’s  pulao dish  as both an expression of his idiosyncratic (distinctive/unique) personality and a symbol that binds her family together. She describes her father behaviour and his everyday routine from morning to night. Lahiri shows her admiration when she explains all about her dad and his way of making Pulao. Lahiri explains the way her dad makes the pulao in every detail.

TEXTUAL SUMMARY

Jhumpa’s father is seventy-eight years old, and is a disciplined man. For thirty-nine years, he has had the same job: cataloguing books for a university library. He has got a regular time schedule. Everyday in the morning he starts his day  with  two glasses of water and  walking for an hour, and flosses his teeth before to bed. 

In the kitchen, too, he walks a deliberate line, counting out the raisins that go into his oatmeal and never boiling even a drop more water than required for tea. He knows how many cups of rice are necessary to feed four, or forty, or even a hundred and forty people. He has a reputation for  andaj  — the Bengali word for “estimate” — accurately gauging quantities. 

She describes how her father is more famous for making pulao - a baked, buttery, sophisticated indulgence, Persian in origin, served at festive occasions. Lahiri often watches him making it. It involves sautéing (frying) grains of basmati in butter, along with cinnamon sticks, cloves, bay leaves, and cardamom pods. In go halved cashews and raisins. A certain amount of water is added, and the rice simmers until most of the water evaporates. Then it is spread out in a baking tray. 

Despite having a superficial knowledge of the ingredients and the technique,, Lahiri has no idea how to make her father’s pulao, nor would she ever dare attempt it. She further explains that the recipe is her dad's own, and has never been recorded. It is a dish that has become an extension of himself, that he has perfected, and to which he has earned the copyright. A dish that will die with him when he dies. 

In 1968, when Jhumpa was seven months old, to celebrate her  annaprasan,  a rite of passage in which Bengali children are given solid food for the first time; which is also colloquially known as a  bhath,  which happens to be the Bengali word for “cooked rice” her father made pulao for the first time. They used to live in London then, in Finsbury Park, where her parents shared the kitchen, up a steep set of stairs in the attic of the house, with another Bengali couple. Her father baked pulao for about thirty-five people. Since then, he has made pulao for the  annaprasans  of his friends’ children, for birthday parties and anniversaries, for bridal and baby showers, for wedding receptions, and for her sister’s Ph.D. party. For a few decades, after they moved to the United States, his pulao fed crowds of up to four hundred people at different events and occasions.

Lahiri describes the difference when her son and daughter were infants, and they celebrated their first  annaprasans  with the same pulao her father makes. She hired a caterer, but her father made the pulao, preparing it at home in Rhode Island and transporting it in the trunk of his car to Brooklyn. In 2002, for her son’s first taste of rice, her father warmed the trays on the premises, in the giant oven in the basement. But by 2005, when it was her daughter’s turn, the representative on duty did not permit her father to use the oven, telling him that he was not a licensed cook. Her father transferred the pulao from his aluminium trays into glass baking dishes, and microwaved, batch by batch, rice that fed almost a hundred people. When she asked her father to describe that experience, he expressed without frustration, “It was fine.”

Lahiri has such an admiration to her father’s way of always keeping a positive attitude. She learned how to respect and admire her father’s decisions and the passion he had towards making his favourite dish.

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RICE - By Jhumpa Lahiri

Jhumpa Lahiri, the daughter of Indian immigrants, was born in London on July 11, 1967, and her family migrated to the USA where she did her PhD in Renaissance studies from Boston University. Lahiri's literary works have won several awards, including a Pulitzer Prize and a PEN/Hemingway Award. Her fiction often portrays Indian and Indian-American life and culture.

As the background of this descriptive essay says that along with wheat and corn, rice is one of the most consumed crops in the world, especially in Asia, where it has been cultivated for thousands of years. 35 to 85 per cent of calories is consumed by millions of people living in India, China, and other Asian countries. Apart from this, rice can be symbolic as well. Rice is thrown at weddings as it suggests fertility and prosperity . However, the significance of rice for Lahiri is personal rather than universal. She describes her father's pulao dish as  an expression of his idiosyncratic (distinctive) personality and a symbol that binds her family together .

This descriptive essay "Rice" by Lahiri describes how she has been influenced by her father's idiosyncratic personality. She opens her description of her father with his age and goes on describing his daily chores, habits and dislikes - he does not like getting lost while driving to new places.

Lahiri says that her father, seventy-eight, is a methodical man who is always careful, systematic and deliberate while doing anything. He does not like to get his job done without having a careful mindset or plan. He has also earned a reputation for  andaj  (estimate) because he is always accurate in gauging quantities that completely confuse other cooks. It is her father who knows well how many cups of rice are necessary to feed four, or forty, or a hundred forty people.

She particularly admires her father for making pulao which is a special dish that he has copyright. His pulao becomes such a demanding dish, and for his expertise in making pulao, he is always remembered and called to make pulao on different occasions like annaprasan  (a rite of passage in which Bengali children are given solid food for the first time), birthday parties, anniversaries, bridal and baby showers, wedding receptions, and her sister's PhD party.

The author further affirms that although she has a superficial knowledge of ingredients and technique, she has no idea how to make her father's pulao, nor does she ever try to make it. The most amazing thing is that the recipe is his own, and has never been recorded anywhere else; however, he has never been unsuccessful in making it, nor is any batch of his ever identical to any other. She states that his dish will die with him when he dies since has earned the copyright of it.

This special dish of her father also bound her family together, too. Lahiri describes that although a caterer was hired on the occasion of her son's and daughter's annaprasans , her father was remembered and he made the pulao which was transported to Brooklyn from Rhode Island. This shows how they are brought together only because of his special dish - pulao. This dish has become a symbol of her father. Memories of the pulao mean the memory of her father. Every moment of having pulao flashes the existence of her father.

Comprehension

1. How does Lahiri describe her father? What is his most important character trait?

Lahiri describes him as consistent and committed to his routines. His methodical nature is the most notable trait for which he is known. He does everything systematically and accurately. He is also the man of a reputation for andaj . He has very accurate knowledge of estimating the quantity of making pulao or other food items according to the number of people, and this often baffles other cooks.

2. According to Lahiri, what is special about pulao? Why is it served just on festive occasions?

Pulao is distinctive from normal white rice that is cooked almost every day in the kitchen. It is because pulao is a combination of some specific ingredients and also involves a different process of cooking to bring a special flavour to it, and therefore, served only on festive occasions. This is considered a sophisticated dish.

3. What is an annaprasan ? Why is this occasion so important to Bengalis?

Annaprasan  is colloquially known as bhath  (cooked rice). It is a special marking of the day when a Bengali child is given solid food for the first time. It is culturally considered a rite of passage among Bengalis.

4. Why, according to Lahiri, would she never try to make pulao?

Lahiri does not have any idea of making pulao. She does not fully understand the technique and proper ratio of ingredients that her father used to make it. He has never recorded his recipe. This dish has become an extension of her father, and he owns the copyright of it. It means only he has the right to make it.

5. What does Lahiri mean when she says that pulao is a dish for which her father "has earned the copyright"?

Because of this dish, her father has earned a special status and image among his relatives, friends and others. He is remembered and known for making pulao. He has made it with his own recipe for hundreds of people on different several occasions, and he never seems to get irritated for making it. His passion and skill for making this dish have made him what he is remembered and known for.

Purpose and Audience

1. How much does Lahiri assume her readers know about Bengali culture? How can you tell?

There are some examples in her descriptive essay which let her readers know that she assumes her readers do not know much about Bengali culture because she uses some Bengali words like andaj  and  annaprasani,  and she explains what they mean in English as well. She also explains both the type of rice Bengalis often eat for dinner and how the normal white rice differs from pulao.

2. Is this essay simply about rice - more specially pulao - or is it also about something else? Explain.

Although it seems that this essay is more about rice, the fact is that it is not simply about it, rather it is about her father. Lahiri talks about how methodical her father is, and she uses his special dish as an example to explain his character traits. She says how accurate he is at estimating the quantity of rice according to the number of people who are to be served and using ingredients to bring different flavours without having his recipe recorded elsewhere. This essay also illustrates how calm he is even working under pressure. He seems to be able to adapt to new circumstances. Moreover, it is also about the impression of her father's idiosyncratic personality upon her.

3. Does this essay have an explicitly stated or an implied thesis? What dominant impression do you think Lahiri wants to convey?

The thesis is not explicitly stated in this essay, rather it is implied here, and it is that Lahiri's father's methodical personality made him very skilled at making pulao. It seems that Lahiri wants to convey a dominant impression of warmth and respect for her father.

Style and Structure

1. Why does Lahiri begin her essay by describing her father?

The reason to begin her essay with a description of her father is to set a framework so that the readership can understand how orderly and deliberate her father is. She must have assumed that describing her father this way helps the readership to see how meticulous he is - even at making pulao.

2. This essay is divided into three parts: the first describes Lahiri's father; the second describes the making of pulao, and the third describes the occasions on which her father cooked pulao. How does Lahiri signal the shift from one part of the essay to another? What other strategies could she have used?

Before describing the process of making pulao, Lahiri talks about how accurate he is at estimating the quantity of rice. To make it clear to her readers, she has used an anecdote in the third paragraph to give a good description of making pulao that her father is famous for.

After this description, Lahiri discusses the occasions on which he cooked pulao by mentioning a specific time: "In 1968 when I was seven months old...". This transition mentally prepares the reader for a shift in the essay.

To shift from the section of the essay that talks about the making of pulao, Lahiri could have used the transition like "My father knows how to make pulao by heart." or "I have seen my father involved in a process of making pulao several times on different occasions throughout my life.". While making a transition into the third part after talking about the making of pulao, she could have tried using transitions like "It was the occasion of my annaprasan  when I tasted pulao for the first time.".

3. Why does Lahiri go into so much detail about her father's pulao recipe?

The reason to go into detail about her father's pulao recipe is to show that he can make pulao without his recipe recorded, and she has seen the process to know how it is made well; however, she has never attempted to make it. The details like the importance of the colour of the raisins and the preferred type of baking tray show his attachment to his dish.

4. What does pulao mean to Lahiri? Does it have the same meaning for her father? Explain.

No, pulao does not mean the same to her father as it means to Lahiri. For her, pulao is an indication of her father's love for her and others around along with his methodical nature. On the other hand, pulao for her father is a matter of pride, and he gets meticulously involved in making the dish. He does it to expose his methodical personality and express love to those he makes pulao for.

5. Why does Lahiri end her essay with a quotation? Is this an effective closing strategy? What other strategies could she have used?

Of course, this is an effective closing strategy here. Ending her essay with a quotation has made it emotional and impressive. When the author asked him to describe his experience, he expressed no frustration and replied "It was fine...". This quotation is enough to reflect her father's methodical and cool nature.

Instead of quoting her father to end her essay, she could have restated her main idea " His careful, systematic and deliberate way of carrying out the intended job made him a good cook who often puzzles other cooks. ".

Vocabulary Projects

1. Define each of the following words as it is used in this selection.

2. Throughout her essay, Lahiri uses several Bengali words. What might she have gained or lost if she had used English equivalents?

If she had used English equivalents of Bengali terms, they would bring down the importance of the essay. When she says that her father "has a reputation for andaj ", there is a connotation that having a talent for accurate estimation is considered special in her culture.  Simply replacing it with "estimate" would take away this implication.

Replacing annaprasan  with an English equivalent term would not work because there is no exact translation of this word, and it couldn't be changed to something else without fundamentally changing the meaning.

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Jhumpa Lahiri’s ‘Rice’: Summary and Theme

Jhumpa Lahiri’s “Rice” is a short story that explores the themes of identity, tradition, and cultural displacement. The story follows a Bengali-American woman named Mira, who lives in New York City with her American husband, Ben. Despite her successful career and comfortable lifestyle, Mira feels disconnected from her Bengali heritage and struggles to find a sense of belonging.

As the story progresses, Mira becomes increasingly drawn to the traditional Bengali food that her mother prepares for her and begins to reconnect with her cultural roots. She starts to learn to cook Bengali dishes from her mother and starts to appreciate the culture. Her husband Ben, is not very interested in Bengali culture, but he tries to understand and support her.

Mira’s interest in Bengali culture also leads her to visit her father’s homeland, Calcutta, where she is confronted with the stark contrast between her privileged American lifestyle and the poverty and hardship of her father’s village. The trip is an emotional turning point for Mira, who comes to realize the importance of her cultural heritage and begins to make a conscious effort to incorporate it into her daily life.

Overall, “Rice” is a poignant and thought-provoking story that delves into the complexities of cultural identity and the search for belonging. It highlights the importance of tradition and heritage in shaping one’s sense of self and the challenges of balancing cultural heritage with the demands of modern life.

The theme of Jhumpa Lahiri’s “Rice”

The theme of Jhumpa Lahiri’s “Rice” is the complexity of cultural identity and the search for belonging. The story explores the struggles of a Bengali-American woman, Mira, who feels disconnected from her Bengali heritage and is searching for a sense of belonging in her adopted American culture. The story highlights the importance of tradition and heritage in shaping one’s sense of self and the challenges of balancing cultural heritage with the demands of modern life. The story also touches on the idea of cultural displacement and the difficulties of navigating between two different worlds and identities. Additionally, it also explores the theme of tradition and family, as Mira reconnects with her mother’s tradition of cooking and visits her father’s village in Calcutta.

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The essay 'rice' summary in nepali and english and question answers | jhumpa lahiri | mero solution.

The Essay 'Rice' Summary And Question Answers

Summary of Rice in English                                                        - Jhumpa Lahiri

In the essay, "Rice" ,Jhumpa Lahiri describes her father behaviour and his everyday routine from morning to night. Lahiri shows her admiration when she explains all about her dad and his way of making Pulao. Lahiri explains the way her dad makes the pulao in every detail. Even knowing all the ingredients to her dad pulao Lahiri will not consider making it. The pulao was such a demanding dish that every person would request it for any occasion it was, he would make it for more than just your average family celebration. Lahiri describes the difference when her son and daughter celebrated their first annaprasan with the same pulao her dad makes. Lahiri has such an admiration for her dad's way of always keeping a positive attitude. She learned how to respect and admire her dad's decisions and the passion he had towards making his favourite dish. *********************************************************************** Summary of Rice in Nepali

A.Comprehension :

Q.1. How does Lahiri describe her father? What is his most important character trait?

ANSWER : She describes him as consistent and committed to routines. His methodical nature is his most notable trait.

Q.2. According to Lahiri, what is special about pulao? Why is it served just on festive occasions?

ANSWER : Unlike standard white rice, pulao involves a specific combination of ingredients and is served only on festive occasions, likely because of the involved cooking process. It is considered a sophisticated dish.

Q.3. What is an annaprasan? Why is this occasion so important to Bengalis?

ANSWER : An annaprasan is a special marking the first time a child is given solid food to eat. Culturally, it is considered a rite of passage.

Q.4. Why, according to Lahiri, would she never try to make pulao?

ANSWER : She doesn't fully understand the technique and ratio of ingredients her father used for the pulao, and he has never recorded his recipe. She sees the dish as an extension of her father that only he has the right to make.

Q.5. What does Lahiri mean when she says that pulao is a dish for which her faterh" has earned the copyright".

ANSWER : Her father has reached a point with this dish that it is very closely associated with him; he is known for making pulao. He has made it for hundreds and hundreds of people on several occasions and knows the recipe by heart, and he seems to enjoy making it. His passion and skill for making the dish has made it a part of who he is as a person.

B.Purpose and Audience :

Q.6. How much does Lahiri assume her readers know about Bengali culture? How can you tell?

ANSWER : She assumes that the reader does not know much about the culture. When she uses Bengali words, like "andaj" and "annaprasan', she explains what they mean. She also explains both the type of rice Bengalis often eat for dinner and how it differs from pulao.

Q.7. Is this essay simply about rice ,more specifically pulao- or is it also about something else? Explain.

ANSWER : The essay is more about the author's father than it is about the dish itself. The author talks about how methodical her father is and expands upon this characteristic by using the pulao as an example. She writes about how skilled he is at estimating the ingredients accurately and the specificity of the ingredients he prefers to have. She also stresses how calm he is able to remain under pressure when she writes about how many people he cooks for and the ease at which he is able to adapt to new circumstances.

Q.8. Does this essay have an explicitly stated thesis? If so, where is it? If the thesis is implied, paraphrase it.

ANSWER : This essay's thesis, which is implied, is that the traditional, selfish expectations that men often have for their wives are unfair.

C.Style and structure :

Q.9. Why does Lahiri begin her essay by describing her father?

ANSWER : Lahiri begins the essay this way to set up a framework through which the reader can view the rest of the text. By describing the very orderly and deliberate way that her father goes through life, the author prepares the reader to imagine her father putting a similar level of meticulous care into the pulao.

Q.10. This essay is divided into three parts: the first describes Lahiri's father, the second describes the making of pulao; and the third describes the occasions on which her father cooked pulao. How does Lahiri signal the shift from one part of the essay to another? What other strategies could she have used?

ANSWER : Before Lahiri begins describing how Pulao is made, she talked about how good her father was at estimating quantities of rice. She uses this anecdote to transition into a description of the rice dish her father is famous for.

After this description, she transitions into discussing the occasions on which he cooked the rice by looking back on a specific time: "In 1968, when I was seven months old..."

This transition mentally prepares the reader for a shift in the essay. To transition into the section of the essay that discusses the making of Pulao, Lahiri could have tried using transitions like "My father knew how to make pulao by heart". or "It is a process I have witnessed on countless occasions throughout my life."

When she transitions into talking about the occasions on which her father made pulao, the author could have started paragraph 5 with "The first time I tasted pulao was on my annaprasan."

Q.11. Why does Lahiri end her essay with a quotation? Is this an effective closing strategy? What other strategies could she have used?

ANSWER : Ending the essay with a quotation makes it feel poignant, and works quite effectively here. Because Lahiri doesn't incorporate any quotations before this point, this choice feels even more powerful. It is a good way to reflect her father's personality; from this quote, he sounds like an easygoing person despite his systematic tendencies.

If Lahiri wanted to use an alternative strategy, she could have either restated her main idea (that her father's methodical nature makes him a good cook) or by giving a final reflection of her feelings the subject. ***********************************************************************

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Rice Poem Summary Notes and Line by Line Explanation in English Class 12th

Back to: Kerala Board Class 12th English Guide and Notes

Table of Contents

Introduction

Composed by Chemmanam Chacko and translated by Prof. K. Ayyappa Paniker, Rice is a trip down memory lane of the narrator’s native village. Upon returning from North India he realises a lot has changed, especially his favourite rice.

About the Poet

Prof. Chemmanam Chacko was born on March 7, 1926 in the village of Mulakulam in erstwhile Travancore. He has created a space for himself in Malayalam poetry. He is a master satirist who has fought many a battle with the system through his writings. The poet who has many literary works to his credit has always reacted to his surroundings with pungent verse.

Theme of the poem

The poem expresses the human urge to pursue materialistic profit over persevering heritage and traditions.  

Stanza I and II

His father, a farmer takes pride in his profession and will greet him with joy while the sowing is being carried out around them. The setting is beautiful, a village where there is greenery and joy, the chaotic yet beautiful image of farmers ploughing with their oxen, a typical rural Indian scene and a father and son reuniting.

Stanza III, IV & V

Stanza vi, vii , viii & ix.

The narrator finally reaches his destination, but he is surprised to find the palm thatched houses across the street, replaced with nothing but trees. Instead, he finds huge rubber plants, taller than him standing proudly in rows where rice paddies were sown. He is utterly confused, there are no farmers working hard in the fields, no chaos just cash crops planted along the canal.

The silence is deafening and he is not impressed with this new change. Upon entering his house he finds his father watching the rubber sheet making machine getting repaired with a content and happy look.

Stanza X, XI & XII

The narrator sarcastically addresses the Chief Minister and asks him to get back the rice fields. The whole point of his four years of doctorate degree and making toys from husk was so that he could provide his people with an additional income and employment. Now that there are no more rice fields here, he sarcastically asks the Centre for rice husk to make toys.

Rice by Chemmanam Chacko – Summary, Solved Questions & Notes

Table of Contents

Rice by Chemmanam Chacko

Chemmanam Chacko is a brilliant satirist who has waged numerous battles against the establishment through his sarcastic and mocking works. He argues, ‘Sociopolitical sphere is much meek and limited compared with earlier times. Society has changed and with it, have the mass sensibilities.’ This poem ‘Rice’ is a parody on farmers forced to move from food crops to cash crops as the market for food crops collapsed.

Chemmanam Chacko’s Rice is a thought-provoking poem. After earning his PhD, the poet returns from North India. He dislikes North Indian cuisine and wishes to eat rice once he reaches Kerala. When he returns home, he expects to see his father hard at work in the fields. According to the poet, everyone will be busy in the field because it will be planting season. He wishes the train will move faster so he could meet everyone and eat rice more quickly.

Analysis of Rice Poem

Chemmanam Chacko wrote the poem “Rice” in Malayalam and Prof. K. Ayyappa Paniker translated it into English. The poet describes his anticipation of what may occur when he returns to his residence after four years in the first part of the poem. The poet begins by stating that he is returning to his own state of Kerala after spending four years conducting studies in North India. He gained attention after demonstrating that toys could be made from the husk. He is currently travelling by rail. He is looking forward to having “a meal of athikira rice” because he is tired of chapaties. Now the poet depicts his father, “little brother,” and mother, as well as their reactions upon his arrival at his home. His father will be dressed in a “handloom dhoti” soiled with “yellow mud” in his fantasy. He would be overjoyed that water is being brought in via the Varanganal canal. The poet expects his father will notice him from afar and will loudly inquire, “And when did you start from there?” from behind the house’s field. According to the poet, the land is being ploughed by oxen and farmers because it is “planting season.”

The poet’s younger brother appears at that point. The poet wishes to “have a full meal of athikira rice” upon seeing his brother. However, he is astounded to learn that his younger brother has recently purchased family rations. While observing these changes, the poet hears the sound of an aeroplane, which he refers to as the “ship of the sky.” He speculates that Kerala’s Chief Minister may have visited the “Centre” to request additional grains for Keralites. He now believes the Chief Minister is overlooking the cash crops that have decimated Kerala’s paddy production. As the poem concludes, the poet cynically inquires whether the Center will also provide him with husk for the purpose of making toys.

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Physical description

Domestication and cultivation, rice processing and uses.

How big do rice plants grow?

What nutrients are present in rice.

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• National Center for Biotechnology Information - PubMed Central - The Complex History of the Domestication of Rice
• IndiaNetzone - Rice
• WebMD - Health Benefits of Rice
• Royal Botanic Gardens, Kew - Asian rice
• Whole Grains Council - Types of Rice
• Harvard T.H. Chan School of Public Health - The Nutrition Source - Rice
• Pennsylvania State University - PlantVillage - Rice
• Verywell Fit - Rice Nutrition Facts and Health Benefits
• Purdue University - NewCROP - Oryza sativa L.
• rice - Children's Encyclopedia (Ages 8-11)
• rice - Student Encyclopedia (Ages 11 and up)
• Table Of Contents

The cultivated rice plant grows to about 1.2 meters (4 feet) in height. It is an annual grass. The panicle, or inflorescence (flower cluster), is made of spikelets bearing flowers that produce the fruit or grain. Varieties differ greatly in the length, shape, and weight of the panicle and the overall productivity of a given plant.

What countries are major producers of rice?

More than 90 percent of the world’s rice is grown in Asia, principally in China, India, Indonesia, and Bangladesh, with smaller amounts grown in Japan, Pakistan, and various countries of Southeast Asia. Rice is also cultivated in parts of Europe, North and South America, and Australia.

The manner in which rice is processed affects its nutritional profile. Brown rice, where only the husk is removed, contains about 8 percent protein and small amounts of fats; it also has thiamine, niacin, riboflavin, iron, and calcium. White rice, where the husk and bran are removed, is greatly diminished in nutrients. Parboiled white rice retains most of the nutrients, and enriched rice has iron and B vitamins added to it.

How important is rice as a source of food for humans?

Roughly one-half of the world population, including virtually all of East and Southeast Asia, is wholly dependent upon rice as a staple food. A total of 95 percent of the world’s rice crop is eaten by humans.

rice , ( Oryza sativa ), edible starchy cereal grain and the grass plant (family Poaceae ) by which it is produced. Roughly one-half of the world population, including virtually all of East and Southeast Asia , is wholly dependent upon rice as a staple food; 95 percent of the world’s rice crop is eaten by humans. Rice is cooked by boiling , or it can be ground into a flour . It is eaten alone and in a great variety of soups, side dishes, and main dishes in Asian, Middle Eastern, and many other cuisines. Other products in which rice is used are breakfast cereals, noodles, and such alcoholic beverages as Japanese sake .

The cultivated rice plant is an annual grass and grows to about 1.2 metres (4 feet) in height. The leaves are long and flattened and are borne on hollow stems. The fibrous root system is often broad and spreading. The panicle, or inflorescence (flower cluster), is made up of spikelets bearing flowers that produce the fruit , or grain. Varieties differ greatly in the length, shape, and weight of the panicle and the overall productivity of a given plant.

In the 1960s the so-called Green Revolution , an international scientific effort to diminish the threat of world hunger, produced improved strains of numerous food crops, including that known as miracle rice. Bred for disease resistance and increased productivity, this variety is characterized by a short sturdy stalk that minimizes loss from drooping. Poor soil conditions and other factors, however, inhibited its anticipated widespread success.

Many cultures have evidence of early rice cultivation, including China, India , and the civilizations of Southeast Asia. However, the earliest archaeological evidence comes from central and eastern China and dates to 7000–5000 bce . More than 90 percent of the world’s rice is grown in Asia, principally in China, India, Indonesia , and Bangladesh , with smaller amounts grown in Japan , Pakistan , and various Southeast Asian nations. Rice is also cultivated in parts of Europe, in North and South America, and in Australia .

With the exception of the type called upland rice, the plant is grown on submerged land in the coastal plains, tidal deltas, and river basins of tropical, semitropical, and temperate regions. The seeds are sown in prepared beds, and when the seedlings are 25 to 50 days old, they are transplanted to a field, or paddy , that has been enclosed by levees and submerged under 5 to 10 cm (2 to 4 inches) of water, remaining submerged during the growing season . In hilly areas rice farms are commonly terraced to keep the paddies flooded at various elevations. Successful rice production depends on adequate irrigation, including construction of dams and waterwheels, and on the quality of the soil. Long periods of sunshine are essential. Rice yields vary considerably, ranging from 700 to 4,000 kilograms per hectare (600 to 3,500 pounds per acre). Adequate irrigation, which means inundation of the fields to a depth of several inches during the greater part of the growing season, is a basic requirement for productive land use.

In Asia the paddy is cultivated in three main types of soil, including clays with a firm bottom within a few inches of the surface; silts and soft clays with soft bottoms becoming hard on drying; and peats and “mucks” containing peat, provided the depth of the peat is not excessive. Fields must be drained and dried before harvesting. When combine harvesters or binder threshers are employed, the grain must be dried to about 14 percent moisture so that no deterioration takes place in storage. When reaper binders are used, the crop is “shocked” in certain ways so that the grain is protected from rain.

The harvested rice kernel, known as paddy, or rough, rice, is enclosed by the hull, or husk. Milling usually removes both the hull and bran layers of the kernel, and a coating of glucose and talc is sometimes applied to give the kernel a glossy finish. Rice that is processed to remove only the husks, called brown rice , contains about 8 percent protein and small amounts of fats and is a source of thiamine , niacin , riboflavin , iron, and calcium. Rice that is milled to remove the bran as well is called white rice and is greatly diminished in nutrients. When white rice forms a major portion of the diet, there is a risk of beriberi , a disease resulting from a deficiency of thiamine and minerals. Parboiled white rice is specially processed before milling to retain most of the nutrients, and enriched rice has iron and B vitamins added to it.

The milling methods used in most of Asia remain fairly primitive, but large mills operate in Japan and some other areas. Hulling of the paddy is usually accomplished by pestle and mortar worked by hand, foot, or water power . Improvements are slowly taking place. The yield of milled rice is dependent on the size and shape of the grain, the degree of ripeness, and the extent of exposure to the sun. Some large mills, handling 500 to 1,000 tons of paddy daily, have specialized hulling plants with consequent smaller losses from broken grain. They generally employ modern milling techniques and rely on controlled drying plants instead of on sun drying.

The by-products of milling, including bran and rice polish (finely powdered bran and starch resulting from polishing), are sometimes used as livestock feed. Oil is processed from the bran for both food and industrial uses. Broken rice is used in brewing, distilling, and in the manufacture of starch and rice flour. Hulls are used for fuel, packing material, industrial grinding, fertilizer manufacture, and in the manufacture of an industrial chemical called furfural . The straw is used for feed, livestock bedding, roof thatching, mats, garments, packing material, and broomstraws.

Rice: A Global History – Summary

by Renee Marton

“Rice is more than just a staple food, it is a symbol of cultural identity, a source of economic prosperity, and a reflection of environmental conditions.”

Rice: A Global History by Renee Marton explores the profound impact of rice on human civilization across continents and throughout history. This captivating book traces rice’s journey from its origins in ancient China to its widespread cultivation and consumption worldwide. Marton delves into the cultural, social, and economic significance of rice, highlighting its role as a staple food, a symbol of identity, and a catalyst for technological advancements. With meticulous research and engaging storytelling, this book reveals the intricate relationship between rice and humanity, shedding light on the profound influence of this grain on our global history.

Three Key Lessons

• Rice has played a significant role in shaping human history and diets, and continues to be a staple food for billions of people worldwide.
• The cultivation and consumption of rice has led to significant social and cultural practices, including the creation of intricate irrigation systems and the development of traditional rice-based dishes.
• The global demand for rice has also led to economic and political issues, including exploitation of farmers and the formation of trade agreements and regulations.

Main Summary

Rice: A Global History by Renee Marton is an illuminating exploration of the history, culture, and politics of one of the world’s most important crops. Rice has been a staple food for billions of people for thousands of years, and Marton’s book explores the many different ways in which it has been grown, harvested, processed, and consumed across the globe. From the ancient rice paddies of China, to the rice plantations of the American South, to the sushi bars of Tokyo, Rice takes the reader on a fascinating journey through the many different cultures and culinary traditions that have grown up around this essential grain.

One of the key themes of the book is the way in which rice cultivation has shaped the social and economic structures of many societies. Marton shows how rice has been used to create complex hierarchies, from the powerful samurai class of feudal Japan to the slave-driven rice plantations of the American South. But she also highlights the many ways in which rice has been a force for social change, from the rice riots that rocked Indonesia in the 1960s to the role of rice farmers in the Chinese Communist Revolution.

Another important theme of the book is the way in which rice has been transformed by modern technology and globalization. Marton shows how the development of new rice strains and farming methods in the 20th century transformed rice from a subsistence crop to a major export commodity, and how this has led to both economic growth and ecological devastation in many parts of the world. She also explores the way in which the global trade in rice has created new culinary fusions and cultural exchanges, from the sushi craze of the 1980s to the rise of fusion cuisine in contemporary restaurants.

Throughout the book, Marton weaves together a rich tapestry of historical anecdotes, cultural observations, and scientific insights. She draws on a wide range of sources, from ancient Chinese agricultural manuals to contemporary scientific studies of rice genetics, and she never loses sight of the human stories behind the statistics. Whether she is describing the grueling labor of rice harvesting in Southeast Asia, the complex rituals of Japanese rice cultivation, or the political struggles of rice farmers in India, Marton’s writing is vivid and engaging, bringing to life the many different ways in which rice has shaped our world.

Perhaps most importantly, Rice: A Global History is a celebration of the many different cultures and traditions that have grown up around this essential grain. Marton explores the way in which rice has been used to create everything from simple porridges to elaborate feasts, and she shows how it has been used to mark everything from weddings to funerals. She also highlights the way in which rice has been a source of inspiration for artists, writers, and musicians around the world. From the poetry of the Tang dynasty to the paintings of Van Gogh, rice has been a ubiquitous presence in human culture, and Marton’s book does an excellent job of capturing this rich and varied legacy.

Overall, Rice: A Global History is a fascinating and informative book that will appeal to anyone interested in food, culture, or history. Marton’s writing is engaging and accessible, and she does an excellent job of balancing scholarly rigor with popular appeal. Whether you are a hardcore foodie or simply someone who enjoys a good story, Rice is a book that is well worth reading. It will open your eyes to the many different ways in which rice has shaped our world, and it will leave you with a newfound appreciation for this humble grain.

Renee Marton is a food historian and author who has written extensively on the history of food and agriculture. Her book, Rice: A Global History, explores the cultural and culinary significance of this staple crop across different regions and time periods.

Target Readership

The target readership of Rice: A Global History by Renee Marton is food enthusiasts, history buffs, and those interested in the cultural significance of rice around the world.

Rice: A Global History by Renee Marton has been well-received by readers and critics alike. The book provides a comprehensive overview of the history of rice, exploring its cultural, economic, and social significance across the globe. Marton’s writing style is engaging and informative, making the book an enjoyable read. The author’s research is extensive and thorough, providing readers with a deep understanding of the importance of rice in various regions and cultures. Overall, Rice: A Global History is a fascinating and informative exploration of one of the world’s most significant crops.

Publish Date

Rice: A Global History by Renee Marton was first published in 2020.

Comparison to Similar Books

• The Rice Book by Sri Owen – Similar to Rice: A Global History, The Rice Book explores the cultural significance of rice in various cuisines. However, it focuses more on the preparation and cooking methods of rice dishes, providing detailed recipes and cooking techniques.
• Rice and Baguette: A History of Food in Vietnam by Vu Hong Lien – Unlike Rice: A Global History, which covers rice’s impact on global cuisine, Rice and Baguette delves deeper into the history of rice cultivation and consumption in Vietnam. It also explores the country’s culinary evolution, particularly the influence of French colonialism on Vietnamese cuisine.
• The Potlikker Papers: A Food History of the Modern South by John T. Edge – While Rice: A Global History examines rice’s impact on global cuisine, The Potlikker Papers focuses on the role of food in Southern American culture and history. It discusses the significance of rice as a staple crop in the region and its use in traditional Southern dishes.

Related Books

The dead sea scrolls translated – summary, the neanderthals rediscovered: how modern science is rewriting their story – summary, the idea of history – summary.

Thursday, July 12, 2012

Rice and bullets: a short story analysis, 6 comments:.

It's verry interesting story. I want to play this with my group mates and I think my teacher will give us a highest grades. So thank you for creating this page

It's help me Thankyou so much

Why did ture joined the demonstration

What sociological issue was being illustrated in the story?

What is the resolution of the story?

It's a good story but I'm struggling to find the heart or its climax I guess ill rate it a solid 8/10

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2 Rice University Essay Examples

Rice University is a highly-selective college, so it’s important to write strong essays to help your application stand out. In this post, we’ll share essays real students have submitted to Rice University. (Names and identifying information have been changed, but all other details are preserved).

Please note: Looking at examples of real essays students have submitted to colleges can be very beneficial to get inspiration for your essays. You should never copy or plagiarize from these examples when writing your own essays. Colleges can tell when an essay isn’t genuine and will not view students favorably if they plagiarized. 

Read our Rice University essay breakdown to get a comprehensive overview of this year’s supplemental prompts.

Prompt: Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

It’s family movie night, and we’ve chosen to watch Bird Brain , a nature documentary about birds and their unique abilities. I’m starting to lose interest, but the narrator says something wild that perplexes me: “Some birds have the ability to hold their breath for over 15 minutes underwater.” Well, now I have to know more. 

My mom groans as I pause the movie to spend the rest of my night understanding that one statement. I rush to my room and open my laptop, while my fingers type furiously as videos, images, and articles flood the screen. I click on the first site I see: “Emperor penguins dive to catch fish in the ocean, and their bodies begin to metabolize anaerobically after a certain point of being submerged.” But that wasn’t enough. I continue to scroll as my mind hunts for answers. How big are emperor penguins? How cold is the ocean in Antarctica? And what even is anaerobic metabolization? Ahhhhh! I feel like I am going to explode! I have to know more. 

This example of the emperor penguin is one of the many instances where I am motivated by the need to question what I hear. I encounter a similar situation on any given day. Whether it’s a quick Google search or an all nighter, I find myself lost in time as the world around me blurs while I unearth its secrets. This love of research stems from my childhood, as I was determined to find my own answers. From conducting at-home plant dissections to confirm what was taught in class, or reading an actual newspaper for the latest reports, nothing was true unless I had found evidence. Soon, this habit became deeply ingrained in my character. 

I call moments like these an “internet search spiral.” Part of the reason why these spirals are so captivating is because they can never be boring; it would take me 23.8 million years to go through the 295 exabytes of information on the web. Call me crazy, but I would do it. The never-ending knowledge found within the internet never fails to hold my attention, as my inquiries are like an emperor penguin plunging into the cold Antarctic waters for a swim. Knowing that there’s something I haven’t learned, a skill I haven’t mastered, or an equation I haven’t solved creates a warp in time that transports me to a region where seconds and minutes don’t restrain my knowledge.

 Internet search spirals capture every part of me but often leave me seeking additional material. The search for more information not available online connects me with like-minded thinkers, and this connection is what I aim to foster as a student at Rice. This quest for knowledge is more meaningful when I encounter someone whose passion for teaching matches my appreciation of learning. I turn to those who feel compelled to share. 

These internet search spirals ultimately transform me into a more mindful person. Every time I understand something new, I feel like a little penguin egg that’s ready to hatch and experience the world in a new way. The feeling of analyzing fresh material is one I will never give up. I don’t feel bound by the restriction of time because somehow my eyes never get tired of scanning endless papers and textbooks. After all, the knowledge I gain is worth it, because every bit of information gives me the chance to be a better individual. The purpose of knowledge is action, and knowledge that is acted on becomes greatness. I aspire to embody that greatness. Whether it’s from a website, a medical textbook, a documentary, or a good-old-fashioned human being, learning frees me from the constraints of time. 

So, thank you, emperor penguins, for sparking internet search spirals that push me to be a better individual.

What the Essay Did Well

This essay does a good job of using an anecdote at the beginning to hook the reader in and then continuing to weave callbacks to the anecdote throughout the essay. Including these callbacks where the student refers to themselves as “an emperor penguin plunging into the cold Antarctic waters” and “a little penguin egg that’s ready to hatch” help make the essay feel more cohesive. The use of the anecdote also allows the student to describe the thoughts that run through their brain while researching penguins, which not only shows how the student thinks, but creates the same feeling of excitement and anticipation the student felt in the moment for the reader. 

Another great thing this essay does is reflect on why this activity is so important to who the student is as a person. Although the prompt doesn’t specifically ask for anything more than why the topic is captivating and what do you turn to for more information, providing a reflection on how researching has positively impacted the student to become a better person proves to the admissions committee that this student knows who they are. The student took a passion they have and used it to show their growth as a person through engaging in this activity and how this activity will allow them to achieve their future goals. The last paragraph ties together the essay and takes it a step beyond what was required to elevate the essay.

What Could Be Improved

One thing this essay could work would be to tell less and show more. It’s cliche essay advice, but for a good reason. A lot of this essay tells the reader about the student’s researching habits without putting the reader in the chair next to the student while they sift through Internet tabs or flip through textbook pages. The anecdote at the beginning shows the excitement and thought process of the student when they are researching penguins which draws the reader in.

After the first paragraph the essay relies mostly on telling the reader what the student does and why they enjoy it, rather than using specific experiences and details to describe what was happening and how they felt. An easy way the student could improve their writing to show more would be to include more of their internal monologue while researching. 

It should also be noted that this was a Common App essay submitted to Rice that specifically mentioned Rice: “This connection is what I am to foster as a student at Rice.” Common App essays don’t need to be school specific, so including school names can actually be highly risky and costly if you make a mistake. This student could have easily submitted their Common App essay to Rice with another school’s name or with a blank they meant to fill in. The best way to avoid this mistake is simply to not included schools in your Common App, or if you really want to, make sure someone else proofreads your essay before you submit! 

Prompt: Rice is lauded for creating a collaborative atmosphere that enhances the quality of life for all members of our campus community. The Residential College System and undergraduate life are heavily influenced by the unique life experiences and cultural traditions each student brings. What life perspectives would you contribute to the Rice community?

One of the many Boarding School rules that I despised at the time but now look back at nostalgically was a 45-minute phone time. So with nothing else to do, our suitemates would gather together after “lights-out” and just talk. Sometimes it would be consoling a friend coming out of a bad break-up, and other times it’d be a serious debate on the merits of Latin honors. Whatever the topic, these conversations were always compassionate, spirited, and a source of familial support. 

This camaraderie also made studying with friends profoundly different. My Indian family was always relentless in reminding me to “Forget joy for four years” because delaying gratification was the only way to find “permanent security.” Apparently, in our divine meritocracy, College is just one step on the continual stairway of advancement. I couldn’t disagree more with this notion that an education is simply a means to an end.

But, as I studied with my best friends in our hostel, learning and fun were never antithetical ideas. Nights reserved for calculus were always accompanied by ping-pong sessions, but we never intended to sabotage each other in a futile race to the top. Ours was a collaborative family, where instead of selfish opportunity costs, we were driven by brotherly love. No accolade could beat this feeling of security and finding a home — away from home.

At Rice, to build that sense of family, I want to create a discussion group—Night Owls—to gather at night and ponder both the grandiose and whimsical philosophical questions over hot chocolate . Think of these events as a modern version of the infamous Greek Symposia, just without the booze. This combination of conversation, whimsy, and intellectual inquiry is what I want from college. It doesn’t sound very prudential, but it’s surely poetic.

The student who wrote this essay did a good job of tying their previous experience to an experience they want to bring to the Rice community. This student pinpointed exactly what they loved so much about living in a community with their peers and how they planned to recreate that experience in college. The descriptions about the types of debates or ping-pong tournaments the student engaged in create an image of an intellectual and supportive environment admissions officers want to see at their college.

Additionally, by coming up with a name and a plan for the discussion group, the student’s interest is evident and it shows that they took time to consider genuinely starting this group at college. In general, the student’s writing created a warm sense of family and bonding that displayed some of the student’s key values. This leaves the reader with a positive impression of the type of person this student is outside of the classroom, which was exactly what the prompt was looking to achieve.

This essay could benefit from a more focused and cohesive story. The way the essay begins describing late night discussions at boarding school, then transitions to a discussion on the student’s family, and then returns back to his school study group is a bit disjointed. The second paragraph adds very little to the essay as a whole and distracts from the sense of community the student was trying to establish in his study group. This student probably felt the need to discuss his family and his Indian heritage to address the “cultural traditions” the prompt mentions, however the experiences studying with his friend are unique and special enough to satisfy the prompt so this was an unnecessary addition. The essay could just describe the late night conversations he had at boarding school and how they created a sense of camaraderie and family among strangers that he wants to bring to college, without needing to bring up his family.

The words this student saves by removing the paragraph on their family could be used to create more concrete examples of the types of discussions the student had at boarding school or what they want to have at Rice. Although the essay mentions discussing bad break-ups or Latin honors, adding more detail like a quote said by one of the student’s friends or an introduced idea that made them reflect on the world would help put the reader in the room with the student or gain a better appreciation for the impact of the discussions. 

Where to Get Your Rice University  Essays Edited

Do you want feedback on your Rice University essays? After rereading your essays countless times, it can be difficult to evaluate your writing objectively. That’s why we created our free Peer Essay Review tool , where you can get a free review of your essay from another student. You can also improve your own writing skills by reviewing other students’ essays. 

If you want a college admissions expert to review your essay, advisors on CollegeVine have helped students refine their writing and submit successful applications to top schools. Find the right advisor for you to improve your chances of getting into your dream school!

Related CollegeVine Blog Posts

Asian Thanksgiving

The short essay, “Rice for Thanksgiving,” describes how someone from a mixed cultural background celebrates not only Thanksgiving, but life in the United States. The author uses the term “rice and gravy” to describe herself, meaning that even though she is white and Asian, she is still an American. She even describes how she is proud of her family background, especially since it survived a period in America when Asian culture was discriminated against. Her grandmother actually tried to hide the fact that she was Chinese. Overall, the author shows us that all cultures blend together in the United States and every family makes each holiday and tradition unique.

Even though I come from a family that has been in the United States for a long time and celebrates all of the holidays in a traditional manner, my wife is similar to Jocelyn Fong in that she is half white and half Asian. Her mom comes from Okinawa, Japan, and actually loves to celebrate Thanksgiving. She likes to cook a very traditional Thanksgiving dinner that doesn’t include any Japanese food whatsoever. I think she likes this particular holiday because it is celebrated in a very “Japanese” way, with a big feast that includes more food than anyone can eat. It is a way of honoring people with abundance, two things that are very important in Japan. So even though we don’t eat rice and gravy for Thanksgiving, we still observe two cultures blending together like Jocelyn Fong’s family.

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by the Master of Accounting Program Staff

How to Put Together Your Best Application Package

We know applying to graduate school can feel intimidating, so we've put together this list to help you navigate the application process. 

Online Application

• You can start our online application HERE .
• All application materials matter! One piece of your application is NOT more important than another. We consider applications in their entirety.
• We’re looking for students with strong academic and analytical aptitude, leadership potential and a variety of extracurricular involvement.
• Don’t worry about repeating information on your resume that is also somewhere else in your application package.
• It works well to complete the online application while you’re working on other aspects of the application, such as your statement of purpose, resume, or scholarship essay.
• Keep it short. Your uploaded resume should be one page in length and in the PDF format.
• The resume should highlight your academic, extracurricular and professional achievements.
• There are many free resources available online to help you create a resume that is in the correct format and that highlights your strengths.

Statement of Purpose Essay

• The essay prompt is: “Describe your short-term and long-term career goals, and how the MAcc will help you achieve those goals. Include in your discussion: Where do you see yourself in one, five and 10 years after completing the MAcc, and why are you interested in earning a MAcc degree from Rice? (Maximum 750 words).”
• Your essay should be well developed and thought out. Give yourself enough time to write, review and edit. It’s a good idea to have a friend proof your work (but make sure the essay remains wholly your own!).
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Guest Essay

Kamala Harris Begins to Sketch a New Economic Vision

By Jen Harris

Ms. Harris served as the senior director of international economics on the National Security Council and National Economic Council.

Kamala Harris is beginning to offer the first definitive clues of a new economic vision — one with the potential not only to offer a unifying vision for the Democratic Party but also to serve as the foundation for a governing philosophy that crosses party lines.

In recent years, both parties have broken with a markets-know-best default setting. The question is, what comes next?

One influential school of thought , advanced by Ezra Klein and Derek Thompson, argues for increasing the supply of essentials such as housing, health care and clean energy, in part by using government to break the choke points that make these goods too scarce and costly in the first place. This has truth — the much-criticized million-dollar-toilet problem gets at something real.

But it doesn’t fully reflect the realities of how powerful interests hold captive parts of our economy, and then our political system. A second intellectual camp focuses on these forces, and its avatars include Lina Khan, the chair of the Federal Trade Commission and the modern antitrust movement, and the U.A.W. leader Shawn Fain and re-energized labor unions. Yet it, too, is incomplete as a governing wisdom, as it lacks affirmative answers for our largest challenges, like how to decarbonize quickly and at scale, and how to contend with a rising geopolitical competitor in China.

Ms. Harris’s early proposals suggest she is drawing from both strands in telling a more holistic and entirely new story about how the economy works and the aims it should serve. Put differently, her slogan “We’re not going back” might well extend beyond political and social rights to include a different brand of economics.

This new story has two themes — call them “build” and “balance.” The first focuses on pointing and shaping markets toward worthy aims; the second corrects upstream power imbalances so that market outcomes are fairer and need less after-the-fact redistribution.

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Integrated review of transcriptomic and proteomic studies to understand molecular mechanisms of rice’s response to environmental stresses.

Simple Summary

1. introduction, 2. brief overview of environmental stress responses and mechanisms in plants, 3. transcriptomic approaches in studying rice’s responses to environmental stresses, 4. proteomic approaches in studying responsive mechanisms to environmental stresses, 5. integrating multi-omics strategies for rice’s responses to environmental stresses, 6. genetic improvements and breeding for rice tolerance, 7. future prospects and hot topics, author contributions, institutional review board statement, informed consent statement, data availability statement, conflicts of interest.

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Aslam, N.; Li, Q.; Bashir, S.; Yuan, L.; Qiao, L.; Li, W. Integrated Review of Transcriptomic and Proteomic Studies to Understand Molecular Mechanisms of Rice’s Response to Environmental Stresses. Biology 2024 , 13 , 659. https://doi.org/10.3390/biology13090659

Aslam N, Li Q, Bashir S, Yuan L, Qiao L, Li W. Integrated Review of Transcriptomic and Proteomic Studies to Understand Molecular Mechanisms of Rice’s Response to Environmental Stresses. Biology . 2024; 13(9):659. https://doi.org/10.3390/biology13090659

Aslam, Naveed, Qinying Li, Sehrish Bashir, Liuzhen Yuan, Lei Qiao, and Wenqiang Li. 2024. "Integrated Review of Transcriptomic and Proteomic Studies to Understand Molecular Mechanisms of Rice’s Response to Environmental Stresses" Biology 13, no. 9: 659. https://doi.org/10.3390/biology13090659

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