Page 157 - The Language of Composition 4e Teacher Edition Sample.indd

Mom gave me when I first learned to drive. I look at the bonds between the carbon and 4
The taxi driver makes small talk. He says he is nitrogen, then the carbon and oxygen; I see that
from Mexico. there can be movement. The lone pair of elec- DIFFERENTIATION chapter 4
DIFFERENTIA
TION
“My mother’s family is from Mexico,” I say. 40 trons on the nitrogen (blue) can form a bond
Collaborative Learning
“¿En serio? ¿Pues, hablas español, no?” 6 with the carbon. Because carbon can only have Collaborative Learning
The vignette with the taxi driver (pars.
There is an awkward pause. four bonds total, that would push one pair of The vignette with the taxi driver (pars.
7
“Solo un poco,” I say too slowly. “We didn’t electrons shared between the carbon and Other Voices / Ariana Remmel 39–43) might be a good place to talk about
39–43) might be a good place to talk about
speak it at home growing up, but I’m trying to oxygen (red) — currently tied up in the double juxtaposition, structure, and line of reason-
eason-
e, and line of r
juxtaposition, structur
ing since it comes between two sections in
learn now.” bond with the oxygen — back to being a lone ing since it comes between two sections in
Copyright (c) 2023 Bedford, Freeman & Worth Publishers. Uncorrected proofs have been used for this sample chapter.
“Psh, you’re not Mexican,” the driver tells me pair on the oxygen alone. You can also draw the the science classroom with diagrams. You
the science classr
oom with diagrams. Y
ou
might have partners look at those thr
in English. “You can’t be Mexican without structure like this. might have partners look at those three
ee
sections and discuss how they fit together
speaking Spanish.” sections and discuss how they fit together,
,
I laugh, but it feels like the wind has been O R O R aside fr om adhering to the chr onological
aside from adhering to the chronological
order of Remmel’s experiences. Ask
knocked out of me. I don’t know what else to do or der of Remmel’ s experiences. Ask
H 2 N C H 2 N C
espondences and
students to find corr
besides change the subject. I don’t want to start students to find correspondences and
N CO 2 H N CO 2 H
Distributed by Bedford, Freeman & Worth Publishers. Strictly for use with its products. Not for redistribution.
tensions, and then write a thesis
crying in a city cab, so we talk about the weather. tensions, and then write a thesis
R H R H
statement–like claim about the purpose of
• • • statement–like claim about the purpose of
juxtaposing the taxi driver vignette with the
I realize that the electrons aren’t just stuck in juxtaposing the taxi driver vignette with the
oom experiences.
classr
The lecture hall is one of the biggest on campus 45 one bond. Both diagrams describe the exact classroom experiences.
because all the biology and chemistry majors same molecule, but my peptide bond can be
are taking organic chemistry — the study of drawn with the electrons in different positions
carbon-based molecules. We are finally learning and bonds.
about the molecules that make up our bodies. “That’s called resonance,” the instructor 50 CHECK FOR UNDERSTANDING
Today’s lecture is about proteins. The profes- says. He starts to draw a special arrow with one
Maybe some of your science-oriented
sor draws a special type of bond between amino head in each direction (purple). Maybe some of your science-oriented
students will value Remmel’s discussion of
acids, the building blocks that make proteins. It’s students will value Remmel’ s discussion of
“resonance” in organic chemistry (it might
called a peptide bond. In this first drawing, there O R O R “r esonance” in or ganic chemistry (it might
ou might ask stu-
r
esonate with them?). Y
is a double bond between the carbon and an resonate with them?). You might ask stu-
H 2 N C H 2 N C
dents to explain the meaning of resonance,
oxygen. That same carbon is single-bonded to a dents to explain the meaning of r esonance,
N CO 2 H N CO 2 H
based on either Remmel’
s explanation or
nitrogen that has a lone pair of electrons. based on either Remmel’s explanation or
R H R H
with some research or their own knowl-
with some r
ch or their own knowl-
esear
edge. Since the concept is central to Rem-
O “Both structures are true, but they are edge. Since the concept is central to Rem-
R mel’ s self-discovery , it merits some extra
mel’s self-discovery, it merits some extra
H 2 N C not the whole truth,” the instructor explains. focus and clarity. The term “resonance” also
. The term “r
focus and clarity
esonance” also
“When you draw resonance structures on
connects to the language of paragraph 21
N CO 2 H paper, you are drawing multiple, partial connects to the language of paragraph 21
R Peptide and the essay’s conclusion.
and the essay’
s conclusion.
H representations of a molecule’s single, three-
bond
dimensional form.”
I look back and forth between the two
“Look closely at the lone pair of electrons on
the nitrogen,” the instructor says. “What else can drawings. I don’t understand what it means
for a pair of electrons to be bonded in one dia-
they do?”
gram but a lone pair in the other — and yet still
represent the same molecule. Nor do I under-
6 Spanish for Really? You speak Spanish, no? — Eds. stand why this is important. My professor has
7 Spanish for Only a little. — Eds. anticipated this thought.
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