Page 159 - The Language of Composition 4e Teacher Edition Sample.indd

American, I still don’t know how to fill out the I focus on what I am. I am a highly organized 4
section for race. solution of water and biomolecules. I focus on
DIFFERENTIATION
I am a white woman, I start to write. the proteins that make up my muscles as I try to DIFFERENTIA TION chapter 4
That’s not quite right. I am half white woman. relax the tension in my chest that threatens to
Collaborative Learning
That’s not quite right either. Was I ever a 65 erupt into tears. I focus on the peptide bonds. Collaborative Learning
In paragraphs 67–69, Remmel considers
white woman? I count atoms like sheep as I try to settle back In paragraphs 67–69, Remmel considers
dif
I feel like I am sitting at that tiny desk taking into my fractured body. Other Voices / Ariana Remmel different ways of dividing their body, each
fer
ent ways of dividing their body
, each
a test to decide my future. I think back to the art I imagine the proteins that are powering of which pr esents a dif fer ent way of pr o-
of which presents a different way of pro-
exhibit from high school: I am half man and half the pumping of my heart, the expansion of cessing identity (and all of which they will
cessing identity (and all of which they will
Copyright (c) 2023 Bedford, Freeman & Worth Publishers. Uncorrected proofs have been used for this sample chapter.
woman. I am half white and half brown. But I my ribs. A strand of amino acids joined by ultimately r eject, in paragraph 70). Y ou
ultimately reject, in paragraph 70). You
could divide students into small gr
oups and
cannot figure out how to divide myself up so that peptide bonds — like pearls on a string — floats could divide students into small groups and
give each gr
I can hold myself to account. in front of me. It flexes and sways in the invisi - give each group one of the paragraphs.
oup one of the paragraphs.
Ask them to look at the paragraphs in con-
Maybe I will put all of my memories from my ble current of my body’s water. I watch the Ask them to look at the paragraphs in con-
text (so, they should discuss the introduc-
childhood and adolescence with my bones and strand fold itself into a hemoglobin protein text (so, they should discuss the intr oduc-
tory statement “But I cannot figure out how
cartilage in one pile. My fresh skin cells and that carries oxygen from the air to all the cells tory statement “But I cannot figur e out how
to divide myself up so that I can hold
Distributed by Bedford, Freeman & Worth Publishers. Strictly for use with its products. Not for redistribution.
newly acquired fat and the personality I devel- in my body. to divide myself up so that I can hold
myself to account”). Each gr
oup can then
oped in college will go in another. Maybe those The bonds do not jump from one form to the myself to account”). Each group can then
look at their paragraph to understand the
bins will have equal weight. other, just like I am not boy then girl, white then look at their paragraph to understand the
division both in terms of biology and in
Maybe I should go back further to my first brown. They are not oscillating between two division both in terms of biology and in
. The gr
terms of identity
oups can shar
e
cells. My ectoderm — skin and nerves, nails states like I might try to draw them — confined terms of identity. The groups can share
their results and decide why Remmel
and hair — will go in one pile and my endoderm — to graphite and paper — like this form in the their r esults and decide why Remmel
ejects all of them.
digestive organs and whatnot — will go in mail would have me dissected in a database. r rejects all of them.
another. The structures of my mesoderm can be When I really take a moment to see these bonds
divided till the two lie even on the scales. for what they are — a union of atoms in three
Or maybe I am simply cut down the middle — dimensions — I also witness my sense of self, CLOSE READING
a single slice that bisects my right side from the split between mixed identities, scooch to a
®
AP
left with the precision of a diamond blade. I will sweet spot in the center that is a space all its AP Teaching Tip. According to the AP ®
Language CED Essential Knowledge
be like the corpses in the Body Worlds exhibit, own. And with that, I finally feel my conscious- Language CED Essential Knowledge
statement RHS-1.J, “The conclusion of an
and strangers will peer at my insides and know ness settling back into my exhausted form. statement RHS-1.J, “The conclusion of an
gument to a unified
ar
gument brings the ar
something about who I am from my flesh. Everything is okay. argument brings the argument to a unified
end.” Remmel’s essay does a masterful job
But now I have spiraled. Though soothed by 70 I am not half of anything. I am not back end.” Remmel’ s essay does a masterful job
of connecting threads of their essay, and it
the measuring, I cannot bear to be cut apart any and forth, one thing to the other. I am only of connecting thr eads of their essay , and it
ends with a thesis statement of sorts. You
further. me, a single whole with multiple truths. I am ends with a thesis statement of sorts. Y ou
could ask students to analyze the final sec-
resonant. could ask students to analyze the final sec-
• • •
tion, starting at paragraph 71, and explain
2021 tion, starting at paragraph 71, and explain
how it fits some of the other characteris-
how it fits some of the other characteris-
tics of a conclusion that the EK statement
tics of a conclusion that the EK statement
defines: “A conclusion may present the
Understanding and Interpreting defines: “A conclusion may pr esent the
argument’s thesis. It may engage and/or
ar gument’ s thesis. It may engage and/or
focus the audience by explaining the sig-
1. Rhetorical Situation. What does the opening anecdote establish about Ariana Remmel’s focus the audience by explaining the sig-
nificance of the argument within a broader
relationship with their mother? Where else in the essay does Remmel relate anecdotes about nificance of the ar gument within a br oader
context, making connections, calling the
their family members? What role do these interactions play in Remmel’s inner conflict over context, making connections, calling the
how to identify? audience to act, suggesting a change in
audience to act, suggesting a change in
2. Rhetorical Situation. Why does Remmel begin carrying the periodic table with them behavior or attitude, pr oposing a solution,
behavior or attitude, proposing a solution,
everywhere they go? What is it about chemistry that Remmel finds so meaningful? leaving the audience with a compelling
leaving the audience with a compelling
265 image, explaining implications, summa-
image, explaining implications, summa-
rizing the ar
gument, or connecting to the
rizing the argument, or connecting to the
oduction.” Students could highlight, in
intr
introduction.” Students could highlight, in
evious
fer
different colors, connections to previous
dif
ent colors, connections to pr
sections or statements of the essay, and
05_sheatlc4e_40925_ch04_170_315.indd 265 TRM Suggested Responses 12/10/22 2:36 PM
DIFFERENTIATION then comment on the effectiveness of
Suggested responses to the questions for Remmel’s rhetorical choices in the
Connections to Text this reading can be found in the Teacher’s concluding section of their essay.
If students have read Ramaswamy’s essay Resource Materials.
about pluralism (p. 254), you might ask them
to compare Remmel’s description of themself
at the end to Ramaswamy’s definition. This
discussion might raise some complex ideas,
so you’ll want to ensure students are pre-
pared to express their ideas with maturity,
nuance, and respect.
Other Voices / Ariana Remmel 265
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