Page 160 - The Language of Composition 4e Teacher Edition Sample.indd

3. Reasoning and Organization. Why does Remmel conclude, in paragraph 59, that they
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DIFFERENTIATION Identity
Scaffolding
Understanding Q4. Students are probably
more familiar with essays that include a
thesis statement at the beginning than
ones that place it at the end. You might
Copyright (c) 2023 Bedford, Freeman & Worth Publishers. Uncorrected proofs have been used for this sample chapter.
have students analyze how Remmel’s
choice is effective for the purpose of their
essay. One possibility: Remmel recounts
their journey of discovery, and the essay
leads the reader through a similar incre-
mental journey. You might also ask stu-
Distributed by Bedford, Freeman & Worth Publishers. Strictly for use with its products. Not for redistribution.
dents to think about Remmel’s exigence as
it relates to the placement of the thesis at
the end.
DIFFERENTIATION
Collaborative Learning
Analyzing Q4. To help students analyze the
o help students analyze the
T
purpose of each vignette and discuss the
essay’s line of reasoning, you could have
them review the essay in a gallery walk.
You could cut up the essay (perhaps using
the online version) and place each section
on a page of chart paper posted around
the classroom. Students could then walk
around and make analytical comments
about the meaning or significance of each
section, either writing on the pages or
using sticky notes. They might identify a
key line and comment on its meaning, or
ask a question about the section, or define
a step in Remmel’s process of forming
identity. Or, you could affix a specific ques-
tion or two to each section (perhaps using
suggestions from the textbook questions or
suggestions fr om the textbook questions or
these teacher edition annotations). Since
students will be looking at the essay in dif-
ferent sequences, you might have them
walk through the sections once chronologi- 266
cally and look at their peers’ comments.
You could then lead a discussion based
on their insights, focusing on how the
vignettes create a line of reasoning. You
could adapt this activity to a digital format,
TRM Rubric
too, by having students add comments to
slides or other interactive platforms. A rubric for these prompts can be found in
the Teacher’s Resource Materials.
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05_sheatlcte4e_46921_ch04_170a_315_2pp.indd 266
should “practice different ways of knowing myself”?
4. Claims and Evidence. Remmel ends their essay with a thesis statement. What argument
does this thesis statement make about identity?
5. Claims and Evidence / Reasoning and Organization. Throughout this essay, Remmel
addresses many core elements of identity: gender, language, race, and religion. What aspects
of each do they challenge? How do these individual challenges ultimately relate to their
overarching thesis?
Analyzing Language, Style, and Structure
1. Vocabulary in Context. Remmel introduces the term “resonant” (par. 53) as something
they learn during a lecture in a college chemistry class. They repeat the word several
times in different contexts, including in the last sentence of the essay. What function
does the word “resonant” serve in this essay? How does it help Remmel come to a new
understanding of their identities?
2. Rhetorical Situation / Style. In paragraphs 9–13, Remmel examines the associations they
have with the Spanish language. What are some of these associations? Ultimately, what do
Remmel’s language choices reveal about their perspective on the relationship between
language and identity?
3. Rhetorical Situation / Style. There are two instances in the essay when Remmel describes
their reaction to someone’s statement as though the words could impart a physical blow: in
paragraph 8 and in paragraph 44. What effect do these similes have in context? Why does
Remmel make a similar comparison in both places?
4. Reasoning and Organization. Discuss Remmel’s use of vignettes — brief, evocative
snapshots of ideas or events — as a structure for their essay. How does this structure
serve their purpose?
5. Reasoning and Organization. In most of the essay, Remmel writes short, simple,
declarative sentences. How does their syntax contribute to the mood and reflect the message
of the essay? Where do they break with this pattern, and why?
6. Claims and Evidence / Reasoning and Organization. Remmel crafted this essay using a
hybrid of images and words. What do the images accomplish that words cannot? Why is this
choice of form appropriate to Remmel’s argument?
7. Style. The concepts of “practice” and “reform” appear several times throughout this essay.
Find each instance in which Remmel uses these words to describe an event or realization.
What do the contexts in which these words appear have in common? How do these
concepts relate to Remmel’s argument about identity?
Topics for Composing
1. AP FRQ Rhetorical Analysis. Science journalist Ariana Remmel recounts key moments
®
that led them to question their identity or view it in a new light in their 2021 essay “Organic
Chemistry Taught Me to Fully Inhabit My Mixed Identities.” Read paragraphs 14–20 carefully.
Write an essay that analyzes the rhetorical choices Remmel makes to develop their message
that people are made of “a single whole with multiple truths” (par. 74).
05_sheatlc4e_40925_ch04_170_315.indd 266 12/10/22 2:36 PM
chapter 4 / Identity
1/20/23 7:51 PM