Page 176 - The Language of Composition 4e Teacher Edition Sample.indd

Understanding and Interpreting
4
TRM Suggested Responses
Suggested responses to the questions for Identity stem from “a common experience relative to white identity” (par. 3)? What does he mean by
this reading can be found in the Teacher’s
Resource Materials.
DIFFERENTIATION
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Connections to Text
Understanding Q2. You could ask stu-
dents to connect this discussion about
languages to the photograph on page 175,
too. What details in the photograph, in
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addition to the words on the sign itself,
connect to Anguiano’s comments?
DIFFERENTIATION
Scaffolding
Analyzing Q6. You might direct students to
consider what the act of translating sug-
gests about Tobar’s audience in the rhetori-
cal situation. Remind students, however,
that not all Latinx people speak Spanish,
and that Tobar does not translate every
phrase (for instance, “pedacito” in par. 8).
Students might also compare other essays 282
they have read that include non-English
phrases. Remmel, for instance, admits their
phrases. Remmel, for instance, admits their
Spanish is limited but uses phrases they do
Spanish is limited but uses phrases they do
not translate. You can take this opportunity
to discuss the use of non-English phrases 05_sheatlc4e_40925_ch04_170_315.indd
as a rhetorical choice.
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05_sheatlcte4e_46921_ch04_170a_315_2pp.indd 282
1. Claims and Evidence. Why does Héctor Tobar say that “major ethnic and racial labels”
this?
2. Claims and Evidence / Reasoning and Organization. Why is Anguiano “bothered” by
“people in Idaho telling Latinos they shouldn’t speak Spanish in public” (par. 9)? How is this
reaction tied to Anguiano’s sense of cultural identity?
3. Rhetorical Situation / Claims and Evidence. What is the distinction between the words
“Hispanic” and “Latino” that Tobar makes in paragraph 13? Why is this distinction important
to Tobar’s purpose in this essay?
4. Rhetorical Situation / Claims and Evidence / Reasoning and Organization. How does
Antonia Morales’s story (par. 20) complicate the notion of a border between the United States
and Mexico? Why, according to Tobar, does a broad term such as “Latino” fail to capture the
identity of people who live in border towns?
5. Claims and Evidence. In paragraph 40, Tobar asserts that “Latino is a way of being that is
grounded in suffering.” What evidence in this essay supports this claim? What details might
challenge it?
Analyzing Language, Style, and Structure
1. Vocabulary in Context. Tobar explains that the word “‘Mexican’ became an insult used by
English speakers to denigrate the locals” (par. 10). What does the term “denigrate” mean?
Where else in this essay does Tobar develop the idea that words used to identify people can
be a source of either pride or disparagement?
2. Rhetorical Situation / Reasoning and Organization. Why does Tobar structure his essay
into sections that identify voter statistics for each place he visits?
3. Rhetorical Situation / Reasoning and Organization. What is the purpose of the first
paragraph? Why does Tobar share details regarding his family history?
4. Rhetorical Situation. Tobar establishes a chronology in paragraphs 10–13 that includes the
dates 1929, 1930, 1946, 1970, and the phrase “ten years later” (par. 13), which situates us in
1980. What is the purpose of this historical delineation? What is the significance of the other
dates he includes in the Tierra Amarilla, New Mexico, section of this text?
5. Rhetorical Situation / Reasoning and Organization. Why does Tobar include the
description of what he sees when he arrives in Tierra Amarilla? How do these details reinforce
the purpose of his discussion with C. J. DeYapp?
6. Rhetorical Situation / Reasoning and Organization / Style. Why does Tobar include
phrases in Spanish, which he then translates to English? What is the effect, for instance, of
mentioning that Gustavo is “un hombre realizado” before translating it to “A man of
achievement” (par. 25)?
7. Rhetorical Situation / Claims and Evidence / Reasoning and Organization. Tobar uses
examples that range from Alicia Almazan (par. 6), whom he met in Idaho, to Rolando Cortez
(par. 37), who lives in New York City. What is the purpose of including descriptions of so many
people from various places throughout this text? How do these individuals contribute to
Tobar’s message about what it means to be Latino?
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chapter 4 / Identity
1/20/23 7:52 PM