Page 192 - The Language of Composition 4e Teacher Edition Sample.indd

Questions

4
TRM Suggested Responses 1. Reasoning and Organization. How does Collier Meyerson juxtapose different aspects of
Suggested responses to the questions for Identity her dad’s identity? Which qualities does she associate with being masculine? Do you think it
this reading can be found in the Teacher’s is possible to reconcile the two? Explain.
Resource Materials. 2. Claims and Evidence / Reasoning and Organization. How does Meyerson depict our
country’s definition of “masculine” in paragraph 3? What evidence does she provide to
support this characterization?
3. Claims and Evidence / Reasoning and Organization. How does Meyerson use expert
DIFFERENTIATION opinion to support her position in this essay? Which of these opinions do you think provides
Copyright (c) 2023 Bedford, Freeman & Worth Publishers. Uncorrected proofs have been used for this sample chapter.
the best backing for her claims?
Scaffolding 4. Claims and Evidence. In paragraph 14, Meyerson states that “masculinity became a
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Q3. AP Teaching Tip. With her use of made-up excuse to dominate.” What evidence does she provide to support this claim?
expert opinion and other sources, Meyer- 5. Claims and Evidence / Reasoning and Organization. In the final paragraph, Meyerson
son’s article is itself similar to a synthesis responds to an article by comedian Michael Ian Black, writing that his inability to
essay. You might ask students to look at it communicate effectively with his son has been formed by “habit, culture, and an American
history predicated on white male domination.” How effectively does her evidence support
Distributed by Bedford, Freeman & Worth Publishers. Strictly for use with its products. Not for redistribution.
through that lens, perhaps even using the that claim? Do you agree with it? Explain why or why not.
®
AP Language synthesis rubric to evaluate
its effectiveness. You can choose, as a
teacher, what choices you might want your
students to emulate and which ones you 5 Gender and Social Pressure
might want them to avoid.
This graph illustrates differences in the social pressure experienced by high school students in
the United States based on their gender. The data comes from a 2018 report released by PLAN
TRM ELL Essential Guide Handout International, an organization dedicated to children’s rights and advancing girls’ equality.
An ELL Essential Guide for this visual text
can be found in the Teacher’s Resource Feel pressure to...
Materials.

31% 42% 23% 40% 19%
DIFFERENTIATION Percentage 21% 33% 28%
Connections to Text
If students ar e working thr ough the sour ces 42% 46% 40% 44% 36%
If students are working through the sources
in this Conversation in sequence, you might
in this Conversation in sequence, you might 35% 32% 29%
have them discuss which of the previous
texts discussed the issues that this chart Always be positive Keep everyone Be liked by Put others’ feelings
addresses. Or, you might have groups of happy others before your own
students skim back over the essays to find
connections; they could jigsaw the essays A lot of pressure Some pressure
and r
. If they have
eport back to one another
and report back to one another. If they have Boys age 14–19
read Woolf’s “Professions for Women,” you Girls age 14–19
might ask them to consider correspon-
dences to characteristics of the Victorian Data from “The State of Gender Equality for U.S. Adolescents” by PLAN International USA, 2018.
Angel in the House, too, or in Brady’s 2018
“I Want a Wife” satire. 298
TRM Instructional Strategies
Jigsaw. For advice on conducting an
effective Jigsaw activity, see the Teacher’s
Resource Materials. 05_sheatlc4e_40925_ch04_170_315.indd 298 12/10/22 2:37 PM
DIFFERENTIATION
Connections to Text
You may ask students to revisit the Dodge
Durango advertisement (p. 34). The ad can
replace one of the visual texts in this Conver-
sation, or it can serve as an additional text for
students to consider.

298 chapter 4 / Identity

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