Page 65 - The Language of Composition 4e Teacher Edition Sample.indd

TRM Chapter Overview Video
A Chapter Overview video for this chapter
A Chapter Overview video for this chapter chapter 4
can be found in the Teacher’s Resource
can be found in the T eacher’ s Resour ce
Materials.
Materials.
CHECK FOR UNDERSTANDING
Copyright (c) 2023 Bedford, Freeman & Worth Publishers. Uncorrected proofs have been used for this sample chapter.
Identity Test Bank. For an AP -style mini-exam on
®
est Bank.
T
this unit, see the test bank, which is avail-this unit, see the test bank, which is avail-
able in the book’s digital platform.s digital platform.
able in the book’
rik Erikson, most known for his theory on the psychological development of human
Distributed by Bedford, Freeman & Worth Publishers. Strictly for use with its products. Not for redistribution.
Ebeings, wrote that “in the social jungle of human existence, there is no feeling of BUILDING CONTEXT
being alive without a sense of identity.” What topics and word associations come to Selecting Course Content. ®
Selecting Course Content. Because AP
mind during a discussion about identity? Perhaps you think of words like personality , students engage in college-level lear
students engage in college-level learning, ning,
characteristics , individuality , self-esteem , or status . Perhaps you see your identity within this textbook includes challenging materials materials
this textbook
challenging
includes
wider contexts such as your family dynamics, cultural background, and even current or that broach complex (and potentially con-oach complex (and potentially con-
that br
historical events. Perhaps you struggle to think of what identity means for you — in fact, troversial) topics. To facilitate your curricu-o facilitate your curricu-
oversial) topics. T
tr
Erikson believed people experience more of an identity crisis during adolescence than at lum planning, you may refer to the College efer to the College
lum planning, you may r
any other time. We undergo profound changes as we transition from childhood — when Board’s statement “What AP Stands For”
®
Boar
d’
s statement “What AP
our parents made many decisions for us — to adulthood, when we make decisions for for an overview of the defining principles for an overview of the defining principles
ourselves. Consider, for example, the new possibilities for self-expression that come of Advanced Placement. For additional of Advanced Placement. For additional
with high school extracurricular activities in areas like sports and music, the increased guidance, see Instructional Approaches
guidance, see
– Selecting and Using Course Materials –
independence that comes with learning to drive — and add to that the realm of online –
Controversial Textual Content within this
communication, which previous generations did not have to navigate in their youth. The Controversial Textual Content
course’s CED, effective Fall 2020.
options and opportunities can be incredible, confusing, and even contradictory. Even so, course’s CED, effective Fall 2020.
you possess a fundamental sense of self that stays constant as you change.
The readings in this chapter explore identity and all its nuances from many different
angles. Writers such as Amy Tan, Zora Neale Hurston, and Jesmyn Ward reflect on the TRM ELL Essential Guide Handout
An ELL Essential Guide for this section
role race and ethnicity play in how we construct our identities. In an essay on his deci- An ELL Essential Guide for this section
ce
can be found in the T
s Resour
eacher’
sion to wear a mustache, Wesley Morris explores how seemingly superficial changes to can be found in the Teacher’s Resource
Materials.
physical appearances can actually hold deeper meaning. Readings such as those by Materials.
Frances Willard, Virginia Woolf, Judy Brady, and Ariana Remmel, as well as the Conver-
sation on masculinity, examine how our gender identities shape our experiences.
TION
DIFFERENTIA
Weaving images and text together in a hybrid essay, Remmel writes about how organic DIFFERENTIATION
chemistry helped them understand their “mixed identities” and “multiple truths.” Texts Connections to Self
Connections to Self
by Viet Thanh Nguyen and Vivek Ramaswamy also reinforce the importance of staying
ou might have students anticipate some
Y
true to our identities in the face of others’ expectations for us. The relationships between You might have students anticipate some
of the perspectives of the texts in this unit
identity, history, and place feature prominently in texts by Sarah Smarsh, Héctor Tobar, of the perspectives of the texts in this unit
by having them look at the following list of
by having them look at the following list of
e often important to
characteristics that ar
171 characteristics that are often important to
an individual’
an individual’s identity and arrange them in
s identity and arrange them in
or
order of importance for their own identity:
der of importance for their own identity:
, gen-
age, class, education level, ethnicity
age, class, education level, ethnicity, gen-
der, nationality (e.g., American), physical
05_sheatlc4e_40925_ch04_170_315.indd 171 12/10/22 2:32 PM appearance, political stance, and geo-
DIFFERENTIATION graphic region (e.g., Southern). That list is
not comprehensive: you might alter the cat-
Connections to Self egories to suit your student population. You
To prompt students to think about their own come up with evidence (see Types of Evi- might also ask your students to consider if
identities, you might have them take a short dence on p. 68) that either supports or chal- their high school years have affected their
personality test. Many are available through lenges some of the traits identified in the ranking logic; might they have ordered the
an internet search for “personality tests,” results. Another possibility would be to have characteristics differently at an earlier time?
although they can vary widely in depth and them freewrite about the relationship between
credibility. Some students may have done nature and nurture in their own identity forma-
Myers-Briggs tests or other formal ones, or tion: how much of their identity do they judge
they may have completed some self- to be a result of genetics, and how much is a
assessments as part of preparing for the result of their environment? As their teacher,
college application process. Students could you can be sensitive to your students’ per-
analyze the results, in writing or in discus- sonal circumstances and what they might or
sions, to assess how accurate they perceive might not want to address, especially in an
the outcomes to be. You could ask them to open discussion.
chapter 4 / Identity 171
05_sheatlcte4e_46921_ch04_170a_315_2pp.indd 171 1/20/23 7:43 PM