Page 79 - The Language of Composition 4e Teacher Edition Sample.indd

2. Rhetorical Situation. What does Hurston mean in paragraph 5 when she writes, 4
“I became a fast brown — warranted not to rub nor run”? What does this description
convey about the “sea change,” or profound transformation Hurston experiences DIFFERENTIA TION
DIFFERENTIATION
upon moving to Jacksonville? chapter 4
3. Rhetorical Situation / Claims and Evidence / Reasoning and Organization. How does Connections to Self
Connections to Self
Hurston feel about the roles her racial identity and cultural background play in her life?
Understanding Q5. After exploring the
What do the details she focuses on in paragraphs 6–8 reveal about her? Is her argument Understanding Q5.
meaning of the phrase “the cosmic Zora
convincing? Explain. meaning of the phrase “the cosmic Zora
emerges,” you might ask students to
4. Rhetorical Situation. How does the jazz orchestra of The New World Cabaret affect Hurston? Classic Essay / Zora Neale Hurston emer ges,” you might ask students to
nal entry about their
complete a brief jour
5. Rhetorical Situation / Claims and Evidence. In paragraph 14, why does Hurston feel she complete a brief journal entry about their
Copyright (c) 2023 Bedford, Freeman & Worth Publishers. Uncorrected proofs have been used for this sample chapter.
“cosmic” identity: when does it emer
ge,
has “no race” sometimes? What does she mean when she writes, “the cosmic Zora emerges”? “cosmic” identity: when does it emerge,
how does it dif
fer fr
om some of their other
6. Claims and Evidence. What does Hurston suggest in her final paragraph? What is the how does it differ from some of their other
identities, why is it important?
significance of her claim that “[a] bit of colored glass more or less would not matter”? identities, why is it important?
7. Claims and Evidence. What arguments does Hurston counter in this essay?
8. Rhetorical Situation. Who do you think is Hurston’s audience for this essay? Use evidence
from the text to explain your response.
DIFFERENTIATION
DIFFERENTIA TION
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Scaffolding
Analyzing Language, Style, and Structure Scaffolding

Analyzing Q5. AP ®
Analyzing Q5. AP Teaching Tip. You
1. Vocabulary in Context. Hurston writes, “I creep back slowly to the veneer we call might use this question to analyze the might use this question to analyze the
civilization” (par. 11). What does the word veneer suggest about her attitude toward essay’ s line of r
essay’s line of reasoning. After defining the easoning. After defining the
civilization? What has she discovered beneath the veneer? purpose of each section, ask students to purpose of each section, ask students to
2. Reasoning and Organization / Style. What is the function of the first paragraph of try to articulate how each one connects to try to articulate how each one connects to
“How It Feels to Be Colored Me” in setting the tone of the essay? What is its effect on the subsequent and/or pr evious one. Y
the subsequent and/or previous one. You ou
you, the reader?
3. Rhetorical Situation / Style. What is the effect of Hurston’s metaphor describing the end of could also use this activity to advance could also use this activity to advance
slavery in paragraph 7? students’ understanding of comparison/students’ understanding of comparison/
4. Style. How would you characterize the language Hurston uses in paragraph 11 to describe contrast and definition as methods of contrast and definition as methods of
development, which are noted in Unit 4 e noted in Unit 4
her reaction to the music in The New World Cabaret? development, which ar
5. Rhetorical Situation / Reasoning and Organization. Hurston divides her essay into four of the CED and explained in Chapter 2 of the CED and explained in Chapter 2
(pp. 79–81). Throughout the essay, Hurston , Hurston
sections. What is the purpose of these divisions? (pp. 79–81). Thr oughout the essay
6. Style. How does the tone of the essay shift from paragraph 16 to paragraph 17? uses contrasting situations to define how uses contrasting situations to define how
it feels to be “colored.” You could use a ou could use a
7. Style. The term “colored” was considered somewhat pejorative even during Hurston’s it feels to be “color ed.” Y
graphic or
time. Why does Hurston use it in her title and throughout her essay? Note other words and graphic organizer for this work, with one ganizer for this work, with one
r
descriptions of skin color. What perspective(s) does Hurston convey in the range of terms row for each section. The first column ow for each section. The first column
she uses? could define the purpose of the section, could define the purpose of the section,
the second could identify the method of the second could identify the method of
Topics for Composing development of the section, and the last development of the section, and the last
could contain commentary on how the could contain commentary on how the
method of development is appr
®
1. AP FRQ Rhetorical Analysis. In 1928, Zora Neale Hurston wrote “How It Feels to Be method of development is appropriate to opriate to
the purpose of the section. Finally
Colored Me” for The World Tomorrow, a progressive political magazine that was an the purpose of the section. Finally, students , students
encouraging home for Harlem Renaissance writers. The following passage is an excerpt could draft a thesis statement that makes a could draft a thesis statement that makes a
claim about Hurston’
s line of r
from the essay in which Hurston reflects on her experiences as a young Black woman in claim about Hurston’s line of reasoning.easoning.
the United States. Read paragraphs 6–10 carefully. Write an essay that analyzes the
rhetorical choices Hurston makes to convey her message that her experiences did not TRM Activity Handout
fundamentally alter her sense of self.
A student handout for this activity can be
A student handout for this activity can be
eacher’
s Resour
ce Materials.
found in the T
185 found in the Teacher’s Resource Materials.
05_sheatlc4e_40925_ch04_170_315.indd 185 12/10/22 2:33 PM
TRM Rubric
A rubric for these prompts can be found in
the Teacher’s Resource Materials.
Classic Essay / Zora Neale Hurston 185

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