Page 87 - The Language of Composition 4e Teacher Edition Sample.indd

Analyzing Language, Style, and Structure 4

DIFFERENTIA
1. Vocabulary in Context. Frances Willard believes that she was “[b]orn with an inveterate DIFFERENTIATION
TION
opposition to staying in the house” (par. 1). What is the definition of “inveterate”? How does chapter 4
Willard’s stance on riding a bicycle align with this description of herself? Speaking and Listening
Speaking and Listening
2. Rhetorical Situation / Style. Throughout the excerpt, Willard anthropomorphizes her Analyzing Q7. One way to help students
Analyzing Q7.
bicycle — that is, she gives it human qualities, including a name (“Gladys”), a mind of its own,
see the balance between types of language
and a voice. What is the effect of this strategy? What does her bicycle have to say to her? Other Voices / Frances Willard see the balance between types of language
-code the formal ver
is to have them color
How would you characterize its “voice,” and how does Willard create it? Why do you think is to have them color-code the formal ver- -
sus informal sentences. You could give
Willard devoted nearly two full paragraphs to the voice of her bicycle? sus informal sentences. Y ou could give
Copyright (c) 2023 Bedford, Freeman & Worth Publishers. Uncorrected proofs have been used for this sample chapter.
each small group of students one printed
3. Rhetorical Situation. In paragraph 3, how does Willard use the comment from the naval each small gr oup of students one printed
copy of the essay and two different colored
officer to establish ethos? Why do you think she chose to quote him in particular? copy of the essay and two dif fer ent color ed
highlighters. Ask one student to r
ead a
4. Rhetorical Situation / Style. Trace the analogies Willard makes between bicycle riding highlighters. Ask one student to read a
paragraph, another to be the scribe / high-
and other activities. How does each one help her achieve her purpose? What is their paragraph, another to be the scribe / high-
cumulative effect? lighter , and the others to give advice about
lighter, and the others to give advice about
the choices. Y
ou could also br
eak up the
5. Reasoning and Organization. Willard gives three major reasons and three minor reasons the choices. You could also break up the
why learning to ride a bicycle was important. What are those reasons? What is the effect of essay into sections or pages and give each
Distributed by Bedford, Freeman & Worth Publishers. Strictly for use with its products. Not for redistribution.
essay into sections or pages and give each
her hierarchy? Why do you think she organized her material this way? gr oup a dif fer ent part and then jigsaw the
group a different part and then jigsaw the
6. Style. Analyze the syntax of the final sentence of paragraph 16. What is the effect of delaying r results. Then, students can review each
eview each
esults. Then, students can r
the subject and the verb until the end of that very long sentence? color ed portion and draw conclusions
colored portion and draw conclusions
7. Rhetorical Situation / Style. You may have noticed that Willard’s diction changes, moving about the results, perhaps writing a thesis
about the r
esults, perhaps writing a thesis
between colloquial and formal. Track the changes throughout this excerpt and see if you can
statement claim about them.
find a pattern: What is she talking about when her word choices are more formal? When does statement claim about them.
her diction slip into more conversational territory? What do these shifts tell you about her
purpose? How do they help her achieve that purpose? TRM Instructional Strategies
Jigsaw
.
Jigsaw. For advice on conducting an
s
fective Jigsaw activity
eacher’
, see the T
ef
Topics for Composing effective Jigsaw activity, see the Teacher’s
Resource Materials.
Resour
ce Materials.
®
1. AP FRQ Rhetorical Analysis. In 1893, Frances Willard wrote How I Learned to Ride the
Bicycle: Reflections of an Influential Nineteenth Century Woman after she was encouraged by
her doctor to take outdoor exercise. Read the section labeled “In Conclusion” (pars. 11–16).
Write an essay that analyzes the rhetorical choices Willard makes to convey her stance on the
significance of learning to ride a bicycle.
®
2. AP FRQ Argument. In How I Learned to Ride the Bicycle: Reflections of an Influential
Nineteenth Century Woman, Frances Willard concludes that “all failure” in learning to ride comes TRM Rubric
“from a wobbling will rather than a wobbling wheel” (par. 10). Write an essay that argues your A rubric for these prompts can be found in
ompts can be found in
A rubric for these pr
position on the role willpower plays in achieving your goals. the Teacher’s Resource Materials.
eacher’
s Resour
ce Materials.
the T
®
3. AP FRQ Argument. In How I Learned to Ride the Bicycle: Reflections of an Influential
Nineteenth Century Woman, Frances Willard asserts that “the more interests women and men
can have in common, in thought, word, and deed, the happier will it be for the home” (par. 11).
Write an essay that argues your position on whether shared interests between couples leads CLOSE READING
to a happier home life.
Composing Q1. You could apply this same
4. Research. One could argue that the fashions of Willard’s day intentionally limited women’s Composing Q1.
range of motion and, certainly, one of the strongest objections to women’s bicycling had pr ompt to either of the other two sections,
prompt to either of the other two sections,
to do with the moral implications of a pursuit that necessitated more practical clothing. “Preliminary” or “The Process,” or give stu-
ocess,” or give stu-
“Pr
eliminary” or “The Pr
Research the clothing reforms that began during the late nineteenth century as a result of dents a choice of which one to analyze.
dents a choice of which one to analyze.
the growing popularity of the bicycle and, in a well-written essay, develop a position on the
role women’s fashion played in securing equal rights for women in America.
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