Page 92 - The Language of Composition 4e Teacher Edition Sample.indd

4

Identity
This piece by American
artist Deborah Kass is
constructed from neon
lights. It reads: “A WOMAN
HAS NO PLACE IN THE
Copyright (c) 2023 Bedford, Freeman & Worth Publishers. Uncorrected proofs have been used for this sample chapter.
ART WORLD UNLESS Photo courtesy of Deborah Kass/Art Resource, NY; © 2018 Deborah Kass/Artists Rights
SHE PROVES OVER AND
OVER AGAIN SHE WON’T
BE ELIMINATED.”
How does the medium
of this work support
the artist’s message?
Based on your reading
Distributed by Bedford, Freeman & Worth Publishers. Strictly for use with its products. Not for redistribution.
of “Professions for Society (ARS), New York
Women,” to what extent
would Woolf agree?

stress upon these professional experiences of and importance. You have won rooms of your
DIFFERENTIATION mine, it is because I believe that they are, own in the house hitherto exclusively owned by
Collaborative Learning though in different forms, yours also. Even men. You are able, though not without great
labour and effort, to pay the rent. You are
when the path is nominally open — when there
®
AP Teaching Tip. You might have stu- is nothing to prevent a woman from being a earning your five hundred pounds a year. But
dents discuss the last paragraph to charac-dents discuss the last paragraph to charac- doctor, a lawyer, a civil servant — there are this freedom is only a beginning; the room is
terize the essay’s line of reasoning. You many phantoms and obstacles, as I believe, your own, but it is still bare. It has to be fur-
®
could use RHS-1.J of the AP Language looming in her way. To discuss and define them nished; it has to be decorated; it has to be
CED, included in Unit 4, to give them a is I think of great value and importance; for shared. How are you going to furnish it, how
choice of functions of the conclusion. In thus only can the labour be shared, the difficul- are you going to decorate it? With whom are
small groups, students could debate which ties be solved. But besides this, it is necessary you going to share it, and upon what terms?
of the following functions of a conclusion also to discuss the ends and the aims for which These, I think, are questions of the utmost
apply to paragraph 7:
we are fighting, for which we are doing battle importance and interest. For the first time
Present the thesis with these formidable obstacles. Those aims in history you are able to ask them; for the
Explain the significance of the argument cannot be taken for granted; they must be first time you are able to decide for yourselves
within a broader context perpetually questioned and examined. The what the answers should be. Willingly would
Make connections whole position, as I see it — here in this hall I stay and discuss those questions and
Call the audience to act surrounded by women practising for the first answers — but not tonight. My time is up;
Suggest a change in behavior or attitude time in history I know not how many different and I must cease.
Propose a solution professions — is one of extraordinary interest 1931
Leave the audience with a compelling
image
Explain implications 198
Summarize the argument
Connect to the introduction
Tell students that the conclusion might do
more than one of these. Groups can then 05_sheatlc4e_40925_ch04_170_315.indd 198 12/10/22 2:34 PM
share and defend their choices with textual DIFFERENTIATION
evidence. They could also discuss the
effectiveness of the choices in the last Connections to Text
paragraph.
In the last paragraph, Woolf alludes to her
famous work A Room of One’s Own (1929).
You could ask students to read a portion of
that work (perhaps the oft-anthologized sec-
tion about “Shakespeare’s sister”) and com-
pare Woolf’s positions in the two works about
the state of women in the workforce. They
could draft an essay or they could report on
their finding to the class.

198 chapter 4 / Identity

05_sheatlcte4e_46921_ch04_170a_315_2pp.indd 198 1/20/23 7:45 PM