Page 93 - The Language of Composition 4e Teacher Edition Sample.indd

Understanding and Interpreting 4

TRM Suggested Responses
1. Claims and Evidence. According to Virginia Woolf, what are the two main obstacles to
Suggested r
women’s professional identity? Suggested responses to the questions for chapter 4
esponses to the questions for
eacher’
this r
eading can be found in the T
s
2. Rhetorical Situation / Claims and Evidence. What is “The Angel in the House” (par. 3)? this reading can be found in the Teacher’s
Why does Woolf claim she had to kill the Angel? Resour ce Materials.
Resource Materials.
3. Claims and Evidence / Reasoning and Organization. In paragraphs 5 and 6, Woolf Other Voices / Virginia Woolf
explores the consequences of being unable to tell “the truth” about her own “experiences
as a body.” What does she mean? Why does she believe that surmounting this obstacle is
DIFFERENTIATION
more difficult — perhaps impossible at the time she was writing — than “killing The Angel in DIFFERENTIA TION
Copyright (c) 2023 Bedford, Freeman & Worth Publishers. Uncorrected proofs have been used for this sample chapter.
the House”?
Connections to Self
4. Rhetorical Situation. In her conclusion, Woolf apologizes to a certain extent for dwelling on Connections to Self
her own experience, and then points out that her “professional experiences . . . are, though in Understanding Q2.
Understanding Q2. You might ask stu-
different forms” (par. 7), also the experiences of her audience. What exactly is she asking of dents to consider if they have their own
dents to consider if they have their own
her audience here?
“Angel of the House” that interfer es with
“Angel of the House” that interferes with
. If so, ar
e
their sense of their own identity. If so, are
their sense of their own identity
Distributed by Bedford, Freeman & Worth Publishers. Strictly for use with its products. Not for redistribution.
they exter
nal? Because this
nal or inter
Analyzing Language, Style, and Structure they external or internal? Because this
topic could raise sensitive issues for some
topic could raise sensitive issues for some
nal
students, you might suggest they jour
1. Vocabulary in Context. Woolf describes many characteristics of the Angel in the House students, you might suggest they journal
about it.
before culminating her description by stating “Above all — I need not say it — she was pure” about it.
(par. 3). What does the word “pure” convey in this context? How does it serve Woolf’s
argument?
2. Rhetorical Situation. How does Woolf present herself in the opening paragraph? What
relationship is she establishing with her audience?
3. Reasoning and Organization / Style. Identify an example in the opening paragraph of
each of the following, and explain its effect: understatement, parallel structure, rhetorical
question, and irony.
4. Rhetorical Situation / Claims and Evidence. What is the effect of the personal anecdote
in paragraph 2? Does the anecdote appeal mainly to logos or pathos? Why is it especially
effective for Woolf’s audience?
5. Reasoning and Organization / Style. Discuss the effect of the short, simple sentences that
Woolf uses in paragraph 3. How do they contribute to her tone as she describes the Angel in
the House?
6. Reasoning and Organization / Style. How does the shift in person in paragraph 4 serve
Woolf’s purpose? In what ways is this a transitional paragraph?
7. Rhetorical Situation / Style. How would you paraphrase the extended analogy Woolf DIFFERENTIA TION
DIFFERENTIATION
develops in paragraph 5 to describe “a girl sitting with a pen in her hand”? What is its
effect? Collaborative Learning
Collaborative Learning
8. Rhetorical Situation / Style. What is Woolf’s overall tone in this speech? Because the tone
Analyzing Q8. To help students trace the
evolves and shifts throughout the text, determining the overall tone is complex. Identify Analyzing Q8.
shifts in tone, you could assign each stu-
passages where Woolf displays various tones, sometimes in order to assume a specific shifts in tone, you could assign each stu-
dent a dif
fer
ent paragraph to analyze and
persona, and then develop a description of the overall tone. You will probably need to use dent a different paragraph to analyze and
to define the tone, asking them to decide
two words (possibly joined with but or yet) or a phrase rather than a single word. Does Woolf to define the tone, asking them to decide
display anger, bitterness, resignation, aggression, apology, or combativeness? Or does she on at least two wor ds or phrases to define
on at least two words or phrases to define
show a combination of these emotions or others? the tone, each with at least one supporting
the tone, each with at least one supporting
example from the text. They could gather
example fr
om the text. They could gather
oups of seven, each student with a
into gr
into groups of seven, each student with a
dif
ent paragraph, and shar
fer
e their
199 different paragraph, and share their
answers and then collectively arrive at a
answers and then collectively arrive at a
description of the overall tone of the essay
description of the overall tone of the essay. .
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