teaching nonï¬ ction in ap english

page iii blind folio

Teaching Nonfi ction in AP English

A Guide for

Prepared by

Renée H. SheaBowie State University, MD

Lawrence ScanlonBrewster High School, NY

BEDFORD / ST. MARTIN’S Boston New York

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PREFACE

This teacher’s guide for 50 Essays: A Portable Anthology, Third Edition, provides materials and sup-port to Advanced Placement English Language teachers. For each of the fi fty essays in the reader, the guide offers the following content:

• Suggested Approaches• Questions on Rhetoric and Style• Simulated AP Essay Questions• Suggested Writing Assignments• Multiple-Choice Questions

In Suggested Approaches, we describe appropriate strategies for teaching each of the fi fty essays, including interrupted readings, dialectical journals, group work, various prewriting strate-gies, and other proven techniques. (We explain fi ve of these in detail in an appendix at the back of the book.) We note which essays seem like good candidates for reading and analysis in class, which are better suited as homework assignments, and which should be examined over the course of sev-eral class periods. These Suggested Approaches are not meant to exhaust all options, simply to sug-gest possibilities.

Questions on Rhetoric and Style call attention to the features of rhetoric in each essay, including organization, viewpoint, diction, syntax, and appeals to ethos, logos, and pathos. Knowing and working with these devices will help students with the AP essay and multiple-choice sections.

Simulated AP Essay Questions mimic those that appear on the AP English Language Exam, focusing on the role of rhetorical techniques and strategies in the construction of an argument. We also isolate quotations from most of the essays to simulate the “open” exam question in which stu-dents utilize rhetorical techniques to generate their own arguments.

We offer a number of Suggested Writing Assignments that exercise writing skills other than those the AP English Language Exam requires. Sometimes these call for personal essays, some-times for a comparison-and-contrast paper, and sometimes for an opinion piece. These writing suggestions are always related to the essay in question, but they may not be as rigidly text-based as those in the Simulated AP Essay Questions.

Finally, the Multiple-Choice Questions mirror the structure, form, and focus of the multiple- choice questions on the AP English Language Exam. In most cases, these questions pertain only to a portion of the essay. When, however, an essay is not layered or complex enough to yield a short excerpt appropriate for multiple-choice questions, we based our questions on the entire piece. In this edition, the multiple-choice sets appear together at the back of this book, and each set begins on a new page for ease of photocopying. We hope that this makes it easier for you to distribute them to your students and assemble your own practice exams.

The multiple-choice sections are intended for instruction as well as formative assessment. Students who answer the questions as reading quizzes will learn how to pace themselves, guess strategically, and anticipate the types of questions likely to be asked on the actual exam. Beyond this, multiple-choice questions can be used to encourage close reading. Students can even work in groups to come to a consensus on multiple-choice solutions.

NEW FEATURES

This edition of the guide contains two new features.

We’ve added three Sample AP Synthesis Questions — on “the dumbest generation,” intellec-tual property in the digital age, and political language. These aim to prepare students for the type of

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Preface

thinking and writing that they will encounter in the synthesis portion of the AP English Language Exam. In each synthesis unit, we’ve included a simulated synthesis question along with brief, recent readings and visuals for students to use in formulating their responses. We hope that your students fi nd them interesting and that you fi nd them useful.

We’ve also included six Classic Essays, all written before 1900, by Ralph Waldo Emerson, Abraham Lincoln, Niccolò Machiavelli, Lady Mary Wortley Montagu, Mark Twain, and Mary Woll-stonecraft. One of the most diffi cult tasks that AP English Language students must master is reading and analyzing older prose. Filled with unfamiliar ideas, diffi cult vocabulary, and com-plex syntax, essays that predate the twentieth century are especially challenging for students. We have added these Classic Essays because students will be required to engage with this sort of prose on the exam. For each of these Classic Essays, we have included the actual text, along with all of the other supporting features that you have come to expect, such as Suggested Approaches and Multiple-Choice Questions.

ACKNOWLEDGMENTS

We would like to thank the following teachers who reviewed the last edition of Teaching Nonfi ction in AP English. Their thoughts, suggestions, and encouraging words were a great help and a con-stant guide: Saundra Borel, Battle Mountain High, Minturn, CO; Patricia Cain, Pasadena Memo-rial High School, Pasadena, TX; Anne Ducote, James Madison High School, San Antonio, TX; Susan Edward, Greenwood Community High School, Greenwood, IN; Linda J. Fracek, Grove High School, Grove, OK; Jill Jessen, Rochester High School, Rochester, MI; Jennifer Kleckner, C. E. Jor-dan High School, Durham, NC; Janis G. Krell, Bob Jones High School, Madison, AL; Matthew Logsdon, Henry Clay High School, Lexington, KY; Jennifer McAdams, Upland High School, Upland, CA; Jennifer E. Poness, Winston Churchill High School, Potomac, MD; David Putnam, Crest High School, Shelby, NC; Carrie A. Riley, Avon High School, Avon, IN; Heather Sargent, John-son High School, San Antonio, TX; Stephanie Schleicher, Auburn Senior High School, Auburn, WA; Susan R. Smith, Spaulding High School, Rochester, NH; and Katie C. Tiller, Boyle County High School, Danville, KY.

Renée H. SheaLawrence Scanlon

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CONTENTS

Preface v

50 ESSAYS

SHERMAN ALEXIE The Joy of Reading and Writing: Superman and Me 1

MAYA ANGELOU Graduation 3

GLORIA ANZALDÚA How to Tame a Wild Tongue 4

BARBARA LAZEAR ASCHER On Compassion 6

JAMES BALDWIN Notes of a Native Son 8

DAVE BARRY Turkeys in the Kitchen 10

WILLIAM F. BUCKLEY JR. Why Don’t We Complain? 12

RACHEL CARSON The Obligation to Endure 14

JUDITH ORTIZ COFER The Myth of the Latin Woman: I Just Met a Girl Named María 17

JARED DIAMOND The Ends of the World as We Know Them 19

JOAN DIDION On Morality 22

ANNIE DILLARD Seeing 24

FREDERICK DOUGLASS Learning to Read and Write 27

BARBARA EHRENREICH Serving in Florida 29

LARS EIGHNER On Dumpster Diving 32

STEPHANIE ERICSSON The Ways We Lie 34

STEPHEN JAY GOULD Sex, Drugs, Disasters, and the Extinction of Dinosaurs 36

LANGSTON HUGHES Salvation 39

ZORA NEALE HURSTON How It Feels to Be Colored Me 41

THOMAS JEFFERSON The Declaration of Independence

ELIZABETH CADY STANTON Declaration of Sentiments and Resolutions 43

STEVEN JOHNSON Games 46

MARTIN LUTHER KING JR. Letter from Birmingham Jail 49

MAXINE HONG KINGSTON No Name Woman 53

VERLYN KLINKENBORG Our Vanishing Night 55

AUDRE LORDE The Fourth of July 58

NANCY MAIRS On Being a Cripple 60

MALCOLM X Learning to Read 62

BILL MCKIBBEN Curbing Nature’s Paparazzi 64

N. SCOTT MOMADAY The Way to Rainy Mountain 67

BHARATI MUKHERJEE Two Ways to Belong in America 69

GEORGE ORWELL Shooting an Elephant 71

PLATO The Allegory of the Cave 75

MICHAEL POLLAN What’s Eating America 77

RICHARD RODRIGUEZ Aria: Memoir of a Bilingual Childhood 80

MIKE ROSE “I Just Wanna Be Average” 82

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Contents

SCOTT RUSSELL SANDERS The Men We Carry in Our Minds 84

ERIC SCHLOSSER Kid Kustomers 86

DAVID SEDARIS A Plague of Tics 88

SUSAN SONTAG Regarding the Pain of Others 91

BRENT STAPLES Just Walk on By: Black Men and Public Space 94

JONATHAN SWIFT A Modest Proposal 96

AMY TAN Mother Tongue 98

HENRY DAVID THOREAU Where I Lived, and What I Lived For 100

SOJOURNER TRUTH Ain’t I a Woman? 102

SARAH VOWELL Shooting Dad 104

ALICE WALKER In Search of Our Mothers’ Gardens 107

E. B. WHITE Once More to the Lake 109

MARIE WINN Television: The Plug-In Drug 111

VIRGINIA WOOLF The Death of the Moth 113

CLASSIC ESSAYS

RALPH WALDO EMERSON Self-Reliance 117

ABRAHAM LINCOLN The Gettysburg Address 134

NICCOLÒ MACHIAVELLI The Morals of the Prince 137

LADY MARY WORTLEY MONTAGU From The Turkish Embassy Letters 145

MARK TWAIN Thoughts of God 149

MARY WOLLSTONECRAFT From A Vindication of the Rights of Woman 153

SAMPLE AP SYNTHESIS QUESTIONS

Synthesis Question 1: “The Dumbest Generation” 161

Synthesis Question 2: Intellectual Property in the Digital Age 170

Synthesis Question 3: Political Language 178

50 ESSAYS MULTIPLE-CHOICE QUESTIONS

SHERMAN ALEXIE The Joy of Reading and Writing: Superman and Me 187

MAYA ANGELOU Graduation 188

GLORIA ANZALDÚA How to Tame a Wild Tongue 189

BARBARA LAZEAR ASCHER On Compassion 191

JAMES BALDWIN Notes of a Native Son 192

DAVE BARRY Turkeys in the Kitchen 194

WILLIAM F. BUCKLEY JR. Why Don’t We Complain? 195

RACHEL CARSON The Obligation to Endure 196

JUDITH ORTIZ COFER The Myth of the Latin Woman: I Just Met a Girl Named María 197

JARED DIAMOND The Ends of the World as We Know Them 198

JOAN DIDION On Morality 200

ANNIE DILLARD Seeing 202

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Contents

FREDERICK DOUGLASS Learning to Read and Write 203

BARBARA EHRENREICH Serving in Florida 204

LARS EIGHNER On Dumpster Diving 206

STEPHANIE ERICSSON The Ways We Lie 207

STEPHEN JAY GOULD Sex, Drugs, Disasters, and the Extinction of Dinosaurs 208

LANGSTON HUGHES Salvation 210

ZORA NEALE HURSTON How It Feels to Be Colored Me 211

THOMAS JEFFERSON The Declaration of Independence

ELIZABETH CADY STANTON Declaration of Sentiments and Resolutions 212

STEVEN JOHNSON Games 214

MARTIN LUTHER KING JR. Letter from Birmingham Jail 216

MAXINE HONG KINGSTON No Name Woman 217

VERLYN KLINKENBORG Our Vanishing Night 218

AUDRE LORDE The Fourth of July 220

NANCY MAIRS On Being a Cripple 222

MALCOLM X Learning to Read 223

BILL MCKIBBEN Curbing Nature’s Paparazzi 224

N. SCOTT MOMADAY The Way to Rainy Mountain 226

BHARATI MUKHERJEE Two Ways to Belong in America 227

GEORGE ORWELL Shooting an Elephant 228

PLATO The Allegory of the Cave 229

MICHAEL POLLAN What’s Eating America 230

RICHARD RODRIGUEZ Aria: Memoir of a Bilingual Childhood 232

MIKE ROSE “I Just Wanna Be Average” 234

SCOTT RUSSELL SANDERS The Men We Carry in Our Minds 235

ERIC SCHLOSSER Kid Kustomers 236

DAVID SEDARIS A Plague of Tics 238

SUSAN SONTAG Regarding the Pain of Others 239

BRENT STAPLES Just Walk on By: Black Men and Public Space 241

JONATHAN SWIFT A Modest Proposal 242

AMY TAN Mother Tongue 244

HENRY DAVID THOREAU Where I Lived, and What I Lived For 245

SOJOURNER TRUTH Ain’t I a Woman? 246

SARAH VOWELL Shooting Dad 247

ALICE WALKER In Search of Our Mothers’ Gardens 249

E. B. WHITE Once More to the Lake 250

MARIE WINN Television: The Plug-In Drug 251

VIRGINIA WOOLF The Death of the Moth 252

CLASSIC ESSAYS MULTIPLE-CHOICE QUESTIONS

RALPH WALDO EMERSON Self-Reliance 253

ABRAHAM LINCOLN The Gettysburg Address 255

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Contents

NICCOLÒ MACHIAVELLI The Morals of the Prince 256

LADY MARY WORTLEY MONTAGU From The Turkish Embassy Letters 257

MARK TWAIN Thoughts of God 259

MARY WOLLSTONECRAFT From A Vindication of the Rights of Woman 261

Appendix: Instructional Techniques 263

Answers to 50 Essays Multiple-Choice Questions 266

Answers to Classic Essays Multiple-Choice Questions 268

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49

MARTIN LUTHER KING JR.

Letter From Birmingham Jail (pp. 203–20)

SUGGESTED APPROACHES

“Letter from Birmingham Jail” is truly a textbook of rhetorical principles, strategies, and terms. In fact, the diffi culty of teaching this essay is not a matter of inclusion but exclusion: where to start? Although fascinating in content and a paragon of craft, the essay is long. It will prob ably take sev-eral class periods to discuss it in its entirety, and having students work in groups to focus on spe-cifi c elements is one way to manage the complexities and length. One group might, for instance, read primarily for ethos, another for logos, another for pathos, another for metaphors of light and dark, another for allusions to the Bible, and so forth.

Regardless of the specifi c approach, we highly recommend starting with the “Statement by Alabama Clergymen” (available online at stanford.edu/group/King/frequentdocs/clergy.pdf) that prompted King’s response. Reading King’s letter in the context of these clergymen’s allegations pro-vides an excellent entrance to analyze how and why King shapes his argument. In their letter, pub-lished in the Birmingham newspaper, the clergymen make four specifi c accusations: (1) King is an outsider, (2) he and his followers should negotiate for change rather than demonstrate, (3) their actions are “untimely,” and (4) there is no justifi cation for breaking the law.

Read as a response to this letter, King’s essay can be approached as a shrewd argument that shows a thorough understanding of its immediate audience. After his introduction, in paragraphs 2–4 King explains why he is not an outsider; in paragraphs 5–11, he explains how his organization has tried to negotiate and how it will again; in paragraphs 12–14, he refutes the accusation that his organization’s actions are untimely; and in paragraphs 15–22, he presents an argument justifying civil disobedience. In each case, King deftly crafts his response to show that he, in fact, agrees with the claim the clergymen make, but he redefi nes the terms for them. For example, he agrees that outsiders should not intrude in community issues; then he shows that he is an insider by virtue of his position in the Southern Chris tian Leadership Conference, his concern for justice, and his awareness of the “interrelatedness of all communities and states.”

Thus, King systematically, logically, and, one might argue, respectfully, responds to each claim made against him. After these counterarguments, he mounts his own argument. In doing so, he employs all manner of allusions, chiefl y appealing to religion and patriotism. He employs fi gu-rative language through a series of contrasts: mountain/valley, darkness/light, illness/health, organic/artifi cial. A preacher and teacher, King expresses himself using rhetorical questions, antith-esis, syllogism, parallelism, and a host of other rhetorical strategies. An excellent resource for detailed analysis of King’s arrangement and his style can be found in Classical Rhetoric for the Mod-ern Student (4th edition) by Edward Corbett and Robert Connors (Oxford University Press, 1998).

Certainly a cluster of ma te rials on the civil rights movement can help students see different perspectives — ma te rials such as Alice Walker’s essay “The Civil Rights Movement: What Good Was It?” and poetry from Rita Dove’s collection On the Bus with Rosa Parks. However, those interested in making King’s letter the subject of a longer study might compare and contrast it with Thoreau’s “Civil Disobedience.” Our experience is that students need quite a bit of guidance, including historical context, to conduct such a comparison, but the results are rewarding. A hyper-linked e-text of “Civil Disobedience” that students might fi nd helpful is at www.vcu.edu/engweb/transcendentalism/authors/thoreau/civil/

After all, both Thoreau and King could have gotten out of jail fairly expeditiously — Thor-eau’s aunt offered to pay his bail, and President Kennedy offered to intervene on King’s behalf. Both chose to remain imprisoned to make a point. On the other hand, Thoreau eventually delivered his argument to the Concord Lyceum, a rather elite intellectual audience, whereas the charismatic

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King / Letter from Birmingham Jail

leader King intended his letter to reach a larger citizenry. A pos sible beginning is simply to work with the SOAPS technique (see the appendix). By developing such a comparison, students begin to see the multiple levels within each category. The following is a model SOAPS chart for King and Thoreau:

Category King Thoreau

Subject why in Birmingham why withhold poll taxes segregation slav ery/war freedom freedom

Occasion misuse of the law misuse of the law human injustices human injustices nonviolent demonstrations nonpayment of poll taxes, protest war

Audience clergy local concerned citizens U.S. citizens U.S. citizens world

Purpose defend self defend self explain cause explain resistance infl uence public policy appeal for revolution

Speaker minister abolitionist civil rights leader protester prophet/visionary reformer

A more text-based analysis of style and structure may be even more challenging. One possi-bility is to consider Thoreau’s rather long account of his night in jail (beginning “The night in prison was novel and interesting enough” and ending “This is the whole history of ‘My Prisons’ “). What is the effect of this lengthy personal account, and why doesn’t King include something similar?

Another approach is to focus on paired passages, such as the opening paragraph of each. Paragraphs 15–22 in King’s “Letter” provide an excellent comparison with Thoreau’s explanation of what he believes constitutes civil disobedience.

QUESTIONS ON RHETORIC AND STYLE

1. What is King’s tone in the opening paragraph? How might you make an argument for its being ironic?

2. Why does he arrange paragraphs 2–4 in the order that he does? How would reversing the order have changed the impact?

3. How do King’s allusions to biblical fi gures and events appeal to both ethos and pathos?

4. Why does King go in to such detail to explain the basic principles and process of the nonvio-lent protest movement?

5. In the long sentence in paragraph 14 (beginning with “But when you have seen . . .”), why does King arrange the “when” clauses in the order that he does? Try repositioning them and discuss the difference in effect.

6. Paragraph 16 exerts a strong appeal to logos. How can you express King’s argument(s) in a series of syllogisms?


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7. What are the rhetorical strategies in paragraph 25? Try to identify at least four.

8. What are the chief rhetorical strategies in paragraph 31? Identify at least fi ve.

9. Trace one of the following patterns of fi gurative language throughout King’s “Letter”: dark-ness and light, high and low, sickness and health.

10. King uses various kinds of repetition — repetition of single words or phrases, of sentence structures, and of sounds. Focusing on a passage of one or more paragraphs’ length, discuss the effect of King’s use of repetition.

11. Why does King wait until the end of his “Letter” (pars. 45 and 46) to address the clergymen’s claim that the Birmingham police behaved admirably?

12. Considering the fi nal three paragraphs as King’s conclusion, discuss whether you believe it is rhetorically effective.

SIMULATED AP ESSAY QUESTIONS

1. Rhetorical Analysis. In paragraphs 13 and 14 of “Letter from Birmingham Jail” Martin Luther King Jr. argues for the urgency of changing segregation laws. Write an essay analyz-ing the rhetorical strategies he uses to make his argument.

2. Rhetorical Analysis. In paragraphs 27–31 of “Letter from Birmingham Jail,” Martin Luther King Jr. considers the accusation that his nonviolent protest movement is “extreme.” Write an essay analyzing the rhetorical strategies he employs to respond to this claim.

Note: This passage is slightly longer than most that appear on the AP Exam. If students have only 40 minutes to read and write, the passage could be limited to paragraphs 28–31.

3. Argument. Martin Luther King Jr. claims in “Letter from Birmingham Jail” that “it is an historical fact that privileged groups seldom give up their privileges voluntarily. Individuals may see the moral light and voluntarily give up their unjust posture, but . . . groups tend to be more immoral than individuals” (par. 12). Write an essay defending, challenging, or quali-fying King’s claim. Support your position with evidence from your own experience, observa-tion, or knowledge.

4. Argument. Martin Luther King Jr. made the following observation in “Letter from Bir-mingham Jail”: “Shallow understanding from people of good will is more frustrating than absolute misunderstanding from people of ill will. Lukewarm acceptance is much more be-wildering than outright rejection” (par. 23). Write an essay explaining why you agree or dis-agree with King’s statement. Use specifi c evidence from your own experience, observation, or reading to develop your position.

SUGGESTED WRITING ASSIGNMENTS

1. Write an essay tracing and analyzing the way King balances the twin appeals to religion and patriotism throughout “Letter from Birmingham Jail.” Does he ultimately emphasize one over the other? If so, why do you think he made that choice?

2. Compare and contrast the rhetorical strategies King employs in “Letter from Birmingham Jail” with those he uses in another piece, such as the “I Have a Dream” speech or the intro-duction to his book Why We Can’t Wait (which appeared on the 1989 AP Language Exam). Explain why certain strategies are more appropriate for a speech.

3. Compare and contrast the rhetorical strategies and styles of “Statement by Alabama Clergy-men” and King’s “Letter from Birmingham Jail.” Include consideration of fi gurative lan-guage, allusion, and sentence structure.


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4. Alice Walker wrote an essay entitled “The Civil Rights Movement: What Good Was It?” After reading her essay, write your own essay using her title but updating it to the present day. What “good” do you believe has resulted from the civil rights movement?

5. Write your own defi nition of just versus unjust laws and explain a set of circumstances that you believe would warrant civil disobedience.

6. On the Web site faculty.millikin.edu/~moconner/writing/king1a.html, you will fi nd a color-coded “Letter from Birmingham Jail” indicating the appeals to ethos, logos, and pathos. Write an essay in which you take issue with some of the categorizations, and explain your reasoning.


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1. Paragraphs 17 and 18 contain all of the following EXCEPT

a. antithesisb. rhetorical questionc. imperative sentenced. metaphore. compound-complex sentence

2. What is the primary purpose of para-graph 19?a. to challenge a point made in the pre-

vious paragraphb. to give an example of a difference

between theory and practicec. to summarize the points made in the

previous two paragraphsd. to introduce an idea that the author

will refute in subsequent paragraphse. to emphasize the author’s personal

experience

3. The following sentence from paragraph 20 is an example of which rhetorical device: “I submit that an individual who breaks a law that conscience tells him is unjust, and who willingly accepts the penalty of imprisonment in order to arouse the conscience of the community over its injustice, is in reality expressing the highest respect for the law?”a. anaphorab. personifi cationc. oxymorond. paradoxe. apostrophe

4. What is the purpose of sentences 2 and 3 in paragraph 20: “In no sense do I advo-cate evading or defying the law, as would the rapid segregationist. That would lead to anarchy”?a. to emphasize an assumption of the

author’s argumentb. to signal a shift in tonec. to acknowledge and refute a counter-

argumentd. to provide a specifi c example of a

point made in the previous paragraphe. to qualify the author’s thesis

5. Paragraph 21 appeals to which of the following? I. Judeo-Chris tian beliefs II. racial pride III. patriotism

a. I onlyb. II onlyc. III onlyd. I and III onlye. I, II, and III

6. Paragraph 22, on Nazi Germany, illus-trates all of the following EXCEPT

a. hyperboleb. an appeal to ethosc. concrete dictiond. an appeal to pathose. complex sentences

7. The author’s tone in paragraph 22 can best be described asa. ironic bitternessb. controlled angerc. grudging respectd. feigned sympathye. detached cynicism

8. Taken as a whole, this passage utilizes which of the following organizational patterns? I. defi nition II. cause-and-effect III. comparison and contrast

a. I onlyb. III onlyc. I and II onlyd. I and III onlye. I, II, and III

9. The style of this passage as a whole is most accurately characterized asa. informal and descriptiveb. complex and reasonedc. abstract and allusived. objective and formale. emotional and evocative

MARTIN LUTHER KING JR.

Letter From Birmingham Jail

These multiple-choice questions refer to paragraphs 17–22.


teaching nonï¬ ction in ap english

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