English
9
Student
Reader
Fall Semester
2010
Readings and graphic
organizers for student use
and annotation.
Immigration - exploring
patterns of human
migrations and its effects
on communities and
relationships
Quarter 1
Topic 1
FIRST QUARTER LITERATURE LIST AND LOCATION ................................................................................................. 4
CONTENT STANDARD VOCABULARY ...................................................................................................................... 5
EXTENDED READING NOVELS ................................................................................................................................. 7
ARIZONA'S TOUGH NEW LAW AGAINST ILLEGAL IMMIGRANTS ........................................................................... 12
WHO'S COMING TO AMERICA ............................................................................................................................. 15
WHO'S COMING TO AMERICA: VISUAL TEXT ........................................................................................................ 19
EXCERPTS FROM ARIZONA'S NEW LAW ............................................................................................................... 20
POLL SHOWS STRONG SUPPORT FOR ARIZONA IMMIGRATION LAW................................................................... 21
THE CASE FOR ARIZONA'S IMMIGRATION LAW ................................................................................................... 22
ARIZONA GOES OVER THE EDGE .......................................................................................................................... 25
THE CASE FOR ARIZONA'S NEW IMMIGRATION LAW, SB 1070............................................................................. 27
A DAY WITHOUT (ILLEGAL) IMMIGRANTS: POLITICAL CARTOON ........................................................................ 29
THE NEW COLOSSUS ............................................................................................................................................ 30
ABOUT THE AUTHOR EMMA LAZARUS .............................................................................................................................31
ABOUT THE NEW COLOSSUS..........................................................................................................................................31
THE HISTORY OF THE STATUE OF LIBERTY .........................................................................................................................31
ELLIS ISLAND ........................................................................................................................................................ 32
GERALDO NO LAST NAME .................................................................................................................................... 33
SURVEYING THE TEXT .......................................................................................................................................... 34
FIVE MINUTE QUICKWRITE .................................................................................................................................. 35
CONNECTING VISUALS TO THE SURROUNDING TEXT ........................................................................................... 36
READING STRATEGY: FRAYER MODEL .................................................................................................................. 37
READING STRATEGY: FRAYER MODEL: EXAMPLE ................................................................................................. 38
PREREADING STRATEGIES-EXAMINING THE HISTORICAL CONTEXT ...................................................................... 39
PREREADING STRATEGIES-EXAMINING THE RHETORICAL CONTEXT..................................................................... 40
PREREADING STRATEGIES: INTRODUCING KEY VOCABULARY .............................................................................. 41
MAKING CONNECTIONS THROUGH LANGUAGE ................................................................................................... 42
THE BELIEVING GAME .......................................................................................................................................... 43
SAY, DO, MEAN/MATTER ..................................................................................................................................... 44
BINARY VALUE CHART ......................................................................................................................................... 45
ANALYZING STYLISTIC CHOICES: TRIPLE ENTRY JOURNAL.................................................................................... 46
THINKING CRITICALLY: RHETORICAL APPEALS ...................................................................................................... 47
CONNECTING READING TO WRITING: QPR: QUOTE, PARAPHRASE, RESPOND ..................................................... 49
2
CONNECTING READING TO WRITING: QPR: QUOTE, PARAPHRASE, RESPOND MODEL ........................................ 50
REFERENCES TO TEXTS AND IDEAS ....................................................................................................................... 51
STARTER SENTENCES FOR SOURCE INTEGRATION ................................................................................................ 52
CHARTING NON FICTION TEXT ............................................................................................................................. 53
READING STRATEGIES: THE USE OF LOGOS, ETHOS AND PATHOS ........................................................................ 54
ANALYZING THE AUTHOR’S EVIDENCE ................................................................................................................. 55
THE DOUBTING GAME ......................................................................................................................................... 56
GENERATING RESEARCHABLE QUESTIONS ........................................................................................................... 57
LIST OF WORDS TO DESCRIBE AN AUTHOR’S TONE .............................................................................................. 58
THE FOUR SENTENCE RHETORICAL PRÉCIS FRAME ............................................................................................... 59
LITERARY PRÉCIS FRAME (THEME) ....................................................................................................................... 60
LITERARY PRÉCIS FRAME MODEL ......................................................................................................................... 61
VISUAL TEXT PRÉCIS FRAME ................................................................................................................................ 62
VISUAL TEXT PRÉCIS MODEL ................................................................................................................................ 63
WRITING YOUR ESSAY: GRAPHIC ORGANIZER ...................................................................................................... 64
WRITING YOUR ESSAY: GRAPHIC ORGANIZER: STUDENT ..................................................................................... 65
FIRST QUARTER WRITTEN RESPONSE: PERSUASIVE ESSAY ................................................................................... 66
CAHSEE SCORING GUIDE: RESPONSE TO WRITING-PERSUASIVE/OPINION ESSAY ................................................ 67
GRAMMAR APPENDIX: GRADE 9 PAGES 68-81 ..................................................................................................... 68
CONSISTENCY OF TENSE; VOICE ......................................................................................................................................68
CLAUSES USED AS MODIFIERS.........................................................................................................................................69
MODIFIERS: ADJECTIVES AND ADVERBS ............................................................................................................................69
PROOFREADING: VERB FORM AND TENSE .........................................................................................................................69
PHRASES USED AS MODIFIERS ........................................................................................................................................69
PRONOUN-ANTECEDENT AGREEMENT ..............................................................................................................................69
PROOFREADING: AGREEMENT ........................................................................................................................................69
TENSE ........................................................................................................................................................................69
SUBJECT-VERB AGREEMENT ...........................................................................................................................................69
SUBJECT-VERB AND PRONOUN -ANTECEDENT....................................................................................................................69
ACTIVE AND PASSIVE VOICE............................................................................................................................................69
VERB FORMS ...............................................................................................................................................................69
CONSISTENCY OF TENSE.................................................................................................................................................69
3
First Quarter Literature List and Location
Genre
Short Stories
Title
“Liberty”
Author
Julia Alvarez
“Salvador Late or Early”
Sandra
Cisneros
Sandra
Cisneros
“Geraldo No Last Name”
Poems
“Exile”
“Legal Alien/Extranjera
legal”
“Ellis Island”
“The New Colossus”
Autobiography “How to Eat a Guava”
from When I Was Puerto
Rican
Julia Alvarez
Pat Mora
Joseph Bruchac
Emma Lazarus
Esmeralda
Santiago
Source
Holt Third Course p. 245
Holt Third Course p. 556
Student Reader p. 24
Holt Third Course p. 255
Holt Third Course p. 472
Student Reader p. 23
Student Reader p. 21
Holt Third Course p. 543
4
Content Standard Vocabulary
Quarter 1
7/21-9/17
Quarter 2
9/20-12/10
Finals 12/14-12/16
School out 12/17
Quarter 3
1/11-3/11
(Persuasive Compositions):
Write persuasive
compositions (logical
structure of ideas, use
specific rhetorical devices,
clarify/defend positions
with evidence, address
concerns/counterargument)
(CAHSEE) ARG
Write responses to
literature (demonstrate
comprehensive grasp,
support ideas through
references to text,
demonstrate author’s
use of devices and
effects); SA 2.1: Deliver
narrative presentations &
SA 2.4: Deliver oral
responses to literature
(CAHSEE) ARG
Write expository
compositions, including
analytical essays and
research reports
(marshal evidence in
support of thesis/claims;
convey info from primary
and secondary sources
accurately and
coherently; make
distinctions between
relative value and
significance of facts,
data, and ideas (CAHSEE)
ARG, REF
Write expository
compositions, including
analytical essays and
research reports
(CAHSEE)
Allegory
Analysis
Argument
Audience
Author’s intent/purpose
Capitalization
Citations
Clauses-main and
subordinate
Colon
Connotation
Context
Credibility
Denotation
Diction
Elaboration
Ellipsis
Evaluation
Evidence
Ambiguity and irony
Analysis
Argument
Aside
Audience
Author’s intent/purpose
Capitalization
Character traits
Claim
Comedy
Connotation
Context
Credibility
Denotation
Derivation
Dialogue
Diction
Diction
Drama
Analysis
Argument
Audience
Author’s intent/purpose
Bibliography
Capitalization
Citations
Coherence
Connotation
Consumer document
Credibility
Denotation
Derivations
Diction
Elaboration
Evaluation
Evidence
Expository
Formality/register
Write business letters
(provide clear, purposeful
information to address
audience appropriately; use
appropriate vocab, tone,
and style; highlight central
ideas and images; follow
conventional style) CAHSEE
On-Demand, WP
Active voice
Agreement (verbs)
Argument
Author’s intent/purpose
Business letter
Capitalization
Claim
Clarify
Consumer Document
Counterargument
Credibility
Critique
Derivations
Editorial
Essay
Evaluate
Evidence
Evidence types
Expository Critique
Quarter 4
3/14-5/26
Finals 5/27, 5/31 &
6/1
School out 6/3
5
Functional Document
Generalization
Genre
Graphics and headers
Images
Legible
Literal and figurative
meanings
Logic
Modifiers
Parallel structure
Passive voice
Perspective
Persuasive composition
Primary Source
Punctuation
Purpose
Rhetorical devices
Sensory Details
Sequence
Structure
Style
Subordination
Thesis
Tone
Verbs
Workplace Document
Figurative Language
Formality/register
Generalization
Historical approach
Hyphen
Imagery
Literal and figurative
meanings
Literary devices
Metaphor
Modifiers
Narrative
Parallel structure
Personification
Phrases-gerund, infinitive,
participial
Primary Source
Punctuation
Quote integration
Secondary Source
Semicolon
Simile
Subordination
Symbolism
Theme
Thesis
Tone
Verb tense
Dramatic monologue
Editorial
Evaluation of evidence
Evidence
Evidence
Expository
Five act play structure
Flashback
Foreshadowing
Formality/register
Generalization
Internal/external conflict
Literal and figurative
Main character
Motivation
Narration
Organization
Paragraph structure
Plot diagram
Primary Source
Primary source
Punctuation
Purpose
Secondary source
Sentence structure
Soliloquy
Subordinate character
Syntax
Thesis
Tone
Tone
Tragedy
Universal theme
Functional document
Generalization
Literal and figurative
meanings
MLA methodology
Paragraph structure
Paraphrase
Primary source
Punctuation
Quote integration
Secondary source
Sentence structure
Structure
Synthesis
Tone
Workplace document
Works Cited List
6
Extended Reading Novels
1st Quarter, Topic One: Immigration
The Circuit: Stories from the Life of a Migrant Child by Francisco Jimenez
A collection of twelve short stories presented from the perspective of a young boy, in which the author
narrates his childhood experiences growing up in a family of Mexican migrant farm workers. The stories
in this book build on each other beautifully. . . Without sentimentality or melodrama, but rather with
the simple power and grace of a fine storyteller, Jimenez is able to convince us of the narrator's
authenticity, his good-heartedness, and the good-heartedness of his family. . . This book challenges us as
readers, whether eleven or fifty. . . In The Circuit, Jimenez has taken us inside a way of life, in all its
sweetness and all its sorrow. It is a valuable book for young people, both for its artistic value and for the
issues it illuminates. -- Riverbank Review
Living Up the Street by Gary Soto
In a prose that is so beautiful it is poetry, we see the world of growing up and going somewhere through
the dust and heat of Fresno's industrial side and beyond: It is a boy's coming of age in the barrio,
parochial school, attending church, public summer school, and trying to fall out of love so he can join in
a Little League baseball team.
His is a clarity that rings constantly through the warmth and wry
reality of these sometimes humorous, sometimes tragic, always human remembrances. The author
describes his experiences growing up as a Mexican American in Fresno, California.
Jesse by Gary Soto
Two brothers live the American dream—sort of—in this funny, moving novel. Two Mexican American
brothers hope that junior college will help them escape their heritage of tedious physical labor. Jesse is
a gentle story of a gentle boy growing into manhood. There is violence-Jesse must fight a bully twice-and
there is an ominous background of a drunken stepfather, poverty and prejudice in Mexican-American
life, and the era of Vietnam. Author Gary Soto nevertheless writes in a quiet tone of hope and faith.
Jesse, artistic and religious, is forced to do field work to pay for food while he attends a junior college
after leaving high school. He remembers that once "I worked on my knees nine hours - one hundred
seventy-eight trays of grapes-so I could buy my mom an umbrella." Readers of Jesse will gain
appreciation for a young man persevering amid family dysfunction, ethnic injustice, and confusion about
goals and girls.
Buried Onions by Gary Soto
Fans of Gary Soto will not be disappointed by his remarkable new novel, Buried Onions. Despite
pervasive fear, seedy squalor, and sweltering heat, there is an encouraging seed of hope in this tale of
faith and survival in an out-of-control world. The title comes from the main character's image of a giant
onion lurking just beneath the city streets, a bulb of sadness whose vapors leak above ground and make
people cry. And while there is plenty to cry over in this story of a young man trying to escape what
7
appears to be his destiny, there is also much to cheer and celebrate. When nineteen-year-old Eddie
drops out of college, he struggles to find a place for himself as a Mexican American living in a violenceinfested neighborhood of Fresno, California.
When I Was Puerto Rican by Esmeralda Santiago
In this first volume of her much-praised, bestselling trilogy, Esmeralda Santiago's story begins in rural
Puerto Rico from the barrio to Brooklyn to high honors at Harvard. From a rippled zinc shack in rural
Puerto Rico to "the better life" in a decaying Brooklyn tenement, Esmerelda Santiago's Puerto Rican
childhood is one of sorcery, smoldering war between the sexes, and high comedy. Hers is a portrait of a
harsh but enchanted world that can never be reclaimed. Santiago's artful memoir recounts her
childhood in rural Puerto Rico and her teenage years in New York City; also available in a Spanishlanguage edition.
American Born Chinese by Gene Luen Yang
Winner of the 2007 Michael L. Printz Award
Three very different characters, one simple goal: to fit in.
As alienated kids go, Jin Wang is fairly run-of-the-mill: he eats lunch by himself in a corner of the
schoolyard, gets picked on by bullies and jocks and develops a sweat-inducing crush on a pretty
classmate. And, oh, yes, his parents are from Taiwan. This much-anticipated, affecting story about
growing up different is more than just the story of a Chinese-American childhood; it's a fable for every
kid born into a body and a life they wished they could escape. The fable is filtered through some very
specific cultural icons: the much-beloved Monkey King, a figure familiar to Chinese kids the world over,
and a buck-toothed amalgamation of racist stereotypes named Chin-Kee. Jin's hopes and humiliations
might be mirrored in Chin-Kee's destructive glee or the Monkey King's struggle to come to terms with
himself, but each character's expressions and actions are always perfectly familiar. True to its origin as a
Web comic, this story's clear, concise lines and expert coloring are deceptively simple yet expressive.
Even when Yang slips in an occasional Chinese ideogram or myth, the sentiments he's depicting need no
translation. Yang accomplishes the remarkable feat of practicing what he preaches with this book:
accept who you are and you'll already have reached out to others. (Sept.) Copyright 2006 Reed Business
Information.
The Arrival by Shaun Tan (no text, pictures only)
Philip Pullman has said, "Stories can be presented in the form of words, but they can also be presented
in the form of pictures.... Whatever stories are made of, words aren't fundamental to it. Something else
is. And what I think is fundamental to the narrative process is events -- stories are made of events." As if
to illustrate this point, Shaun Tan's stunning The Arrival chronicles -- in a wordless, wondrous pictorial
narrative -- an immigrant's parting from his family and journey toward the future in a new land that is
simultaneously ominous and hopeful. Told in drawings of varying sizes -- sometimes there are 12 panels
to a page, sometimes 4; there are many full-page images -- Tan's tale juxtaposes the realistic with the
phantasmagoric, giving shape to both the mundane material needs and the psychologically charged
8
emotions of immigrant experience. Isolation, fear, want, sympathy, amity, joy: all are rendered palpable
by the author's fecund visual invention. He has composed an imaginative landscape in which the
uncertain bravery of an immigrant's journey is seen in its true grandeur; best of all, Tan has created a
mesmerizing and mysterious "bookscape" in which readers young and old can wander again and again,
poring over details, elaborating events, fashioning narrative destinies, discovering new worlds. Ages 12
and up. --James Mustich
Crossing the Wire by Will Hobbs
When falling crop prices threaten his family with starvation, fifteen-year-old Victor Flores heads north in
an attempt to "cross the wire" from Mexico into the United States so he can find work and send money
home. But with no coyote money to pay the smugglers who sneak illegal workers across the border,
Victor must struggle to survive as he jumps trains, stows away on trucks, and hikes grueling miles
through the Arizona desert. Victor's journey is fraught with danger, freezing cold, scorching heat,
hunger, and dead ends. It's a gauntlet run by millions attempting to cross the border. Through Victor's
often desperate struggle, Will Hobbs brings to life one of the great human dramas of our time.
A Step from Heaven by An Na
A young Korean girl and her family find it difficult to learn English and adjust to life in America. 2001
National Book Award Nominee When she is five, Young Ju Park and her family move from Korea to
California. During the flight, they climb so far into the sky she concludes they are on their way to
Heaven, that Heaven must be in America. Heaven is also where her grandfather is. When she learns the
distinction, she is so disappointed she wants to go home to her grandmother. Trying to console his
niece, Uncle Tim suggests that maybe America can be "a step from Heaven." Life in America, however,
presents problems for Young Ju's family. Her father becomes depressed, angry, and violent. Jobs are
scarce and money is even scarcer. When her brother is born, Young Ju experiences firsthand her father's
sexism as he confers favored status upon the boy who will continue to carry the Park name. In a
wrenching climactic scene, her father beats her mother so severely that Young Ju calls the police. Soon
afterward, her father goes away and the family begins to heal.
Born Confused by Tanuha Desai Hidier
Dimple Lala doesn't know what to think. Her parents are from India, and she's spent her whole life
resisting their traditions. Then suddenly she gets to high school and everything Indian is trendy. To make
matters worse, her parents arrange for her to meet a "suitable boy." Of course it doesn't go well -- until
Dimple goes to a club and finds him spinning a magical web. Suddenly the suitable boy is suitable
because of his sheer unsuitability. Complications ensue. This is a funny, thoughtful story about finding
your heart, finding your culture, and finding your place in America.
9
Seventeen-year-old Dimple, whose family is from India, discovers that she is not Indian enough for the
Indians and not American enough for the Americans, as she sees her hypnotically beautiful,
manipulative best friend taking possession of both her heritage and the boy she likes.
Crossing by Gary Paulsen
14-year-old Manny is an orphan in Juarez, Mexico. He competes with his bigger, meaner rivals for the
coins American tourists throw off the bridge between Texas and his town. Across that heavily guarded
bridge await a different world and a better existence. On the night when Manny dares the crossing-through the muddy shallows of the Rio Grande, past the searchlights and the border patrol--the young
man encounters an old stranger who could prove to be an ally or an enemy. Manny can't tell for certain.
But if he is to achieve his dream, then he must be willing to risk everything--even his life. Thirteen-yearold Manny, a street kid fighting for survival in a Mexican border town, develops a strange friendship
with an emotionally disturbed American soldier who decides to help him get across the border.
Mexican WhiteBoy by Matt de la Pena
Danny's tall and skinny. Even though he’s not built, his arms are long enough to give his pitch a power so
fierce any college scout would sign him on the spot. Ninety-five mile per hour fastball, but the boy’s not
even on a team. Every time he gets up on the mound he loses it.
But at his private school they don’t
expect much from him. Danny’s half Mexican. And growing up in San Diego means everyone else knows
exactly who he is before they find out he can’t speak Spanish, and before they realize his mom has blond
hair and blue eyes. And that’s why he’s spending the summer with his dad’s family. To find himself, he
might just have to face the demons he refuses to see right in front of his face. Regardless of their
gender, adolescent readers will thoroughly enjoy this book. The author is a phenomenal storyteller. The
characters are dynamic and authentic, so readers can easily relate to them.
Parrot in the Oven: Mi Vida by Victor Martinez
Dad believed people were like money. You could be a thousand-dollar person or a hundred-dollar
person — even a ten-, five-, or one-dollar person. Below that, everybody was just nickels and dimes. To
my dad, we were pennies. Fourteen-year-old Manny Hernandez wants to be more than just a penny. He
wants to be a vato firme, the kind of guy people respect. But that's not easy when your father is abusive,
your brother can't hold a job, and your mother scrubs the house as if she can wash her troubles away.
In Manny's neighborhood, the way to get respect is to be in a gang. But Manny's not sure that joining a
gang is the solution. Because, after all, it's his life — and he wants to be the one to decide what happens
to it. Winner of the National Book Award for Young People's Literature, PARROT IN THE OVEN tells the
story of a Mexican American boy's coming-of-age in the face of poverty, abuse, and cultural
discrimination.
10
How the Garcia Girls Lost Their Accents by Julia Alvarez
The Garcías—Dr. Carlos (Papi), his wife Laura (Mami), and their four daughters, Carla, Sandra, Yolanda,
and Sofía—belong to the uppermost echelon of Spanish Caribbean society, descended from the
conquistadores. Their family compound adjoins the palacio of the dictator’s daughter. So when Dr.
García’s part in a coup attempt is discovered, the family must flee. They arrive in New York City in
1960 to a life far removed from their existence in the Dominican Republic. Papi has to find new patients
in the Bronx. Mami, far from the compound and the family retainers, must find herself. Meanwhile, the
girls try to lose themselves—by forgetting their Spanish, by straightening their hair and wearing fringed
bell bottoms. For them, it is at once liberating and excruciating being caught between the old world and
the new, trying to live up to their father’s version of honor while accommodating the expectations of
their American boyfriends. Acclaimed writer Julia Alvarez’s brilliant and buoyant first novel sets the
García girls free to tell their most intimate stories about how they came to be at home—and not at
home—in America.
House on Mango Street by Sandra Cisneros
On the tenth anniversary of its initial publication--the greatly admired and bestselling book about a
young girl growing up in the Latino section of Chicago. Sometimes heartbreaking, sometimes deeply
joyous, this novel depicts a new American landscape through its multiple characters. Esperanza
Cordero, a girl coming of age in the Hispanic quarter of Chicago, uses poems and stories to express
thoughts and emotions about her oppressive environment.
Bless Me Ultima by Rodolfo Anaya
Stories filled with wonder and the haunting beauty of his culture have helped make Rudolfo Anaya the
father of Chicano literature in English, and his tales fairly shimmer with the lyric richness of his prose.
Acclaimed in both Spanish and English, Anaya is perhaps best loved for his classic bestseller ... Antonio
Marez is six years old when Ultima comes to stay with his family in New Mexico. She is a curandera, one
who cures with herbs and magic. Under her wise wing, Tony will test the bonds that tie him to his
people, and discover himself in the pagan past, in his father's wisdom, and in his mother's Catholicism.
And at each life turn there is Ultima, who delivered Tony into the world-and will nurture the birth of his
soul.
11
Friday, Apr. 16, 2010
Arizona's Tough New Law Against Illegal
Immigrants
By Kevin O'Leary
The toughest anti-illegal-immigrant measure in a generation
passed the Arizona legislature this week. If signed, as expected,
by Republican governor Jan Brewer, the law will give local
police sweeping new powers in regard to undocumented
workers. Currently, immigration offenses are violations of
federal, not state, law, and local police officers only can inquire
about a person's immigration status if that person is suspected
of another crime. Under SB1070, however, Arizona police will
have the right to stop anyone on "reasonable suspicion" that
they may be an illegal immigrant and can arrest them if they
are not carrying a valid driver's license or identity papers.
Passions about illegal immigration run high in Arizona, a point
of entry for thousands of undocumented workers going to the
U.S. from Mexico, and tensions were heightened by the recent
murder of a rancher in a remote border area where illegal
crossings are rampant. With 6.6 million residents, Arizona's
illegal-immigrant population is estimated to be half a million
people. (See the great wall of America on the Mexico border.)
Both proponents and opponents of the law are vociferous. "This
criminalizes undocumented status and turns dishwashers,
janitors, landscapers and our neighbors into criminals," says
Chris Newman, legal director of the National Day Laborer
Organizing Network. "The bill constitutes a complete disregard
for the rights of nonwhites in Arizona. It effectively mandates
12
racial profiling." But state senator Russell Pearce, a Republican,
says his bill "will not change a thing for lawful citizens. It
simply takes the handcuffs off law enforcement and allows
them to do their job. Our legal citizens have a constitutional
right to expect protection of federal law against noncitizens.
When those laws are not enforced, our citizens are denied equal
protection." (Will a biometric Social Security card help the
immigration crisis?)
All 35 Republicans in the lower Arizona house voted for the bill,
while 21 Democrats voted against it. The bill passed the state
senate earlier. Law enforcement in the state is split over the
legislation, with rank and file supporting the measure and the
Association of Chiefs of Police in opposition, saying it could
hinder investigations by making the immigrant community
hesitant to speak with police.
Appalled at the bill's harsh sweep, immigrant advocates are
promising court challenges. "This is the most far-reaching antiimmigration bill in memory and it turns the presumption of
innocence on its head," says Alessandra Meetze, executive
director of the ACLU of Arizona. "It singles out the failure to
carry ID as a reason to believe you are an undocumented alien.
What this means is that citizens will need to carry papers with
them at all times. It means people like my mother, who has
brown skin and an accent, can be arrested and detained until it
is confirmed that they are legally in the country."
"This is the most anti-immigrant legislation the U.S. has seen
since the House bill of 2005 which set off huge demonstrations
across the country," says Newman. "The sheer breadth of this
bill is going to alter the national discussion." He says the bill
does four things: criminalizes undocumented status, enlists
local police in illegal-immigration enforcement, allows citizens
to sue police departments if citizens think the police are not
being sufficiently vigilant in enforcement and forbids any city
13
from ignoring the state law and becoming a so-called sanctuary
zone. "That's before you get to racial profiling," says Newman,
"because anyone who looks Latino or has an accent can be
swept up, arrested and detained while their immigration status
is verified."
Can the law stand up to scrutiny? "There are some things that
states can do and some that states can't do, but this law threads
the needle perfectly," says Kris Kobach, a University of
Missouri–Kansas City School of Law professor who helped
write the legislation. He believes it will withstand constitutional
challenge. "In the bill, Arizona only penalizes what is already a
crime under federal law," says Kobach, a Yale Law School
graduate and onetime counsel to former U.S. Attorney General
John Ashcroft. "That constitutes concurrent enforcement in
legal terms, which the courts have said is permissible." Says
Mark Krikorian, executive director of the Center for
Immigration Studies, a conservative think tank in Washington:
"The rhetoric that this bill will create a police state is ridiculous.
What this does is give police officers an extra tool in their tool
kit."
"Enough is enough," says state senator Pearce, speaking about
the increased violence along the Arizona border with Mexico.
"One family has been burglarized 18 times and a number of
officers have been killed and maimed in the line of duty dealing
with illegal immigrants who are criminals. Our message is very
clear," says Pearce. "Illegal aliens should find another state
besides Arizona to visit."
Find this article at:
http://www.time.com/time/nation/article/0,8599,1982268,00
.html
14
Who's Coming to America
Today's immigrants come from different places, but their reasons are similar to
those that motivated earlier immigrants
By Sam Roberts
Early in the 20th century, more than 80 percent of the immigrants arriving in the
United States were from Europe. Barely 1 percent were from Latin America, and
even fewer came from Asia and Africa.
Today's immigrants present a very different profile. In 2007, according to a new
report by the Census Bureau, 54 percent of the nation's 38.1 million foreign born
came from Latin America, 27 percent came from Asia, 13 percent were from
Europe, and 4 percent from Africa.
More of today's foreign-born population comes from Mexico. 7 million—than from
any other country, followed by China, the Philippines, India, El Salvador,
Vietnam, and South Korea. And people from Mexico make up an increasing
percentage of the foreign born percent in 2007, up from 22 percent in 1990.
Over all, Latin Americans and Africans account for a greater share of the nation's
immigrant population than they did even five years ago.
Of course, America's racial and ethnic makeup has been evolving since Spanish
settlers and American Indians first mingled in the 16th century in St. Augustine
and Santa Fe, in what are now Florida and New Mexico.
By 1776, most Americans were immigrants, or their descendents, from the British
Isles. The majority were white Anglo-Saxon Protestants who came in search of
economic opportunity or to escape religious or political persecution. But the
population also included large numbers of Dutch, Spanish, and Germans, in
addition to American Indians, whose ancestors came from Asia thousands of
years ago, and blacks, who were brought from Africa as slaves beginning in
1619.
Most Americans today can trace their ancestry back to immigrants at some point.
But despite our heritage as a nation of immigrants, Americans have often been
wary about welcoming foreigners.
15
'A Colony of Aliens'
Benjamin Franklin worried more than 200 years ago that German immigrants
were taking over his home state. "Why should Pennsylvania, founded by the
English, become a colony of aliens, who will shortly be so numerous as to
Germanize us instead of our Anglicizing them," Franklin wrote.
When the first U.S. Census was taken in 1790, it counted nearly 4 million people,
the majority of them of English, Welsh, or Scottish heritage; 757,000 blacks
made up the next-largest group, followed by Germans.
Poverty & Persecution A new wave of immigrants began to arrive in the 19th
century, starting with the Irish and Italians, both mostly poor farmers and
Catholic. In 1845, a potato famine in Ireland, caused by a fungus that destroyed
the country's most important food source, killed a million people and left millions
more hungry. Within a decade, nearly 2 million Irish had emigrated to the U.S.
Italians followed, beginning in the 1860s, in response to economic and political
turmoil at home. Many were long-term migrants. Like many Mexicans today, they
went home when they had made enough money and came back to the U.S.
when they needed to make more.
Jews also began to arrive in significant numbers in the 1860s, first from Germany
and then later from Eastern Europe, including Russia, fleeing anti-Semitism and
deadly pogroms (government-sponsored attacks on Jewish towns). Between
1880 and 1924, a third of Eastern Europe's Jews left for the U.S., with most
settling in overcrowded tenement neighborhoods like New York's Lower East
Side.
Before 1875, there were few restrictions on immigration to America. One reason
was economics. The abolition of slavery and the Industrial Revolution had
created a demand for cheap labor to work in factories and coal mines. Chinese
workers were brought in to build railroads, including the Transcontinental route,
which linked the east and west coasts in 1869.
But the surge in Irish and Italian immigrants to a mostly Protestant nation
provoked a backlash. During the 1840s, the American Party, also known as the
Know-Nothings, formed in opposition to immigration. Its members feared that
immigrants would take away their jobs and that Catholics would take over the
country. (Fears that immigrants will take American jobs has been a common
theme throughout America's history, including during today's economic
crisis. See Opinion)
16
In the West, Chinese immigrants provoked protests, and in 1882, Congress
passed the Chinese Exclusion Act, barring immigration from China for the next
10 years. (The ban was later extended.)
Immigration from Europe continued unabated over the next four decades. In
1907, more than a million immigrants passed through Ellis Island in New York,
while Angel Island in San Francisco served as the main entry point on the West
Coast. The influx of Southern and Eastern Europeans—Italians, Poles, Russian
Jews, Greeks, and others—generated concerns that immigrants would bring with
them the leftist political views that had spread in Europe, particularly after the
Russian Revolution in 1917. Many Americans also feared that a large pool of
immigrant workers would drive down wages.
Immediately following World War I, "there was just this fear that millions of people
were going to pour in," says Mae Ngai, a historian at Columbia University in New
York. "You could read the discussion from the 1910s and think you were looking
at something from today—if you just took out 'Italians' and put in 'Mexicans.'"
Immigration Quotas
In the 1920s, Congress imposed quotas that sharply reduced the number of
immigrants allowed in, and gave preference to Northern Europeans in an attempt
to re-create the ethnic profile of 19th-century America. Quotas worked against
Southern and Eastern Europeans, and during World War II, prevented millions of
Jews and other refugees from escaping the Nazis.
In 1965, spurred in part by the civil rights movement, the U.S. eliminated quotas
altogether, leading to an influx of Asian and Latin American immigrants.
Today, the U.S. is in the midst of its fourth great wave of immigration. (The first
three occurred in roughly the 1850s, the 1880s, and the early 1900s.) And this
could turn out to be the largest one of all: The Pew Research Center projects that
foreign-born Americans will exceed 15 percent of the population by 2025,
breaking a century-old record.
According to the Census report, the oldest foreign-born Americans today are
from Europe, with a median age of about 60; Somalis, with a median age of
about 27, are the youngest.
Indians are the best-educated newcomers-74 percent have bachelor's degrees.
They are also the highest earners among immigrants, with a median household
income of about $91,000.
17
Immigrants from Somalia and the Dominican Republic have the lowest
household incomes. (The overall median income for the foreign born was
$47,000 compared with $51,000 for the total U.S. population.)
About 52 percent of foreign-born residents speak English less than very well.
Ninety-seven percent of immigrants from Mexico and the Dominican Republic do
not speak English at home.
As with the immigrants who arrived more than a century ago, it is usually the
second generation that becomes more assimilated. A recent decade-long study
of adult children of immigrants in New York found that they are overwhelmingly
fluent in English, are entering the mainstream, and are doing better than their
parents in terms of education and earning.
The study, by sociologists at Harvard and the City University of New York, found
that even poor, uneducated immigrants have "shown that they have the drive,
ambition, courage, and strength to move from one nation to another"—and they
pass that strength and determination on to their children.
http://teacher.scholastic.com/scholasticnews/indepth/upfront/features
/index.asp?article=f040609_America
April 6, 2009
18
Who's Coming to America: Visual Text
19
EXCERPTS FROM ARIZONA'S NEW LAW
The text of the Intent, or Preamble, and the law’s first
section:
INTENT: The legislature finds that there is a compelling
interest in the cooperative enforcement of federal
immigration laws throughout all of Arizona. The legislature
declares that the intent of this act is to make attrition through
enforcement the public policy of all state and local
government agencies in Arizona. The provisions of this act
are intended to work together to discourage and deter the
unlawful entry and presence of aliens and economic activity
by persons unlawfully present in the United States.
ARTICLE 8.
ENFORCEMENT OF
IMMIGRATION LAWS
Cooperation and assistance in enforcement of immigration
laws; indemnification
A. No official or agency of this state or a county, city, town or
other political subdivision of this state may adopt a policy
that limits or restricts the enforcement of federal immigration
laws to less than the full extent permitted by federal law.
B. For any lawful contact made by a law enforcement official
or agency of this state or a county, city, town or other
political subdivision of this state where reasonable suspicion
exists that the person is an alien who is unlawfully present in
the United States, a reasonable attempt shall be made,
when practicable, to determine the immigration status of the
person. The person’s immigration status shall be verified
with the federal government pursuant to 8 United States
Code Section 1373(C).
20
Poll shows strong support for Arizona
immigration law
By Jordan Fabian - 05/12/10 11:58 AM ET
A poll released Wednesday shows that nearly 60 percent of
Americans support Arizona's controversial new immigration law.
59 percent of respondents said they back the law in a Pew
Research Center survey, while 32 percent said they oppose it.
The law requires that state and local law enforcement check the
identification of people they suspect are in the country illegally, as
long as they are stopped for other reasons.
Republicans support the law far more than Democrats do, 82 to
45 percent. A solid majority of independents, 64 percent, said they
back it.
The law caused a stir on Capitol Hill; several lawmakers have
called on Congress to act on comprehensive immigration reform
legislation, and critics have said it could lead to racial profiling.
Arizona Gov. Jan Brewer (R) said she signed the law because the
federal government has not protected the border and maintained it
will not lead to profiling.
The public also expressed support for individual aspects of the
law; 73 percent said they support requiring people to produce
documents verifying their legal status, 67 percent want police to
arrest people who cannot produce appropriate documents and 62
percent support police questioning anyone they believe is in the
country illegally.
President Barack Obama also received low ranks on immigration.
Twenty-five percent approve of his handling of the issue while 54
percent disapprove. 21 percent said they do not know.
Pew polled 994 adults nationally from May 6-9.
21
The Case For Arizona's Immigration Law
by Alan Greenblatt
http://www.npr.org/templates/story/story.php?storyId=126529117
May 5, 2010
Arizona's immigration law has gotten nothing but bad press since its
enactment last month.
The law, which requires police to check the citizenship or residency
status of anyone they have reason to suspect is an illegal immigrant, has
already drawn several legal challenges. On Tuesday, the city councils of
Flagstaff and Tucson each voted to sue the state. The Justice
Department may sue as well.
The Arizona Republic devoted its entire front page Sunday to an
editorial that criticized the law for intimidating "Latinos while doing
nothing to curb illegal immigration." The measure has triggered protests
and prompted boycotts of the state from multiple jurisdictions and
organizations around the country.
Despite all the criticism, however, the new law retains considerable
popular support. A nationwide Gallup Poll released last week found that
Americans back it 51 percent to 39 percent.
A New York Times/CBS News poll released Monday also found that 51
percent of Americans support the law, with an additional 9 percent
saying they believe it doesn't go far enough. Only 36 percent believe it
goes too far.
NPR conducted separate interviews with two supporters of the law to
talk about its appeal and intended effects. Bob Dane is director of
communications for the Federation for American Immigration Reform, a
Washington-based group that favors stricter immigration limits and
helped draft the Arizona law. Mark Krikorian is executive director of the
Center for Immigration Studies, another group in Washington that seeks
lower immigration levels.
Why was the Arizona law necessary?
"It's an additional tool in the tool kit for police officers," Krikorian says.
"This gives them a state offense to arrest or prosecute illegal
immigrants for, in case the feds aren't interested.
22
"The bill has other parts to it. For instance, it prohibits sanctuary cities,
making it a state law to bar cooperation with immigration authorities,
which is already a federal law. Importantly, it permits citizens to sue
jurisdictions that are blocking enforcement of federal law. That's
something that's absent from federal law, which provides no penalties."
Dane says that every state has illegal immigration, "but the
phenomenon in Arizona brings with it a disproportionate impact —
crime, kidnapping and drugs. You've had three police officers killed by
illegal aliens in the last 10 years. It's not a surprise that a state with a
tougher problem has a tougher law."
What effects do you expect the law to have on the illegal immigration
problem?
"The net effect of the law most importantly will be that in Arizona police
officers and the state will no longer be in a catch-and-release mode,"
Dane says. "If illegal aliens are identified through a lawful process, it's
now required that they're transferred to ICE [U.S. Immigration and
Customs Enforcement]."
Krikorian says the new law "will be modestly helpful. The point is
supposed to be getting more cops inquiring more often about
immigration status. The law says they have to, but also says, 'when
practical.' It's an effort by the Legislature to encourage more use of
immigration tools by the police.
"The real effect has already happened: The exaggeration of its effects
has already scared illegals from the state," Krikorian says. "The fearmongering has served the purposes of the bill's sponsors."
The bill has already drawn several lawsuits. Do you think it will survive
these challenges?
"The lawsuits just don't have that much substance," Krikorian says. "To
begin with, this bill wasn't cooked up on somebody's table. It was
drafted by constitutional scholars specifically to withstand legal
scrutiny.
"It doesn't create any new crimes; it just creates a state statute to
parallel federal ones," he says. "The two contentious provisions — that
make it a requirement that an alien register with the government and
then carry their paperwork with them at all times — those have both
been federal law since 1940. It's not like it resembles the federal law —
they're actually giving the U.S. code citations in the law."
23
Arizona has fended off legal challenges to previous immigration
measures, Krikorian says.
But opponents say that enforcing the law will necessarily intrude on
constitutional rights or result in racial profiling.
"There's been massive disinformation about this," Dane says. "Profiling
is not part of the picture in this bill. The law affords every possible
protection, not least of which are protections against unreasonable
searches and seizures.
"People are beginning to understand that a police officer needs to abide
by lawful contact," Dane says. "He has to have some other reason to
pull you aside. While it remains absent from Page 1 of every newspaper
in the country, it is in fact on Page 1 of the bill that no police officer can
use race, ethnic origin, color or country of origin as a basis to form
reasonable suspicion."
Do you think that this law will become a model for other states?
"As long as Washington diddles on enforcement and continues to
dismantle meaningful enforcement, then you've got an emerging
patchwork at the state level," Dane says. "It's the right and
responsibility of local governments to discourage illegal immigrants.
"It is reasonable, it is legal, it is a fiscal necessity for jurisdictions to
move legal residents to the front of the line and remove illegal aliens. If
the states look the other way and try to help everybody, the lifeboat
sinks and nobody is helped," Dane says.
Many anti-immigration measures that were considered controversial
or harsh a few years ago have since won mainstream acceptance. Do
you think that could happen over time with this law?
"About 10 years ago, the Clinton administration started audits of
personnel records of Nebraska meatpacking plants, so they wouldn't
have to do raids," Krikorian says. "Everyone went berserk; it was a
cutting-edge thing. [Attorney General] Janet Reno was forced to fire the
INS official who came up with the idea. [The Immigration and
Naturalization Service was the forerunner agency to ICE.]
"Now, audits of personnel records are the Obama administration's
fallback, their kinder, gentler version of enforcement," Krikorian says.
"The center of gravity is moving in the direction of the immigration
hawks," he says.
24
April 18, 2010
EDITORIAL
Arizona Goes Over the Edge
http://www.nytimes.com/2010/04/18/opinion/18sun3.html
The Arizona Legislature has just stepped off the deep end of the
immigration debate, passing a harsh and mean-spirited bill that
would do little to stop illegal immigration. What it would do is
lead to more racial profiling, hobble local law enforcement, and
open government agencies to frivolous, politically driven lawsuits.
The bill is a grab bag of measures to enlist law enforcement and
government at every level to expose and expel the undocumented.
Opponents say it verges on a police state, which sounds overblown
until you read it.
It would make not having immigration documents a new state
misdemeanor, and allow officers to arrest anyone who could not
immediately prove they were here legally. That means if you are
brown-skinned and leave home without a wallet, you are in
trouble.
Police agencies that believe overly tough enforcement tactics are
undercutting their ability to fight crime would have to crack down
anyway. The bill would require police officers who have
“reasonable suspicion” about someone’s immigration status to
demand to see documents. And it would empower anyone to sue
any state agency or official or any county, city or town that he or
she believes is not fully enforcing immigration law.
The bill, passed by Arizona’s Republican-controlled House on a
party-line vote, has already passed the state Senate and will soon
be before Gov. Jan Brewer, a Republican. She has not said whether
she will sign it.
Immigrant advocates and civil-rights lawyers are appalled, and so
are police chiefs and sheriffs who say the bill is an assault on
public safety, since it would force newly criminalized immigrants
to fear and shun the police. It would divert law enforcement
resources away from chasing violent offenders, and toward an all-
25
out assault on the mostly harmless undocumented, with the
innocent as collateral damage.
It is now up to Governor Brewer to do what is best for her state:
she should refuse to sign. If this dangerous experiment becomes
law, Washington can still end it by refusing to cooperate, cutting
off access to immigration records. Either way, it should cancel
programs that enlist state and local law enforcement in the
indiscriminate hunt for the undocumented.
The Arizona bill is another reminder why the administration needs
to push for real immigration reform. The failure to address it
nationally has left the field wide open for this outrage, and we fear
more to come.
26
Monday, June 07, 2010
The Case FOR Arizona's New Immigration Law,
SB 1070
Written by Rita Bonilla Sunday, 02 May 2010 11:44
http://www.lasvegastribune.com/index.php?option=com_content&view=article&id=78
7:-the-case-for-arizonas-new-immigration-law-sb-1070&catid=185:ritabonilla&Itemid=282
On Friday, April 23, 2010, Arizona Governor Jan Brewer signed the new
Arizona Immigration Law, SB 1070. This new law states that violating
federal immigration law is now a state crime as well. Thus, because
illegal immigrants are in violation of federal immigration laws, they can
now be arrested by local law enforcement in Arizona.
Although polls show that 70 percent of Arizona's citizens support the
new law, there was an immediate outcry from those who support illegal
immigration and "Comprehensive Immigration Reform," aka amnesty.
Organizations such as the National Council of La Raza (NCLR), the
League of United Latin American Citizens (LULAC), the Mexican
American Legal Defense & Educational Fund (MALDEF), the Coalition for
Humane Immigrant Rights of Los Angeles (CHIRLA), the American Civil
Liberties Union (ACLU), the Southern Poverty Law Center (SPLC) and
every other pro-illegal immigration organization in this country---and
believe me the list is endless – shouted that this Arizona law was
unconstitutional, discriminatory and racially profiled toward those of us
that are brown-skinned (Hispanics) living in this country.
In my opinion, nothing could be further from the truth!
According to The Center for Immigration Studies, an independent nonpartisan research institution that examines the impact of immigration
on the United States, SB 1070 only allows police to ask about
immigration status in the normal course of "lawful contact" with a
person, such as a traffic stop or if they have committed a crime. The
law specifically states that police, "may not solely consider race, color or
national origin" when implementing SB 1070.
Even Mexico's President, Felipe Calderon, commented that he doesn't
like the law. He stated that SB 1070 is discriminatory and warns
relations with Arizona will suffer and told Mexican Nationals not to
travel to Arizona. He went on to say that, "Those laws that focus on
criminalizing migration in this way, which is a social and economic
phenomenon, opens the door to intolerance, hatred and discrimination
and abuse of law enforcement."
This is outrageous coming from a corrupt government that "pimps" its
citizens out like prostitutes, encouraging them to enter our country
27
illegally and then send their earnings, remittances, back to Mexico.
Estimates are that these illegal Mexican workers in the U.S. send over
$23 BILLION back home every year. This amounts to more than
Mexico's total annual tourism revenue and in some years, more than
their annual oil revenue!
Well, perhaps President Calderon should take a look at his own
country's laws! "As of March 1, 2010, entry to Mexico requires all U.S.
citizens, including children, to present a valid passport, book or card, for
travel beyond the 'border zone' into the interior of Mexico. The 'border
zone' is generally defined as an area between 20 to 30 kilometers of the
border with the U.S., depending on the location." (www.usembassymexico.gov/eng/faqs)
I suggest we ADOPT and ENFORCE Mexico's immigration laws!
I applaud and support the citizens of Arizona and their Governor, Jan
Brewer, for "doing the job that our federal government won't do." My
fellow AMERICANS, we are losing our country. STAND UP AND SUPPORT
ARIZONA! Contact your local representatives and Governor Gibbons
and tell them NEVADA NEEDS an immigration law like SB 1070!
GOD BLESS AMERICA!
A PROUD AMERICAN of Hispanic Heritage
Comments or questions are welcomed. You may contact me by email at
[email protected] . A PROUD AMERICAN of Hispanic Heritage. Please visit
Patriot's Coalition at www.patriotscoalition.com
28
A Day Without (Illegal) Immigrants: Political
Cartoon
29
The New Colossus
by Emma Lazarus (1849-1887)
Not like the brazen giant of Greek fame,
With conquering limbs astride from land to land;
Here at our sea-washed, sunset gates shall stand
A mighty woman with a torch, whose flame
Is the imprisoned lightning, and her name
Mother of Exiles. From her beacon-hand
Glows world-wide welcome; her mild eyes command
The air-bridged harbor that twin cities frame.
“Keep, ancient lands, your storied pomp!” cries she
with silent lips. “Give me your tired, your poor,
Your huddled masses yearning to breathe free,
The wretched refuse of your teeming shore.
Send these, the homeless, tempest-tost to me,
I lift my lamp beside the golden door!”
30
About the Author Emma Lazarus
Emma Lazarus, the poetess, is probably best known for her poem associated with the Statue of Liberty.
Her poem has become one of the quintessential statements of a U.S. ideal of open immigration. Her
poem “The New Colossus” stands as a stirring statement of the American ethos.
Emma Lazarus was born to Moses and Esther Nathan Lazarus in New York City on July 22, 1849. Emma
grew up in a prominent fourth generation Jewish family, one of the oldest in New York City. She was
well educated and by age 25 was a published poet and author.
She wrote “The New Colossus” in 1883 for an art auction “in Aid of the Bartholdi Pedestal Fund.” While
France had provided the statue itself, American fundraising efforts like these paid for the Statue of
Liberty’s pedestal. In 1903, sixteen years after her death, Lazarus’ sonnet was engraved on a plaque and
placed in the pedestal as a memorial.
About The New Colossus
President Grover Cleveland delivered an address at Liberty’s dedication ceremony in October of 1886
and finally unveiled the statue to the American people. In 1903 the sonnet “The New Colossus” by
American poet Emma Lazarus was inscribed in bronze at the base of the statue, enhancing the Statue of
Liberty’s image as a symbol of freedom and opportunity. In 1924 the statue was declared a national
monument and was fully restored in 1986 by a French-American rehabilitation project to celebrate its
centennial year.
The History of the Statue of Liberty
Officially named Liberty Enlightening the World, the Statue of Liberty was designed by French sculptor
Frédéric-Auguste Bartholdi. After finalizing the design, wooden molds were made over which copper
sheets were attached and hammered into shape. The copper shell was then joined to an internal iron
structure designed by Gustave Eiffel, the man who later built the Eiffel Tower.
The statue was funded completely through donations made by the French people to commemorate the
centennial of the alliance between the United States and France during the American Revolution. On the
4th of July, 1884, the 151 feet (46 meters) tall 225 ton Statue of Liberty was delivered to the American
Ambassador in Paris. The Statue of Liberty was then dismantled into 300 pieces and packed into 214
wooden crates in order to bring it to New York Harbor.
The Statue of Liberty arrived in New York Harbor on June 17, 1886, and was placed on a massive
monument designed by Richard Morris Hunt. The concrete and granite pedestal was surrounded by a
star-shaped wall, which was part of Fort Wood, originally built to defend New York during the War of
1812.
31
Ellis Island
by Joseph Bruchac
32
Geraldo No Last Name
By Sandra Cisneros
She met him at a dance. Pretty, too, and young. Said he worked in a restaurant, but she can't
remember which one. That's all. Green pants and Saturday shirt. Geraldo. That's what he told
her.
And how was she to know she'd be the last one to see him alive. Ah accident, don't you know.
Hit and run. Marin, she goes to all those dances. Uptown. Logan. Embassy. Palmer. Aragon.
Fontana. The Manor. She likes to dance. She knows how to do cumbias and salsas and rancheras
even. And he was just someone she danced with. Somebody she met that night. That's right.
That's the story. That's what she said again and again. Once to the hospital people and twice to
the police. No address. No name. Nothing in his pockets. Ain't it a shame. Only Marin can't
explain why it mattered the hours and hours, for somebody she didn't even know. The hospital
emergency room. Nobody but an intern working all alone. And maybe if the surgeon would've
come, maybe if he hadn't lost so much blood, if the surgeon had only come, they would know
who to notify and where.
But what difference does it make? He wasn't anything to her. He wasn't her boyfriend or
anything like that. Just another brazer who didn't speak English. Just another wetback. You know
the kind. The ones who always look ashamed. And what was she doing out at 3 a.m. anyway?
Marin who was sent home with her coat and some aspirin. How does she explain?
She met him at a dance. Geraldo in his shiny shirt and green pants. Geraldo going to a dance.
What does it matter?
They never saw the kitchenettes. They never knew about the two-room flats and sleeping rooms
he rented, the weekly money orders sent home, the currency exchange. How could they?
His name was Geraldo. And his home is in another country. The ones he left behind are far
away, will wonder, shrug, remember. Geraldo--he went north ... we never heard from him again.
Excerpted from The House on Mango Street, by Sandra Cisneros. [c] 1989
33
Surveying the text
What is the title?
Who is the author?
Are there visuals associated with this text?
Describe briefly.
Noting Organizational Signals
Describe the layout of the text. Do you
notice titles, captions, headers, subtitles,
sections, divisions, page breaks, footnotes,
lists, bullets?
Predicting the Main Idea
Based upon the title of the text what
predictions can be made about the main
idea?
Read the first and last paragraphs. Did
these paragraphs offer an insight about
the main idea?
Predicting Genre
What genre is this text?
What evidence supports your prediction?
What do you expect from a text of this
genre?
How might a text of this genre be
developed, shaped or arranged?
34
Five Minute Quickwrite
Prereading Strategy
English 9, Topic One:
Immigration—exploring patterns of human migration and its
effects on communities and relationships.
In preparation for a class discussion or a reading, write a five-minute quickwrite. Consider what you
already know about the topic and what you might think and feel about it. You may be asked to
volunteer to share your quickwrite with the class or discuss it with a partner or in a group.
35
Connecting Visuals to the Surrounding Text1
Draw or describe the visual.
Read the labels and the caption. What is
the visual illustrating?
What is the purpose of the visual? How
does this visual connect to the surrounding
text?
Draw or describe the visual.
Read the labels and the caption. What is
the visual illustrating?
What is the purpose of the visual? How
does this visual connect to the surrounding
text?
1
ERWC Module: Prereading Strategies. Adapted from AVID's Critical Reading Strategies (19). Graphic Organizer
36
Reading Strategy: Frayer Model
New concept or word
Denotation
Connotation
Etymology
Synonyms:
Word Derivations
Antonyms:
Directly quote sentence from text that contains this word/concept.
Write your own original sentence using this word/concept:
37
Reading Strategy: Frayer Model: Example
New concept or word
Patriot
Denotation
Connotation
a proud supporter or defender of his or her
country and its way of life
pride
honor
glory
male
duty
Etymology
Synonyms:
Look in the dictionary to find the language
of origin and what the roots mean
M.Fr. patriote (15c.), from L.L. patriota "fellowcountryman" (6c.), from Gk. patriotes "fellow
countryman," from patrios "of one's fathers,"
patris "fatherland," from pater (gen. patros)
"father," with -otes, suffix expressing state or
condition
hero
loyalist
nationalist
Antonyms:
Word Derivations
traitor
turncoat
Look in the dictionary to find two words
related to this word
Example-patriotism, expatriate, patriotic
Directly quote sentence from text that contains this word/concept.
“Many patriots died in the Civil War.”
Write your own original sentence using this word/concept:
True patriots don't always carry someone out of a battle or fight a war in a distant land.
38
Prereading Strategies-Examining the Historical Context
Historical Context
What is happening during the time the text is written?
Examine social, political, cultural, religious and economic
contexts.
Social Context
What are the human issues?
How are individuals being
treated?
Is there inequality? Explain.
Political Context
Who’s in power?
How are people
governed?
Is the country at war?
What political ideology is
dominant?
Cultural Context
What is seen as morally
right?
Who or what dictates
what is and is not right?
Religious Context
What is the dominant
religion?
What are the traditional
beliefs?
Economic Context
Is there a class system?
Is there financial stability?
How is the economy?
39
Prereading Strategies-Examining the Rhetorical Context
Rhetorical Context
Who is the author and what is he or she responding to in
this text?
1. Who is the author’s
intended audience?
2. When was the text
published?
3. Who does the author
reference or quote?
4. What research method
does the author use?
5. What is the author
responding to?
6. How does the author
know what he or she
knows about the topic?
7. Which larger
conversation is the
author joining by writing
this text?
8. Who is the publishing
company?
40
Prereading Strategies: Introducing Key Vocabulary2
Vocabulary Awareness Chart
Scan the title, subtitle, captions, reading aids, and first and last paragraphs. Identify ten words that
seem important (for instance, words that are essential to the topic, content vocabulary, or key
concepts). Once you have identified these words, write them in the "Word" column. Assess your own
knowledge of each word by placing a check mark in the column that best represents your understanding
of each word. Use a dictionary to look up the words you don't know.
Word
No
Definition or notes for those words you
Know it Seen it;
don't
idea
do not know.
know it
Which of the words listed above were the most challenging? Why?
2
ERWC Module: Prereading Strategies. Adapted from AVID's Critical Reading Strategies (20). Graphic Organizer #
41
Making Connections Through Language
Key Words and Academic Vocabulary
“The Case FOR Arizona’s New Immigration Law, SB 1070” by Rita Bonilla
illegal
immigrants
unconstitutional
Hispanic
citizens
racial profiling
migration
non-partisan
federal
discriminatory
enforce
Write sentences that contain at least two words from this box. Try to
make connections between the words to demonstrate what you know
about the topic of “immigration”.
1.
2.
3.
4.
5.
42
The Believing Game3
What is the author's argument? Write a response in which you adopt the author's same belief
system (go along with their argument) and explain all of the reasons why you believe their
argument. Try to see the world through the text's (or author's) belief system and support the
ideas it supports even if you don't. This exercise can be difficult if you don't share the author's
argument...but it can also help you to hold space for opposing perspectives in a Socratic
manner.
Don't worry...later on you will get to disagree with the text.
3
ERWC Module: Rereading Strategies. Adapted from Reading Rhetorically (89). Graphic Organizer #
43
Say, Do, Mean/Matter4
What does the author say? What does the author do? And, what does it mean or matter?
Title of Text: ________________________________________________________________
Part 1: Say
In this section, introduce the source and the author, and provide comments about the author or source. In the
same sentence, paraphrase or directly quote the author’s main claim.
Sample: In her essay “Don’t Take Valuable Space in My School,” Jenny While, a senior at El Cajon Valley High School, argues that
students who are unmotivated and who misbehave take away from the learning environment and cause teachers to slow down
and lower expectations.
Part 2: Do
For this section, analyze what the author is doing in individual paragraphs (or in a section or “chunk”). Describe the
rhetorical choices the author has made (for instance, the author shares an anecdote, reviews current research, or
does some other work) and explain why the author has made these choices (usually these explanations begin with
“in order to”).
Sample: Mark Lynus observes the rapid decrease in glacial ice and the evaporation of lakes and streams in order to illustrate the
devastating effects global warming is having on nature and the people and the people who depend on it.
Part 3: Mean/Matter
In this section, evaluate the significance of the text. What greater meaning can be assigned to the text? What
deeper connections can we make to our own lives? This section allows the reader to move the discussion from one
context to another?
4
Adapted from AVID “Critical Reading” (142).
44
Binary Value Chart
Words, concepts, and ideas
valued by the text
Words, concepts, and ideas
not valued by the text
Valued terms and ideas
Less valued terms and ideas
45
Analyzing Stylistic Choices: Triple Entry Journal
Stylistic or rhetorical
strategies
Definition
What affect does the author's use of this
strategy have on you or other readers?
Hyperbole
Diction
Punctuation
Juxtaposition
Emphasis
Text formatting
Figurative language
Appeals
Parallelism
Subordination
Modifiers
Verb tense
46
Thinking Critically: Rhetorical Appeals5
The following questions serve as a guide through the traditional rhetorical appeals. Use this
framework to progress from a literal to an analytical understanding of the reading material.
Questions about Logic
(Logos)
Responses to questions
What are the major claims and
assertions made in this reading? Do
you agree with the author’s claim
that . . . ?
Is there any claim that appears to be
weak or unsupported? Which one,
and why do you think so?
Can you think of counterarguments
the author does not consider?
Do you think the author has left
something out on purpose? Why?
Questions about the Writer
(Ethos)
Does this author have the
appropriate background to speak
with authority on this subject?
Is the author knowledgeable?
What does the author’s style and
language tell the reader about him
or her?
Does the author seem trustworthy?
Why or why not?
Does the author seem deceptive?
Why or why not?
Does the author appear to be
serious?
5
ERWC Module: Postreading Strategies. Adapted ERWC Template (10). Graphic Organizer #
47
Questions about Emotions
(Pathos)
Does this piece affect you
emotionally? Which parts?
Do you think the author is trying to
manipulate the reader’s emotions?
In what ways? At what point?
Do your emotions conflict with your
logical interpretation of the
arguments?
Does the author use humor or
irony? How does that affect your
acceptance of his or her ideas?
Other Categories to Questions to
Develop Critical Thinking
Questions to identify important
ideas
Questions to identify the meaning of
direct statements
Questions that require students to
draw inferences and conclusions
Questions to get at underlying
assumptions
Questions about the meanings of
words and phrases in context
Questions about tone and
connotation
48
Connecting Reading to Writing: QPR: Quote, Paraphrase, Respond
Quote
Paraphrase
Respond
Choose three passages from
the text you might be able to
use in a persuasive essay.
Write each passage as a
correctly punctuated and
cited direct
quotation.
Paraphrase the passage in
your own words with correct
citation.
Respond to the idea
expressed in the passage by
agreeing or disagreeing.
49
Connecting Reading to Writing: QPR: Quote, Paraphrase, Respond
Model
“The Case FOR Arizona’s New Immigration Law, SB 1070” by Rita Bonilla
Quote
Choose three passages from the
text you might be able to use in a
persuasive essay. Write each
passage as a correctly punctuated
and cited direct
quotation.
Paraphrase
Paraphrase the passage in your
own words with correct citation.
Respond
Respond to the idea expressed in the
passage by agreeing or disagreeing.
“Although polls show that 70
percent of Arizona’s citizens
support the new law, there
was an immediate outcry from
those who support illegal
immigration and
‘Comprehensive Immigration
Reform’ aka amnesty”
(Bonilla).
According to SB 1070, a
person’s immigration status
can only lawfully be questioned
by a police officer if they’ve
committed a crime or are
pulled over for something else,
like a traffic violation (Bonilla).
Bonilla is making an emotional appeal,
trying to convince her audience that the
United States is in danger if more states
don’t enact a similar immigration law.
She also implies that it’s “Un-American”
to be against Law SB 1070. I
____________ (agree or disagree)
because
_____________________________
______________________________
____________________________
50
References to Texts and Ideas
Prepare to include direct quotations, indirect quotations, concepts, facts, ideas,
and opinions from other writers into your own texts by filling out the graphic
organizer below. The goal is to make clear to your reader who is saying what as
well as what the relationships between the ideas are. This graphic organizer
models language a student might use to integrate and situate those other voices.
It is often confusing when sources disagree. In order to put these dissonant voices
in conversation with one another, use introductory language, such as the
following frames:
To introduce the issue/idea:
The issue of ________________ has several different perspectives.
Experts disagree on what to do about _______________________.
To incorporate language that introduces ideas from particular writers
Noted researcher John Q. Professor argues that ____________________.
In a groundbreaking article, Hermando H. Scientist states that ________.
According to Patricia A. Politician . . .
Contrary views can be signaled by adding transitional phrases:
However, the data presented by Hermando H. Scientist shows . . .
On the other hand, Terry T. Teacher believes . . .
The student writer then needs to add his or her own voice to the mix:
Although some argue for ________, others argue for _______. In my
view . . .
Though researchers disagree, clearly . . .
51
Starter Sentences for Source Integration
Integrating one source into a text:
1. XXX argues (maintains, insists) that ____________________.
2. According to X, ____________________________________.
3. Ellen Ochoa, X points out, is both a musician and a scientist.
4. This text, by XXX, is focused upon ___________________________.
5. The principal claim that Dr. King makes in this letter is that African-Americans can no longer wait
to enjoy the rights already given to them by the United States Constitution (3).
6. As Dr. King notes (2), there were a variety of reasons for him to come to Birmingham.
7. It can be argued, as X does, that the most important influence on Dr. King was racial segregation
(192).
Synthesizing and/or integrating material from more than one source:
9. The three authors consulted agree that Dr. King was the principal leader in the Montgomery bus
boycott (Lewis 19, Stirs 21, MacDonald 121).
10. Historians have long assumed that it was Dr. King who began the boycott. However, new
research indicates that ___________________________ (Markham 123, West 22).
11. Though Watson points out that there were many people involved in SNCC and CORE, Branch
argues that it was Dr. King who put the civil rights issues on the national agenda (23).
12. Although Dr. King’s biography (Walker) says little about his disagreements with other clergy,
King’s letter has a great deal to say about his disagreements and disappointments with the elite
clergy of Birmingham (10-12).
Explaining why your claim about the leader is important:
13. Understanding the influence of Gandhi and his plea for non-violent protest is important because
Dr. King was under a great deal of pressure to resort to violence in the Civil Rights Movement
(Branch).
14. Although these specific experiences that Dr. King had may seem trivial, they are central to his
later development as a leader.
15. This discussion of King’s Christianity is, in fact, addressing the larger matter of non-violence.
16. It can be concluded, then, that the most important contributions of Dr. King were his insistence
upon non-violence and his involvement in the Birmingham protests.
Categories of verbs for summaries and quotations 6
Making a claim: argue, assert, claim, emphasize, insist, observe, remind us, report, suggest. [Notice
some are stronger than others.]
Expressing agreement with a writer: acknowledge, admire, agree, celebrate the fact that, corroborate,
do not deny, endorse, extol, praise, reaffirm, support, verify.
Questioning or disagreeing: complain, complicate, contend, contradict, deny, deplore the tendency to,
disavow, question, refute, reject, renounce, repudiate.
Verbs for making recommendations: advocate, call for, demand, encourage, exhort, implore, plead,
recommend, urge, and warn.
6
Graff & Berkenstein, p. 37
52
Charting Non Fiction Text
Title:
Author:
MLA Documentation:
PP #
Write an objective summary of
paragraph.
What function does the paragraph
serve in the larger context of the
article?
What is this paragraph saying?
What is this paragraph doing?
*Word Bank*
Here are some verbs that might
help you to explain what an
author may be “doing” in each
paragraph.
*See word bank for prompts.
Analyzing
Asserting
Cites
Clarifying
Comparing ideas
Concluding
Connecting
Contradicts
Contrasting ideas
Counters/rebuts
Defining
Developing
Extending
Generalizes
Giving an example
hypothesizes
Illustrating
Informs
Interpreting data
Introducing new ideas
Listing data
Narrates
Offering
Predicts
Proving
Questioning
Questions
Quoting evidence
Reflecting on a process
Reflects
Sharing an anecdote
Stating
Suggesting
Summarizing
53
Reading Strategies: The Use of Logos, Ethos and Pathos
Logos
[loh-gos, -gohs, log-os] –noun
Etymolgoy/Origin:
1580–90; < Gk lógos a word, saying, speech,
discourse, thought, proportion, ratio
How an argument appeals to the audience’s sense of what is reasonable
What does this look like in a text?
Reasons
Factual evidence
Charts, maps or graphs
Expert opinions
Case studies, surveys
Language that is rational
Example:
“These are known to exist, even at the pole,” said George Kukla, a
paleoclimatologist at Columbia University’s Lamont Doherty Earth Observatory.”
Source: Holt Third Course (522).
Ethos
[ee-thos, ee-thohs, eth-os, -ohs]
–noun Etymology/Origin:
1850–55; < Gk: custom, habit, character
How an author creates trust with the audience
What does this look like in a text?
Establishing his/her credentials, expertise, education, background
Sounding clear, reasonable and trustworthy (not overly emotional)
Using solid evidence as support
Example:
In this print image the author/artist is trying to establish a connection between
Obama and Martin Luther King Jr. This author uses the image of King as support.
The author wants the audience to feel that Obama and King share an ethic and that
Obama is as trustworthy as King was.
Pathos
[pey-thos, -thohs, -thaws]–noun
Etymology/Origin:
1570–80; < Gk páthos suffering, sensation,
akin to páschein to suffer
How an author appeals to the audience’s hearts
What does this look like in a text?
Using loaded words with rich connotation
Using personal anecdotes
Words, phrases or visuals that cause an emotional response
Caution: emotional appeals can be a form of manipulation.
Example: This is a famous photograph of a starving Sudanese child being stalked by
a vulture. This image causes the audience to feel sadness, guilt, pity and concern
for the starving child.
54
Analyzing the Author’s Evidence7
Text title:
Type of Text/Genre:
Author’s Claim:
Evidence
Paraphrase or directly quote the source
material that the author uses to support
his or her claim.
What type of evidence is the author
using?
Author’s name:
Paragraph #
Is this a personal experience, an allusion,
an anecdote, data, research, expert
opinion, testimony or something else?
Analysis
Consider the answers to these questions in
your response. Why is the author using
this evidence? Who might the evidence
appeal to? Who would accept it?
Evidence
Paragraph #
Paraphrase or directly quote the source
material that the author uses to support
his or her claim.
What type of evidence is the author
using?
Is this a personal experience, an allusion,
an anecdote, data, research, expert
opinion, testimony or something else?
Analysis
Consider the answers to these questions in
your response. Why is the author using
this evidence? Who might the evidence
appeal to? Who would accept it?
7
ERWC Module: Rereading Strategies. Adapted from AVID's Critical Reading Strategies (137). Graphic Organizer #
55
The Doubting Game8
What is the author's argument? Write a response in which you think of all of the problems,
limitations or weaknesses in the author’s argument. Brainstorm examples you may have from
your reading, observation, experience or research that may question, counter or refute the
author’s claim. T
This can be fun since may teenagers love to argue…but difficult if you already agree with the
author’s claim and you find no fault in their thinking. When you question their argument, your
goal is to try to hold space for opposing perspectives in a Socratic manner.
8
ERWC Module: Rereading Strategies. Adapted from Reading Rhetorically (89). Graphic Organizer #
56
Generating Researchable Questions9
Generating Researchable Questions
Assess what you already know about a subject.
Then, ask questions about topics you want to know more about and do research to answer
those questions. Asking good questions is the key to doing good, meaningful research.
Stay focused on your subject matter. Don’t wander into areas that are not related to the specific
topic you’re investigating.
Focus on subsections of an informational article, which may be indicated by subheads. In this
way you will narrow the scope of your subject so that you can explore it in more depth.
Ask questions that can be answered within the scope of your research. Questions should not be
too broad or too narrow.
Sample:
What is my topic? Asthma
What do I hope to learn from my research? I want to learn whether someone with asthma can keep it
from interfering with a normal, active life.
What are my research questions? (What do I still want to know about my topic?)
What steps can a person suffering from asthma take to be able to live a normal, active life?
Are there certain kinds of foods or plants asthma sufferers should avoid?
What kinds of medications are available for people with asthma?
Is there some kind of physical conditioning one can do to lessen the effects of asthma?
Title of Text: ________________________________________________________
Research question 1:
Research question 2:
Research question 3:
Research question 4:
Research question 5:
9
Compiled from materials found in Holt Language and Literature Third Course
57
List of Words to Describe an Author’s Tone
This is a list of words that could be used while examining an author’s tone. Remember that tone is the
attitude a writer or speaker takes toward a subject, character or audience.
Tone
Apologetic
Appreciative
Concerned
Critical
Curious
Defensive
Direct
Disappointed
Encouraging
Enthusiastic
Formal
Frustrated
Hopeful
Humorous
Informal
Inspirational
Ironic
Judgmental
Lighthearted
Mocking
Negative
Neutral
Nostalgic
Objective
Optimistic
Pessimistic
Sarcastic
Satirical
Sentimental
Sincere
Sympathetic
Urgent
Meaning
Sorry
Grateful; thankful
Worried or interested
Finding fault
Wanting to find out more
Defending
Straightforward; honest
Discouraged, unhappy because something went wrong
Optimistic
Excited; energetic
Respectful, appropriate behavior
Angry because of not being able to do something
Looking forward to something; optimistic
Funny
Not formal; relaxed
Encouraging; reassuring
Different from what is expected or the opposite of what is meant
Judging others; critical
Happy; carefree
Scornful; ridiculing; making fun of someone
Unhappy; pessimistic
Neither good nor bad; neither for nor against
Thinking about the past; wishing for something from the past
Without prejudice; without discrimination; fair
Hopeful; cheerful
Seeing the bad side of things
Scornful; mocking; ridiculing
Making fun of something to show its weakness or teach a lesson
Thinking about feelings, especially when remembering the past
Honest; truthful; earnest
Compassionate; understanding of how someone feels
Insistent; saying something must be done
58
The Four Sentence Rhetorical
Précis Frame
Sentence 1
Who is the author, what is the genre, what is
the date and what is the author trying to
prove?
Sentence 2
What strategies does the author use (in
sequential order) to develop or support his/her
claim?
Consider: He/she: defines, clarifies, describes,
lists, compares, contrasts, provides, refers,
cites. Consider sequence:
first, second, third, finally.
To begin, then, to conclude
Sentence 3
What is the author’s intention? Consider:
to entertain. To call to action, to
inform, to draw attention to, to
persuade
What is the author’s purpose? What does
he/she want the reader to do, know or
understand? ACTION!
Sentence 4
What is the author’s tone or attitude toward
his/her subject? Who is the author’s
intended or target audience? Consider
any publication information,
vocabulary, title.
59
Literary Précis Frame (Theme)
In _____________________________’s _____________________________________
(author)
(genre)
______________________, he/she ___________________ the subject of ____________
(title)
(A: rhetorical verb)
______________________; in examining this subject, _________________reveals
(author)
_______________________________________________________________________.(theme of
literary text)
The main character/speaker__________________________with____________________
(B: rhetorical verb)
(conflict)
and_____________________________that____________________________________.
(C: rhetorical verb)
(how is this conflict resolved?)
__________________________wants his/her audience to _________________________
(author)
(D: purpose words)
so that they will__________________________________________________________.
________________________________adopts a(n) __________________________tone
(author)
(tone word)
for____________________________________________________________________.
(who is the intended audience?)
Word Bank : Some possibilities
A
suggests, implies,
examines
B
struggles, deals,
confronts, worries,
battles
C
learns, says, thinks,
realizes, discovers,
strives to
D
do, think, know,
understand, feel
60
Literary Précis Frame Model
In Walt Disney’s version of the fairy tale “Beauty and the Beast”, he examines the
subject of appearance versus reality; in examining this subject, Disney reveals that
one cannot always judge a person’s character by their outward appearance. The
main character, Beauty, is repelled by the Beast’s outward appearance and she
realizes that as she gets to know the Beast, he has a kind and gentle heart and
falls in love with him. Disney wants his audience to know that beauty is not
superficial so that they will not judge others by their outward appearance. Disney
adopts a hopeful tone for an audience of children and adults.
*Note, this is only a model and we apologize for the fact that no definitive author of “Beauty and the Beast” could be identified since it has
been retold for eons. Therefore, Walt Disney has been cited as the author of this text.
61
Visual Text Précis Frame
In ________________’s _____________________ (____________),
(photographer’s name)
(type of visual)
(date)
he/she ____________________________that _________________________
(A: rhetorical verb)
(claim)
_______________________________________________________________.
He/she supports his/her claim by ____________________________________
(What techniques does the photographer use? How is the photograph arranged?)
________________________________________________________________________________________ ,
_______________________________________________________________,
and ____________________________________________________________.
_________________’s purpose is to __________________________________
(photographer’s last name)
__________________________in order to/so that _______________________
_______________________________________________________________.
(Accomplish what? Make audience think, do or feel what?)
He/she __________________a/an _______________tone for ____________
(B: rhetorical verb)
______________________________________________________________.
(intended audience)
Word Bank : Some possibilities
A
illustrates, displays,
illuminates
B
adopts, establishes,
create
62
Visual Text Précis Model
"Destitute peapickers in California; a 32-year-old mother of seven children. February 1936." Also known as "Migrant
Mother." Photo: Dorothea Lange/Library of Congress
In Dorothea Lange’s photograph “Migrant Mother” (1936), she illustrates that
average families suffered greatly during The Great Depression. She supports her
claim by depicting a mother alone with her three soiled children, zooming in on
the mother’s distant worried gaze, highlighting the mother’s contemplative
posture, emphasizing the family’s fatigue and choosing black and white film which
reinforces the misery and desperation of the era. Lange’s purpose is to inform
the viewer of the tragedy of the Great Depression so that we remember and
appreciate the severity of this period of American history. She adopts a
sympathetic and somber tone for those unfamiliar with the misery of the migrant
working family.
63
Writing Your Essay: Graphic Organizer
Section
Description of
Section
Introduction
This section of your essay
hooks your reader and
provides a thesis
statement or road map for
the reader
A hook to capture reader’s attention
Background information the audience
may need about the topic or argument.
A thesis statement stating the topic of
the essay and your position on that
topic.
Body Paragraphs
This section (which has as
many paragraphs as
needed) supports the
thesis statement point by
points.
Begin paragraphs with a topic sentence
that reflects the thesis statement.
Paragraphs will support the thesis
statement by including evidence.
Evidence can be in the form of
examples, illustrations, statistics, direct
quotations etc.
All evidence must include commentary
or analysis of the meaning of the
evidence.
Paragraphs will examine different points
of view or counterarguments. (You can
refute points, acknowledge their points
and show how your argument is better
or grant their point but show they are
irrelevant.)
Paragraphs will acknowledge your
audience’s beliefs, values and
assumptions.
Summarizes the main
points and explains the
significance of the
argument.
A restatement of thesis in a new or fresh
way.
A final paragraph that includes a solid
argument to support the thesis and
indicates the significance of the
argument or the “so what” factor.
A stinger or closing though that leaves
an impact of the reader.
Conclusion
What to include in this section
64
Writing Your Essay: Graphic Organizer: Student
Section
Introduction
This section of your
essay hooks your
reader and provides a
thesis statement or
road map for the
reader
Body
Paragraphs
This section (which
has as many
paragraphs as
needed) supports the
thesis statement point
by points.
Conclusion
Summarizes the main
points and explains
the significance of the
argument.
What to include in this section
Try your hand
A hook to capture reader’s
attention
Background information the
audience may need about the
topic or argument.
A thesis statement stating the
topic of the essay and your
position on that topic.
Begin paragraphs with a topic
sentence that reflects the thesis
statement.
Paragraphs will support the thesis
statement by including evidence.
Evidence can be in the form of
examples, illustrations, statistics,
direct quotations etc.
All evidence must include
commentary or analysis of the
meaning of the evidence.
Paragraphs will examine different
points of view or
counterarguments. (You can
refute points, acknowledge their
points and show how your
argument is better or grant their
point but show they are
irrelevant.)
Paragraphs will acknowledge your
audience’s beliefs, values and
assumptions.
A restatement of thesis in a new
or fresh way.
A final paragraph that includes a
solid argument to support the
thesis and indicates the
significance of the argument or
the “so what” factor.
A stinger or closing though that
leaves an impact of the reader.
65
First Quarter Written Response: Persuasive Essay
English 9
Write your response to the writing prompt below.
You may give your writing a title if you would like, but it is not necessary.
You may either print or write in cursive.
Write clearly! Any erasures or strike-throughs should be as clean as possible.
Standard Assessed
Writing Application 2.4
(Persuasive Compositions): Write persuasive compositions (logical structure of ideas, use
specific rhetorical devices, clarify/defend positions with evidence, address
concerns/counterargument) (CAHSEE) ARG
WC 1.2
Grammar): Understand sentence construction (parallel structure, subordination, proper
placement of modifiers) and proper English usage (consistency of verb tenses) (5/3) ALANG
WC 1.4
(Grammar): Produce legible work that shows accurate spelling and correct use of the
conventions of punctuation and capitalization (0/3) ALANG
Writing Task:
Arizona has recently adopted SB1070 which is intended to “discourage and deter the unlawful entry and presence of
aliens and economic activity by persons unlawfully present in the United States”.
Choose ONE of the following writing prompts.
1. Write a persuasive essay in which you convince your audience to support SB1070. Convince your readers through
the use of specific reasons and examples from your reading, history and your own experience.
OR
2. Write a persuasive essay in which you convince your audience to oppose SB1070. Convince your readers through
the use of specific reasons and examples from your reading, history and your own experience.
Writing Checklist
The following checklist will help you do your best work. Make sure you:
o
o
o
o
o
o
Read the description of the task carefully.
Organize your writing with a strong introduction, body and conclusion.
State your position, support it with specific examples, and address the reader’s concerns.
Use words that are appropriate for your audience and purpose.
Vary your sentences to make your writing interesting to read.
Check for mistakes in grammar, spelling, punctuation, capitalization, and sentence formation.
66
CAHSEE Scoring Guide: Response to Writing-Persuasive/Opinion
Essay
Score
Writing
Task
Organization
4
Clearly
addresses all
parts of the
writing task.
Provides a
meaningful
thesis,
demonstrates a
consistent tone
and focus, and
illustrates a
purposeful
control of
organization.
3
Addresses all
parts of the
writing task.
2
1
Support
Sentence
Variety
Audience
Conventions*
Persuasive
Compositions
Only:
Thoughtfully
supports the
thesis and
main ideas
with specific
details and
examples.
Provides a
variety of
sentence
types and uses
precise,
descriptive
language.
Demonstrates a
clear sense of
audience.
Contains few, if
any, errors in
the conventions
of the English
language.
(Errors are
generally firstdraft in
nature.)*
States and
maintains a
position,
authoritatively
defends that
position with
precise and relevant
evidence and
convincingly
addresses the
reader’s concerns,
biases, and
expectations.
Provides a
thesis,
demonstrates a
consistent tone
and focus, and
illustrates a
control of
organization.
Supports the
thesis and
main ideas
with details
and examples.
Provides a
variety of
sentence
types and uses
some
descriptive
language.
Demonstrates a
general sense
of audience.
May contain
some errors in
the conventions
of the English
language.
(Errors do not
interfere with
the readers
understanding
of the essay.)*
Addresses
only parts of
the writing
task.
May provide a
thesis,
demonstrates
an inconsistent
tone and focus
and illustrates
little, if any,
control of
organization.
May support
the thesis and
main ideas
with limited, if
any, details
and/or
examples.
Provides few,
if any, types
of sentence
types, and
basic,
predictable
language.
Demonstrates
little or no
sense of
audience.
May contain
several errors in
the conventions
of the English
language.
(Errors may
interfere with
the reader’s
understanding
of the essay.)*
States and
maintains a
position,
authoritatively
defends that
position, generally
defends that
position with
precise and relevant
evidence and
addresses the
reader’s concerns,
biases, and
expectations.
Defends a position
with little evidence
and may address
the reader’s
concerns, biases,
and expectations.
Addresses
only one part
of the
writing task.
May provide a
weak, if any,
thesis;
demonstrates
little or no
consistency of
tone and focus;
and illustrates
little or no
control of
organization.
Fails to
support ideas
with details
and/or
examples.
May provide
no sentence
variety and
uses limited
vocabulary.
May
demonstrate no
sense of
audience.
May contain
serious errors in
the conventions
of English
language.
(Errors interfere
with the
reader’s
understanding
of the essay.)*
Fails to defend a
position with any
evidence and fails
to address the
reader’s concerns,
biases, and
expectations.
Non-scorable
B=blank, L=Written in language other than English, T=off topic, I=illegible/unintelligible *Conventions of the English language refer to
grammar, punctuation, spelling, capitalization and usage. Shaded area indicates non-mastery.
67
Grammar Appendix: Grade 9 Pages 68-81
Consistency of Tense;
Voice
68
Clauses Used as Modifiers
69
Modifiers: Adjectives and
Adverbs
70
Proofreading: Verb Form
and Tense
71
Phrases Used as
Modifiers
72
Pronoun-Antecedent
Pronoun-Antecedent
Agreement
Agreement
73
Proofreading: Agreement
74
Tense
75
Subject-Verb Agreement
76
Subject-Verb and
Pronoun -Antecedent
77
Active and Passive
Voice
78
Verb Forms
79
Consistency of Tense
80
81