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Jr. English Quarter 1 Summative Assessment
Students will analyze and annotate texts to determine author’s purpose, literary/rhetorical strategies and their effects in order to write a critical analysis essay.
Overarching Question: How can we interpret and dissect information in order to understand texts?
This is the culminating assessment of our critical analysis unit for quarter one. It is an important assessment that tests your knowledge of annotation skills including determining main ideas, author’s purpose and strategies, and the reader’s effects of those strategies. We will ask you to do your best and demonstrate what you know and can do with the following text.
Day one:

Step 1 – Read Florence Kelley’s Child Labor speech carefully and critically.

Step 2 – Read the speech again annotating carefully for:


  • Main ideas/shifts

  • Author’s strategies

    • Cause/effect, problem/solution, exemplification, narration, compare/contrast, classification-division, definition, process analysis, argument/persuasion, etc.

  • Readers/audience effects

    • VUUEE: Verisimilitude (truthiness), Universality, Urgency, Emphasis, Empathy.

  • Reminder: Each annotation must correlate to a marginal note. I will need to see what you are annotating and WHY!

Day two:

Step 3 – Complete the three column organization chart. (30% of summative score)



  • Fill in the three columns thoroughly and carefully. Think this through.

  • Use your annotated speech to detect patterns, similarities, tendencies, etc.

  • Star key points and prepare ideas for the timed writing

Day three:

Step 4 – Timed writing --- 45 minutes (70% of summative score)



  • In a five (5) paragraph essay, write a critical analysis of the Kelley speech. Include the following:

    • Solid intro

      • Hook, background, problem, thesis


Students:

This Summative Assessment will count as 25% of the quarter grade.

Do your best!
Body paragraphs


      • Topic sentence, support, textual evidence, explanation of textual evidence, and transition

    • Conclusion

      • Re-state thesis, final concluding thoughts, call to action (if applicable), address the hook



Florence Kelley (1859-1932) was a United States social worker and reformer who fought successfully for child labor laws and improved conditions for working women. She delivered the following speech before the convention of the National American Woman Suffrage Association in Philadelphia on July 22, 1905. Read the speech carefully. Then write an essay in which you analyze the rhetorical strategies Kelley uses to convey her message about child labor to her audience. Support your analysis with specific references to the text.

We have, in this country, two million children

under the age of sixteen years who are earning their

bread. They vary in age from six and seven years

(in the cotton mills of Georgia) and eight, nine and

5 ten years (in the coal-breakers of Pennsylvania), to

fourteen, fifteen and sixteen years in more

enlightened states.

No other portion of the wage earning class

increased so rapidly from decade to decade as the

10 young girls from fourteen to twenty years. Men

increase, women increase, youth increase, boys

increase in the ranks of the breadwinners; but no

contingent so doubles from census period to census

period (both by percent and by count of heads), as

15 does the contingent of girls between twelve and

twenty years of age. They are in commerce, in offices,

in manufacturing.

Tonight while we sleep, several thousand little girls

will be working in textile mills, all the night through,

20 in the deafening noise of the spindles and the looms

spinning and weaving cotton and wool, silks and

ribbons for us to buy.

In Alabama the law provides that a child under

sixteen years of age shall not work in a cotton mill at

25 night longer than eight hours, and Alabama does

better in this respect than any other southern state.

North and South Carolina and Georgia place no

restriction upon the work of children at night; and

while we sleep little white girls will be working

30 tonight in the mills in those states, working

eleven hours at night.

In Georgia there is no restriction whatever! A girl

of six or seven years, just tall enough to reach the

bobbins, may work eleven hours by day or by night.

35 And they will do so tonight, while we sleep.

Nor is it only in the South that these things occur.

Alabama does better than New Jersey. For Alabama

limits the children’s work at night to eight hours,

while New Jersey permits it all night long. Last year

40 New Jersey took a long backward step. A good law

was repealed which had required women and

[children] to stop work at six in the evening and at

noon on Friday. Now, therefore, in New Jersey, boys

and girls, after their 14th birthday, enjoy the pitiful

45 privilege of working all night long.

In Pennsylvania, until last May it was lawful for

children, 13 years of age, to work twelve hours at

night. A little girl, on her thirteenth birthday, could

start away from her home at half past five in the

50 afternoon, carrying her pail of midnight luncheon as

happier people carry their midday luncheon, and

could work in the mill from six at night until six in

the morning, without violating any law of the

Commonwealth.

55 If the mothers and the teachers in Georgia could

vote, would the Georgia Legislature have refused at

every session for the last three years to stop the work

in the mills of children under twelve years of age?

Would the New Jersey Legislature have passed that

60 shameful repeal bill enabling girls of fourteen years to

work all night, if the mothers in New Jersey were

enfranchised? Until the mothers in the great industrial

states are enfranchised, we shall none of us be able to

free our consciences from participation in this great

65 evil. No one in this room tonight can feel free from

such participation. The children make our shoes in the

shoe factories; they knit our stockings, our knitted

underwear in the knitting factories. They spin and

weave our cotton underwear in the cotton mills.

70 Children braid straw for our hats, they spin and weave

the silk and velvet wherewith we trim our hats. They

stamp buckles and metal ornaments of all kinds, as

well as pins and hat-pins. Under the sweating system,

tiny children make artificial flowers and neckwear for

75 us to buy. They carry bundles of garments from the

factories to the tenements, little beasts of burden,

robbed of school life that they may work for us.

We do not wish this. We prefer to have our work

done by men and women. But we are almost

80 powerless. Not wholly powerless, however, are

citizens who enjoy the right of petition. For myself, I

shall use this power in every possible way until the

right to the ballot is granted, and then I shall continue

to use both.

85 What can we do to free our consciences? There

is one line of action by which we can do much.

We can enlist the workingmen on behalf of our

enfranchisement just in proportion as we strive with

them to free the children. No labor organization in

90 this country ever fails to respond to an appeal for help

in the freeing of the children.

For the sake of the children, for the Republic in

which these children will vote after we are dead, and

for the sake of our cause, we should enlist the

95 workingmen voters, with us, in this task of freeing the

Children from toil!

Use the chart below to identify what the author is saying (main idea) and how the author organized the essay (strategies) and what effect these have on the reader/audience (effects). Be Specific to the text.


Effects

(Verisimilitude, Urgency, Universality, Emphasis, Empathy) VUUEE

What is her intention/purpose?

What is the effect of each strategy on the audience?

How does the strategy help develop her point?

Strategies – Organization Patterns

C/E, Prob/sol, Narrative, Def, Descriptive, Comp/Contr, Class/Div, process Analysis, Example (there may be more than one strategy for each point)

What strategies/modes does she use to make each point?

Main Ideas

What is the Author Saying?

Identify major shifts in the text and categorize the main ideas of each

What points (main ideas) does Kelley make to develop her claim?

Lines 1-22

Lines 23- 54


Text: Author:


Strategies – Organization Patterns C/E, Prob/sol, Narrative, Def, Descriptive, Comp/Contr, Class/Div, process Analysis, Example

Effects

(Verisimilitude, Urgency, Universality, Emphasis, Empathy) VUUEE



Main Ideas

What is the Author Saying?



Lines 55-77

78-96


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