The writer skillfully anticipates the audience’s knowledge level, concerns, values, and possible biases by providing background information on The New Woman in the 1920’s for the reader from the non-fiction text, logically sequencing facts from the non-fiction piece with details from the short story to clarify the relationship between claim and reasons and between reasons and evidence, skillfully organizing support for the premise of the argument: “Gender roles previous to the 1920’s centered on beautifully yet meek women as stay-at-home mothers and strong, bold providers in the form of men.” In the introduction, the writer immediately inserts details from the fictional piece, showing Miss Meadows’ attributes and actions to illustrate the writer’s point (“Miss Meadows…simply put, strived for independence and danced to jazz…”).
The writer demonstrates a strong command of standard English conventions that sets the tone appropriate to the writer’s purpose as well as skillful construction of sentences with engaging variety and length.
Throughout the argument, the writer skillfully uses words, phrases, and/or clauses to link the major sections of the text; for example, alliterative series like “shaky, shivery, celebrated dance”, “stubbornly and succinctly”, “bold and brazen”, and “meek and mellow mold” are used sparingly, but effectively to keep the reader hooked. Once again, the writer continues to employ sentences that are skillfully (and playfully) constructed with appropriate variety in length and structure;this keeps the reader engaged and makes the essay a pleasure to read (and grade).
While this essay demonstrates exemplary performance for 11th grade, it is not flawless. For example, a counterclaim is neither established nor refuted. However, this may be beyond the scope of this topic/ assignment as it was presented to the class.