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AP Language and Composition Summer Assignment Packet

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ASSIGNMENT DESCRIPTION/BREAKDOWN
Assignment

Piece

Tasks

Assignment#1

NancyMairs

MultipleChoiceQuestions
RhetoricalDevicesandDefinitions

Assignment#2

GarySoto

Readandannotatepassage
TripleSidedJournalEntries

Assignment#3

FlorenceKelley

Readandannotatethepassage
SOAPTChart

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Assignment #1: Who are you? By Nancy Mairs


Directions
:Readthefollowingpassagesandcompletethebelowassignments.

(1)

Inherstunningmemoirofbiculturalgirlhood,
TheWoman
Warrior
,MaxineHongKingstonwrites,ThereisaChinese
wordforthefemaleIwhichisslave.Breakthewomen
withtheirowntongues!Englishcontainsnosuch
(5)
dramaticinstanceofthewaysinwhichlanguageshapes

womensreality.Wecan,afterallusethesameIasmen
do.Wecan,butwerenotsupposedto,atleastnotoften.In
myriadwaystherulesofpolitediscourseinthiscountry
serve,amongotherpurposes,nottoenslavebutcertainly
(10)
tosilencewomenandthustopreventthemfromuttering
thetruthabouttheirlives.
Seldomaresuchrulesspokenoutloud.Indeed,partof
theirforcesarisesfromtheirimplicitness,whichmakes
themseemnaturalandessential.Theycarryindetail,I
(15)
think,fromgenerationtogeneration,regiontoregion,
classtoclass,thoughtheystiflecommunicationinsimilar
ways.
Here,roughlyput,areafewoftheonesIvelearnedtoo
obeyinthecompanyofmenIf,inafitofwishful
(20)
thinking,youreinclinedtodismissthemaspass,spenda
fewhoursintheclassroomsandcorridorsofa
coeducationalhighschoolorcollege.Wehaventactually
comealongway,baby.
Rule1:Keepquiet.
Ifatallpossible,awomanshould
(25)
remainperfectlymute.Sheshould,however,communicate
agreementwiththemenaroundhereloquentlythrough
gesturesanddemeanor.Think,forinstance,ofthe
Presidentswives.TheFirstLadyIrememberwas
MamieEisenhower,andfromthenonmyheadholdsa
(30)
galleryoffilmclipsandstillphotosofwomenintheproper
politeposture:JackieandLadyBirdandPatandBettyand
RosalynnandaboveallNancy,eyeswidenedandglittering,
polishedlipsslightlypartedinbreathlesswonder,heads
tiltedtogazeupwardatthesidesoftheirhusbandsfaces.
(35)
Nooneyawnsorrollshereyes(muchlessspeaks
unlessspokento).Now,ifIwereelectedPresident,my
husband(whodotesonme,bytheway)wouldfallasleep

duringmyinauguraladdress.Therehedbeinthephotos,
eyesclosed,mouthsagging,headrolledtooneside,maybe
abitofspittletricklingintohisbeard.Hewouldntmeanto
(40)
berude
Rule2:Ifyoumusttalkatall,talkaboutsomethinghes
interestedin.
Ifyourfeelingsarehurtbystifledyawnsand
retreatingbacks,digoutthisoldchestnut.Itsstillinforce.
trynottothinkofallthewomenwhohaveusedupbrain
(45)
cellsmemorizingthebattingaveragesofeveryoutfielderin
RedSoxhistoryorthedifferencebetweentheApollonian
andtheDionysianinNietzsche,dependingontheir
intendedtarget,insteadofreflectingonthespiritual
CatholicChurchortheeffectonhumanreproductive
(50)
systemsofevenalimitednuclearwarorthelike.
Rule3:Ifyoumustmentionyourownconcerns,
Deprecatethemprettily
.Thegreatestrudenessinawoman
istoappeartotakeherselfseriously.Myhusbands
indictmentoffeminism,forexampleandhesnotalonein
(55)
itisthatfeministslackasenseofhumor.Asmembersof
CatholicsforPeaceandJustice,webothsupportSanctuary
andWitnessforPeace,twononsectariangroupsthatwork
topromoteinternationalamity.
Inourpaineddiscussionsofhumanrightsissuesin
(60)
CentralAmericaIhaveneverheardhimcriticize
SalvadoranandGuatemalanrefugeesorSandinista
peasantsforlackingasenseofhumorabouttheir
disappearedrelatives,theirburnedinfirmariesand
bombedbuses,theirstarvationandterror.Norshouldhe.
(65)
andheshouldntexpectwomentocrackjokeswhenthey
areenragedbythemalnutrition,rapeandbatteringoftheir
sistersandthesystemthatmakessuchoccurrences
inevitable.
Actually,intherightplacesmostofthewomenIknow
(70)
laughheartily(eventhoughabellylaughisntaspoliteasa
giggle).Buttheyweepintherightplaces,too.
Lightenup,mentellwomenwhogrowpassionate
abouttheconditionsoftheirlives.what
is
allthis
whining?onewrotetome.Whenwearethesubjectsof
(75)
ourspeaking,ourvoicesaretooshrill,strident;our
tonguesaretoosharp;weareshrews,Xanthippes,
termagants,fishwives.Allthesewordshaveincommon

thedenigrationofwomensspeech.Byridiculingor
trivializingwomensutterances,menseektocontrolwhat
(80)
isandisnotconsideredimportant,weighty,worthwhilein
theworld.
I,forone,wasawellbredgirlwhogrewintoaYankee
Lady.Frominfancy,thelanguageslippedintomymouth
wasscrubbedascleanasmyrattlesandteethingrings.To
(85)
thisday,IwinceatthepossibilityImightbethoughtrude.
Amanssneershrivelsme.ButIguessthatsjustwhatIm
goingtohavetobe:rude.Becauseifwomenareevergoing
tobereallyheard,people(includingwomenthemselves)
aregoingtohavetogetusedtothesoundoftheirvoices
(90)
andtothesubjectstheybelieveworthdiscussing.
SoI,forone,intendtokeeptellingthetruthaboutmy
lifeasawoman:whatIsee,whomIlove,whereIhurt,whyIlaugh.
Andyou?Tellme,outloud:whoareyou?

Assignment 1 Task 1: Multiple Choice Questions on Who Are You? By Nancy Mairs
Directions:
Basedupontheabovepassage,choosethe
best
answertoeachquestion.
1) Theintendedtargetaudiencefortheessayis
A. Men
B. Women
C. Menandwomen
D. Politicalleaders
E. Churchleaders

2) ThepurposeofthereferencetotheworkMaxineHongKingstonisto
A. ShowhowEasternculturehasdenigratedwomen
B. Demonstratethatwomenmustbecomewarriorstosurviveinamansworld
C. Demonstratethepoweroflanguagetodefinereality
D. Openlyestablishthatallwomeneverywhereareabused
E. Provethatwomenaretreatedlikeslaves

3) ByemployingRule1,Rule2,andRule3,Mairsis
A. Suggestingthattheconversationsbetweenmenandwomenareagame
B. Suggestingthatherargumentislogicalanddeductive
C. Establishingcertaintywherethereisusuallydebateandcontroversy
D. Organizingherownthoughtssosheremainsclear.
E. Helpingreaderskeeptrackofwhatismostandleastimportant

4) Rule1employs
A. Anonsequitur
B. Astrawmanargument
C. AnAdHominemArgument
D. Beggingthequestion
E. Anappealtoauthority

5) IntheparagraphbeginningInourpained(61),Mairssargumentnowreliesprimarilyon
A. Aneconomicfallacy
B. Aculturalcomparison
C. Afalseanalogy
D. Anhistoricalparallel
E. Aspiritualargument

6) Theworddenigrationinline80issimilarintoneandintentto
A. obey(19)
B. eloquently(26)
C. prettily(54)
D. Whining(76)
E. ridiculing(80)

7) ThemostimportantrhetoricaldeviceinthelastlineofMairssessayis
A. Anadverbialclause
B. Anapostrophe
C. Arhetoricalquestion
D. Acolonstop
E. Parallelsyntax

8) Incontext,theworddeprecateinline54meansroughly:
A. Ridicule
B. Ignore
C. Deemphasize
D. Alleviate
E. Challenge

9) AllofthefollowingsuggestanegativeperceptionofwomenEXCEPT
A. slave(3)
B. obey(19)
C. widenedandglittering(32)
D. nonsectarian(59)
E. Xanthippes(78)
10) ThepurposeofusingtheFirstLadiesasanexampleofRule1is
A. Theyarenotinthepubliceyeasmuchastheirhusbands
B. Wemakethemiconsofourculture
C. Theyareaspoliticallyinfluentialastheirhusbands
D. Theyhavebeenrecognizedforeffortsinsecuringwomensrights
E. Theyarewellrespectedambassadors

11) Whichofthefollowingrhetoricalstrategiesbestintegratesthenexttolastparagraph?
A. Passiveverbsandrhetoricalquestions
B. Strongconnotativeadjectivesandrhetoricalquestions
C. Parallelsyntaxandstrongconnotativeadjectives
D. Polysyndetonandstrongverbs
E. Parallelsyntaxandalliteration

12) TheRulesaresyntacticallyorganizedaccordingto
A. Absolute,qualification,requalification
B. Thesis,antithesis,synthesis
C. Statement,restatement,synopsis
D. Appositive,restatement,requalification
E. Synthesis,qualification,thesis

13) Thetypesofmenidentifiedastargetsinline49are
A. Ministersandbusinessmen
B. Huntersorfishermanandforeigners
C. Politicalleadersandbusinessmen
D. Sportsfansandphilosophers
E. Sportsfansandpoliticalleaders

14) Theoveralltoneofthispieceis
A. Mournful
B. Apprehensive
C. Indignant
D. Ironic
E. Informative

15) Thetitleofthispieceisintheformofaquestionbecause
A. Mairsneedsanintroductionandsetsthisupasapun
B. ItisrhetoricalandMairsexpectsaparticularresponse
C. Mairsisaskingmenandwomentotakesidesinadebate
D. Itbuildsanticipationtoreadfurther
E. Mairsistryingtofindananswer

Assignment #1 Task 2: Rhetorical Devices


Directions:
Forthefollowingquestions,youaretodefinethemeaningoftherhetoricaldevice,rhetorical
strategy,orsyntacticalelementthatarelistedforyouranswerchoices.
Question#4nonsequitur,strawmanargument,adhominem,andbeggingthequestion
Question#5fallacy,analogy,parallel
Question#7adverbialclause,apostrophe(notpunctuationmark),rhetoricalquestion,colonstop,parallel
syntax
Question#11passiveverbs,connotativeadjectives,polysyndeton,alliteration
Questions#12absolutes,qualification,antithesis,synthesis,appositive
Assignment 1 Task 3: Definitions
Definitions:
Definethefollowingwordsthatareusedtodescribetonein
question#14
Mournful
Apprehensive
Indignant
Ironic
Informative

Assignment #2: Gary Soto & Triple Sided Journal Entries


Assignment #2 Task 1 Directions:
Readcarefullyandannotatethefollowingautobiographicalnarrative
byGarySotoandanalyzesomeofthewaysinwhichSotorecreatestheexperienceofhisguilty
sixyearoldself.Whenfinished,completethetriplesidedjournalentries.

(1)
Iknewenoughabouthelltostopmefromstealing.Iwasholyinalmosteverybone.SomedaysI
recognizedtheshadowsofangelsfloppingonthebackyardgrass,andotherdaysIhearfaraway
messagesintheplumbingthathowledunderneaththehousewhenIcrawledtherelookingforsomethingto
do.
(2)
Butboredommademesin.Once,attheGermanMarket,Istoodbeforearackofpies,mysweet
toothgleamingandthejuiceofguiltwettingmyunderarms.Igazedattheninekindsofpie,pecanand
applebeingmyfavorites,althoughcherrylookedgood,andmydear,fatfacedchocolatewasalwaysa
goodbet.Inearlywepttryingtodecidewhichtostealand,forgettingtheflowerydustpriestsgiveoff,the
shadowofangelsandtheproximityofGodhowlingintheplumbingunderneaththehouse,sneakedapie
behindmycoffeelid,Frisbeeandwalkedtothedoor,grinningtothebaldgrocerwhoseforeheadshonewith
awindowoflight.
(3)
Noonesaw,Imutteredtomyself,thepielikeadiscusinmyhand,andhurriedacrossthestreet,
whereIsatonsomeoneslawn.Thesunwaveredbetweenthebranchesofayellowishsycamore.A
squirrelnaileditselfhighonthetrunk,whereitforkedintotwolargebarkscabbedlimbs.JustasIwas
goingtoworkmycleanestfingerintothepie,aneighborcameouttotheporchforhismail.Helookedat
me,andIgotupandheadedforhome.Iracedonskinnylegstomyblock,butslowedtoaquickwalk
whenIcouldntwaitanylonger.Iheldthepietomynoseandbreathedinitssweetness.Ilickedsomeof
thecrustandclosedmyeyesasItookasmallbite.
(4)
Inmyfrontyard,Ileanedagainstacarfenderandpanickedaboutstealingtheapplepie.Iknew
anapplegotEveindeeptroublewithsnakesbecauseSisterMariehadshownusafilmaboutAdamand
Evebeingcastintothedesert,andwhatscaredmemorethanfallingfromgracewasbeingthirstyforthe
restofmylife.Buteventhatdidntstopmefromclawingachunkfromthepietinandpushingitintothe
cavernofmymouth.Theslopwassweetandgoldcoloredintheafternoonsun.Ilaidmorepiecesonmy
tongue,wetfingerdrippingpieces,untilIwasfinishedandfeltlikecryingbecauseitwasaboutthebest
thingIhadevertasted.Irealizedrightthereandthen,inmytinybodyoftwohundredbonesandthreeor
foursins,thatthebestthingsinlifecamestolen.Iwipedmystickyfingersonthegrassandrolledmy
tongueoverthecornersofmymouth.Aburpperfumedtheair.
(5)
IfeltbadnotsharingwithCrossEyedJohnny,aneighborkid.Hestoodovermyshoulderand
asked,CanIhavesome?Crustfellfrommymouth,andmyteethwerebathedwithjamlikefilling.Tears
blurredmyeyesasIrememberedthegrocersforehead.Iremembertheotherpiesontherack,thewarm
airofthefanabovethedoorandthecarthathonkedasIcrossedthestreetwithoutlooking.
(6)
Getaway,IhadansweredCrossEyedJohnny.Hewatchedmyfingersgreedilypushbigchunks
ofpiedownmythroat.Heswallowedandsaidinawhisper,Yourhandsaredirty,thenreturnedhometo
climbhisroofandsitwatchingmeeatthepiebymyself.Afterawhile,hejumpedoffandhobbledaway
becausethefallhadhurthim.
(7)
Isatonthecurb.Thepietinglaredatmeandrolledawaywhenthewindpickedup.Myfacewas
stickywithguilt.Acarhonked,andthedriverknew.Mrs.Hancockstoodonherlawn,handsonhip,and
sheknew.Mymom,peelingpotatoesattheRediSpudfactory,knew.Igottomyfeet,stomachtaut,
mouthtiredofchewing,andflungmyFrisbeeacrossthestreet,itsshadowliketheshadowofanangel
fleeingbaddeeds.Iretrievedit,joggingslowly.IflungitagainuntilIwasboredandthirsty.

(8)
Ireturnedhometodrinkwaterandhelpmysistergluebottlecapsontocardboard,aprojectfor
summerschool.Butthebottlecapsboredme,andthewatersoonfilledmeupmorethanthepie.Withthe
kitchenstiflingwithheatandlunaticflies,Idecidedtocrawlunderneathourhouseandlieinthecool
shadowslisteningtothehowlingsoundofplumbing.WasitGod?WasitFather,speakingfromdeath,or
Unclewithhislastshinydime?Ilistened,earpressedtoacoldpipe,andheardahowllikethesea.Ilay
untilIwascoldandthencrawledbacktothelight,risingfromoneknee,thenanother,todustoffmypants
andsquintintheharshlight.Ilookedandsawtheglareofapietinonahotday.Iknewsinwaswhatyou
tookanddidntgiveback.
from
ASummerLife,
1990

Assignment #2 Task 2: Excerpt from Gary Sotos A Summer Life Triple Sided Journal Entries
Rhetorical Analysis
Directions:
CompletethefollowingChartandthequestionsbelowbasedoffoftheaboveexcerpt

Rhetorical
Device

EVIDENCE

COMMENTARY

CopyTextualEvidence
(COPYTHELINES
WORDFORWORD
WHEREYOUSEETHE
LITERARYELEMENT)
makesureyoucitethe
paragraphyoufoundthe
device.

HowisthisT.E.anexample
oftheliteraryelement?Why
istheT.E.andtheliterary
elementsoimportant?How
doesitconveySotos
overarchingpurpose?What
doestheuseofthisL.E.tell
usaboutthe
story/character/theme/plot?

PROVES THE
PURPOSE

CONNECTION TO
AUDIENCE

Howdoesthiscontribute
toSotosrecreationofhis
guiltysixyearoldself?

WhateffectdoesthisL.E.
seenwithinthequotehave
uponthereader?

Paragraphs 13
1. Religious
Imagery

shadowsofangels
floppingonthe
backyard(1)

2.

Butboredommademe
sin(2).

(paragraph3)

Short,
Simple
Sentence

3. Imagery

Providean
adjectiveto
describe
thetypeof
imagery:

_________
______

LITERARY
ELEMENT

4. Diction

Providean
adjectiveto
describethe
feelingof
theword(s)
youare
analyzing:
_________
_

TEXTUAL EVIDENCE

COMMENTARY

PROVES THE
PURPOSE

CONNECTION TO
AUDIENCE

PARAGRAPHS 46
5.
Allusion

6.

Contrasting
Imagery

LITERARY
ELEMENT

TEXTUAL EVIDENCE

COMMENTARY

PROVES THE
PURPOSE

CONNECTION TO
AUDIENCE

7.
Imagery
ofhim
eatingthe
pie

Providean
adjectiveto
describe
thetypeof
imagery:

_________
______

8. Diction

PARAGRAPHS 78

(from when
he is eating
the pie that
contributes
to the
imagery
above)

Providean
adjectiveto
describethe
feelingofthe
word(s)you
areanalyzing:

_________
_

9.
Ambiguity

LITERARY
ELEMENT

TEXTUAL EVIDENCE

COMMENTARY

PROVES THE
PURPOSE

CONNECTION TO
AUDIENCE

10.
Repetition

11.
Contrasting
Imagery

Assignment #3: Florence Kelley


Assignment #3 Task 1 Directions
:Pleasereadandannotatethefollowingpassage.Onceyouhave
doneso,pleasecompletetheSOAPTChartandthequestionswhichfollow.

FlorenceKelley(18591932)wasaUnitedStatessocialworkerandreformerwhofought
successfullyforchildlaborlawsandimprovedconditionsforworkingwomen.Shedeliveredthefollowing
speechbeforetheconventionoftheNationalAmericanWomanSuffrageAssociationinPhiladelphiaon
July22,1905.ReadthespeechcarefullyandanalyzetherhetoricalstrategiesKelleyusestocrafther
argumentaboutchildlabortoheraudience.

(1)
Wehave,inthiscountry,twomillionchildrenundertheageofsixteenyearswhoareearningtheir
bread.Theyvaryinagefromsixandsevenyears(inthecottonmillsofGeorgia)andeight,nineandten
years(inthecoalbreakersofPennsylvania)tofourteen,fifteenandsixteenyearsinmoreenlightened
states.
(2)

No other portion of the wage earning class increased so rapidly from decade to decade asthe

younggirlsfromfourteen to twentyyears. Men increase,womenincrease,youth increase,boysincrease


in the ranksof thebreadwinners;butnocontingent sodoublesfrom censusperiodtocensusperiod(both
bypercentand bycountofheads),asdoes thecontingentofgirlsbetweentwelveandtwentyyearsofage.
Theyareincommerce,inoffices,inmanufacturing.
(3)

Tonight while we sleep, several thousand little girls will be working in textile mills, all the night

through, in thedeafening noiseofthespindlesandtheloomsspinningandweavingcottonandwool,silks


andribbonsforustobuy.
(4)

InAlabamathelawprovides that a child undersixteenyearsofage shall notworkinacottonmill

at night longer than eight hours, and Alabamadoes betterin thisrespectthan any other Southernstate.
NorthandSouth CarolinaandGeorgiaplacenorestriction upontheworkofchildrenatnight;andwhilewe
sleeplittlewhitegirlswillbeworkingtonightinthemillsinthosestates,workingelevenhoursatnight.

(5)

In Georgiathereisnorestriction whatever! Agirlofsixor seven years,just tall enoughtoreach

thebobbins,mayworkelevenhoursbydayorbynight.Andtheydosotonight,whilewesleep.
(6)

Nor is it only in the South that these things occur. Alabama doesbetter thanNew Jersey. For

Alabamalimitsthechildrens workatnight to eighthours, while New Jerseypermitsitallnight long. Last


year New Jersey took a long backward step. Agoodlawwasrepealedwhich had required womenand
[children] to stop workatsixintheeveningandatnoononFriday. Now,therefore,inNew Jersey,boys
andgirls,aftertheirfourteenthbirthday,enjoythepitifulprivilegeofworkingallnightlong.
(7)

InPennsylvania,untillast May,it was lawfulfor children,13 yearsofage,toworktwelvehoursat

night. A little girl, on her thirteenth birthday, could start away from her home at half past five in the
afternoon,carryingherpail ofmidnightluncheonashappierpeoplecarrytheirmiddayluncheon,andcould
workinthemillfromsixatnightuntilsixinthemorning,withoutviolatinganylawoftheCommonwealth.
(8)

If themothersandteachers ofGeorgiacould vote,wouldtheGeorgialegislaturehaverefusedat

everysessionforthelastthreeyearstostoptheworkinthemillsofchildrenundertwelveyearsofage?
(9)

Would the NewJersey Legislature havepassed that shameful repealbillenabling girlsof fourteen

years to work all night, if the mothers in New Jersey wereenfranchised? Until themothersin the great
industrial statesare enfranchised, weshallnone ofusbeabletofreeourconsciencesfromparticipationin
this great evil. No one inthisroomtonight can feelfree from suchparticipation. The childrenmake our
shoes in the shoe factories; theyknitourstockings, outknitted underwear intheknitting factories. They
spinandweaveourcottonunderwearinthecottonmills. Children braidstrawfor our hats,theyspinand
weave the silk and velvet wherewith we trim our hats. They stamp buckles andmetalornamentsofall
kinds, as well as pins and hatpins. Underthesweatingsystem,tiny children make artificialflowers and

neckwear for ustobuy. Theycarrybundlesofgarmentsfromthefactoriestothetenements,littlebeastsof


burden,robbedofschoollifethattheymayworkforus.
(10)

We do not wish this. We prefertohave our workdonebymen and women. Butwearealmost

powerless. Notwhollypowerless, however,are citizens who enjoytheright ofpetition. Formyself,Ishall


use thispower in everypossiblewayuntil the righttotheballotisgranted,andthen Ishallcontinuetouse
both.
(11)

Whatcanwedo tofreeourconsciences? There isoneline of action bywhichwe can domuch.

Wecanenlist theworkingman onbehalfofourenfranchisementjustinproportionaswestrivewiththemto


free the children. No labor organization in this countryeverfails to respondtoan appealforhelpinthe
freeingofthechildren.
(12)

For the sake ofthechildren, fortheRepublicin whichthesechildrenwillvoteafterwearedead,

andfor the sake ofourcause,we should enlisttheworkingmenvoters, with us,in thistaskoffreeingthe


childrenfromtoil!

Florence Kelleys SOAPT Chart


Assignment #3 Task 2 Directions:
PleasecompletethefollowingbaseduponKelleysspeech.Pay
particularattentiontothequestionswhichariseineachbox.Whenfinished,completethetwoquestions
belowthechart.

Speaker

Speaker
:
Whatarehervalues?_______________________________
TextualExamplethatproveshervalues(quotelinesandcitelinenumbers):

*ExplanationofhowTextualExampleproveshervalues:

Whatkindofpersondoessheseemtobe?_______________________________
TextualExamplethatproveswhatkindofpersonyouthinksheis(quotelinesandcite
linenumbers):

*ExplanationofhowTextualExampleproveswhatkindofpersonyouthinksheis:

Occassion Whathaspromptedthisspeech?_______________________________
Whatspecificevent
forced
hertodeliverthisspeech?
_______________________________
TextualExamplethatprovestheoccasion(quotelinesandcitelinenumbers):

*ExplanationofhowTextualExampleprovestheoccasion:

Audience

Whattypeofpersondoesthispiecereach?Bespecific
.
_______________________________
TextualExamplethatprovestheaudience(quotelinesandcitelinenumbers):

*ExplanationofhowTextualExampleprovestheaudience:

Howcantheaudiencebedescribedspecifically?

_______________________________
Think:
age,socioeconomicstatus,experience,education,gender,etc.
TextualExamplethatdescribestheaudience(quotelinesandcitelinenumbers):

*ExplanationofhowTextualExampleprovesthisdescriptionprovestheaudience:

Purpose

Whatistheultimategoalofthespeaker?

_______________________________

Whatchangedoesshewanttoaccomplish?
_______________________________

*Thisshouldbeacomplexsentenceofpurpose;answerslikechangeimmigrationmight
betoobroad.
**DefinethegoalspecificallyEX:motivatechangesinimmigrationpolicy;EXImprove
healthcareopportunitiesforimmigrants

TextualExample1thatprovesthepurpose(quotelinesandcitelinenumbers):

*ExplanationofhowTextualExampleprovesthepurpose:

TextualExample2thatprovesthepurpose(quotelinesandcitelinenumbers):

*ExplanationofhowTextualExampleprovesthepurpose:

Tone

Whatisthespeakersattitude?_______________________________
Whatemotionsdoessherelyuponwithinherargument?
_______________________________

Emotion:___________________TextualExample(quotelinesandcitelinenumbers):

*ExplanationofhowTextualExamplesupportstone:


Rhetorical Mode
:
_______________________________
(suggestions:expository,satirical,narrative,persuasiveifyoudontknowwhattheseare,pleaselook
themup)
*Rationalizewhyyoufeelitisthismode:

Shifts:
FlorenceKelleyshiftsfrom__________to____________
(Shiftsaremovementswithinthetexttheycanbeideas,subjects,tonalmovement,ortheycanbebased
upontheorganizationofthepiece)
*Rationalizewhyyoubelievesheshiftsfrom_____________to_________________: