Rhetorical Analysis “How it Feels to Be Colored Me” Zora Hurston

In paragraph 2, the writer presents herself as an individual who

• interferes with others who pass through town, causing embarrassment

• curiously observes life around her and interacts with everyone

• judges others as a theater critic judges a play they have just seen

• lacks good manners and speaks in a poor, difficult-to-understand dialect

• writes only of the best qualities of her state, causing visitors to feel welcome

Tags

CCSS.RI. 9-10.6

CCSS.RI.11-12.6

CCSS.RI.8.9

CCSS.RL.11-12.6

CCSS.RL.9-10.6

In paragraph 1, the writer remarks, “I remember the very day that I became colored.” This transformation is a result of

• traveling to an area where she is no longer recognized for her individual personality

• interacting with white people who travel through her hometown on their way elsewhere

• going to college where she finds herself “thrown against a sharp white background”

• coming in contact with people who belong to the “sobbing school of Negrohood”

• being sent to Jacksonville, Florida to attend a school there

Tags

CCSS.RI. 9-10.1

CCSS.RI.11-12.1

CCSS.RI.8.1

CCSS.RL.11-12.2

CCSS.RL.9-10.2

The major rhetorical function of paragraph 5 is to

• establish historical background on her subject for the audience

• transition from personal history to the larger scope of the issue at hand

• provide a counterargument that the rest of the essay will argue against

• develop her argument in terms of the metaphor of a “skirmish” in a war

• acknowledge an alternative point of view while differentiating hers from it

The writer’s comment that she is “too busy sharpening [her] oyster knife” (par. 5) serves as a(n)

• reinforcement of the difficulty of leaving Eatonville

• aside to break the harsh tone of the previous claims of this paragraph

• metaphor for her energetic and direct way of confronting life

• transition from the life of Eatonville to the life at Barnard

• example of the jobs available to those of the “sobbing school of Negrohood”

Tags

CCSS.RL.2.6

CCSS.RL.8.3

The shift from the first half of the passage to the second half represents a transition from a(n)

• childhood anecdote to a thoughtful consideration of adult experiences

• focus on personal identity to an exploration of racial identity

• early period in history to an account of contemporary racial concerns

• naive characterization of identity to a mature, philosophical musing

• generalizations about personal experience to a detailed argument

Tags

CCSS.RI. 9-10.9

CCSS.RI.11-12.9

CCSS.RL.11-12.2

CCSS.RL.8.2

CCSS.RL.9-10.2

In paragraph 8, the writer refers to “the veneer” to signify her belief that civilization is a(n)

• thin facade

• heavy curtain

• uneven shell

• multilayered experience

• bond between people

Tags

CCSS.RI. 9-10.2

CCSS.RI.11-12.2

CCSS.RL.11-12.2

CCSS.RL.8.2

CCSS.RL.9-10.2

The writer’s attitude toward her racial identity can best be described as

• calculated and objective

• appreciative and measured

• amused and admiring

• nostalgic and sentimental

• proud and defiant

Tags

CCSS.RI. 9-10.6

CCSS.RI.11-12.6

CCSS.RI.8.9

CCSS.RL.11-12.6

CCSS.RL.9-10.6

In paragraph 10, the conclusion of the writer’s argument

• calls on her audience to explore how others present themselves to the world

• uses figurative language to highlight the important differences among all people

• implies that the differences among people are less significant than their similarities

• connects back to the claim and line of reasoning she establishes in the introduction

• suggests her sense of identity differs greatly from most of the people she encounters

What does the writer mean by "I am too busy sharpening my oyster knife" in paragraph 5?

• She is preparing to face life's challenges with vigor.

• She is preoccupied with mundane tasks.

• She is avoiding the harsh realities of life.

• She is focused on culinary skills.

Tags

CCSS.RL.2.6

CCSS.RL.8.3

How does the writer's experience at Barnard College contribute to her understanding of racial identity?

• It makes her feel isolated and disconnected from her roots.

• It reinforces her belief in the importance of cultural assimilation.

• It highlights the contrast between her identity and the predominantly white environment.

• It diminishes her sense of individuality.

Tags

CCSS.RI. 9-10.9

CCSS.RI.11-12.9

CCSS.RL.11-12.2

CCSS.RL.8.2

CCSS.RL.9-10.2