Thesis statement and summary

” Then find one or more golden lines that support your reasoning. Include these lines in your response. In order to do this well, you will need to continue to think about the article in detail to become clear on the argument. You should also consider the strategies the author uses to make the article’s point clear. Also, consider the question: is the article successful in making its claim? To answer the question, think about the different aspects of the article’s logos, pathos, and ethos operate.
Thesis Statement Example:
The main idea of the article “Social Class and the Hidden Curriculum of Work” is…
This is especially clear when the author, Jean Anyon writes “……” (3).

Take Notes on These Questions
Take another look at the essay, “Social Class and the Hidden Curriculum,” and spend 20 – 30 minutes quickwriting on the questions below:
How does this text relate to me personally? Why am I reading it? How will I benefit?
How does the content of this text relate to what I already know? What do I know and want to know about this topic? What concerns or questions do I have?
What do I need to know about the author, publisher, and intended audience? Is this a reliable source? Why was the text written?
How does the structure of the text relate to what I already know? What genre is this? What are the characteristics ? How will the text be organized>? What can I learn from the headings, subheadings, questions, bullets, illustrations, captions, etc.?
How do the features of the typography relate to what I already know? Why are bold, italics, size, and color used here? How are they intended to aid comprehension?
Summary
create a 37 word summary of “Social Class and the Hidden Curriculum.”
Yep, you heard right. Thirty-seven words. No more, no less. What does that mean? It means that you have to take all of the information that you have, and condense it down to the absolute essentials.
Your 37 words needs to include:
the title of the essay,
the form of writing it is,
the author’s name, something about the author,
the topic,
the argument,
key evidence,
and any other relevant factors.
This is an absolute challenge, but you can do it!
Final Summary
When you are ready, use your notes from the questions above, as well as your notes from the work you did referring to the Summarizing and Savvy Summarizer handouts, and create a strong, well-written, accurate summary of “Social Class and the Hidden Curriculum” that is exactly 37 words long.

This is the reading
(chapter taken from Learning Power )
From Social Class and the Hidden Curriculum of Work
JEAN ANYON
It’s no surprise that schools in wealthy communities are better than those in poor communities, or that they better prepare their students for desirable jobs. It may be shocking, however, to learn how vast the differences in schools are – not so much in re sources as in teaching methods and philosophies of education. Jean Anyon observed five elementary schools over the course of a full school year and concluded that fifth – graders of different economic backgrounds are already being prepared to occupy particular rungs on the social ladder. In a sense, some whole schools are on the vocational education track, while others are geared to produce future doctors, lawyers, and business leaders. Anyon’s main audience is professional educators, so you may find her style and vocabulary challenging, but, once you’ve read her descriptions of specific classroom activities, the more analytic parts of the essay should prove easier to understand. Anyon is chairperson of the Department of Education at Rutgers University, Newark ; This essay first appeared in Journal of Education in 1980.
Scholars in political economy and the sociology of knowledge have recently argued that public schools in complex industrial societies like our own make available different types of educational experience and curriculum knowledge to students in different social classes. Bowles and Gintis for example, have argued that students in different social – class backgrounds are rewarded for classroom behaviors that correspond to personality traits allegedly rewarded in the different occupational strata — the working classes for docility and obedience, the managerial classes for initiative and personal assertiveness. Basil Bernstein, Pierre Bourdieu, and Michael W. Apple focusing on school knowledge, have argued that knowledge and skills leading to social power and regard (medical, legal, managerial) are made available to the advantaged social groups but are withheld from the working classes to whom a more “practical” curriculum is offered (manual skills, clerical knowledge). While there has been considerable argumentation of these points regarding education in England, France, and North America, there has been little or no attempt to investigate these ideas empirically in elementary or secondary schools and classrooms in this country.
This article offers tentative empirical support (and qualification) of the above arguments by providing illustrative examples of differences in student work in classrooms in contrasting social class communities. The examples we re gathered as part of an ethnographical 4 study of curricular, pedagogical, and pupil evaluation practices in five elementary schools. The article attempts a theoretical contribution as well and assesses student work in the light of a theoretical approach to social – class analysis.. . It will be suggested that there is a “hidden curriculum” in schoolwork that has profound implications for the theory – and consequence – of everyday activity in education….
The Sample of Schools… The social – class designation of each of the five schools will be identified, and the income, occupation, and other relevant available social characteristics of the students and their parents will be described. The first three schools are in a medium – sized city district in northern New Jersey, and the other two are in a nearby New Jersey suburb.
The first two schools I will call working class schools. Most of the parents have blue – collar jobs. Less than a third of the fathers are skilled, while the majority are in unskilled or semiskilled jobs. During the period of the study (1978 – 1979), approximately 15 percent of the fathers were unemployed. The large majority (85 percent) of the families are white. The following occupations are typical: platform, storeroom, and stockroom workers; foundry – men, pipe welders, and boilermakers; semiskilled and unskilled assembly – line operatives; gas station attendants, auto mechanics, maintenance workers, and security guards. Less than 30 percent of the women work, some part – time and some full – time, on assembly lines, in storerooms and stock rooms, as waitresses, barmaids, or sales clerks. Of the fifth – grade parents, none of the wives of the skilled workers had jobs. Approximately 15 percent of the families in each school are at or below the federal “poverty” level; 5 most of the rest of the family incomes are at or below $12,000, except some of the skilled workers whose incomes are higher. The incomes of the majority of the families in these two schools (at or below $12,000) are typical of 38.6 percent of the families in the United States.
The third school is called the middle – class school, although because of neighborhood residence patterns, the population is a mixture of several social classes. The parents’ occupations can he divided into three groups: a small group of blue – collar “rich,” w ho are skilled, well – paid workers such as printers, carpenters, plumbers, and construction workers. The second group is composed of parents in working – class and middle – class white – collar jobs: women in office jobs, technicians, supervisors in industry, and parents employed by the city (such as firemen, policemen, and several of the school’s teachers). The third group is composed of occupations such as personnel directors in local firms, accountants, “middle management,” and a few small capitalists (owners o f shops in the area). The children of several local doctors attend this school. Most family incomes are between $13,000 and $25,000, with a few higher. This income range is typical of 38.9 percent of the families in the United States.
The fourth school ha s a parent population that is at the upper income level of the upper middle class and is predominantly professional. This school will be called the affluent professional school. Typical jobs are: cardiologist, interior designer, corporate lawyer or engineer, executive in advertising or television. There are some families who are not as affluent as the majority (the family of the superintendent of the district’s schools, and the one or two families in which the fathers are skilled workers). In addition, a fe w of the families are more affluent than the majority and can be classified in the capitalist class (a partner in a prestigious Wall Street stock brokerage firm).
Approximately 90 percent of the children in this school are white. Most family incomes are be tween $40,000 and $80,000. This income span represents approximately 7 percent of the families in the United States.
In the fifth school the majority of the families belong to the capitalist class. This school will be called the executive elite school because most of the fathers are top executives (for example, presidents and vice – presidents) in major United States – based multinational corporations – for example, AT