Like anyone who is effective at physical work, my mother learned to work smart, as she put it, to make every move count. I would also want students to home in on various strategies that Rose’s mother used in navigating her rhetorical space: Copy-and-pasting, I feel, is an important research / note-taking skill (as long as students are taught how to summarize and paraphrase notes later). An additional prompt may be something like, “Find a sentence or few that really captures the main ideas of the article.” For example:Ī waitress acquires knowledge and intuition about the ways and the rhythms of the restaurant business.īecause students can copy and paste, I can have them create multiple outlines. I also want students to focus in more on thesis statements. Gripping the outer edge of the table with one hand, she’d watch the room and note, in the flow of our conversation, who needed a refill, whose order was taking longer to prepare than it should, who was finishing up.She would haggle with the cook about a returned order and rush by us, saying, He gave me lip, but I got him.She stood at a table or booth and removed a plate for this person, another for that person, then another, remembering who had the hamburger, who had the fried shrimp, almost always getting it right.She walked full tilt through the room with plates stretching up her left arm and two cups of coffee somehow cradled in her right hand.Rosie took customers’ orders, pencil poised over pad, while fielding questions about the food.Lingo conferred authority and signaled know-how. The racetrack, for instance, was the fast-turnover front section. Her tables were deuces, four-tops, or six-tops according to their size seating areas also were nicknamed.Fry four on two, my mother would say as she clipped a check onto the metal wheel. Standing at the service window facing the kitchen, they called out abbreviated orders.
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