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of Wyoming’s now besieged Muslim population.” How does Schulz’s use of the word 5
“besieged” contribute to the tone of this paragraph? What does it imply her attitude is toward
the difficulties faced by Khan’s descendants?
2. What effect does Schulz achieve by contrasting the way “the history of immigrants is . . . the
history of this nation” with “the pernicious practice of determining that some among us do Kathryn Schulz
not deserve full humanity, and full citizenship” (para. 47)? What is achieved in particular by
Schulz’s use of the word “pernicious”?
3. Schulz opens her essay with an account of Khan’s death. Why do you think she chose to
begin the essay in this way? How would the essay be different if Schulz had begun with the
story of Khan’s journey to America?
4. Throughout the essay, Schulz incorporates several details about Gillette and Sheridan,
Wyoming and the local economy. How do these details relate to Schulz’s purpose? What kind
of context do the details provide, and why is this context important?
5. What is the effect of including the anecdote about Joe Medicine Crow as well as the fact that
“society ladies,” “schoolkids,” and “stockbrokers” all ate together at Louie’s (para. 19)?
6. In paragraphs 25–32, Schulz introduces details about the history of the relationship between
race and citizenship in America, juxtaposing the citizenship cases of Vaishno Das Bagai and
Zarif Khan. What do these details add to Schulz’s argument? How do the two examples she
provides in this portion of the essay illustrate a larger point?
7. In describing Bret Colvin’s ancestral heritage, Schulz says his family is “like the Khans” before
adding that it “represents a very different strain of the American character” (para. 46). What
is the effect of juxtaposing the families’ histories in this way? What rhetorical strategies does
Schulz employ to transition from this juxtaposition to the appeals she makes in paragraph
47? How do both of these paragraphs work together to support Schulz’s main argument?
8. What kinds of strategies and appeals does Schulz incorporate in the final paragraph, and
what is their cumulative effect? How does this paragraph relate to the meaning of the work as
a whole?
Topics for Composing

1. Argument. What does it mean to be an American? Much has been written on the subject,
and it’s a question that defies easy or succinct answers. Craft an argument in that gives an
extended definition of what it means to be an American. Consider using evidence from this
essay, from personal experience, and from other sources to support your position.
2. Argument. Consider what Schulz describes as “Gillette Syndrome” (para. 4) and develop an
argument to explain why unstable local economies of places such as Gillette, WY can foster
racism and xenophobia.
3. Argument. Develop a position on one of the following quotations about American values:
a. “What is the essence of America? Finding and maintaining that perfect, delicate balance
between freedom ‘to’ and freedom ‘from.’ ” — Marilyn vos Savant
b. “It is not our differences that divide us. It is our inability to recognize, accept, and celebrate
those differences.” — Audre Lorde
c. “America was not built on fear. America was built on courage, on imagination, and on an
unbeatable determination to do the job at hand.” — Harry S. Truman
d. “The essence of America — that which really unites us — is not ethnicity, or nationality,
or religion. It is an idea, and what an idea it is: That you can come from humble
circumstances and do great things.” — Condoleezza Rice

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