Discrimination of Gender-Nonconforming Students in The 57 Bus

AP English Language and Composition

Monik Marte



Read the following article about the definition of gender nonconforming and annotate the text highlighting your thoughts, questions, and reactions.


For the past few weeks, we read The 57 Bus and we saw how Sasha being a gender nonconforming student was discriminated against for wearing a skirt. For this final project, we will explore the discrimination nonconforming students experience in the United States.



Part 1: Argument Paper

You will write a 5-page argument paper in MLA format that highlights the effects of discrimination against gender nonconforming students as identified in The 57 Bus. You will use evidence from the text to support your research. To clarify this is a shared writing task. That means that this is a group project therefore, the 5 pages will be completed by every member of your group. Every group is required to have 2 researchers and 2 presenters. The researchers’ role is to find the outside resources that relate to the problem you have identified. The presenters’ role is to present your groups’ findings. In addition, every member’s job is to find pieces of evidence from The 57 Bus that will help to expand your analysis and research.

Part 2: Group Presentation

You may choose one of the following ways to present your research paper:

     Oral Presentation

     PowerPoint presentation

     Public Service Announcement (PSA)



To complete this task, you will use the six steps of the Public Policy Analyst (PPA). Keep in mind that each step will require you to fill out a worksheet. These worksheets will be posted on Google Classroom. Keep in mind that this is a group work activity, therefore, you will share the same document and you will record your answers there.


Day 1: PPA Step #1

Discrimination against a gender nonconforming student was clearly evident in The 57 Bus but what makes discrimination against the LGBTQ student population such an important social problem? As you think about this question, consider how it affects the characters, setting, and plot in the story, but also how it affects the LGBTQ community. You can use your own personal experience, research, and evidence from the text to support your claim. Use the following worksheet to brainstorm:

    Define the Problem Worksheet


   Day 2: PPA Step #2

For this step, you will conduct research and find at least three different types of evidence to prove that the problem you defined yesterday exists. I have some resources you can use but you may also find your own. If you do your own research, make sure you confirm the information is valid. You can click here to find out how to evaluate websites. As you conduct your research, fill out the following worksheet:

    Gather the Evidence Worksheet


   Day 3: PPA Step #3

Use your research from yesterday to identify the causes of the problem you have defined. Record your causes on the following worksheet:

    Identify the Causes Worksheet


   Day 4: PPA Step #4

For today, you will take your research a bit further. You will look into existing policies that are meant to address your problem. Do you think these policies are effective in fixing the problem? Do they need to be changed? Keep these questions in mind as you research and fill out the following worksheet:

    Evaluate an Existing Policy Worksheet


   Day 5: PPA Step #5

For this step, steps 3 and 4 are crucial. Considering all research you have done for the past two days, what are alternative solutions to your problem? Make sure to provide original solutions at the level of your problem.

    Develop Solutions Worksheet


   Day 6: PPA Step #6

Now that you have come up with some solutions, today you will evaluate which one is the best. There are two components that make up a great solution: Feasibility and Effectiveness. Make sure your solution is realistic/achievable enough to be implemented in our society. Fill the following worksheet to help you determine your best solution:

    Select the Best Solution Worksheet


   Day 7, 8, and 9: Drafting your Research Paper

Using all the information and research you have done for the past few days, start crafting your research paper. Keep in mind that your research paper must incorporate all PPA steps.


   Day 10, 11, 12: Revising/Editing your Research Paper

For the following three days, you will use this checklist to evaluate if your research paper addresses all expectations of this task. You will also edit your research paper focusing specifically on grammar and making sure the paper is in MLA Format and has included a Works Cited page.


   Day 13: Planning for your Presentation

In order to ensure you have an effective and engaging presentation, your group must first agree on the kind of presentation you will give to the class. By the end of today’s class, you will provide a proposal for your presentation stating how you will present and what you will include in your presentation to bring it to life and engage the audience.


   Day 14: Finalizing your Presentation

Today you will practice for your presentations and finish the final touches for your presentation. Make sure to keep the rubric in mind to ensure your presentation is heading towards the right direction.


   Day 15: Presentations

Students will present their work. The audience will use this feedback form as a way to evaluate their peers’ presentations.



The 57 Bus



This is the rubric that will be used to evaluate your research paper.

This is the rubric that will be used to evaluate your group presentation.



For the past few weeks, you analyzed the negative effects discrimination has on the LGBTQ community. You also followed the PPA steps in order to further your research and find ways to address these issues. As humans, we know that being discriminated against is not a great feeling therefore, we should advocate for ourselves and others. is a great place to start if you would like to find ways on how to advocate for and be an ally to the LGBTQ community.




11-12W1: Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

11-12W1a: Introduce precise claim(s), establish the significance of the claim(s), distinguish the claim(s) from counterclaim(s), and create an organization that logically sequences claims, counterclaims, reasons, and evidence.

11-12W1b: Develop claim(s) and counterclaim(s) thoroughly and in a balanced manner, supplying the most relevant evidence for each while pointing out the strengths and limitations of both, anticipating the audience’s knowledge level, concerns, values, and possible biases.

11-12W1c: Use precise language, content-specific vocabulary and literary techniques to express the appropriate complexity of the topic.

11-12W1d: Use appropriate and varied transitions, as well as varied syntax, to make critical connections, create cohesion, and clarify the relationships among complex ideas and concepts.

11-12W1e: Provide a concluding statement or section that explains the significance of the argument presented.

11-12W1f: Maintain a style and tone appropriate to the writing task.

11-12W6: Conduct research to answer questions, including self-generated questions, or solve a problem; narrow or broaden the inquiry when appropriate. Synthesize multiple sources, demonstrating understanding of the subject under investigation.