the scholarship jacket essay questions

The Scholarship Jacket Questions & Answers

Hi Everyone!! This article will share The Scholarship Jacket Questions & Answers. In my previous posts, I have shared the questions and answers of Wilbur Wright and Orville Wright , Exile House and The Giant Mirrors of Rjukan so, you can check these posts as well.

The Scholarship Jacket Questions & Answers

Question 1: why did martha expect to win the scholarship jacket who in the family had won it before.

Answer: Martha expected to win the scholarship jacket because she was currently in the eighth grade and had earned straight as since the first grade. Martha’s elder sister Rosie had won the jacket a few years before.

Question 2: With whom did Martha live? Why?

Answer: Martha lived with her grandparents. She was being raised by her grandparents as her father, a farm labourer was not able to feed all his eight children.

Question 3: Choose the correct option:

(a) martha hoped to get the scholarship jacket because.

Answer: she had scored ‘A’ grade all through her eight years of school.

(b) Martha and her siblings were unable to take up sports because

Answer: they were unable to bear the various expenses that went with it.

(c) Martha’s grandfather refused to pay the fifteen dollars for the scholarship jacket because

Answer: it was unfair to ask money for the scholarship jacket on ehad earned.

Question 4: Read and answer the questions:

I couldn’t believe it. It still remembers the shock that rooted me flat against the wall as if I were trying to blend in with the graffiti written there.

(a) Where is the narrator?

Answer: The narrator is in her classroom.

(b) What is it that she fails to believe?

Answer: She fails to believe the conversation she eavesdrops on. She hears her teachers Mr Schmidt who teaches history and Mr Boone who teaches math argue. While Mr Boone is trying to convince Mr Schmidt that they should falsify Martha’s records to make Joann win the scholarship blazer, Mr Schmidt is against doing anything of the sort.

(c) Why was she rooted against the wall?

Answer: She was rooted against the wall because she did not want her teachers to know that she had been listening in on their conversation.

(d) What do the words ‘blend in with the graffiti’ mean?

Answer: The phrase means, trying to blend in with the wall. Martha remembers the shock of hearing herself discussed by the teachers. She was so shocked that she was almost trying to blend in with the surroundings, as she did not want to be discovered. The situation also seemed to be so unreal that she just wanted to be one with her surroundings and disappear from it.

Question 5: Read and answer the questions:

I knew what it was about and decided I wasn’t going to make it easier for him so I looked him straight in the eye.

(a) Who is the other person referred to here?

Answer: The other person being referred to here is the principal of Martha’s school.

(b) Where are the narrator and other person at this point?

Answer: At this point, the narrator and the principal are in the principal’s office.

(c) What previous knowledge did the narrator have?

Answer: At this point, the narrator knew that the principal and other staff were considering the possibility of letting Joann win the jacket as her father was an influential person, even though Martha was the one who had rightfully earned it with her grades.

(d) In what state of mind does the other person appear to be?

Answer: The principal appeared to be uncomfortable and unhappy with the state of affairs. He tried not to make eye contact and fidgeted with the papers on his desk.

Question 6: Read and answer the questions:

I wanted that jacket so much. It was more than just being valedictorian and giving a little thank you speech for the jacket on graduation night. It represents eight years of hard work and expectation.

(a) Who wanted the jacket badly?

Answer: Martha wanted the jacket badly.

(b) Who would be the valedictorian? What would he/she be asked to do on the day of the graduation?

Answer: The valedictorian would be the one who would be awarded the scholarship jacket on the graduation day of the eighth grade. On the day of the graduation, he/she would be asked to give a thank-you speech once the jacket was presented to him/her.

(c) Did the speaker want the jacket to obtain the honor to give the valedictory speech of graduation day? What did she want it for?

Answer: No, Martha did not the jacket simply to give thank-you speech on er graduation day. To her, the jacket symbolized all the hard work she had put in over the past eight years, working consistently towards a goal to win the jacket.

Question 7: Why was it important for Martha to get the scholarship jacket?

Answer: It was important for Martha to win the scholarship jacket, especially given her economic circumstances. She came from a very humble background, with her father unable to care for her basic needs. That iswhy she was being raised by her grandparents. Even though she was athletic, she could not be a part of the school sports teams, given the expenses required. Therefore, this jacket was her only chance to prove to others how meritorious she was. She had been consistently getting ‘A’ grades for the past eight years and she was very keen to win this jacket to motivate her for her future too.

Question 8: What kind of person was Martha?

Answer: Martha has worked consistently over the past eight years, earning straight As to qualify her for this award. Even though she comes from a very humble background, she has never let any limitations get in her way. She has always put in her best in studies and the results of that are clear for everyone to see today. Martha is not just good in studies, she is quite athletic too. We wish her all the best for her future and hope she continues to shine on. So, these were The Scholarship Jacket Questions & Answers.

Share this:

• Click to share on Twitter (Opens in new window)
• Click to share on Facebook (Opens in new window)
• Click to share on Pinterest (Opens in new window)
• Click to share on WhatsApp (Opens in new window)

Summaries, Analysis & Lists

“The Scholarship Jacket”: Summary, Theme & Analysis by Marta Salinas

“The Scholarship Jacket” by Marta Salinas was first published in 1986. It tells the story of a young Mexican American girl who faces an injustice at school, when the principal makes a change to a long-standing tradition. It’s a popular short story for students . This analysis of “The Scholarship Jacket” starts with a summary, then looks at a theme and some questions.

“The Scholarship Jacket” Summary

The narrator, Martha, is nearing the end of eighth grade at her Texas school. Every year at graduation, the school awards a beautiful jacket monogrammed with an “S” and the winner’s name to the class valedictorian, the student with the highest grades over eight years. Martha’s older sister Rosie won it years earlier. Martha is going to win it this year.

She lives with her grandparents. Her parents couldn’t afford to raise all their kids. Martha is very thin. She’s not happy with her appearance but she’s smart.

One day at the end of the school year, Martha has to go back to her classroom to get her shorts for gym class. Hearing raised voices inside, she stops outside the door. Two of her teachers are arguing about her. She’s shocked and stands there listening.

Mr. Schmidt is saying he refuses to do something, that it doesn’t matter who her father is, that Martha is the clear winner. Mr. Boone says Joann’s father is on the Board, owns the only store in town, and that they could make some excuse. She also hears mention of her Mexican background and a threat about resigning.

Mr. Schmidt storms out but doesn’t notice Martha. She waits until she calms down and goes into the classroom to get her bag. She can’t remember the rest of the day.

Martha cries quietly that night. The next day, she’s called to the principal’s office. He looks uncomfortable. He tells Martha the policy has changed this year—there will now be a $15 charge for the scholarship jacket. If she can’t pay, the next in line will get the jacket. She says she’ll tell her grandfather and get back to him. She cries on the way home.

“The Scholarship Jacket” Summary, Cont’d

Martha goes into the bean field to find her Grandpa. She explains the situation. He asks what the scholarship jacket means. She says it’s given to the student who earns it. They both understand. Before she leaves he says if it’s paid for it’s not a scholarship jacket. She’s angry but knows Grandpa is right.

Martha is sad the next day when she goes to see the principal. She tells him her grandfather won’t pay. He asks why, because he has enough money. She explains the reason. She adds that they’ll have to give the jacket to Joann.

The principal stops her before she leaves. He says they’ll make an exception and give her the jacket. Martha is very happy and thanks him.

When she sees Mr. Schmidt later he acknowledges her accomplishment. She hugs him.

Martha cries with happiness on the way home. She rushes to the field to tell her grandfather. She ends up working with him a few minutes first, then gives him the good news. He pats her on the shoulder and wipes the sweat off his forehead. He tells her to see if her grandmother needs help with supper.

Martha smiles at him. She’s not fooled. She runs happily to the house.

(End of “The Scholarship Jacket” Summary)

“The Scholarship Jacket” Theme Analysis: Doing the Right Thing

There are three characters in “The Scholarship Jacket” who take a principled stand for what is right—Mr. Schmidt, Grandpa and finally, Martha.

We first learn of the plot against Martha when she overhears the argument between  Mr. Schmidt  and Mr. Boone. Mr. Schmidt is adamant in his refusal to cheat Martha out of her prize. He doesn’t care who Joann’s father is. He recognizes the injustice of trying to take what Martha earned because she’s an easy target, being Mexican and from a poor family. He threatens to resign over it.

The next character who recognizes the greater issue is  Grandpa . He points it out to Martha by asking her the significance of the scholarship jacket—it’s earned and it’s given. The question isn’t whether he can pay the money or not, it’s whether it should be paid at all.

The answer is no. Paying for the scholarship jacket goes against everything it represents. Paying for the jacket wouldn’t right the wrong that is being done.

At first,  Martha  doesn’t understand the larger principle at play here. When she tells Grandpa she’s in danger of losing her prize, she’s “desperately hoping he’d say [she] could have the money.” On the surface, this makes sense. She’s earned this prize and doesn’t want to see it go to someone else.

After the conversation with Grandpa, she knows he’s right. She’s still angry and sad, but she understands that paying for something that’s been earned doesn’t make sense.

1. What does Martha mean when she says, “Those were the days of belief and innocence”?

During the course of “The Scholarship Jacket”, Martha doesn’t fully understand the scheming against her. The older Martha who’s telling the story does.

When Martha was called to the principal’s office, she “knew what it would be about.” After he tells her the Board changed its policy and the jacket would cost fifteen dollars, she’s shocked and says she hadn’t expected that. This is because she was expecting to be told the jacket was being given to Joann.

Martha doesn’t realize that she is being told what she expected, it’s just not being delivered in the way she expected. The principal can’t just directly tell Martha that the school is going to show favoritism to a girl with an important father.

Related to this are Martha’s feelings after Grandpa turns down her request. She “was angry with the Board . . . Why did they have to change the rules just when it was my turn to win the jacket? Those were the days of belief and innocence.”

A more mature Martha refers to “days of belief and innocence” because now she understands fully. The Board didn’t change any rules and the jacket didn’t really cost fifteen dollars. That was simply the cover story she was given to hide the conspiracy against her.

2. Why does the principal reverse the decision and award the jacket to Martha?

The principal’s guilt seems to get the best of him.

When he first talked to Martha, he “looked uncomfortable and unhappy”, wouldn’t look her in the eyes and fidgeted with his papers. He knew he was doing something wrong, but he was still willing to go ahead with it, at this point.

He changes his mind right after Martha says “I guess you’ll just have to give it to Joann.” When Martha reveals that she knows they want Joann to get it, the principal doesn’t have the boldness to go on. With the plot exposed, his embarrassment seems to move him to save face and make things right. (see next question)

3. What if Grandpa had simply paid the money? Wouldn’t the principal’s plot have been ruined anyway?

Yes, it would have, but the principal was aware of this because he said to Martha, “Your grandfather has the money.” He knew her family could afford the fifteen dollars.

This tells us the plot against Martha was more subtle than it first appeared. The principal seemed to know that her grandfather wouldn’t pay. Then, the jacket could have been awarded to Joann, whose family would have paid. Everything would have looked fair enough. When Martha says, “. . . you’ll just have to give it to Joann”, she reveal that she knows he wants to cheat her out of her prize. This breaks through the facade, and the principal breaks as well.

4. At the end of the story, what does it mean when Martha is “not fooled” when Grandpa sends her into the house?

It’s likely that Grandpa sends Martha away so quickly because he doesn’t want her to see how emotionally affected he is.

Just before dismissing her, he took out his handkerchief and wiped the sweat from his forehead. He might have taken it out to dry his tears. Even if this interpretation is taking it too far, it seems reasonable that Martha’s not being fooled refers to Grandpa’s feelings. He didn’t say anything, but gave her a pat on the shoulder and smiled. Martha knows he feels happier for her than he’s willing to show.

I hope this summary of “The Scholarship Jacket”, analysis and look at a theme was helpful.

The Scholarship Jacket Summary & Analysis

“The Scholarship Jacket” is a short story written by Martha Salinas. The story brings out the difficulties of Martha, an eighth-grade student, who wishes to win the scholarship jacket. Winning the jacket has been a tradition of Martha’s school where any student who maintains the first position during the eight years in school is awarded as the valedictorian. Martha naturally wants to win the jacket and works very hard for it. However, one day the principal informs her that now the jacket will cost money, which Martha cannot afford. Her grandfather explains to Martha that if she has to pay money for that jacket, then it is not a reward at all. So, the principal of the school decides to make an exception that year as he agrees to Martha having the jacket without paying the money. The story is quite straightforward in its narrative as it explores themes of corruption and honesty. It serves as a very good reading lesson for children and provides an insight into the saying “honesty is the best policy.” Martha chooses to respect the traditional value of the Jacket, and by doing so, she is able to receive the jacket with sincere efforts. So, the story focuses on how, by doing well and being truthful to oneself, one can achieve impossible things.

“The Scholarship Jacket” | Summary

The story starts when the narrator of the story, Martha, tells the reader about her school. The Texas school has a tradition where the top student who maintains the first position until the eighth grade is given a jacket. It is called the “scholarship jacket” and is gold and green in color. It also has a big gold-colored ‘s’ written on the left side while the name of the winner is written on the pocket. Martha wants that jacket because her eldest sister Rosie has also won it during school. As Martha’s parents are poor, they cannot afford to go on school trips and take part in sports competitions. So, for Martha, who has been living with her grandparents, it is the only jacket she can win. Martha is a straight-A student, but her classmates call her “beanpole” and “string bean” to tease her. Still, Martha is never fazed by the taunts and works harder.

One day, as she is going to fetch her P.E. clothes, she hears her history teacher, Mr. Schmidt, and her math teacher, Mr. Boone, arguing. They are talking about the scholarship jacket, and Martha cannot help but overhear. As the conversation continues, Martha can pretty much figure out the reason for their fight. Mr. Schmidt is defending Martha, claiming she deserves the jacket, but Mr. Boone wants him to cheat and give the jacket instead to Joan, whose father is on the school board as well as owning the only shop in town. Martha is heartbroken to hear this conversation. She goes to her classroom where Mr. Boone is still there, gets her clothes, and then flees from the room.

The next day at school, Martha is called into the principal’s office, and she immediately understands the reason. The principal informs her that now the Board of the school has decided to charge fifteen dollars. Martha is shocked to hear this, but she is still not ready to give up without a fight. She informs the principal that she will talk to her grandfather and let him know. When she gets home, she goes to her Grandpa, who is out working in the fields. On her way, she thinks of various ways she could convince him. However, Martha realizes that the only option is for her to be honest; otherwise, her eight years of hard work would go to waste. As she informs her grandfather about the situation, he only asks her one question – What does a scholarship jacket mean? When Martha answers the question, she realizes that the scholarship jacket was never about the money. Martha’s Grandpa says that if they paid for it, it would not be a scholarship jacket, so he requests Martha to tell the principal that he will not pay for it.

Angry and sad, Martha returns the next day to the principal’s office to inform them about her grandfather’s decision. When the principal asks why, Martha simply gives the answer she had given to her Grandpa earlier. At the mention of Joan getting the jacket, however, the principal finally caves in and says that they will make an exception in her case; he will ask the board to give her the jacket. Martha is overjoyed to hear this and rushes back home, the happiest she has ever been. Mr. Schmidt congratulates her as well. She goes straight to her grandfather to tell him about it, who is very happy to hear it, even though he never expresses it, and only asks Martha to go help her grandmother.

“The Scholarship Jacket” | Analysis

The story is written from the first person’s point of view, specifically from Martha’s point of view as she deals with the troubles of acquiring the scholarship jacket. The jacket here is the main plot point of the story, and as Martha attempts to win it respectably, she has to face corruption among grown-ups. The whole story is technically a lesson in honesty as it shows the rewards of being a good person. The protagonist of the story is Martha, and the antagonist of the story can be considered to be the Board of the School, which comprises a few people. However, they are the kind of people who can be completely bought off, just like Mr. Boone, who is ready to lower Martha’s grade unfairly even though she worked so hard for it. Nonetheless, Martha does not waver in her personality just because of a few people’s greed, and with the help of her Grandpa, who shows her the right path again, manages to achieve her goal in a way that would make her feel better. The story has been written in a plain style and follows the traditional way of storytelling where the story is easy to read, and the morale comes through. By writing this story, Salinas has tried to show how the simplest of gestures can result in beautiful things.

“The Scholarship Jacket” | Themes

The main themes of this story are corruption, greed, hard work, and faithfulness. The story touches upon the concept of exploitation, but it does so in a small way. Perhaps Salinas is trying to show that corruption is present even in the very place where they teach about ethical things. Martha had always been a very honest, diligent girl who had been working from the very first grade to get the scholarship jacket. She used every opportunity to study and earn exceptionally good marks; the only thing she lacked was money, and due to this, she could not take part in sports programs and school trips. However, Joan’s father uses Martha’s weakness as a tool to achieve his end. He bribes Mr. Boone to lower her grades unfairly, even though she worked so hard for it. Nonetheless, Martha does not waver in her personality just because of a few people’s greed, and with the help of her Grandpa, who shows her the right path again, manages to achieve her goal in a way that would make her feel better. The story has been written in a plain style and follows the traditional way of storytelling where the story is easy to read, and the morale comes through. By writing this story, Salinas has tried to show how the simplest of gestures can result in beautiful things.

“The Scholarship Jacket” | Title of the Story

The title of the story is the very object around which the story “The Scholarship Jacket” revolves. The object of interest is a jacket painted in gold and green colors. It has a large ‘s’ written on it on the left side, and on the pocket, the name of the winner is written in gold letters. According to the story, the title fits the story perfectly as Martha struggles against her conscience to earn the jacket in any way possible. Only when Martha herself says out loud her intentions does she realize the true importance of the jacket and the ideology behind it.

“The Scholarship Jacket” | Character Sketch

There are two important characters in this story, first is the protagonist herself, Martha. Martha is an intelligent and studious girl who has been working patiently to rightfully own the scholarship jacket. However, the Board demands fifteen dollars for it due to the extortion proposed by Joan’s father. Martha on her quest to get the jacket loses her sense of responsibility and is ready to get those fifteen dollars to justify her hard work. Along the way, however, Martha’s Grandpa opens her eyes to the true value of earning something by their hard work alone which leads to Martha getting her jacket the right way. Martha’s grandfather was an old man who worked on the farms, so perhaps he knew better than her what was the result of a work done without any ulterior motives and the rewards it gave. So he was able to lead Martha to her much-needed character development which would be a very good thing for her in the future.

Related Posts

Deep waters | summary and analysis.

Deep Waters, a short story published in 1950, describes how one can overcome fear through determination, and willpower. It is…

Salvatore | Summary and Analysis

Leave a comment cancel reply.

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Litmarked : Bookmarked by Students.

Table of contents.

• LDC Library
• How LDC Works
• Sample Curricula

LDC is more than free lessons.

We support educators with the tools you need to teach reading, writing, speaking and listening skills in your subject.

"The Scholarship Jacket"

by Alicia Estrada-Correa , Esmeralda Lara and Jill M. Blanks

Description

CCSS R3 and W2

Racial discrimination and how the character is shaped by the setting

Section 1: What Task?

Teaching task.

Task Template 19 - Informational or Explanatory

After reading "The Scholarship Jacket" by Marta Salinas , write an essay in which you explain how the setting affects the situation Martha was faced with and how it shaped her character . Support your discussion with evidence from the text(s).

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

• View Attachment
• Share to Google Classroom

LDC Student Work Rubric - Informational or Explanatory Rubric Collection: LDC Collection 2.0 Content Dimensions: Default Export Rubric

• Attempts to address prompt, but lacks focus or is off-task.
• Addresses prompt appropriately, but with a weak or uneven focus.
• Addresses prompt appropriately and maintains a clear, steady focus.
• D: Addresses additional demands sufficiently.
• Addresses all aspects of prompt appropriately and maintains a strongly developed focus. D: Addresses additional demands with thoroughness and makes a connection to controlling idea.

Controlling Idea

• Attempts to establish a claim, but lacks a clear purpose.
• Establishes a controlling idea with a general purpose.
• Establishes a controlling idea with a clear purpose maintained throughout the response.
• Establishes a strong controlling idea with a clear purpose maintained throughout the response.

Reading/Research

• Attempts to present information in response to the prompt, but lacks connections or relevance to the purpose of the prompt.
• Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.
• Presents information from reading materials relevant to the prompt with accuracy and sufficient detail.
• Accurately presents information relevant to all parts of the prompt with effective selection of sources and details from reading materials.

Development

• Attempts to provide details in response to the prompt, including retelling, but lacks sufficient development or relevancy.
• Presents appropriate details to support the focus and controlling idea.
• Presents appropriate and sufficient details to support the focus and controlling idea.
• Presents thorough and detailed information to strongly support the focus and controlling idea.

Organization

• Attempts to organize ideas, but lacks control of structure.
• Uses an appropriate organizational structure to address the specific requirements of the prompt, with some lapses in coherence or awkward use of the organizational structure.
• Maintains an appropriate organizational structure to address the specific requirements of the prompt.
• Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt.

Conventions

• Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation.
• Demonstrates an uneven command of standard English conventions and cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources.
• Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using an appropriate format with only minor errors.
• Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using an appropriate format.

Content Understanding

• Attempts to include disciplinary content in explanations, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.
• Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation.
• Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding.
• Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.

Background for Students

1. Research on the racial discrimination on children

2. See, think, wonder picture on discrimination 

Sections 2 & 3: What Skills & Instruction?

Instructional ladder: skills list and mini-tasks, preparing for the task.

Using prior knowledge to make inferences on the given picture and discuss the thought process with collaborative partner/group. 

Reading Process

While reading the short article , students will be able to annotate for key vocabulary, ideas, and questions. 

Before reading "The Scholarship Jacket" have students get to know the key vocabulary of the story by using context clues.

Students will listen to the story and complete the open mind character analysis sheet as the teacher uses 4  designated stopping points within the story.

While reading the story "The Scholarship Jacket" students will reflect on the emotions of the main character, Marta, and how her emotions change throughout the story.  The students will use evidence from the text to support their claims.

Transition to Writing

Students will organize their ideas by activating their knowledge of the story and completing the essay web. 

Writing Process

Students will peer edit each others essay web.

Students will write out a explanatory essay draft using their essay web and student peer editing sheet.

Students will be paired with one other student to peer edit each other's paper.

Instructional Resources

Student handouts, teacher resources, section 4: what results, student work samples, teacher reflection.

All You Need to Know about “The Scholarship Jacket”: FAQs Answered

Table of Contents

Curious about “The Scholarship Jacket” and its significance? We’ve got you covered! This article dives into the frequently asked questions (FAQs) surrounding the story.

Who is Martha? Why is the jacket so important? Discover the empowering journey, the unjust hurdles, and the triumphant resolutions. Without further ado, let’s get started.

What is scholarship jacket?

“The Scholarship Jacket” is a short story written by Marta Salinas.

It tells the story of a Mexican-American girl named Martha, who comes from a poor family and attends a small school in a rural Texas town. The jacket is a symbol in the story and represents academic achievement and the opportunity for Martha to overcome her difficult circumstances.

In the story, Martha has maintained an exceptional academic record throughout her school years and is eligible for the jacket, which is awarded annually to the top student in the graduating class. The jacket is a symbol of honor and recognition for academic excellence and is highly coveted by the students.

However, Martha’s hopes are dashed when she discovers that her family cannot afford to buy her the jacket. Her father insists that they cannot afford the expense, and her uncle, who is a lawyer, advises her not to accept the jacket if it is not given to her freely.

Despite the disappointment, Martha decides to stand up for herself and confront the injustice. At the end of the story, Martha confronts the principal about the unfairness of denying her the jacket due to financial reasons.

The principal, impressed by her determination and integrity, realizes his mistake and awards Martha the jacket, recognizing her academic achievements.

The story explores themes of social inequality, injustice, and the importance of standing up for one’s rights. It highlights the challenges faced by underprivileged students and the significance of recognizing and rewarding academic excellence regardless of socioeconomic backgrounds.

Is the scholarship jacket Marta or Martha?

In this story, the main character’s name is Martha. The jacket is not a person but rather a physical item, a jacket, which symbolizes academic achievement and recognition. Meanwhile, Martha is the student who is eligible for the scholarship jacket due to her outstanding academic performance.

Is “The Scholarship Jacket” a true story?

It is a work of fiction by Marta Salinas. While the story may draw inspiration from real-life experiences or observations, it is not based on a true story. Marta Salinas crafted the narrative to explore themes of social inequality, academic achievement, and the importance of standing up for one’s rights.

What is the point of view of the story?

The point of view used in this story is first-person point of view. The story is narrated by Martha, the main character, who tells the events from her own perspective.

By using first-person point of view, readers gain direct insight into Martha’s thoughts, feelings, and experiences. It allows for a more intimate and personal connection between the reader and the protagonist, enabling a deeper understanding of her struggles, aspirations, and the injustices she faces.

What grade level is the story for?

This short story is often studied in middle school or high school literature courses. The story’s themes, language, and length make it suitable for students in grades 7-12. It is often used to explore topics such as social inequality, perseverance, and the importance of education.

The story’s relatable characters and compelling narrative make it engaging for students at this grade level. However, the suitability of the story may vary depending on the curriculum and individual reading levels and sensitivities of students.

Why is the jacket so important to Martha?

The jacket holds great importance to Martha because it represents her hard work, academic achievements, and the opportunity to overcome her challenging circumstances. Here are a few reasons why the scholarship jacket is so important to Martha:

• Validation of her efforts: Martha has consistently maintained an exceptional academic record throughout her schooling. The jacket is a tangible symbol of recognition for her hard work and dedication. It validates her efforts and signifies her academic achievements.
• Escape from poverty: Martha comes from a poor family, and the jacket represents her chance to break free from the cycle of poverty. Moreover, it opens doors to higher education and provides her with the possibility of a brighter future. Thus, the jacket represents hope for a better life and the opportunity to overcome the limitations imposed by her socioeconomic background.
• Equal recognition and fairness: Martha feels that the jacket is rightfully hers based on her academic performance. She sees it as a matter of fairness and equality. Therefore, it becomes important to her to confront the injustice of being denied the jacket due to financial reasons and advocate for her right to receive it.
• Personal pride and accomplishment: Lastly, Martha takes great pride in her academic achievements. The jacket becomes a symbol of her personal accomplishments and a source of pride. It represents her determination, intelligence, and the culmination of years of hard work.

Overall, the jacket holds immense significance for Martha as it represents not only academic achievement but also the hope for a better future and the validation of her efforts. It becomes a symbol of her perseverance, determination, and the recognition she rightfully deserves.

Did Martha win her jacket or lost it to the other girl?

In the story, Martha does not win the jacket. Instead, it is given to another girl, Joann, who is the daughter of one of the school board members.

Despite Martha’s exceptional academic record and deserving qualifications, the principal denies her the jacket due to her family’s inability to afford it.

However, Martha does not accept this injustice and decides to confront the principal about the unfairness of the situation. She argues that the jacket should be awarded based on academic merit rather than financial status.

After a heated exchange, the principal realizes his mistake and acknowledges the injustice done to Martha. As a result, he awards her the jacket, recognizing her academic achievements and rectifying the initial unfair decision.

So, in the end, Martha does win the jacket after challenging the unfair decision and asserting her rights.

Who is the antagonist in “The Scholarship Jacket”?

The antagonist can be identified as the principal of the school. The principal is the person who initially denies Martha the jacket based on financial reasons, even though she is the most deserving student academically.

The principal’s decision is driven by a bias that prioritizes the financial status of the students over their academic achievements.

Furthermore, the principal serves as an obstacle and a source of injustice in Martha’s journey to receive the scholarship jacket. However, it is important to note that the principal later realizes his mistake and rectifies the situation by awarding Martha the jacket.

This development demonstrates that the principal is not an irredeemable antagonist, but rather someone who initially makes an unfair decision but eventually corrects it.

What is the climax of “The Scholarship Jacket”?

The climax of this story occurs when Martha confronts the principal about the injustice of denying her the scholarship jacket due to financial reasons. In this pivotal moment, Martha stands up for herself and asserts her right to be awarded the jacket based on her academic achievements.

At the most intense moment of the story, the principal finally understands Martha’s powerful arguments and determination. He admits his mistake and makes things right by giving Martha the jacket. He recognizes her hard work, academic success, and the effort she put into it.

In short, the climax of the story showcases Martha’s courage, perseverance, and the triumph of justice. It marks a turning point where Martha’s determination to stand up against unfairness leads to a positive resolution.

What is the resolution of the story?

After Martha stands up to the principal, the resolution of the story happens. The principal admits his error and fixes the unfairness by giving Martha the jacket.

All in all, the resolution of the story emphasizes the importance of standing up against injustice and fighting for one’s rights. It showcases Martha’s resilience and determination, ultimately leading to the recognition she rightfully deserves.

When was the story written?

It was first published in 1986.

What is the tone of “The Scholarship Jacket”?

The tone of the story can be described as determined, indignant, and empowering. Throughout the story, the tone reflects Martha’s resilience and determination in the face of injustice. She is determined to stand up for herself and fight against the unfair decision to deny her the scholarship jacket.

As the story progresses, the tone becomes increasingly indignant as Martha confronts the principal about the injustice and inequality in his decision-making. Martha’s impassioned arguments and refusal to accept the unjust treatment contribute to a tone of righteous indignation.

Ultimately, the tone shifts to an empowering one as Martha’s courage and perseverance lead to a resolution where she is awarded the jacket. The tone becomes uplifting as Martha’s triumph over adversity demonstrates the importance of advocating for one’s rights and the power of perseverance.

Final Words

From Martha’s triumph to the fight against injustice, “The Scholarship Jacket” inspires us all. Now that you know the story’s ins and outs, continue your exploration of scholarships’ impact on diversity and inclusion in higher education . Discover how these programs pave way for a brighter future.

The 11 Must-Have Skills for the Job Market

10 must-attend barber schools in the u.s..

National Merit Scholarship Corporation 101: All You Need to Know

Perkins Loan: 10 Frequently Asked Questions to Get You Started

Yale Scholarships Make Education Affordable for All Students

Sorry, this content is protected by copyright.

The Scholarship Jacket Comprehension Questions and Character Analysis Web

Description

A first or second read of “The Scholarship Jacket” by Marta Salinas is effective when students understand what they have read.  Guide student comprehension with questions at the recall and inference levels. Use the following downloads (included as paper and electronic Google Forms versions) to get students thinking about important story elements.

Each version includes a character web for students to take their comprehension a step further and into analysis.  

Like this product?  It is included as part of a complete mini-unit using "The Scholarship Jacket." Find it at https://www.teacherspayteachers.com/Product/The-Scholarship-Jacket-Mini-Unit-Great-for-Hispanic-Heritage-Month-4905383 .

Questions & Answers

Hounds and hoos.

• We're hiring
• Help & FAQ
• Privacy policy
• Student privacy
• Terms of service
• Tell us what you think

Finished Papers

"Research papers - Obsity in Children..."

Reset password

Email not found.

Support team is ready to answer any questions at any time of day and night

PenMyPaper offers you with affordable ‘write me an essay service’

We try our best to keep the prices for my essay writing as low as possible so that it does not end up burning a hole in your pocket. The prices are based on the requirements of the placed order like word count, the number of pages, type of academic content, and many more. At the same time, you can be eligible for some attractive discounts on the overall writing service and get to write with us seamlessly. Be it any kind of academic work and from any domain, our writers will get it done exclusively for you with the greatest efficiency possible.

FREE TRAINING: How I Secured 6-Figures in Scholarships & Graduated Debt-Free

The Scholarship System

Paying for college begins here

10 Common Scholarship Essay Questions and How to Answer Them

Scholarships & Financial Aid

Updated on July 15th, 2022

When your student applies for scholarships, writing the essay often feels like the most challenging part. Luckily, it doesn’t have to be. By learning about common scholarship essay questions and how to answer them, your student can be prepared for most of the topics they’ll need to address.

Knowing how to answer common scholarship essay questions is only part of the battle. You also have to track down great scholarships to pay for college. If you and your student want to learn more about exciting scholarship opportunities,  sign up for our free college scholarship webinar ! Just head to http://thescholarshipsystem.com/freewebinar and reserve your spot today .

If your student wants to get ahead of the curve and write winning scholarship essays , here’s a look at ten common scholarship essay questions and how to tackle them.

• 1.1 1. Tell Us About Yourself
• 1.2 2. How Will This Scholarship Make a Difference for You?
• 1.3 3. Can You Tell Us About a Time You Failed? What Did You Learn from That Experience?
• 1.4 4. Tell Us About a Contribution You’ve Made to Your Community
• 1.5 5. What Are Your Academic (or Professional) Goals?
• 1.6 6. Tell Us About a Time Where You Stepped Up as a Leader
• 1.7 7. Who Has Been Your Biggest Influence (or Inspiration)?
• 1.8 8. Why Do You Want to Go to College?
• 1.9 9. How Are You Planning on Financing Your College Education?
• 1.10 10. Why Do You Deserve This Scholarship?
• 2 Using Common Scholarship Essay Questions to Prepare

1. Tell Us About Yourself

This is possibly one of the trickiest college scholarship essays to write, not because it’s complicated, but because it’s so broad. Students have a lot of freedom with this prompt, so it’s easy to become overwhelmed about how to proceed.

Typically, students shouldn’t just give an overview of their life stories. Instead, they need to provide the committee with insights about their passions and drives, events that shaped their perspective, and relevant successes or achievements.

It’s also wise to be a bit future-focused, discussing not just where they’ve been but where they hope to go. Students can touch on valuable personality traits along the way, too, as that helps the reader gauge who they are as a person.

2. How Will This Scholarship Make a Difference for You?

Generally, students have a few options for addressing this question. First, they could showcase how the scholarship helps them overcome a relevant financial hardship. This can include being able to afford tuition, get needed equipment or supplies, or access a program at a college that may otherwise be out of reach.

Second, they could concentrate on how the scholarship will help them achieve their academic or professional goals. For example, your student might want to discuss how the award would allow them to pursue their preferred field.

Students should focus on how the scholarship eliminates roadblocks, though the exact type of obstacle can vary. Additionally, they should discuss what they’ll be able to achieve if they receive the award, both in the short- and long-term.

3. Can You Tell Us About a Time You Failed? What Did You Learn from That Experience?

For many students, even figuring out how to start a scholarship essay introduction for this topic is hard, let alone writing the whole thing. It’s difficult discussing a failure with others, so many students hold back if they are given this prompt.

However, honesty is the best policy. Additionally, even when talking about a failure, it’s possible to keep the essay positive.

Students should start by outlining the scenario and giving an overview of how the failure occurred. The misstep can be academic, personal, or professional, as long as it’s clear that something went wrong along the way.

After the overview, it’s all about a quick pivot. Students should explain the lessons they learned and what they would do differently if faced with a similar situation again. That helps them demonstrate their self-awareness and growth, along with their ability to persevere.

4. Tell Us About a Contribution You’ve Made to Your Community

This scholarship essay prompt is incredibly common for volunteering scholarships or awards focused on service. Students need to share insights about their community service-oriented activities, as well as the positive impact created by their participation.

Additionally, it’s smart for students to spend some time explaining how the experience impacted them. They may also want to touch on any plans they have to continue to remain active in their community, as that can help them stand out.

5. What Are Your Academic (or Professional) Goals?

With this common scholarship essay question, students need to clearly outline what they want to achieve, either academically or professionally, depending on exactly what they are asked. Usually, it’s best to start off with the basics. Students should explain what they want to study or the career path they hope to have.

However, they shouldn’t stop there. It’s also wise to dig a bit deeper, diving into precisely what motivated them to head in this direction. Some students do this by sharing their epiphany moment, while others talk about how it’s the culmination of a life-long passion. As long as it paints a great picture, any approach is potentially a winner.

6. Tell Us About a Time Where You Stepped Up as a Leader

Leadership is a hot topic for college scholarship essays. Many committees ask questions like this one to see what applicants bring to the table. Usually, your student needs to provide a clear example of when they took on a leadership role.

There are a lot of options for approaching this. Heading up a school project counts, as well as captaining a sports team. Coordinating volunteer efforts may work, along with a wide variety of work-related activities.

Again, exactly what your student chooses is less important than how they describe it. It’s all about sharing a story, ensuring the reader can get a good gauge on what happened and how your student’s involvement made a difference.

7. Who Has Been Your Biggest Influence (or Inspiration)?

Many scholarship essay questions want students to talk about their heroes. While it may seem odd to ask students to discuss someone other than themselves, it’s actually a great way to learn more about an applicant’s passions.

As they describe why the person influenced or inspired them, they incidentally talk about how they are motivated, their priorities, and their values. It also allows the reader to learn more about what shaped your student’s goals and aspirations, which can be quite enlightening.

Ideally, students want to be story-oriented. While they can certainly discuss the person’s traits and background, the focus should largely be on moments that inspired or influenced their way of thinking. That makes the essay more meaningful.

8. Why Do You Want to Go to College?

For some students, this question is surprisingly tough. Many students saw college as a must from a relatively young age, essentially viewing it as anything as optional. However, students do have choices about how they move forward after high school.

Scholarship committees want to know that heading to college isn’t an afterthought or something a student is doing solely because they were pressured in that direction. Ideally, students should discuss personal motivations or goals that made college the right choice for them. That way, their passion can shine through.

9. How Are You Planning on Financing Your College Education?

If a scholarship is focused on financial need, your student may face questions about how they intend to fund their education. This can be a difficult topic, particularly for students who may not be able to afford school without outside support, such as scholarships or grants. It’s hard to talk about financial hardship, but this question makes it necessary.

Students should actually start their essay by giving the committee insight into their situation, particularly regarding personal or household circumstances that make affording college difficult. After the overview, students should outline all of their efforts to secure enough funding. That can include everything from applying to scholarships, exploring work-study, getting a part-time job, or anything else.

Often, scholarship committees appreciate it when students are taking every chance to find ways to pay for college. It lets them know that the student is passionate enough to go the extra mile and demonstrates that they aren’t afraid of challenges if it means achieving their goals. So, students should touch on everything they are doing to make their college dream possible.

10. Why Do You Deserve This Scholarship?

Writing an essay about why they deserve a scholarship can be hard for any student. However, it’s a topic they need to be ready to discuss. This is one of the most common scholarship essay questions around.

Previously, The Scholarship System took a deep dive into how to write an essay on “Why I deserve this scholarship,” making that a great resource for any student who wants to prepare. As an overview, it’s about showcasing their perspective without coming across as arrogant and discussing achievements (academic or otherwise) that highlight why they are a standout applicant.

Using Common Scholarship Essay Questions to Prepare

Simply knowing what the common scholarship essay questions are usually isn’t enough. Instead, students should take extra steps to prepare to write their essays.

First, it’s wise to spend a little time brainstorming about the topics. That way, students can develop several ideas that they may want to explore and see if one approach resonates more than another.

Second, checking out some scholarship essay examples that won money is an excellent idea. This helps students learn more about what scholarship committees connect with, as well as more about how to tackle certain topics.

Finally, it’s wise to learn more about essay writing techniques. Along with reviewing how to write scholarship essays , it doesn’t hurt to research college personal statements , as those can be very similar to scholarship (and college application) essays. Similarly, checking out scholarship essay formats is a smart move. It will help your student figure out how to start a scholarship essay introduction, how to end a scholarship essay, and everything in between.

By doing that additional research, they’ll have as much information as possible. And, in the end, that could increase the odds that their essay will be a winner.

Related Videos:

• 7 College Scholarship Essay Ideas to Win More Funding
• How to Reuse Scholarship Essays & Win Over and Over

• Pinterest 363

March 9, 2021 at 6:35 am

Thanks for sharing this nice piece of information i personally believe scholarships are very improtant for every student

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Subscribe via email

Popular posts, how to write winning scholarship essays, how to write an amazing scholarship resume, 75 easy ways to save money in college.

Original Drafts

Remember, the longer the due date, the lower the price. Place your order in advance for a discussion post with our paper writing services to save money!

How Do I Select the Most Appropriate Writer to Write My Essay?

The second you place your "write an essay for me" request, numerous writers will be bidding on your work. It is up to you to choose the right specialist for your task. Make an educated choice by reading their bios, analyzing their order stats, and looking over their reviews. Our essay writers are required to identify their areas of interest so you know which professional has the most up-to-date knowledge in your field. If you are thinking "I want a real pro to write essay for me" then you've come to the right place.

offers three types of essay writers: the best available writer aka. standard, a top-level writer, and a premium essay expert. Every class, or type, of an essay writer has its own pros and cons. Depending on the difficulty of your assignment and the deadline, you can choose the desired type of writer to fit in your schedule and budget. We guarantee that every writer will be a subject-matter expert with proper writing skills and background knowledge across all high school, college, and university subjects. Also, we don’t work with undergraduates or dropouts, focusing more on Bachelor, Master, and Doctoral level writers (yes, we offer writers with Ph.D. degrees!)

Customer Reviews

Finished Papers

Get access to the final draft

You will be notified once the essay is done. You will be sent a mail on your registered mail id about the details of the final draft and how to get it.

Check your email inbox for instructions from us on how to reset your password.