Before Reading

The Scholarship Jacket

Short Story by Marta Salinas

What stands in the way of your

DREAMS?
Your dream may be to go to camp, to be a star on the basketball
court, to be class president, or to go to college someday. Whatever
it is, hard work and luck can help you fulfill that dream. But, like the
READING 6C Analyze different narrator of “The Scholarship Jacket,” you may encounter obstacles
forms of point of view, including that block your progress.
first-person. RC-7( D) Make
complex inferences about texts.
QUICKWRITE With a small group of classmates, discuss 1. No money fo
r camp
your dream for the future. What obstacles might you • apply for sc
holarship
encounter while working to make your dream come
true? Then, in your journal, write one or two ways to 2.
overcome each obstacle. 3.

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 Meet the Author
literary analysis: first-person point of view
When you listen to a friend talk, you can learn a great deal Marta Salinas
born 1949
about him or her. Your friend’s personality, experiences, and
opinions all come through. The same is true when you read California Native
a story from one character’s point of view. When a story is Marta Salinas was born in Coalinga,
told from the first-person point of view, the narrator California, and received a degree in
creative writing from the University of
• is a character in the story
California at Irvine. “The Scholarship
• tells the story using the pronouns I, me, we, and us Jacket” is one of several short stories
• tells the story as he or she experiences it Salinas has published in journals and
collections.
As you read “The Scholarship Jacket,” notice how the
information you receive is limited to what the narrator background to the story
sees, hears, thinks, and feels. Texas History
The main character in “The
reading skill: make inferences Scholarship Jacket” is a Mexican-
One way to get the most out of what you read is to make American girl who lives in Texas. The
logical guesses, or inferences, about things that are not history of Tejanos, or Texas Mexicans,
directly stated. Base your inferences on details in the story dates back more than 200 years. As
and on your own knowledge and experiences. As you read early as 1731, Tejanos established a
ranch community in what was then
“The Scholarship Jacket,” record each inference you make in
northeastern Mexico. About 100
an equation like the one shown.
years later, Mexico invited immigrants
Details from the Text My Experiences Inference from the United States to settle
in the region. The Tejanos and the
Martha couldn’t I couldn’t go Martha’s grand-
immigrants eventually joined forces
play sports because + to playoffs = parents don’t
to fight for their independence from
of cost. because of expense. have extra money.
Mexico, and in 1845, Texas became
part of the United States. Mexicans
continued migrating to Texas, but they
vocabulary in context often faced discrimination. Today,
These words help tell the story of a girl facing obstacles. over seven million residents of Texas
Write the word that best completes each sentence. are Mexican Americans.

word agile dismay falsify

list despair eavesdrop vile

1. She unhappily swallowed the _____ medicine.

Author
2. He would often _____ on his parents’ conversations. Online
3. He tried not to _____ over the terrible news. Go to thinkcentral.com.
l.com..
KEYWORD: HML7-225
25
4. She climbed the tree in a very _____ manner.
5. There was a look of _____ when she received the news.
6. Don’t _____ the records to hide the truth.

Complete the activities in your Reader/Writer Notebook.

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 Marta Salinas

T he small Texas school that I went to had a tradition carried out

every year during the eighth-grade graduation: a beautiful gold and
green jacket (the school colors) was awarded to the class valedictorian,
the student who had maintained the highest grades for eight years.
The scholarship jacket had a big gold S on the left front side and On the basis of the
your name written in gold letters on the pocket. details in the painting,
how do you think the
My oldest sister, Rosie, had won the jacket a few years back, and girl is feeling?
I fully expected to also. I was fourteen and in the eighth grade. I had been
a straight A student since the first grade and this last year had looked
10 forward very much to owning that jacket. My father was a farm laborer
who couldn’t earn enough money to feed eight children, so when I was six
I was given to my grandparents to raise. We couldn’t participate in sports
at school because there were registration fees, uniform costs, and trips out agile (BjPEl) adj. quick
of town; so, even though our family was quite agile and athletic there and light in movement
would never be a school sports jacket for us. This one, the scholarship
jacket, was our only chance. a a FIRST-PERSON
In May, close to graduation, spring fever had struck as usual with a POINT OF VIEW
vengeance.1 No one paid any attention in class; instead we stared out the Who is the narrator?
What have you learned
windows and at each other, wanting to speed up the last few weeks of from her so far?

1. with a vengeance (vDnQjEns): to an extreme degree.

Bernadita (1922), Robert Henri. Oil on canvas,
24 1/8˝ × 20 1/8˝. Gift of the San Diego Wednesday
226 unit 2: analyzing character and point of view Club. © San Diego Museum of Art (1926:138).

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20 school. I despaired every time I looked in the mirror. Pencil thin, not despair (dG-spârP) v.
a curve anywhere. I was called “beanpole” and “string bean,” and I knew to lose hope
that’s what I looked like. A flat chest, no hips, and a brain; that’s what
I had. That really wasn’t much for a fourteen-year-old to work with, Language Coach
I thought, as I absent-mindedly wandered from my history class to the Metaphors Writers use
metaphors to compare
gym. Another hour of sweating in basketball and displaying my toothpick two things without
legs was coming up. Then I remembered my P.E. shorts were still in a bag using like or as. In line
under my desk where I’d forgotten them. I had to walk all the way back 28, “Coach Thompson
and get them. Coach Thompson was a real bear if someone wasn’t dressed was a real bear” is a
metaphor. How might
for P.E. She had said I was a good forward and even tried to talk Grandma the coach react to
30 into letting me join the team once. Of course Grandma said no. someone who is late?

I was almost back at my classroom door when I heard voices raised

in anger as if in some sort of argument. I stopped. I didn’t mean
to eavesdrop, I just hesitated, not knowing what to do. I needed those eavesdrop (CvzPdrJpQ)
shorts and I was going to be late, but I didn’t want to interrupt an v. to listen secretly to a
private conversation
argument between my teachers. I recognized the voices: Mr. Schmidt, of others
my history teacher, and Mr. Boone, my math teacher. They seemed to
be arguing about me. I couldn’t believe it. I still remember the feeling
of shock that rooted me flat against the wall as if I were trying to blend
in with the graffiti written there.
40 “I refuse to do it! I don’t care who her father is, her grades don’t even
begin to compare to Martha’s. I won’t lie or falsify records. Martha has falsify (fôlPsE-fFQ) v. to
a straight A-plus average and you know it.” That was Mr. Schmidt and make false by adding
to or changing
he sounded very angry. Mr. Boone’s voice sounded calm and quiet.
“Look. Joann’s father is not only on the Board, he owns the only store
in town: we could say it was a close tie and—”
The pounding in my ears drowned out the rest of the words, only a
word here and there filtered through. “. . . Martha is Mexican . . . resign
. . . won’t do it . . . . ” Mr. Schmidt came rushing out and luckily for me
went down the opposite way toward the auditorium, so he didn’t see me.
50 Shaking, I waited a few minutes and then went in and grabbed my bag and b FIRST-PERSON
fled from the room. Mr. Boone looked up when I came in but didn’t say POINT OF VIEW
anything. To this day I don’t remember if I got in trouble in P.E. for being Reread lines 46–55.
How does the argument
late or how I made it through the rest of the afternoon. I went home very between Mr. Schmidt
sad and cried into my pillow that night so Grandmother wouldn’t hear me. and Mr. Boone make
It seemed a cruel coincidence that I had overheard that conversation. b Martha feel?
The next day when the principal called me into his office I knew what
it would be about. He looked uncomfortable and unhappy. I decided I
wasn’t going to make it any easier for him, so I looked him straight in the
eyes. He looked away and fidgeted with the papers on his desk. c c MAKE INFERENCES
60 “Martha,” he said, “there’s been a change in policy this year regarding Why is the principal
unhappy?
the scholarship jacket. As you know, it has always been free.” He cleared

228 unit 2: analyzing character and point of view

20 school. I despaired every time I looked in the mirror. Pencil thin, not despair (dG-spârP) v.
a curve anywhere. I was called “beanpole” and “string bean,” and I knew to lose hope
that’s what I looked like. A flat chest, no hips, and a brain; that’s what
I had. That really wasn’t much for a fourteen-year-old to work with, Language Coach
I thought, as I absent-mindedly wandered from my history class to the Metaphors Writers use
metaphors to compare
gym. Another hour of sweating in basketball and displaying my toothpick two things without
legs was coming up. Then I remembered my P.E. shorts were still in a bag using like or as. In line
under my desk where I’d forgotten them. I had to walk all the way back 28, “Coach Thompson
and get them. Coach Thompson was a real bear if someone wasn’t dressed was a real bear” is a
metaphor. How might
for P.E. She had said I was a good forward and even tried to talk Grandma the coach react to
30 into letting me join the team once. Of course Grandma said no. someone who is late?

I was almost back at my classroom door when I heard voices raised

in anger as if in some sort of argument. I stopped. I didn’t mean
to eavesdrop, I just hesitated, not knowing what to do. I needed those eavesdrop (CvzPdrJpQ)
shorts and I was going to be late, but I didn’t want to interrupt an v. to listen secretly to a
private conversation
argument between my teachers. I recognized the voices: Mr. Schmidt, of others
my history teacher, and Mr. Boone, my math teacher. They seemed to
be arguing about me. I couldn’t believe it. I still remember the feeling
of shock that rooted me flat against the wall as if I were trying to blend
in with the graffiti written there.
40 “I refuse to do it! I don’t care who her father is, her grades don’t even
begin to compare to Martha’s. I won’t lie or falsify records. Martha has falsify (fôlPsE-fFQ) v. to
a straight A-plus average and you know it.” That was Mr. Schmidt and make false by adding
to or changing
he sounded very angry. Mr. Boone’s voice sounded calm and quiet.
“Look. Joann’s father is not only on the Board, he owns the only store
in town: we could say it was a close tie and—”
The pounding in my ears drowned out the rest of the words, only a
word here and there filtered through. “. . . Martha is Mexican . . . resign
. . . won’t do it . . . . ” Mr. Schmidt came rushing out and luckily for me
went down the opposite way toward the auditorium, so he didn’t see me.
50 Shaking, I waited a few minutes and then went in and grabbed my bag and b FIRST-PERSON
fled from the room. Mr. Boone looked up when I came in but didn’t say POINT OF VIEW
anything. To this day I don’t remember if I got in trouble in P.E. for being Reread lines 46–55.
How does the argument
late or how I made it through the rest of the afternoon. I went home very between Mr. Schmidt
sad and cried into my pillow that night so Grandmother wouldn’t hear me. and Mr. Boone make
It seemed a cruel coincidence that I had overheard that conversation. b Martha feel?
The next day when the principal called me into his office I knew what
it would be about. He looked uncomfortable and unhappy. I decided I
wasn’t going to make it any easier for him, so I looked him straight in the
eyes. He looked away and fidgeted with the papers on his desk. c c MAKE INFERENCES
60 “Martha,” he said, “there’s been a change in policy this year regarding Why is the principal
unhappy?
the scholarship jacket. As you know, it has always been free.” He cleared

228 unit 2: analyzing character and point of view

 How does the man
shown compare with
your image of Martha’s
grandfather?
Portrait of Patience Escalier (1888), Vincent van Gogh. Oil on canvas.
Private collection. © Lefevre Fine Art Ltd., London/Bridgeman Art Library.

Grandpa knew that I understood it was not a matter of money. It wasn’t

that. He went back to hoeing the weeds that sprang up between the
delicate little bean plants. It was a time-consuming job; sometimes the
small shoots were right next to each other. Finally he spoke again as
I turned to leave, crying.
“Then if you pay for it, Marta, it’s not a scholarship jacket, is it? Tell your
principal I will not pay the fifteen dollars.” e e MAKE INFERENCES
I walked back to the house and locked myself in the bathroom for Why won’t Martha’s
grandfather pay the
a long time. I was angry with Grandfather even though I knew he was money for the jacket?
110 right, and I was angry with the Board, whoever they were. 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.

I t was a very sad and withdrawn girl who dragged into the principal’s
office the next day. This time he did look me in the eyes.
“What did your grandfather say?”
I sat very straight in my chair.
“He said to tell you he won’t pay the fifteen dollars.”
The principal muttered something I couldn’t understand under
his breath and walked over to the window. He stood looking out

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 120 at something outside. He looked bigger than usual when he stood up;
he was a tall, gaunt man with gray hair, and I watched the back of his
head while I waited for him to speak. f f FIRST-PERSON
“Why?” he finally asked. “Your grandfather has the money. He owns POINT OF VIEW
Reread lines 118–122.
a two-hundred acre ranch.” How does the first-
I looked at him, forcing my eyes to stay dry. “I know, sir, but he said if person point of view
I had to pay for it, then it wouldn’t be a scholarship jacket.” I stood up to limit your understanding
leave. “I guess you’ll just have to give it to Joann.” I hadn’t meant to say of what the principal
is thinking?
that, it had just slipped out. I was almost to the door when he stopped me.
“Martha—wait.”
130 I turned and looked at him, waiting. What did he want now? I could
feel my heart pounding loudly in my chest and see my blouse fluttering
where my breasts should have been. Something bitter and vile tasting was vile (vFl) adj. disgusting;
coming up in my mouth; I was afraid I was going to be sick. I didn’t need unpleasant
any sympathy speeches. He sighed loudly and went back to his big desk.
He watched me, biting his lip.
“Okay. We’ll make an exception in your case. I’ll tell the Board, you’ll
get your jacket.” g g MAKE INFERENCES
I could hardly believe my ears. I spoke in a trembling rush. “Oh, thank Why do you think
the principal changed
you, sir!” Suddenly I felt great. I didn’t know about adrenalin3 in those his mind?
140 days, but I knew something was pumping through me, making me feel
as tall as the sky. I wanted to yell, jump, run the mile, do something.
I ran out so I could cry in the hall where there was no one to see me.
At the end of the day, Mr. Schmidt winked at me and said, “I hear
you’re getting the scholarship jacket this year.”
His face looked as happy and innocent as a baby’s, but I knew better.
Without answering I gave him a quick hug and ran to the bus. I cried
on the walk home again, but this time because I was so happy. I couldn’t
wait to tell Grandpa and ran straight to the field. I joined him in the row
where he was working, and without saying anything I crouched down and
150 started pulling up the weeds with my hands. Grandpa worked alongside
me for a few minutes, and he didn’t ask what had happened. After I had
a little pile of weeds between the rows, I stood up and faced him. Language Coach
“The principal said he’s making an exception for me, Grandpa, and Word Definitions Find
I’m getting the jacket after all. That’s after I told him what you said.” the phrase making an
exception in line 153.
Grandpa didn’t say anything; he just gave me a pat on the shoulder The word exception
and a smile. He pulled out the crumpled red handkerchief that he always means “an exclusion or
carried in his back pocket and wiped the sweat off his forehead. a leaving out.” In your
“Better go see if your grandmother needs any help with supper.” own words, explain
what the principal is
I gave him a big grin. He didn’t fool me. I skipped and ran back doing for Martha.
160 to the house whistling some silly tune. 
3. adrenalin (E-drDnPE-lGn): a hormone that speeds up the heartbeat and increases bodily energy.
The body produces adrenalin when a person experiences emotions such as excitement or fear.

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 After Reading

Comprehension
1. Recall Why does Martha call the scholarship jacket “our only chance”?
2. Clarify What do Mr. Boone and Mr. Schmidt argue about? READING 6C Analyze different
forms of point of view, including
3. Summarize Tell why the scholarship jacket is so important to Martha. first-person. RC-7( D) Make
complex inferences about texts.
Cite evidence from the story.

Literary Analysis
4. Make Inferences Review the inferences that you recorded in equations.
Have any of your inferences changed after reading the story? If so, write a
revised inference next to the equation. Explain your reasons.
5. Interpret Reread lines 47–48. During the teachers’ argument, one of the
teachers says, “Martha is Mexican.” What could he mean by this?
6. Analyze Character Martha is the main character in the story. Use a web
to describe how the minor characters interact with Martha and what
effect they have on the story.

Mr. Schmidt: Mr. Boone:

Martha

The Principal: The Grandfather:

7. Draw Conclusions Martha’s grandfather says little, but his words and
actions mean much to Martha. What does Martha learn from him?
Explain how you came to this conclusion.
8. Contrast Points of View The story of “The Scholarship Jacket” is told from
the first-person point of view. Think about how the story might change if
you knew everyone’s thoughts and feelings. In what ways would the story
be different? Would such a change affect the overall theme? Explain.

Extension and Challenge

9. Speech Write a thank-you speech for Martha to give when she receives
her scholarship jacket. In the speech, mention the challenges Martha had
to overcome in order to achieve this award.

What stands in the way of your DREAMS?

Review the list of obstacles you devised for the QUICKWRITE on page 224.
Were any of the obstacles as difficult as the one Martha faced? Explain.

232 unit 2: analyzing character and point of view

 Vocabulary in Context
vocabulary practice
Answer each question to show your understanding of the
agile
vocabulary words.
1. Which is a way to falsify—forging a signature or correcting an error? despair
2. Would an agile person be more likely to sing well or run quickly?
dismay
3. If I began to despair, would I more likely mingle with others
or keep to myself? eavesdrop
4. Which is the more vile material—rotting garbage or rose petals?
5. Would losing one’s glasses or having lunch with friends more falsify
likely cause dismay?
vile
6. If you were going to eavesdrop, would you talk on the phone
or listen behind a door?

academic vocabulary in writing

• analyze • aware • develop • react • respond

In “The Scholarship Jacket,” a minor character experiences a change. In a

brief paragraph, analyze the principal. Describe what the story reveals about
his appearance and actions. Use at least one of the Academic Vocabulary
words in your description.

vocabulary strategy: context clues

Sometimes writers tell you directly what difficult words mean. This kind
of context clue, a definition, usually follows the difficult word. It is set off
by commas or dashes or by expressions like that is. Look for a definition READING 2B Use context to
determine or clarify the meaning
of valedictorian on page 226 of this story. of unfamiliar or ambiguous words.

PRACTICE Define the boldfaced words. Identify context clues that helped
you understand the meaning of the word.
1. Loretta is a polyglot—that is, someone who knows several languages.
2. The hurricane began as an amorphous mass—a shapeless group of
clouds.
Interactive
3. When I disparaged him, he put me down in the same way. Vocabulary
4. She was not simply happy to receive the gift; she was euphoric. Go to thinkcentral.com.
5. The sleep clinic treats somnambulists, people who walk in their sleep. KEYWORD: HML7-233

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