Homer Simpson Chapter 7 Summary

Teaching the students self-control is important and takes time. Students will make mistakes but teaches need to make the mistake a learning tool by teaching the students a better way to conduct themselves. He writes “When we are unreasonable with students and humiliate them into submission, the benefit is really for the teacher and not the students”, this really hit home for me, I have seen that happen and the student shut down and he had a miserable rest of his year. We need to instill confidence in our students not talk poorly to them.

David Foster Wallace uses a combination of rhetorical literary devices and modes of persuasion to convince his audience, Kenyon College’s graduating class, that in their adult life it is not only important, but necessary to look past themselves and view the world without themselves at the center. If they do not do so, it will cause them daily misery and pain when having to interact with people when they are tired or bored. Wallace is able to persuade his audience by first gaining credibility with them, so they are more willing to listen to what he has to say. Then, he uses logical reasons as to why they should not put themselves above others in their lives, and solidifies the lesson through emotional appeals that most of the class can relate to and use to grow from. Throughout his speech he uses a variety of rhetorical tools to persuade the audience further, such as his use of anaphora, and syntax in the way he presents his ideas.

“Reasons are Bull shit” Chapter two of the Bernard Roths book “The Achievement Habit” where it explains how most people don’t fully understand how they make up excuses to make them feel better for the things they don’t want to own. The main objective of chapter two of Roth’s book is trying to have people understand that there is always something we find to excuse us from our own wrongs. Roth starts his second chapter out by Saying “The problem with reasons is that they’re just excuses prettied up” (Roth 39). He talks about how his students in class will always say”that’s a good reason” when they hear somebody with an excuse. Roth uses Aristotle’s Rhetorical Triangle as implying ethos, pathos, and logos to support his main points within chapter

In today’s world, we are subconsciously encouraged to be normal. Normally, unique ideas are often shamed before they can come to life. In David Wallace’s commencement speech to Kenyon University's graduating master students, he urged students to go against the norm and think for themselves. His method of encouragement was a bit unusual but, consequently, the students will take what he asserted into account due to his unusual, but persuasive style. Throughout this speech, Wallace deviates from one example to the next, but he stayed consistent in encouraging students to think for themselves instead of being like a rat in a machine to get cheese.

Paul’s desire for success in assimilating into the higher-class mirrors Richard Rodriguez’s expanded “Scholarship Boy” by mimicking his mentors, Paul uses Trent Conway’s teachings by trying to “be like his teachers, to possess their knowledge, to assume their authority, their confidence, even to assume a teacher’s persona” (Rodriguez 552). Thus, Paul uses his ability to mimic and act like a scholarship boy by adopting the language of the dominate culture to blend into higher-class lifestyle. Trent Conway becomes Paul’s mentor by teaching Paul the mannerism and language of Trent’s peers at Harvard University and their families. Also, Paul repeated exactly Trent’s teaching to Rick and Elizabeth on adopting the language of

He emphasizes that this teacher and student relationship in education is for people whom are “necrophilous”. And that it is only a means to control the masses by disabling their ability to critically-think. He also encourages problem-posing teaching, which are open discussion classes where not only the students can learn, but the teacher learns as well; a truly ideal learning environment for growth and change. Some of you may believe that your education has not been oppressive, but I can tell you from my own experience that there have been significant improvements, but Freire’s ideals still hold true to this day.

With that being said, I understand the reasons for attendence and have the outmost respect for the rules. But as a personal note, I find that some courses can sometimes be less beneficial from being in the class because the professor might have an accent or an argument that confuses me more times than not. Another way I have improved my grades is by utilizing the members at the tutoring center. The goals that I have made for myself throughout the rest of the semester are to utilize my time better as well as to study for my tests and taking care of my priorities first hand. Throughout the past, it was common for me to blow off anything that was a priority or seen as an inconvenience to myself.

This allows the student to think for himself. The alternative, “teaching by theory” focuses more on teaching through written instructions that the reader should follow. Teaching by theory is able to give the student long-lasting instructions to read, but the value of the instructions is not as great as the advice the teacher provided while the student worked. Since the student thought for himself at first, the advice will only make him better, and not something else. The instructions form a plaster for the student’s thoughts, while the advice caters to the student’s own unique thoughts.

An example of this is Laramie Project, I didn’t like the start of the book at all and then once it got going I ended up enjoying it a little bit more. Usually classes in high school involve skills that wont be used later in life but this class helped develop skills I will use. I saw this as a set up class for real life situations. It prepares you to be informed in a controversy like gay rights or learning about communities you didn’t know about

The synthesis branch allows us to conjure an essay using given information and allows us to take a stand on a topic. I feel terrible that I realized this fact at the end of the first semester, however, this will allow me to improve in the second semester. My future is in my hands and this fact terrifies me. If I do not perform well in AP Lang or in my other classes, then it will greatly affect me. I will not allow this.

The combination of gaining new perspectives from the connections that our readings create and the practice I have had writing seven now has allowed me to develop my ideas much further than day one. I think that my greatest weakness when writing these pieces, is that sometimes I don’t fully grasp the question or reading material until after we have talked about it in class. I don’t think that that fully inhibits my short writes but I sometimes find myself wishing I would have thought of a better interpretation when I was writing. I do appreciate that short writes are formulated in such a way that it is a response to what we think about the readings or a questions and that there necessarily isn 't always a correct answer for any of the prompts, merely just a well thought out idea or response. I am happy with the work that I am doing in my thought pieces

People can be disgusted, dismayed, enraged, etc. about a source and still be engaged, and therefore ready to discuss and learn. If a source is so upsetting or plot-less that is causes the viewer to disengage entirely then I would argue it becomes considerably less impactful as a learning tool. I think films (enjoyable or not) at least usually do a good job of engaging students, though some films we watched this semester, I would argue, lacked a central story to do so. However, films often provide narrative stories which are so central to engaging with human connection and learning.

In every story, there is a bigger picture or idea. Both the narrative We the Animals and the article The Season of the Skulls, tackles the classic universal theme that is the coming of age story. We the Animals tells the story of a young boy's journey into finding himself through the use of short anecdotes from his childhood. On the other hand, The Season of the Skulls follows one specific summer in which she travels with her father that ultimately changes her view on life. One of the chapter in We the Animals titled The Night I Was Made, serves as the high point of the novel.

Mark Antony Over Marcus Brutus One can see as they read through Mark Antony’s and Marcus Brutus’ speeches, that they left a major effect on the crowd at Julius Caesar’s funeral. The varied reactions out of the crowd were based on the rhetoric these two characters illustrate. They both exercised parts of ethos, pathos, and logos. Mark Antony’s speech at Caesar’s funeral had more effect on the people of Rome.

Today’s society negatively associates significant public figures with those who use toxic rhetoric when arguing pressing topics. In John Duffy’s essay “Virtuous Arguments,” Duffy looks towards English courses and academe offered by American Colleges and Universities to be the resolution to all of this repulsive commentary. The argumentative skills learned through basic English courses helps to build a more productive argument and fills a new generation of those continuously learning the skill. These adult generations are those have not had proper educational opportunities that many younger generations currently have. This lack of education can explain the improper argumentative conversations public figures convey.