She believes the syllabus provided to students do not include any challenging books, and her belief toward high school teachers becoming too lazy to examine thoroughly if the book the education system provides them with represent any true and significant value is a recurring concern of hers’- therefore ineffective to students. All in all, Prose used ethos, pathos, logos and the usage of specific words to help her argument. She successfully persuades her point of view and makes it clear that if schools want their curriculum to improve, they must change their way of teaching and push their students to view literature in a new
Jessica Christy Klayton Kendall English 121 7 September 2015 A Better Understanding In the essay ‘Disliking Books” Gerald Graff claims that he has an “advantage teaching literature”. That advantage is attributed to the fact he felt animosity and fear towards books growing up. He didn’t understand what he was to say about these books that never related to him. Or why he was supposed to say these things. Understanding the confusion about these things and knowing that there is more than one way to get to the goal, loving and understanding literature, is the true reason that Graff has an advantage as a literature teacher.
Both culture and language rely on each other, because both impact one another. Its necessary for any civilization to operate, people within a society ought to be able to adequately mutually exchange information amongst one another through the use of language. From a single understanding to an entire explanation, verbal expression and civilization are the core of living. Language and civilization are two parts of a whole, because its vital for humanity to be able to transmit information about any and every aspect of life between each other, which correlates with how communities grasp and formulate choices. Being a necessary part of living, language enables people to exchange knowledge, and life with fellow members of society.
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. I agree with David Foster Wallace’s thesis that students should get off the crutch of having someone else think for them because his method of thinking allows students to intellectually flourish, and it will merely bring about a studious change in the world. Wallace’s speech was very anecdotal and allegorical in the sense that he used many examples and stories to explain why students should make their own decisions. In the speech, Wallace states, “It is unimaginably hard to do this, to stay conscious and alive in the adult world day in and day out. Which means yet another grand cliché turns out to be true: your education really IS the job of a lifetime.
In a society clinging to the cushion of political correctness, to be faced with a novel so offensive, so brash, so seemingly racist in the classroom was initially jarring. At first, I was opposed to the concept of having to read the word “nigger” and discuss it as if it was just any antiquated term; it seemed impossible. However, through my reading of Adventures of Huckleberry Finn by Mark Twain, I began to understand the value of my discomfort. A tenant of Jesuit education, personal growth is necessary for one to grow into an intellectual, whole human being. For one to grow, they must step outside their comfort zone and become uncomfortable.
William Shakespeare was well known for creating complex, in-crisis characters for all of his works. He understood that, due to human nature, a person’s character is made up of a combination of virtues and vices, and people’s actions are more heavily influenced by their vices than their virtues. Therefore, his characters reflect this element of human nature, which is apparent in their interactions with one another. Each character is working toward their own specific goal based upon their key virtues and vices. Ultimately, vices tend to have a bigger impact on Shakespeare’s characters’ actions because he wants their individual humanity to teach lessons about humanity and what it means to “live well” to his audiences.
A person’s culture and worldview are things that shape who they are and how they act. With this in mind what is culture and worldview? Kraft defines culture as “a people’s way of life, their design for living, their way of coping with their biological, physical and social environment” (Kraft 401). Kraft adds to this by defining worldview as “the deep level of culture is the culturally structured set of assumption underlying how people perceive and respond to reality” (Kraft 401). Know that culture and worldview are always included in one another; worldview is “the deepest level of presuppositions upon which people base their lives” (Kraft 401).
Great literature can open discussion about values and morals. Reading such texts can spark discussion of issues like racism, bigotry, and sexism. Reading can teach individuals about topics they have never experienced before. However, in Francine Prose’s essay, I Know Why the Caged Bird Cannot Read, she argues that using literature to teach outside values is wrong because it takes away from the art of the text. Though I believe that books contain important topics that can spark discussions of values in classrooms, I agree with Prose that teachers shouldn’t use books as a way to explicitly teach students outside values.
In the short story "Hidden Intellectualism" by Gerald Graff, the main idea is to bring acknowledgment to the idea that educators of schools and colleges should incorporate students interest into their teaching. In other words, Graff believes schools and colleges are at fault for not taking the opportunity to use "street smarts" for good academic work (Graff,2010). If Gerald Graff is right about educators needing to incorporate "street smarts" into scholarly works, as I agree, then educators should reevaluate their teaching methods. Students are becoming negligent of gaining knowledge of social interest because it is not encouraged by instructors. Therefore, the only topics students can converse with are related to school work (Graff,2010).
In the article “Our Language”, Oliver Kamm argues that the grammar rules enforced on the people who speak the English are strongly artificial. The author speaks against the worries concerning the growing popularity of language use that does not correspond to the established once standards. He claims that the issue of language purity is not worth discussion since the use of language should be the factor that identifies the rules of its existence rather than calling non-standard dialects improper English or making conclusions about literacy based on the use of standard rules. Oliver Kamm is a British journalist and writer. The author gained education and graduated from New College, Oxford and Birkbeck College, University of London.