Everything that happens in people’s life can be educational. Both narrators in short stories “The Technology of Simplicity” by Mark A. Burch and Taseko by Christian Petersen share their experience of hunting. However, “The Technology of Simplicity” has more educational value than the other text because the narrator learns a technique of hunting and his feels deeper due to the hunting trail. To begin with, “The Technology of Simplicity” ‘s narrator benefits more form hunting because his father teaches him a special hunting technique. In the beginning of the story “The Technology of Simplicity” the narrator’s father “[teaches] [him] to overcome [his] boredom and impatience …through the practice of continually renewed vigilance.” Which calls “still hunting”. The narrator must find a way of meditation if he wants be a talented predator. Moreover, the narrator’s father doesn’t want him just to stay still. He more wishes his son can feel the nature through this process. However, in the story “Taseko”, the boy’s father shares nothing to his son. They just “stay[s] below timberline most of the time, watch[es] the game trails and meadows for moose or mule deer.” Without his father sharing his experiences, the boy could only …show more content…
After the narrator in “The Technology of Simplicity” adapted his father’s hunting method, “[he senses] how the whole forest was a community that could observe [him].” Which illustrates that he already becomes one part of the forests. His sense organs are greatly developed because the hunting. Nevertheless, “the boy in ‘Taseko’ winced” after he sees Lars removed the rack. Which demonstrates he was unpleasant about the whole hunting. He learns nothing but pain through this the trail. Therefore, compares to the feeling of the boy in “Teasko”, the narrator of “The Technology of Simplicity” feels and benefits more through his hunting
Good literary text can communicate messages more powerfully than good informative text. 2 different texts, Moon Bear Rescue by Kim Dale, and the brochure Southern Asian Moon Bears, are chosen to represent in the argument between literary and informative. Both books are similarly capable of delivering a message, but which is more powerful? Informative clearly states the facts and provide consecutive information; raises awareness for the objective, i.e. Moon Bears, whereas the literary tends to tell more of a story, perhaps information, adapted to entertain the reader, and sometimes, to educate. Because of this, I feel that the literary is much more capable of providing a powerful message, mostly informative text lacks the friendly and heart-warming story that the literary text provides.
In 1989, Jerome Cartwright wrote a feature article on Toni Cade Bambara’s “The Lesson”. This piece provides a scholarly secondary source for Bambara’s short story because it’s found in “The Explicator”, a quarterly journal of literary criticism published by Taylor & Francis, Inc. Their website describes the journal as “a must for college and university libraries and teachers of literature” (Taylor & Francis, Inc.). Mr. Cartwright has written two articles for this publication, both of which have been cited many times by authors performing dissections of literature.
It shows the intimate knowledge that the tribe has on where and when to get food, and also how to predict predators. It turns the forest environment from intimidating and unknown, to understandable and friendly .... ... middle of paper ... ...
... of nature is to get the theme of the intermixing of technology with man and nature across; “I stood in the glare of the warm exhaust turning red; /around our group I could hear the wilderness listen” (15-16) in these lines we get more of a feeling than an image of the intermixing of technology and nature.
Although the greater picture is that reading is fundamental, the two authors have a few different messages that they seek to communicate to their audiences. “The Joy of Reading and Writing” depicts how reading serves as a mechanism to escape the preconceived notions that constrain several groups of people from establishing themselves and achieving success in their lifetimes. “Reading to Write,” on the other hand, offers a valuable advice to aspiring writers. The author suggests that one has to read, read, and read before he or she can become a writer. Moreover, he holds an interesting opinion concerning mediocre writing. He says, “Every book you pick has its own lesson or lessons, and quite often the bad books have more to teach than the good ones” (p.221). Although these two essays differ in their contents and messages, the authors use the same rhetorical mode to write their essays. Both are process analyses, meaning that they develop their main argument and provide justification for it step by step. By employing this technique, the two authors create essays that are thoughtful, well supported, and easy to understand. In addition, Alexie and King both add a little personal touch to their writings as they include personal anecdotes. This has the effect of providing support for their arguments. Although the two essays have fairly different messages, the authors make use of anecdotes and structure their writing in a somewhat similar
Short stories are temporary portals to another world; there is a plethora of knowledge to learn from the scenario, and lies on top of that knowledge are simple morals. Langston Hughes writes in “Thank You Ma’m” the timeline of a single night in a slum neighborhood of an anonymous city. This “timeline” tells of the unfolding generosities that begin when a teenage boy fails an attempted robbery of Mrs. Jones. An annoyed bachelor on a British train listens to three children their aunt converse rather obnoxiously in Saki’s tale, “The Storyteller”. After a failed story attempt, the bachelor tries his hand at storytelling and gives a wonderfully satisfying, inappropriate story. These stories are laden with humor, but have, like all other stories, an underlying theme. Both themes of these stories are “implied,” and provide an excellent stage to compare and contrast a story on.
In doing so, he ensures that the readers walk away from his writing thinking of the unnecessarity of technology and how it distracts one from nature. He encourages the reader to think about what they can do to minimize the amount of technology in their life so they may be more attuned to nature. In short, Robert Louv wisely uses rhetorical devices to form a persuasive
Web. 01 May 2014. 11. Burke, Kenneth. "Literature as Equipment for Living."
Didion and Eighner have different styles of writing, but they both created writings with an instructional component. In both pieces of literature, they guide the audience like a mother to child, guiding us step by step in order to perfect the outcome. Joan Didion’s “On Keeping a Notebook” teaches the reader on how to keep note of the past through a notebook. “On Dumpster Diving” written by Lars Eighner, teaches the reader how to successfully dumpster dive and survive. However, Eighner’s piece included many details, whereas Didion’s ideas used examples by flowing from one top to another. It could also be said that Lars Eighner’s piece creates a more thorough analysis on how to dumpster dive. In spite of the fact that the pieces of literature
Welty deploys anecdote to illustrate curiosity she has with the world as a result of literacy. Welty describes how she was alone looking at the “chalky” moon. Welty continues to use imagery to show what she has encountered in an engaging way. By showing us her stories the audience receives a better understanding of what she means through how she felt and perceived each moment based on prior knowledge. For instance, Welty describes how she was alone looking at the “chalky” moon; One can be able to predict that due to her various encyclopedias she is bound to have some knowledge on the moon. By using anecdotes Eudora Welty is able to demonstrate what literacy did good for
González’s “Wake” and Laura van den Berg’s “Volcano House” are two short stories that should be incorporated into high school curriculums due to the knowledge that can be gained from discussing the works in class, the use and examples of literary devices, and the lessons included. Students would have the opportunity to gain a wealth of knowledge to better improve future pieces of writing, look at works of literature from different viewpoints, and take the lessons to carry with them in everyday life. These stories will not only better the student in the English classroom, but will help them in other classes and outside of school. I firmly believe that “Wake” and “Volcano House” should be added to high school
... notice bradbury uses “mechanical hound”, its goes to show that technology has performed so many actions, but without human emotion. Rather technology is taking the life out of existence of human essence.
Once Phil is endowed with life, during the first days of his existence, he ambles into the forests near Ingolstadt. Though not to the same degree as man, here he feels pain, hunger, and the sensations of temperatur...
"Tiger got to hunt, bird got to fly; Man got to sit and wonder, 'Why, why, why?' Tiger got to sleep, bird got to land; Man got to tell himself he understand." (Vonnegut).
Looking back over the course of the semester, I feel that I learned many new and interesting uses for technology within the classroom – both for classrooms that have a lot of technology and for classrooms that are limited with technology. For the majority of the class, we utilized William Kists’ book The Socially Networked Classroom: Teaching in the New Media Age (2010), which provided multiple modes of instruction that both utilized and/or created technology. One of the first things that I remember, and consequently that stuck with me through the course’s entirety, is that individuals must treat everything as a text. Even a garden is a text. The statement made me change the way that I traditionally viewed Language Arts both as a student and as a teacher, as I very narrowly saw literature and works of the like as texts only; however, by considering nearly anything as a text, one can analyze, study, and even expand his/her knowledge. Kist (2010) states that society is “experiencing a vast transformation of the way we “read” and “write,” and a broadening of the way we conceptualize “literacy” (p. 2). In order to begin to experience and learn with the modern classroom and technologically advanced students, individuals must begin to see new things as literature and analyze those things in a similar manner.