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The intended audience of the article is high school teachers and other influential school leaders, including superintendents. Francine Prose wants to make an impact on the lives of high schoolers by inspiring high school employees to better the reading lists for English classes. Prose is also targeting the readers of Harper’s magazine, where this article was originally published. In targeting both of these groups, Prose’s message can be effectively relayed. The main topic of this essay is written so that teachers and students will benefit from reading it, and can also be inspired to change their novel choices and attitudes toward English classes. Since students usually have no problem expressing their minds on certain issues, targeting them …show more content…
Prose also wants to inspire schools to get students to read better novels. She places the blame on adults who make best-books lists, and who are to lazy to teach complicated books to their students. Prose writes, “We hear that more books are being bought and sold than ever before, yet no one, as far as I know, is arguing that we are producing and becoming a nation of avid readers of serious literature” (Paragraph 4). This shows that there is a problem in American classrooms, and measures must be taken in order to correct this, or reading might vanish in the future. Prose also states that, “One can see why this memoir might appeal to the lazy or uninspired teacher, who can conduct the class as if the students were the studio audience for Angelou’s guest appearance on Oprah” (paragraph 12). Prose blames the teachers for the mediocre novels being read in schools. She implies that if the teachers put more time and effort into their teaching, then better books could be taught in class. Prose also placed blame on the books for influencing the way teens write. Prose asks, “Where do students learn to write, inaccurate similes?” (paragraph 13). Since most students learn to write based off of other people’s works, the books that are read in schools should be advanced enough to create better writers out of the
Samir Boussarhane During the early 20th century in the U.S, most children of the lower and middle class were workers. These children worked long, dangerous shifts that even an adult would find tiresome. On July 22, 1905, at a convention of the National Woman Suffrage Association in Philadelphia, Florence Kelley gave a famous speech regarding the extraneous child labor of the time. Kelley’s argument was to add laws to help the workers or abolish the practice completely.
I chose this word because the tone of the first chapter seems rather dark. We hear stories of the hopes with which the Puritans arrived in the new world; however, these hopes quickly turned dark because the Purtains found that the first buildings they needed to create were a prison, which alludes to the sins they committed; and a cemetery, which contradicts the new life they hoped to create for themselves.
On December 10, 1950, in Stockholm, Sweden, one of the greatest literary minds of the twentieth century, William Faulkner, presented his acceptance speech for the Nobel Prize. If one reads in between the lines of this acceptance speech, they can detect a certain message – more of a cry or plead – aimed directly to adolescent authors and writers, and that message is to be the voice of your own generation; write about things with true importance. This also means that authors should include heart, soul, spirit, and raw, truthful emotion into their writing. “Love and honor and pity and pride and compassion and sacrifice” (Faulkner) should all be frequently embraced – it is the duty of authors to do so. If these young and adolescent authors ignore this message and duty, the already endangered state of literature will continue to diminish until its unfortunate extinction.
Milgram, Stanley. “The Perils of Obedience.” Writing and Reading Across the Curriculum. Eds. Laurence Behrens and Leonard J. Rosen. Boston: Longman, 2011. 692-704.
Good morning Parents and Citizens Association of Indooroopilly State High School. Thank you for allowing me to speak to you about the exclusion of the current grade 9 book. Today I will be discussing why the awe-inspiring novel by S.E Hinton, ‘The Outsiders’, should still maintain in the year 9 English curriculum. This novel can positively impact a student’s educational experience due to the author’s frequent usage of literary devices throughout the story. This will assist the student’s effort to expand their vocabulary. Furthermore, Hinton portrays the characters as being relatable within the society of adolescents. Lastly, if ‘The Outsiders’ is excluded from the curriculum, schools would have to purchase hundreds of copies of a new novel.
Jane the virgin is a show about a woman who had her life planned out the way she wanted until it made a spiraling turn due to unfortunate events. When Jane was a young girl, she had made a promise to her grandma that she would save her virginity until marriage. Unfortunately, during a doctor's check up she was artificially inseminated. After she agreed to keep the baby her relationship with her finance when down the hill. Keeping the baby also caused her school work to be a little harder for her. An examination of Jane the virgin will demonstrate the concepts of process of listening, the benefits of power and being in denial.
The AP Language and Composition course is purely designed to help students excel in their own stories, but more importantly, become more attentive to their surroundings. A conscientious goal, that would properly be attained through the collection of nonfiction paperbacks. Because of the purpose of this course and the current state of today’s children, one must undeniably agree that in selecting the “perfect book”, the overall idea of self-reliance would hold a prominent factor. This curriculum not only focuses on the rhetorical analysis of nonfiction texts, but it attempts to make students distinguish how the world plays with the dialectic of persuasion, also known as the art of rhetoric. In doing so, this course aims at making students aware
Writing and Reading Across the Curriculum. Tenth edition. Edited by Laurence Behrens and Leonard J. Rosen. New York: Longman Publishers, pp. 371-377, 2008.
In preparation for the Advanced Placement Literature and Composition exam, high school students must read many kinds of literature during the year-long course to familiarize themselves with different time periods, movements, philosophies, and genres. Advanced Placement students must learn to think critically, and be ready to find, analyze, and express literary connections through written analysis. The biggest challenge of teaching and learning Advanced Placement English is the difficulty covering the entire scope of literature in two semesters. Twentieth century literature often gets neglected. The pace of the curriculum can also limit the creativity of lesson planning and evaluation. Many teachers rely heavily on lecture, discussion, and a traditional analysis paper.
Rosin, Hanna. “Mother Inferior?” Writing and Reading Across the Curriculum. By Laurence Behrens and Leonard J. Rosen. 12th ed. Pearson, 2012. 265-268. Print.
There has recently been a renewed interest and passion in the issue of censorship. In the realm of the censorship of books in schools alone, several hundred cases have surfaced each year for nearly the past decade. Controversies over which books to include in the high school English curriculum present a clash of values between teachers, school systems, and parents over what is appropriate for and meaningful to students. It is important to strike a balance between English that is meaningful to students by relating to their lives and representing diversity and satisfying worries about the appropriateness of what is read. This burden often falls on teachers. The purpose of this research paper is to discuss censorship in schools and to argue that the censorship of books in the high school English curriculum is limiting and takes away literature that is meaningful to students.
As every well-read person knows, the background in which you grow up plays a huge role in how you write and your opinions. Fuller grew up with a very strict education, learning multiple classic languages before she was eight years old. Fern grew up with writers all throughout her family and had a traditional education and saw first hand the iniquities of what hard-working had to contend with. Through close analysis of their work, a reader can quickly find the connections between their tone, style, content, and purpose and their history of their lives and their educational upbringing.
As my freshman year comes to a close, I can’t help but smile as I look back on the past year. It was a year of firsts: my first time living away from home, my first roommate, and the first time I truly enjoyed the content in a literature class. I want to preface this paper by thanking you, Professor Asbeck, for truly being passionate about the materials you teach. It’s unbelievably refreshing to see a professor really engage the class and take the time to listen to our feedback, adjust as necessary, and keep the class entertaining. You really made this class enjoyable and I wanted to thank you for that. For me, half the content in this class was a refresher from my high school college prep English class. Nevertheless, I gained a deeper understanding
Perrault, Charles. “Cinderella.” Writing and Reading Across the Curriculum. Ed. Laurence Behrens, Leonard J. Rosen. Toronto: Longman, 2013. 236-240. Print.
In the present academic world, the status quo of subjects typically taught in schools are changing rapidly. Curricula in many school systems appear to be outdated and need to be improved and modernized. Classic literary works, that are so well-known by educators and students, are now in the process of being removed. According to Lyndsey Layton, author of “Common Core State Standards in English spark war over words,” “The Common Core State Standards in English, which have been adopted in 46 states and the District, call for public schools to ramp up nonfiction so that by 12th grade students will be reading mostly “informational text” instead of fictional literature.” With standards such as Common Core, it is believed that by exempting non-fictional