It was an obsession, and addiction even; making sure each letter was absolute. Each “T” proportionate, every “I’s” dots, a perfect ellipse, each “O” accurate to the 3.1416, and every “X’s” interception perpendicular. I’d spent more than an hour on, what my classmates would probably describe as a rather simple task of writing the alphabet, but to me, it was the mission of fitting twenty seven impartial letters in to the margins of (manuscript) paper. Everyone else enjoying recess, while I sat there alone in Ms. Booth’s first grade classroom, concentrated and ruler in hand, you would have sworn I was creating an intricate architectural structure. I knew how frustrated my teacher got with me because of how long it took me to complete an assignment, …show more content…
Though I didn’t like if my letters looked as if I had two fingers, and mild case of arthritis, and early onset Parkinson’s, I didn’t like dressing as if I chosen my outfit in pitch black darkness, and I especially didn’t like to participate in life’s unwritten five second rule, as if germs had the capability of being like, we’ll just wait five seconds before we completely engulf this food in life rendering microbes and bacteria that was sure to give you a severe case of chronic diarrhea. I didn’t like my food to touch, to shake hands, the popping of gum, people who, bugger collar, the excessive use of “like”, like “like” is necessary in like the beginning of like every word to like sufficiently like make a like understandable …show more content…
Bland Babbling Bad Body Booth that little Ms. Perfect wasn’t as infallible as she though, but I would also give myself a good reason to be made fun of by my entire class; I wouldn’t blame them either, because even though they let snot run freely down their noses with the intent of wiping it on their collars so at the end of the day they were rewarded with a nice embellishment of white crystallized mucus; and even though when they had to use the bathroom they grabbed furiously at their crouch and did a little dance like it was some kind of impersonation of Michael Jackson; I knew that this group of six year olds were scrupulous enough not to eat like complete barbarians. But acting out like that just wasn’t me, I liked cleanliness and order naturally, maybe my mom watched too much Home network, or sniffed too much Mr. Clean when I was conceived, or maybe I was just absent that day they taught scribble scrabble, or forgot to read the book How to be a Proper First
Being in school was different for August, but he was still learning more and more each day. On page 65 it says, “Your deeds are your monuments.” August had to write a paragraph about what he thought this precept meant and when he turned it in it might have been the best in the class. Not only did August know how to interpret quotes and precepts he also was very bright in science. On page 15 Mr. Tushman talked to August about a science elective he could take while at Beecher Prep. Even though August only answered with “uh huh.” he did seem engrossed in the idea of it.
No one would talk to her, recess was spent in anguish, and she would find garbage and spoiled food in her book bag. As she progressed into 5th grade, some of the social atmosphere began to shift in subtle but profound ways. Being accepted into a clique is all that matters. Instead of being admired for class participation, as in earlier years she was laughed at and labeled as “teacher’s pet.” She said the rules were simple “shun or be shunned—if you weren’t willing to go along with the crowd, you would become the reject.”
Like many, I often wonder what it would be like to talk to an influential political figure. One wants to sit with them, ask questions and find out what they think about things that is going around them today, but they no longer exist to answer. I personally wish that if I could invite Malcolm X a human rights activists for a dinner and have a chat with him about his life. And how he fought for the human rights.
From the excerpt from the novel, “Under the Feet of Jesus” by Helena Maria Viramontes, the main character is Estrella, a young Spanish girl with a powerful desire to learn to read. Although she is persistent, her teachers refuse to educate her because they are more concerned of Estrella’s personal hygiene. This leaves Estrella resentful because of the barrier between herself and knowledge. Estrella remains silent until a man named Perfecto Flores teaches her how to read by using his expertise in hardware and tools to represent the alphabet. Viramontes depicts the heartfelt growth of Estrella through her use of tone, figurative language, and detail.
When Miss Hancock came to teach at the high school, she was filled with eccentricity and liveliness. This enthusiasm quickly turned into disappointment as the students swiftly discounted Miss Hancock. The student's first impression of Miss Hancock was that she was a joke, and they didn't take her very seriously. This rapidly dampened Miss Hancock's spirit "By then, stripped of 15 years of overblown confidence, she offered her material shyly, hesitantly, certain of rejection, of humiliation," (Pg.
...far from traditional as he couldn’t have any evidence of learning so he wrote with chalk or coal on board fences, brick walls, and pavement. When his mistress would leave Douglas to tend to the house in her absence he would take the discarded notebooks his master Thomas would bring home from school and continue to practice in the empty spaces left behind. Soon he Fredrick was about to write similar to Thomas and after years of tedious effort he finally learned how to write. With little outside help it is a great accomplishment to self-learn the English language. Even though It is my first language, been thought it my whole educational career, and not forbidden to learn I can still find it our language difficult. Although with practice and continue efforts and encouragement from teachers I am finding it easier as time progresses to express myself through literature.
“At lunchtime, when other kids unwrapped their sandwiches or brought their hot meals, Brian and I would get out a book and read…..I told people that I had forgotten my lunch {but} no one believed me, so I started hiding in the bathroom {stall} during lunch hour….When other girls came in and threw away their lunch bags in the garbage pail, I’d retrieved them and return to the stall and polished of my tasty finds ”
On the third day of instruction, the teacher could then individually ask students what their favorite part of the story was. The teacher would sound out words slowly, and emphasize beginning and ending sounds of words. The teacher would record each students’ favorite sentence on a piece of poster board. On the fourth day of the phonics lesson, students will be asked to create illustrations on their poster board purely based on the sentences they chose as their favorite parts of the story. This allows for students to think critically about new vocabulary, as well as demonstrate their knowledge of the words. This art assignment would also give the students the chance to look at the sentences
As I shoved my notebook into my backpack, I heard my writing fellow murmur something about an essay. I wasn’t worried. After taking every Advanced Placement English class my high school offered, I felt equipped to handle a simple essay until received Dr. Carver’s email with the prompt and instructions. I blinked at the screen and rubbed my eyes; thinking I had misread the message, I read it again. I was supposed to have the essay finished in approximately 42 hours, but I had never written a decent essay in less than four days. I was in a state of panic; all of my ideas had evacuated my imagination leaving me with a painful case of writer’s block. To me, most of good writing is good editing and proper editing requires having a window to forget your writing before returning to it: a window that 42 hours just couldn’t provide.
The clock’s ceaseless ticking went on key with the groaning of the fan. The room lit only by a faint light of a window and the glow of a laptop. My head groaned in pain along with the loud hum of the computer. My eyes slowly moved from word to word, studying every crevice in the lines. My hands moved without thought, calculating each problem in every way possible. My hands moved in robotics motions only to be accompanied my gears in my head shifting to thinking about how badly I was going to fail this midterm.
The speaker's square finger emphasized his observations by underscoring every sentence with a line on the schoolmaster's sleeve. The emphasis was helped by the speaker's square wall of forehead, which had his eyebrows for its base, while his eyes found commodious cellarage in two dark caves, overshadowed by the wall. The emphasis was helped by the speaker's mouth, which was wide, thin, and hard set. The emphasis was helped by the speaker's voice, which was inflexible, dry, and dictatorial.... [Hard Times. Ch.1]
Letters to My Son are letters written by Lord Chesterfield to his son whereby he praises and criticizes him. Chesterfield uses a number of literary devices in his letter such as metaphors, imageries, anastrophe, tonal shift and many others. In addition, Chesterfield uses rhetorical devices such as logos and name calling so that his son can heed to his advices. Chesterfield uses different tones, and language devices to make pass his intended information to his son. He changes his tone, and uses different language styles to be able to convince his son to follow the values, and advices in the letter written to him. In the end, through his language skills and tonal values, he is able to convey his message to his son which is meant to elevate him above all, and become an independent person. Chesterfield is suggestive and condescending in his language, and tone in the letter but his views are very clearly articulated.
Cursive writing is a controversial issue in our culture today. According to Vi Supon (2009), “...technological advances and state-mandated tests, in addition to other variables, are forcing cursive writing to become a casualty of the American educational landscape” (p. 357). Because of the aforementioned factors, cursive writing is gradually fading from the classroom, and some students do not even know how to read or write in cursive. This case study is the result of one student’s desire to learn a skill that is gradually fading from our society: cursive writing.
This editorial was written by the Denver post editorial board and discusses the opposing views on keeping cursive writing in U.S schools curriculums. It emphasizes cursive as a dying art form and expounds on how technology is more important than the traditions of cursive hand writing in this new day and age. It argues that cursive should be taken out of the curriculum completely and recently it has been. Cursive has been deemed irrelevant and kicked to the curb, but for this paper I will be dissecting the editorial and not this direct issue. That being said, in every argument it is important to remember three things; ethos, pathos and logos. These things give any argument strength and appeal. In this paper I will be discussing the authors of this editorials use of these wringing principles.
My Eighth grade English teacher walked around the classroom, in a daily ritual, glancing over pages of circled letters, occasionally muttering, "turn", in an exhausted, apathetic tone. Many of my classmates used the time she had allotted for "checking homework" to socialize, while others frantically fumbled for a pencil, asked for a neighbor’s workbook, circled, underlined, and copied while occasionally lifting their heads up to see how far down the rows she had gotten and how close she was getting to them. Needless to say, it wasn’t hard to copy another student’s homework. We had already been in this "orange vocabulary book" system for two years by the time we were in the eighth grade. The workbook called for no originality or unique thought, so all of our little workbooks were expected to look exactly alike, all the same a’s circled, the same words underlined. It was possible that on any given weeknight, ten out of the twenty-five students in class would actually bother to do the assigned vocabulary homework. A few of us would copy a friend’s answer a little before, or even during class. There were still a few students that wouldn’t even put in that much effort into the English class, and would readily take the "zero" in the grade-book for the day. After the all-important "homework checking ritual" was through with, we all reluctantly opened up the vocabulary books for the "checking the answer" ritual. Starting with the front right corner of the classroom, students began reading off answers, letters and words, and nothing else, one after another, being occasionally corrected, and fed the right answer.