Exploring the Value of Canonical Literature and Its Role in Modern Education
The English curriculum within most modern high schools seems to be comprised of two main portions. The first of these is the grammatical component, which seeks to help students better understand the structure and function of language. This aspect, although considered tedious by many students, certainly has immense value. Communication within the bounds of the English language is governed by a multitude of grammatical rules. Any student who wishes to communicate effectively must possess at least a basic understanding of these standards. The grammatical component, however, does not stand alone in the high school English classroom. It typically is accompanied by a literature section. This aspect of the curriculum focuses on the study of written works. In most secondary education settings, the literature studied falls into the realm of what is commonly referred to as “the classics.”
In essence, these books are part of a canon of literary works that has been collected and passed down through the years. Having stood the test of time, they are considered by many to be “the best of the best” (Dixon 4). Most of the literature in the canon is like a fine wine in that it seems to have gotten better (or at least become more highly regarded) with age. These books typically are written by authors whose names have become legendary: Dickens, Twain, Shakespeare, Bronte, etc. Although the canon does feature a few 20th century writers such as Hemingway, Fitzgerald, and Wright, there is an undeniably heavy emphasis placed on authors who died centuries ago. Aside from a few notable exceptions, the works of the canon also tend to be f...
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... classics and make it personally relevant. If this is done, the canon then becomes an invaluable tool for increasing knowledge and building understanding.
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Appleman, Deborah. Critical Encounters In High School English. New York: Columbia University, 2000.
Dixon, James G. Transcending Difference: The Place of the Classics in the Curriculum of the ‘90s. Diss. Grove City College, 1991.
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Jain, Saranga. Literature in Education: Contemporary Texts Versus the Classics. Diss. The Pennsylvania State University, 1998.
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Whitehead, Alfred North. “The Place of Classics In Education.” The Aims of Education and Other Essays. New York: The Macmillan Company, 1929. 93-115.
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.
The purpose of this prosthetic limb is to help people who have lost a hand or arm in any type of accident like Les Baugh. He one of the patients currently outgoing testing with the prosthetic limb. He lost both of his arms at a electrical accident a young age and the prosthetic he using are attached to the end of his shoulders, since the accident cut his arms right to that section. He underwent surgery in order to remap the nerves
It is an excellent destination for an amusing day of outdoor activities. Plus, you’ll get a bonus of astonishing scenic views.
...Literature. Vol.1. Ed. Rossi, Patricia. Addison Wesley Educational Publishers Inc. New York: Copyright 1999. 2655-57.
Prosthetic care goes back to the fifth Egyptian Dynasty. The basics of prosthetics started out with crutches. They were made of wood and leather for more comfort. A wooden toe was a big deal because it helps balance and perform a function to help you walk. Next peg legs and hooks were used. Fibers were used to have a sense of wholeness but weren’t functional. By the second or third peg legs cooper and wood were used. Later on iron was used but was inconvenient because of how much it weighed. Inventions have been worked on and expanded for example, the fixed position foot. Other inventions have become obsolete over the years like the use of iron, hand hooks, and peg legs ("The History of Prosthetics).
, from which time we have evidence of crude devices being made to replace a missing lower leg. These consisted of metal plates being hammered over a wooden core, which was then strapped to the stump of the remaining leg. These very early prostheses were usually made by blacksmiths, armor
The materials in prosthetic limbs have always evolved along side technology, usually changing for the better. Prior to the development of electronics and plastics,
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According to Connors, a significant event at Harvard University in the late 1800s sparked the different literacy crises, earning titles such as “Illiteracy of American Boys” and “Johnny Can’t Write” (Connors 58). In the nineteenth century, more students began enrolling into college, and a delay in these students’ understandings of classical material quickly became obvious. As a result of the test scores, Harvard created an English entrance exam. In short, the students failed the test (Connors 48). Consequently, the institution established a freshman composition course as a temporary solution to fix what the Academia deemed a crisis (Connors 48).
Prosthetic limbs, one of the examples of physical enhancement, have improved to such an extent that the capabilities and...
Clugston, R. W. (2010). Journey into literature. San Diego, California: Bridgepoint Education, Inc. Retrieved from: https://content.ashford.edu/books/AUENG125.10.2/sections/h2.1
A large part of an English teacher’s job deals with helping students find their own voices amidst the many teachings of their parents and peers. A student’s voice can be their values, their interests, and their perspectives of the world in which they live. Their voice can be their critical questioning of the many situations they face, whether in a text, the school cafeteria, or a park after school. It is the job of an English teacher to aid in finding this voice through their writing. It is by putting words and thoughts down on paper that a student can sometimes feel comfortable enough to take risks and find their true voices. Although traditional grammar instruction has long been thought to improve this skill, this is no longer the case. Instead, by providing a classroom environment in which students are immersed in classic literature from many genres including poetry, short stories, and novels, students will learn how to harness grammar for their own purposes of finding their voice in their writing.