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The importance of literacy education
The importance of literacy education
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Francine Prose is a mother, a writer, a book reviewer, and most importantly, a massive critic of the type of literature that is demanded of children to read in American high schools. In a very defensive essay, Prose discusses a variety of books that she believes are a wast of actual literature. She uses a variety of rhetoric to attract the reader’s attention, and uses it to also persuade her readers to see things the way she does. Throughout the essay it becomes more apparent that the author makes multiple inferences of what she believes will happen to the generations that will entire a corrupt educational system. In the essay that Prose writes, she explains that the lack of eloquent literature is causing a demise to the education of teenagers …show more content…
By using words such as “mediocre,” and other words, Prose shows that in her own reasoning, the literature is not so much literature, but a waste of time that is taking attention away from actual good books that have content will instill a love for reading. Prose destroys the idea that the books provided to the students in the educational system should be deemed best sellers because she explains that the only reason this books are so well know, is because of the fact that they are forced down the throats of innocent teenagers. She also explains that teenagers are incapable of reading such stories because of the “overuse” of metaphors, and that we cannot read line for line books. If we cannot read a book line for line, than what should we …show more content…
She explains the economy and even politics are greatly affected because we all read “How to Kill a Mocking Bird.” Not only is every aspect of our lives a lie, we put sanctions on our imagination, which causes a negative living cycle for everyone. She chooses to argue, through using 20 dollar words, that money is something that is affected by a couple of books that no one really cared that much about. She also chooses to argue that even writers live with a false hope that literature will survive, when it doesn’t
In “I Know Why the Caged Bird Cannot Read” (1999), Francine Prose argues that literature is not being exposed to and taught to high school students in the way that it should be and that students learn to “loathe” it due to this. Prose provides her audience with her personal experience as both a mother and a college professor along with her own research on the books and suggested purposed of them. She continues to expand on this topic in order to help illuminate the importance of literature itself, not being associated with personal experiences or morals. Prose’s position is valid and she makes her essay directed towards school boards, teachers, and students and continues to maintain a critical tone throughout her essay.
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.
For many years people have argued about the inclusion of The Cather in the Rye, by J.D. Salinger in the high school english curriculum. This is such due to the inappropriate and adult oriented themes within If considered, many times within the novel the main character will face situations in which that the negative and vulgar themes will blossom into something meaningful that the reader can benefit from as a person and as a student. While the vulgarity and adult themes in The Catcher in the Rye are indeed inappropriate for adolescent students, ultimately its underlying themes of self discovery and possessing moral values provides life and ethical lessons that can be applied in the classroom as well as on a daily basis and therefore, the novel should be included in the high school curriculum for students to learn.
Tan, Amy. “Two Kinds.” Exploring Literature: Writing and Arguing About Fiction, Poetry, Drama and The Essay.4th e. Ed. Frank Madden. New York: Pearson Longman, 2009. 253-261. Print.
Meyer, Michael, ed. Thinking and Writing About Literature. Second Edition. New York: Bedford/St. Martin's, 2001.
In literature, schools often teach students the morals of a book rather than actual knowledge that they should acquire in the classroom such as literary devices or sentence structure. In Francine Prose’s, “I Know Why the Caged Bird Cannot Read,” she discusses how teaching students to only focus on the moral of a book instead of the many different literary elements it contains, effects their passion for reading. “A friend’s daughter’s English teacher informed a group of parents that the only reason to study Huckleberry Finn was to decide whether it was a racist text.” (94) This acknowledges that schools do not focus on important aspects of the books. The main point that Prose forms in her essay is that students are no longer required to read a piece of literature in depth, they only have to read to identify and learn the moral, when
Gerald Graff is an accomplished English professor, writer and is well known for his teaching theories. In “Disliking Books”, Graff tells the story of how he became interested in literature yet dreaded the subject throughout his academic career. Furthermore, the narrative goes into detail on how his personal struggles with literature at a young age allowed him to develop teaching techniques far superior to his colleagues. Graff does this by using both pathos and ethos in his writing to catch the readers’ interest.
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
In her essay “I Know Why the Caged Bird Cannot Read,” Francine Prose asserts that teachers should not be using literary works to teach values. Prose believes that assigned reading should be more about the quality of the writing rather than the values. But, if a book is too complex, students often lose interest in reading. While Prose’s argument is extreme, she is correct in that teachers should not use literary works as an excuse to teach their values.
Perrault, Charles. “Cinderella.” Writing and Reading Across the Curriculum. Ed. Laurence Behrens, Leonard J. Rosen. Toronto: Longman, 2013. 236-240. Print.
Hundreds of titles, authors, novels, and classic works exist, yet how does one choose a few outstanding works from a sea of ingenious? As educators, teachers are bound by a code known as “core curriculum” as well as, relevance and a sensitive word known as controversy, when it comes to novels. However, these heavy boundaries only create a large pool of varying shades of gray. This process of selection leads high school English teachers nation wide to a single conundrum: Which novel is the right novel to assign? The majority of high school teachers recognize that through their discussions, lectures, and assignments that they have the capability to change not only the course of their students lives, but also as a result, they greatly influence the world. While reading the following quote, speculate about the novel’s title, its author and consider its possible impact.
Literature is a gateway for people to expand their knowledge and learn new things. It gives us a sense of our self’s when we are able to travel to different places by just sitting in one place. But school boards and education leaders think that fiction will limit our
“What, that’s not fair!” Every student in Mr Anderson’s second hour comm-arts class was enraged. Mr Andersen had just finished reading an article the school had sent to all the teachers about students not being able to read fiction books because they don’t help them solve real world problems. The students were so angry that only a few noticed Mr Anderson’s sly smile.
Observe the list of required literary works assigned to any current or past high school student, and chances are you will see an abundance of similar titles appear in each syllabi. These lists of works typically include the iconic literary masterpieces brought forth by Ray Bradbury, Harper Lee, and Shakespeare, among others. Many a time one is quick to lash the whip of criticism on to these pieces, regarding them as the typical, dreary literature that is deemed mandatory time and time again. Although these reads may seem mundane and utterly inapplicable to not only those required to read them, but contemporary society as a whole, it is vital that one breaks down this ever-hardening wall of criticisms in an effort to understand their place
Literature has been part of society since pen met paper. It has recorded history, retold fables, and entertained adults for centuries. Literature intended for children, however, is a recent development. Though children’s literature is young, the texts can be separated into two categories by age. The exact splitting point is debatable, but as technology revolutionized in the mid-twentieth century is the dividing point between classic and contemporary. Today’s children’s literature is extraordinarily different from the classics that it evolved from, but yet as classic was transformed into modern, the literature kept many common features.