Francis’s essay is about the quality of reading practice in American high schools. By her essay, Francis Prose is trying to convince the audience that high school students aren’t reading or analyzing the adequate text to their level and by doing that, she is pushing the educational system to give those students a chance to read the appropriate literature to their age and level. in order to be believed and impact a higher number of her audience of her point, Francis Prose appeals to ethos by giving evidence of what is really read inside these classes, ‘’In the hope of finding out that [her] children and [her] friends’ children were exceptionally unfortunate, [she] recently collected eighty or so reading lists from high schools throughout the …show more content…
The first one was as a mother and a parent who fears the inconvenient future of her own children and other kids in general; unfortunately they are supposed to do such as poor reading texts which means to her not having the opportunity to read a high quality assignments that will give them the best education and prepare them to their future life, ’’how puzzling that [she] should so often find [herself] teaching bright, eager, college undergraduate and graduate students, would –be writers handicapped not merely by how little literature they have read but by their utter inability to read it; many are nearly incapable of doing the close line- by- line reading necessary to disclose the most basic information in a story by henry James…’’(para 17). The second way on which the author appeals to ethos is by using her own experience as a reader who has read a lot and giving examples of the books she has already read in her life,’’ …It is cheering that so many lists include the adventures of Huckleberry Finn- but not when we discover that time morning, funny novel is being taught not as a work of art but as apiece of damning evidence against that bigot, Mark Twain’’
How to Read Literature like a Professor by Thomas C Foster is a how to do book that teaches children how to become better readers. The novel was written in second person. The purpose of this novel is to inform readers on details that they wouldn’t usually realize in literature. Students who read Thomas C Foster’s How to Read Literature like a Professor are suppose to gain knowledge of how to identify details of their story that have connections to other literature or have alternative meanings that the author is trying to get across to the reader. Thomas C Foster believes reading his novel can help develop you into a better reader. He believes this because the information that he includes can apply to your reading. When you realize the connections he talks about, it gives you a better understanding of the book you are reading.
X, Malcolm. "Learning to Read." Rereading America. 9th ed. Boston/NewYork: Bedford/St. Martin's, 2013. 189-97. Print.
...fessors do not see Pop Culture readings as a form of intellectualism, or what is considered suitable reading for academics. Even though Graff is a professor, he can identify with students and how they feel about bow they can not relate to readings that are see as intellectual in an academic setting. If students are to never catch on to read the different reading that teachers think are suitable, will students give up or will they eventually stop caring.In an academic setting, will Pop Culture readings ever become considered as intellectual and will teachers ever allow students to pick out their own readings. If they don’t will the teachers ever see an interest in the students and their work.
Milgram, Stanley. “The Perils of Obedience.” Writing and Reading Across the Curriculum. Eds. Laurence Behrens and Leonard J. Rosen. Boston: Longman, 2011. 692-704.
When looking into works of literature, some stories seem to be similar to others. They can have a similar setting, point of view, theme, or sense of language and style. However, all of these points could be very different as well and could cover different theme or style. Flannery O’Conner’s “Good Country People” and Alice Walker’s “Everyday Use” have some contrasting elements, such as their points of view and use of symbolism, but their similarities in the underlying theme, language, and the setting of these stories reveal how these two stories are impacted by education on both the individual and their family.
Roberts, Edgar V., Jacobs, Henry E. “Literature.” The Lesson. 470-475. Toni Cade Bambara. New Jersey: Prentice-Hall. 2001
In addition, childhood has been described by the author, as an important factor in the theme of moral education: only a child is open-minded enough to undergo the kind of development that Huck does." It was a close place. I took...up [the letter I'd written to Miss Watson], and held it in my hand. I was a-trembling, because I'd got to decide, forever, betwixt two things, and I know it. I studied a minute, sort of holding my breath, and then says to myself: "All right then, I'll go to hell"--Em dash intended here? and tore it up. It was awful thoughts and awful words, but they was said. And I let them stay said; and never thought no more about reforming..."It, describes the moral climax of the novel. Jim has been sold by the Duke and Dauphin, and is being held by the Phelpses spending his return to his rightful owner.
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
Andrew Solomon has some valid arguments in his article, and he tries to persuade the readers through logos, pathos, and ethos. Solomon wants the readers to understand the importance of reading, and how its decline can be harmful to the nation. To reinforce his arguments, Solomon shares a variety of examples, for instance, he mentions that reading helps improve memory and concentration, and the decline of reading is causing mental “atrophy.” He also calls upon the readers to take some sort of action to raise reading rates and help the society. This can grant the readers a form of power and control over the crisis that will lead to an em...
...eading and studying the definitions set forth by Bartholomae and Petrosky, not only does the reader categorize Tompkins as an effectively strong reader, the readers see two other main points. The first point is that Tompkins's strong writing ability can be directly linked to her ability to read "strongly" based on the ideas of Bartholomae and Petrosky. The final point noticed, was that without either the introduction to Ways of Reading or Indians, either reading would possibly lose validity. Each work studied in this duo, appears to aid the others' ideas and arguments. The analysis and perspectives utilized in Indians are conveyed through the processes described in the introduction to Ways of Reading. Vice versa, the arguments made toward the makeup of a "strong reader" would not have been feasibly possible to illustrate without examples such as Jane Tompkins essay.
The Compact Reader. Subjects, styles and strategies Editor: Jane E. Aaron. New York: Bedford/ St. Martin’s, 1987. 315-319
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.
Toni Cade Bambara, DiYanni, R. (Ch 10.) The Lesson (p. 427-432) & Literature Reading Fiction, Poetry, and Drama. (2007). New York:NY McGraw-Hill
While I believe every child is a reader, I do not believe every child will be enthralled with reading all the time. All students have the capability to read and enjoy reading, but just like any other hobby, interest will vary from student to student. The students in my classroom will be encouraged in their reading, be provided with choice, taught how books can take you into another world but, my students will not be forced to read. This paper will illustrate my philosophy of reading through the theories I relate to, the way I want to implement reading and writing curriculum, and the methods I will use motivate my students to read and help them become literate.
Perrault, Charles. “Cinderella.” Writing and Reading Across the Curriculum. Ed. Laurence Behrens, Leonard J. Rosen. Toronto: Longman, 2013. 236-240. Print.