Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Reflection on creative thinking
Reflection about creativity
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Reflection on creative thinking
Analysis on “How To Mark A Book” by Mortimer J. Adler When dissecting Adler’s testimony concerning the profits readers gain when thoroughly annotating a piece of literature, I found myself persuaded to look at each detail of a page to a deeper effect. His emphasis on needing patience and a strong work ethic in order to see future rewards perfectly not only applied to literary works, but also other slow processes such as the college application process. By incorporating writer’s thoughts “into] your bloodstream” (1), information gets preserved and further analyzed for years to come. The act of physically interpreting statements as if you were inquiring or joining a thought “preserve[s] those reactions and sharpen[s] those questions” (2).
In the skillful novel, "How To Read Literature Like A Professor" by Thomas C. Foster, there is neither a protagonist nor antagonist. As a whole, the novel gives insights on how to pick up signs of symbolism, irony, and many other hidden details that are buried within the words of literature. Foster refers to many classis novels by classic authors to demonstrate the use of logic in writing. The novel is extremely educational, leaving many insightful questions and interpretations to the reader's opinion.
In my 1109 class our task for eight weeks was to observe a tutor and writer working together during fifty minute sessions. This took place at the Writer’s Studio here on Newark’s OSU campus. The tutor I observed was Wyatt Bowman and the student was Adam Bielby. Ad...
The books Maus I and Maus II, written by Art Spiegelman over a thirteen-year period from 1978-1991, are books that on the surface are written about the Holocaust. The books specifically relate to the author’s father’s experiences pre and post-war as well as his experiences in Auschwitz. The book also explores the author’s very complex relationship between himself and his father, and how the Holocaust further complicates this relationship. On a deeper level the book also dances around the idea of victims, perpetrators, and bystanders. The two books are presented in a very interesting way; they are shown in comic form, which provides the ability for Spiegelman to incorporate numerous ideas and complexities to his work.
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
Ungar, S. J. (2010). The new liberal arts. In G. Graff, C. Birkenstein, & R. Durst (Eds.). “They say, I say”: The moves that matter in academic writing with readings. (2nd ed.). (pp. 190-197). New York: W. W. Norton. This article looks to prove that liberal arts education is just as valuable as “career education” because contrary to general belief, career education doesn’t guarantee high-paying jobs after they graduate.
By following these demands, an author sparks interest in his/her work. “Make them wait” is a significant factor used by the author of the novels “The Catcher in the Rye & “Lord of the flies”. In this essay I will explain how making the reader wait created interest in these two novels.
In It All Adds Up: From the Dim Past to the Uncertain Future, Saul Bellow seems to believe that these distractions are bordering on mania. His main argument to cure this illness is for writers to transcend distraction
person is planning on writing on a subject that he knows so wel in practice he must have thought deeply about the subject.
Factors such as personal experiences, time period, location, socioeconomic status, and values influence a writer but, most importantly, the audience, influences a writer’s work. Awareness plays a critical role because the writer wants to impress the audience by increasing his or her awareness towards the audience. Being aware of the audience's knowledge, attitude, and demands will help the audience relate to themselves and make connections with the writer. To target an audience, a writers always connect his or her values with that of the audience as a way of being aware. That way, the writing will have meaning to the audience because the audience is now physically, logically, and emotionally connected to the writer. For example, if I had to write an essay that college professors would review, my essay would have vocabulary words, citations, and anything that is related to the university. Since the professors are in America my writing consists of people and events that Americans are a lot familiar with. In this particular essay, I chose the example of Shakespeare because I know that in order to get into college, we all read at least one Shakespeare play. Other than writing, awareness is also helpful in
Anna-Maria I believe that Adler’s central idea was to encourage readers to write “between the lines.” To support this claim Adler provided readers with strategies and suggestions
The first type of book owner is one who has the best sellers, and standards. The second type of book owner is someone who has many great books, some read through, most of them dipped into, but still shiny as new. The third book owner has few to many books, every one of these books used, dilapidated, shaken, loosened, and scribbled into. Adler says the third book owner owns books. “Why is marking up a book indispensable to reading?” Adler asks. Adler goes to answer his question by stating that first, marking up a book keeps the reader awake. Secondly, marking up a book is thinking, and thinking tends to express itself in words, spoken and or written. Lastly, writing lets you remember the thoughts you had, or thoughts the author had. In the closing paragraph of this article Adler states that there is no such thing as speed reading, and that it does not prove our intelligence. Adler says “in the case of good books, the point is not to see how many you can get through, but rather how many can get through to you – how many you can make your own.” Adler closes the article by persuading the reader that books are as much a part of our head, as they are our
Many theories have been developed over the years in attempt to explain how and why the human race interacts in the ways that they do. One of these theories is called the social construction of reality. Also referred to as social constructionism, this theory explains how humans come to understand knowledge through the sociological and communicative developments of these jointly constructed disciplines. Social constructionism became famous in the United States when Peter L. Berger and Thomas Luckmann wrote the book entitled, The Social Construction of Reality in 1966. In their theory, Berger and Luckmann assert that all knowledge, including the most basic of everyday reality, is derived from social interactions.
Everyone has their unique ways of owning something and making it truly theirs. Some people own phones, house and so on but today were focusing on books. The importance of being an owner is that we have the full ownership of it. However, the important question is why do we own something we don’t use? From the essay of Mortimer Adler, “How to Mark a Book”, he explained the three way’s which someone own a book. Such as the one that just owns a book, but remains unread and untouched. One who reads books left and right but refuses to leave a mark on it . Lastly, the one who makes the books apart of themselves by highlighting and underlining quotes for thought, notes in the margins and all the caviar on display(1). Therefore I do agree with Mortimer Adler on How to Mark a Book.
Adler uses his single organizing principle-- the amount of passion of the book owners by the amount that they have handled, read, and marked up their books-- in order to serve his purpose: to show those who truly show a passion and love for books are the ones that end up “ruining” them the most. Those that fall into the categories of never reading or marking those books reveal no deep thinking or analysis, no sign that he or she has sincerely put any more thought into the book than looking at the words on the page. Annotations and notes are a sign of a deeper level of thought, a sign of taking more out of the book than just the story or words at hand. Through the use of classification, the author can split these types of people into categories.
The first class on my schedule was English Composition I, instructed by professor David Chapman and his class was the first class I had attended in almost ten years. As I began turning in first couple and awaiting the resulting grades, I found myself increasingly unsure how of my second attempt at higher education would conclude. Then, the grades were posted and to my amazement I was not only passing the class, but I was also carrying an “A” grade for the clear majority of the semester; A feat that a younger version of myself would have found unimaginable. My favorite assignment was the narrative essay; And, because my confidence as a writer was continually expanding due to my high grade, I proudly volunteered to have my essay peer-reviewed during class. I knew I had written a good paper because I knew how much effort I put into writing; However, I wasn’t expecting to have such an overwhelming positive