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My eyes gazed over the book as I sat in the back of the class. Everyone was silent as we were instructed to the read the story that was assigned to us. The English class was filled with a silent and dull atmosphere. The only thing that was heard was the air vent and the tapping of a pen from a student. The once silent room, was replaced by the teacher asking us about how the story made us feel and what figurative language was used. The stories that were told in English class never impacted me as often as I would like. When did it inspire me, the stories transformed my life. One incident, it happened when I took a theology class that required me to do service learning. Service learning is an opportunity that allows students to volunteer for …show more content…
different causes while learning. I signed up for a volunteer package that consisted me doing ten hours of advocating against domestic violence. I had no interest in volunteering for the school because I was putting all my focus on excelling in my classes. However, I signed up to join because if I did not get ten hours of volunteer work then I was unable to pass the class. The service learning that I did was called College Bride’s Walk that have been hosted by Barry University for eight consecutive years. Barry University gathered a group of students to attend different events for the service. I found myself acquainted with familiar people that I have seen on campus. Dr. Finley was one of the people who helped organized College Bride’s Walk. Dr. Finley also hosted many of the events that were required to attend to gain hours. I never thought I seen myself so fascinated about learning new things about domestic violence. It was one evening the College Bride’s Walk first orientation was hosted on Barry University’s campus. Many students were seated crowded around tables ready to listen to the presentation that was given by Dr. Finley. She passed on her knowledge about College Bride’s Walk and the significance of the movement. “does anyone know the signs of domestic silence?” she quizzed us. She searched for a slight movement of a hand shooting up in the air. She stood there patiently with a slight grin realizing nobody was brave enough to answer her question quite yet. Eventually, a few ideas bounced in some student’s head and started an interesting debate on why people stay in a domestic violence relationship. Dr. Finley briefly explained some of the signs that she has noticed while working with victims of domestic violence. It provoked my interest because I did not quite understand how somebody could stay in a relationship that they were treated badly in. “I’m going to read a story that a girl once gave me to me and every time I read it, the story makes me want to cry.” She explained softly, shaking her head.
Dr. Finley shuffled around in her purse for a piece of paper that I’ve notice had pencil marks all over it. The story begins of a young girl in high school that was not very popular in school. She starts dating a guy with a different personality from her. He had a lot of friends, played football, and was known in town. She enjoyed being his boyfriend because she gained all his friends and treated her well in the beginning. The young girl was also given a phone by her boyfriend that he called or text to see where she was constantly. He also took her shopping to the mall and bought her clothes that he emphasized she would look good in and should wear it from now. Other students around me began putting their phone down on the table and started listening intently. The young girl in the story continued to date the boy even after countless times she was treated badly. He abused, controlled, threaten, and raped her while she was his girlfriend. I can remember Dr. Finely staring at the white piece of paper for a moment, her voice began soft, and strained like her vocal cords were damaged. The young girl told multiple people about what her boyfriend has done but nobody acted on her situation. The police officer did not believe the quarterback would do horrendous things to her because he knew him. The young girl’s mom said she may be overreacting and how its normal for couples to fight. Moreover, she told her friends, but they did not want to hear her
complain. This is the point of the story where the words impacted me more and more as the girl in the story continued to tell people about her problems and her community did not take charge. As Dr. Finley kept describing the struggles of the victim, it lit a spark in my heart that I’ve never felt before. I had the need to help someone during a time where they struggled to say their partner’s name because their hands were wrapped around their neck like a scarf. The story gave me a desire to save thousands of girls from their mind being clouded by the misconception that they are not good enough. A story rarely inspired me in a significantly way, but this one did. I was engaged in the story as the words flowed through Dr. Finley’s mouth and after each consequence the young girl went through I said to myself, “wow” until the very end. Dr. Finley finished the story deep in thought while staring at a student’s feet. I remember leaving the seminar with the only thing on my mind is the young girl dealing with something so traumatic early in life. Additionally, I was more excited to participate in volunteering to stand up for the people who were affected from domestic violence. I was so interested in the story that I told my parents, friends, and other loved ones. That night I looked up other events that were listed for the service learning. I added additional occasions to my calendar that I was available for. This time I wanted to be present for the events because I wanted to help rather than trying to pass my class. Many other stories can inspire ways to transform an individual’s life. I have read and listened to various stories in the past that I have enjoyed but it failed to inspire me to do something different. A story can trigger an emotion to make a change in the world whether that means a small change that requires you to recycle to benefit the environment. Furthermore, a story could excite a social change that could involve being a voice for the people who are scared to speak up. I enjoy hearing stories like the one I’ve heard because now I see more value in putting time aside to volunteer for the need. I hope throughout my lifetime I get the chance to feel inspired many more times.
Wilson, Kathleen, ed. Short Stories for Students: Presenting Analysis, Context and Criticism on Commonly Studied Short Stories. Vol 2. Michigan: Gale Research, 1997.
For that, Welty needs exemplification. When coupled with the diction, exemplification serves as the main device implemented merging her experiences into a essay the explains the her relationship with fiction, and reading as a whole. Welty is a storyteller and she uses her skill to craft the narrative that describe her relationship with fiction. She describes the near mythological terror of the minotaur of the librarian, Ms. Jackson, who guarded the labyrinthian library of her hometown. She reminisces over the titles countless books she inhaled, two by two, as she rushed, back and forth, day after day, to the library for more. She speaks of her mother, who shared that same joy of reading, and who also enabled her to get her first library card. She illustrates about how books were ever present in her house. It’s through this exemplification and description that Welty is able to justify to the reader why books had such an intense role in her life, and why reading has held such value to her. Books were everywhere, they permeated her childhood. The effect of her vivid descriptions are that the reader and the author's perspective are merged. Rather than reading than reading the text, the reader experience’s it, and it's through the shared viewpoint that reader is able to realize the intensity and value reading brought to Welty’s
González’s “Wake” and Laura van den Berg’s “Volcano House” are two short stories that should be incorporated into high school curriculums due to the knowledge that can be gained from discussing the works in class, the use and examples of literary devices, and the lessons included. Students would have the opportunity to gain a wealth of knowledge to better improve future pieces of writing, look at works of literature from different viewpoints, and take the lessons to carry with them in everyday life. These stories will not only better the student in the English classroom, but will help them in other classes and outside of school. I firmly believe that “Wake” and “Volcano House” should be added to high school
"Ms. McMulkin, this is Alex. That essay--- how long can it be?" "Why, uh, not less than 600 words." He sounded a little surprised. I'd forgotten it was late at night. "Can it be longer?" "Certainly, Alex, as long as you want it." "Thanks," I said and hung up. I sat down and picked up my pen and thought for a minute. Remembering. Remembering a handsome, dark boy with a reckless grin and a hot temper. A tough, towheaded boy with a cigarette in his mouth and a bitter grin on his hard face. Remembering- -- and this time it didn't hurt--- a quiet, defeated-looking sixteen-year-old whose hair needed cutting badly and who had black eyes with a frightened expression to them. One week had taken all three of them. And I decided I could tell people, beginning with my English teacher. I wondered for a long time how to start that theme, how to start writing about something that was important to me. And I finally began like this: When I stepped out into the bright sunlight from the darkness of the movie house, I had only two things on my mind: Paul Newman and a ride
She was cruelly treated, spit at, beaten, and shunned on a daily basis. Her parents were sympathetic to her dilemma and finally forced her to see a psychiatrist. She was placed on medication that made her very sleepy. The psychiatrist said that “kids will be kids and that possibly she was looking for attention from her parents.” In eighth grade, a group of popular students followed her to the parking lot after school on a winter’s afternoon, knocked her to the ground, and shoved fistfuls of snow down her throat, laughing as they watched her struggle to breathe.
	"It mattered that education was changing me. It never ceased to matter. My brother and sisters would giggle at our mother’s mispronounced words. They’d correct her gently. My mother laughed girlishly one night, trying not to pronounce sheep as ship. From a distance I listened sullenly. From that distance, pretending not to notice on another occasion, I saw my father looking at the title pages of my library books. That was the scene on my mind when I walked home with a fourth-grade companion and heard him say that his parents read to him every night. (A strange sounding book-Winnie the Pooh.) Immediately, I wanted to know, what is it like?" My companion, however, thought I wanted to know about the plot of the book. Another day, my mother surprised me by asking for a "nice" book to read. "Something not too hard you think I might like." Carefully I chose one, Willa Cather’s My ‘Antonia. But when, several weeks later, I happened to see it next to her bed unread except for the first few pages, I was furious and suddenly wanted to cry. I grabbed up the book and took it back to my room and placed it in its place, alphabetically on my shelf." (p.626-627)
Short stories are temporary portals to another world; there is a plethora of knowledge to learn from the scenario, and lies on top of that knowledge are simple morals. Langston Hughes writes in “Thank You Ma’m” the timeline of a single night in a slum neighborhood of an anonymous city. This “timeline” tells of the unfolding generosities that begin when a teenage boy fails an attempted robbery of Mrs. Jones. An annoyed bachelor on a British train listens to three children their aunt converse rather obnoxiously in Saki’s tale, “The Storyteller”. After a failed story attempt, the bachelor tries his hand at storytelling and gives a wonderfully satisfying, inappropriate story. These stories are laden with humor, but have, like all other stories, an underlying theme. Both themes of these stories are “implied,” and provide an excellent stage to compare and contrast a story on.
At the beginning of the semester, I did not know what the "Service Learning and Social work Practice" course mean. However, through the process, with the accompaniment of Professor Preeti Charania, I understood the course and noticed a lot of transformation in me through the semester. The following are some of the changes and growth I have seen in me from class readings, discussions, group works, and working with the Church World Service (CWS) agency.
In this essay, I will refer to three short stories. These stories are: “Through the
Introduction A service learning experience is designed to enhance a student 's growth in personal and social development and to obtain an understanding of community involvement. For my service learning experience, I volunteered at Change Point Center. In this reflection paper, I will discuss in depth information about the services that Change Point provides, my goals while I was there,and what I ultimately learned from this experience. Information about this experience Change Point center is located in Hot Springs, Arkansas and is a non-profit organization. The role of the agency is to help women in crisis pregnancies as well as families that face crisis situations.
How did a departmental faculty generated 12,000 hours of student community service in one semester? The following is a qualitative analysis of conversations with faculty members in a department that recently instituted a service learning requirement for all student majors. The campus is a large urban comprehensive university with a multi-ethnic student body. Approximately fifteen faculty members were interviewed for this study. While most of those interviewed included service learning components in their courses, interviews with faculty members who resisted or refused to incorporate service learning were conducted as well in order to understand varying faculty attitudes towards service learning.
Bambara, Toni C. "The Lesson." Making Literature Matter: An Anthology for Readers and Writers. 5th ed. Boston: Bedford/St. Martin's, 2012. 1142-147. Print.
This class has helped me realize my strengths and weaknesses in literature. This has allowed me to grow and realize that I am a work in progress. I am confident that by the end of this class my big issues in writing will be improved. Each assignment in this class is helping grow and is making me into the writer I know I can be.
This week’s discussion assignment will let you tell your classmates what story you selected, give a short summary and why you liked or disliked it. You will also use at least One paraphrase (With proper APA In-Text Citations) and One quote (With proper APA In-Text Citations); you will also include the APA style Reference at the end.
I’m writing this paper because stories impact our lives everyday. Stories give us life advice and tell us morals. We tell stories everyday to tell others about our lives. Stories aren’t just in writing, but also in out words. They are passed down through generations either for a message or for our entertainment. Stories have impacted me by telling me more about my grandmother. I never got to meet her, but through the stories my dad or grandfather tell me, she lives on. Stories are the way you become immortal. Once a story is created, it can be told many more times. In this way, someone can live forever.