To fully comprehend a work you cannot just read it. You must read it, analyze it, question it, and even then question what you are questioning. In Richard Rodriguez’s The Achievement of Desire we are presented with a young Richard Rodriguez and follow him from the start of his education until he is an adult finally having reached his goals. In reference to the way he reads for the majority of his education, it can be said he reads going with the grain, while he reads a large volume of books, the quality of his reading is lacking. Richard Rodriguez states himself he was an “imitative and unoriginal pupil” (Rodriguez 516). He takes what he reads and goes along with it; there is no analysis or individual thought. Unlike his brother or his sister, he feels the need to prove himself. Richard Rodriguez displays a strong yearning to be different. To be special and have esteem like the teachers and professors he venerates. Indeed he does long for this esteem but at what price does his esteem come with? He begins at a very young age to distance himself from his family. But while he does this intentionally he seems to be ashamed with his want for knowledge. Richard Rodriguez talks about reading in a closet and neglecting his familial obligations for reading. Eventually his thirst for knowledge and education becomes much like an addiction. Something he yearns for, and he feels nobody understands his thirst drive and thirst for reverence. The use of Richard Hoggart’s The Uses of Literacy in this story is very thought-provoking. While we are presented with the image of a young Richard Rodriguez and his struggle to deal with his education and family life. We are also presented Hoggart’s image of the “Scholarship boy” the student who has ... ... middle of paper ... ...ed. He does not dare to make a passionate statement (Rodriguez 531). It seems as if he was so caught up in achieving level of esteem his teachers have, he missed what truly make great academic minds great. Therefore, we can conclude Richard Rodriguez reads with the grain. It seems as if he is so caught up in attempting to display the façade of being educated and intelligent. He forgets intelligence isn’t just the measure of how many facts you can quote, nor is it how many books you have read. However true intelligence is having one’s own thoughts which can be backed up and proven, not just reiterating others thoughts they have already come up with themselves. Works Cited Rodriguez, Richard. "The Achievement of Desire." Petrosky, Anthony and David Bartholomae. Ways of Reading An Anthology for Writers. Boston ; New York: Bedford/St. Martin's, 2010. 516-532.
Richey assigns Kingsolver to organize and shelve every book in the library. In doing so, literature saved Kingsolver from the dullness of her day-to-day life. Nevertheless, monotony was not her only problem. She also had no passion or drive for school, but was uncertain about life, even going as far as to say, “I was developing a lean and hungry outlook.” But what that, ‘hungry outlook’ was for, was uncertain; she saw few career paths with the ‘practical’ skills she had learned in Home Economics, luckily, that aspect of her life would come from not within, but from the hallowed halls of the library, and from the dusty pages of classic literature. Her time categorizing books for Richey enlightened Kingsolver to the works of great writers, exposing her to the vast worlds, hidden, waiting to be found. Kingsolver most definitely found those world, immersing herself into them, allowing them to seep to the furthest corners of her brain, and changing her rural outlook to one of sophistication. This passion for reading allowed her to develop a sense of career, and facilitated her future as a writer. It did for her what schooling could not: give her a passion for
Wideman, John Edgar. “Our Time.” Ways of Reading: An Anthology for Writers. 9th ed. David Bartholomae and Anthony Petrosky, Ed. Boston: Bedford/St. Martin’s, 2008. 657-694. Print.
He further stated that with all sincerity in themselves and colleagues, public school is now regarded as outmoded and barbarous. This thought, according to him is both observable to students and the teachers alike, but the students inhabit in it for a short period, while the teachers are condemned to it. Pursuant to teachers being condemned, they live and work as intellectual guerrillas strong-minded to stimulate students, ignite their inquisitiveness, and to open their minds, yet reluctant to stay behind in their profession. Together with this, teachers...
Chopin, Kate. ?The Story of an Hour.? Making Literature Matter: An Anthology for Readers and Writers. 2nd ed. Ed. John Schlib and John Clifford. Boston: Bedford/St. Martin?s, 2003. 862-63.
When Beatty explains to Montag why books are being burned, he describes the method used when teaching students: “Cram them full of noncombustible data, chock them so damned full of ‘facts’ they feel stuffed, but absolutely ‘brilliant’ with information...And they’ll be happy” (Bradbury 58). Later, on the train, an advertisement blares, “Denham’s Dentifrice” while Montag struggles to read “the shape of the individual letters” (Bradbury 75). Montag’s society is convinced that education means mindlessly memorizing facts. However, a large amount of information and facts is not a proper substitute for deep, critical thought. When information is just given and not analyzed, it prevents questioning why facts are true and inhibits the development of basic thinking skills, such as when Montag struggles to understand the book he is reading. Additionally, with so much information and entertainment circulated in Montag’s society, significant ideas that promote questioning and changing life cannot be developed. Without thoughts that allow people to question their ways and change themselves, people believe they are perfect, cannot realize their faults, and are unable to change the way they are. When Montag consults Faber for some insight on books, Faber states that books have been abandoned because “they show the pores in the face of life” and, because of this, their society is “living in a time when flowers are trying to live on flowers, instead of growing on good rain and black loam” (Bradbury 79). Instead of taking the time to think and develop thoughts, the citizens of Montag’s city take the easy way in life, by avoiding any deep thought and personal opinion altogether. It is much easier for the citizens to enjoy mindless entertainment than to think about the issues in the world and their solutions. However, this can create problems within
Sexuality is very diverse, in some instances normality is based on the cultural context of the individual 's society. In "The other side of desire" by Daniel Bergner, the author goes in depth into the lives of four individual 's whose lust and longing have led them far down the realms of desire. The current paper addresses the four individual 's Jacob, the Baroness, Roy, and Ron each exhibits a paraphilia that may or may not meet the full criteria in the DSM-5. Furthermore, each person’s specific paraphilia is conceptualized and explained in depth. Countertransferential issues anticipated before working with these individuals is analyzed and clarified. Also, the apprehension of sexual arousal and sexual behaviors is conceptualized into normality
...ting, and “ciphering”. He never went to school for longer than one year total in his childhood. He read all the books he could get his hand on by borrowing. He never learned enough to qualify as an education with the exception of reading and writing. He acquired his education through self taught methods “under the pressure of necessity.” He was not an avid reader because of the limitations of books but he read as much as he could.
It was almost like he was learning two languages at once. This made it a bit more difficult for him and his parents to understand what the whole schooling/ education system was. Rodriguez spent a lot of his time reading while Hoggart says, “reading is a woman’s game.” (PDF). By him saying this, he is implying that men are more likely and more accustomed to do activities outside, while women are supposed to stay inside and read. Rodriguez’s parents did not understand this whole concept because of their lack of the language. This changed Rodriguez’s life in a very big and impactful way. The education helped Rodriguez in a weird way with him saying that “ If, because of my schooling, I had grown culturally separated from my parents, my education finally had given me ways of speaking and caring about that fact.” (355). This means that he had grown distant to his parent from being involved with his parents through the whole education process. It took time away from them being together, taught him different cultures, and made him make decision in which his parents were not fond
Richard is thirsty for new knowledge, wanting to expand his brain. Growing up as black during the 1920s gives Richard limited opportunities to get a strong, secure education, so he is always looking for new ways to obtain knowledge. Richard’s local library prohibited blacks to check out books, so Richard asked a white coworker to borrow his library card. Richard forges a note saying that Richard is just picking up books for his coworker to read. He would become entranced with the books he read, but thought no other black person read like him, this made him stop reading for awhile. After a couple of days past with him not reading, “A vague hunger would come over me for books.” (Wright 357) Richard is always hungry for books, like an addiction, if he stops reading for a couple of days he will just end up wanting to read more. Richard is hungry for a new life as well. Richard read a paper that described a modern world. He yearned to live in that world that was almost alien to him, “I hungered for a different life.” (Wright 187) Richard is dissatisfied with his own life he longs for one he just read on a paper. He states that the modern world is, “merely stories” but his desire to get away from his current life convinces him that they are real. Richards hunger for knowledge and a new life is as powerful, if not more powerful than a craving
In the library she would alternate what types of books they would read. Whenever she would read to him she would read in a way that made you cling to every word the author wrote. In times like these, Rodriguez would become engaged in these books. “I sat there and sensed for the very first time some possibility of fellowship between reader and writer, a communication, never intimate like that I heard spoken words at home convey, but nonetheless personal.” (Rodriguez 228). During this part of Rodriguez’s life, his view towards books changed.
Rodriguez would, for example, use words such as “unsettling” “cloistered” and “alienation,” to describe the beginning of his assimilation in the public English speaking world. While he would use “calm” “enchantingly” “consoling” and “intimacy” to describe Spanish. As Rodriguez is being pushed to assimilate and English is heard everywhere including his home he becomes “increasingly angry” only from being obliged from his parents and trying to participate in class he begins to feel a sense of belonging in public. Rodriguez’s diction was evident and continuous in his essay which abetted the audience to understand that the author wanted the audience to be addressed formally and be known that he wants to be taken seriously and able to connect to his background and why he made his
Coffman, Kelly. "A Turning Point." Ode To Friendship & Other Essays. Ed. Connie Bellamy. Virginia Beach, 1997. 190-191.
Just because a person reads a lot of books doesn 't technically make that person a good reader. Richard Rodriguez clearly emphasizes this in his article The Lonely, Good Company of Books published in 1982 from The Hunger Of Memory: The Education Of Richard Rodriguez. As a child Richard did not like reading he saw "reading at best, as only a chore".(Rodriguez pg.227) Not truly understanding the pleasures and education he could gain from reading books.
This book covers many different points of Schultz’s life. One, Philip Schultz takes a look back at his childhood school years and writes about his troubles and understands it was not because he was not intelligent but because he had a learning disability. Second, Schultz discusses a teacher who did not believe in him; the teacher laughed at him when he told his teacher he wanted to become a writer. The way
Perrault, Charles. “Cinderella.” Writing and Reading Across the Curriculum. Ed. Laurence Behrens, Leonard J. Rosen. Toronto: Longman, 2013. 236-240. Print.