Essay about Critique on "I Know Why the Caged Bird Cannot Read"

how it caused her to become a writer fiction. To express the intensity and value of said

I know why the caged bird cannot read, by Francine Prose, is basically her opinionated article in which she tries to show the audience different reasons why the high school students have a lack of interest in reading. This article was definitely showing her ideas and thoughts about books and literature chosen for high school students. When it comes to me, I think that this article in many ways is irrelevant and vague, when she talks about the types of novels or books chosen for high school students. In this era, high school curriculum has some of the best well-crafted and adulated works of writings. Moreover, these masterpieces are written by some of the most adroit writers. We cannot argue about the value of these writings, because these are

Some topics are more interesting to read than others. In an article called ‘Why Literature Matters’ written by Dana Gioia, this article can be viewed as highly persuasive because of the techniques he uses to get his points across to the audience .Gioia is able to build arguments though his use of evidence and different literary techniques.

In the article, I Know Why the Caged Bird Cannot Read (1999), Francine Prose claims that the force reading of books that high school students must struggle through hinders their ability to want to read when they do not have to. Prose supports her claim by comparing her own experiences during high school, to her both her son's high school experiences and coming to the realization that she and her sons both have had bad encounters with novels they had to read in high school. The author’s purpose is to persuade high school students and grown adults alike in order to show that the reason they can no longer enjoy reading is because they were forced to read unappealing books in high school. The author writes in a stern formal tone for an audience

In the article “I Know Why the Caged Bird Cannot Read” (1999), Francine Prose asserts that high school English teachers are teaching classic novels so insultingly that their students actually end up loathing reading altogether. Prose supports her assertion by asking what it even means to be educated, informing the reader that the same boring novels are still being taught in classrooms twenty years later, and explaining how teaching methods have plummeted to the point where every teacher has their students relate experiences back to themselves. The author’s purpose is to question whether English classes are even needed anymore in order to not only understand but to enjoy classic literature. The author writes in a contemptuous tone towards parents

Reading is the beginning of every child’s learning. The basis of education begins with learning to read. Short (2010) explained that literature acts as “an inquiry to life” and a “way of knowing” (p. 50). However, in order to support children’s learning, it is essential to show children that learning is interesting from a young age. When Short first began teaching using worksheets and a basal reading program, she wrote, “I often felt that children were learning to read in spite of me” (p. 49). The students were not learning to think critically. However, when she began introducing literature circles to her students, she saw them “critically exploring their understandings with each other” (p. 49).

Technical analysis of “Studying Literature in Grade 12” It is important for any society to protect and promote its own culture for people to have a sense of the history that shaped their surroundings and the identity of the community they live in. Mrs. Smith, in the essay “Studying Literature in Grade 12”, brings forth the detailing of why Ontario students, studying English, need not bother with reading other authors than modern Canadian writers. Unfortunately, the message already controversial and polarizing is riddled with mistakes. The essay suffers from failures in building structure, conveying ideas, citing sources and proofreading text. This work would greatly benefit from a rewrite so it can perform the job it was meant to do: persuade the reader.

The general argument made by the author Catherine Gewertz in her speech is that common core standards are being raised due to higher level vocabulary in college reading agenda. More specifically, she argues that fiction novels are becoming less meaningful in high school curriculum because non fiction better prepares the students. She writes “By high school, literature should represent only 30 percent of their readings; 70 percent should be informational. The tilt reflects employers' and college professors' complaints that too many young people can't analyze or synthesize information, or document arguments.“ In this passage, Catherine Gewertz is suggesting that too much fiction reading will lead to students doing

Prose starts off with very strong language in her essay “I know Why the Caged Bird Cannot Read”. Prose’s opening paragraph includes words such as “appalled”, “dismal”, and “dreariness”, which establishes negative connotation, a central feature of the essay(Prose 176). These words signify the lack of confidence that Prose has in the trends of American education. By beginning her essay with judgemental and cogent language, Francine Prose develops a clear and concise argument. She intends to hook her readers by immediately stressing the importance of the subject and conveying her justifiably strong perspectives. Prose claims that she is “ appalled by the dismal lists of texts that her sons are doomed to waste a school year reading” (Prose 176). Prose’s use of negative connotation allows her to clearly and effectively convey her message regarding the negative influence that American education has had on literature.

Adolescence is a trying time when one struggles to gain independence while still under authority, understand one’s roles in an unforgiving hierarchy, and still find a way to form an identity. With all of this it’s no wonder that one later looks back on the adolescent years with bittersweet nostalgia. However, it also brings to mind the influences that shape us at this critical point in time. While reading the case studies in Margaret Finders’ Just Girls: Hidden Literacies and Life in Junior High, I was struck with the realization that in my middle school and early high school years I was what Finders referred to as a tough cookie. Which lead to an important question, did my own literacy practices shape my identity or did my identity shape my literary practices? In this paper I will explore how literacy practices and literacy underlife are shaped by the processes in which adolescents build their identities.

She then continues and presents the reader with a clear statistic of the number of the American decline in the interest towards the Arts. Dana then clearly states how the decline in literature affects society.” In 2001 the National Association of Manufacturers polled its members on skill deficiencies among employees. Among hourly workers, poor reading skills ranked second, and 38 percent of employers complained that local schools inadequately taught reading comprehension.” (Dana Gioia, “Why Literature Matters”) By presenting the reader with clear conflicts that the decline in literature has established helps the reader become aware that it is not just an opinion that Dana has but instead it is a real

By the time students hit college they have experienced at least one British Literature course in their high school career. Amanda’s exposure to British Literature was not through a course solely based on the works by English authors, but in advance placement classes that emphasis important works of literature throughout history including “My Last Duchess,” King Lear, Brave New World, and The Mayer of Casterbridge. These works left Amanda wanting more, so like any good explorer she went out on her own. The works she discovering to satisfy her tastes in British Literature include Jane Eyre, Emma, and Frankenstein. However, the lack of being taught British Literature left the all the nuances in the works undetected. The historical significance

Have you ever been in a situation in language arts class and discussing a book you didn’t enjoy? Well, there’s a solution. I challenge the decision of letting students choose novels read in class because they are less likely to achieve higher grades and be successful. For example, students will take advantage of the privilege to appoint novels, teachers are more likely to branch out, and ultimately teachers can choose books to prepare students for future life.

“From now on we’re reading one non-school book a week… to take care of our minds,” these words came from an iconic teen of the 1990’s, Cher Horowitz. She stared in hit movie Clueless, directed by Amy Heckerling in 1995. Although, the first thing to come to mind when you think of Cher is bright yellow plaid, horrible driving, a sassy best friend and world-renowned pop singer both Cher and Iggy Azealia, these words spoken my Alicia Silverstone [Cher in Clueless] have stuck with me. Literature can take many forms whether it be a movie, novel or poetry, it’s a place we escape our thoughts and go on a journey with some of our favourite fiends, heroes and every day teens. It’s hard to believe someone from 20 years ago in a teen drama based on a Jane Austin novel could have an influence on you to start reading literature even if it’s the occasional cheesy fantasy novel. However, I have found that literature sticks with me the most is the texts in class we pick a part like scavengers for weeks on end, all for an assessment. However, once you sink your claws into it or in Cher’s case her perfectly manicure nails a true understanding for the novel or movie can take a whole new form. Like The Great Gatsby written by F. Scott Fitzgerald and directed by Baz Luhrmann at first glance it seems to be an elaborate story about a boy turned rags to riches however, it’s a façade; or Slumdog Millionaire directed by Danny Boyle the title seems quite self-explanatory, a juvenile boy from the

I know that some high school students hate reading and never finish a novel for their English classes. However, for me, I have seen my high school English teachers convince my peers to pick up a book and give the novel a chance. These students have had their lives transformed and have continued to take advance English classes in high school. Whether they continue reading in their life or not, these books impacted their lives. I want to introduce reluctant readers to the world of literature. I want to expand their knowledge and mind. I want them to be able to analyze works without them realizing it. In addition, I want to use my class to teach experienced readers new ways at examining works. I want to teach all of my students the importance of literature. I know teaching all of them is not possible, but I do know I will able to entice some