Synthesis Essay On Why Students Should Read In High Schools

Thesis Proposal for English 330- Writing and Education Tentative Proposal: Common Core State Standards: Timothy Shanahan presents strong evidence concerning the inequality between informational text versus literary readings in the English classroom that directly affects other subjects, such as science and social studies. Introduction: Since common core standards has begun to play a major role in education, many educators have deliberated whether or not these standards are beneficial for all subjects. Whether or not all subjects are receiving positive results, requires analyzing the data over a period of time.

Therefore, what Romeo and Juliet are feeling is not “true love” for each other, yet is the sexual and physical attraction that is new for them, and many teenagers in today’s era are feeling the same

In some instances Shakespeare’s Tragedy of Romeo and Juliet is becoming more and more revelant in daily life. Expecially with depression and suicide because of love. For the boys and girls that do not feel the need to read or watch the story will never know Juliet and Romeo’s story and how it could affect their lives. Parents should look back through not only Shakespeare’s books and sonnets, but other classics. In many situations, when teens are expected to read Shakespeare's’ The Tragedy of Romeo and Juliet, teens think that Shakespeare is pointless, however his stories help parents and officials learn about teen depression, love, and thoughts. Finally, the tragic story of Juliet and Romeo will forever play a part in the lives of teens all thanks to Shakespeare’s wonderful tragedies and

Everyone knows the story: amidst the fighting of two families, a girl meets the guy of her dreams, within a day they are married and, later, they kill themselves. Some people believe that Romeo and Juliet promotes unacceptable behavior in teens; however, it is a very important part of the ninth grade language arts education because it has global influence and teaches lessons to people.

“Pioneer researcher, Florez-Tighe (1983), was one of the first educators to advocate the use of multicultural literature in school curriculum. Her research indicated that culturally authentic children’s literature enhances language development and thought processes of African-American children (Florez-Tighe, 1983)” (Pirofski). By having different cultures expressed to students in literature, they will more likely become more accepting and understanding of those who follow those customs. The languages expressed in the literature can also help strengthen the left frontal lobe of the brain which is the language dominant part of the

Cultural Diversity and Inclusion Diversifying our culture in the world is extremely critical in order to propel to a brighter, better, and fairer future. This became quite essential since the rapid technological advancements led us into the new age of having a globalized society. To keep multicultural alive for future days to come, we must teach our younger generation, specifically the children, about its history and impact in our lives. What other better way to do this than to incorporate cultural diversity in children’s books. These books are the best way a child can gain an understanding about oneself and about the world around them.

The love story Romeo and Juliet is regarded worldwide as the pinnacle of western literature, but were the two in deep love, or were they hormonal teenagers infatuated with each other? William Shakespeare's play Romeo and Juliet has attracted debate from opposition sides for centuries. Some claim that Romeo and Juliet were nothing but two melodramatic teenagers while others believed that everyone should aspire to their level of love. When utilizing Ann Lander’s article “Love and Infatuation” for definitions on love and infatuation, it becomes clearly apparent that the two were nothing but infatuated teenagers. Thus, it is irrefutable that the love story of Romeo and Juliet was actually

Teachers can begin by incorporating Banks’ five dimensions of multicultural education. In addition teachers must take into consideration DuPraw and Axner’s six fundamental patterns of cultural differences. Then, parents and the community will need to be educated on the cultural differences. However, the parents will need their voice to be heard in order to decrease cross cultural miscommunication. As our country’s population diversifies, it will be our responsibility to not only educate ourselves but our students as well as our parents in order to have a successful

There has recently been a renewed interest and passion in the issue of censorship. In the realm of the censorship of books in schools alone, several hundred cases have surfaced each year for nearly the past decade. Controversies over which books to include in the high school English curriculum present a clash of values between teachers, school systems, and parents over what is appropriate for and meaningful to students. It is important to strike a balance between English that is meaningful to students by relating to their lives and representing diversity and satisfying worries about the appropriateness of what is read. This burden often falls on teachers. The purpose of this research paper is to discuss

Teachers must learn about their student’s cultures if they want to educate them to the best of their ability. Many of the students in culturally diverse classrooms will want to learn in different ways. Some will want to learn in pairs, groups, as a class, or just alone. If the teacher is educated in their culture then lessons can be adjusted to appeal to every student as much as possible instead of forcing some to forget about their culture and learn like others. Students from

Children books are a great way to promote diversity and provide information other than depending on teachers, parents, and television. Children books are invaluble to our children and society as they mold our society's education and written language. They resonate the temperament in our society about diversity and various social identities, such as race, ethnicity, gender, economic class, sexual orientation, and disabilities. Information young children retrieve from books, primary sources, and the media heavily influence their mental image of themseleves and others. Quality books have the ability to reinforce or undermine children’s acknowledgement of their characteristics, teach distinct/deludeding information about people of various identities,

A multicultural classroom needs to provide a safe and accepting environment for successful learning, prevents prejudices and discriminations from the class, and have a strong cultural consciousness. (E.K. Garcia, 2016) To accomplish this, teachers should be integrating a diverse list of reading materials, introduce

According to the prompt, “Students in high school English classes in the United States can read texts that vary widely from school to school” (Prompt). In today’s world, different countries and nations vary in ways. However, one variation between countries that has came to notice, would be the fact that most nations have a defined national school curriculum, while other countries, such as the United States, do not (Prompt). This also means that students in countries other than the United States may all read the same books in high school, while students in the U.S. could read different texts in wide range from school to school (Prompt). The United States’s choice to not have a set English class reading curriculum for high schools has both, its advantages and disadvantages. Some individuals feel that this is positive because it creates diversity from classroom to classroom across the United States, while others feel that it is negative because having the same reading curriculum would ensure that students are gaining the same education and are reading material that is appropriate. However, high school English classes should not all have the same reading curriculum because it will limit the amount of opportunity for students, as well as it would exclude non popular and more recent pieces of writing.

Numerous nations have a concrete national school syllabus. However, some do not, such as the United States. Consequently, students enrolled in an English class, within the United States, read a miscellany of texts, which differentiate from school to school. Due to the fact that some nations have a stipulated national school curriculum, those nations enforce that all students read the same texts. This ultimately poses the question whether all students of high school English should be required to read definite texts or books. There should not be specific texts that all students of high school English must read, due to the fact it hinders cultural insight, and literary canon books are beginning to abate.

Incorporating different cultures in books for children to learn about those cultures is important, but it is also just as important to show children of different cultures doing common activities to show that everybody is the same. Dr. Ramona talked about how there are many books that show how people struggled with escaping slavery, struggling with poverty, the cruelties of war, and similar hardships, and little showing characters being heros or doing simple tasks. This important to show children to teach them about past and current issues, but it is not an accurate representation of cultures. It only shows what they have gone through, but it does not show people of different races doing simple everyday activities. This is extremely important not only for the children of other races, but also for children of the race it is representing. It is important for children of other races to understand that people from other races do the same activities as they do, but it is also important to people that share the represented race because it gives them a role model that shares their race and shows them that they can do anything