Answer ONE of the following questions after reading Francine Prose's "I Know Why the Caged Bird Cannot Read." Your response should be well thought out with very few if any grammatical or sentence errors. Your response should be 200-300words in length. It is due Thursday before 11:59pm.
#1: Prose is highly critical of the quality of both I Know Why the Caged Bird Sings and To Kill a Mockingbird. If you have read either, write an evaluation of her criticism of the book. Is she setting up this book to be unfairly judged?
-OR-
#2: Prose is skeptical of using literary works to teach values. Write a journal entry in which you support or challenge her position using specific examples to support your position.
I Know Why the Caged Bird Cannot Read
How American High School Students Learn to Loathe
Literature
Francine Prose
Francine Prose, who was born in the late 1940s, is a reporter, essayist, critic, and editor. She has also written more than twenty books, includ- ing poetry, fiction, and children’s literature. Her novel
Blue
Angel
(2000) was a finalist for the National Book Award, and her nonfiction works
The Lives of the Muses: Nine Women and the Artists They Inspired
(2002) and
Reading
Like
a
Writer:
A
Guide
for
People
Who
Love
Books and
Those
Who
Want
to
Write
Them
(2006) were both national best sellers. She has received numerous grants and awards, including
Guggenheim and Fulbright fellowships. She is most recently the author of the satiric novel
My
New
American
Life
(2011). Prose is currently a book reviewer for a num- ber of magazines and periodicals, including the
New
York
Times
Book
Review
and
O
. The following essay, published in
Harper’s
in September 1999, is a critique of the quality of required reading in American high schools.
Books discussed in this essay include:
I Know Why the Caged Bird Sings
by Maya Angelou. Bantam Books, 1983.
To Kill a Mockingbird
by Harper Lee. Warner Books, 1988.
Teaching Values through Teaching Literature
by Margaret Dodson.
Eric/Edinfo Press, 1993.
Teaching the Novel
by Becky Alano. Eric/Edinfo Press, 1989.
Teaching Literature by Women Authors
by Carolyn Smith McGowen.
Eric/Edinfo Press, 1993.
ike most parents who have, against all odds, preserved a lively and still evolv- ing passion for good books, I find myself, each September, increasingly appalled by the dismal lists of texts that my sons are doomed to waste a school year reading. What I get as compensation is a measure of insight into why our society has come to admire Montel Williams and Ricki Lake so much more than Dante and Homer. Given the dreariness with which literature is taught in many American classrooms, it seems miraculous that any sentient teenager would view reading as a source of pleasure. Traditionally, the love of reading has been born and nurtured in high school English class — the last time many students will find themselves in a roomful of people who have all read the sam.
I Know Why the Caged Bird Cannot ReadHow American High School .docxpauline234567
I Know Why the Caged Bird Cannot Read
How American High School Students Learn to Loathe Literature
Francine Prose
Francine Prose, who was born in the late 1940s, is a reporter, essayist, critic, and editor. She has also written more than twenty books, includ- ing poetry, fiction, and children’s literature. Her novel
Blue Angel (2000) was a finalist for the National Book Award, and her nonfiction works
The Lives of the Muses: Nine Women and the Artists They Inspired (2002) and
Reading Like a Writer: A Guide for People Who Love Books and Those Who Want to Write Them (2006) were both national best sellers. She has received numerous grants and awards, including
Guggenheim and Fulbright fellowships. She is most recently the author of the satiric novel
My New American Life (2011). Prose is currently a book reviewer for a num- ber of magazines and periodicals, including the
New York Times Book Review and
O. The following essay, published in
Harper’s in September 1999, is a critique of the quality of required reading in American high schools.
Books discussed in this essay include:
I Know Why the Caged Bird Sings by Maya Angelou. Bantam Books, 1983.
To Kill a Mockingbird by Harper Lee. Warner Books, 1988.
Teaching Values through Teaching Literature by Margaret Dodson.
Eric/Edinfo Press, 1993.
Teaching the Novel by Becky Alano. Eric/Edinfo Press, 1989.
Teaching Literature by Women Authors by Carolyn Smith McGowen.
Eric/Edinfo Press, 1993.
ike most parents who have, against all odds, preserved a lively and still evolv- ing passion for good books, I find myself, each September, increasingly appalled by the dismal lists of texts that my sons are doomed to waste a school year reading. What I get as compensation is a measure of insight into why our society has come to admire Montel Williams and Ricki Lake so much more than Dante and Homer. Given the dreariness with which literature is taught in many American classrooms, it seems miraculous that any sentient teenager would view reading as a source of pleasure. Traditionally, the love of reading has been born and nurtured in high school English class — the last time many students will find themselves in a roomful of people who have all read the same text and are, in theory, prepared to discuss it. High school — even more than college — is where literary tastes and allegiances are formed: what we read in adolescence is imprinted
L
on our brains as the dreary notions of childhood crystallize into hard data.
176
The intense loyalty adults harbor for books first encountered in youth is one probable reason for the otherwise baffling longevity of vintage mediocre novels, books that teachers may themselves have read in adolescence; it is also the most plausible explanation for the peculiar [1998] Modern Library list of the “100 Best Novels of the 20.
The 25 award winners selected by the IRA Children's Literature and Reading SIG (Special Interest Group) selection committee for The Notable Books in a Global Society. Books published in 2010.
I Know Why the Caged Bird Cannot ReadHow American High School .docxpauline234567
I Know Why the Caged Bird Cannot Read
How American High School Students Learn to Loathe Literature
Francine Prose
Francine Prose, who was born in the late 1940s, is a reporter, essayist, critic, and editor. She has also written more than twenty books, includ- ing poetry, fiction, and children’s literature. Her novel
Blue Angel (2000) was a finalist for the National Book Award, and her nonfiction works
The Lives of the Muses: Nine Women and the Artists They Inspired (2002) and
Reading Like a Writer: A Guide for People Who Love Books and Those Who Want to Write Them (2006) were both national best sellers. She has received numerous grants and awards, including
Guggenheim and Fulbright fellowships. She is most recently the author of the satiric novel
My New American Life (2011). Prose is currently a book reviewer for a num- ber of magazines and periodicals, including the
New York Times Book Review and
O. The following essay, published in
Harper’s in September 1999, is a critique of the quality of required reading in American high schools.
Books discussed in this essay include:
I Know Why the Caged Bird Sings by Maya Angelou. Bantam Books, 1983.
To Kill a Mockingbird by Harper Lee. Warner Books, 1988.
Teaching Values through Teaching Literature by Margaret Dodson.
Eric/Edinfo Press, 1993.
Teaching the Novel by Becky Alano. Eric/Edinfo Press, 1989.
Teaching Literature by Women Authors by Carolyn Smith McGowen.
Eric/Edinfo Press, 1993.
ike most parents who have, against all odds, preserved a lively and still evolv- ing passion for good books, I find myself, each September, increasingly appalled by the dismal lists of texts that my sons are doomed to waste a school year reading. What I get as compensation is a measure of insight into why our society has come to admire Montel Williams and Ricki Lake so much more than Dante and Homer. Given the dreariness with which literature is taught in many American classrooms, it seems miraculous that any sentient teenager would view reading as a source of pleasure. Traditionally, the love of reading has been born and nurtured in high school English class — the last time many students will find themselves in a roomful of people who have all read the same text and are, in theory, prepared to discuss it. High school — even more than college — is where literary tastes and allegiances are formed: what we read in adolescence is imprinted
L
on our brains as the dreary notions of childhood crystallize into hard data.
176
The intense loyalty adults harbor for books first encountered in youth is one probable reason for the otherwise baffling longevity of vintage mediocre novels, books that teachers may themselves have read in adolescence; it is also the most plausible explanation for the peculiar [1998] Modern Library list of the “100 Best Novels of the 20.
The 25 award winners selected by the IRA Children's Literature and Reading SIG (Special Interest Group) selection committee for The Notable Books in a Global Society. Books published in 2010.
TWILIGHT IS NOT GOOD FOR MAIDENS GENDER, SEXUALITY, AN.docxAASTHA76
"TWILIGHT" IS NOT GOOD FOR MAIDENS: GENDER, SEXUALITY, AND THE FAMILY IN
STEPHENIE MEYER'S "TWILIGHT" SERIES
Author(s): ANNA SILVER
Source: Studies in the Novel, Vol. 42, No. 1/2, THE YOUNG ADULT NOVEL (spring &
summer 2010), pp. 121-138
Published by: The Johns Hopkins University Press
Stable URL: http://www.jstor.org/stable/29533972
Accessed: 20-04-2017 02:41 UTC
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted
digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about
JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
http://about.jstor.org/terms
The Johns Hopkins University Press is collaborating with JSTOR to digitize, preserve and extend access
to Studies in the Novel
This content downloaded from 150.135.239.97 on Thu, 20 Apr 2017 02:41:45 UTC
All use subject to http://about.jstor.org/terms
TWILIGHT IS NOT GOOD FOR MAIDENS:
GENDER, SEXUALITY, AND THE FAMILY
IN STEPHENIE MEYER'S TWILIGHT SERIES
ANNA SILVER
"Dear, you should not stay so late,
Twilight is not good for maidens;
Should not loiter in the glen
In the haunts of goblin men."
?Christina Rossetti, "Goblin Market"
Although I regularly teach children's and young adult literature to
undergraduate students, it took my son's babysitter to alert me to the
phenomenon of Stephenie Meyer's Twilight Saga, the now ubiquitous quartet
of novels about 17-year-old Bella Swan and her vampire beau, Edward Cullen.
My babysitter, who suffers from dyslexia and therefore reads quite slowly, had
nonetheless made her way through texts whose lengths rival the great Victorian
novels. Indeed, this young woman's passionate investment in these stories
brings to mind nineteenth-century readers clamoring at the docks for the latest
installments of Dickens's work, and makes her one of a large community of
girls and women who have made the Twilight series among the best selling
young adult novels of all time. Over 50 million of the books have been sold,
the first two of scheduled four film adaptations have been released, and the
number of self-admittedly obsessed "Team Edward" fans continues to grow.
Meanwhile, Meyer, the erstwhile unknown Mormon housewife who wrote the
first installment of the series after dreaming about a vampire and a young girl
in a meadow, was named one of Time magazine's most influential people of
2008.
Studies in the Novel, volume 42, numbers 1 & 2 (Spring & Summer 2010). Copyright ?
2010 by the University of North Texas. All rights to reproduction in any form reserved.
This content downloaded from 150.135.239.97 on Thu, 20 Apr 2017 02:41:45 UTC
All use subject to http://about.jstor.org/terms
122 / SILVER
The tremendous success of the novels has surprised some .
ENG 30 INTRODUCTION TO LITERATURE PROF. GENE MCQUILLANSPRTanaMaeskm
ENG 30: INTRODUCTION TO LITERATURE
PROF. GENE MCQUILLAN
SPRING 2021 FINAL EXAM
ALL OF THE QUESTIONS REQUIRE THAT YOU REFER TO
THESE FOUR TEXTS:
=Sherman Alexie, “Superman and Me”
=Isabel Allende, “Reading the History of the World”
=the “Transcript” of the interview between Michiko Kakutani and President Barack Obama
=Alison Bechdel, Fun Home
I expect a QUOTE from each text. Make sure to use the formats we have reviewed! Please write an essay—not a list. As always, please do more than just list examples and then stop—I expect a patient and challenging conclusion to the essay.
Please do NOT refer to any outside sources or to our other readings, such as The Great Gatsby.
There are THREE questions. Choose ONE. Please do not copy the question—just indicate the letter of your choice.
QUESTIONS:
A) In all of these texts, these writers speak of how reading allowed them to claim their identity, to raise their voice, to see their world more clearly, to find the words they had been unable to say. Refer to a specific example of this process from each of the texts. Which readings (or types of readings) are mentioned? What sort of effects did these readings have on the people reading them? What might be significant about the choices they made or the reactions they had?
B) In all of these texts, these writers speak of reading and writing as a social process, one that deeply involves their families. Refer to a specific example of this process from each of the texts. Which readings are chosen and shared? Who shares them with whom? Why and how might these exchanges of texts and ideas matter?
C) In all of these readings, the writers recall that they were very curious about a range of different texts. In what ways were they influenced by “classic literature” and in what ways did they also search for inspiration in texts that might not be considered “literature?” Refer to a specific example of this process from each of the texts. Which readings (or types of readings) are mentioned? What sort of readings seem to have the most profound effects on each author? What might be significant about the types of readings that they chose and considered most influential?
It is worth 8 points (all-or-nothing). It needs to be emailed in a Word file (or just “pasted” into an email), by NOON on Thursday, June 10th.
To get 8 points, you need to:
—Write at least 600 words.
—Refer to ALL four texts.
—Refer to specific and relevant statements. Please include a quote from EACH of the texts, and when you “quote,” follow the formats we’ve reviewed.
—Do more than write a “list” of references. What MATTERS about the statements and texts you chose?
One more key thing>>
Unlike all of our previous assignments, this one will NOT feature the option of sending me a “draft”—you have two weeks to do this, SO GET IT RIGHT!
Reflecting on the fire investigation process in your community, do you believe that it is thorough enough when it comes to determining the causes and ...
These are Laurence Yep nomination materials for the 2015 Astrid Lindgren Memorial Award. In this document you can view Laurence Yep's biography, read about his work, including bibliography, references to translations as well as list of reference material about Mr. Yep.
The Astrid Lindgren Memorial Award is an international award for children's and young adult literature. The award was established by the Swedish government in 2002.
It is presented annually to one or more laureates irrespective of language or nationality to writers, illustrators, storytellers or reading promoters.
The aim of the award is to strengthen and increase interest in literature for children and young adult all over the world. Children's rights globally is the foundation of our work.
http://www.alma.se/
Literary Analysis Of Paradise Lost
A Dogs Tale Literary Devices
Literary Examples Of Didactic Literature
Defining Literature Essay
Literary Elements Essays
Example Of Feminist Literary Criticism
Literacy Narrative Essay example
Literary Analysis Of Two Texts Essay
Example Of Reflection In Literature
What Is Literature Essay
Literary Love Essay
The Meaning Of World Literature
Literature in Life Essay
Literary and Non Literary Texts Essay example
Examples Of Response To Literature
Hamlet: Literary Essay
literature Essay examples
18th Century Literature Essay
Answer the following questions using full sentences. Where possible.docxnolanalgernon
Answer the following questions using full sentences. Where possible, always use a quotation.
1. Why does Juliet try to convince Romeo that it is still not day? How does Romeo convince her otherwise?
2. How do we know that Juliet is wondering about when she will see Romeo again?
3. What does the word ‘foreboding’ mean? Juliet has a moment of foreboding. What does she see?
4. Juliet says ‘And yet no man like he doth grieve my heart.’ What does Juliet mean when she says this line? What does Lady Capulet think she means?
5. What news does Lady Capulet bring Juliet and how does Juliet react?
.
Answer the following questions, after reading the three documents BE.docxnolanalgernon
Answer the following questions, after reading the three documents BELOW
What motivated settlers to face dangers and hardships to move west?
How important were the cattle industry and mining in fueling westward expansion?
How do these authors' experiences compare to the experiences of most settlers?
Lydia Allen Rudd, Diary of Westward Travel (1852)
May 6 1852
Left the Missouri river for our long journey across the wild uncultivated plains and unhabitated except by the red man. As we left the river bottom and ascended the bluffs the view from them was handsome! In front of us as far as vision could reach extended the green hills covered with fine grass. . . . Behind us lay the Missouri with its muddy water hurrying past as if in great haste to reach some destined point ahead all unheeding the impatient emigrants on the opposite shore at the ferrying which arrived faster than they could be conveyed over. About half a miles down the river lay a steamboat stuck fast on a sandbar. Still farther down lay the busy village of St. Joseph looking us a good bye and reminding us that we were leaving all signs of civilised life for the present. But with good courage and not one sigh of regret I mounted my pony (whose name by the way is Samy) and rode slowly on. In going some two miles, the scene changed from bright sunshine to drenching showers of rain this was not quite agreeable for in spite of our good blankets and intentions otherwise we got some wet. The rain detained us so that we have not made but ten miles today. . . .
May 7
I found myself this morning with a severe headache from the effects of yesterday's rain. . . .
There is a toll bridge across this stream kept by the Indians. The toll for our team in total was six bits. We have had some calls this evening from the Indians. We gave them something to eat and they left. Some of them [had] on no shirt only a blanket, whiles others were ornamented in Indian style with their faces painted in spots and stripes feathers and fur on their heads beeds on their neck brass rings on their wrists and arms and in their ears armed with rifles and spears.
May 8
. . . We have come about 12 miles and were obliged to camp in the open prairie without any wood. Mary and myself collected some dry weeds and grass and made a little fire and cooked some meat and the last of our supply of eggs with these and some hard bread with water we made our supper.
May 9
. . . We passed a new made grave today . . . a man from Ohio We also met a man that was going back: he had buried his Wife this morning She died from the effects of measels we have come ten miles today encamped on a small stream called Vermillion creek Wood and water plenty Their are as many as fifty waggons on this stream and some thousand head of stock It looks like a village the tents and waggons extend as much as a mile. . . .
Some are singing some talking and some laughing and the cattle are adding their mite by shaking their bells and grunt[ing]. Mosquit.
Answer the following questions regarding the passage below1. Bas.docxnolanalgernon
Answer the following questions regarding the passage below
1. Based on everything you’ve read, create a mission statement for Strictly Solar. Prepare a short justification for Mr. Jones.
2. Next, develop a minimum of two corporate objectives based on the information found in the case. You may very well be able to develop 3 or more.
3. While Strictly Solar is a very new company, there are some factors that can be analyzed within this framework. Discuss those factors in the context of the information provided (from the Strictly Solar case background)
4. Identify the specific strengths and weaknesses, as well as the potential causes (e.g., the types of resources that are available).
5. Based on this limited information, what strengths may form the basis of capabilities?
6. Now, switch gears. Think about the unique fabric and its patented solar ability. For what types of products and industries would the SOLAR aspect allow a manufactor to change the value curve? In other words, by adding the solar feature, what other product features could be eliminated, reduced, or expanded beyond the creation of the solar aspect to add value to the product, and appeal to an entirely new group of customers?
Strictly Solar
Mr. Robert Jones - NASA
An accomplished problem-solver, Mr. Jones formerly worked at NASA as an engineer in various capacities. He earned dual doctorates in mechanical engineering and astrophysics from prestigious institutions and continued his education by attending various academic and professional conferences.
Mr. Jones has a reputation as a fair, highly principled man, who has strong ethical values that guide his personal and work behavior. He was so deeply affected by the 1986 Challenger Space Shuttle disaster that he asked for a transfer to the Space Shuttle program after the devastating incident. His personal goal was to ensure that nothing like that could ever happen again.
The vast majority of his co-workers and supervisors found Mr. Jones to be easy to get along with and quite charismatic and persuasive for an engineer. He seemed to have an innate ability to talk others into doing things they originally did not want to do. Even more amazingly, people seem to be happier for having done what Mr. Jones asked after the activity or task is complete. NASA was so impressed with his people skills that they encouraged him to pursue an MBA at the University of Houston and paid for his education. After earning his degree, Mr. Jones received a promotion to Department head, where he successfully managed over 80 engineers for several years. Later promotions with greater responsibility occurred over the years, and he ultimately joined the senior management team. Mr. Jones retired from NASA in December of 2017 after more than 38 years of service.
Mr. Robert Jones - Entrepreneur
Mr. Jones was widowed early in life and as a result, spent the majority of his free time in his massive personal workshop. Mr. Jones currently holds over 5.
Answer the following questions with 50- to 100-word responses. P.docxnolanalgernon
Answer the following questions with 50- to 100-word responses.
Prepare to discuss your answers.
1.
What are the core assumptions of the biopsychological approach?
2.
What historical disciplines converge to create biological psychology?
3.
What
are some of the earliest examples of a biological approach to studying behavior?
4.
What are some examples of modern careers that have resulted from studying biological psychology?
Include an overview of the careers.
5.
How is biological psychology viewed by other professionals in psychology today?
.
Answer the following questions in three well-developed paragraph.docxnolanalgernon
Answer the following questions in three well-developed paragraphs (450- 500 words) using APA formatting, integrating two evidence-based resources to include clinical practice guidelines as well as the course textbook.
Topic: Heart Failure
ML is a retired registered nurse (RN) who has been given the diagnosis of Stage A heart failure. She knows from her RN education that she will definitely be placed on digoxin as a therapy. She remembers something about halos as something to be attuned to.
Explain the pathophysiology of Stage A heart failure.
What is the rational drug choice for treatment of this individual?
Address the patient’s concern about halos should digoxin be prescribed.
Are there gender considerations related to medication treatment in this scenario? If so, what are they? For example, do men and women differ in their side effect profile and/or complications (for instance, from digoxin)?
Discuss monitoring of the pharmacological agent(s) selected.
RUBRIC:
ote:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Note:
The value of each of the criterion on this rubric represents a point range.
(example: 17-0 points)
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements..
Answer the following questions using ONLY your assigned readings. .docxnolanalgernon
Answer the following questions using ONLY your assigned readings. Do not employ other sources or retrieve information from the internet. To do so will be considered plagiarism and subject to disciplinary action.
Type using 12” font, black ink, Times Roman if possible. Paginate and begin each question on a new page. Spell check and proof your work.
1. It is argued that we are experiencing the “Age of Mass Incarceration” in the U.S. today. For example, your readings show sentencing (not crime rates) in China are 1/4th the rate of the U.S. and that this is a result of encroaching corporatism and militarism of the State.
Explain how your text explains the above as a product of the increasing and inevitable “irrationality of capitalism.”
2. Why are bureaucracies, according to Sociologists, antithetical to democracy? How did their growth, according to Weber and others, affect the demise of capitalism predicted by Marx and others? What does your text argue has been the result?
Answer in your own words to the best of your ability. You may use and cite readings and chapters assigned during the course.
Learning Resources /Links
In this module we explore the differences between philosophical and sociological approaches to the question, "What is the relationship between the individual and society?" In doing so, we summarize the three theoretical frameworks sociologists typically have used to respond to this question. We then review four recent developments that challenge these established perspectives, developments that are explored in greater detail in subsequent modules.
Throughout this module, we summarize several terms used in our analysis. The module closes with an overview of the key questions we will consider throughout the semester's readings.
Module 1
Read this for an introduction to the principles of macrosociology.
Principles of Macrosociology
This reading discusses how social scientists analyze religion in terms of what it does for the individual, community, or society.
http://www.sociologyguide.com/religion/social-functions-and-dysfunctions-of-religion.php
This article talks about the allegation that some clergy are suspected of helping those causing unrest in the Ukraine.
http://www.nytimes.com/2014/09/07/world/europe/evidence-grows-of-russian-orthodox-clergys-aiding-ukraine-rebels.html?_r=0
This chapter discusses how material factors such as population change, technology, division of labor, and the environment give rise to and subsequently affect the course of sociocultural systems.
Chapter 2: Materialism in Macrosociology
This article discusses the Kingdom of Saudi Arabia and its history and ethnic relations, architecture, food, economy, and political life. Pay particular attention to the section gender roles and statuses.
http://www.everyculture.com/Sa-Th/Saudi-Arabia.html
A report that presents labor market and economic opportunities for both men and women. The report touches on significant progress towards gende.
answer the following questions thoroughly and provide justification.docxnolanalgernon
answer the following questions thoroughly and provide justification/support. The more complete and detailed your answers for these questions, the better prepared you are to successfully write your final paper.
Please submit your answers as a single 4- to 6-page document as a numbered list; this will ensure you do not inadvertently miss a question.
What is your research question?
Are adolescent girl’s body images influenced by the media?
What is your hypothesis or hypotheses? What is the null hypothesis?
How many participants would you like to use and why? What are the inclusion characteristics, i.e., what must they have in order to be included in your study (for example, gender, diagnosis, age, personality traits, etc.)? Are there any exclusion characteristics, i.e. are there certain characteristics that would exclude them from being in your study? Does the sample need to be diverse? Why or why not?
What sampling technique will be used to collect your sample? What population does your sample generalize to?
What are the variables in your study?
HINT:
Refer back to your hypothesis or hypotheses.
Provide operational definitions for each variable.
How will you measure each variable? Discuss the reliability and validity of these measures in general terms.
What technique will be used for data collection (e.g., observation, survey, interview, archival, etc.)?
What type of research design is being used?
Briefly discuss the procedure that would be followed when conducting the research.
What are some
POTENTIAL
ethical issues? How might they be addressed?
Assignment 2 Grading Criteria
Maximum Points
Explanation and justification of research question.
12
Presentation of hypothesis and null hypothesis.
16
Analysis of participants exclusion/inclusion factors.
16
Explanation of sampling technique and characterization of population that sample generalized.
12
Identification of study's variables.
12
Operational definitions for each variable are defined.
16
Development of methods to measure each variable, and the reliability and validity of these measures are evaluated.
16
Description of technique(s) used for data collection.
12
Description of the research design being used.
12
Identification of the research procedure.
12
Prediction of POTENTIAL ethical issues; POTENTIAL ethical issues are evaluated in terms of how they would be addressed.
20
Organization:
Introduction
Thesis
Transitions
Conclusion
12
Usage and Mechanics:
Grammar
Spelling
Sentence Structure
12
APA Elements:
Attribution
Paraphrasing
Quotations
16
Style:
Audience
Word Choice
4
Total:
200
.
Answer the following questions in paragraph form (2 pagesDouble.docxnolanalgernon
Answer the following questions in paragraph form (2 pages/Double Spaced). Consider in your answer the
Saint Leo
Core Values of Respect, Community, and Responsible Stewardship
1.
How did European trade goods affect Native Americans’ lives? Was the
acquisition of these trade goods worth Native Americans’ changing their
lifestyles?
2.
What goods or devices in modern society have we adopted in modern society that have made our lives easier, but have also caused harm to ourselves or to our environment?
.
Answer the following questions in elaborate paragraph form. .docxnolanalgernon
Answer the following questions in elaborate paragraph form.
1. What are your top three (3) sources of motivation in life? Analyze what type of motivation each one of them is.
2. If you had to choose to live with only one of the senses studied in class, which one would you choose and why?
.
Answer the following questions in the paperWhy was Freud’s wo.docxnolanalgernon
Answer
the following questions in the paper:
Why was Freud’s work so influential?
How did the analysts that followed Freud dissent from his viewpoint?
What links the theorists in the psychoanalytic theory group?
What are three or more psychoanalytic concepts that are relevant to today’s culture? Explain their relevance and provide an example of each.
.
More Related Content
Similar to Answer ONE of the following questions after reading Francine Pro.docx
TWILIGHT IS NOT GOOD FOR MAIDENS GENDER, SEXUALITY, AN.docxAASTHA76
"TWILIGHT" IS NOT GOOD FOR MAIDENS: GENDER, SEXUALITY, AND THE FAMILY IN
STEPHENIE MEYER'S "TWILIGHT" SERIES
Author(s): ANNA SILVER
Source: Studies in the Novel, Vol. 42, No. 1/2, THE YOUNG ADULT NOVEL (spring &
summer 2010), pp. 121-138
Published by: The Johns Hopkins University Press
Stable URL: http://www.jstor.org/stable/29533972
Accessed: 20-04-2017 02:41 UTC
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted
digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about
JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
http://about.jstor.org/terms
The Johns Hopkins University Press is collaborating with JSTOR to digitize, preserve and extend access
to Studies in the Novel
This content downloaded from 150.135.239.97 on Thu, 20 Apr 2017 02:41:45 UTC
All use subject to http://about.jstor.org/terms
TWILIGHT IS NOT GOOD FOR MAIDENS:
GENDER, SEXUALITY, AND THE FAMILY
IN STEPHENIE MEYER'S TWILIGHT SERIES
ANNA SILVER
"Dear, you should not stay so late,
Twilight is not good for maidens;
Should not loiter in the glen
In the haunts of goblin men."
?Christina Rossetti, "Goblin Market"
Although I regularly teach children's and young adult literature to
undergraduate students, it took my son's babysitter to alert me to the
phenomenon of Stephenie Meyer's Twilight Saga, the now ubiquitous quartet
of novels about 17-year-old Bella Swan and her vampire beau, Edward Cullen.
My babysitter, who suffers from dyslexia and therefore reads quite slowly, had
nonetheless made her way through texts whose lengths rival the great Victorian
novels. Indeed, this young woman's passionate investment in these stories
brings to mind nineteenth-century readers clamoring at the docks for the latest
installments of Dickens's work, and makes her one of a large community of
girls and women who have made the Twilight series among the best selling
young adult novels of all time. Over 50 million of the books have been sold,
the first two of scheduled four film adaptations have been released, and the
number of self-admittedly obsessed "Team Edward" fans continues to grow.
Meanwhile, Meyer, the erstwhile unknown Mormon housewife who wrote the
first installment of the series after dreaming about a vampire and a young girl
in a meadow, was named one of Time magazine's most influential people of
2008.
Studies in the Novel, volume 42, numbers 1 & 2 (Spring & Summer 2010). Copyright ?
2010 by the University of North Texas. All rights to reproduction in any form reserved.
This content downloaded from 150.135.239.97 on Thu, 20 Apr 2017 02:41:45 UTC
All use subject to http://about.jstor.org/terms
122 / SILVER
The tremendous success of the novels has surprised some .
ENG 30 INTRODUCTION TO LITERATURE PROF. GENE MCQUILLANSPRTanaMaeskm
ENG 30: INTRODUCTION TO LITERATURE
PROF. GENE MCQUILLAN
SPRING 2021 FINAL EXAM
ALL OF THE QUESTIONS REQUIRE THAT YOU REFER TO
THESE FOUR TEXTS:
=Sherman Alexie, “Superman and Me”
=Isabel Allende, “Reading the History of the World”
=the “Transcript” of the interview between Michiko Kakutani and President Barack Obama
=Alison Bechdel, Fun Home
I expect a QUOTE from each text. Make sure to use the formats we have reviewed! Please write an essay—not a list. As always, please do more than just list examples and then stop—I expect a patient and challenging conclusion to the essay.
Please do NOT refer to any outside sources or to our other readings, such as The Great Gatsby.
There are THREE questions. Choose ONE. Please do not copy the question—just indicate the letter of your choice.
QUESTIONS:
A) In all of these texts, these writers speak of how reading allowed them to claim their identity, to raise their voice, to see their world more clearly, to find the words they had been unable to say. Refer to a specific example of this process from each of the texts. Which readings (or types of readings) are mentioned? What sort of effects did these readings have on the people reading them? What might be significant about the choices they made or the reactions they had?
B) In all of these texts, these writers speak of reading and writing as a social process, one that deeply involves their families. Refer to a specific example of this process from each of the texts. Which readings are chosen and shared? Who shares them with whom? Why and how might these exchanges of texts and ideas matter?
C) In all of these readings, the writers recall that they were very curious about a range of different texts. In what ways were they influenced by “classic literature” and in what ways did they also search for inspiration in texts that might not be considered “literature?” Refer to a specific example of this process from each of the texts. Which readings (or types of readings) are mentioned? What sort of readings seem to have the most profound effects on each author? What might be significant about the types of readings that they chose and considered most influential?
It is worth 8 points (all-or-nothing). It needs to be emailed in a Word file (or just “pasted” into an email), by NOON on Thursday, June 10th.
To get 8 points, you need to:
—Write at least 600 words.
—Refer to ALL four texts.
—Refer to specific and relevant statements. Please include a quote from EACH of the texts, and when you “quote,” follow the formats we’ve reviewed.
—Do more than write a “list” of references. What MATTERS about the statements and texts you chose?
One more key thing>>
Unlike all of our previous assignments, this one will NOT feature the option of sending me a “draft”—you have two weeks to do this, SO GET IT RIGHT!
Reflecting on the fire investigation process in your community, do you believe that it is thorough enough when it comes to determining the causes and ...
These are Laurence Yep nomination materials for the 2015 Astrid Lindgren Memorial Award. In this document you can view Laurence Yep's biography, read about his work, including bibliography, references to translations as well as list of reference material about Mr. Yep.
The Astrid Lindgren Memorial Award is an international award for children's and young adult literature. The award was established by the Swedish government in 2002.
It is presented annually to one or more laureates irrespective of language or nationality to writers, illustrators, storytellers or reading promoters.
The aim of the award is to strengthen and increase interest in literature for children and young adult all over the world. Children's rights globally is the foundation of our work.
http://www.alma.se/
Literary Analysis Of Paradise Lost
A Dogs Tale Literary Devices
Literary Examples Of Didactic Literature
Defining Literature Essay
Literary Elements Essays
Example Of Feminist Literary Criticism
Literacy Narrative Essay example
Literary Analysis Of Two Texts Essay
Example Of Reflection In Literature
What Is Literature Essay
Literary Love Essay
The Meaning Of World Literature
Literature in Life Essay
Literary and Non Literary Texts Essay example
Examples Of Response To Literature
Hamlet: Literary Essay
literature Essay examples
18th Century Literature Essay
Answer the following questions using full sentences. Where possible.docxnolanalgernon
Answer the following questions using full sentences. Where possible, always use a quotation.
1. Why does Juliet try to convince Romeo that it is still not day? How does Romeo convince her otherwise?
2. How do we know that Juliet is wondering about when she will see Romeo again?
3. What does the word ‘foreboding’ mean? Juliet has a moment of foreboding. What does she see?
4. Juliet says ‘And yet no man like he doth grieve my heart.’ What does Juliet mean when she says this line? What does Lady Capulet think she means?
5. What news does Lady Capulet bring Juliet and how does Juliet react?
.
Answer the following questions, after reading the three documents BE.docxnolanalgernon
Answer the following questions, after reading the three documents BELOW
What motivated settlers to face dangers and hardships to move west?
How important were the cattle industry and mining in fueling westward expansion?
How do these authors' experiences compare to the experiences of most settlers?
Lydia Allen Rudd, Diary of Westward Travel (1852)
May 6 1852
Left the Missouri river for our long journey across the wild uncultivated plains and unhabitated except by the red man. As we left the river bottom and ascended the bluffs the view from them was handsome! In front of us as far as vision could reach extended the green hills covered with fine grass. . . . Behind us lay the Missouri with its muddy water hurrying past as if in great haste to reach some destined point ahead all unheeding the impatient emigrants on the opposite shore at the ferrying which arrived faster than they could be conveyed over. About half a miles down the river lay a steamboat stuck fast on a sandbar. Still farther down lay the busy village of St. Joseph looking us a good bye and reminding us that we were leaving all signs of civilised life for the present. But with good courage and not one sigh of regret I mounted my pony (whose name by the way is Samy) and rode slowly on. In going some two miles, the scene changed from bright sunshine to drenching showers of rain this was not quite agreeable for in spite of our good blankets and intentions otherwise we got some wet. The rain detained us so that we have not made but ten miles today. . . .
May 7
I found myself this morning with a severe headache from the effects of yesterday's rain. . . .
There is a toll bridge across this stream kept by the Indians. The toll for our team in total was six bits. We have had some calls this evening from the Indians. We gave them something to eat and they left. Some of them [had] on no shirt only a blanket, whiles others were ornamented in Indian style with their faces painted in spots and stripes feathers and fur on their heads beeds on their neck brass rings on their wrists and arms and in their ears armed with rifles and spears.
May 8
. . . We have come about 12 miles and were obliged to camp in the open prairie without any wood. Mary and myself collected some dry weeds and grass and made a little fire and cooked some meat and the last of our supply of eggs with these and some hard bread with water we made our supper.
May 9
. . . We passed a new made grave today . . . a man from Ohio We also met a man that was going back: he had buried his Wife this morning She died from the effects of measels we have come ten miles today encamped on a small stream called Vermillion creek Wood and water plenty Their are as many as fifty waggons on this stream and some thousand head of stock It looks like a village the tents and waggons extend as much as a mile. . . .
Some are singing some talking and some laughing and the cattle are adding their mite by shaking their bells and grunt[ing]. Mosquit.
Answer the following questions regarding the passage below1. Bas.docxnolanalgernon
Answer the following questions regarding the passage below
1. Based on everything you’ve read, create a mission statement for Strictly Solar. Prepare a short justification for Mr. Jones.
2. Next, develop a minimum of two corporate objectives based on the information found in the case. You may very well be able to develop 3 or more.
3. While Strictly Solar is a very new company, there are some factors that can be analyzed within this framework. Discuss those factors in the context of the information provided (from the Strictly Solar case background)
4. Identify the specific strengths and weaknesses, as well as the potential causes (e.g., the types of resources that are available).
5. Based on this limited information, what strengths may form the basis of capabilities?
6. Now, switch gears. Think about the unique fabric and its patented solar ability. For what types of products and industries would the SOLAR aspect allow a manufactor to change the value curve? In other words, by adding the solar feature, what other product features could be eliminated, reduced, or expanded beyond the creation of the solar aspect to add value to the product, and appeal to an entirely new group of customers?
Strictly Solar
Mr. Robert Jones - NASA
An accomplished problem-solver, Mr. Jones formerly worked at NASA as an engineer in various capacities. He earned dual doctorates in mechanical engineering and astrophysics from prestigious institutions and continued his education by attending various academic and professional conferences.
Mr. Jones has a reputation as a fair, highly principled man, who has strong ethical values that guide his personal and work behavior. He was so deeply affected by the 1986 Challenger Space Shuttle disaster that he asked for a transfer to the Space Shuttle program after the devastating incident. His personal goal was to ensure that nothing like that could ever happen again.
The vast majority of his co-workers and supervisors found Mr. Jones to be easy to get along with and quite charismatic and persuasive for an engineer. He seemed to have an innate ability to talk others into doing things they originally did not want to do. Even more amazingly, people seem to be happier for having done what Mr. Jones asked after the activity or task is complete. NASA was so impressed with his people skills that they encouraged him to pursue an MBA at the University of Houston and paid for his education. After earning his degree, Mr. Jones received a promotion to Department head, where he successfully managed over 80 engineers for several years. Later promotions with greater responsibility occurred over the years, and he ultimately joined the senior management team. Mr. Jones retired from NASA in December of 2017 after more than 38 years of service.
Mr. Robert Jones - Entrepreneur
Mr. Jones was widowed early in life and as a result, spent the majority of his free time in his massive personal workshop. Mr. Jones currently holds over 5.
Answer the following questions with 50- to 100-word responses. P.docxnolanalgernon
Answer the following questions with 50- to 100-word responses.
Prepare to discuss your answers.
1.
What are the core assumptions of the biopsychological approach?
2.
What historical disciplines converge to create biological psychology?
3.
What
are some of the earliest examples of a biological approach to studying behavior?
4.
What are some examples of modern careers that have resulted from studying biological psychology?
Include an overview of the careers.
5.
How is biological psychology viewed by other professionals in psychology today?
.
Answer the following questions in three well-developed paragraph.docxnolanalgernon
Answer the following questions in three well-developed paragraphs (450- 500 words) using APA formatting, integrating two evidence-based resources to include clinical practice guidelines as well as the course textbook.
Topic: Heart Failure
ML is a retired registered nurse (RN) who has been given the diagnosis of Stage A heart failure. She knows from her RN education that she will definitely be placed on digoxin as a therapy. She remembers something about halos as something to be attuned to.
Explain the pathophysiology of Stage A heart failure.
What is the rational drug choice for treatment of this individual?
Address the patient’s concern about halos should digoxin be prescribed.
Are there gender considerations related to medication treatment in this scenario? If so, what are they? For example, do men and women differ in their side effect profile and/or complications (for instance, from digoxin)?
Discuss monitoring of the pharmacological agent(s) selected.
RUBRIC:
ote:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Note:
The value of each of the criterion on this rubric represents a point range.
(example: 17-0 points)
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements..
Answer the following questions using ONLY your assigned readings. .docxnolanalgernon
Answer the following questions using ONLY your assigned readings. Do not employ other sources or retrieve information from the internet. To do so will be considered plagiarism and subject to disciplinary action.
Type using 12” font, black ink, Times Roman if possible. Paginate and begin each question on a new page. Spell check and proof your work.
1. It is argued that we are experiencing the “Age of Mass Incarceration” in the U.S. today. For example, your readings show sentencing (not crime rates) in China are 1/4th the rate of the U.S. and that this is a result of encroaching corporatism and militarism of the State.
Explain how your text explains the above as a product of the increasing and inevitable “irrationality of capitalism.”
2. Why are bureaucracies, according to Sociologists, antithetical to democracy? How did their growth, according to Weber and others, affect the demise of capitalism predicted by Marx and others? What does your text argue has been the result?
Answer in your own words to the best of your ability. You may use and cite readings and chapters assigned during the course.
Learning Resources /Links
In this module we explore the differences between philosophical and sociological approaches to the question, "What is the relationship between the individual and society?" In doing so, we summarize the three theoretical frameworks sociologists typically have used to respond to this question. We then review four recent developments that challenge these established perspectives, developments that are explored in greater detail in subsequent modules.
Throughout this module, we summarize several terms used in our analysis. The module closes with an overview of the key questions we will consider throughout the semester's readings.
Module 1
Read this for an introduction to the principles of macrosociology.
Principles of Macrosociology
This reading discusses how social scientists analyze religion in terms of what it does for the individual, community, or society.
http://www.sociologyguide.com/religion/social-functions-and-dysfunctions-of-religion.php
This article talks about the allegation that some clergy are suspected of helping those causing unrest in the Ukraine.
http://www.nytimes.com/2014/09/07/world/europe/evidence-grows-of-russian-orthodox-clergys-aiding-ukraine-rebels.html?_r=0
This chapter discusses how material factors such as population change, technology, division of labor, and the environment give rise to and subsequently affect the course of sociocultural systems.
Chapter 2: Materialism in Macrosociology
This article discusses the Kingdom of Saudi Arabia and its history and ethnic relations, architecture, food, economy, and political life. Pay particular attention to the section gender roles and statuses.
http://www.everyculture.com/Sa-Th/Saudi-Arabia.html
A report that presents labor market and economic opportunities for both men and women. The report touches on significant progress towards gende.
answer the following questions thoroughly and provide justification.docxnolanalgernon
answer the following questions thoroughly and provide justification/support. The more complete and detailed your answers for these questions, the better prepared you are to successfully write your final paper.
Please submit your answers as a single 4- to 6-page document as a numbered list; this will ensure you do not inadvertently miss a question.
What is your research question?
Are adolescent girl’s body images influenced by the media?
What is your hypothesis or hypotheses? What is the null hypothesis?
How many participants would you like to use and why? What are the inclusion characteristics, i.e., what must they have in order to be included in your study (for example, gender, diagnosis, age, personality traits, etc.)? Are there any exclusion characteristics, i.e. are there certain characteristics that would exclude them from being in your study? Does the sample need to be diverse? Why or why not?
What sampling technique will be used to collect your sample? What population does your sample generalize to?
What are the variables in your study?
HINT:
Refer back to your hypothesis or hypotheses.
Provide operational definitions for each variable.
How will you measure each variable? Discuss the reliability and validity of these measures in general terms.
What technique will be used for data collection (e.g., observation, survey, interview, archival, etc.)?
What type of research design is being used?
Briefly discuss the procedure that would be followed when conducting the research.
What are some
POTENTIAL
ethical issues? How might they be addressed?
Assignment 2 Grading Criteria
Maximum Points
Explanation and justification of research question.
12
Presentation of hypothesis and null hypothesis.
16
Analysis of participants exclusion/inclusion factors.
16
Explanation of sampling technique and characterization of population that sample generalized.
12
Identification of study's variables.
12
Operational definitions for each variable are defined.
16
Development of methods to measure each variable, and the reliability and validity of these measures are evaluated.
16
Description of technique(s) used for data collection.
12
Description of the research design being used.
12
Identification of the research procedure.
12
Prediction of POTENTIAL ethical issues; POTENTIAL ethical issues are evaluated in terms of how they would be addressed.
20
Organization:
Introduction
Thesis
Transitions
Conclusion
12
Usage and Mechanics:
Grammar
Spelling
Sentence Structure
12
APA Elements:
Attribution
Paraphrasing
Quotations
16
Style:
Audience
Word Choice
4
Total:
200
.
Answer the following questions in paragraph form (2 pagesDouble.docxnolanalgernon
Answer the following questions in paragraph form (2 pages/Double Spaced). Consider in your answer the
Saint Leo
Core Values of Respect, Community, and Responsible Stewardship
1.
How did European trade goods affect Native Americans’ lives? Was the
acquisition of these trade goods worth Native Americans’ changing their
lifestyles?
2.
What goods or devices in modern society have we adopted in modern society that have made our lives easier, but have also caused harm to ourselves or to our environment?
.
Answer the following questions in elaborate paragraph form. .docxnolanalgernon
Answer the following questions in elaborate paragraph form.
1. What are your top three (3) sources of motivation in life? Analyze what type of motivation each one of them is.
2. If you had to choose to live with only one of the senses studied in class, which one would you choose and why?
.
Answer the following questions in the paperWhy was Freud’s wo.docxnolanalgernon
Answer
the following questions in the paper:
Why was Freud’s work so influential?
How did the analysts that followed Freud dissent from his viewpoint?
What links the theorists in the psychoanalytic theory group?
What are three or more psychoanalytic concepts that are relevant to today’s culture? Explain their relevance and provide an example of each.
.
Answer the following questions in a two page word document. Remembe.docxnolanalgernon
Answer the following questions in a two page word document. Remember to cite your sources including the textbook.
1. Under which circumstances, if any, should a person be required to take psychotherapeutic drugs?
2. Should individuals have the right to act as they wish if they do not represent a danger to themselves or others?
.
Answer the following questions in a cohesive and comprehensive e.docxnolanalgernon
Answer the following questions in a cohesive and comprehensive essay.
What is the difference between the “DELETE” and “TRUNCATE” commands?
What is the difference between the “WHERE” clause and the “HAVING” clause?
What is the difference between “Primary Key” and “Unique Key”?
Click the link above to submit your completed assignment.
Requirements:
A minimum of 350 words.
Use APA format.
Times New Roman 12 pt font, double spaced with 1" margins.
.
Answer the following questions based on Chapter 5 of Tuten, T. L. & .docxnolanalgernon
Answer the following questions based on Chapter 5 of Tuten, T. L. & Solomon, M. R. (2018).
Social Media Marketing
(3rd ed.):
What are social media tactics?
Why should a social media strategy be based on an experience? Describe a social media brand experience that you found engaging. What characteristics of the experience made it effective?
Describe four tactics marketers use to achieve experience strategies and note the related zone(s) of social media.
Why should brands develop hygiene, hub, and hero content?
What are the components of a content strategy document? How is this different from a content calendar?
What are the benefits of a defined social media workflow?
Answer the questions based on Chapter 5 of Van Dijck, J. (2013).
The Culture of Connectivity: A critical history of social media.
(1st ed.). Oxford University Press.
Briefly discuss the technological infrastructure of Flickr and what were its major concerns?
What type of users were attracted to Flickr and what was their main usage of the site?
Compare and contrast the sharing and trending concept of Flickr to Facebook and Twitter. Do you think Flickr would be in the same ranks as Facebook and Twitter if it had the same sharing and trending concept as these two platforms?
What type of content did Flickr store in its database and what type of users were attracted to this content?
Name and briefly discuss one of the struggles of Flickr's ownership structure.
What was the main problem of Flickr's governance?
What kind of business model did Flickr embrace and why did this model prove to be ineffective?
What do you think is the most important lesson learned from Flickr's demise?
.
Answer the following questions about psychosocial development in chi.docxnolanalgernon
Answer the following questions about psychosocial development in childhood:
A. What are the foundations of psychosocial development in childhood?
B. How do trust and attachment develop in childhood?
C. How does the sense of self emerge in childhood?
D. How does self-esteem develop in childhood?
E. How do you develop sociability with other children in infancy?
F. What constitutes child abuse, and what are its long-term effects?
.
Answer the following question. My orgenization is Wells FargoI.docxnolanalgernon
Answer the following question. My orgenization is Wells Fargo
Is the flow of information organized properly in your organization?
-Would the TRAF system benefit you and other managers in your organization?
-Do you prioritize your activities well
-Are you involved in cross functional team building?
-Have you ever used PERT or Critical Path analysis
.
Answer the following questions 150 words or so for each. References.docxnolanalgernon
Answer the following questions: 150 words or so for each. References required if used. I have access to sites that detect plagarism.
What is performance?
What is performance technology?
Briefly describe the business logics model.
What does it mean to adopt an investment perspective?
Briefly describe what can result in enhanced financial performance.
.
Answer the following question in a well-developed paragraph. Includ.docxnolanalgernon
Answer the following question in a well-developed paragraph. Include a passage from the story to support your answer.
Dee and Mama both believe that they are honoring their African American heritage in the most authentic way, Mama by being realistic about her life and situation and using the things in her home as they were meant to be used, and Dee by treating her past as if it were over and creating a more deeply African aesthetic. Which of these two women do you think is honoring her heritage better? Why?
.
ANSWER THE FOLLOWING QUESTION1. Describe at least four of th.docxnolanalgernon
ANSWER THE FOLLOWING QUESTION
1. Describe at least four of the major characteristics common to all of the Jovian planets.
2. What is the most profound feature of Io? Europa?
3. What are Trojan asteroids? Where are they located, and why are they where they are?
4.Compare and contrast the shape, location, and content of the Oort Cloud and the Kuiper Belt?
5. Describe the structure of a comet, and the matter from which it is made.
.
Answer the following question from the text book attached below..docxnolanalgernon
Answer the following question from the text book attached below. Refer following documents and answer below 4 questions. Answer should be 4-5 pages. include APA style references.
The Questions:
1.List and describe the required tools needed for an effective assessment. What are some common mistakes and errors that occur when preparing for a security assessment?
2.Describe in depth the role in which organizational risk tolerance plays in relation to systems under assessment.
3.Identify and describe what threat agents should be avoided in preparation for an assessment. How do we effectively screen out irrelevant threats and attacks in this preparation?
4.Identify when to use architecture representation diagrams and communication flows. Define and illustrate when decomposing of architecture would be used. Provide an example of architecture risk assessment and threat modeling?
.
Answer the following in 200 to 300 words and provide an example th.docxnolanalgernon
Answer
the following in 200 to 300 words and provide an example that illustrates your answer for each question.
How does society confirm prejudicial attitudes?
How does one’s social identity contribute to prejudice?
How do emotions encourage prejudicial attitudes?
What cognitive processes influence prejudice?
.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
Answer ONE of the following questions after reading Francine Pro.docx
1. Answer ONE of the following questions after reading Francine
Prose's "I Know Why the Caged Bird Cannot Read." Your
response should be well thought out with very few if any
grammatical or sentence errors. Your response should be 200-
300words in length. It is due Thursday before 11:59pm.
#1: Prose is highly critical of the quality of both I Know Why
the Caged Bird Sings and To Kill a Mockingbird. If you have
read either, write an evaluation of her criticism of the book. Is
she setting up this book to be unfairly judged?
-OR-
#2: Prose is skeptical of using literary works to teach values.
Write a journal entry in which you support or challenge her
position using specific examples to support your position.
I Know Why the Caged Bird Cannot Read
How American High School Students Learn to Loathe
Literature
Francine Prose
Francine Prose, who was born in the late 1940s, is a reporter,
essayist, critic, and editor. She has also written more than
twenty books, includ- ing poetry, fiction, and children’s
literature. Her novel
Blue
Angel
(2000) was a finalist for the National Book Award, and her
2. nonfiction works
The Lives of the Muses: Nine Women and the Artists They
Inspired
(2002) and
Reading
Like
a
Writer:
A
Guide
for
People
Who
Love
Books and
Those
Who
Want
to
Write
3. Them
(2006) were both national best sellers. She has received
numerous grants and awards, including
Guggenheim and Fulbright fellowships. She is most recently the
author of the satiric novel
My
New
American
Life
(2011). Prose is currently a book reviewer for a num- ber of
magazines and periodicals, including the
New
York
Times
Book
Review
and
O
. The following essay, published in
Harper’s
in September 1999, is a critique of the quality of required
reading in American high schools.
Books discussed in this essay include:
I Know Why the Caged Bird Sings
by Maya Angelou. Bantam Books, 1983.
4. To Kill a Mockingbird
by Harper Lee. Warner Books, 1988.
Teaching Values through Teaching Literature
by Margaret Dodson.
Eric/Edinfo Press, 1993.
Teaching the Novel
by Becky Alano. Eric/Edinfo Press, 1989.
Teaching Literature by Women Authors
by Carolyn Smith McGowen.
Eric/Edinfo Press, 1993.
ike most parents who have, against all odds, preserved a lively
and still evolv- ing passion for good books, I find myself, each
September, increasingly appalled by the dismal lists of texts
that my sons are doomed to waste a school year reading. What I
get as compensation is a measure of insight into why our society
has come to admire Montel Williams and Ricki Lake so much
more than Dante and Homer. Given the dreariness with which
literature is taught in many American classrooms, it seems
miraculous that any sentient teenager would view reading as a
source of pleasure. Traditionally, the love of reading has been
born and nurtured in high school English class — the last time
many students will find themselves in a roomful of people who
have all read the same text and are, in theory, prepared to
discuss it. High school — even more than college — is where
literary tastes and allegiances are formed: what we read in
adolescence is imprinted
on our brains as the dreary notions of childhood crystallize into
hard data.
5. 176
The intense loyalty adults harbor for books first encountered in
youth is one probable reason for the otherwise baffling
longevity of vintage mediocre novels, books that teachers may
themselves have read in adolescence; it is also the most
plausible explanation for the peculiar [1998] Modern Library
list of the “100 Best Novels of the 20th Century,” a roster
dominated by robust survivors from the tenth- grade syllabus.
Darkness at Noon
,
Lord of the Flies
,
Brave New World
, and
The Studs
Lonigan
Trilogy
all speak, in various ways, to the vestigial teenage psyches of
men of a certain age. The parallel list drawn up by students
(younger, more of them female) in the Radcliffe Publishing
Course reflects the equally romantic and tacky tastes (
Gone
with
the
Wind
,
The
Fountainhead
6. ) of a later generation of ado- lescent girls.
Given the fact that these early encounters with literature leave
such indelible impressions, it would seem doubly important to
make sure that high school stu- dents are actually reading
literature. Yet every opportunity to instill adolescents with a
lifelong affinity for narrative, for the ways in which the vision
of an artist can percolate through an idiosyncratic use of
language, and for the supple gym- nastics of a mind that
exercises the mind of the reader is being squandered on
regimens of trash and semi-trash, taught for reasons that have
nothing to do with how well a book is written. In fact, less and
less attention is being paid to what has been written, let alone
how; it’s become a rarity for a teacher to suggest that a book
might be a work of art composed of words and sentences, or that
the choice of these words and sentences can inform and delight
us. We hear that more books are being bought and sold than
ever before, yet no one, as far as I know, is arguing that we are
producing and becoming a nation of avid readers of serious
literature.
Much has been made of the lemminglike fervor with which our
universities have rushed to sacrifice complexity for diversity;
for decades now, critics have decried our plummeting scholastic
standards and mourned the death of cultural literacy without
having done one appreciable thing to raise the educational bar
or revive our moribund culture. Meanwhile, scant notice has
been paid, except by exas- perated parents, to the missed
opportunities and misinformation that form the true curriculum
of so many high school English classes.
My own two sons, now twenty-one and seventeen, have read (in
public and pri- 5 vate schools) Shakespeare, Hawthorne, and
Melville. But they’ve also slogged repeat- edly through the
manipulative melodramas of Alice Walker and Maya Angelou,
through sentimental, middlebrow favorites (
7. To Kill a Mockingbird
and
A Separate Peace
), the weaker novels of John Steinbeck, the fantasies of Ray
Bradbury. My older son spent the first several weeks of
sophomore English discussing the class’s sum- mer assignment,
Ordinary People
, a weeper and former bestseller by Judith Guest about a
“dysfunctional” family recovering from a teenage son’s suicide
attempt.
Neither has heard a teacher suggest that he read Kafka, though
one might suppose that teenagers might enjoy the transformative
science-fiction aspects of
The Metamorphosis
, a story about a young man so alienated from
his
“dysfunc- tional” family that he turns— embarrassingly for
them— into a giant beetle. No instructor has ever asked my sons
to read Alice Munro, who writes so lucidly and beautifully
about the hypersensitivity that makes adolescence a hell.
In the hope of finding out that my children and my friends’
children were excep- tionally unfortunate, I recently collected
eighty or so reading lists from high schools throughout the
country. Because of how overworked teachers are, how hard to
reach during the school day, as well as the odd, paranoid
defensiveness that pervades so many schools, obtaining these
documents seemed to require more time and dogged
perseverance than obtaining one’s FBI surveillance files — and
what I came away with may not be a scientifically accurate
survey. Such surveys have been done by the National Council of
Teachers of English (published in the 1993 NCTE research
report,
Literature
8. in
the
Secondary
Schools
), with results that both underline and fail to reflect what I
found.
What emerges from these photocopied pages distributed in
public, private, and Catholic schools as well as in military
academies, in Manhattan and Denver, in rural Oregon and urban
Missouri, is a numbing sameness, unaffected by geography,
region, or community size. Nearly every list contains at least
one of Shakespeare’s plays. Indeed, in the NCTE report,
Shakespeare (followed closely by John Steinbeck) tops the
rosters of “Ten Most Frequently Required Authors of Book-
Length Works, Grades 9–12.”
Yet in other genres— fiction and memoir— the news is far more
upsetting. On the lists sampled, Harper Lee’s
To Kill
a
Mockingbird
and Maya Angelou’s
I
Know Why
the
Caged
9. Bird
Sings
are among the titles that appear most often, a grisly fact that in
itself should inspire us to examine the works that dominate our
children’s literary education.
First published in 1970,
I
Know
Why
the
Caged
Bird
Sings
is what we have since 10 learned to recognize as a “survivor”
memoir, a first-person narrative of victimiza- tion and recovery.
Angelou transports us to her childhood in segregated Arkansas,
where she was raised by her grandmother and was mostly
content, despite the unpleasantness of her white neighbors,
until, after a move to St. Louis, eight-year-
old Maya was raped by her mother’s boyfriend.
One can see why this memoir might appeal to the lazy or
uninspired teacher, who can conduct the class as if the students
were the studio audience for Angelou’s guest appearance on
Oprah
. The author’s frequently vented distrust of white soci- ety
10. might rouse even the most sluggish or understandably
disaffected ninth-graders to join a discussion of racism; her
victory over poverty and abuse can be used to address what one
fan, in a customer book review on Amazon.com, celebrated as
“transcending that pain, drawing from it deeper levels of
meaning about being truly human and truly alive.” Many
chapters end with sententious epigrams vir- tually begging to
serve as texts for sophomoric rumination on such questions as:
What does Angelou mean when she writes,“If growing up is
painful for the South-
ern Black girl, being aware of her displacement is rust on the
razor that threatens the throat”?
But much more terrifying than the prospect of Angelou’s pieties
being dis- sected for their deeper meaning is the notion of her
language being used as a model of “poetic” prose style. Many of
the terrible mysteries that confront teach- ers of college
freshman composition can be solved simply by looking at
Angelou’s writing. Who told students to combine a dozen mixed
metaphors in one para- graph? Consider a typical passage from
Angelou’s opaque prose:“Weekdays revolved on a sameness
wheel. They turned into themselves so steadily and inevitably
that each seemed to be the original of yesterday’s rough draft.
Saturdays, however, always broke the mold and dared to be
different.” Where do students learn to write stale, inaccurate
similes? “The man’s dead words fell like bricks around the
auditorium and too many settled in my belly.” Who seriously
believes that murky, turgid, con- voluted language of this sort
constitutes good writing? “Youth and social approval allied
themselves with me and we trammeled memories of slights and
insults. The wind of our swift passage remodeled my features.
Lost tears were pounded to mud and then to dust. Years of
withdrawal were brushed aside and left behind, as hang- ing
ropes of parasitic moss.”
11. To hold up this book as a paradigm of memoir, of thought— of
literature — is akin to inviting doctors convicted of malpractice
to instruct our medical students. If we want to use Angelou’s
work to educate our kids, let’s invite them to parse her
language, sentence by sentence; ask them precisely what it
means and ask why one would bother obscuring ideas that could
be expressed so much more simply and felicitously.
Narrated affably enough by a nine-year-old girl named Scout,
To Kill
a
Mock- ingbird
is the perennially beloved and treacly account of growing up in
a small Southern town during the Depression. Its hero is Scout’s
father, the saintly Atticus Finch, a lawyer who represents
everything we cherish about justice and democ- racy and the
American Way, and who defends a black man falsely accused of
rape by a poor white woman. The novel has a shadow hero, too,
the descriptively named Boo Radley, a gooney recluse who
becomes the occasion for yet another lesson in tolerance and
compassion.
Such summary reduces the book, but not by all that much. To
read the novel 15 is, for most, an exercise in wish-fulfillment
and self-congratulation, a chance to consider thorny issues of
race and prejudice from a safe distance and with the
comfortable certainty that the reader would
never
harbor the racist attitudes espoused by the lowlifes in the
novel. We (the readers) are Scout, her childhood is
our childhood, and Atticus Finch is our brave, infinitely patient
American Daddy. And that creepy big guy living alone in the
scary house turns out to have been watching over us with
12. protective benevolent attention.
Maya Angelou and Harper Lee are not the only authors on the
lists. The other most popular books are
The Great Gatsby
,
The Scarlet Letter
,
The Adventures
of Huckleberry
Finn
, and
The
Catcher
in
the
Rye
. John Steinbeck (
The
Pearl
,
Of
Mice
and
Men
,
13. The
Red
Pony
,
The
Grapes
of
Wrath
) and Toni Morrison (
Song
of
Solomon
,
Sula
,
The
Bluest
Eye
,
Beloved
) are the writers — after Shakespeare — represented by the
largest number of titles. Also widely studied are the novels of
more dubious literary merit: John Knowles’s
A
Separate
14. Peace
, William Golding’s
Lord
of
the
Flies
, Elie Wiesel’s
Night
, and Ray Bradbury’s
Fahrenheit
451
,
Dandelion
Wine
,
The
Octo- ber
Country
, and
Something
Wicked
This
Way
Comes
. Trailing behind these favor- ites, Orwell (
15. Nineteen
Eighty-Four
and
Animal
Farm
) is still being read, as are the Brontës (
Wuthering Heights
and
Jane
Eyre
).
How astonishing then that students exposed to such a wide array
of master- pieces and competent middlebrow entertainments are
not mobbing their librar- ies and bookstores, demanding heady
diets of serious or semi-serious fiction! And how puzzling that I
should so often find myself teaching bright, eager college
under- graduate and graduate students, would-be writers
handicapped not merely by how little literature they have read
but by their utter inability to read it; many are nearly incapable
of doing the close line-by-line reading necessary to disclose the
most basic information in a story by Henry James or a
seemingly more straight- forward one by Katherine Mansfield or
Paul Bowles.
The explanation, it turns out, lies in how these books, even the
best of them, are being presented in the classroom. My dogged
search for reading lists flushed out, in addition to the lists
themselves, course descriptions, teaching guides, and anecdotes
that reveal how English literature is being taught to high school
students. Only rarely do teachers propose that writing might be
worth reading closely. Instead, students are informed that
literature is principally a vehicle for the sopo- rific moral
16. blather they suffer daily from their parents. The present vogue
for teaching “values” through literature uses the novel as a
springboard for the sort of discussion formerly conducted in
civics or ethics classes — areas of study that, in theory, have
been phased out of the curriculum but that, in fact, have been
retained and cleverly substituted for what we used to call
English. English — and everything about it that is inventive,
imaginative, or pleasurable — is beside the point in classrooms,
as is everything that constitutes style and that distinguishes
writers, one from another, as precisely as fingerprints or DNA
mapping.
The question is no longer what the writer has written but rather
who the writer is— specifically, what ethnic group or gender
identity an author represents. A motion passed by the San
Francisco Board of Education in March 1998 man- dates that
“works of literature read in class in grades nine to eleven by
each high school student must include works by writers of color
which reflect the diversity of culture, race, and class of the
students of the San Francisco Unified School District. The
writers who are known to be lesbian, gay, bisexual or transgen-
der, shall be appropriately identified in the curriculum.”
Meanwhile, aesthetic beauty — felicitous or accurate language,
images, rhythm, wit, the satisfaction of recognizing something
in fiction that seems fresh and true— is simply too frivo- lous,
suspect, and elitist even to mention.
Thus the fragile
To
Kill
a
Mockingbird
17. is freighted with tons of sociopolitical 20
ballast. A “Collaborative Program Planning Record of Learning
Experience,” which
I obtained from the Internet, outlines the “overall goal” of
teaching the book (“To understand problems relating to
discrimination and prejudice that exist in our present-day
society. To understand and apply these principles to our own
lives”) and suggests topics for student discussion: “What type
of people make up your community? Is there any group of
people . . . a person (NO NAMES PLEASE) or type of person in
your community that you feel uncomfortable around?”
A description of “The Family in Literature,” an elective offered
by the Prince- ton Day School — a course including works by
Sophocles and Eugene O’Neill— begins: “Bruce Springsteen
once tried to make us believe that ‘No one can break the ties
that bind/You can’t for say-yay-yay-yay-yay-yay-yake the ties
that bind.’ He has since divorced his wife and married his back-
up singer. So what are these ties and just how strong are they,
after all?” With its chilling echoes of New Age psycho- babble,
Margaret Dodson’s
Teaching
Values
through
Teaching
Literature
, a source- book for high school English teachers, informs us
that the point of Steinbeck’s
Of Mice and Men
is “to show how progress has been made in the treatment of the
18. mentally disadvantaged, and that more and better roles in
society are being devised for them [and to] establish that
mentally retarded people are human beings with the same needs
and feelings that everyone else experiences.”
An eighth-grader studying Elie Wiesel’s overwrought
Night
in a class taught by a passionate gay-rights advocate came
home with the following notes: “Many Jews killed during the
Holocaust, but many
many
homosexuals murdered by Nazis. Pink triangle — Silence
equals death.”
It’s cheering that so many lists include
The
Adventures
of
Huckleberry
Finn
— but not when we discover that this moving, funny novel is
being taught not as a work of art but as a piece of damning
evidence against that bigot, Mark Twain. A friend’s daughter’s
English teacher informed a group of parents that the only rea-
son to study
Huckleberry
Finn
was to decide whether it was a racist text. Instruc- tors
consulting
Teaching
19. Values
through
Teaching
Literature
will have resolved this debate long before they walk into the
classroom to supervise “a close reading of
Huckleberry
Finn
that will reveal the various ways in which Twain undercuts
Jim’s humanity: in the minstrel routines with Huck as the
‘straight man’; in generalities about Blacks as unreliable,
primitive and slow-witted. ”
Luckily for the teacher and students required to confront this
fictional equiva- lent of a minstrel show, Mark Twain can be
rehabilitated— that is to say, revised. In classes that sound like
test screenings used to position unreleased Hollywood films,
focus groups in which viewers are invited to choose among
variant endings, students are polled for possible alternatives to
Huck’s and Tom Sawyer’s actions— should Tom have carried
out his plan to “free” Jim? — and asked to speculate on what
the fictional characters might have or should have done to
become better people and atone for the sins of their creators.
In the most unintentionally hilarious of these lesson plans, a
chapter entitled 25
“
Ethan Frome
: An Avoidable Tragedy,” Dodson warns teachers to expect
resis- tance to their efforts to reform Wharton’s characters and
thus improve her novel’s outcome: “Students intensely dislike
20. the mere suggestion that Ethan should have
honored his commitment to Zeena and encouraged Mattie to
date Dennie Eady, yet this would surely have demonstrated
greater love than the suicide attempt.”
Thus another puzzle confronting college and even graduate
school instructors— Why do students so despise dead writers?
— is partly explained by the adversarial stance that these
sourcebooks adopt toward authors of classic texts. Teachers are
counseled “to help students rise above Emerson’s style of
stating an idea bluntly, announcing reservations, and sometimes
even negating the original idea” and to present“a method of
contrasting the drab, utilitarian prose of
Nineteen
Eighty-four
with a lyric poem ‘To a Darkling Thrush,’ by Thomas Hardy.”
Why not mention that such works have been read for years —
for a reason! — and urge students to fig- ure out what that
reason is? Doesn’t it seem less
valuable
to read Emily Dickinson’s work as the brain-damaged
mumblings of a demented agoraphobic than to approach the
subject of Dickinson, as Richard Sewell suggests in his
biography of her, on our knees? No one’s suggesting that
canonical writers should be immune to criti- cism. Dickens’s
anti-Semitism, Tolstoy’s overly romantic ideas about the peas-
antry, Kipling’s racism, are all problematic, and merit
discussion. But to treat the geniuses of the past as naughty
children, amenable to reeducation by the children of the present,
evokes the educational theory of the Chinese Revolution.
No wonder students are rarely asked to consider what was
actually written by these hopeless racists and sociopaths.
Instead, they’re told to write around the books, or, better yet,
21. write their own books. Becky Alano’s depressing
Teaching
the Novel
advises readers of Sylvia Plath’s
The
Bell
Jar
to construct a therapeutic evalua- tion of its suicidal heroine
(“Do you think she is ready to go home? What is your prognosis
for her future?”) and lists documents to be written as
supplements to
Macbeth
(a script of the TV evening news announcing the murders; a
psychia- trist’s report on Lady Macbeth, or her suicide note to
her husband; Macbeth’s entry in
Who’s Who
, or his obituary).
How should prospective readers of Anne Frank’s
The Diary of a Young Girl
prepare? Carolyn Smith McGowen’s
Teaching
Literature
by
Women
Authors
sug- gests: “Give each student a paper grocery bag. Explain
that to avoid being sent to a concentration camp, many people
went into hiding. Often they could take with them only what
22. they could carry Ask your students to choose the items they
would take into hiding. These items must fit into the grocery
bag.” A class attempt- ing to interpret an Emily Dickinson poem
can be divided into three groups, each group interpreting the
poem based on one of Freud’s levels of consciousness; thus the
little ids, egos, and superegos can respond to the Dickinson
poem accord- ing to the category of awareness to which their
group has been assigned.
Those who might have supposed that one purpose of fiction was
to deploy the powers of language to connect us, directly and
intimately, with the hearts and souls of others, will be
disappointed to learn that the whole point is to make us examine
ourselves. According to Alano,
The
Catcher
in
the
Rye
will doubtless sug- gest an incident “in which you felt yourself
to be an ‘outsider’ like Holden. Why did you feel outside? What
finally changed your situation?” Stephen Crane’s
The
Red
Badge
of
Courage
23. should make us compare our anxieties (“Describe an event that
you anticipated with fear Was the actual event worth the
dread?”) with those
of its Civil War hero. And what does
The Great Gatsby
lead us to consider? “Did you ever pursue a goal with single-
minded devotion? Would you have gained
your end in any other way?” Are we to believe that the average
eleventh-grader has had an experience comparable to that of Jay
Gatsby — or F. Scott Fitzgerald? And is it any wonder that
teenagers should complete these exercises with little but
contempt for the writer who so pointlessly complicated and
obfuscated a personal true story that sixteen-year-olds could
have told so much more interestingly themselves?
I remember when it dawned on me that I might, someday, grow
old. I was in the 30 eleventh grade. Our marvelous and unusual
English teacher had assigned us to read
King
Lear
— that is, to read every line of
King
Lear
. (As I recall, we were asked
to circle every word or metaphor having to do with eyes and
vision, a tedious pro- cess we grumbled about but that
succeeded in focusing our attention.) Although I knew I would
never ever resemble the decrepit adults around me,
Shakespeare’s genius, his poetry, his profound, encyclopedic
understanding of personality, man- aged to persuade me that I
could
24. be
that mythical king — an imaginative identifi- cation very
different from whatever result I might have obtained by
persuading myself that my own experience was the
same
as Lear’s. I recall the hallucinatory sense of having left my
warm bedroom, of finding myself — old, enraged, alone,
despised— on that heath, in that dangerous storm. And I
remember realizing, after the storm subsided, that language, that
mere words on the page, had raised that howling tempest.
Lear
is still the Shakespeare play I like best. I reread it periodically,
increas- ingly moved now that age is no longer a theoretical
possibility, and now that its portrayal of Lear’s behavior so
often seems like reportage. A friend whose elderly boss is
ruining his company with irrational tests of fealty and refusals
to cede power needs only six words to describe the situation at
work:
King
Lear
, Act One, Scene One.
Another high school favorite was the King James Version of the
Book of Reve- lation. I don’t think I’d ever heard of
Armageddon, nor did I believe that when the seals of a book
were opened horses would fly out. What delighted me was the
lan- guage, the cadences and the rhythms, and the power of the
images: the four horse- men, the beast, the woman clothed with
the sun.
But rather than exposing students to works of literature that
expand their capacities and vocabularies, sharpen their
comprehension, and deepen the level at which they think and
feel, we either offer them “easy” (Steinbeck, Knowles, Angelou,
25. Lee) books that “anyone” can understand, or we serve up the
tougher works predigested. We no longer believe that books
were written one word at a time, and deserve to be read that
way. We’ve forgotten the difference between a student who has
never read a nineteenth-century novel and an idiot incapable of
reading one. When my son was assigned
Wuthering Heights
in tenth-grade En- glish, the complex sentences, archaisms,
multiple narrators, and interwoven sto- ries seemed, at first, like
a foreign language. But soon enough, he caught on and reported
being moved almost to tears by the cruelty of Heathcliff’s
treatment of Isabella.
In fact, it’s not difficult to find fiction that combines clear,
beautiful, accessible, idiosyncratic language with a narrative
that conveys a complex worldview. But to use such literature
might require teachers and school boards to make fresh choices,
selections uncontaminated by trends, clichés, and received
ideas. If educators continue to assume that teenagers are
interested exclusively in books about teen- agers, there
is
engaging, truthful fiction about childhood and adolescence,
writ- ten in ways that remind us why someone might like to
read. There is, for example, Charles Baxter’s precise and
evocative “Gryphon.” And there are the carefully cho- sen
details, the complex sentences, and the down-to-earth diction in
Stuart Dybek’s great Chicago story, “Hot Ice.”
If English class is the only forum in which students can talk
about racism and 35 ethnic identity, why not teach Hilton Als’s
The Women
, Flannery O’Connor’s “Everything That Rises Must Converge,”
or any of the stories in James Alan McPherson’s
Hue and Cry
, all of which eloquently and directly address the subtle,
26. powerful ways in which race affects every tiny decision and
gesture? Why not intro- duce our kids to the clarity and power
of James Baldwin’s great story “Sonny’s Blues”?
My suspicion is that the reason such texts are not used as often
as
I
Know
Why the
Caged
Bird
Sings
is precisely the reason why they
should
be taught— that is, because they’re complicated. Baldwin, Als,
and McPherson reject obvious “les- sons” and familiar arcs of
abuse, self-realization, and recovery; they actively refute
simplistic prescriptions about how to live.
Great novels can help us master the all-too-rare skill of
tolerating — of being able to hold in mind— ambiguity and
contradiction. Jay Gatsby has a shady past, but he’s also
sympathetic. Huck Finn is a liar, but we come to love him. A
friend’s student once wrote that Alice Munro’s characters
weren’t people he’d choose to hang out with but that reading
her work always made him feel “a little less petty and
judgmental.” Such benefits are denied to the young reader
exposed only to books with banal, simple-minded moral
equations as well as to the student encour- aged to come up with
reductive, wrong-headed readings of multilayered texts.
27. The narrator of
Caged
Bird
is good, her rapist is bad; Scout and Atticus Finch are good,
their bigoted neighbors are bad. But the characters in James
Alan McPherson’s “Gold Coast” are a good deal more lifelike.
The cantankerous, big- oted, elderly white janitor and the young
African American student, his temporary assistant, who puts up
with the janitor’s bullshit and is simultaneously cheered and
saddened by the knowledge that he’s headed for greater success
than the jan- itor will ever achieve, both embody mixtures of
admirable and more dubious qualities. In other words, they’re
more like humans. It’s hard to imagine the les-
son plans telling students exactly how to feel about these two
complex plausible characters.
No one’s suggesting that every existing syllabus be shredded;
many books on the current lists are great works of art. But why
not
tell
the students that, instead of suggesting that Mark Twain be
posthumously reprimanded? Why not point out how
convincingly he captured the workings of Huck’s mind, the
inner voice of a kid trying desperately to sew a crazy quilt of
self together from the ragged scraps around him? Why not
celebrate the accuracy and vigor with which he translated the
rhythms of American speech into written language?
In simplifying what a book is allowed to tell us— Twain’s novel
is wholly 40 about racism and not at all about what it’s like to
be
Huck Finn— teachers pre- tend to spark discussion but actually
prevent it. They claim to relate the world of
28. the book to the world of experience, but by concentrating on the
student’s own history they narrow the world of experience down
to the personal and deny stu- dents
other
sorts of experience — the experience of what’s in the book, for
start- ers. One reason we read writers from other times or
cultures is to confront alternatives — of feeling and sensibility,
of history and psyche, of information and ideas. To experience
the heartbreaking matter-of-factness with which Anne Frank
described her situation seems more useful than packing a paper
bag with Game Boys, cigarettes, and CDs so that we can go into
hiding and avoid being sent to the camps.
The pleasure of surrender to the world of a book is only one of
the pleasures that this new way of reading— and teaching—
denies. In blurring the line between reality and fiction (What
happened to you that was exactly like what happened to Hester
Prynne?), it reduces our respect for imagination, beauty, art,
thought, and for the way that the human spirit expresses itself in
words.
Writers have no choice but to believe that literature will
survive, that it’s worth some effort to preserve the most
beautiful, meaningful lyrics or narratives, the record of who we
were, and are. And if we want our children to begin an extended
love affair with reading and with what great writing can do, we
want
them to get an early start— or any start, at all. Teaching
students to value literary masterpieces is our best hope of
awakening them to the infinite capacities and complexities of
human experience, of helping them acknowledge and accept
com- plexity and ambiguity, and of making them love and
respect the language that allows us to smuggle out, and send
one another, our urgent, eloquent dispatches from the prison of
the self.
29. That may be what writers— and readers — desire. But if it’s not
occurring, perhaps that’s because our culture wants it less
urgently than we do. Education, after all, is a process intended
to produce a product. So we have to ask ourselves: What sort of
product is being produced by the current system? How does it
change when certain factors are added to, or removed from, our
literature cur- riculum? And is it really in the best interests of
our consumer economy to create
a well-educated, smart, highly literate society of fervent
readers? Doesn’t our epi- demic dumbing-down have undeniable
advantages for those institutions (the media, the advertising
industry, the government) whose interests are better served by a
population not trained to read too closely or ask too many
questions?
On the most obvious level, it’s worth noting that books are
among the few remaining forms of entertainment not sustained
by, and meant to further, the interests of advertising.
Television, newspapers, and magazines are busily instilling us
with new desires and previously unsuspected needs, while books
sell only them- selves. Moreover, the time we spend reading is
time spent away from media that have a greater chance of
alchemically transmuting attention into money.
But of course what’s happening is more complex and subtle than
that, more 45
closely connected to how we conceive of the relation between
intellect and spirit. The new-model English-class graduate— the
one who has been force-fed the gross oversimplifications
proffered by these lesson plans and teaching manuals— values
empathy and imagination less than the ability to make quick and
irreversible judg- ments, to entertain and maintain simplistic
immovable opinions about guilt and innocence, about the
possibilities and limitations of human nature. Less com-
30. fortable with the gray areas than with sharply delineated black
and white, he or she can work in groups and operate by
consensus, and has a resultant, residual dis- trust for the
eccentric, the idiosyncratic, the annoyingly . . . individual.
What I’ve described is a salable product, tailored to the needs
of the economic and political moment. What results from these
educational methods is a mode of thinking (or, more accurately,
of
not
thinking) that equips our kids for the future: Future
McDonald’s employees. Future corporate board members.
Future special prosecutors. Future makers of 100-best-books
lists who fondly recall what they first read in high school —
and who may not have read anything since. And so the roster of
literary masterpieces we pass along to future generations will
continue its downward shift, and those lightweight, mediocre
high school favorites will con- tinue to rise, unburdened by
gravity, to the top of the list.