Agreeing with Flores and Minor, Martinez believes Halamlainen’s advanced research allows the monograph to stand out. Two common weaknesses that the reviewers share involve the structure of the text. The reviewers agree that the contradictions Halamlainen makes towards the citations used in the text leads the reader to question the validity of the progression of the monograph’s arguments. Lastly, another flaw that Flores and Minor highlight is the writing style of the text. Minor states that the text is “dry”, which he believes may turn many readers away from the book.
Over the years, there has been an ongoing debate about “street smarts” and “book smarts” throughout the world. Many people side with either or for their own personal reasons. Although “street smarts” has developed a poor reputation which pushes people to neglect the positive aspects of this particular way of learning. In the article, “Hidden Intellectualism”, Gerald Graff evaluates the structure schools use to teach literature. He explains that intellect is not only found in the academic form of thinking.
Analysis: Compare chapter 1:How to Read Literature Like a professor-“Every Trip is a Quest(Except When it’s Not) ” to part one of The fountainhead. At the beginning of chapter 1 of The Fountainhead, we meet are most important characters, Peter Keating and Howard Roark. Both of these characters want something different in life, they don’t want similar things. As Foster says in How to Read Literature Like a Professor, a quest consists of a place to go and a reason to go there.
Mercedes Blanchard Mrs. Mary Smith AP Literature 20 September 2017 After reading and discussing How to Read Literature like a Professor, some of the many literary techniques Foster emphasized was Characters and their meaning, symbolism, and deformity. These three techniques really inspired me and pointed out certain characteristics and “clues” of the story that I otherwise would not have discovered previously. As I continued to read the book, I was compelled and even bewildered at the thought that I have missed so many hidden meanings in iconic works of writing. I came to the conclusion that literature is really a giant mystery and we readers are really just detectives trying to solve it. To begin, Chapter 10 goes into depth on the types
Thomas Foster, a professor at the University of Michigan, taught literature and writing. He was born in West Cornfield, Ohio, and living in such a small town caused him to become very associated with books. In 2003, Foster published a book, How to Read Literature like a Professor, written in second person. The book is written as a guide for readers to know the parts of nonfiction books. It teaches young readers how to include important elements into their stories.
Most households in america own less than 50 books and most children and teens spend less than 15 minutes reading in a day. It is extremely important that we dont lose sight of the importance of knowledge and
Different types of literature open new doors through which students’ can explore the unknown and expand their knowledge of controversial topics. The great examples found in literature have been the subject of much debate, as school boards wrestle with whether children should be allowed to read such difficult, harsh topics, as said in the article “How Banning Books Marginalizes Children” (Source F). There are so many brilliant works of literature spanning a wide variety of genres and topics, and a single school board should not determine what students learn. No one is proposing that second graders read The Boy in the Striped Pyjamas, but rather that we intentionally choose literature that will expand, rather than limit, children’s options and minds. Not only do these great works lay the groundwork for our future generation, but they also serve to diversify students’ writing and analysis skills.
Many students read-only to finish rather than to understand what they have read." Many students have yet to be interested in reading lengthy
Accelerated Reader Program is in many elementary schools across the United States. AR is a big thing for students in elementary now a day the schools really push their students to read and take the AR tests. In this research paper investigates to see if students exposed to AR in elementary have lasting effect on the students. To see if its really worst spending all that time reading and doing to Accelerated Reader Program. Accelerated Reader has been around since 1986 and is still being use in schools around the world.
Today, there is an all-too-common problem surrounding the censorship of children’s literature. The American Library Association (ALA) states, “parents challenge books more than any other group” (Szymanski 2007).
By the time they are able to read, their imaginations will be fully developed and they will not be able to seperate what is real from what is not in the books. At such a young age, students, especially elementary students, could become paranoid or scared of something in their reading that will likely never happen in real life. Children should not be exposed to certain information until mature enough. Society censors things in community already. For example, there is a reason that educators did not teach us growth and maturation until sixth grade.
Having never taken a college writing course before, I did not know what to expect and therefore assumed that I would choose my own topic to write about; of course, this isn’t the case. However, if I had the choice, I would not have chosen to write a response to Gerald Graff’s “Hidden Intellectualism”. After going through his essay with a fine-tooth comb, I have found a few flaws in his reasoning. Gerald Graff believes that schools and colleges are not taking advantage of “street smarts” by not using them in an intellectual setting when in fact, schools are providing students with a large assortment of other knowledge and skills. In Graff’s essay “Hidden Intellectualism”, he argues for the importance of changing school curriculums in order to better reflect the interests
How to Read Literature Like a professor chapter1 In the first chapter of How to Read Literature Like a professor author Thomas C. Foster discusses how almost every story has some type of quest, the title of chapter is “ Every Trip Is a Quest (Except When It’s Not)” he clearly alludes to the fact that the chapter is about the quest aspect of a story and its significance. As the chapter developed Foster began to cover the essentials of a quest and the purpose behind a quest, according to him there are five significant aspects of a quest “(a) a quester, (b) a place to go, (c) a stated reason to go there, (d) challenges and trials en route, and (e) a real reason to go there. He then expands of each of these things.
Unfortunately to lots of writers, most of the readers are empirical ones, which means that
The reader acquires a variety of vocabulary thus increases the quality of writing and reading for low level readers. Secondly, it makes the reader be able to interpret text by using word attack skills and text attack skills which improves the skill of reading. Lastly, it makes the reader to understand or comprehend difficult text in a book or reading material. Drawbacks or limitations of intensive reading are firstly, most time is spent on reading a small amount of text which is time consuming. Secondly, Reading new material mostly containing complex vocabulary and grammar is a long and slow process in order for the reader to understand the text in the reading material.
