I Know Why the Caged Bird Cannot Read Literary Analysis
Francine Prose believes that the literature being taught in loftier school classrooms is boring, not useful, and irrelevant. She backs this upwardly by comparing teachers who teach "I Know why the Caged Bird Sings" to unexperienced doctors teaching medical students. I think her criticisms are both valid and invalid. I hold with her criticisms virtually literature and racism. Prose feels that in Marking Twain's Huckleberry Finn, the volume is about the racism of the time period, not about Finn, the master character who is dealing with the racism. I believe that a lot of the books we read in English language are solely about racism and I think it would be dainty for a modify. I retrieve Prose's criticisms well-nigh how English teachers are at fault for the students hatred in reading are invalid. A teacher can only steer students one way or the other, not brand decisions for their students. Prose likewise has opinions of how the practice of using literary works is beingness used to teach values. Prose believes that literature in schools is existence used as a "springboard" into talking about values, not studying the literature for its values. I exercise not agree with this, though, because English is not about learning values, it is virtually studying literature. Stephanie Vitarelli
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I call up the some of the author's arguments are valid, yet some invalid. I concur with what she said about what students are learning from some of these books (To Impale a Mockingbird, I Know Why the Caged Bird Sings). I for 1 hated doing endless characterizations on these books and analyzing the events rather than the literature.
However, I disagree with the argument she made about Angelou's writing in "I Know Why the Caged Bird Sings". She said her analogies and similes were not an adequate case to students of good use of the English language. I found her similes enjoyable, flowing, and sometimes funny.
Alex Aponte
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While Prose does make several legitimate points in criticizing the simplistic arroyo taken in instruction literature, I think that her negative comments on the sophistication of I Know Why the Caged Bird Sings were unmerited. Caged Bird was not written to be the most incredible example of what tin can be done with the English language language merely for its political and social sentiments, which Maya Angelou finer conveys. Her all-encompassing analogies and choice of diction reflect her experiences in the best manner she could express them, and I had no difficulty in imagining her experiences from the perspective she was writing from; it is, later on all, Maya Angelou'due south autobiography, and any alterations of her writing could change the connotations and intricate web that comprise another'due south perspective. I do hold, however, with Prose that the full general quality of what we read in English class is as well much a mix of classic, high-quality pieces and things called solely because of the ease with which their universally-accustomed messages are taught. The number of pieces dealing only with racism in the S seems slightly ridiculous because our geographic location and the time in which nosotros alive. Likewise, I exercise notice that, at least in freshman year, we were missing the essence of the books in our attempts to chronicle them to our ain lives. Overall, I do call back that in both arguments, Prose proves her points very well and in general I practise hold with her, especially in the 2d point.
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Amanda Schwartz
I experience like Prose makes many practiced criticisms and some iffy ones. In the classroom of a high schoolhouse english language class, teachers are to teach what is on the curriculum. Both of these books mentioned, I know Why the Caged Bird Sings and To Kill a Mockingbird, both happen to be on that curriculum. Prose believes that when it comes to Caged Bird the lesson plans are not skilful lesson plans and that teachers should not exist instruction students how to compare characters and how to feel nigh them; she thinks students should think of their ain feelings about characters and be able to express those feelings rather than feeling what the curriculum is telling them to experience. She too thinks that teaching the Caged Bird book to students is but a way for the lazy teachers to show students Oprah and act as the "audition" for Maya, she does not see whatever REAL purpose in reading the book. This book to Prose too has writing that is non right and non adept to teach. I personally am with Prose on her criticisms on this book and experience like it was some other book about racism, like all the others nosotros have read in past schooling but the merely difference here is that we learned nigh the writer, more than the actual writing.
When information technology comes to To Impale a Mockingbird, Prose basically states the the book is very simple, and we can all read the book and know what happens and what is going on earlier something actually takes identify. This book is just another reason to discuss race, and issues that most books spark discussion about. I hold, that this book is simple and there is not much too information technology.
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Francine Prose is very critical of the loftier school reading syllabus, feeling that high schools have chosen their curriculum based on reading complexity, and analyzing the text instead of good content and enjoyable reading. I would prefer reading books on the free reading listing, choosing books that interest usa. Reading for pleasure instead of analyzing for imagery and syntax would've instilled a sort of reading civilisation in myself. Instead we have to read a book ane chapter a fourth dimension looking for repetition, and the deeper pregnant. I would've liked to read Tale of Two Cities for the plot.
Every Volume i have read in my advanced english classes, either honors or AP so far take been classical, or based on ceremonious rights. Since seventh grade every year we read a book about how an African American kid grew up in the Jim Crow south. While yes it was good literature and we need to be learning about these events it seems a picayune redundant. Having said that I believe that Francine Prose's points are valid, and would like for them to be considered past english language teachers for the time to come.
-Patrick Yager
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For the near function, Prose's critiques on the quality of literature-in my opinion- are entirely simulated. She believes that the similes in I Know Why the Muzzle Bird Sings do not accept depth, freshness, accuracy. Still, even though I was not a big fan of the book, nigh of her similes were different and unusual, and tended to have meaning. Prose then continues about how much simpler and blatant the writing in Muzzle Bird can be, but those similes and metaphors in the book are not there to confuse, they are there to show the true meaning of what she experienced growing upwardly. Later, Prose states that students don't know how to clarify every line closely in a book or a piece of writing, but if the writing in"Cage Bird" was so unnecessarily complicated, how do we not know how to read into writing? Prose also bashes the educational activity methods used for these writings, and for the most part, I concur with her. When nosotros read these books in form, we have talked more most the authors race and experiences then the bodily writing in the book. She makes the point of how students are not reading books of upper-echelon complexity, which is true to some extent. Relating the books nosotros read to the everyday life denies the students experiences of the people in the book, she goes on to say. Although that statement is true for previous grades, I don't believe we have compared much of "Cage Bird" to modern life. Overall, I believe Prose is over exemplifying the issues of the teaching of literature in loftier schools today.
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I honestly think that her criticisms are to harsh. For one, she is a college professor. Obviously she is going to have much higher expectations than a high schoolhouse instructor. Secondly, in school it is true nosotros're suppose to learn criteria that we will use later in life, but similar math (other than simple two+2) you aren't going to dissect lines upon lines of writings. Unless of grade your profession calls for information technology. If y'all go into a profession that does, then plainly you yourself (not your loftier schoolhouse class) will take classes that help you do what you take to practise. Thirdly, high school is the fourth dimension where values and morals need to be ripened, that way when you lot become off into the globe you lot know exactly what you desire and what yous want to steer away from. I hateful, I do see the validity in her argument (thank-you Mrs.Cardo), and I practice hold that we should read unlike works of literature and then we can, at the very least, appreciate fine art, but it's non something I deem very important.
-Berrios period iv
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I both concur and disagree with Francine Prose. Her argument of that what students are existence taught incorrectly is true in that what nosotros are being taught does not necessarily teach students about literature every bit much as it does life lessons. Although the fabric gets students to call back, the pieces practise not necessarily exemplify proficient or proper writing. Even so, the main reason I disagree with prose is the adult female has never taught a day in her life, although she knows a lot about skilful writing and is a writer herself, she does not seem to understand the needs of a curriculum. School teachers accept to come across certain needs for various reasons such as state testing, schoolhouse themes, as well equally busy lives (I'd know, both my parents teach). She makes practiced points, simply they are uneducated.
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Later on reading "I Know Why the Caged Bird Cannot Read" past Francine Prose, I do empathize her arguments for the quality of literature and how it is taught in high school classrooms. As a student, I can see where she is coming from and I call back her criticisms are valid but, it maybe be considering I accept get accustomed to how we discuss and learn about the books nosotros read in class that I don't always agree with her. Yes I do meet her point that nosotros should be reading more than challenging or circuitous books with deeper meanings but I feel that, at least in my high school, that the way we dissect the books nosotros read is circuitous and the meanings practice seem meaningful and deep. I can see where Prose is coming from in her arguments, they make perfect sense and I would say yes, sometimes it would be nicer if the books were more relatable and if in some cases we were really taught about some of the books better instead of them existence "dumbed down", information technology would be overnice. But, me personally, I enjoy the way we learns things, and mayhap at times a switch of pace would be nice too.
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I believe that Prose's criticism of the quality of literature is somewhat valid. While some books read in highschool are poor in quality (personally, i constitute Whirligig, and Black boy to exist peculiarly horrible) others are fairly complex and well written (the ruddy letter). Her criticism of using literacy works to teach values however, is extremely accurate. while she does go alittle overboard in insulting the workings of a typical english class, her basic ideas are accurate. Using books to teach values causes students to lose involvement in the stories themselves. not just do many students simply not desire to read near race and ethnical issues (again), just after reading they are expected to connect the story to their own lives in some way, and as a consequence they cannot actually appreciate the story itself, merely their interpretation of it every bit information technology relates to themselves. Even if a volume is well written, if the story itself is not interesting to a student they volition never fully capeesh it or larn to dear literature.
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Francine Prose has very stiff opinions in her criticizing essay, "I Know Why the Caged Bird Cannot Read." She explores ideas that mock classic literature (such as I Know Why the Caged Bird Sings and To Impale a Mockingbird) claiming that these books contain "trash" and are "taught for reasons that have nothing to practice with how well a book is written." My personal experience leads me to believe that her criticisms are understandable and somewhat relatable but are not completely true. These works do in-fact teach students important values which can later be used in life - which isn't necessarily a bad thing. Prose argues, claiming that the sole reason of teaching these literary works is to teach values, rather and then to explore and understand high level writing of serious literature. All the same, in my experience both Angelou and Lee are strong, serious authors whose writing conveys of import themes and techniques. Based on my own experiences, to say that the english curriculum contains "missed opportunities and misinformation" is harsh and not entirely truthful.
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I think that her that her criticisms are not valid, peculiarly in regards to use of literary works to teach values. I believe that a pupil is more likely to connect with and acquire values from an author like Maya Angelou that is however currently alive because it allows them to connect to her in a way they tin not connect with various other authors that Prose mentioned. I think that the quality of the literature is also better than she makes it out to be. I think that if the literature was more complicated, harder to read and of meliorate quality every bit Prose puts it, many students would not even bother to read them. If the novels were to challenging and they did not enjoy or connect to them, many students would chose to look up online what the book was about or rent the movie on the book. I recollect that Prose did not have a very valid argument.
~Megan Bernth
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Kate Lewis
I think some of Francine Prose criticisms are valid. For example when she writes, "High schoolhouse even more than higher is where literary tastes and allegiances are formed." If we are reading books nosotros dislike and forced to read in high school, than chances are we won't want to read or enjoy reading when we go older. I concur with her that some of the books we read shouldn't be used to teach us. She writes, "to hold upwards this book as a image of memoir, of thought, of literature, is akin to inviting doctors convicted of malpractice to instruct our medical students." Ii examples are I Know Why the Caged Bird Sings and To Kill a Mockingbird. Both of these books are written the way we are taught not to write. I also agree that merely some books should be taking out of the high school english curriculum because some have historic importance
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I feel that the views of Francine Prose have some truth to them, but overall, are too harsh. In the essay "I Know Why the Caged Bird Cannot Read," Prose repeatedly states how the reading lists of high schools effectually the country are outdated and not benign for young adults to absorb. She says how lessons and characters are oversimplified. I think that the quality of the literature is hit or miss depending on the specific book existence discussed. To judge a vast option of mutual classics with words such every bit "tasteless" is completely ridiculous. As far as the utilize of these works of literature to teach values, I side with Prose. Although lessons can be learned from the story of other characters, students are not probable to incorporate what they have learned from books into their everyday lives just because they talked about something in english class. Lastly, I believe that to an extent, students are beingness forced to interpret these works in a certain way, and the individual exploration of novels is fading with the overuse of homework, classwork, and projects.
- Nick Monaco
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Francine Prose criticizes both the book I Know Why the Caged Bird Sings and the teaching methods used by English teachers.
Some of her criticisms are valid, such as the utilize of Maya Angelou'south memoir as an easy racial analysis. I concord with Prose that English language teachers can simply and easily use the autobiography to ask obvious questions about Angelou'southward hardships growing up every bit a immature black girl in the South.
Another criticism posed by Prose is that Maya Angelou is an inept writer, and forcing students to read her book is "akin to inviting doctors convicted of malpractice to instruct our medical students." I think this is an invalid argument because although Maya may use unorthodox writing techniques, such as piling many mixed metaphors in one paragraph, she, as an writer, is not guilty of any sort of malpractice or literary crime.
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Hannah Pell
In I know why the caged bird sings Maya Angelou is faced with many hardships and in her auto biography she describes them as "if growing upwards is painful for the Southern black girl. Being enlightened of her displacement is rust on the razor that threatens the throat." However in i know why the caged bird cannot read by Francine Prose, has that same quote but describes the volume equally existence practiced for a lazy and uninspired teacher who can bear such a elementary class, such every bit if the students were the every bit the audience for Angelou'southward time on the Oprah Show, as Prose would put it. Simply in English class we have learned that Maya is this great person that has gone through this horrible life and has risen in a higher place it all and is a hero in the Blackness community. In Prose'due south essay she is somewhat mocking how everyone perceives her has beingness some kind of survivor, merely there are always worst cases out there; such every bit the invisible children of Uganda, they are of the aforementioned race and I consider them more of a survivor then Maya Angelou.
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Brandon Brule-
I somewhat believe that (although somewhat extreme) her propose on literary teachings is true. In my experience, most English language classes brand certain grades with themes and genres that they believe are appropriate. Educational activity racial equality to teenagers that are more ethnically various than ever about the harshness of the Due south and segregation is a feeble attempt at a "new lesson." Also, the always nowadays "struggle" of the author or a grapheme in their novel is a topic revisited once again and again, time after time, novel after novel.
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Lauren Hill
In her essay, Prose is very critical of both what is taught in high school and how it is taught. I think her criticisms are valid, but there'south ii sides to every story. Well-nigh of the literature taught in high schoolhouse is taught considering of its bulletin, non based on its literary content. Prose is right when she points that out. Prose also states that nigh great works of literature aren't taught in loftier school because they are too complicated, and unremarkably the books high schoolers read consist of a good guy and a bad guy, nada in between. This is true as well, but throughout her piece she generalizes a lot of this information.
I think that using literary works to teach values isn't a bad matter like Prose makes it seem like. Putting a adept moral lesson inside of a book and having a pupil clarify it isn't bad. Even though loftier school students really start to become into literature while in high schoolhouse, why tin't we starting time reading existent literature in higher, or even outside of college? And so overall, Prose does make some good points, only in the essay she really over-generalizes and that diminishes the meaning of what she says.
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Lian McGarity
Her criticisms are somewhat valid. Both books, I Know Why the Caged Bird Sings and To Kill a Mockingbird, we read pertained to racism and the experiences of being colored in a pro white social club. In form, discussions arose well-nigh the problems of how the characters dealt with their lives and situations they were forced into. In this fashion we focused on the cultural aspects of the novel that the writer was portraying. Simply, nosotros also talked most the use of linguistic communication and style of the writer's writing. We examined the diction and other aspects such as figurative linguistic communication, etc. Every writer has different style and their own unique abilities to capture a reader's attending.
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Prose brings upward an interesting betoken most the pick of literature in loftier schoolhouse classrooms. For the most part, I like the literature in the classroom. I loved To Kill a Mockingbird in particular. The way information technology is read is what I don't always like though, existence forced to read something in a certain flow of time and taking a quiz isn't something I enjoy only information technology isn't the teachers fault because they have to brand certain nosotros read it somehow. Simply the indicate she brought up about replacing English language class with an ethics class that has fabricated its mode out of the school curriculum. I experience that many of my English language classes have spent a lot of time talking about racism and other controversial topics like that, but I don't think it's a bad thing. It'southward good for students to discuss issues equally a class and get insights from them through literature and develop opinions in a controlled environment. Overall, I feel the literature is fine simply Prose is definitely right about the way it is taught and presented in the classroom; although she mocks most of information technology I remember some parts of the way literature is presented is expert just other parts need to exist fixed.
~Hayley Bester
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Francine Prose argues that all the assigned readings being taught in American English language classrooms are useless in educating the immature. She states that these books are dreary and have little value to teenagers. Rather than promoting the young to read, it repels them from any sort of literature. Prose said how many of the assigned readings are focused nigh WHO wrote them rather than the writing itself. I hold that many of the books I have read throughout high school are authors from the Jim Crow south experiencing the struggles of prejudice, segregation, and their everyday battles to avoid it. I feel that every author I read about comes from a specific race or indigenous group that is judged in guild. I e'er feel that the moral of the book is to have them. I agree with Prose that many of the books I read are very obvious themes that don't involve reading in between the lines or critically thinking near what the message in the story is. Rather than having the students be exposed to different writers, teachers' curriculum is stuck with Shakespeare and Hawthorne, writing that ways zip to a typical loftier schoolhouse educatee. Although many of these books have taught me vital morals for life, I nonetheless believe that classrooms should be opened up to a wider assortment of reading choices.
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Posted By Alex Tanzman:
The validity of Francine Prose's criticisms on loftier school literary works and how they are used to teach values is questionable. She claims that the books being read in high school class room are a "waste material" and have piffling value to teenagers. She believes that the books have a focus on who wrote them, rather than at that place content and as well that life values cannot be taught through literature. During my high school experiences in reading and exploring literature, I would have to strongly disagree with her criticism. Commencement of all, her views are very biased and do not represent all loftier school students in any way. She talks about her sons who read the weaker works of Steinbeck and assumes every other high schoolhouse follows this route. She and so ventures on saying that she does not hear anyone maxim that nosotros are producing a becoming a nation of avid reader of serious literature. This is a very cryptic view; she does not fully elaborate on what an "avid reader" is or exactly what serious literature is. We do non hear of the US increasing in these areas, but do nosotros hear of any other nation following her expectations? This lead me into another aspect of her statement which I find irritating - she has unnecessary use of rhetorical questions and sarcasm. She is and so repetitive in her cases and we begin to sympathize the her point after the commencement few examples but she continues attacking well respected writers with sarcasm. I experience that her view that literature is too unproblematic (good vs bad) and tin can not teach values efficiently is wrong. During my reading of To Kill a Mocking Bird, Scarlet Letter, Anthem, The Tale of Two Cities, Black Boy, and I Know why the Caged Bird sings i take learned many values that pertain to the individual in social club. As a loftier school student, I would opt for simple characters rather than complex characters I would not understand. I feel equally high schoolers, we are able to explore the deeper meanings backside the authors writing rather than but the "proficient and bad" that Prose claims only exists. We use critical thinking skills and debate with each other to find what the author is proverb; we practice not just accept the simple answers that Prose assumes we all practise.
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My own feel leads me to believe that Francine Prose'south showtime argument, about the level or quality of literature being taught, isn't completely authentic. Many high schoolhouse students read, "To Impale a Mockingbird" in their first year of high school. It serves every bit an case and transition as much equally it's used for its actual value. Later that year the curriculum includes writing by both Shakespeare and Homer who are two Authors that Prose admires. Meaning students are getting plenty higher-level writing; they're just also receiving books similar "I Know Why the Caged Bird Sings" that has a sense of realism that a afar Homer can't provide. So when Francine Prose criticizes the quality of high school literature she'southward not completely correct, considering high school literature is varied so that information technology tin touch both topics of Homer and Maya Angelou.
However, Francine Prose'south position on how current high school literature teaches values is interesting. I never thought of it like that but it makes sense. Personally I haven't pondered on an writer's diction or syntax till last year in an honors class, still I've been doing the "morel of the story" since elementary school. I hold with what Prose is saying because an author'south DDIST is just as important as the values the author stresses. In conclusion, Prose'due south statement about the connection between Loftier school literature and values beingness taught in the classroom is unarguably truthful
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The essay "I Know Why the Caged Bird Cannot Read" is simply valid to some extent. I hold with Prose that our high school reading lists are always repetitive and comprise the same type of books twelvemonth to year. However our librarians and teachers chose these books for a reason. I don't remember that equally a 9th grader I understood how to tell what "keen writing" was, and according to Prose that's what English class reading should be nearly. I Know Why the Caged Bird Sings, To Kill a Mockingbird, Jayne Eyre and Black Male child might non be the most beautifully written books but it is the message and the fashion the books brand you lot look at life differently is the reasons these books are chosen for our reading lists.
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John Potter hither -
Prose is very disquisitional in areas; virtually of the time she is spot on. She tells virtually how the person who wrote the story matters more than than the story itself, in which she is correct. Although, she is wrong when she says that adolescents are going to use wrong grammar if the books they read utilize incorrect grammer. She is very harsh on some of the books; I think that they should definitely be given more credit. The literature is necessary in our classrooms and do help us shape our values later on.
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In her essay, "I Know Why the Caged Bird Cannot Read", Francine Prose touches on important points and develops logical criticisms of modern high school reading lists. While Prose makes many valid criticisms, her critical analysis overlooks many teachable aspects in books like "I Know Why the Caged Bird Sings" and "Also Kill a Mockingbird". For example, despite definitively "proficient" and "bad" characters, "To Kill a Mockingbird" is valuable in that it uses diverse characterization to emphasize racism from new perspectives. The moderate simplicity of Harper Lee's classic makes the novel an ideal book to teach to loftier school freshmen who are but learning to analyze literature. Most 14 year olds could not handle the complexity of medical school, similarly, immature teens needs to start with books that comprise easily understood messages when commencement learning to critically analyze literature. As a freshmen, I enjoyed "To Kill a Mockingbird", and while looking back it may have been a simple text, the novel notwithstanding contained many teachable aspects essential to my growing noesis of how to critically read texts. Thus, while in that location are a number of books that do non deserve to be on high school lists, the classic works criticized past Prose (especially those of Lee and Steinbeck), are essential works in the evolution of adolescent literary knowledge.
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While Francine Prose'due south criticisms may be strong, they are but valid in a few ways. Her criticisms are ignorant; I strongly disliked how she cruelly criticized great archetype works of literature like To Kill A Mockingbird. She rebutted the use of archetype literature because of how they teach values in the classroom, just isn't that what we all want to achieve when we read a book; to larn morals and take from the story a lesson for our ain lives? Also, if we did terminate upwards teaching more complex, famous, and overall "improve" literature, it would only confuse students. Prose suggests that fifty-fifty high school freshmen should read these tough novels, which would, in reality, exist chaos. She even rebuts her own solution when she says, "my suspicion as to why such texts are not used... is considering they're complicated," which is exactly the reason why they're not taught. Overall, I think Prose's argument is stiff; she did a lot of research to back up her claim, simply she is to harsh in judging classic works of literature.
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Prose criticisms are proverb how High School english classes are now assigning readings that are both boring and uninteresting to student. This lack of interest is creating a generation of people who would rather sentry a picture show or play a game then enjoy a practiced piece of literature. Also how students are being taught is a trouble Prose has with High School English. Teachers making educatee read dumbed down books so that students can make connections to them easier or literary lessons can be learned more clearly is what is making the youth of today not want to go active readers. I agree with these points as in the last few years i accept also found that I do not have the same interest in books that i used to in my earlier years. The forcing of form readings, books that i have little interest in and then having to dissect and analyze everything within the writing is a good reason to not want to go along to read. Reading should exist fun and interesting and not feel like a job or mandatory.
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"I Know Why the Caged Bird Cannot Read" by Francis Prose is a somewhat valid estimation of literature taught in high schools. Many of the topics of English class discussions have to do with specific issues such every bit racism in "To Kill a Mockingbird" and coming of age during tough times in "I Know Why the Caged Bird Sings." I concur that the actual manner the author wrote a volume is not discussed enough, and personal bug are discussed also much. However, these personal event discussions make the literature more than interesting and easier to sympathize, since they tin be related to personal experiences or fifty-fifty current events. With books like "The Scarlet Letter," there is not much to relate to, since high schoolhouse students ordinarily don't feel such intense accounts of public humiliation or religiously-affiliated events. Since that book is such a difficult read, the language and wording should be more closely analyzed and talked about; this would develop high school students into better readers and writers. I as well disagree with how "the question is no longer what the writer has written but rather who the writer is." I recall reading literature from a diverse group of people from different races, religions, and cultures but add together to the amusement readers can obtain. If every writer was a cookie-cutter adult with nothing unique about them, every piece of literature would be the same. Overall, I hold with many points Francis Prose is making, simply at the same fourth dimension she is being a picayune harsh. If she put herself in the shoes of a loftier school student during current times, she would better understand that the works we are existence taught and discuss in class could be much worse.
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Francine Prose thinks that high school literature is pointless, useless, and isn't improving the educatee's skills. I remember her criticisms are mostly valid, just too invalid. In her essay "I Know Why the Caged Bird Cannot Read," she stated that the quality of reading in high schools isn't the all-time it could be. She criticizes the books "I Know Why the Caged Bird Sings" and "To Kill a Mockingbird" saying that they are too simple with poor use of language and simple characters. I call up they are valid because I concord that there are common themes between the books and simple characters. Virtually students don't have much out of the books, but others do. They are invalid considering I call back these books, even though like, are conveying important messages. -Bridget Stucklen
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Subsequently reading I Know why the Caged Bird Cannot Read past Prose made me understand her indicate of view on how highschool teachers teach literature but I don't concur with everything she said. I do agree that the english language classes you lot take in highschool you lot're made to read certain books such as, Whirligig and Blackboy, that I, for 1, would never pick to read on my own. If I wanted to read up on slavery and how kids that lived during segregated times I could practise that on my own, I look to larn literature and why authors write a certain way and their technique. It doesn't interest me to analyze books that all have the same concept, a large majority of that is slavery and racism. Prose had a strong argument and had strong opinions and I like the fact that she named several books that are read throughout highschool, and so named books that we could read instead. She critized how teachers are lazy and how students now a twenty-four hours don't know how to analyze a book and read good literature, simply to an extent shes write. Teachers do take alot of fourth dimension into their work but because of the students not being so interested in the books that they're made to read in class that makes them lazy.
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Prose's criticisms are valid in just a couple of ways. She claims that it is a bad thing that the books loftier schools read teach values. This, however, is a good thing considering it can give you a new and improve view on life. If high schools required the reading of harder books, this would just make people not understand what is going on. Her idea would be adept in a perfect world but students would not exist able to understand these tough novels.
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Francine Prose co-ordinate to how I look at things, has both valid and invalid criticisms. I agree with her when she is talking near how both "I Know Why The Caged Bird Sings" and "To Kill A Mockingbird" and how the people writing the memoir is more important so the story itself. I feel like this is agreeable because apparently without the person there would be no story, just other and then that, it gives people the take chances to learn more about them and see how they felt weather its inquiry or watching something based on them; for example how Maya Angelou made a guest advent on Oprah. Despite what I concord with I also disagree with the fact that Prose says how the books high schoolhouse students read don't analyze the characters or testify good use of literary elements. I disagree with this because I experience like most of the books requite good groundwork and descriptions of the principal characters and the others involved in the story, and since I recently learned about DDIST, it now comes to me involuntarily, and I tend to find many occasions where they appear in the text.
Arielle Garcia
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In her piece, "I Know Why the Caged Bird Cannot Read", Francine Prose talks about high school reading lists. She makes criticisms nearly the books "I Know Why the Caged Bird Sings" and "To Kill a Mockingbird". I think the books convey important letters, then I believe she is invalid in that point. She does not really give the books enough credit in my opinion. The literature is necessary in our classrooms, and do help united states form our values afterward in life. I do hold that books we read in school out very similar each year though, and I think that high schoolhouse reading lists should be more open do different books. I don't like being forced to read certain books, simply I don't enjoy almost of the books we exercise read. They merely don't interest me. I like to read books that I desire to read, and not have to read, because reading should be fun.
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I believe that Prose's criticisms are valid. In her piece, she says that the content and quality of the literature students read is sacrificed to allow for a certain theme to be present on high school reading lists. One of the prominent themes existence racism, struggle, and growing up in the south which is nowadays in popular high school english books such as To Kill a Mocking Bird and I know Why the Caged Bird Sings. I agree with her. Every year we are forced to read a book most an African-American'south struggle as they grow upwardly in the segregated southward and I, along with many others, detest it. We detest it to such a point that we give upwardly reading the books all together and revert to online summaries to laissez passer reading quizzes. Maybe a change in pace from these types of books would jumpstart an interest in the literature students read during English class. A change in genre, topic, or maybe reading books that were written more recently than 40 years agone would practice some good. Prose's argument is valid and is backed upward by the facts present in her essay and the outset paw accounts of loftier school english students.
-kyle rubin
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In her essay "I Know Why the Caged Bird Cannot Read," Francine Prose makes a dig at both "I Know Why The Caged Bird Sings" and "To Kill a Mockingbird." She states her strong opinions nearly the style English is taught in highschools and the type of literature existence read in the classroom. She is extremely critical, pointing out reasons why she believes that teenagers practise non enjoy literature. She places this arraign on highschool teachers and their selection in literature. Based on my experiences in a highschool English language classroom I understand some of the points that she is making. One of her arguments which i can chronicle to is the fact that English teachers always try to connect the feelings of the characters to the feelings of the students. This is oft hard for united states of america to do and doesn't really help u.s. to empathize what we are reading. I practice not agree that we should look more than into the literature and the construction of writing because I believe that books are for enjoyment not for analyzing. -Claudia Purkis
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In the reading I Know Why the Caged Bird Cannot Read Francine Prose has a lot of criticisms. Based on my own experiences I believe that Proses criticisms are non valid. I believe this because Prose didn't feel reading in school similar we practice today. Prose saw reading a different way then we do today. Prose believes that you should read certain books of her choose and to empathise them to the fullest. I call up she is not valid and should try to run into that nosotros have much different lives than she had equally a child and that reading today might not be as enjoyable as the past for a high school educatee.
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I concur with some ideas of Prose but disagree on other points. I agree with the idea that some teachers stress the ideas of the book rather than the actual content of the writing. They may apply the books as just a manner to support their opinions or standings on a discipline or topic. The issues of racism and prejudice are supported past these books. However, I practice not agree that we shouldn't read books such equally "How to Kill a Mockingbird" or "I Know Why the Cadged Bird Sings" because they do help us understand the issues in a situation we can relate to. That is my opinion of Prose's arguments.
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I feel that she made a valid point. As a pupil I remember we should read something more relevant to our current fourth dimension menstruation. Also when I read I am non looking for new values, I don't read to alter who I am. When reading, "I Know Why the Caged Bird Sings" I thought how the story was slow because it was like the other racism books earlier it. Though when she says the teachers are at error that isn't true. It's hard to get new books in some school considering it cost also much money. Also Prose does non show what she is going to practice with the thing. She is merely complaining and non doing anything. I also agree with focusing on the linguistic communication and judgement construction more so the story. I do not call back it is correct that she is also trying to strength her love for books onto other people. I believe that reading these repetitive books will not help me for the future and I will not benefit from reading them. Although the writing skills I will learn in English volition stay with me for life.-Melissa Stangel
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I would accept to agree with Francine Prose's argument or issue of the lack of quality literature being taught in high schoolhouse classrooms. She argues that very simple-minded poor quality books are being taught such as specifically mentioned, I Know Why The Caged Bird Sings, and To Kill a Mockingbird. I feel as though she is accurate in maxim this and I concord that these books and others chosen to be part of the curriculum are low-level and simplistic. These stories and others such as The Maze, Whirligig, and Anthem are un-realistic stories in that the characters are inaccurately portrayed to fit the theme of the story. They are likewise un-relatable and we are inconveniently often told to compare them to our own life. These stories are also not preparing us for the serious interpretation and discussion of high level literature we are most likely going to be studying in college.
As for her issue with the manner that the literature is being presented I would accept to concord to a certain level. She discusses in her essay how moral values are oftentimes taught through the literature we read. Every bit a freshmen and sophomore I definitely felt this way, i of the big examples of this being the give-and-take of empathy in To Kill a Mocking Bird. However at present in 11th grade advanced English the level at which we have to read, annotate, and translate pieces of literature has definitely increased. Overall I agree with Francine Prose in that books should exist picked and discussed not through their theme's and moral values but for what is actually in the books.
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Francine Prose has many opinions about the literature taught is schools. Just the thing is they are only that, opinions. While I disagree with almost all of her points at that place is i matter that holds some leverage. We do take to take the author'southward background into consideration when discussing the values represented in the volume, but really and truly nosotros should look to the characters actions and words every bit though they were not fictional. Her criticism of Maya Angelou'due south piece of work is erroneous. Prose has no right to say Angelou should not be taught in schools only considering she does not like her work. As for irresolute what is read in the classrooms, that is a pipe dream and an unneeded ane at that. I am a veracious reader, personally, and I believe the books I have read in both middle and loftier school are what turned me into that.
Rachel Rienecker
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Source: http://tomich11ap.blogspot.com/2011/10/i-know-why-caged-bird-cannot-read.html
Her criticisms are pretty valid. I remember thinking while reading "I Know Why the Caged Bird Sings" "Why are we reading this in eleventh grade?" I feel similar we read that book for its cultural purposes, not because it is skillful literature. She was also right when criticizing "To Kill a Mockingbird." It is true that the moral standpoints of the characters are obvious, and when we read that volume it was meant to teach the value of equality and treating people as people. One should not have to read a book just because it is written past a gay, black, lesbian, or asian. There is too much accent on existence politically correct in today'south society. Books demand non exist used to teach a value. They convey a message or emotion. Literature is an art only like painting. We don't attempt to make the Mona Lisa teach us to exist a meliorate person. Nosotros capeesh it for what it is.
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