They Say, Chapter 1 due Monday-Tuesday, Feb. 10-11
Complete Exercise 2 (15). Post here. Due Monday-Tuesday, Feb. 10-11.
Respond to the exercises in two of these essays here.
Frederick Douglass
http://teachersites.schoolworld.com/webpages/rspriggs/file /douglass%20learning%20to%20read%20and%20mc%20questions.pdf
Malcolm X
http://www.gordonstate.edu/pt_faculty/jmallory/index_files/page0096.htm
Sherman Alexie
http://articles.latimes.com/print/1998/apr/19/books/bk-42979
Respond to the exercises in two of these essays here.
Frederick Douglass
http://teachersites.schoolworld.com/webpages/rspriggs/file /douglass%20learning%20to%20read%20and%20mc%20questions.pdf
Malcolm X
http://www.gordonstate.edu/pt_faculty/jmallory/index_files/page0096.htm
Sherman Alexie
http://articles.latimes.com/print/1998/apr/19/books/bk-42979
posted by Professor Wanda's Posse at 8:08 PM
18 Comments:
Mervin DeGuzman
Professor Wanda Sabir
English 1A Saturday
11 February 2014
They Say/I Say Exercise 2 (15)
2. In the Introduction to "They Say/ I Say": The Moves That Matter in Academic Writing, Gerald Graff and Cathy Birkenstein provide templates designed to make it easier for the students to write their own essays with ease. Specifically, Graff and Birkenstein argue that the types of writing templates they offer helps the students build the structure of the essay they want to write about. As the authors themselves put it, “brilliant”. Although some people believe that the templates wouldn’t be enough to help the students through their academic challenges, Graff and Birkinstein insist that it does. In sum, then, their view is that in order for the templates to work, the students have to build their ideas around it as well. I agree. In my view, the types of templates that the authors recommend are indeed very useful. For instance, the templates I’m using right now helps me work through it all. It saves me time. It makes it, well, easy. In addition, I feel like taking advantage of the templates that they offer in this book will provide great opportunities to make my essay structure better. Some might object, of course, on the grounds that taking the templates might be plagiarizing. Yet I would argue that it wouldn’t be considered as plagiarizing because the authors had it in their instruction’s that we can use the templates. Overall, then, I believe that this book will provide students the help they need to move forward and become a better writer –an important point to make given the fact that writing could be somewhat difficult.
Victor Chen
Professor Wanda Sabir
English 1A Saturday
11 Feb 2014
They Say, I say Exercise 2 p 15
In the introduction to “They Say, I Say”: The Moves That Matter in Academic Writing, Gerald Shaff and Cathy Birkenstein provide templates designed to help students who are unsure on how to start academically writing. Specifically, Graff and Birkenstein argue that the types of writing templates they offer allow writers to respond to the words of their critics by agreeing and disagreeing with them simultaneously. As the authors put it, when mentioning the example of Martin Luther King, “Clearly King would not have written his famous letter were it not for his critics, whose views he treats not as objections to his … arguments, but as the motivating source of those arguments …” (6). Although some people believe that templates keep students from writing creatively, Graff and Birkenstein insist that templates help you structure what you say but do not tell you what to say, which can be as creative as possible.
I have mixed feelings about the templates. In my view, the types of templates the authors recommend make it easy to accept too many points of view, making them all seem valid. Actually, the authors do actually agree with me here. The authors are saying that all points of view are valid, that is, all equally valid to respond to and not in isolation or competition with each other. The authors write on page 7 of They Say, I Say, “The important thing that the ‘they’ (or ‘you’ or ‘she’) represent some wider groups with which readers might identify…” I still maintain that it is important to win over critics to your side of the argument without isolating your critics or competing against them.
Rashell Baldry
Professor Wanda Sabir
English 1A Saturday
13th February 2014
They Say Exercise 2 (15)
In the introduction “They Say / I Say”: The Moves that matter in Academic Writing, Gerald Graff and Cathy Birkenstein provide templates designed to guide students through the process of academic writing and critical thinking. Specifically, Graff and Birkenstein argue that the types of writing templates they offer range from simple, to more complicated ways of writing but are there to help us engage these writing styles and to create a better understanding for these formats. As the authors put it themselves “This book intended as a short, user-friendly guide to the basic moves of academic writing.” Although some people believe this may be an easy way out to write an essay, Graff and Birkenstein insist that these templates do not undermine one's creativity . In sum, then, their view is that these templates do take more intelligence and thought then some may think to execute them properly. I agree. In my view, the types of templates that the authors recommend help me to grasp the different writing styles more accurately. For instance, when to quote and how to quote in an effective manner. In addition I feel I could use these templates in many different classes, at work, and at home. Some might object of course, on the grounds that some people may see these templates as cheating. Yet I would argue that these are more like study guides or guidelines. Overall then, I believe that the authors are trying to improve the way people write in general--an important point to make given that writing is a great skill in any school life or work environment.
Victor Chen
Professor Wanda Sabir
English 1A Saturday
13 February 2014
50 Essays Questions: Alexie and Douglass
Alexie:
1) Alexie remembers superman breaking down a door in the comic book panel. It’s important to remember this at the end of the short essay because Alexie becomes the Superman at the end.
2) Alexie repeats “read” fourteen times. Alexie gives me the impression that it is not so much the obstacles of becoming literate that are to be emphasize but rather that the obstacles are greater by not being literate than being literate. From her discussions of her Indian classmates, she emphasizes that “I was trying to save my life.” (18). The obstacles for not reading for her Indian classmates rather, come from the expectations that the Indians felt they had, which Alexie emphasizes on the previous page, “Those who failed were ceremonially accepted by other Indians and appropriately pitied by non-Indians” (17). The actual obstacle to reading, as suggested by Alexie is less than the obstacles of the expectations.
3) I’m do not think Alexie felt envy of her classmates of their stupidity. I think Douglass seemed to feel as if freedom wasn’t something that had a future for his people, let alone himself, at the time. In Douglass’ essay he writes his reaction to the advice from the Irish man from the North that he could escape to freedom there: “I pretended not to be interested in what they said...for I feared they might be treacherous” (133). I think Alexie had quite the opposite feelings about her people.
4) He loves singing, but only while in his room, but he wants other people to hear his soothing voice to make them feel happy. It helps me think as if others were seeing and hearing what I want to be in front of others. This makes me feel like I have something worthy to share with others.
Douglass
1) Douglass taught himself how to write by learning how to label timber at the shipyard. He learned, through reading the newspapers about the abolitionists who wanted to end slavery. Douglass met an abolitionist in person, an Irish man from the North. He told Douglass that by escaping to the North, he would be free from slavery. However because Douglass feared that this man was trying to get a reward for taking him back to his slave-owner, Douglass chose not to escape.
2) Douglass’ mistress at first was a very friendly, welcoming woman to Douglass. However, with slavery, her kindness in teaching reading and writing to Douglass turned violent. Douglass recalls, she became “even more violent in her opposition than her husband” (130). She learned “that education and slavery were incompatible with each other” (130).
3) In the Malcom X essay, Malcom X remarks, “What makes the black man think of himself as an only internal United States issue is just a catch-phrase, two words ‘civil rights.’ How is the black man to get ‘civil rights’ before first he wins his human rights?” (266). I think this quotation could be linked to the part of the essay where Douglass writes about his own self-hatred of his people and himself after he had learned the history of slavery in America. Douglass writes “It [slavery] had given me a view of my wretched condition without the remedy. It [slavery] had opened my eyes to the horrible pit, but to no ladder which upon to get out” (132). Now I see what Malcom meant at the time by human rights from Douglass’ description and that even though slavery had ended, Douglass’ words still echoed to people like him at the time of Malcom’s essay.
4) I felt like learning to drive was double-edged to me. I knew beforehand that driving does have a lot of risks, and after I gotten my license, at first I did fear that I would be one of the statistics of those who would get into an accident and die. However, after remembering that both my parents had driven pretty much since they were in the states (about 30 years), I knew I could be more confident of my parent’s experience and that they would guide me through their experiences. That made it a lot better!
Athena Knowles
Professor Sabir
English 1A Saturday
14 February 2014
Assignment: They Say/I Say pg.15
2. In the introduction to “They say/I say”:The Moves That Matter in Academic Writing, Gerald Graff and Cathy Birkenstein provide templates designed to help students understand the basic rules of good academic writing and provide structure for their own writing. Specifically, Graff and Birkenstein argue the the types of writing temples they offer create more effective structure for academic writing and stating arguments. As the authors themselves put it on page 2: “But these deeper habits of thought cannot be put into practice unless you have a language for expressing them in clear, organized ways.”Although some people believe these temples will take away the creativity and individuality of their writing, Graff and Birkenstein insist that5 the temples will help “writing become more original and creative, not less.” In sum, then, their view is that such temples give you an outline, it's up to you to chose what topic you want to write about.
I have mixed feelings, mainly because this is all new to me. In my view the types of temples that the authors recommend could very well help young writers effectively back up arguments and better grasp key elements of writing without limiting creativity. For instance, David Zinczenko's essay on page 12 illustrates that the temples give structure but the writing is all David's thoughts and ideas. Some might object, of course, on the grounds that some see using these temples as plagiarism. Yet I would argue that the these templates are created to be copped and mostly made up of every day saying that no one owns. Overall, then, I believe these templates could really help me improve my critical thinking and writing skills. An important point to make given is that if this book is used correctly it may help students to really understand the building blocks that make up good writing.
Rashell Baldry
Professor Wanda Sabir
English 1A Saturday
13th February 2014
Malcolm X Response
1. How did the process by which Malcolm learned to read differ from the typical way people read?
Well we can start by saying he learned how to read in prison. I’m not saying this never happens, but the way he went about it is fascinating. Copying a whole dictionary, is unbelievable. Not only that but re-reading all of the definitions, making sure he had an understanding. He then wanted to learn more about history, and now, being able to read he could explore all the history books at his fingertips. Malcolm wasn’t like many of us who learned how to read over time, or being told to read all the time by teachers or parents, he was motivated all by himself. He was in prison with all the time in the world where most work out, or become part of a certain clique, he stayed in his cell, writing and reading with any light he could get.
2. In “Learning to Read,” Malcolm tells us that he learned to read by teaching himself. What else did he teach himself while he taught himself to read?
He taught himself history, of all sorts, world history, especially african history. He also learned about philosophy.
3. Connections:
Malcolm X and Frederick Douglas both learned how to read in a creative way, but definitely differently. Malcolm learned how to read totally on his own, Douglas first had his mistress to teach him the alphabet, then to the “poor white children” he “converted” into teachers. Malcolm used repetitiveness to achieve his goal, Douglas used anyone he could find as a teacher.
4. How do you react to his claims about African history?
I very much enjoyed his story and points. I am a white American and I can say that I know very little about African history. Of course I learned about slavery in school, Rosa Parks, and Martin Luther King Jr. But that right there just about sums up what I remember learning in school. It’s sad really. I’m sure, and hope schools are expanding the teachings of African history in classrooms, and continuing the education in all grades, not just elementary school. I really liked this statement, “My homemade education gave me, with every additional book that I read, a little bit more sensitivity to the deafness, dumbness, and blindness that was afflicting the black race in America.”
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Mark Lopez
Professor Sabir
English 1A Saturday
15 February 2014
50 Essays: Malcolm X & Alexie
Malcolm X
1. Malcolm's learned way of reading was not typical to that of others. He spent time in prison and immersed himself into the books they offered at the prison library. Since it was prison, he had more time to read (literally). Most people are busy during the day but Malcolm took the time to copy an entire dictionary to learn vocabulary and broaden his intellect.
2. Malcolm taught himself about the history of African Americans. Through historical books and references, he become knowledgeable of how history had been 'bleached' and most people did not truly know anything about the African background.
3. The parallels between Malcolm and Frederick learning to read was that they both started off knowing few words, but through the help of their resources, they taught themselves. As for writing, they both used the strategy of copying words into a book and thus learned to write on their own. The parallels in their reading were of course the history of African Americans, they were blessed, yet cursed with this knowledge. The differences in their learning were little to known, Malcolm learned history had become 'bleached, and Frederick learned that they came to Africa and stole the civilians from their homes.
4. It saddens me whenever I hear or read upon the history of African Americans. Malcolm X's claims about African history opened up my eyes about how little we truly know. He enlightens us with tragic truths about such history, and I somewhat side with his claims.
Sherman Alexie
1. Alexie recalls Superman bursting through the doors in the comic book he read. This little detail is very important because in the end of the essay, he becomes Superman. He learned to read and write, though through hardships, but in the end he burst through those limitations and barriers just as Superman broke through the doors in the comic.
2. The verb Alexie repeats is 'read'. The effect this repetition has is diligence. He was headstrong about his reading and the emphasis he puts in using 'read' fourteen times shows that he was very keen on being able to read flawlessly. What Alexie is trying to say is that diligence is key. No matter what he was doing, he made an effort to fit time in to read anything, and for someone as illiterate as he was, this was no easy feat. Through his hard work he was truly capable of breaking through those walls of oppression.
3. In Frederick's view, knowledge should be attained by his fellow people, because he knew that if slaves knew how to read and write, it would be dangerous, and abolition would move forward. Alexie however, told us also that being a smart Native American was dangerous. His classmates knew that it should be typical for a Native American to be stupid, so they did not do much in class. They knew being a smart Native American was dangerous, so they kept their intelligence to themselves to not get any attention from the non-Indians. I don't think Alexie envied his classmates; I think he pitied them in their effort to keep the stereotype of being an unintelligent Indian, but he rose to the position against that belief.
4. A little boy who is different from other boys is something incredibly sad. For the little boy knew that he was different and could do nothing about it. He wanted to be himself, but was put down for being different by the other boys. In time he grew up. He knew that being different was okay, and he made friends who seemed to think the same thing. He became more outgoing and unashamed of who he was. He became a man and decided to think of himself as different and proud.
Referring myself to 'he' definitely helps in learning about myself. Seeing myself in third person would be like an out-of-body experience. Seeing myself go through this would be enlightening and saddening simultaneously but writing about it really sticks to me for the time being.
Dorothy Middleton
Professor Wanda Sabir
English 1A Saturday
14th February 2014
2(15)
“They Say/ I Say”
In the introduction to “They say / I say” The Moves That Matter in Academic Writing, Gerald Graff and Cathy Birkenstein provide templates designed to demystify the process of essay writing. Specifically, Graff and Birkenstein argue that the types of writing templates they offer are an easy guide to follow for all levels of writing from the simple to the complex Graff and Birkenstein are of the mind that their templates are design in such a way that the writer must be engaged in the process. They believe that in order for a writer to understand the critical thinking basic, the writer must be engaged in the process. They content that this is what their templates does. They felt that this will lead the writer to a better understanding of the forms that are needed to becoming a more critical thinker when writing.
. It is view by some that the use of templates inhibits the critical thinking process needed to be an intelligent writer. Graff and Birkenstein states that in fact their templates are not an easy way out for writers, but an aid to move them thru the process of becoming a writer whose writings will hold up against their critic.
I agree that as a writer I need a template that will guide me thru the process. I don’t need any one to do my thinking for me. I have a lot of ideas just waiting to get out of my head on to paper. I just need to understand the rules to become a critical writer. A writer that writes in a way that not only writes wells, but a writer that writes critically. By using a template that is design to keep me aware and engaged with the rules of writing. My dream is to someday become a critical thinker that writes.
Mark Lopez
Professor Sabir
English 1A Saturday
15 February 2014
They Say, I Say Exercise #2(p.15)
#2. In the Introduction to "They Say/I Say": The Moves That Matter in Academic Writing, Gerald Graff and Cathy Birkenstein provide templates designed to simply the writing process for students. Specifically, Graff and Birkenstein argue that the types of writing templates they offer aid the student in organizing the structure in their essays to fit what they want to say. As the author themselves put it, "This book intended as a short, user-friendly guide to the basic moves of academic writing." Although some people believe that Graff and Birkenstein's templates offer little to no specifics on how to successfully navigate the student's mistakes. Graff and Birkenstein insist following their examples would help the student in figuring out what is wrong and what is right on their papers. In sum, then, their view is that using their simplistic templates, anyone writing any paper will soon improve their ability to get their ideas on the page. I completely agree. In my view, the types of of templates that the authors recommend are super helpful. For instance, quote integration and summarization. In addition, the first few chapters I have read already ensured my understanding in the mistakes I make in my papers and perfect the skills in preventing mistakes. Some might object, of course, on the grounds that using such templates seem somewhat like plagiarism. Yet I would argue that since the authors encourage the use of these templates, along with using our own words, that it is not plagiarism. Overall, then, I believe that this instruction manual for the aid to becoming a better writer is a necessary tool-an important point to make given that not everyone knows how to write good papers.
India Mecca Harris
Professor Wanda Sabir
English 1A Saturday
February 15th, 2014
"They Say..." Intro. Exercise 2
In the Introduction to “They Say/I Say”: The Moves That Matter in Academic Writing, Gerald Graff and Cathy Birkenstein provide templates designed to help successfully enter the world of academic thinking and writing.Specifically, Graff and Birkenstein argue that the types of writing templates offer ways of responding, whether you agree/disagree with an argument, it will help your approach to the argument become original, and ultimately more creative while effectively using what “they say.”. The authors state, “In our view, the [templates] in this book will actually help your writing become more original and creative, not less. After all, even the most creative forms of expression depend on established patterns and structures. Most songwriters, for instance, reply on time-honored verse-chorus-verse pattern, and few people would call Shakespeare uncreative because he didn’t invent the sonnet or the dramatic forms that he used to such dazzling effect.” (Page 11) Graff and Birkenstein insist that following the steps of the template will make the writing of an argument original. In sum, their view is that the book has the tools to help thinkers and writers become more critical and creative, by understanding the “They Say/I Say” and using the template correctly. I agree. In my view, the types of templates the recommended templates are structured, concise and, clever. For instance, when Katha Pollitt “enacts the “yes and no” response” to ultimately bring a disagreement to a neutral position, leaving it up to the audience to settle on the view that the author only suggests. Overall, then, I believe that the templates of the book will help scholars understand how to become better academic writers and thinkers.
Anne Norris
Professor Sabir
English 1A Saturday
11th February, 2014
They Say I Say Exercise 2
In the Introduction to "They Say/ I Say": The Moves That Matter in Academic Writing, Gerald Graff and Cathy Birkenstein provide templates “designed to help you successfully enter not only the world of academic thinking and writing, but also the wider world of civic discourse and work.” Specifically, Graff and Birkenstein argue that the types of writing templates they offer have a generative quality that prompts students to make moves in their own writing that they might not otherwise make or know that they should be making. As the authors themselves put it, “The template in this book can be particularly helpful for students who are unsure about what to say, or who have trouble finding enough to say, often because they consider their won beliefs to be elf evident that they need not to be argued for.” Although some people believe that this creates and encourages passive learning or can lead students to put their writing on auto-pilot. Graff and Birkinstein insist many students would never learn on their own without these templates and that the seasoned writers would pick up these certain “moves” through their own reading and writing. In sum, then, their view is that “students need to see these moves represented in the explicit ways that the templates provide.” I agree. In my view, the types of templates that the authors recommend are a true guide on how to begin as a writer. For instance, using the templates and answering the questions challenge me to look at things not just from my own viewpoint but from the audience. In addition, and the rest of the world. Some might object, of course, on the grounds that taking the templates might be making or creating unnatural talent. Yet I would argue that it is enhancing, watering and helping natural talent grow. Overall, then, I believe that the templates in this book and the information provided will be useful in watering and nurturing my own writing career –an important point to make given that one day I hope to write a book.
Anne Norris
Professor Sabir
English 1A Saturday
11th February, 2014
Frederick Douglas
1) Frederick Douglas used the neighborhood kids, lumberyard workers and poor kids that he would trade bread with, to learn how to read and write.
2) His mistress learned to become a Master, in doing so she became very cold hearted. Before learning to become a master she was very kind and warm.
Anne Norris
Professor Sabir
English 1A Saturday
11th February, 2014
Malcolm X
1) Malcolm X primarily learned to read in prison and by using the dictionary, he taught himself. Typically most people learnt to read in school with the help of instructors
2) Malcolm X also taught himself history in addition to reading. He also taught himself to write.
Dorothy Middleton
Professor Wanda Sabir
English 1A Saturday
15 February 2014
Frederick Douglass
1) List the different ways Douglass taught himself to read and write. List also some other things he learns
• His mistress started the process of learning to read for him
• White boys on the street aid him in his quest to learn to read
• Unknowing carpenters was seen making letters on lumber, he learn what the letters were and their sounds
• Tracing and writing in his young master’s copy books
• Use of the dictionary
2) The main focus of the passage is the process by which Douglass began to become literate. Who else in the passage undergoes a “learning “process and what are the results.
• Douglass's female master in my opinion went thru a learning process. She soon learns that there were rules to slavery and that it was her job to enforce them.
• The young white boys who helped him learn to read also went thru a learning process. Each encounter with Douglass was an opportunity for them to learn about race relation, equal rights for all men and some of the affect that slavery had on Afro-Americans who were enslaved during those times.
3) Connections
• There were a few things that were similar in both Fredrick Douglass and Malcolm X quest to learn how to read. One thing that stood out was how they both had to learn to read in the arms of secrecy. Douglass was not allowed to read so he would often take a book with him when he was sent out of the house to run errands. This left him out of sight of his master and made it somewhat easier to continue his reading lessons undetected. Likewise Malcolm X had to work on his reading in the cloak of darkness. When the time came for lights to be turn off in the prison, he would then sit on the floor and read by the light in the hall way. It was not permitted to be out of bed at that time of night, so when the guards made their rounds, he would jump back into bed until they passed undetected.
Yessica Beltran
Professor Wanda Sabir
English 1A
17 February 2014
“They Say\ I Say” Excercise 2
In the introduction to “They Say \ I Say”: The Moves That Matter in Academic Writing, Gerald Graff and Cathy Birkenstein provide templates designed to help students organize their thoughts and arguments. Specifically, Graff and Berkinstein argue that the types of writing templates they offer induce deeper thinking and encourage students to continue the conversation. As the authors themselves put it, “ In classroom exercises and writing assignments, we found that students who otherwise struggled to organize their thoughts, or even to think of something to say, did much better when we provided them with templates…” Although some people believe that using templates can affect their creaitivity, Graff and Birkinstein insist that the templates in this book help your writing be more authentic. In sum then, their view is that templates will not make your writing dull or boring, but will enhance it so it is more comprehensible and organized.
I agree. In my view, the types of templates that the authors recommend make it simple to find ways in which to present my ideas. For instance, I won’t have to write one paragraph explaining what “they say” and then responding to it. I can present both views in one beautifully written complex sentence. In addition, these templates provide diversity for my writing. I won’t use the same words to present an idea. Some might object, of course, on the grounds that using templates is unoriginal. Yet I would argue that they are a starting point on which to rely on until you have gained enough knowledge and practice on how to present arguments and ideas. Overall, then, I believe that templates are a good way to improve your academic writing - an important point to make given students’ concern over their creativity and authenticity being questioned.
Yessica Beltran
Professor Wanda Sabir
English 1A
17 February 2014
Response to Sherman Alexie Essay
1. In the comic book panel Alexie owned as a kid Superman is breaking down a door. It is important to remember this detail at the end of the essay because Alexie is figuratively doing the same. He is trying to break down barriers that have held Indian children back for many years.
2. In paragraph 7 Alexie repeats the verb “I read” fourteen times. The effect it has is that it implements the image in our mind that he was always reading. I think that what Alexie is trying to say about the effort he had to put into learning to read and the obstacles he had to overcome is that he didn’t give up. He took advantage of every opportunity he had to read and learn.
3. I think Alexie might have envied his classmates to a certain extent. If his classmates never learned to read and stayed in the reservation they would be welcome and comforted by their own. He, however, would be shunned as an outsider. Outside of his reservation he would be looked down upon by non-Indians. He could not win either way.
4. A young girl decides not to let an illness get to her. She begins to work tirelessly on the story she must write for her eighth grade Humanities class. She is already behind on brainstorming her ideas and writing her first draft. Working while having a slight fever and headache is not an easy thing, but she reminds herself that this is the last project due before the school year is over. She writes and she writes. She develops characters and plots. She draws pictures of settings. She edits and revises her work before putting it all together and handing in her final draft. On the last day of school she receives her paper back and finds out she is the only eighth grade student to have gotten a perfect grade on their story.
Writing in the third person gives me a clearer picture of what I felt at that moment. I can imagine how that “young girl” felt and it helps me describe it more accurately to myself. I am able to recall the way I felt and the way I reacted better.
Response to Fredderick Douglass Essay
1. Douglass taught himself to read and write by first learning the alphabet from his master. He would read any books and newspapers he could get his hands on. He made friends with the littlw white boys that lived in his neighborhood and learned from them. He learned to write from them as well, in a sort of competitive way. He learned to write even more by copying letters and words from his Masters school work.
2. Douglass’s master also goes through a “learning” process in the passage. She learns from her husband that teaching a slave to read is dangerous. If she taugh t slaves how to read they would be able to understand what was going tn in the outside world. They would have knowledge of the efforts being made to free them. Once she learned this she stopped teaching Douglass the alphabet and giving him lessons.
3. The societies described in Malcom X’s and Douglass’s essays are similar in the fact that they both condemn literacy for African Americans. Society is oppressive to black men. They both ahve to take matters into their hands and teach themselves how to read.
4. I was in second grade when two airplanes hit the World Trade Center in New York. I remember all of us being sent home from school. It was every where on TV. As I grew older I read news reports about why this had happened. What had prompted these men to do such a horrible thing. I learned those reasons and it was still confusing to me why innocent civilians had to pay for it. Similar to Douglass’s experience, being able to read more on this horrific event brought understanding and pain.
Athena Knowles
Professor Sabir
English 1A Saturday
14 February 2014
Response to Sherman Alexie pg15-19
1.In the first comic that Alexie remembers Superman is breaking down a door. I think it is important to remember this at the end of the essay because it helps tie everything together. He is trying to “break down the doors” of the children he teaches in order to help them learn to read and write. In a way Alexie is trying to be Superman for these kids.
2.The verb repeated is “read”. By repeating the word “read” so many times Alexie is really emphasizing how important reading was to him and illustrating the way he pushed himself to learn. As he puts it “I was trying to save my life.”
3. I think the quote “In moments of agony, I envied my fellow-slaves for their stupidity”, means Frederick Douglass is saying he wishes he new less then he did. Like being blissfully unaware of what is going on in the big picture. But I think Alexie's relationship with his classmates was a bit different. I don't think Alixie envied his classmates, if anything I think he was annoyed with them. He was very self motivated to learn more and become smarter. Because he was actively taking responsibly of his education, he was put down for being smart.
4. Playing piano was always a dream of Athena's. She took lessons when she was about six-years-old but could not continue due to money problems. In 8th grad she decided to teach herself to play. She learned using YouTube videos and chord sheets, and by the time she was a Freshman she was pretty good even though she could not read sheet music. She joined the band elective and played keyboard and sang. Her Senior year she played her first solo, a cover of “Where Is My Mind”, and nailed it.
Reflection: Writing about myself in the third person made it much easier to write about myself for one thing. By stepping back and looking into my life from another perspective I found that I'm quite proud to be honest. I also don't feel ashamed to be proud. Perhaps I should do this more often.
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