The Adventures Of Huckleberry Finn Essay Many books are required to be read in the classroom during the year; among these books are The Adventures of Huckleberry Finn. Mark Twain’s The Adventures of Huckleberry Finn has caused much controversy on whether or not it is suited to be read in schools.What some refer to as a masterpiece, others regard as a substandard literary work. Although some people believe Huck Finn is unfit for schools due to its racist content, the novel The Adventures of Huckleberry Finn by Mark Twain should be kept in the school curriculum because of its historical accuracy, it is a good way to teach academic language, and it is an enjoyable book to read. It is important to know of and understand the history of the country you live in. Although high school students have history classes to learn about historical facts, learning it through literature gives students a new perspective on what has already been taught in a previous class.
Researched Argumentative Essay “Why Geeks are More Successful” by Adele Melander-Dayton should be required reading for English 102 classes because it shows that popularity is detrimental to high school students and that “outsiders” actually have characteristics that are beneficial in adult life and this article can convince students that popularity isn’t important, it’s harmful. Melander-Dayton’s article is based on the book “The Geeks will Inherit the Earth” by Alexandra Robbins. Robbins is the more important author in this area so I will focus primarily on what she has said as far as information, but I am analyzing Dayton’s article. High school students have always had the “in” group and various groups of outsiders (Cross 27). New studies and information are showing that, despite popular belief, popularity can be harmful to students, especially after they graduate.
According to the Merriam-Webster dictionary, dystopia is defined as “an imaginary place where people lead dehumanized and often fearful lives”. Unlike utopia, where a society is perceived to be a perfect place to reside, dystopia differs in that what is “perfect” often causes an undesirable place to live. Having students be able to understand these complex themes in addition to the “on the surface” themes that exist within this young adult literature would ensure a deeper meaning/understanding of the text for them. In addition, being able to present the idea to students in a multitude of facets helps to differentiate learning for students. Also, students are able to gain a better understanding of what dystopia really means when they see it being used in multiple different contexts.
Suspension and expulsion is not an effective tool and solution in our schools because it can lead to dropout rates and other violent crimes in the future. If a student commits a crime and the crime is not considered to be threatening, it is most likely that the principal or teacher may suspend that student. To the student suspension is a good thing for them since they have to just stay at home and do nothing. When students get expelled or suspended so many times, it seems normal to them, so they would not feel the consequences of the discipline and the purpose of it. Dropout rates and other violent crimes may contribute from continuous suspension and expulsion.
While the poem is a light representation of the idea it does not compare to the dark message in the short story “The Lottery” by Shirley Jackson. Even the short story is small in comparison with the lesson that students at Gordon High School learned in the novel The Wave by Todd Strasser, which is based on a true story of an incident that occurred in a history class in Palo Alto, Ca in 1969. Sometimes the mistake of running with the world can be punished by a lunch detention, but in some occasions the end result is far more serious. In the allegorically written poem “The Road Not Taken” by Robert Frost, the concept of not following the crowd and thinking for one’s self is emphasized. The poem speaks of a man that metaphorically finds himself at a crossroads.
“Since prediction is an important strategy used in the reading process, the teacher can demonstrate this strategy by stopping at significant points [in the story] and asking, ‘what do you think will happen next? As children internalize this question, they develop an anticipatory attitude toward print, making predictions as they read or listen to a text in order to generate meaning as the story unfolds”. Circular and cyclical plot stories are excellent resources for introducing student prediction strategies because of their repetitive nature. Some students call this “going out the same door you came in”. This repetition encourages students to predict the events in the story, and to predict these events with more success.
Abolishing public school attendances, as well as school curriculums are the solutions to children getting a better education, according to John Holt. In School Is Bad for Children, written by Holt, he emphasis’s his opinions that the public school system is failing the children of today. He describes a child that becomes limited in his curiosity and learning ability by the school system. “Your experience, your concerns, your curiosities, what you know, what you want, what you wonder about… all of this is not of the slightest importance, it counts for nothing” (Blair Reader 65). Holt states that learning from school teachers takes away one’s individuality and teaches children that if you don’t learn things their way, then you won’t learn it at all.
Another example of how Bruno was avoiding thinking about what was happening around him was when he said, “I expect we’ll have to wait here till it eases off and then I’ll get to go home” (Boyne, page 212). He was ignoring the reality, the facts, instead he is thinking ahead, about going home. This book has definitely showed me, we need to be more aware of the circumstances we are in. Innocence leads to tragedy. Before I read your book I often thought of the cruelty of the WWII and I could hardly imagined the world with people not protesting
Dualisms in Albert Camus’ The Stranger By Peter Francev Albert Camus’ most famous, and easily recognizable, novel is L’etranger (The Stranger); and in the United States, it is widely read among high school students in advanced placement English courses, as well as in some introductory literature and philosophy courses at the college and university levels. While it is the opinion of the author that the vast majority of high school English teachers fail to discern and clarify the multi-layered complexities of The Stranger and, therefore, should not be teaching it; it does, indeed, give teachers and students alike the satisfaction, at least, of having read an existential or philosophical work, as well as a means to an end as an introduction to the broader spectrum of European literature. What is most bothersome and troubling is how so many teachers feel that they are qualified to lead adolescents through their first discussions of philosophy based on this complex and fascinating work. Thus, it is, then, the purpose of this paper not to do what has been done so many times before, -analyze the absurd- nor is it an attempt to critique those who neglect to see the complexities of the text, but instead look at the deeper, more intricate, meanings that Camus places in the novel. Therefore, I propose that it is Camus’ intention to create The Stranger as a novel of duality, layering it with a plethora of dualisms that enable the reader to deconstruct its hidden meanings than that of the armchair philosopher perplexed and still questioning the absurd.
That shows that young adult books have a positive influences on the teenagers that do not know much about the violent things that go on in the world. The teens that do go through violent things in their life, read young adult books to make them not feel like they are the only ones going through these things. Sherman Alexie states in the article ‘Why the Best Kids Books are Written in Blood’ that he visited a high school and many kids came up to him to thank him for writing ‘The Absolutely True Diary of a Part-Time Indian’ (categorized as a violent young adult novel) saying that it was inspiring and they could connect to the character in the novel. This supports the reason that teens need these books to feel connected to a character going through the same things. Teenagers that read these books and can connect to the character, have the same emotional effect as a teenager going to see a counselor regularly.