Jim Keenan English 101 It Puts The Lotion In The Basket As most kids gradually start to read more and more as they mature, I was one of the few who didn't learn to enjoy reading until senior year of highschool. The teachings of Tom Alessandri were the sole cause of my newfound appreciation for literature. All it takes is the inspiration of one individual to turn someone onto reading and writing. Tom Alessandri was the last highschool English teacher I had, taking his Science Fiction & Horror Literature class. While many people would be discouraged by the title of the class alone, I was intrigued and immediately signed up.
Students Needs for Successful Learning Reading Attitude I have received a mixed response from students. They all like to read books of their level and are always curious to find the meanings of new words they come across. Students of grade 6, 7 and 8 like to read chapter books which have some characters to think and write about. Grade 10, 11 and 12 students whether it is a boy or a girl, liked and sometimes forced to read essays and course related material to improve on their essays. The secondary students strongly agreed that to learn new vocabulary a person has to read a lot and for this purpose it is very necessary to become a member of public libraries where they can find variety of books like fiction, non-fiction, historic, drama, classical, sports, cars etc.
Increasing Student Comprehension, Motivation, and Personal Connections through the use of Pre, During, and Post Reading Strategies Nicole M. Hartz Action Research Paper Dr. Linda Hanrahan Ithaca College June 2010 Why I’m Writing This Paper My topic pertains to how pre, during, and post reading strategies help students to better comprehend texts on a literary level as well as a personal level. Instead of having students simply read the text with no direction, these strategies are meant to augment the students’ learning so that they appreciate the literary elements in the text as well as critically think about their reading. Often, students are passive readers and simply search for only surface level meaning to participate in discussions or do well on the essay or test assigned after a reading. By asking students to think more critically using pre, during, and post reading strategies, their reading becomes more personal and connected to their lives. Through this personal understanding students will also come to appreciate literary devices as well as think critically about issues presented by novels that connect to current events and controversies.
Sometimes you have to put a name on what you want to do and believe you can do it. Russell Baker’s tone seemed to be straight-forward, serious, and funny. In “Becoming a Writer “the purpose of the essay was to inform readers to believe in their dreams no matter what the situation may look like. Russell Baker stated “It was until wasn’t until my third year in high school that the possibility took hold, until then I’d been bored by everything associated with English course. I found English grammar to be dull and baffling.
Parents are always telling children that books and reading are good for them, but have they ever really thought about why that's true? Exactly what do older children get out of reading novels? What do younger kids get from being read to? Does reading matter? I've to say that, yes, it's true, reading really is important, and that there are some solid reasons why that is so.
Paige Vogus Chad Andrews W-131 September 19, 2013 Use of Technology in Life How does reading make you feel? Subconsciously, you tend to develop emotions while reading. You can typically find a range of emotions that can include boredom, frustration, sadness or even excitement. The novel Alone Together by Sherry Turkle brought out frustration, for example, in me. You cannot obtain these emotions by skimming through a book, sitting back in class and texting your friends, as demonstrated in high school.
However, it was high school that happened to ruin my love for reading. English classes introduced me to analytical reading and since then I haven’t been able to read a book with out interpreting or analyzing the different passages. Unlike reading, I grew to love writing. At first I started small, little poems here and there and journal entries in my diary to twelve page research papers and short stories for creative writing classes. As a writer, I find my own voice by reading other writers’ works.
Terms like assertion, thesis, and elaboration seemed like a foreign language. I managed to slide by in English with good grades, but I never seemed to enjoy it. My junior year in high school changed my perspective on all of this. I showed up for my first day of junior year, not excepting things to be any different. My teacher stood in the front of the room and read the class syllabus in the same monotone voice while my classmates and I drifted in and out of consciousness.
My experiences in English class and my attitude towards it have fluctuated throughout my high school years. Depending on my teacher and my current interests is the way I approached whether or not I enjoyed reading and writing. As a kid, I never liked either English or writing, but growing up I eventually gravitated towards it. It became my favorite subject and I even liked to free write but I still hated the literature section of it. By the time I was in high school I was put into a college prep English class.
As Bearing’s death approaches, she realizes that wit and intellect are not the most important things in life, but instead, kindness and humanity is what brings a peace of mind. Bearing firsts discovers her love for literature on her fifth birthday when she discovers a new word, soporific. The discovery is so fascinating to Bearing, that it guides her down a path of intense literary study. In her days as a pupil under E.M. Ashford, Bearing finds herself stuck on interpreting one of John Donne’s sonnets. The professor sees a problem in her student that Bearing is completely oblivious.