FinalOverviewFortheComposition101final,thestudentisrevisingtheReader'sResponseEssay andexpandingtheMemoirshortessay.Thesetwoessaysofferthemostroomforimprovement.The Reader'sResponseessaycontainsmanyerrorsingrammarandcitingTheauthoriscorrectingthese errorstoimprovetheeffectivenessoftheessay.TheMemoirisashortessaycoveringatopicthe authorfeelsverypassionatelyabout,soexpandingtheessayisnotdifficultfortheauthor.The authoriseditingandrevisingtheReader'sResponseEssayandtheMemoirshortessaysoshecan craftthebestessayspossible.ThemainfocusoftheReader'sResponseEssayisdebatingthe statementsmadeinthearticle"Athlete'sRoles:AnInvestigationonWhyNotAllAthletesMake GoodRoleModels"bySovenBery.Thedirectionofthispaperisdisagreementwiththeauthor's ideasandexamplesweregiventoprovethatdisagreement.Themainpurposeisdisprovingthe thoughtthatitisimpossibleforathletestobegoodrolemodelsThroughtherevisionofthis assignment,thewriterisimprovingtheerrorsingrammar.TheReader'sResponseessay...show morecontent
Thedirectionofthisessayisshowingalifechangethroughaflashback.Themainpurposeofthis essayistodescribeatriptheauthortooktoIowaandreflectonthelessonshelearnedthere.This MemoircouldbenefitfromextradetailTheadditionofextradetailmakestheessaymore entertainingandeffective.TheMemoirshortessayisoneofthefirstassignmentscompletedforthis course,andtheskillsgainedsincethatdatearebeingusedtoimprovetheessay.Theauthorwill focusontheskillsgainedingrammarandorganizationtorevisethisessay.Alongwiththosemajor changes,theauthorneedstoensurethattheMemoiriswritteninpresenttenseandactive
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ReadingResponse#3Academicreadingisoneofthemostessentialtoolsincollege.Itshowsus(as students)thatwecanreadforpleasure,butatthesametimereadtogainknowledgeinsubjectswe didnotknowbefore.Onpage41inthebookCuriousWriteritshowsadiagramofpurposeand examplesofquestionsthatreaders'mayhavewhenreadingIhaveuseditbeforeanditworks becauseitletsthereaderthinkinamorebroaderperspective,generatemorequestions,andfindthe answerstothosequestions(asidefromtheexamples'thebookprovides).Evenwhenyouread(pg. 43,topicBeliefsAboutReading)sometimesthetextitcanmakeyouquestionorrethinkyour originalbeliefsthatthereadermayhavebeforeIneducation
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Thepurposeofthisinvestigationwastogainanunderstandingofthreeteacher'sperceptionsofthe QARstrategyasareadingcomprehensionstrategyforthirdgradersinaprivateelementary classroomonanislandinTheBahamas.Thisstudywasconductedbecausewhilethereare numerousdocumentedstudiesonthebenefitsofQARonthirdgradersreadingcomprehension skills,therearenosuchstudyforTheBahamasThefindingsofthisstudywereguidedbythe followingresearchsub–questions:
i.WhatdoThirdGradeteachersatthelocalresearchsiteperceiveasthefactorsthatinhibitthird graders'abilitytocomprehendreading?iiWhatisThirdGradeteachers'understandingofQAR?iii WhatdoThirdGradeteachersperceiveastherole...showmorecontent...
Findingsfromthisstudyrevealedthefollowing:allthreeparticipantswereawareoftheneedsof theirstudentsrelativetoreadingcomprehensionskills,theQARstrategyaddressesthereading comprehensionneedsofthirdgraders,andtheQARstrategyissimpletolearnandimplement.They alsoagreedthattheQARstrategyiseffectiveforteachingstudentshowtodeterminethe questioningtypeandthelocationfortherequiredanswersandhaspositivelyimpactedtheir student'sabilityinansweringquestionsbeyondtheknowledgelevel.
ThefindingssuggestthattheroleoftheQARstrategyistoprovidestudents(thirdgradersinthe caseofthisstudy)withstrategiesandskillstoaddressreadingcomprehensionsneeds.The participants'perceptionisthattheuseoftheQARstrategyhaspositivelyimpactedtheirstudents' abilitytodeterminethetypeofquestionsbeingaskedandwheretheanswerscanbelocated. ThisstudysoughttoexploretheperceptionsofthreeThirdGradeeducatorsontheroleofQARon thirdgradersreadingcomprehensionskillsataprivateelementarychurchschoolonanislandinThe Bahamasbycollectingdataviainterviews.Allthreeparticipantsarequalifiededucatorswhoare currentlyreadingfortheirBSandMSdegrees.Collectively,theseeducatorshaveatotalof33years ofteachingexperience.Datawasanalyzedusing
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ReadingResponse2:ResistanceEpsteinwritesthatonlyasmallminorityofGermansresisted Hitler'sdictatorship,butthatisnotnecessarilytosaythattheyactuallysupportedit.Thoughmost GermansdidapproveofthecorevaluesandgoalsoftheNazis,racism,anti–Marxism,andGerman nationalrenewal,therewasalsoanelementofcoercionthatmayhavestifledanypublic dissatisfactionanyonehadfortheregime(pp97–98)Displayingresistancedidnotoffermuch benefittothosewhodisapproved,asoppositionwastypicallymetwitharrestand/ordeath sentences.Further,theNazistargetedthosethatwerelargelydislikedbyordinaryGermanstobegin with,whichwouldexplainwhytherearenotrecordsoflargescaleresistance(pp110–111)Epstein furtherremarksthatthesupportoftheThirdReich,isnottrulymeaningfulifthesupportcomes becausethereisnootheroption.TheNaziscensoredthepress,outlawedanyotherpoliticalparty besidestheirown,andbannedstrikesandabsenteeism(p.112).Totheoutsideobserver,itappears thattheNazishadthesupportoftheGermanpeople,butitisimperativetolookbelowthesurfaceat whatwashappeningtoordinarypeopleOfcourseallofthesechangesthatcametomakeupthe ThirdReichdidnothappenovernight.Haffnerdescribesitasafluidcontinuanceofeverydaylife thatmiredanyrealoppositionorreactiontothedreadfulnesstakingplace.Thefeelof'businessas usual'mixedwiththe
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ReaderResponseTheoryTheReaderResponseTheoryemergedasareactionagainsttheNew Criticismorformalisticapproach,whichfocusedonthetext,findingallthemeaning,thevalueinit andregardingeverythingelseasextraneous,includingreadersDespitetheideasoftheReader Responseinthe1920's,thelateLouiseRosenblattpioneeredtheReaderResponsetheory.Shewasa literarytheoristandanEnglishEducator.Inherwriting,LiteratureasExplorationwrittenin1938, sheemphasizesthatthereadersplayanimportantroleinthelifeofanypieceofliterature AccordingtoRosenblatt,"Anovelorapoemoraplayremainsmerelyinkspotonapaperuntila readertransformthemintoasetofmeaningfulsymbols"(1985,25)....showmorecontent... ItallowsforinferencesandinsightsbythereaderThismeansthatwhenareaderreadssomeliterary textsitisthebeliefthatitallowstheindividualtoconstructhis/herownmeaning.Oncethereaderis abletointeractwiththetext,he/sheisabletoexploreandinterpretitinawayinwhichhisorher culturalbackgroundsisunderstoodandthatofothers.Withinaliterarytext,thereaderisableto understandwhyspecificculturesdocertainpracticesandhowitplacesvalueonsociety. Furthermore,itisthroughatextthatindividualsgaininsightonwhatismorallyacceptableto societyandcanbeabletolinkitthroughtheirexperienceswhetherintheirschoolenvironmentand thecommunityThisinsightmaybegainednotjustbyreadingonebook,butthroughvarious literarytextinwhichtheyareabletoapplytheircriticalthinkingskillsandconstructtheirown understandingwhetheritmaybethroughapoemorstory.However,notallsimilarbookswillbe writtenthesameway,forexample,CinderellaTherearemanyCinderellabookswrittenwith countlessinterpretation;however,readerscanbeabletoreadallandfindsimilaritiessuchasitis wrongtotreatpeoplecruelorthatthestepmotheriscruel.Despitethat,areadermayhavea stepmotherwhoisawonderfulpersonyetheorshecananalyzeandunderstandthatnotall stepmothersarecruelornoteveryonewilltreatapersonwrongfully.Inessence,thereadersareable tobecomecriticalthinkersthroughtheassimilationofaliterary
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Thereadingwasn'thardtounderstand.OnethingthatIreallylikedaboutthereadingwashowit wouldgiveyouexamplesthatwouldhelpyoucomprehendthereading.Aclearexampleinthe readinghastobetheoneaboutNick.HeupgradedfromhisoldHondaCivictoaMercedes.He justifiedhisnewpurchasedsayingthatitwassaferandthathedeservedit.Goingintoreadthe readingIdidn'tthinkthatitwouldbeasengrossing,butIwasprovedwrongThereadingoverallis reallyinterestingandgreatlydetailed.Ilearnedseveralthingsdealingwithcognitivedissonance.I wasstaggeredbytheextenttowhichwejustifyourdecisionsandconfrontourownmistakes.Idon't reallyrecognizewhenIjustifymydecisions,butnowthatIthinkshowmorecontent
Aschildren,weareafraidofbeingscreamedatorpunishedinaway.Oftentimesinelementary school,Iwouldpassvolunteeringinclass,afraidthatIwouldgivethewronganswerandthatI wouldgetscreamedat.Itdoesnotonlyhavetobeatschool,buteveninourownhomes.Children arescaredofdoingsomethingwrongbecausetheythinkthattheywillbeputontimeoutoranother typeofpunishmentOutofalllifestages,Ibelievethatwearemostafraidofmakingmistakeswhen wearechildren.Anotherimportantreasonofwhywearesoafraidofmakingmistakesispride.I feellikeprideismorepresentinadultsotherthanchildren.Adultsareoftenscaredofmakinga mistakeandhurtingtheirpride.Weareallsoafraidofmakingmistakesinonewayoranother.We shouldn'tbeafraidofmakingmistakesbecausetheyhelpusgrowasaperson.Howwouldwelearn fromourmistakesifwearesoafraidofmakingthem?It'ssimple,wewouldn'tIthinkthatthisfear isnotsomethingthatweallofasuddenget,butsomethingthatwegrowupwithandwecan'tavoid it,whetherwewantitornot.Wecandovariousthingstoovercomethisfear.Onewayistotryto acceptthatwecan'tavoidmakingmistakesElementariescangivetheirstudentsalectureover makingmistakesandhowit'snotsomethingthatweshouldbeafraidof.Ifwearetoldaschildren thatweshouldnotbesoafraidofmakingmistakeswecandecreasethis
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ReaderResponseTheoryReader–responsetheoryidentifiesthereaderasanaffectiveagentwho impartsrealexist–enceandlifetothework,completingitsmeaningthroughinterpretation.Reader–responsecriti–cismarguesthatliteratureshouldbeviewedasartinwhicheachreadercreateshisor herown–mostlikelyunique,text–relatedperformance.IamusingWolfgangIserandStanleyFish's takesonReaderResponseformystudyIser'sTheoryofReceptionandTransactionalReader ResponseTheoryAccordingtoIser,anyliterarytextwhichisaproductoftheWriter'sintentional actspart–lycontrolstheresponseofareader;however,thisincludesanabundanceofgaps.Inorder tocomprehendmoreclearly,thereadermusttakeactioninactiveparticipationinattemptingtocre–ativelyfillthesegapswiththegiveninformationofthetestputbeforehim;Therebyallowingthe Readerandthetexttoundergoatransactionalprocess.IserspeaksoftheActualreaderindistinction totheImpliedreaderwhoisformedwithinatextandexpectedtoreactandrespondinspecificways totheresponseinducingstructureofthetext.Theactualreader,however,isanindividualwithits ownpersonalexperiencesaccumu–latedasbaggagewhereinresponsesactuallyarecontinuously andinevitablychanged...showmorecontent...
WhatliesbehindFish'sthinkingisastrongviewofthesocialconstructionofreality;ashefirmly believesthatknowledgeisnotobjectivebutalwayssociallyconditioned.Allthatonethinksand knowsisaninterpretationthatisonlymadepossiblebythesocialcontextinwhichonelives.For Fishtheverythoughtonethinksaremadepossiblebypresuppositionsofthecommunityinwhich onelivesandfurthermorethesociallyconditionedindividual,whichallindividualsare,cannotthink beyondthelimitsmadepossiblebytheculture.ThiscultureisreferredtobyFishasaninterpre–tive
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Chapters5and9ReadingResponse KelseyKuiper DavenportUniversityChapter5
1.Whoishisaudience?Describewhotheyareorwhoyouthinktheyare(andyes,thinkaboutitfor aminute––whomakesupTEDaudiences?Figurethatoutifyoudon'talreadyknow)Doeshe makeanydirectreferencetohisaudienceorattempttocharacterizethemwithrespecttohistopic andthesis?Whatattemptsdoeshemaketoadjusthistopicandthesistothisparticularaudience? ThepeoplethatattendedtheeventorwatchedthespeechonlinemadeupAdamGrosser'saudience IntellectualpeoplewhodesiretochangetheworldattendtheTEDevents.Hedidnotspecifically refertotheaudience.Byfocusingonhowtheproductwouldhelppeopleshowmorecontent Besidesthat,sheorderedthespeechwell.Bydevelopingthemainpointsinalogicalway,she showedobviousdesign. Becauseherspeechwassimple,IeasilyfolloweditEachpointshemadeservedthepurposeof teachingmehowtomakechurros.Sheinstructedclearlyandinalogicalorder.Iunderstoodthe speechwell.
Shealsobalancedthespeechwell.Forthefewminutesshehadtospeak,shespentalmostallthe timeonthemainpoints.Sheadequatelydevelopedthepoints;sheclearlyshowedwhatshewas doingShethenfinishedwithaquick,strongconclusion
2.Discussthreedesignschemesfororganizingyourspeechesandprovideyourownexamplesfor eachtype.WhichdesignschemewouldyouclassifyRachaelRay'sandwhy?Ifaspeakerwriteshis orherspeechwithchronologicaldesign,heorshewilltellthehistoryofthetopicFromleastto mostrecent,thespeakerwilldetaileventsaboutthetopic.Thespeakerimplementsatimelineinto theheadsofhisorher
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Thereadingwasn'thardtounderstand.OnethingthatIreallylikedaboutthereadingwashowit wouldgiveyouexamplesthatwouldhelpyoucomprehendthereading.Aclearexampleinthe readinghastobetheoneaboutNick.HeupgradedfromhisoldHondaCivictoaMercedes.He justifiedhisnewpurchasedsayingthatitwassaferandthathedeservedit.Goingintoreadthe readingIdidn'tthinkthatitwouldbeasengrossing,butIwasprovedwrongThereadingoverallis reallyinterestingandgreatlydetailed.Ilearnedseveralthingsdealingwithcognitivedissonance.I wasstaggeredbytheextenttowhichwejustifyourdecisionsandconfrontourownmistakes.Idon't reallyrecognizewhenIjustifymydecisions,butnowthatIthinkshowmorecontent
Aschildren,weareafraidofbeingscreamedatorpunishedinaway.Oftentimesinelementary school,Iwouldpassvolunteeringinclass,afraidthatIwouldgivethewronganswerandthatI wouldgetscreamedat.Itdoesnotonlyhavetobeatschoolbuteveninourownhomes.Children arescaredofdoingsomethingwrongbecausetheythinkthattheywillbeputontimeoutoranother typeofpunishmentOutofalllifestages,Ibelievethatwearemostafraidofmakingmistakeswhen wearechildren.Anotherimportantreasonofwhywearesoafraidofmakingmistakesispride.I feellikeprideismorepresentinadultsotherthanchildren.Adultsareoftenscaredofmakinga mistakeandhurtingtheirpride.Weareallsoafraidofmakingmistakesinonewayoranother.We shouldn'tbeafraidofmakingmistakesbecausetheyhelpusgrowasaperson.Howwouldwelearn fromourmistakesofwearesoafraidofmakingthem?It'ssimple,wewouldn'tIthinkthatthisfear isnotsomethingthatweallofasuddenget,butsomethingthatwegrowupwithandwecan'tavoid it,whetherwewantitornot.Wecandovariousthingstoovercomethisfear.Onewayistotryto acceptthatwecan'tavoidmakingmistakesElementariescangivetheirstudentsalectureover makingmistakesandhowit'snotsomethingthatweshouldbeafraidof.Ifwearetoldaschildren thatweshouldnotbesoafraidofmakingmistakeswecandecreasethis
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Therearenumerousstudentsthatlackthesatisfactoryreadingwhethertheproblemistacticsfor conceptionorusingtheinformationpresentedtostudents.Thosestudentsthathavelower satisfactoryreadingarethestudentsthatwouldbenefitfromcriticalthinkingandreadingbutdonot receiveit.AccordingtoFalk–Ross(2002),therehasbeena20%atatwo–yearcollegeand8%and loweratothercolleges/universities(pg48)Manyofthesestudentsdonotdoaswellhasother studentsthathavecriticalthinking/readingskills.ThosestudentsareforcedtotakeremedialEnglish classesorstruggleinfutureEnglishclasses.Withoutcriticalthinkingandreadingabilities,students lacktheabilitytouseandunderstandsomeofthematerialMaryJaneFarley(2016),suggestedthat therewasanassociationbetweencomprehensionandcriticalthinkingabilities(pg.922).Remedial Englishclassesareofferedandrequired(forsome)showmorecontent 42).Wilsonsuggeststhatthereneedstobesupport,encouragement,andinteractionforthestudents tolearncriticalthinkingandreading.D.AlanBensleyandRachelA.Spero(2013)wrote,"the groupreceivingadirectinfusionofcriticalthinking(CT)wasexplicitlytaughtapplicationofrules foranalyzingpsychologicalargumentsandcriticalreadinginfusedwiththeircourseworkandgiven practicewithassessmentsandfeedbacktoguideskillacquisition"(pg.55).ThisCTgroupappeared tohavelargergainsincriticalthinkingandreading;thus,directinfusionappearstohavethebetter resultsandworksmoreefficiently.Theitemslistedabovearewhatstudentsneedinorderto improvecriticalthinkingandreadingskills:support,interaction,feedback,rulesandapplications, and
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Readingresponsecriticismsfunction:thattheroleofthereadercannotbeomittedfromour understandingofliteratureand2)thatreadersdonotpassivelyconsumethemeaningpresentedto thembyanobjectiveliterarytext;rathertheyactivelymakethemeaningtheyfindinliterature" (154).
ReadingResponsecriticismdefinition: Atitsmostbasiclevel,readerresponsecriticismconsidersreaders'reactionstoliteratureasvitalto interpretingthemeaningofthetext
LiteraryCharacteristics:
Characters:
Oskar:
Oskaristhemainprotagonistandnarratorinthenovel.Hischaracter,likemostchildrenhisage,has amillionthoughtsallatonceandspeaksinawaythatisquitecomplicatedwhentryingtoread.The mannerinwhich...showmorecontent...
This,whenfirstreadingthenovelcanposeasquietcomplicatingandconfusingThestoryreally belongstoOskar,andhegivesusanonstop,mile–a–minutetourofhisthoughtsabouteverything. Hisgrandparentshavetheirown,quieterstories,thatweaveinandoutofthenarrativeandaretold asletterswrittentoOskar(byhisgrandmother)andtoOskar'sfather(byOskar'sgrandfather)The storiesarelargelyunrelatedtoOskar'snarrativeuntiltheyallcatchuptoeachotherattheend.They mirrorthetraumaOskar'sgoingthroughastheydescribehorrorsfromadifferenttimebutwiththe sameconsequences.ThisIfeeladdeddeathanddimensionsnecessarytomakingthenovelthe successthatit
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ReadingResponse#2TheTrialofGalileoIntheearlyseventeenthcenturytherewasaconflict betweenayoungscientistnamedGalileoGalileiandtheRomanCatholicChurch.Knowingthecost heresy,Galileostoodupforwhathecouldprove.Takingastancewithauniversethatonecould observe,wasgreatertoGalileothantotakeastancewiththesoulsofmenwhichnomancan observe1)GalileowassilencedbecauseofwhathewroteWhyhadhepublishedtheseworks,and whydidtheChurchconsiderhispublicationsathreat?Galileowasbornin1564,andwas consideredtobeascientistfromayoungage.Bytheageoftwentyfivehewasabletoteachatthe UniversityofPisa,whichbroughthimpopularityinEuropeHavingtheresourcesshowmore content...
Mostconflictscanbesolvedinalegalcourtoflawifthereisenoughevidence.Despitewhatthe courtsaidatGalileo'strial,thecommonpeoplebegantoexcepttheCopernicantheorymanyyears later.Thebiggestthingthatleadtothisconclusionwasevidence.Bothreligionandfaithrelyon thingunseentoexplainhowthecosmosis"Faithistherealizationofwhatishopedforand evidenceofthingsnotseen"(CatholicBible/HebrewsCh11:1).Conflictbetweenscienceandfaith cannoteasilybesettledinacourtoflawbecausenotallpeoplechangetheirviewsonreligionjust becauseajudgesays.Althoitisnoteasytoresolveconflictinacourtoflaw,elementsofscientific andreligiousdisputescanbesettled."Themostunfairaspectofthetrailproceeding,andof inquisitorialjusticeingeneralwasthatthesamejudgeswhohadbroughtthechargesagainstthe accusedandconductedtheinterrogationalsodecidedthecase."Injusticeisanotherimportantaspect toreligiousconflict.Itwouldbeeasierbringtoacaseofscienceandreligionifbothsideswanted whatwasjustanddidnotallowforfoulplayThisdemonstratesthatunfairconflictbetween scientificandreligioustrialscanbedealtwithinacourtoflawbutitdoesnotalwaysbring
HowtoWriteaReadingResponseEssay
WhatisaReadingResponseEssay?
AReadingResponseessay:*Summarizeswhatyouread.*Givesyourreactiontothetext. Yourreactionwillbeoneormoreofthefollowing:*Agreement/disagreementwiththeideasinthe text*Reactiontohowtheideasinthetextrelatetoyourownexperience*Reactiontohowideas inthetextrelatetootherthingsyou'veread.*Youranalysisoftheauthorandaudience.*Your evaluationofhowthistexttriestoconvincethereaderandwhetheritiseffective.
BottomofForm
ReadingResponseIntroductionandConclusionIdeasIntroduction|Conclusion|framestory:starta story(personalorinreading)|Finishthestory|showmorecontent Oryoucouldopenwithadilemmaorproblemandthenclosewiththesolution.Adifferentversion ofthatistore–tellthesamestoryintheconclusionwithadifferent(usuallybetter)ending Examples:*Onanessayaboutcellphoneuseincars,youcouldopenwithascenarioshowinga persongettingacallwhiledrivingandthinkingaboutwhattodo.Intheconclusion,youcouldhave theendofthescenario–maybethedriverpullsovertotakethecall,ordecidestoletvoicemailtake it.*OnanessayaboutdealingwithafamilymemberwithAlzheimer's,youcouldopenwitha conversationbetweenfamilymemberstryingtofigureoutwhattodoYoucanconcludewitha conversationbetweenthesamepeopleaftertheyhavedecidedtoplacethatpersoninanursing home.*OnanessayaboutoildrillingintheGulf,youcouldopenbydescribingvividlytheoil–soakedcoastlineandthedyingwildlifeYoucouldconcludewithwhatthatcoastlinelookslikenow *Onanytopicwhichyouhavepersonalexperience,youcanopenwithpartofyourstory,andthen concludewiththeendingofyourstory.
TransitionandThesis
Paragraph2:Transitionbyexplainingwhattheauthorofthearticleyouhavewrittenhastosay aboutthistopicBrieflyexplainthemainpointsofthearticlethatyouwanttotalkaboutThenyou willgiveyourthesis.
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ReflectiveReadingResponseInthechapter,"EqualSharingProblemsandChildren'sStrategiesfor Solvingthem"theauthorsrecommendfractionsbeintroducedtostudentsthroughequalsharing problemsthatusecountablequantitiesbecausetheycanbesharedbypeopleorothergroupings.In otherwords,quantitiescanbesplit,cut,ordivided.Additionally,equalsharingproblemsassist childrentocreate"richmentalmodels"forfractions(p10)Priortoreadingthechapter,Ihadno ideathatthestrategiesstudentsusetosolvefractionshadnames.Suchstrategiesinclude:additive coordination,ratio,repeatinghalves,etc..Ialwaysreferredtootherstrategiesasinventivestrategies orthecommon"otherway"togetthesolution
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ReadingResponseEInthebookwrittenbyWesMoore,"TheOtherWesMoore:OneName,One Fates"Moorestates,"Whenwe'reyoung,itsometimesseemsasiftheworlddoesn'texistoutside ourcity,ourblock,ourhouse,ourroom.Wemakedecisionsbasedonwhatweseeinthatlimited worldandfollowtheonlymodelsavailable."(Moore178)Whyisitwhenweareyoungwesee everythingeasyandnothard?Whensomeoneyouloveendsupdyingfromadiseasethatiscurable, whatwouldyourreactionbe?Moorehadtoexperiencehisfather'sdeaththatwastreatable.Asa result,hewritesinhisbook,"Themorgueacquiesced,andbySaturdayafternoonwefoundoutthat hehaddiedfromacuteepiglottis,ararebuttreatablevirusthatcausestheepiglottisshowmore content...
Buthismomendedupfindingtheboxes,"Shetooktheboxesintothebathroom,liftedtheirtops, andemptiedthecontentsintothetoilet."(Moore73)WhywouldMoore'smomthrowaway4,000 dollars'worthofdrugs?Maybeit'sbecausehismomdoesn'twanthersontodealwithgangsandend upgettingkilledIagreewithMoore'smom,shegotfuriousandtookthedrugsandthrewthemin thetoilet.Whatshedidwasamotherlyinstinctandshecaresaboutherson'sfuture.
Moorehadtoexperiencesomanynegativethingsinhislifethathehadtochangetobecome successfulinhislife.Moorewritesinhisbook,"IknewthatlandingadmissionsatHopkinswould beastretchatbest.So,afterfillingouttheapplication,Iputitoutofmind.Butmonthslater,Igot thelargepackageinthemailNotonlywasIaccepted,butIwouldreceivescholarshipmoneyI readtheletteraloudtomymotheroverthephone,andshescreamedinexcitement."(Page160).It's nicetoseeafteryourchallengingworkpaidoffyougettobeacceptedincollege.Iamworking towardmydreamtobecominganurseSowhydoweseearelifeeasywhenweareyoung,but whenweareolderwerealizelifeisverytoughtolivein.Myopinionabout"TheOtherWesMoore: OneName,OneFate,"isveryeducationtothepeoplearoundthe
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ReadingResponse#5Thegeneralsettinginthisstoryisaroundthe1940s,orearly1950s,in Georgia(14).Thestoryconsistoftravelingaswell.Thestorydoesnotgiveanyspecifictimelineof theyear,butitcanbeinterpretedasthe1940sbecauseofvariouslittlehints.OnehintIfoundwas theword'nickelodeon'(29).Ihaveonlyheardthatwordusedbackintheolddays.Anothercluethat gaveawaythetimeperiodwaswhenthegrandmothermentionthebookGonewiththeWind(24) GonewiththeWindwaspublishedin1936(407),butthisstorywaswrittenin1953(418).Since therewerenotanymentionsaboutwargoingon,wecanassumethisstorytookplaceafterit,being inthe1940s,orearly1950sThegrandmother'sconflict
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ReadingResponse(TheBellJar)
ThroughoutreadingTheBellJar,Iwasneverattractedtothemaincharacter,EstherGreenwood, likeIwaswithHeddaGabler.Ithinkpossiblyforme,Sylvia'sPlath'swritingisabittoodescriptive formytastewhichkeptmefromenjoyingthereadasmuchasI'veenjoyedotherbooks;however,I dothinkSylviaPlathdidanexcellentjobcharacterizingEstherandherillness.EventhoughThe BellJarisaworkoffiction,PlathsoaccuratelydescribedEsther'ssymptomsandfollowedher treatmentcoursethatitmightaswellhavebeenamemoir
WhatIlikedabouttheTheBellJarwashowPlathwasabletotransformsomethingsofarofffroma lotofpeopleintosomethingthatanyonecouldhaveanshowmorecontent
Afterlistingallthoselifestressesout,it'seasytounderstandhowthosenormalexperiencesand depressivesymptomstogethercouldpushthatpersonintoseveredepression
ItwasinterestingreadingofEsther'smother'sperspectiveonherillnessandhermisunderstandingof it,whichisathemeI'veseenacrosstheworkswe'vereadsofarinthisclass.InTheBellJar,her momseemstohavetheideathatEstherisdepressedonherownaccordandsaysatonepointhow gladsheisthatEsther"decidedtobewellagain"asifit'sbeeninhercontrolthewholetimeThis relatestotherestcureinTheYellowWallpaperbecausewiththat,theideaisthatthestateofrest, lackofintellectualstimulation,andacarbbaseddietwillmakethepersonwanttohavetheirnormal lifeback,sothereforetheywillbebacktonormalHowever,thiswasamisunderstandingofthe illnesssimilartohowitismisunderstoodinTheBellJar.Thismademethinkabouthowsome peopleviewsuicideasselfishwhereasthatisreallyjustamisunderstandingofwhatcanbring someonetowanttokillthemselves.
AnotherthingIlikedaboutTheBellJarwasthatitgaveaveryrealideaaboutwhatasylumswere likeandthestigmaattachedtothem.Plathhighlightedstigma
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Inthearticle"ThefuelsubsidycrisishaswokenNigeriansup",byTolunOrgunlesiwasprofoundly characterisedbythealarmingissuethatthecitizensfromNigeriaareconfrontingwiththewithdraw offuelpricesubsidywhichsubsequentlyhasledfuelpricetoincreasemorethandouble, consequently,provokingthepriceofgoodsandcommoditiestorisedramatically.Inaddition,the authorfocusedimmenselyinthesentimentofcorruptionandmismanagementthatNigeriansare feelingwiththisawakencallwhichproclaimsforeveryNigeriantopayparticularattentiontothe governmententitiesandtheirfictitiouspromises.Furthermore,severalrationalepointswere addressedbytheauthorinrespecttothenegativeimpactofsuchshowmorecontent Inaddition,whentheauthorstatesthefollowing"hurtingthemostvulnerableusingoneofthemost ubiquitousitemsintheland:petrol"itdefinitelystatesthatthegovernmentisperformingsuch actionwittingly.
Theauthoraccuratelystatedthroughoutthearticlethatthegovernmentisremovingthesubsidyas actofcorruptionThiswasshownfirstly,bymovingtheaudiencetowardsthedirectionthatthe promisesdeliberatedduringpresidentialcampaignwerenotsincere.Thistherefore,allowsthe readertounderstandthattheNigeriapopulationwasnotadequatelyornoteducatedaboutthis matter.Secondly,theauthorsprovidesfiguresoftherefineries'lackofcapacitywhichshowcases theyearsofmismanagementandcorruptionwhichhasledtotheincapacitytorefineoilinthe countryThirdly,itemphasizesthattheremovalofsuchsubsidyhastakenplaceduringtheworst timeevergiventoalltheinstabilityintheNorthandmoreoverwiththeenergyproblemsthat Nigeriaarecurrentlyfacing.However,inmyopiniondespiteallthesefactsstatedbytheauthor,I stronglybelievethisarticlehasonlyonesideofthestoryInotherarticleswhichwereinvestigated forthepurposeofthisanalysissuchasittalksaboutthemassiveproblemtheyarewithsmuggling (Madukwe,2012),inaddition,itexplainshowthismassiveamountofmoneywhichisbeingusedto acquire
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ReadingResponse4OneofThemostcommonproblemsthatIfaceinlife,istheneedtogetto knowmyselfalittlebetter.Whereasitiseasyformeandotherstogettoknowotherpeople,itis quitedifficulttoknowwhoyouare,whatyoulike,andwhatyourinterestsare.Fortunately, personalitytestssuchastheonesthatareincludedonthispaper,wereextremelyhelpfulatgiving mesomeinsightaboutmyownpersonalityAsaresult,bothtestindicatedsomeaspectsofmy personalitythatIcanagreeto,andotherperspectivesaboutmyselfthatInevertookinto consideration.ItisnosurprisetoseethatbothtestsindicatedthatIhadahigh"opennessto experience"personalitytraitOpennesstoexperienceisadimensionofcognitive
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