Education the Emerson Way Questions

Questions for Discussions
1. Emerson's defining characteristics on his view of an ideal education include  guidance way of education, teachers that pay individual attention to students and inspire students to think for themselves by giving them encouragement for their thoughts.

3. Emerson believes that it is better to teach the child arithmetic and Latin grammar because certain things require accurate performance. Sometimes, the power of performance is more important than knowledge.

5. Emerson criticizes school as a bureaucratic institution because it is repetitive,uninspiring, and fail to encourage students to become so meting great.  Teachers are not the advocate of geniuses but are more like systematic tutors. It is more difficult to possess qualities like individuality and brilliance within such an organized structure.

Questions for Rhetoric and Style
1. Emerson  means that  nature loves similarities with slight variations, but not the same thing repetitively.

3.  Emerson's purpose in developing this long explanation is to explain the process of earning and what it means to be educated. He uses an example of his friend Sir Charles Fellow, who tells the reader of his own accomplishments and how he accomplished them.

5. The natural method Emerson refers to is the method of using your peers to learn from each other and have fun.

8.This is very ironic because Emerson had spent the entire essay talking about education reforms, yet he later states that they will probably not change anything.

9. He believes the guiding hand of a mother or a female will let the child growing his thinking because it is less harsh whereas the male's hand is generally more imposing.

10. Inflicting fear into children when they do something wrong is worse than letting them continue to do so.

11. Emerson shifts among pronouns to resonate and connect with the audience he is speaking to.

12. Emerson's exudes a tone of frustration. Throughout the essay, Emerson points out his discrepancy with the education system and explains what and why it should be changed.

Superman and Me- Exploring the Text

1) The following phrase, "“We lived on a combination of irregular paychecks,hope, fear and government surplus food” is a metaphor; It is used to describe the extent of unfavorable conditions  in which the author grew up in. 

2) Alexie's father played against stereotype. He did not live up to the low expectations his fellow Indians set for him, but chose to continue educating himself through books, even during a period of unemployment.

3)Alexie's analogy of a paragraph to a fence helped him make sense of people and places by categorizing them. It was one of the ways in which he applied reading to real life situations. 

4)Alexa often describes of his childhood in third person because he doesn't feel comfortable talking about his accomplishments given the background he came from. He did not fit in with people who expected little of him because he wanted more. It must still feel strange for him to come to terms with something his people don't accept. 

5) This 8th paragraph section is divided into two sections--one that describes the circumstances in which he grew up in and the other one about how he broke stereotypes that derived from those circumstances. It gave off a positive outlook--as if he was giving younger people like him hope. 

7)Alexa mentions twice that books saves lives. At first, he states that "they are trying to save their lives," then hints that he himself will be their savior if they listen to him with he statement,"I am trying to save our lives." I also came to that conclusion because prior to that, he had told the reader about never seeing a role model that encouraged Indians to read before, implying that he is that role model. His use of repetition, "I am...," in the last paragraph could convey a strong sense of self acceptance with who is instead of talking about himself in third person. He also uses that tone to encourage younger Indians to educate themselves. 

I Know Why the Caged Bird Cannot Read Q's on Rhetoric and Style

1) Prose establishes ethos with her credentials as an award winning critique, a mother of two sons, and her vast knowledge of books.

2) The author starts out with such strong language to incite engage her readers into the argument. Yes, she risks putting off readers who do not share her views, but also provides reasonable elaborations to back them up. She also used emotional language when critiquing Maya Angelou's I Know Why the Caged Bird Sings and To Kill A Mockingbird,citing reasons why there are better alternatives to these school reading requirements.

3) Prose assumes that the role of reading is not to shove messages down students' throats, but also for them to experience written language as as a means of exploration and to relish in its long lasting impact for the rest of their lives.

4) The author appeals to logos with her detailed analysis and comparisons of the books she mentions.

5) The author definitely assumes the audience is somewhat familiar with the books she references. Her audience includes school teachers and the books she references is their reading curriculum, so if they don't know what she's talking about, who will? Besides, the audience only needs to understand the works in terms of how they support the author's argument, not the entire piece as a whole.

6) No, I don't agree with her analogy of Maya Angelou. She loses credibility by trashing on another author's writing style and directs the attention to the question of whether that style is legitimate rather than reinforce her proposed solutions. The analogy did not appeal to logos and failed to strengthen her argument. She also uses figurative language to compare English to fingerprints or DNA mapping or modern English classes to "test screenings used to position unreleased Hollywood films"

7)The author's purpose in piling one rhetorical question on top of another is to either deliver a point or address her own contradictions against the reading material distributed in class. 

8) Yes, she could have strengthened her argument by including interviews because it would have granted her more credibility to speak on behalf of the teachers and students.

9) According to Prose, American high school students are learning to loathe literature because:

1) Teachers tend to narrow the students' literary experience by personalizing topics of discussion.

2) The students are taught exactly how to feel about each character instead of identifying their more complex natures.

3) We provide students with literature that require lighter levels of thinking and feeling.

4) Teachers are too lazy to teach their students how to appreciate literature

5) We value writer's background more than the content of their writing.

6)Teachers use English to expand on other subjects instead of actually teaching ENGLISH.

7)Teachers treat dead writers as if they were flawless and need to be idolized instead of imperfect people whose work can be criticized.

10)Yes, the author proposed several solutions to the problem by suggesting alternative books to read and different methods of teaching. Not suggesting the solutions would weaken her argument because it contradicts her previous statement that although teachers and colleges have spoken of and accepted the decline of literacy, they do nothing to change it. 

Ad Analysis

This ad is effective not only in its ability to visually traumatize its viewers, but also it the rhetorical situation it unconsciously creates.The imagery triumphs in its emotional appeal by targeting a little boy, an emblem of hope and innocence. We are both exposed to the reality of a mother’s abuse and the possibility of her child’s, as well. It leads us to wonder about the child’s fate and incorporates an element of shock as that fate is blatantly revealed to us in the form of a bruised eye. Irony is also used to captivate the ad’s audience. The phrase, “he has his mother’s eyes,” is literally interpreted as a boy who has genetically inherited his mother’s eyes. The connotation is positive. When we combine that loving comparison with a woman’s abuse message, the outcome transmits eerie black humor that begs undivided attention. 


link: https://naocrituss.files.wordpress.com/2014/06/ai-report-abuse1.jpg

The Art and Craft of Analysis

Graphic Organizer

Quotation	Paraphrase/Summarize	Rhetorical Strategy/Style Element	Effect/Function
To see the wind, with a man his eyes, it is unpossible, the nature of it is so fine, and subtle, yet this experience of the wind had I once myself, and that was in the great snow that fell four years ago.	The author had encountered some problems with wind and snow four years prior.	There is a poetic style in this excerpt. Ex) Instead of “...I had once myself…,” the author writes, “...had I once myself…”	The style makes it hard to understand. It’s not formal yet not slang. The words and phrases are arranged in a way that make you think and feel.
I rode in the highway betwixt Topcliffe- upon- Swale, and Berowe Bridge, the way being somewhat trodden afore, by wayfaring men. The fields on both sides were plain and lay almost yard deep with snow, the night afore had been a little frost, so that the snow was hard and crusted above. That morning the sun shone bright and clear, the wind was whistling aloft, and sharp according to the time of the year. The snow in the highway lay loose and trodden with horse feet: so as the wind blew, it took the loose snow with it, and made it so slide upon the snow in the field which was hard and crusted by reason of the frost overnight, that thereby I might see very well, the whole nature of the wind as it blew that day.	The author rode in a highway that had already been ridden on by other men. The two fields next to his pathway were filled with hard snow that flew away as soon as the wind blew.	Personification: Ex)“The sun shone bright and clear.” Ex) “The wind was whistling aloft, and sharp according to the time of the year.” Ex) “...as the wind blew, it took the loose snow with it…”	The nature of the wind is conveyed by the extent of its impact on the snow.
And I had a great delight and pleasure to mark it, which maketh me now far better to remember it. Sometime the wind would be not past two yards broad, and so it would carry the snow as far as I could see. Another time the snow would blow over half the field at once. Sometime the snow would tumble softly, by and by it would fly wonderful fast.	Paying close attention to this event helped the author remember it. Sometimes the snow carried the snow with ease, sometimes it would do so with force, and sometimes with speed.	Parallelism: “Sometime the wind would be not past two yards broad, and so it would carry the snow as far as I could see. Another time the snow would blow over half the field at once. Sometime the snow would tumble softly, by and by it would fly wonderful fast.” *Personifications bolded	Parallelism helps maintain the structure of the wind’s effect and personification aids its visual descriptions, making the snow seem more alive.
And this I perceived also that the wind goeth by streams and not whole together. For I should see one stream within a score on me, then the space of two score no snow would stir, but after so much quantity of ground, another stream of snow at the same very time should be carried likewise, but not equally. For the one would stand still when the other flew apace, and so continue sometime swiftlier, sometime slowlier, sometime broader, sometime narrower, as far as I could see. Nor it flew not straight, but sometime it crooked this way sometime that way, and sometime it ran about in a compass.	The wind is not distributed equally but is actually very disheveled, as shown by the effects it has on the snow.	Parallelism: “sometime swiftlier, sometime slowlier, sometime broader, sometime narrower…” Poetic Phrasing: Ex) “...it flew not straight...” instead of  “it didn’t flow straight.” Non-Modern Language: “...the wind goeth by streams and not whole together.” Personification Ex) “... it ran about in a compass.”	Snow is given human attributes to, once again, convey the nature of the wind.
And sometime the snow would be lift clean from the ground into the air, and by and by it would be all clapped to the ground as though there had been no wind at all, straightway it would rise and fly again.And that which was the most marvel of all, at one time two drifts of snow flew, the one out of the west into the east, the other out of the north into the east: And I saw two winds by reason of the snow the one cross over the other, as it had been two highways. And again I should hear the wind blow in the air, when nothing was stirred at the ground. And when all was still where I rode, not very far from me the snow would be lifted wonderfully.	Sometimes the snow would be lifted suddenly from the ground and other times stay on the ground as if it hadn’t been there at all. It would also fly in all directions or intermingle to form something that looks like a highway. Sometimes, the wind could be heard but not seen.	parallelism: the snow would always be lifted into the air after it changes course of direction.	This helps the author support his later claim that men lose their arrows--because the wind often lifts into the air, perhaps also bringing an arrow with it.
This experience made me more marvel at the nature of the wind than it made me cunning in the knowledge of the wind: but yet thereby I learned perfectly that it is no marvel at all though men in a wind lose their length in shooting, seeing so many ways the wind is so variable in blowing.	The author is more impressed by the wind than his knowledge of the wind. It is not a surprise that men lose their arrows in the wind, seeing as how there are so many different ways it can blow.	word usage(style): Ex) the words “length in shooting” is used instead of arrow. Ex) “It is no marvel…” instead of “It is no surprise.” Ex)”The wind is so variable in blowing”	These words add sophistication because they imply--they do not tell you bluntly tell you the exact word but you can tell exactly what the object is by the language the author uses to describe it.