...Reaction Paper - Nonfiction ENG/125 - Literature in Society Reaction Paper - Nonfiction In class this week our discussion was about nonfiction and some differences from fiction. Google dictionary (n.d.) states “nonfiction is prose writing that is based on facts, real events, and real people, such as biography and history.” For our assignment this week we were asked to select two of the five nonfiction texts from our week four readings. After thoughtful consideration, I have chosen to write my reaction paper about “On Going Home,” by Joan Didion and “Who Will Light the Incense When Mother’s Gone?” by Andrew Lam. In any form of writing the reader can find various literary elements such as plot, character, setting, theme, and point of view. Also when a writer writes they have a purpose in mind. The writers purpose might be to inform, persuade, or entertain their readers. The writer may also want to describe something to the reader. In both “On Going Home,” by Joan Didion and “Who Will Light the Incense When Mother’s Gone?” by Andrew Lam I consider the theme to be the main element of both essays. In “On Going Home”, Didion’s theme is that of belonging and family. In Didion’s text, she makes use of three of the four main purposes of writing. Didion’s very first sentence is informing the reader as to why she is going home. The sentence reads “I am home for my daughter’s first birthday.” (Barnet, Burto, & Cain, 2014, 20111, 2007, 2005, 2003, p. 636) Didion...
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...Reaction Paper - Nonfiction ENG 125 September 25, 2012 Reaction Paper - Nonfiction “Who Will Light the Incense When Mother’s Gone” by Andrew Lam and “Salvation” by Langston Hughes are the two nonfiction stories featured in this reaction paper. Although, the time period in which each story was written is not the same, both of these nonfiction stories share a common theme. The subject of that theme is one where an elder teaches a person younger than themselves, the ways of their ancestors through religion or culture. Misunderstandings bought forth by failed communication is another theme that these two stories have in common. Both themes explain that a profound gap exists between the older and newer generation of people, regardless of the time period each one is in. For instance, in the story, “Who Will Light the Incense When Mother’s Gone“, the author writes about a Vietnamese teenager who has to learn the ways of his newfound American culture due to the pressure of his current times. While in the story, “Salvation”, the black American was pressured to follow and believe in Christianity in order to display obedience within his community. Both stories portray different cultural perspectives but they both provide a similar theme when it comes to values that are instilled into the younger generation through the methods used by the older generation. In each of these stories, the author provides a main character as the narrator, who also portrays the author himself...
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...|[pic] |Syllabus | | |College of Humanities | | |ENG/125 Version 3 | | |Literature in Society | Copyright © 2010, 2008, 2006 by University of Phoenix. All rights reserved. Course Description This course introduces themes in literature and provides guided study and practice in reflecting on themes which describe the human experience across cultural and societal boundaries. The course includes readings from literature in different genres and cultures. Students study the literature in thematic units and are asked to make connections to their own lives and cultures. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies...
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...Reaction Paper-Week IV Beverly L. Clanton University of Phoenix Eng/125 Molly Holmes 06/26//09 Reaction Paper-Week IV The nonfiction stories I read for this assignment were “Salvation, by Langston Hughes and Graduation, by Maya Angelou.” In the story “Salvation,” a young sinner, Langston Hughes, is brought to church by his aunt to “find Jesus." Even though Langston felt no connection to Jesus, he felt obligated to pretend, due to his love for his aunt. In our lives, many of our decisions are influenced by the ones close to us because of the love we have for them. We do not want to disappoint our love ones; therefore, occasionally one may defer goals and aspirations in fear of not receiving approval. When Langston Hughes says “So I decided that maybe to save further trouble, I‘d rather lie too, and say that Jesus had come, and get up and be saved.” Having said this, young Langston has apparently overlooked his personal belief to receive an approval of salvation by the congregation. After reading this story, I realized that everyday individuals are faced with hundreds of decisions and choices. Sometimes our consciences conflict with one another and it is hard to make the most beneficial decision. This happens so often that most of the time it will go past unnoticed. Peer pressure is one of the most common of these "bad consciences." Teenagers are the most vulnerable to peer pressure because of their desire to receive approval from their friends. Even in my own...
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...Reaction Paper Nonfiction readings take some imagination to fully grasp the concept that the author is portraying. The short stories, “Salvation”, by Langston Hughes (Literature for Composition pp 343-344) and “Who Will Light Incense When Mothers Gone?” by Andrew Lam, (Literature for Composition pp 1115-1116), are no different where imagination is concerned. These two readings differ tremendously, having few similarities, although, they are both personal nonfiction readings. In, “Salvation”, the author uses two different strategies to convey his idea. In opinion, he uses Reader’s Response and Formalist strategies. The opening line reads: “I was saved from sin when I was going on thirteen. But not really saved,” (Literature for Composition pg. 343). This line brings about the rest of the story. He is looking for a readers response by telling the story of how he was “saved from sin”, when he was going on thirteen. He does not detail his entire life up to this point or much thereafter. This leads it to be believed that the other strategy is formalist. Meaning that it can stand independently. One can personally relate to the story of, “Salvation”, because they have been through this type of situation. They have been attending church during their youth, feeling as if the spot light was aimed at them. Also knowing that something is expected of them, wondering if they should follow the crowd or go on their own. The author wants to help other young ladies and gentlemen to know they...
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...[pic] JPPSS ELA COURSE GUIDE 2011-2012 ENGLISH I The JPPSS Instructional Sequence Guides are aligned with the LA Comprehensive Curriculum. JPPSS Implementation of Activities in the Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Comprehensive Curriculum. The Comprehensive Curriculum indicates one way to align instruction with Louisiana standards, benchmarks, and grade-level expectations. The curriculum is aligned with state content standards, as defined by grade-level expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The units in the curriculum have been arranged so that the content to be assessed will be taught before the state testing dates. While teachers may substitute equivalent activities and assessments based on the instructional needs, learning styles, and interests of their students, the Comprehensive Curriculum should be a primary resource when planning instruction. Grade level expectations—not the textbook—should determine the content to be taught. Textbooks and other instructional materials should be used as resource in teaching the grade level expectations...
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...Connecticut State Department of Education Connecticut Academic Performance Test (CAPT) Third Generation Handbook for Reading and Writing Across the Disciplines Contents Technical note: If using an electronic version of this handbook, click on any underlined text to link to the specific section in the document. Foreword 3 Position Statement 4 Introduction 6 Reading Across the Disciplines: • Response to Literature 8 • Reading for Information 11 Writing Across the Disciplines: • Interdisciplinary Writing 15 • Editing and Revising 18 Instructional Strategies to Use All Year 19 CAPT Strategies for All Students 22 Additional Assessment Information 25 Released Items 26 Foreword On behalf of the Connecticut State Department of Education (CSDE), I am pleased to present the Connecticut Academic Performance Test (CAPT) Third Generation Handbook for Reading and Writing Across the Disciplines. The third generation CAPT, developed in 2004 and piloted in 2005 and 2006, will be administered live for the first time in March 2007. This handbook has been developed to provide Connecticut’s public school educators with important information about the CAPT reading and writing across the disciplines assessments. It should serve as a reference for all content area teachers as they prepare their students. It is designed to answer the frequently asked questions about...
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...time of segregation and racism, she contracted cervical cancer and received treatment from Johns Hopkins hospital, where a sample of her cancer cells were sent to Dr. George Gey for research without her express permission. While this at first may not seem like a momentous event, there were far reaching impacts of this collection according to The Immortal Life of Henrietta Lacks, a nonfiction account of the event, by Rebecca Skloot. The book follows the story of the Lacks family, exploring how Henrietta’s cells, dubbed “HeLa” cells, resulted in the first self-sustaining “immortal” cell line, solved multiple medical issues, spawned a multi-billion dollar industry, and ignited a debate on an individual’s ownership over their body. The Lackses were not informed in any way about the extraction of her tissue until 20 years after her death, and have not received a cent of compensation for the cells Henrietta contributed. The case is a prime example of the exploitation of an individual for financial purposes, with pharmaceutical companies making billions and the Lackses still poor and struggling...
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...being fostered into a community in New Jersey diversely occupied with other Spanish natives, and her family's reaction to such drastic shift in régime. Amongst her interpretation of the transition to life in the United States, she incorporates a depiction of a silent film she created, which illustrates an assembly of other Spanish natives she comes across at a get-together in her home. The film concludes with a five-minute episode of the visitors dancing in complete silence, unveiling a sense of serenity Ortiz Cofer feels whenever there is a lack of speech in this part of her apologue. Whenever there is a conversation in the essay, it tends to be of spiteful topics. Ortiz Cofer writes of one of her aunts and her father's uncle, who are the sole two people she goes in depth when describing their speaking. She portrays her dad's uncle as a withering alcoholic and he is deteriorating because of his drinking problem. She continues to describe a dream she has about the uncle also dancing silently, but recesses and approaches her to speak with her; she then refuses to converse with him telling him she doesn't want to hear what he has to say. Her aunt then...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSIC EDITION OF BOOKER T. WASHINGTON’S UP FROM SLAVERY By VIRGINIA L. SHEPHARD, Ph.D., Florida State University S E R I E S E D I T O R S : W. GEIGER ELLIS, ED.D., ARTHEA J. S. REED, PH.D., UNIVERSITY OF GEORGIA, EMERITUS and UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of Booker T. Washington’s Up from Slavery 2 INTRODUCTION Booker T. Washington’s commanding presence and oratory deeply moved his contemporaries. His writings continue to influence readers today. Although Washington claimed his autobiography was “a simple, straightforward story, with no attempt at embellishment,” readers for nearly a century have found it richly rewarding. Today, Up From Slavery appeals to a wide audience from early adolescence through adulthood. More important, however, is the inspiration his story of hard work and positive goals gives to all readers. His life is an example providing hope to all. The complexity and contradictions of his life make his autobiography intellectually intriguing for advanced readers. To some he was known as the Sage of Tuskegee or the Black Moses. One of his prominent biographers, Louis R. Harlan, called him the “Wizard of the Tuskegee Machine.” Others acknowledged him to be a complicated person and public figure. Students of American social and political history have come to see that Washington lived a double life. Publicly he appeased the white establishment...
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...Human Experience - Relationships Tammy Johnson, Donna Washington, and Anthony Butler ENG/125 August 30, 2011 Carla Clemmons Human Experience - Relationships Relationships are part of everyone’s life and they are what make people who they are. Relationships influence an individual’s way of thinking and the way the act. Relationships can also be difficult to maintain. Relationships are a way of connecting with people that are close to you and that you care about. Everyone needs or wants to be loved and cared about at some point in their life. Personally experiencing another can be interesting and an essential part of life. * The readings that give examples of the human experience of relationships are “A Doll’s House,” Henrik Isben, “Woman’s Work,” Julia Alvarez and “On Going Home,” Joan Didion. In the drama “A Doll’s House,” the relationship between a husband and wife is played out. This play demonstrates the conflict of a wife deceiving her husband. It also shows different ways a husband treats his wife. Throughout the play, Nora is referred to as her husband’s “little Skylark” (Isben, 1879). The title of the play symbolizes the way Nora is treated and how her husband thinks of her. She is thought of like a mindless doll that is living in her “doll house” The irony in this play is that while Nora’s husband thinks she does not have a mind of her own, she takes it upon herself to go out and take a loan out to get her family through a rough time. The time...
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...English literature Date: 15th May, 2004 Rhetoric strategy in Artistic Writing Pathos, logos, and ethos is clearly a tool and an instrument of writing that appeal to the seat of emotion, reason and ethnic. The strategy pays dividends to the extent that it calls to these three aspects of life to address issues. Scholars and majority writers in their scholarly and oratorical works have relied so much on the use of the rhetorical style of writing to construct pathos logos and ethos. “Letter from Birmingham Jail," by Martin Luther King Jr (Francisco, 23) is a profound example of this style at play. The three ideologies independently can survive any intellectual argument; they don’t have to work in tandem. This paper seeks to decipher the effect of using the rhetorical strategy to address racial injustice, and diverse religious ideology. Martin Luther employs the use of pathos and logos to create such a strong emotional appeal. To some extent, all human beings are caught in the inescapable network of mutuality. Martin Luther contends that whatever affects one person directly affect another indirectly. Martin Luther King Jr. in a sense achieves a deep sense of pathos by appealing to the logos. The emotional stylistic appeals clearly put the issues on steroids by drawing from particular aspects that cut across geographical location. The racial injustice is a threat to justice everywhere, including and not limited to Asia and Africa. Historically...
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...What factors affect reading? | | | | | | * A non-encouraging reading home environment * A non-encouraging reading classroom environment * Vision problems * Lack of interest in the book * Hearing - Speech impedement, Hard of Hearing, or deafness * Lack of background knowledge * Lack of strong vocabulary base * Gender * Intelligence with the ability to 1) learn, 2) problem solve, or 3) see relationships in reading * Language differences/Dialect/Cultural difference | | In Preventing Reading Difficulties in Young Children, Snow, Burns, & Griffin (1998) presented a synthesis of research on the conditions that contribute to successful reading. The authors identified the following factors as predictors of success and failure in reading: Physical and Clinical Factors | Predictors of School Entry | Acquired Knowledge of Literacy | Family-based Risk Factors | Neighborhood, Community, and School-based Factors | Cognitive deficienciesHearing problemsEarly language impairmentAttention deficit/hyperactivity disordersVision problems | Acquired proficiency in languageVerbal memoryLexical and syntactic skillsOverall languagePhonological awarenessOral Vocabulary | Reading readinessLetter identificationConcepts of printPhonemic awareness | Family history of reading difficultiesHome literacy environmentOpportunities for verbal interactionHome language other than EnglishUse of a nonstandard dialect of English in the homeSocioeconomic status | Environmental...
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...“Life does not consist mainly – or even largely – of facts and happenings. It consists mainly of the storm of thoughts that is forever blowing through one’s head” states Mark Twain in his autobiography (Twain, Wit 78). Twain certainly had a “storm of thoughts,” but he was able to eloquently and succinctly put those thoughts onto paper. Because he wrote a combination of fiction and nonfiction, it is difficult to categorize Mark Twain as an author. According to Neil Schmitz, Mark Twain was, “a southern humorist gone over, not just a deserter, a dissenter, but a literary scalawag, a southern writer in unionist discourse and narrative” (91). Most people recognize Twain’s brief, witty, straightforward proverbs that are often quoted today. He also wrote many novels, a few nonfiction books, a plethora of short stories, and essays. Mark Twain uses a variety of rhetorical devices including carefully chosen, colorful language, satirical tone, and unique symbolism to entertain and to enlighten his readers about the moral dilemmas and the beauty of the America he knew. According to Ernest Hemingway, all of American literature comes from one great book, Twain’s The Adventures of Huckleberry Finn (Twain, Huck Finn vii). Although this statement may seem hyperbolic, it does indicate the important place Mark Twain holds in American literature. Early Nineteenth century American writers tended to try to write like English writers with flowery, ostentatious language (Schmitz 100). Twain’s...
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