Annie Murphy Paul's Summary

Believe it or not, reading will improve your knowledge. Not will it only fill you up with information but it will also enlarge your understanding and comprehension. In the article, Rodriguez mentions how hard it was for him to read. He had to read out loud, but his teacher always hushed him to read silently. Rodriguez began thinking that reading was more of a chore than an education. Later in the article he slowly starts to have a change in his attitude. As he grew his understanding, he set about college level books. “Give me names of important books,” ‘I would say to teachers. They soon found out that I had in mind “adult books”. He started, never gave up and kept going. Soon the books he started reading opened up doors of

Graff shares with us his personal experiences on how reading intellectually converted him from being street smart to book smart. Graff now urges colleges and schools to teach students the importance of reading intellectually as well as writing. "If I am right, then schools and colleges are missing an opportunity when they do not encourage students to take their nonacademic interests as objects of academic study. It is self defeating to decline to introduce any text or subject that figures to engage students who will otherwise tune out academic work entirely" (Graff, 270). By this, Gerald Graff means schools should encourage students to take their areas of interest and apply them to their education. All in hopes that students will one day feel comfortable enough to step outside

“The Lonely, Good Company of Books” by Richard Rodriguez, is an expressive narration about the importance of learning through reading. The essay is a narration of his life from his early school years to high school and how he struggled with the general belief that reading books are the main source of education. “Open the doors of your mind with books” (172) he quotes from a poster over his teacher’s desk. He learned early on that books were the key to academic success. Even though his bilingual parents never read for pleasure, they instilled in him the value of books. This idea was repeated by his teachers that reading was the main activity of learning.

After reading Gerald’s story, I think students will believe in themselves more than ever before. Gerald showed us that book smarts doesn’t just mean doing well in school but that things you do in everyday life is showing your own intellectualism. He also states how once students and children realize that if they can argue and talk about things that are important to them or that they are passionate about then they can hopefully use that to tap into things they are leaning about in school.

Alice Paul was a strong willed woman who would not stop for anything in order to secure equality for both women and men. She was a common person like most and therefore related to many of those around her. Although she was raised in a wealthy family, she faced the death of family member and even discouragement of the public for voicing her thoughts. Despite these setbacks, she never stopped fighting for her cause. Even at a young age she was raised and taught that women and men were equal. After college, she went to Europe and learned military publicity skills to help earn women’s right to vote. Her mission did not stop with that; she continued to fight for her beliefs. Alice Paul's ultimate goal was to earn

Alice Paul was born on January 11,1885, in Moorestown, New Jersey. Her father, who died when Alice was sixteen, was a businessman, banker, and property owner. The Pauls lived in the small Quaker community of Moorestown. One of the beliefs of the Quakers was equality of the sexes. As a young girl, Alice attended the Quaker suffrage meetings with her mother.

Alice could feel her pulse pounding in her temples. Her hands were clasped tightly in front of her stomach as she constantly fiddled with her knuckles. She walked down the street yelling as her eyes were narrowed to rigid, cold fire. Alice felt surrounded as they threw rocks and spit on her. She lead a protest for women’s rights that caught the attention of many reporters. “ Women need rights, just like men!” They yelled over and over. A police officer ran over to them and told them to stop and threatened them if they did not stop. As they shackled her, the sadness flowed through her veins and deadened her mind. It was a poison to her spirit, as if a black mist had settled upon her and refused to shift. She felt defeated.

As a child, I read non-stop. I used to spend entire nights reading, so much so that by the age of 9, I had developed grey circles under my eyes, which I wore like a badge. In school, I would use every free second I had to get just a little closer to finishing whatever book I had on hand. Ms. Carpenter, who always seemed as though she didn’t like teaching very much, frequently yelled at me for keeping my books on my desk so I could get to them quicker whenever I finished my classwork. She insisted that they were a distraction. But I always had a book to read, because every Friday each class walked in a neat line

4. What do these details tell you about the writer’s assumptions about the knowledge and experience of readers?

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“If a creator stands in front of a man’s house, constantly demanding the amount of the bill, the debtor has either to remove the creditor or pay the bill,” according to Alice Paul’s biographer, Amelia Fry (qtd. in Butruille). Alice Paul was an activist that wanted to get women’s right to vote. Due to that, Paul never gave up even when it seemed impossible, and when nothing was in her favor. She had fought constantly for women’s suffrage by protesting day and night, rain or shine, and in cold or heat. Nonetheless, even “being jailed six times, fighting politicians, and even other suffragists” like herself, Paul continued to be forceful against the President and Congress to allow women to vote (“Suffragist and Feminist”

Overtime this helped to enhance my imagination for reading. Another thing our teacher did was present us with books as Christmas gifts. I remember my book was called “A Mouse House.” Inside she wrote that I was an excellent reader and said if we all came back over the holidays being able to read our books we could read anything we wanted. I believed her and practiced my book throughout winter break. She had given me hope for learning.

Throughout history, scrutiny towards literature has fallen into three categories: political, moral, and religious. Advocates of intellectual freedom and speech have stood against those individuals and organizations that oppose the rights of any individual seeking knowledge through books under the 2nd amendment. In my essay, I intend to shed light on the benefits books can have and the side effects of a lack of knowledge in a school setting.

Through the years of elementary school, I excelled in reading because of the comprehension I had and my love for books. We were always required to read a book, because we needed a certain amount of accelerated reading points each month. My favorite books were Junie B. Jones and Captain Underpants. I enjoyed reading during these years because it came natural to me and I admired the fictional aspects of books and the way they could make my mind run wild. The teachers I had I credit some of my success to because they helped me succeed in reading during elementary school.

Reading develops a person’s creativity. Unlike movies where everything is determined by the producer, writer and director, books allow students to create in their minds how a particular character looks like or imagine how a scene plays out.