Dr Schhmuck Biography

In remembering her seventh-grade class in 1965, Charlotte recalls how much she and her friends loved Miss Hancock. They were "backward" because they "had not yet embraced sophistication, boredom, cruelty, drugs, alcohol, or sex." Because of their innocence and their sheltered environments, Miss Hancock "was able to survive, even flourish" as their teacher. Charlotte recalls when Miss Hancock read poetry aloud, the class "sat bewitched, transformed," and they were "drugged by some words as some children are by electronic games." This description juxtaposes the end of the short story. Miss Hancock's teaching career no longer inspired the children because they were no longer the broad-minded, influenceable children they once were. Nostalgia eats away at Miss Hancock, especially in the case of Charlotte. Once so inspired by the composure of a metaphor, “grown up” Charlotte, when asked if she still wrote metaphors responded, “oh, I dunno.” Miss Hancock once knew the mesmerizing and transformative power of words; however, as she and her students aged the words lost their power, in turn she too lost power.

I have to thank the book, The Great Gatsby for helping me find my prolonged love for my English teacher, and every English teacher since. Out of pure coincidence, as soon as I read my first assigned book, I suddenly got along with my teacher. I read the book for no reason other then that I finally thought that a book that was assigned, sounded interesting. And sure enough I was right. I read the book and enjoyed it. Before I read this book, the teacher and I were really at each others throats, literally. I found out from a fellow student that overheard her talking about me and she said that she would love to have the chance to knock me out. I laughed at the thought, since she did weigh about 100lbs and was over 60. I am very thankful for The Great Gatsby, and thankful that I read it. Since reading the book, I have joined a book club and bought a few books, and am in the process of reading one right now. A lot of things changed

She does not understand why the older and well-known authors are not being read in high school. Prose uses a personal experience from her son’s sophomore English class. He had to read a “weeper and former bestseller by Judith Guest” (424), about a dysfunctional family dealing with a teenage son’s suicide attempt. “No instructor has ever asked my sons to read Alice Munro, who writes so lucidly and beautifully about the hypersensitivity that makes adolescence a hell,”(424). She again mentions books she approves of that should be read in English classes.

My English Literature major has helped me to achieve an outstanding level of appreciation, enjoyment, and knowledge of both American and British Literature. As a high school AP English student, I struggled through great works like Hamlet and To the Lighthouse. My teacher’s daily lectures (there was no such thing as class discussion) taught me merely to interpret the works as critics had in the past. I did not enjoy the reading or writing process. As a freshman at Loras, I was enrolled in the Critical Writing: Poetry class. For the first time since grade school, my writing ability was praised and the sharing of my ideas was encouraged by an enthusiastic and nurturing professor. Despite the difficulty of poetry, I enjoyed reading it.

In How to Read Literature Like a Professor, author Thomas C. Foster extensively teaches literary conventions that teach a reader how to read between the lines. The main goal of this guide is to help a reader read to a level such as a professor, which entails being able to read analytically. Throughout Foster's literary guide, he sets out essential elements of literature that aid in the ability to read analytically. How to Read Literature Like a Professor focuses on not only external influences, but also in text elements such as structure, themes, and setting. Throughout Foster's guide there are many valuable keys to reading, some of the most prominent in literature being biblical reference, character quests, and character baptism. Chapters

How to Read Literature Like a Professor: A Lively and Entertaining Guide to Reading Between the Lines by Thomas C. Foster is a book that explains there is more to literature than just a few words on a paper or a few pages in a book. Thomas Foster’s book portrays a relatable message to a wide based audience. This book is relatable for two reasons, the way it is written and the examples it uses. The book is written in a conversational manner, as if the reader was in a group discussion about books and writing. As for the examples, they are informative, descriptive, relative, and entertaining.

In his piece entitled “ Disliking books” Gerald Graff, a professor of English and education at the University of Illinois at Chicago, tells his story of how with some helpful insights he shifted from disliking literature to enjoying reading and analyzing the texts. The author shares that during his early school years he developed an aversion to literature as well as most liberal arts disciplines for not being able to find their application in his daily life. Coming from a middle class family, it was expected that young Graff would go to college. Since no particular discipline really interested him and his family did not own a business to set him up on a successful business path, he decided to major

Chapters that connect to Wendy Mass’s novel, The Last Present from Thomas Foster's, How To Read Literature Like a Professor for Kids are “More than just Rain, Snow, or Springtime rain,” “He's Blind for a Reason”, and “It’s Never Just Heart Disease… and Rarely Just a Illness.”

Literature is arguably the most significant aspect taught in high school. It allows us to expand our minds to interpret human nature and its consequences. Several high school curriculums neglect the importance of improving the novels to better fit current generations, which consequently reduces its impact. A Complicated Kindness is a novel by Miriam Toews that should be implemented in the English curriculum, as it not only relates to high schoolers in today’s society, but is also deemed one of the best Canadian books through its personal touch and prominent themes that relate to other important novels.

From the start, I knew I wouldn’t get a grade for doing this, no extra credit, I simply did it because I wanted to better understand what I was reading, and figured the best way to do so would be by analyzing. This moment of analyzing that one sentence, that made me realize that I have a true passion for English. Furthermore, this love I felt for English was something that I wanted to share with others, and realized the best way to do this was to become an English teacher. Nothing would make me happier than to help students learn to analyze literature, break it down into manageable pieces, to learn that there is so much more to literature, to one sentence, than what first meets the eye. Even if my future students don’t love this, I hope to at least be able to share my passion and enthusiasm with them, and hopefully a bit will possibly rub off on them. Even if they don’t like analyzing things like this, I hope to help my future students find something they can be as passionate about as I am about

By the time students hit college they have experienced at least one British Literature course in their high school career. Amanda’s exposure to British Literature was not through a course solely based on the works by English authors, but in advance placement classes that emphasis important works of literature throughout history including “My Last Duchess,” King Lear, Brave New World, and The Mayer of Casterbridge. These works left Amanda wanting more, so like any good explorer she went out on her own. The works she discovering to satisfy her tastes in British Literature include Jane Eyre, Emma, and Frankenstein. However, the lack of being taught British Literature left the all the nuances in the works undetected. The historical significance

I majored in English in the Humanities and Social Sciences college at Rowan University. At the same time, I studied a number of courses in the discipline of secondary education. I enjoyed studying teaching but early in my undergraduate career I determined that teaching English at the high school level was not my desired life path. Rather, teaching English Literature as a professor was my life's purpose. As an undergraduate, I have taken a deluge of class varying from children's literature to Toni Morrison studies in an attempt to further understand literature. Concentrating on the ways in which modern literature apprehends the American experiences within the written word. At the point of graduation, I accomplished a

As the year comes to a close along with my second to last semester of high school goes with it, I reflect to the past year and think about all that has happened. Not only do the memories of my last homecoming, winning the spirit stick (twice in a row) football game, or dance flood into my mind, but the one thing that comes first into my head is my three favorite texts read from Dr. McGee’s English class. From the fall to now, we have gone through countless texts; thousands of words, and hundreds of annotations, and a total of sixteen read and write packets. All in all, I have developed a liking for three of the texts we have read throughout the semester. The texts of “Beowulf”, “Canterbury Tales”, and “Macbeth” are my three favorite texts from the semester.

Novels and works of literature are often an extension of popular sentiments and the atmosphere of the era they were written in. By reading works from various time periods, one can gain a sense of what life was like at that time. They may also learn what minorities or the systematically oppressed were feeling but not able to express. Thus, reading is a powerful and impactful way to add another layer to the history one may or may not know of a time period. Despite this, works written in the past are often written off as dry and having no purpose because they do not relate to the lives of people today. However, when one closely reads and compares classic novels to modern works, there are a multitude of overlaps of messages and themes that prove that the purpose of literature and the lives of the masses have largely stayed the same, with key differences coming from the evolving times. For example, Jane Eyre by Charlotte Brontё was published in 1847 but still has many of the same themes that are expressed in The Language of Flowers by Vanessa Diffenbaugh, which was published over a century later in 2011. Despite changes in the times, both novels touch on themes and messages that include the growth one undergoes over their lifetime, the fact that sometimes what you must do is hard but right, that love is a lot of work and forgiveness, that your mother figure can be found in unexpected places, and that your sense of belonging and home is not always a physical place.

As we all rush to graduate it's a great time to look back on our high school years, good morning/afternoon and hello. My name Zoe Silva and today I will reflect back on high school English. Whilst many texts were studied throughout the years, many didn't catch my attention, however, a few did. Those few texts impacted my core beliefs through impressionable and truly memorable aesthetic devices, which ultimately changed the way I view the world. The texts I studied were Kathryn Schultz Miller's touching play ‘A Thousand Cranes’, the golden film directed by Francis Ford Coppola, ‘The Outsiders’, and finally the stimulating fiction novel ‘Ender's Game’ written by Orson Scott Card. As the famous Albert Einstein once said: "Education is what remains after one has forgotten everything he learned in school."