I Know Why The Caged Bird Cannot Read Summary

Literature; it has compelled us, entertained us, educated us, and drove us to madness. It has served as life instruction, by using the characters as the lesson plan. It is sometimes blunt, sometimes ugly, and in Truman Capote’s case, is so gruesome that we do not dare forget it.

One example of this can be wherever Prose gathers the reading lists from eighty-some schools round the country. She notes which works are read most frequently, therefore providing factual knowledge to support her claim regarding what styles of things high school students are reading. Another example of this comes once Prose tells America the way literature is being instructed. She cites, as an example, the San Francisco Board of Education's demand that literature be tutored in a very manner that may mirror the range of the community. By telling America this, she lays the premise for her argument that literature is being tutored in the wrong manner, which this type of teaching is a frightening student from serious literature. Her claim regarding what styles of things high school students are

In Francine Prose’s essay “I Know Why the Caged Bird Cannot Sing” Prose tends to evoke her unsureness on why schools use certain books to teach students their moral values. Prose argues that certain books should be taught in English classes, that in fact, teach students their values. Prose uses several literary examples, such as Frankenstein, How To a Kill A Mockingbird, The Great Gatsby, etc. She also provides several controversial opinions, such as using different books to try and teach students, like The Diary of a Young Girl, Teaching The Novel, and many more that she has personally read in her lifetime. She also claims that teacher should start teaching curriculum that has meaning and that will provide skills that a student would

Prose starts off with very strong language in her essay “I know Why the Caged Bird Cannot Read”. Prose’s opening paragraph includes words such as “appalled”, “dismal”, and “dreariness”, which establishes negative connotation, a central feature of the essay(Prose 176). These words signify the lack of confidence that Prose has in the trends of American education. By beginning her essay with judgemental and cogent language, Francine Prose develops a clear and concise argument. She intends to hook her readers by immediately stressing the importance of the subject and conveying her justifiably strong perspectives. Prose claims that she is “ appalled by the dismal lists of texts that her sons are doomed to waste a school year reading” (Prose 176). Prose’s use of negative connotation allows her to clearly and effectively convey her message regarding the negative influence that American education has had on literature.

The inevitable had happened; I, as a small child, was demanded to read. A little antisocial human being launched into a world of, at first, difficult words and lengthy phrases. While words and literacy were forced into my mind, I had reluctantly begun the adventure to enjoy and accept the art of literature. Later however, my hopes and dreams were crushed to pieces by a gruesome teacher with an interesting form of a so called “grading policy.”

Throughout the essay, Prose argues that literatures in high schools are dumbing down the English curriculum. She says books that are “chosen for students to read are

It is agreed that if an author is stating his assertion to a topic, then he should incorporate what the opposing view has to say; therefore, without the other view he writes nothing but fallacies. However, in Gurdon’s case she offers support from the other side allowing them to state their claim. She recognizes the use of first person in these particular YA books, permitting the reader to take on the “persona of the narrator” (Gurdon 2). Then, she detects the claim of the book industry writing that “kids have a right to read whatever they want” and that “the world is a tough place; and that there’s no point shielding children from reality” (Gurdon 3). Refuting this assertion she calls out the incorrect logic of the claim stating that in other words the authority adults have over the content children absorb should “somehow vaporize when it comes in contact with the printed word” (Gurdon 3). The things children read teach them what to presume about the world around them, and that “books don’t just cater to tastes. They form tastes” (Gurdon 4). Subsequently, she offers her proposal that people associated with the publication of books would “exercise better taste” (Gurdon 2) than that of every teen experience. The comprehension of Gurdon’s claim becomes clearer after integrating the opposing view and using it to support her

I know why the caged bird cannot read, by Francine Prose, is basically her opinionated article in which she tries to show the audience different reasons why the high school students have a lack of interest in reading. This article was definitely showing her ideas and thoughts about books and literature chosen for high school students. When it comes to me, I think that this article in many ways is irrelevant and vague, when she talks about the types of novels or books chosen for high school students. In this era, high school curriculum has some of the best well-crafted and adulated works of writings. Moreover, these masterpieces are written by some of the most adroit writers. We cannot argue about the value of these writings, because these are

Prose assumes that most high school students do not read on their own and that students do not enjoy the literature they read in school; she also assumes that many students stop reading in their adult life and that what books students read in high school affect them for the rest of their lives.

In Dana Gioia’s article titled “Why Literature Matters”, he explains about the decline of reading literature for young Americans. Although “income rose to unforeseen levels, college attendance ballooned, and access of information increased enormously” he states, “the interest young Americans showed in the arts… diminished”. In his article, Gioia uses surveys, articles, studies, and statistics to persuade his audience that the decline of reading in America can have a negative effect on society.

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.

Throughout my life, I have been at odds with the literary world. I could never find it in myself to sit down and enjoy poetry or short stories, penned by the literary visionaries of yore. However, even I must begrudgingly admit that there is great value in these works of literature through the lessons and messages they communicate, as is evidenced by the myriad of societal changes which have been forged by the pen of a novelist. Literature has done a lot for me, such as giving me new perspective on politics and propaganda, entertaining me, and offering the ability to view the world through the philosophical perspective of the author. Though I may not derive much amusement from the perusal of books, there is no questioning the immense value

While there are kids who like to read, Prose believes that high school student being taught to hate reading and literature. “High school-even more in college-is where literary tastes and allegiances are formed”, meaning the repetition of classic novels, that may have fallen out of date, are helping to form a student opinion on classic novels, literature and reading in general. The forced reading and the comprehension question of novels the barely anyone likes is hurting the students’ desire to read. Many times a student would rather read a different genre or maybe the questions afterward are too simple. For example in The Adventures of Huckleberry Finn, the book is simplified, the main point being that “Twain’s novel is wholly about racism”. Prose believes that the teacher should point out other stuff, like how Twain “captured the workings of Huck’s Mind” or “the accuracy and vigor with which he (Twain) translated the rhythms of American speech into written language”. Prose is

In her poem, “I Know Why the Caged Bird Sings,” Maya Angelou-- The bird sings because it wants her freedom. I think the caged bird also sings because she is bored or probable she needs distraction because she does not have nothing to do alone. I guess the bird is also calling someone because she might need something. Also i think the bird is ignored by the people that have the bird captured. I think this paragraph has to do with “The Long Walk Home” because Odessa can not do nothing by her choice. I also think she can't do nothing by herself in the movie. I think people should know this because it's sad that in the past people had to do that for white people. For me i think the poem and the movie are at least alike. Odessa cannot do stuff in the house because the owners might get mad at her but the wife stands up for the black people for me that was a good choice because black people are people they are not toys.

In chapter 11 of Essentials, we looked at literature for a diverse society. The chapter stressed the importance of education for students that is multicultural and intercultural, and culturally critical. It states that children literature allows for this by providing the opportunity to immerse oneself in a story and gain insight into how people feel, live and think (p.215). One Green Apple is an exemplary example of this as it is told from the perspective of a young immigrant who speaks no English and is