I Know Why The Caged Bird Cannot Read Summary

The text I know why the caged bird cannot read Francine Prose describes the reasons why high school students seem to dislike reading. She supports her idea with saying the problem starts with teaching moral values through literature, instead of teaching the value of literature itself. She also blames the education system that enforces these books to be placed in the curriculum. These books only focus on a reoccurring problem like racism religion or gender identity. And the curriculum works around that to teach the student right from wrong and moral values. Which puts the student on a path of hatred to literature.

In Francine Prose’ paper, “I know Why the Caged Bird Cannot Read”, Prose describes why many high school student dislike reading literature that the American education system has preached. The premise of her essay is that today’s high school English classes are largely flawed in both material and teaching method. Prose contends that these practices are damaging to the students’ understanding and appreciation of literature. She harshly critiques the quality of required reading in American high schools and suggests a reconsideration of the English curriculum. She challenges the audience to acknowledge the curriculum’s impact on high school students and urges the audience to consider how it may addressed. Prose crafts her argument by using an appeal to logos, asking rhetorical questions and employing negative connotation.

As an English teacher, you must agree that books and literature are a form of entertainment. It could be predicted that many in your career read several novels a month. If books are part of this society-crippling construct, then why would they be used excessively in your curriculum? 1984, usually read during the sophomore year, has taught generations the dangers of authoritarianism, the importance of self-expression, and can still be applied to modern society. One must concede to the idea that books, as a form of entertainment, are educational. Many children’s shows seen on Nick Jr and the Disney Channel serve to teach kids basic skills: sharing, counting, spelling, speaking. Not only do these programs give children skills necessary for growing up, it teaches morals and tells stories kids enjoy watching. It may seem like children are obsessed with their TV shows, but in reality, they are being educated.

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.”

In Francine Prose’s “I Know Why the Caged Bird Cannot Read: How American High School Students Learn to Loathe Literature”, the author is trying to explain why high school students are not asked to read more quality pieces of literature now a days. In my opinion I agree with Prose because I think the texts we read in high school are not challenging and not a lot of students enjoy the readings because they cannot relate. Prose uses the rhetorical strategy of degrading the books high school students are reading and she uses her own personal experiences to support her argument.

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 NORTH CAROLINA, THE 2004 STANDARD COURSE OF STUDY FOR ENGLISH IV (twelfth grade) focuses on British literature. Textbooks begin with the Anglo-Saxon period, most prominently Beowulf, and move through the Middle Ages to The Canterbury Tales. Each textbook provides commentary about the oral tradition and Chaucer; each textbook explains the role of the epic hero and the structure of the frame story; each textbook tells us that these are great works of enduring literature. An epic and a pilgrimage — what more does a teacher need to enthrall seventeen-year-olds with two such esteemed works of art? The most famous pop culture line quoted about Beowulf is Woody Allen’s, "Just don’t take any course where they make you read Beowulf," from Annie Hall. Since most students are not familiar with Annie Hall, I have to feed them the line and then pose the question, "Why?" It is not a question we can answer to everyone’s satisfaction.

Books have been challenged and banned from schools and libraries for countless years. “To Kill a Mockingbird”, “Catcher in the Rye” and “The Perks of Being a Wallflower” are two of the most challenged books of their time. Many parents and faculty member in schools and libraries see these books and others like them as “inappropriate” and “wrong.” (Doyle). Books have been banned throughout history for their takes on issues such as race, damaging lifestyles, Sexual content, violence, and even their political angles (“Banned Books: Reasons for Banning Books.”).

While there will continue to be a debate about this controversial issue, the underlying problem seems to reside within the educational system. If the story is outlined correctly or taught to a group of students (such as myself) who can understand the importance of the story, then the educational value it provides is immense. The quality of the story only adds to the value it provides for students and doesn’t detract from the novel’s credibility. I fully believe that we should continue to use this book for conventional English classes across the

Francine Prose’s commentaries on the issues of high school students who have are apathetic toward reading hold weight for several reasons. Her love of literature stems from the fact that Prose is an avid reader herself who enjoys the art and has “preserved a lively and still evolving passion for good books.” Prose’s basis for vocalizing her concerns and frustrations about the topic of mindless readers comes from her desire for her own children to have an appreciation for the therapeutic values of a good book, in addition to the lessons that they teach. Francine’s status as an avid reader, a writer and a mother all lend themselves to establish her credibility in her essay. The reader can easily comprehend the struggle of the bookworm mother who is unamused that her sons have to dredge through the same tiered literature that has been taught for ages.

In the minds of many, if a book is widely read in the public education system it’s a classic. But it takes more than mandatory reading for a book to be a classic. A classic must have moments of difficulty where right and wrong aren’t clearly defined, thus the reader is forced to make a decision on what constitutes as morality. When a book contains such moments it forces the reader to think deeply. We want a book that can be analyzed many times, each time revealing new insights for the reader. Yet, this cannot be achieved unless the book is relevant and relatable not just for the generation for which it was written but many generations afterwards. When reader is analyzing relatable and relevant text, it cannot be dismissed as just another book

Every year, students in all grades read novels ranging from To Kill a Mockingbird to The Great Gatsby. Yet, these students almost always complain about being required to read these classic works of literature. Classic novels have been put in the school curriculum for ages. Why would we change that now? Students need to continue reading the classic novels in school in order to further their education, expand their reading selections, and keep author’s legacies alive and well.

“While we are undeniably a multicultural society, we are not yet a truly pluralistic society where persons of every ethnic background and race share equal access to opportunities for empowering their lives and have the right to pursue their own good.” (Bundy, 1992) The upperclass were wise to the importance of reading; which, is the basis for leaving England settling in America. Children’s literature started with teaching to read for the expressed purpose of understanding the word of a higher power and living accordingly. The importance of literacy becomes more apparent as society falls in to war. Furthermore, many authors, philosophers and many other important figures in history impacted children’s literature, expanding on the original