Summary Of Storm In The Barn

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

Kate Chopin implies in the selection, "The Storm" that the setting and the plot reinforces each character's action, but only two characters exemplify the title itself, Calixta and Alcee. The storm becomes the central element of Alcee's unrequited love for Calixta and ultimately the instrument of their forbidden love to each other. Hurston concurs in the "The Storm" that a forbidden relationship can become a cancerous love and silent death sentence.

At the headquarters of the Louisiana National Guard, located in the lower 9th ward, the soldiers were not yet aware that the canal levees were giving way. The Guard’s commander

I never understood the point of reading. My parents first introduced my siblings and I to its world at the early age of two. We were familiarized with letters, taught to link sound the visual and formed words with a stuttering start. We became accustomed to the quiet of Tuesday nights when my father would sit huddled on the sofa – my mother curled up in bed – his long nose buried in a novel, a black curtain cascading from her head to the pages, morphing into one with their respective books. As the night drew close the browns of their eyes would light up, while my mother’s red lips would quiver with excitement and my father would flash a lopsided smile. “Reading is an adventure,” they’d

Have you ever read such a great book that you became completely infatuated with it? You feel the pain, happiness, sadness that the characters feel; you feel as if you personally know the characters. You begin to forget that what you are reading is just a creative piece of writing because you are so infatuated with it. Reading for pleasure is a way to escape reality, a way to be inspired, a way to become more knowledgeable, and even a way to gain a new identity (Storm). In this day and age however, students prefer not to read for pleasure during their free time, such as summer vacations (McGaha). A major obstacle that students face today is technology. With technology expanding so rapidly, it seems that students are more focused on owning

Dana Gioia persuades her audience through a mix of emotions. With a lack of reading, young adults are missing out on the joys and challenges of literature.They are bypassing the cultural, emotional, and historical benefits of books and works of literature. By doing this, they are damaging their civic, personal, and economic health.

Reading is the beginning of every child’s learning. The basis of education begins with learning to read. Short (2010) explained that literature acts as “an inquiry to life” and a “way of knowing” (p. 50). However, in order to support children’s learning, it is essential to show children that learning is interesting from a young age. When Short first began teaching using worksheets and a basal reading program, she wrote, “I often felt that children were learning to read in spite of me” (p. 49). The students were not learning to think critically. However, when she began introducing literature circles to her students, she saw them “critically exploring their understandings with each other” (p. 49).

In the past, knowing that motivation was one of the primary concerns for teachers when teaching them to read (Veenamn, 1984) but today it deals more with finding a way to interest students in reading (O’Flahavan, Gambrell, Guthrie, Stahl, & Alvermann, 1992), Gambrell, Palmer, Codling, & Mazzoni developed a tool to assess student motivation in reading. The Motivation to Read Profile includes a reading survey and a conversational interview. The survey gathers information on reading motivation as it relates to self-concept as a reader and the value of reading. The interview gathers information on books students find most interesting, favorite authors, and where and how students find books. After administering the survey and interview, teachers

Before we divulge into the topic of this essay, let me begin by stating that neither the author of the main source, Steven Johnson, nor I intend to devalue books or look down upon them. In his book, Everything Bad Is Good For You, he starts off talking about the importance of books. He says, “We should all encourage our kids to read more, to develop a comfort with and an appetite for reading” (Johnson 21). Reading provides many different benefits, some including “concentration, the ability to make sense of words, to follow narrative threads, to sculpt imagined worlds out of mere sentences on pages” (Johnson 23). As an avid reader myself, I have always had an interest in books.

Michael Henry’s article “Whats with This Summer Reading” has readers pondering why summer reading has students “moving one step further from reading.” Michael Henry explains that one day he saw a teenager becoming very frustrated with the book he was reading. He asked why the young man was reading the book and the boy said, because it was a summer reading assignment. This made Henry think and he began to research summer reading assignments. He wanted to find out what was causing so much frustration.

Before I began elementary school, I enjoyed reading picture books, the touch and feel books and pop-up books. I loved the author Dr. Suess, because he was funny and because I loved the rhyming he did in his writing. I can remember before bed, my mom or dad would read to me until I got old enough to read myself. My mom has always enjoyed reading, if she is not reading a book, then she is reading a recipe or a magazine. My dad on the other hand, I have only seen him read one book, besides reading manuals for his tools. Reading was not a big deal in my house, all of us kids were told that we needed to read, but they did not force us to read. This brings me to Richard Rodriguez’s essay, in his household reading was not as important, but once he got to school, he realized that reading is one of the main activities. I can relate to Rodriguez because in either one of our households we weren’t told that we had to read before we did something else. Once I got to elementary school is when I realized that reading was not for me. Before school, I enjoyed reading, then once I began elementary school, I was forced to read, take tests over books, and read out loud in front of the class which made reading a chore.

With reading being the cornerstone of society it is expected that children begin learning about literature in their most formative years. With children reading younger and younger it should come as no surprise that something as loved and personal as reading should be turned into a competition among children (more personal). This unfortunate truth has followed me through the majority of my academic career turning literature into a job and annoyance. Much like many schools, my primary education required the logging of reading to ensure the students were spending some of their time enriching themselves rather than wasting it, according to the faculty. Being the competitive natured children we were, seeing who could read the most soon became the

The readers are able to infer from the two pieces of evidence listed above that the serious problem with reading and interest in literature is not only aimed at young adults in America, but also full-grown workers all around the world. Gioia cleverly puts the two precise data together so that most readers can fully understand how significant this issue is and pay more attention on

In the essay, “In Defense of Graphic Novels”, Kathryn Strong Hansen explains the different opinions about using graphic novels in a classroom. When most people hear of a graphic novel, they assume it’s a comic book and that it has no relevance in a classroom. Because they have pictures, they also assume that they are meant for children. Hansen explains, however, that students can analyze graphic novels the same way they would a prose-only novel. She also states that low level reading students could benefit from reading graphic novels. Because they can be used to help struggling students, students who are doing well believe that graphic novels are too easy of a read. It could also

A woman's happiness and success during this era is often dependant on the male or husband of the marriage. During this era, Chopin displays to us in both her short stories "The Storm" and "The Story of an Hour" of how reliant women are in their relationship and lives. Women during this era were heavily looked down upon. They were looked so down upon that even the women themselves would look down on themselves resulting in more reliant on the men for their success in life. The women during this time era would be so reliant on men they would do much for the men despite whether they had loved him or not. Chopin many times wrote her short stories with women in marriage with men just for the benefits of living and success rather than love; a “vignettte exploring female desires that cannot be fulfilled in marriage, a common theme for Chopin.” (Brantley 1). During the 19th century, both men and women weren't seen as equal at all. Another push to being reliant on men is government rules and policies of men being the more stronger party of the marriage, relationship, or family. Men were seen as the “better” sex so then women were more reliant. Women had to depend on men to supply them in order to live a healthy lifestyle. Kate Chopin displays this highly in her two short stories as the two women seem really reliant on their male counterpart. The two women shows signs of weakness while their male counterpart were away.