These texts aren’t taught well; not only is the literature that is being given to the students mediocre, but it is Simi ply skimmed through and tossed away with the rest. It is no secret that students don’t enjoy y reading anymore, there are reasons for this. Students are not challenged to read challenging boo kooks and teachers don’t evaluate the books; in the end it’s just the same secondhand books year after. Prose believes that if teachers challenge their students and gives the something that will challenge their minds than the students will be able to face more complicated texts and poss. ply enjoy reading as a whole.
Vocabulary Longevity A long life. Robust Strong and healthy; vigorous. Scant Barely sufficient or adequate. Lucidly Expressed clearly; easy to understand. Ambiguity Uncertainty or inexactness of meaning in language. Idiosyncratic A structural or behavioral characteristic peculiar to an individual or group. Tone Condescending, Critical Rhetorical Terms Anecdotes “My two youngest son’s now twenty and seventeen, have read. (Paragraph 5) Rhetorical Question “Why not introduce our kids to the clarity and power of Jag mess Baldwin great story “Sonny’s Blues’? ” (Paragraph 35) ;
Cause and Effect used through out the whole essay by showing how certain t caching methods affect students. Pathos Used in knowing that the audience has read and enjoys reading the b kooks that she is talking about. ; Ethos She demonstrates her credibility by discussing her research on the subject an d her position teaching college students. Discussion Questions ; How valid are Prose’s criticisms? ; Are there by any chance some books that are required by the district?