The purpose of authors writing literary works is to teach specific values and themes that they deem essential to put across to their readers. Francine Prose, the author of the excerpt I Know Why the Caged Bird Cannot Read, is just by being skeptical of using literary works to teach values because of the way many English classes target the values of the author rather than the literary work itself. By using the two examples of the novels Huckleberry Finn by Mark Twain and Of Mice and Men by John Steinbeck, Prose expands her argument by proving to the reader that many English teachers focus on the background of the author and his or her values while losing some of the ability to show the true meaning of the works. Her argument is that many teachers focus on discussions about racism in the book rather than overlooking the fact that Twain may have been racist in the novel, and teach less about the values in the story.
I Know Why The Caged Bird Cannot Read Annotations Paper
I Know Why The Caged Bird Can Not Read Essay - Words | Bartleby
When presented in Huck Finn, the presence of it allows students to be educated about the its negative connotation, both historically and in the present. Francine Prose of the New York Times claims this discomfort by learners can be transformed into a constructive lesson about tolerance through conversation. Their main argument implied that the novel contained sexual explicitness, obscenity, racial remarks and vulgar reasons. However, Their Eyes were Watching God should contain its place in the high school English curriculum because of two reasons: its significance in American History and the moral of love and self-expression. First, this book withholds too many important factors in American history to be left out. Hurston uses various examples in order to express the hardships of. Instead of having parents and the school board choose for them.
I Know Why The Caged Bird Cannot Read Analysis
Bantam Books, Some of the critical themes of this story surround racism, self-acceptance, and belonging. The themes of a story are its most significant points.
Hollander argues that current educational policy is diminishing the purpose of the reading. Students should read the book and feel it in order to understand it and create a meaning out of it which they could apply to their real life. Prose is frustrated that this ignorance has gone so far.