College Is A Waste Of Time And Money Caroline Bird Thesis Statements

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Essential Question[edit]

  • Bird, Carolina. “College Is A Waste Of Time And Money.” 1975. Norton Reader An Anthology Of Nonfiction. 11th ed. New York: W.W. Norton & Co., 2009 429-439. Print.


"Glamours To Learn" has arguements against college providing reasons to support why college may not be for everyone because most students thinks it's a waste their time and or money just to expand on their education.College is a pleasant place to be because it's the only way they can get parents or taxpayers to support them without working or the reason parents wanted them to go.

"It is no longer obivious that adole scents are best off studying a core curriculum that was constructed when all educated men could agree on what made them educated or that professors,advisors, or parents can be of any particular help to young people in choosing a major or a career."

--Willy Turner 13:59, 2 October 2009 (UTC)Willy Turner

  • Bird, Corolina. “College is a waste of time and money.” 1975. Norton Reader an anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2009 429-439. Print.


This story provided argument against college. The author provides reasons to support why college may not be for everyone. Mainly because not everyone wants to waste their time and or money just to expand on their education.

“This is the way it used to be with women, and just as society had systematically damaged women by insisting that their proper place was in the home, so we may be systematically damaging 18-year-olds by insisting that their proper place is in college.”


--Leeroy Nelson 13:40, 2 October 2009 (UTC)

  • Bird,Carolina. "College is a Waste of Money." 1975. Norton Reader an anthology of nonfiction. 11th ed. New York:W.W. Norton & co., 2009.429-39. Print.

This essay is about the high price of college, and the reasons why some are not enrolled in school. She tells of her travels to different campus'.

"I believe that college has to be judged not on what other people think is good for students, but on how good it feels to the students themselves."

--LaKara Conrad 13:30, 30 September 2009 (UTC)

  • Bird, Caroline. "College Is a Waste of Time and Money." 1975. Norton Reader and Anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 429-36. Print.
in the story they state that college is a waste of time and money. they show how college is nothing more than just a place where you go to spend money for no reason. All you realy do is waste your time.
  • item textA great majority of out nine million college students are not in school because they want to be or because they want to learn." (429)

Block quote

--Calliou Urman 13:25, 2 October 2009 (UTC)calliou urman

  • Bird, Caroline. "College Is a Waste of Time and Money." 1975. Norton Reader An Anthology of Nonfiction. 11th Edition. New York: W.W Norton & Co., 2004. 429-36. Print.

"College Is a Waste of Time and Money" explains how student waste money on majors that they don't want and that parent forces student to do as they say.

"We damned the expense and build great state university systems... shove and cajole youngsters to get an education."(429).

--Eianb Nartinea 04:06, 19 September 2009 (UTC)

Eianb Nartinea--67.211.8.21 15:24, 18 September 2009 (UTC)

  • Bird, Caroline. "College Is a Waste of Time and Money." 1975. Norton Reader and Anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 429-36. Print.

In Caroline's "College Is a Waste of Time and Money.", the subject of college not being for every student was covered. Surveys were taken and conclusions were made proving such a theory.

"A great majority of out nine million college students are not in school because they want to be or because they want to learn." (429)

  • Bird, Caroline. "College Is a Waste of Time and Money." 1975. Norton Reader an Anthology of nonfiction . 11th ed. New York; W.W. Norton & Co., 2004. 429-36. Print.

College is a waste of time and money because college students don't always get a career or even a job in the field they studied. Time is money and class is time and costs students by tuition. They are unable to work on a full time job so they lose out on money too. There is no real edvidence that earning higher income is the result of studying to earn a degree. Students may not get the money they deserve.

--Ura Lee Louis -Ura Lee Louis

  • Bird, Caroline. "College is a Waste of Time and Money." 1975. Norton Reader an anthology of nofiction. 11th ed. New York: w.w Norton & Co,2004. 429-36.
Bird describes school as it not being for everyone. She also talks about how people feel like college is the right thing to do.

"We becamethe first and only great nation to aspire to higher education for all" (429)

--Oniqua Daymond 15:01, 1 October 2009 (UTC)

  • Bird, Coroline. "College is a Waste of Money." 1975. Norton Reader anthology of non fiction. 11th ed. New York: W.W. Norton & Co, 2004. 429-36 Print

"College is a Waste of Money" is about how people just go to college becuase it is known to be the next step you do after high school.

"Employers are beginning to realize to realize that when they pay extra for someone with a diploma, they are paying only for an empty credental." (436)

--Napoleon Astro 21:52, 20 September 2009 (UTC)

napoleon astro--67.211.8.21 13:55, 18 September 2009 (UTC)

  • Bird, Caroline. "College Is A Waste of Time and Money." 1975. Norton Reader An Anthology of Nonfiction. 11th Ed. New York: W.W. Norton & Co, 2004. 429-36 Print.

This essay explains how colleges are a waste because most people feel like they have to go to college as if it were a requirement instead of it being an act of free will. Because people are reluctant and have no motivation to get into what they're studying, the end result leads to college debt and a simple nine-to-five job.

" I wasn't going to school anymore because so many of my calsses have been bull $#!+."

--Sky Night 15:17, 30 September 2009 (UTC)

  • Bird, Caroline. "College is a Waste of Time and Money." 1975. Norton Reader an Anthology of Nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 429-36. Print.

This essay argues that the social paradigm that says a high school graduate must attend a college of some sort lest they end up financially and intelligently troubled is flawed. Bird says that there are many options the student could choose from to lead a successful life, and that college is a good option for the few, not the many. She also explains that a college education doesn't have as significant of an effect on ones life as it is said to.

"Most college administrators admit that they don't prepare their graduates for the job market. 'I just wish I had the guts to tell parents that when you get out of this place, you aren't prepared to do anything,' the academic head of a famous liberal arts college told us."

--Dangst Brackney 14:58, 30 September 2009 (UTC)

  • Bird, Caroline. "College Is a Waste of Time and Money." 1975. Norton reader an anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 429-36. Print.

In this story the author tells the audience that going to college is just a worthless waste of time. its just a waste of money that can be used on better things.

"Most parents send their children to college because they believe young people benefit financially from a higher years of education" (431).

--Calliou Urman 13:34, 30 September 2009 (UTC)

  • Bird, Caroline. "College Is A Waste of Time and Money." 1975. Norton Reader An Anthology of Nonfiction. 11th Ed. New York: W.W. Norton & Co, 2004. 429-36 Print.

"College Is A waste of Time and Money" explains how the author does not think college is the best place for high school graduates. The author describes how the children should decide by their selves if college is meant for them or not.

"They send their children to college because they are convinced young people benefit finacially from those four years of higher education"

--Tyanaklark 13:25, 30 September 2009 (UTC)

  • Bird, Caroline. "College Is a Waste of Time and Money." 1975. Norton reader an anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 429-36. Print.

"College Is a Waste of Time and Money," in this article the author argues the fact that college is useless and a waste of money. She states how the money used for college should be saved and invested into something of better use.

"Most parents send their children to college because they believe young people benefit financially from a higher years of education" (432).

--Qwanell Culley 13:41, 18 September 2009 (UTC)

  • Bird,Caroline. "College Is A Waste of Time and Money."1975. Norton reader an anthology of nonfiction.11th ed. NewYork:W.W.Norton & Co.,2004. 429-436 Print.

Bird talks about what most adults fail to express. We always hear collegge is the way to go, but many are unhappy there. Graduating with a degreee from colege doesn't guarantee one a job in their prefered profession.

"Whatever college graduates want to do, most of them are going to wind up doing what there is to do." (434)

--Francis Mitchells 13:24, 18 September 2009 (UTC)

  • Bird,Caroline."College is a Waste of Time and Money"1975.Norton reader an anthology of nonfiction.11th ed. New York:W.W. Norton & Co.,2004.429-436

Throughout the text the author is discussing that college is not the best investment for everybody. And for those who value collee the chances of them finding a job in their field are slim to none.

"Here is a piece of paper that is a passport to jobs, power and instant pestige"(436)

--Donte Ximon 13:20, 18 September 2009 (UTC)

  • Bird,Carolina."College is a Waste of Money." 1975. Norton Reader an anthology of nonfiction. 11thed. New York:W.W. Norton & co., 2009.429-39. Print.

The author is trying to explain that half of American teenagers don't want to go to college. She also explains how half of the students in college don't even get a job after they graduate.

" Whatever college graduates want to do, most of them are going to wind up doing what there is to do." (434)

Noqueesha Quick-- 13:25, 18 September 2009 (UTC)

  • Bird, Caroline. "College Is a Waste of Time and Money." 1975. Norton Reader an anthology of nonfiction. 11th ed. New York:WW. Norton & Co. 2004, 429-436. Print.

The purpose of education that I found in the article was not so fulfilling; meaning that the author, a college professor, saw a futility in the students' extreme money spending and a vanity in their time sacrifice for a college education. However the end to their college education would result in very low chance for them to get a professional job, and they later find themselves in a very competitive job world; and by facing the odds of accomplishing what the college student desires, he/she is pressured to look for a new vocation or even work at an undesired job due to the fact that a low percentage of them are actually getting a better income in the professional job world.

"20 to 30 percent of students at any level the additional schooling has been a waste, at least in terms of earnings."

(433)

--Brian Diefenbaker 13:39, 18 September 2009 (UTC)


Bird, Caroline. "College Is a Waste of Time and Money." 1975. Norton reader an anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 429-36. Print.

The author argues the fact that college is useless and a waste of money. She states how the money used for college should be saved and/or invested into something of better use for like a career or a new car.

"Most parents send their children to college because they believe young people benefit financially from a higher years of education" (431).

--DYLIN HAMBURGERTONSON 13:30, 30 September 2009 (UTC)

  • Bird, Caroline."College Is A Waste Of Time and Money."1975.Norton Reader an Anthology Of Nonfiction.11th ed.New York: W.W. Norton & co.,2004.429-36. Print.

Bird discuss in her passage that people of a greater influence are damaging eighteen years old students by implying that they must go to college after high school and half the time they are there they dont want to be.

"As society had systematically damaged women by insisting that their proper place was in a home, so we may be systematically damaging 18-year olds by insisting that their proper place is in college"(430).

--Luisa Nomad 13:20, 30 September 2009 (UTC)

  • Bird, Caroline. "College Is A Waste Of Time And Money." 1975. Norton Reader an Anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 429-36. Print.

This discusses how college is brain washing an 18-year-old's brain, but in reality college is not for everyone because if one is smart enough for a top college then they can make it without it, sometimes.

"The implication is that an 18-year-old is too young and confused to know what he/she wants to do, and that he/she should listen to those who know best and go to college." (431).

--Lance Nelson 21:44, 20 September 2009 (UTC) Lance Nelson--66.190.80.122 14:41, 19 September 2009 (UTC)

  • Bird, Caroline. "College Is a Waste of Time and Money." 1975. Norton Reader and Anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 429-36. Print.

This article explains that students should attend college only if they truely want to. This though comes becasue students only go bcause it's the right path to take.

"They are there becasue it has become the thing to do or becasue college is a pleasent place to be; becasue mother wanted them to go"(429).

--Dolores Haruhi 04:01, 19 September 2009 (UTC) Dolores Harhui--67.211.8.21 14:32, 18 September 2009 (UTC)

  • Bird, Caroline. "College is a Waste of Time and Money." 1975. Norton Reader An Anthology of Nonfiction. 11th Edition. New York: W.W Norton & Co, 2004. 429-36 Print.

"College Is A Wste of Time and Money" informs that the great majority of college students are sad in college because they don't want to be in there or they are learning something that is not interesting to them. It also informs that most of the graduates end up being in other careers that they didn't went to college for.

"We became the fist and only nation to aspire to higher education for all" (429).

--Danny Shavk 03:57, 19 September 2009 (UTC) Danny Shavk--67.211.8.21 14:29, 18 September 2009 (UTC)

  • Bird, Caroline. "College is a Waste of Time and Money." 1975. Norton Reader An Anthology of Nonfiction. 11th Edition. New York: W.W Norton & Co, 2004. 429-36 Print.

"College Is A Wste of Time and Money" explains how the suthor does not think college is the best place for high school graduates. The author describes how the children should decided by their selves if college is meant for them or not.

"They send their children to college because they are convinced young people benefit from those four years of higher education"(432).

  • Booth, Wayne C. "Boring from Within: The Art of the Freshman Essay." Norton Reader an Anthology of Nonfiction. 11th ed. New York: W.W. Norton & Co., 2004.

The article, "Boring from Within: The Art of the Freshman Essay," is the thoughts of an English teacher who believes that students write boring essays because they have not yet been exposed to the world and have not yet fully developed their own ideas and opinions. Therefore they know nothing and teachers give assignments too large for students' grasp.

"But in the great fiction they will learn what it means to look at something with full attention, what it means to see beneath the surface of society's platitudes."

--Hoshiko Elias 15:14, 30 September 2009 (UTC)

  • Brand, Dionne. "Arriving at Desire." 1999. Norton reader an anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 418-20. Print.

In this narration, by Dionne Brand, it talks about the power of reading. She talks about the first book she read and how it really opened her to the world of literature.

"In it I met a history I was never taught. The history I had been taught began, 'In 1492 Christopher Columbus discovered Santo Domingo... With his three ships, the Nina, the Pinta, and the Santa Marie, he discovered the new world.'"

--Dexter Seawald 04:11, 19 September 2009 (UTC) Dexter Seawald67.211.8.21 14:43, 18 September 2009 (UTC)

  • Brand, Dionne, “Arriving at Desire.” 1999. Norton Reader an Anthology of Nonfiction.

11th ed. New York: W.W. Norton & Co., 2004. 418-20. Print.

Dionne describes hers first time reading the book ‘The Black Napoleon’ and the impact that book had in his life. The book is old and mistreated without a cover when it was read.

“When I was finished, I was made. I had lost innocence and acquired knowledge” (420).

Balegna Cuproar--Balegna Cuproar 15:03, 1 October 2009 (UTC)

  • Brand, Dionne. "Arriving at Desire." 1999. Norton Reader An Anthology of Nonfiction. 11th Ediction. New York: W.W Norton & Co, 2004. 418-20 Print.

A Haitian child rumages through his grandmother's drawer in hopes of finding food but finds a book instead. The child learns a lot about hatian history and becomes intrigued.

"For days I lived with the people I found there..." (419)

--Wendy Ulbani 21:49, 20 September 2009 (UTC)

Wendy Ulbani--67.211.8.21 14:35, 18 September 2009 (UTC)

  • Brand, Dionne. "Arriving at Desire." 1999. Norton reader an anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 418-20. Print.

In this article the author discusses how she read this book that finally made her interested in reading. She was so intrigued by the contents of this book that she fell in love with reading.

"When I was finished, I was made. I had lost innocence and acquired knowledge. I had lost the idea that desire was plain" (420).

--Qwanell Culley 13:51, 18 September 2009 (UTC)

  • Brand, Dionne. "Arriving at Desire." 1999. Norton reader and authology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 418-420. Print.

"Arriving at Desire" was about a young Haitian girl finding and reading a book that inspires her to continue reading. The book informs her of her Haitian history, things she never knew.

"I did not yet know how the world took people like me. I did not know history. The book was mirror and a ocean." (419)

--Erica Chapman 14:03, 30 September 2009 (UTC)

  • Brand, Dionne. "Arriving at Desire". 1999 Norton reader an anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 418-20 print.

- This essay was about someone desiring to know more about their history and when she read, she found that information.

"The book was about the uprising led by Toussaint L'Overture against the French on Ste. Dominque. In it I met a history I was never taught".

--Brianna Iowa 13:29, 30 September 2009 (UTC)

  • Brand, Dionne. "Arriving At Desire." 1999. Norton reader an anthology of nonfiction.

11th ed. New York: W.W. Norton & Co., 2004. 418-20. Print.

This short story is about a young girl who comes upon a book by being mischevious. She was inspired and will never forget the book that taught her so much about history.

"In it I met a history I was never taught" (419).

--Unitopia McMuffin 14:40, 1 October 2009 (UTC)

  • Brand, Dionne. "Arriving At Desire." 1999. Norton reader an anthology of nonfiction.

11th ed. New York: W.W. Norton & Co., 2004. 418-20. Print.


Brand speaks of her reading of her first "big book". She tells of how she connected with the characters of the story and how even though she lost innocence, she gained knowlledge.

"knowledge gained will prove invaluable and should prompt a desire to know more"

--Dee Sayhepaid 13:19, 1 October 2009 (UTC)

  • Brand, Dionne. "Arriving At Desire." 1999. Norton Reader anthology of non fiction. 11th ed. New York: W.W. Norton & Co, 2004. 418-20 Print

It is about a boy that reads a book that was his grandmothers. As he reads it he gains knowledge but loses innocence.

"This book i had found inhabited me with its terror and revolution... I had lost innocence and acquired knowledge." (420)

--Napoleon Astro 21:52, 20 September 2009 (UTC)

napoleon astro--67.211.8.21 13:55, 18 September 2009 (UTC)

  • Douglas, Frederick. "Learning to Read." 1845. Norton reander an anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 408-12. Print.

In this essay, writer Frederick Douglas describes how lwarning how to read as a slave complicated his life. He explains how reading made him realize that he was a slave, and the fact that he was a slave was never going to change.

"in teaching me the alphabet she had given me the inch, and no precaution could prevent me from taking the ell."

--Yotem Sanders 04:10, 19 September 2009 (UTC)

Yotem Sanders--67.211.8.21 14:39, 18 September 2009 (UTC)

  • Douglas, Frederick."Learning to read." 1845. Norton Reader An Anthology Of nonfiction. 11th Edition. New York: W.W. Norton & Co., 2004. 408-12. Print.

Frederick Douglas tells the intersting story of how he learned to read. He did not learn like most of us today in school with a teacher. He had to find a way to learn how to read and bribe children with food in order to be taught.

"This bread I used to bestow upon the hungry little urchins, who, in return, give me that more valuable berad of knowledge." (409)

--Wendy Ulbani 21:49, 20 September 2009 (UTC)

Wendy Ulbani--67.211.8.21 14:48, 18 September 2009 (UTC)

  • Douglas,Fredrick."Learning to Read."1845.Norton reader an anthology of nonfiction.11th ed. New York: W.W. Norton & Co.,2004.408-412

"Learning to Read" depicted the struggles and challenges Fredrick Douglas went through when he was learning to read and after he was able to read. The motivation and drive pushed him to learn.

"This bread bread I used to bestow upon the hungry little urchins, who in return would give me that more valueable bread of knowledge"(409).

--Donte Ximon 13:30, 18 September 2009 (UTC)

  • Douglass, Fredrick. "Learning to Read." 1845. Norton Reader anthology of non fiction. 11th ed. New York: W.W. Norton & Co, 2004. 408-12 Print

It is about a guy that his master tought him how to read and write; although he would have prefered not to have been tought becuase through reading he found out the crucial things that happend with slavery.

"I saw nothing without seeing it, i heard nothing without hearing it, and felt nothing with out feeling it."(410)

--Napoleon Astro 21:52, 20 September 2009 (UTC)

napoleon astro--67.211.8.21 13:55, 18 September 2009 (UTC)

  • Frederick, Douglass. "Learning to Read."1845. Norton Reader an anthology of nonfiction. 11th ed. New York: W.W Norton & co., 2004. 448-54. Print

This story is about a young slave who learns how to read, while sneaking behind his master's back. He taught himself by tricking other people and hid his reading from eveybody he knew.

"These were choice documents to me. I read them over and over again with unabated interest. They gave tongue to interest thoughts of own soul, which had frequently flashed through my mind and died away with want for unabanished interest."

--LaKara Conrad 13:59, 30 September 2009 (UTC)

  • Holt, John,"How Teachers make children Hate Reading." 1967. Norton reader an anthology of nonfiction. 11Th ed. New York: W.W. Norton & Co., 2004. 420-28 print.

Kids don't like to read and the books that teachers have us read make us hate the book even more.

"After one of the most painful punishment a child can suffer in school."

--DYLIN HAMBURGERTONSON 13:54, 18 September 2009 (UTC)

  • Holt, John."How Teachers Make Children Hate Reading." 1967. Norton Reader An Anthology Of nonfiction. 11th Edition. New York: W.W. Norton & Co., 2004. 420 - 28. Print.

John Holt realizes that teachers can truly define a student's progress in class. He discovers that students have to be actively involved and entertained to learn.

" 'According to tests, educated and literate people like you have a vocabulary of about twenty-five thousand words. How many of these did you learn by looking them up in a dictionary?' They usually are startled. Few claim to have looked up even as many as a thousand. How did they learn the rest? they learned them just as they learned to talk - by meeting words over and over again, in different contexts, until they saw how they fitted."

  • Holt, John."How Teachers Make Children Hate Reading." 1967. Norton Reader An Anthology Of nonfiction. 11th Edition. New York: W.W. Norton & Co., 2004. 420 - 28. Print.

Holt talks about methods most teachers use to make students hate reading books and writing. He also says that teachers should loosen up and shouldn't take reading so serious. He says that teachers make reading boring by making students analyze words in the story instead of just letting them enjoy the story.

"Unfortunately, we English teachers are easily hung up on this matter of understanding. Why should children understand everything they read? Why should anyone? Does anyone? I don't and I never did. I was always reading books that teachers would have said were "too hard" for me, books full of words I didn't know. That's how i became a good reader."

--Dee Sayhepaid 13:47, 1 October 2009 (UTC)

  • Holt, John. "How Teachers Make Children Hate Reading." 1967. Norton Reader an Authology of nonfiction. 11th ed. New York: W.W. Norton & CO., 2004. 420-428. Print.

"How Teachers Make Children Hate Reading" is about an English teacher that figures out that students do better reading and writing when they are not pressured or forced to do it.

"I decided to try at all costs to rid them of their fear and dislike of books, and dislike of books, and to get them to read oftener and more adventurously." (423).

--Erica Chapman 13:43, 30 September 2009 (UTC)

  • Holt, John. "How Teachers Make Children Hate Reading." 1967. Norton Reader an Anthology of Nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 420-28 print.

"How Teachers Make Children Hate Reading" is about an English teacher at Colorado Rocky mountain school that found out by his own experience and research that kids read and write more when they are not force to do it.

"This is exactly what reading should be and in school so seldom is- an exiciting, joyous adventure" (252).

--Danny Shavk 03:57, 19 September 2009 (UTC) Danny Shavk--67.211.8.21 14:58, 18 September 2009 (UTC)

  • Holt, John. "How teachers make children hate reading." 1967 Norton Reader An Anthology Of Nonfiction. 11th Edition. New York: W.W. Norton & Co., 2004. 420-28. Print.

This story analyzes how a teacher should teach a student how to read. He explains how he made the mistake of teaching the students the "bad" way to learn.

"A word in the air with a finger and seeing the image formed. I did this quite a bit with the 5th graders using either the air or the top of the desk..." (426)

--Wendy Ulbani 21:49, 20 September 2009 (UTC)

Wendy Ulbani--67.211.8.21 14:57, 18 September 2009 (UTC)

  • Rich, Adrienne. "Taking Women Students Seriously." 1978. Norton Reader an anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004 448-454. Print.

This essay is about the mind of women students. What goes on inside the women mind and how they live in a world of mankind. How they are not respected as a women and not taken seriously.

"The limits of my language are the limits of my world."

--Nila Ming 21:46, 20 September 2009 (UTC) Nila Ming--67.211.8.21 15:06, 18 September 2009 (UTC)

  • Rich, Adrienne."Taking Women Students Seriously." 1978. Norton Reader An Anthology of Nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 448-54. Print.

This artical is about how college professars don't take women studentsd seriously and men think women are not equal as they are.

"long before entering college the woman student has experienced her alien identity in a world which misnames her,... denying her the resources she needs to become self-affirming, self-defind." (452).

--Eianb Nartinea 14:57, 1 October 2009 (UTC)

  • Rich, Adrienne. "Taking Women Students Seriously." 1979. Norton Reader an Anthology of Nonfiction. 11th ed. New York; W.W. Norton & Co., 2004. 448-54. Print.

In the education field they are shorthanded. Women students are precieved as they are just in school to do nothing. It is as their education field is a waste of time.

"Without such knowledge women live and have lived without context, vulnerable to the projections of male fantasy, male prescriptions for us, estranged from our own experience because our education has not reflected or echoed it."

--T'Sha Keys 14:43, 1 October 2009 (UTC)T'Sha Keys

  • Thunder,James."University Days."1933.Northon Reader an Anthology of Non Fiction.11th ed.New York:W.W.Northon & Co,.2004.429-436.Print.

The author talks about how it was for him when he was in college.He talks about failling miserably in botany class, because he was never able to see anything trough his microscope.Thunder never really cared for the class it'sself, but he learned great life lessons.

"All botany students had to spend several hours a week in a laboratory looking through a microscope at plant cells, aned a could never see through a microscope."

--Ariana Hanner 13:53, 1 October 2009 (UTC)

  • Thurber, James. "University Days." 1933. Norton Reader an Anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 437-41. Print.

The story is about the contrast incidents that can happen at a university or college and star players have an chance with academic professors.

"In order to be eligible to play it was necessary for him to keep up in his studies" (438).

--DYLIN HAMBURGERTONSON 13:54, 30 September 2009 (UTC)

  • Thurber, James. "University Days." 1933. Norton Reader an anthology of nonfiction. 11th ed. New York: W.W. Norton and Co., 2004. 437-41. Print.

Thurber talks about his failure in botony and economics in college, and his teachers' fustation with him. He highlights his success in military drills.

" 'We are concerned solely with what I may call the mechanics of flars.' 'Well', I'd say, 'I can't see anything.' "(437).

--Percival Xang 04:17, 19 September 2009 (UTC) Percival Xang 67.211.8.21 15:33, 18 September 2009 (UTC)

  • Thurber, James. "University Days." 1933. Norton reader an anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 437-41. Print.

A college student narrates his days at college. He explains how tough his classes were, and the problems he had to go through.

"As God is my witness, I'll arrange this glass so that you see cells through it or I'll give up teaching" (437).

--Noemi Ibanez 04:03, 19 September 2009 (UTC) Noemi Ibanez --67.211.8.21 15:19, 18 September 2009 (UTC)

  • Thurber, James. "University Days." 1933 Norton Reader ana Anothlogy of Nonfiction. 11th Edition. New York: W.W. Norton & Co., 2004. 437-41. Print

This story talks about a man's vague experiences in a university.

"Another course I didnt like somehow managed to pass economics."

--Wendy Ulbani 21:49, 20 September 2009 (UTC)

Wendy Ulbani--67.211.8.21 15:13, 18 September 2009 (UTC)

  • Thurber, James. "University Days." 1933. Norton Reader an Anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 437-41. Print.

This article is about different incidents that occur at a university and how star football players have an advantage with academic professors.

"In order to be eligible to play it was necessary for him to keep up in his studies" (438).

--Dolores Haruhi 04:01, 19 September 2009 (UTC) Dolores Harhui--67.211.8.21 14:51, 18 September 2009 (UTC)

  • Thurber, James. "University days." 1933.

Norton reader an anthology of non-fiction. 11th ed. New York: W.W. Norton & co., 2004. (437-441).Print.

A man retells his memories of college and the hard times he had passing a class the first time and understanding the material, indicating that good grades does not always mean something has been learned.

"I never swam but I passed my gym work anyway, by having another student give my gymnasium number (978) and swim across the pool in my place"(439).

--Queen Fairley 04:00, 19 September 2009 (UTC) Queen fairley --67.211.8.21 14:46, 18 September 2009 (UTC)

  • Thurber, James. "University Days." 1933. Norton Reader an Anthology of Nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 437-442. Print.

This story was about a young man in college that had a difficult time in botany class and gym class. The teacher would always get frustrated with him, but give the football player all the answers.

" Most of his professors were lenient and helped him along." (438)

--Flacka Nestle 13:31, 18 September 2009 (UTC)

  • Welty, Eudora. "Clamorous to Learn." 1985. Norton Reader an anthology of nonfiction. 11th ed. New York: W.W Norton & co., 2004. 448-54. Print

This story is about a girls experience with different teachers and schools. She describes in great detail of her teachers odd actions.

"I only now realize how how much the treat depended, too on there not having been money enough to put electric lights in Davis School. John Ruskin haad to come in through the courtesy of darkness."

--LaKara Conrad 13:59, 30 September 2009 (UTC)

  • Zinsser,William."College Pressures."1979.Northon Reader an Anthology of Non Fiction.11th ed.New York:W.W.Northon & Co,.2004.442-448.Print.

in this essay deans get together and talk about the college students and the pressures that the face today.they disscus the many aspects and pressures of college for a student, and how they are there for support.

"They ought to take chances.Not taking chances will lead to a life of mediocrity.They'll be comfortable but something in their spirit will be missing."

--Ariana Hanner 13:40, 1 October 2009 (UTC)

Key Questions[edit]

What does it mean to be literate?[edit]

  • Douglass, Frederick. "Learning to Read." 1845. Norton Reader anthology of nonfiction. 11th ed. New York: W.W. Norton and Co., 2004. 408-12.

The article, "Learning to Read" are the events of Frederick Douglass' life that shaped him as the educated African-American man that he was. He recounts everything from him sneakily getting poor white children to teach him to read to the hatred that he developed for his slave owners, himself and the dream of freedom that gave him the strength to keep going.

The reading of these documents enabled me to utter my thoughts, and to meet the arguments brought forward to sustain slavery; but while they relieved me of one difficulty, they brought on another even more painful than the one of which I was relieved. The more I read, the more I was led to abhor and detest my enslavers.

  • Thurber, James. "University Days." 1933. Norton reader an authology ofnonfiction. 11th ed. New York: W.W. Norton & CO., 2004. 437-441 Print.

"University Days" is about a college student at Ohio State who fails to get his work done and does not do well in his classes.

"something about swear or promise - please check Frankie"

--Erica Chapman 14:00, 2 October 2009 (UTC)

  • Douglas, Frederick. "Learning to Read." 1845. Norton Reader an anthology of nonfiction. 11th ed. New York W.W. Norton and Co., 2004. 408-12 Print.

In this writing, Frederick Douglas talks about when he was a slave and how he learned to read. He got some white kids to teach him unknowingly.

"As I writhed under it, I would at times feel that learning to read had been a curse rather than a blessing. It had given me a view of my wretched condition, without the remedy."

--Nitrotica Quincy 13:42, 2 October 2009 (UTC)

  • Holt,John."How Teachers Make Childeren Hate Reading."1967.Norton reader an anthology of nonfiction.11th ed. New York:W.W.Norton&CO.,2004.420-28.Print.

"How Teachers Make Children Hate Reading" is about teachers who force their students to learn the curriculum and take quizzes, and vocabulary. John Holt then realized how useless the methods were so he corrected his teaching style and incresed his vocabulary skills.

"What most students need above all else is practice in writing,and particulary in writing about things that matter to them,so that thet will began to feel the satisfaction that comes from getting important thoughts down in words and will care about stating these thoughts forcefully and clearly."

--Willy Turner 13:20, 2 October 2009 (UTC)Willy Turner

  • Wealty,Eudora."Clamorus to Learn."1983.Northon Reader an Anthology of Non Fiction.11th ed.New York:w.w.Northon & Co,.2004.429-436.Print.

As a child the author was a very bright,and was allowed to enter school at a young age. There her principal Miss Duling was a very strict person.Wealty,was terrified of Miss Duling ,but at the same time always admired her.

"When in time i found the story in a book and read it to myself,It didn't seem to live up to my longings for a story with that name; as indeed,how could it?"

--Ariana Hanner 13:23, 2 October 2009 (UTC)

  • Brand,Dione. "Arriving At Desire." 1999. Norton Reader an Anthology of Nonfiction. 11th ed. New York: W.W. Norton & co., 2004. 418-20. Print.

"Arriving At Desire" is about recalling the passion that education brings.

"I had lost my innocence and acquired knowledge. I had lost the idea that desire was plain"(420).

--Zemira Quinton 13:16, 18 September 2009 (UTC)

  • Brand, Dionne,"Arriving at Desire", 1999.Norton reader an anthology of nonfiction. 11Th ed. New York: W.W. Nortin & Co., 2004. 418-20 Print.

Man don't know who he is until he reads a book. I now know that his people have fought and suffered but people do not know about their past unless they read about it in a book hear stories about it.

"I recall the title running over the top of each page: The black Napolean."


--DYLIN HAMBURGERTONSON 13:35, 18 September 2009 (UTC)

  • Brand, Dionne. "Arriving at Desire." 1999. Norton Reader an Anthology of Nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 418-20. Print.

In this essay, Dionne Brand talks about how the first book she read taught her the history she was never taught. How by mistake she foud the book that changed her life forever.

"The book was about the uprising led by Toussaint L'Overture agains the French on Ste. Dominque. In it I met the history I was never taught."

--Yotem Sanders 15:28, 30 September 2009 (UTC)

  • Brand, Dionne. "Arriving at Desire." 1999. Norton reader an anthology nonfiction. 11th ed. New York: W.W. Norton and Co., 2004. 418-20. Print.

Brand was drawn to her first book by sweet snacks and the possibility of out whitting her grandmother. The book opened her eyes to things like slavery and suffering.

"the book was a mirror and an ocean"(419).

Percival Xang 168.9.35.21 14:46, 30 September 2009 (UTC)

  • Brand, Dionne. "Arriving at Desire." 1999. Norton Reader an anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 418-420. Print.

Dionne's childhood memory of reading her first book and trying to secretly retrive the book that became an obsession.

"I would continue to hunt down . . . The Black Napoleon and falling into the face of a book were now entwined in my sensual knowledge. I read the book over and over again, returning to passages."

--Becky Quintz 14:34, 30 September 2009 (UTC)Becky Quintz

  • Dionne Brand. "Arriving at Desire." 1999. Norton reader an anthology of nonfiction. 11th ed. New York:W.W. Norton & Co., 2004. 418-420. Print

The author finds a book about the Hation revolution. She had never been attracted to a book so much. She reads, re-reads and even quotes the book repeatedly in her daily life.

"It was the book that took me away from the world, from the small intrigues of sugar and milk to the pleasure and desolation of words on a page."

--Sam Gibber 04:01, 19 September 2009 (UTC) Sam Gibber--67.211.8.21 14:56, 18 September 2009 (UTC)

  • Douglas, Frederick. "Learning To Read." 1845. Norton Reader an Anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 408-12. Print.

This discusses how a young slave boy tries to learn to read and write, but he faces complication after complication so he does everything in his power to succeed.

"This bread I used to bestow upon the hungry little urchins, who, in return, would give me that more valuable bread of knowledge." (409).

--Lance Nelson 21:44, 20 September 2009 (UTC) Lance Nelson--66.190.80.122 14:01, 19 September 2009 (UTC)

  • Douglas,Frederick. "Learning to Read." 1845. Norton Reader an Anthology of Nonfiction. 11th ed. New York: W.W. Norton & co., 2004. 408-412. Print.

"Learning to Read" is about the struggles that Frederick douglas had to go through to learn how to read.

"They gave tongue to interesting thoughts of my own soul, which had frequently flashed through my mind, and died away for want of utterance. The moral which I gained from the dialogue was the power of truth over the conscience of even a slaveholder"(410).

--Zemira Quinton 13:16, 18 September 2009 (UTC)

  • Douglass, Frederick. "Learning to Read." 1845. Norton reader an anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 408-12. Print.

Frederick Douglass is a slave that longs for the ability to be able to read and write. He learns to do both things but realizes the true meaning of being a slave.

"As I read and contemplated the subject, behold! that very discontentment which Master Hugh had predicted would follow my learning to read had already come, to torment and sting my soul to unutterable anguish."

--Odelia Kadi 13:16, 1 October 2009 (UTC)Odelia Kadi

  • Douglas, Frederick. “Learning to Read”. 1845 Norton reader an anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 408-12 print.

This essay was about a man who was a slave and how his mistress taught him how to read.

“This bread I used to bestow upon the hungry little urchins, who, in return, would give me that more valuable bread of knowledge”.

--Brianna Iowa 13:12, 1 October 2009 (UTC)

  • Douglas, Frederick. "Learning to Read." 1845. Norton Reader an anthology of nonfiction. 11th ed. New York W.W. Norton and Co., 2004. 408-12 Print.

Frederick Douglas teaches himself to read with the help of some white friends. His new ability to read opened his eyes to varius aspects of life.

"I would at times feel that learning to read had been a curse rather than a blessing"(410).

--Percival Xang 04:17, 19 September 2009 (UTC) Percicval Xang 67.211.8.21 14:53, 18 September 2009 (UTC)

  • Douglas, Frederick. "Learning to Read." 1845. Norton reader an anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 408-12. Print.

The author describes how he learned to read and the extreme measures taken in order to read. He explains the importance of learning to read and how it impacted him.

"The reading of these documents enabled me to utter my thoughts, and to meet the arguments brough forward to sustain slavery, but while they relieved me of one difficulty, they brought on another even more painful than the one of which I was relieved" (410).

--Qwanell Culley 13:32, 18 September 2009 (UTC)

  • Douglas, Frederick. "Learning to Read." 1845. Norton Reader an anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 408-412. Print.

This essay is about a slave who fights to learn how to read and write. He is helped by his slaveowner's wife until she thinks she is doing the wrong thing. Therefore, he goes to white children and they help him in exchange for bread.

"The moral which i gained from the dialogue was the power of truth over the conscience of even a slaveholder."(410)

\

--Nila Ming 21:46, 20 September 2009 (UTC) Nila Ming--67.211.8.21 14:37, 18 September 2009 (UTC)

  • Douglas,Fredrick."Learning to Read."1845.Norton reader of nonfiction.11th ed. New York: W.W. Norton & Co.,2004.408-412

This story is about the life of Frederick Douglas as a young child and his struggle of learning how to read during slavery. The end result of his struggle did not only teach him how to read and write, but he also gained knowledge and wisdom from being literate.

"The moral I gained from the dialouge was the power of truth over the consience of even a slaveholder."

--Sky Night 04:07, 19 September 2009 (UTC) Sky Night--67.211.8.21 14:56, 18 September 2009 (UTC)

Douglas, Frederick. "Learning to Read." 1845. Norton Reader: an anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 408-12. Print.


This discusses how a young slave boy tries to learn to read and write, but he faces complication after complication so he does everything in his power to succeed.

"This bread I used to bestow upon the hungry little urchins, who, in return, would give me that more valuable bread of knowledge" (409).

--Lance Nelson 21:44, 20 September 2009 (UTC) Lance Nelson --67.211.8.21 15:32, 17 September 2009 (UTC)

  • Douglass, Frederick. "Learning to Read." 1845. Norton reader an anthology of nonfiction. 11th ed. New York:W.W. Norton & Co. 2004. 408-12. Print.

Frederick Douglass tells how he learns to read from his mistress and how she treated him after he could read a little bit. He also explains how he would trick the masters son into teaching him how to read.

"I continued to do this until I could write a hand very similar to that of Master Thomas."

--Noqueesha Quick 13:33, 30 September 2009 (UTC)

  • Douglass, Fredrick. "Learning to Read." 1845. Norton Reader an Anthology of Nonfiction. 11th ed. New York: W.W. Norton & co., 2004. 408-412. Print.

Learning to Read is about Fredrick Douglass's struggles to become literate.

"I always took my book with me, and by going one part of my errand quickly, I found time to get a lesson before my return."(409)

--Daneil Tovar 11:08, 18 September 2009 (UTC)

  • Holt, John “How Teachers Make Students Hate Reading." 1985. Norton Reader an Anthology of Nonfiction.

11th ed. New York: W.W. Norton & Co., 2004. 420-28. Print.

This is about a teacher that thought differently form other teachers when it came to reading and how their students do it.

"to make sure the students understood everything"

Balegna Cuproar--Balegna Cuproar 15:02, 1 October 2009 (UTC)

  • Holt, John."How Teachers Make Children Hate Reading." 1967.Norton reader an anthology of nonfiction. 11th ed. New York:W.W. Norton & Co. 2004. 429-36. Print.

"How Teachers Make Children Hate Reading" is about how teachers give boring books that children think are boring which make them deslike reading; and also boring subjects to write about where they can't open up. "What all students need above all else is practice in writing, and particularly in writing about things that matter to them, so that they will begin to feel satisfaction that comes from getting important thoughts down in words and care about starting these thoughts forcefully and clearly"

--Napoleon Astro 13:42, 1 October 2009 (UTC)Napoleon Astro

  • Holt,John. "How Teachers Make Children Hate Reading." 1967. Norton Reader an anthology of nonfiction. 11th ed. New York: W.W. Norton &Co., 2004 420-28 Print.

John Holt is descibing how many times students don't like reading when its assigned, but if they can write and read on their own.

"When they were free of this worry and could let themselves go."

--Noqueesha Quick 13:04, 1 October 2009 (UTC)

  • Holt, John. 1967. Norton Reader an anthology of nonfiction. 11th ed. New York: Norton Co., 2004. 420-28. Print.

A reading teacher explains how kids hate reading because the teachers and the parents make them read. He explains they should just back off a little bit and teach them how to like reading.

"They learned them just as they learned to talk - by meeting words over and over again, in different contexts, untill they saw how they fitted."

Noemi Ibanez--Noemi Ibanez 15:37, 30 September 2009 (UTC)

  • Holt, John. " How teachers make children hate to read."

1967. Norton reader an anthology of non- fiction. text 11th ed. New York: W.W. Norton & co., 2004. (420-428). Print.

The teacher reconizes that children learn better with more relaxed standards, rather than heving them memorize and look up every word they do not know.

" If children didn't look up the words they didn't know how would they ever learn them?"(421).

Queen Fairley--Queen Fairley 15:14, 30 September 2009 (UTC)

  • Holt,John."How Teachers Make Children Hate Reading."1967.Norton Reader On Anthology Of Nonfiction.11th ed.New York:W.W.Norton & Co.,2004.420-28.Print.

John Holt becomes questioned about his teachings after his sister's son starts to dislike reading.He looks for ways to change his technique of teaching for the better and reaches his goal with much success.

"we learn to write by writing, not by reading other people's ideas about writing"

Mizuki Dylai--Mizuki Dylai 15:00, 30 September 2009 (UTC)

Holt, John. " How Teachers Make Children Hate Reading." 1967. Norton Reader an anthology of nonfiction. 11th ed. New York: W.W. Norton & Co,. 2004.420-28 Print.

John Holt is describing how many times students don't like reading when its assigned, but if they can write and read on their own.

" When they were free of this worry and could let themselves go."

--Noqueesha Quick 14:02, 30 September 2009 (UTC)

  • Douglass, Frederick. "Learning to Read". 1975. Norton reader an anthology of nonfiction.11th ed. New York: W.W. Norton & Co., 2004.408-12.Print.

This historical article of the book exposes how Frederick Douglass, once a slave boy, learned how to read. He was able to learn how to read through his master's wife, who taught him how to read at an early age. The article finalizes by stating that some of Frederick's friends also helped him learn to write.

"Thus, after a long, tedious effort for years, I finally succeeded in learning how to write". (412)

--Brian Diefenbaker 13:55, 30 September 2009 (UTC)

  • Holt,John. "How Teachers Make Children Hate Reading." 1967. Northon reader and anthology of nonfiction..11th ed. NewYork:W.W.Norton&Co.,2004. 420-428 Print.

Holt explains how he changes his teaching method in order to make his students successful readers, without using forcing. Humiliation causes students to despise reading. He eliminates this problem by refusing to force them to.

"According to tests, educated and literate people like you have a vocabulary of about twenty-five thousands words. How many of these did you learn by looking them up in a dictionary."

--Francis Mitchells 13:03, 18 September 2009

  • John Holt. "How Teachers Make Children Hate Reading." Norton reader an anthology of nonfiction. 11th ed. New York:W.W. Norton & Co., 2004. 420-428. Print.

As a fifth grade literature teacher, John Holt talks about the methods teachers use to ensure their students learn the curriculum. Some of these methods include strainious quizzes, and vocabulary. After a conversation with his sister, and mother of a fifth grade child, he realized how useless his methods were. Also talks about what he did to correct his teaching style and the affect it had on his students.

"My sister said, 'Don't be silly! When you were little you had a huge vocabulary, and were always reading grown up books. When did you ever look up a word in the dictionary?'" P.421

--Sam Gibber 04:01, 19 September 2009 (UTC)

Sam Gibber--67.211.8.21 14:56, 18 September 2009 (UTC)

  • Rich, Adrienne. "Taking Women Students Seriously." 1978. Norton Reader an Anthology of Nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 448-54. Print.

In this article, Rich explains that despite contrary allegations, women and men are not equal, particularly in school. The article says that women are taught about and expected to follow great men, and are socially placed beneath men.

"If there is any misleading concept, it is that of 'co-education': that because women and men are sitting in the same classroom... they are receiving an equal education."

--Dangst Brackney 15:22, 30 September 2009 (UTC)

  • Rich, Adrienne. "Taking Women Students Seriously." 1978. Norton Reader an Anthology of Nonfiction. 11th edition. New York: W.W. Norton & Co, 2004. 448-54. Print.

This text talks about how society thinks men and women are equal, but in reality they are not. It also discusses how women are taught about great men, and not great women.

"I would suggest that not biology, but ignorance of our selves, has been the key to our powerlessness."

--Dexter Seawald 04:11, 19 September 2009 (UTC) Dexter Seawald67.211.8.21 14:59, 18 September 2009 (UTC)

  • Rich, Adrienne. "Taking Women Students Seriously." 1978. Norton Reader an Anthology of Nonfiction. 11th edition. New York: W.W. Norton & Co, 2004. 448-54. Print.

Adrienne Rich, the author of "Taking Women Students Seriously" writes in persuasion/argumental. She explains the different aspects of women education. She explains how some high school curriculum do not provide for what woman need.

" As women teachers, we can either deny the importance of this context in which women students think, write, read, study, project their own futures; or try to work with it"(453).

--Tyanaklark 13:22, 18 September 2009 (UTC)

  • Rich, Adrienne. "Taking Women Students Seriously." 1978. Norton Reader an Anthology of nonfiction. 11th ed. New York: W.W Norton & Co., 2004. 448-54. Print.

The article discusses how women are expected to follow the steps of great men. In every day life women are insulted because in this world we live in, men are the "all time great."

"The content of education itself validates men even as it invalidates women. Its very message is that men have been the shapers and thinkers of the world and that this is only natural"(451).

--Dolores Haruhi 04:01, 19 September 2009 (UTC) Dolores Haruhi --67.211.8.21 15:44, 17 September 2009 (UTC)

  • Thurber, James. "university Days." 1975. Norton Reader an Anthology of Nonfiction. 11th ed. New York: W.W. Norton & co., 2004. 437-441. print.

"University Days" is about this guy not being able to see anything in the microscope. Also he just had complications in college understanding his classes.

" I passed all my other courses that I took at my university, but I could never pass botany." (437)

He was literate because he could read and wirte. He just had a problem with the physical things like seeing and working out.

--Christina Igloo 13:50, 18 September 2009 (UTC)

  • Thurber, James. "University Days." 1933. Norton Reader an Anthology of Nonfiction. 11th ed. New York: W.W. Norton & co., 2044. 437-41. Print.

"University Days" is about a student having a bad time at Ohio State University. He attends many differenet classes but in every class he has trouble completing some work/major projects that prevent him from passing the classes.

"As God is my witness, I'll arrange this glass so that you see cells through it or I'll give up teaching"(437).

--Danny Shavk 03:57, 19 September 2009 (UTC) Danny Shavk --67.211.8.21 15:22, 17 September 2009 (UTC)

  • Welty,Eudora. "Clamorous to Learn." 1985. Norton Reader an Anthology of Nonfiction. 11th ed. New York: W.W. Norton & co., 2004. 413-17. Print.

"clamorous to Learn" describes a want to learn from the use of words

"Mrs. McWillie never scared us into grammar, of course. It was my first year Latin teacher in high school who made me discover i'd fallen in love with it. It took Latin to thrust me into bonafide alliance with words and their true meaning. learning Latin (once I was free ceasar) fed my love of words upon words,words in contribution and modification, and the beautiful, sober, accretion of a sentence"(417).

--Zemira Quinton 13:16, 18 September 2009 (UTC)

  • Zinsser, William. "College Pressures." 1979. Norton Reader an Anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 442-48. Print.

This discusses the problems or mostly the pressures of daily personal things that interfere with college work and students asking for extensions on assignments.

"The pressure is almost as heavy on students who just want to graduate and get a job." (444).

--Lance Nelson 21:44, 20 September 2009 (UTC) Lance Nelson--66.190.80.122 15:27, 19 September 2009 (UTC)

  • Zinsser, William. "College Pressures." 1979. Norton Reader an Anthology of Nonfiction. 11th ed. New York: W.W. Norton & co., 2004. 442-48. Print.

In this essay by William Zinsser, he explains that college students tend to have economic pressure, parental pressure, peer pressure, and self-induced pressure that doesn't let them concentrate on their studies and goals.

"They come to me to ask how to get through the rest of their lives" (443).

--Danny Shavk 03:57, 19 September 2009 (UTC) Danny Shavk--67.211.8.21 14:44, 18 September 2009 (UTC)

How does education become valued?[edit]

  • Perry Jr., WIlliam G. "Examsmanship and the Liberal Arts: A Study in Educational Epistemology." 1964. Norton Reader anthology of Nonfiction. 11th ed. New York: W.W. Norton and Co., 2004. 465-74.

The article, "Examsmanship and the Liberal Arts: A Study in Educational Epistemology" is a short story written by a man who has mastered the art of "Cow" and "Bull" and is telling the story of a college student who has not. He is also giving his opinion on what the Liberal Arts are and how important they are.

Students who have dared to understand man's real relation to his knowledge have shown themselves to be in a strong position to learn content rapidly and meaningfully, and to retain it.

--Hoshiko Elias 20:03, 3 October 2009 (UTC)

  • Rich, Adrienne. "Taking Women Students Seriously." 1978. Norton Reader an anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004 448-454. Print.

"Taking Women Students Seriously" is about the women's way of thinking and how they live in a world of mankind. She expresses the different aspects of women education and how they don't respect her way of being and how they are not taking seriously and how women and men don't receive equal education.

"Women and men do not receive an equal education because outside the classroom women are perceived not as sovereign beings but as prey"

--Willy Turner 16:41, 2 October 2009 (UTC)Willy Turner

  • Bird, Caroline. "College is a Waste of Time and Money." 1975. Norton reader an anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 429-36. Print.

There's a lady who believes college isn't the best way to go after high school. She believes that most children go to college because the believe it's the right thing to do after grade school. She goes by the philosophy that college is not for everyone.

"If students believe that college isn't necessarily good for them, you can't expect them to stay on for the general good of mankind." (432).

--Unitopia McMuffin 15:34, 2 October 2009 (UTC)

  • What is the purpose of education? ===*Brand,Dionne."Arriving at Desire."1999.Northon Reader an Anthology of Non Fiction.11th ed.New York:W.W.Northon & Co,.2004.418-420.Print.

As a child the author was very courios,her grandmother kept a drawer full sweets.So one day she took her grandmothers keys,went in and found a book.The book made her understand that the world was not just fun and games.

"I had lost innocence and aquired knowledge."

--Ariana Hanner 13:45, 2 October 2009 (UTC)

  • Welty, Eudora. "Glamorous to Learn." 1983. Norton reader an anthology of nonfiction.11th ed. New York: W.W. Norton & Co., 2004. 413-17. Print.


Eudora is a intellegent young girl who is inspired to learn and when se sees her new principal, she begins to admire her. Eudora later on meets another teacher who inspires her to learn Latin and fell in love with it.

"It was my first year Latin teacher in high school who made me discover I'd fallen in love with it."

--Willy Turner 13:43, 2 October 2009 (UTC)Willy Turner

  • Brand, Dionne."Arriving At Desire". 1975. Norton reader an anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004.418-420. Print.

This article expresses how a young boy developed a passion or a desire for reading. The boy accomplished it by looking and listening to people who were reading, like his grandmother. The boy also loved the connection he had with a book. The interesting thing was that he did not know what would happen next in a book- that was a transdecendent for him.

"The book filled me with sadness and courage. It burned my skin."(419)

--Brian Diefenbaker 13:05, 2 October 2009 (UTC)

  • Brand, Dionne. "Arriving at Desire." 1999. Norton Reader An Anthology of Nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 418-20. Print.

This artical is about a young girl who readed Haitian and that the first book she read.

"The geometry book thati remember only as pages of drawings, signs... though I remember elaborate structures, a kind of inexplicable intelligence I knew I would never conquer but felt to I ought to." (419).

--Eianb Nartinea 01:14, 2 October 2009 (UTC)

  • Thurber, James. "University Days." 1933. Norton reader an anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 437-41. Print.

This story was about a boy and his life in college. How through out his time in a particular class he could not see through a microscope. He didn't consider himself dumb, but he felt as though athletes were babied and dumb.

"In order to be eligible to play it was necessary for him to keep up his studies" (438).


--Unitopia McMuffin 15:30, 1 October 2009 (UTC)

  • Douglass, Fredrick, “Learning to Read.” 1845. Norton Reader an Anthology of

Nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 408-12. Print.

Fredrick describes his youth when he was a slave and his desire to read. He recalls when he would give poor white kids bread, for exchange of their knowledge of reading.

“I was now about twelve years old, and the thought of being ‘a slave for life’ began to bear heavily upon my heart. Just about this time, I got hold of a book entitled ‘The Columbian Orator’” (409).

Balegna Cuproar--Balegna Cuproar 14:59, 1 October 2009 (UTC)

  • Bird, Caroline. “College is a Waste of time and Money.” 1975. Norton Reader an

Anthology of Nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 429-36. Print.

In the article, Bird explains why college is a waist of money. She mentions her experiences of traveling to different campuses and her interaction with the sad young adults who she encounters.

“It became a mammoth industry, with tax payers footing more than half the bill. By 1970, colleges and universities were spending more than 30 billion dollars annually” (429).

Balenga Cuproar--Balegna Cuproar 14:57, 1 October 2009 (UTC)

  • Rich,Adrienne."Taking Woman Students Seriously." 1978. Norton reader an anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 448-54.

Taking Woman Students Seriously is about how woman are still treated unequallyalmost like Civil Rights. In this short story, its basically saying that males are dominant over females.

"Woman and men do not receive an equal education because outside the clasroom woman are perceived not as sovereign beings but as prey"(451).

--Luna Olfinger 14:53, 1 October 2009 (UTC)

  • Holt, John."How Teacher Make Children Hate Reading." 1967. Norton Reader An Anthology of Nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 420-28. Print.

This artical talk about how a English teacher do something different so that the students won't hate to read and make it fun to do every day basic life. By doig it different his students learn how to read better and know how to write better.

"read very few books and deeply dislike reading. From the very beginning of school we make book s and reading a constant source of possible failure humiliation." (422).

--Eianb Nartinea 14:40, 1 October 2009 (UTC)

  • Thurber, James. "University Days." 1933. Norton reader an anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 437-41. Print.

James tells his story about all the experiences that he encountered while he was going to Ohio State University. He went from being thought of as the "main trouble" of the university, to being one of the best military drillers at his university.

"It may have been that he wished to apologize for having called me the main trouble with the university; or maybe he decided to compliment me on my brilliant drilling of the day before and then at the last minute decided not to."

--Odelia Kadi 13:40, 1 October 2009 (UTC)Odelia Kadi

  • Welty, Eudora. "Clamorous to Learn." 1983. Norton reader an anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 413-17. Print.

Eudora is a young girl who is egar to learn and when se sees her new principal, she begins to admire her. Eudora later on meets another teacher who inspires her to learn Latin.

"It was my first year Latin teacher in high school who made me discover I'd fallen in love with it."

--Odelia Kadi 13:32, 1 October 2009 (UTC)Odelia Kadi

  • Bird, Caroline."College Is A Waste of Time and Money".1975.Norton Reader anthology of nonfiction.11th ed.New York:W.W. Norton and Co.,2004.429-36.

Caroline Bird speaks about how some students aren't sure what to do when they are in college. She says that it is a waste of money and the money used for tuition should be put to a better use.

"But bad as it is, college is often preferable to a far worse fate. It is better than the drudgey of an uninspiring nine-to-five job, and better than doing nothing when no jobs are available."

--Nitrotica Quincy 13:26, 1 October 2009 (UTC)

  • Brand, Dionne. "Arriving at Desire." 1999. Norton reader and authology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 418-420. Print.


"Arriving at Desire" was about a young Haitian girl finding and reading a book that inspires her to continue reading. The book informs her of her Haitian history, things she never knew.

"I did not yet know how the world took people like me. I did not know history. The book was mirror and a ocean." (419)

--Erica Chapman 14:03, 30 September 2009 (UTC)

  • Welty, Eudora. "Clamorous to Learn." 1983. Norton reader an anthology of nonfiction. 11th ed. NewYOrk: W.W.Norton & Co., 2004. 413-417 Print.

Welty reflects on her childhood, and when she discovered her love to learn.

"Learning Latin (once i was free of Caesar) fed my love for words upon words..." (417).

--Francis Mitchells 13:21, 1 October 2009 (UTC)

  • Thurber, James."University Days." 1933. Norton reaser an anthology of nonfiction.11th ed. New York; w.w. Norton & Co.,2004.437-41.

University Days was about a guy that was in college and was having trouble in his classes. He was criticized through out his life, but he kept trying.

"Try it once again," he'd say and I would put my eye to the microscope and see nothing at all, except now and again a nebulous milky substance- a phenomenon of maladjustment(437)."

--Luna Olfinger 15:39, 30 September 2009 (UTC)

  • Rich, Adrienne. "Taking Women Students Seriously." 1978. Norton Reader An Anthology of Nonfiction. 11th Ed. New York: W.W. Norton & Co, 2004. 448-54 Print.

This story explains how women students are treated unequally not only outside, but in the school systems as well because they are defiled, degraded, and mentally raped. The author believes women are intelectuals and should recieve more credit than men give them.

" There have been various women's communities where women came together to teach and to learn."

--Sky Night 15:32, 30 September 2009 (UTC)

  • Douglas, Frederick. "Learning to Read." Norton Reader an anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 408-12. Print.

A young save teaches himself how to read by tricking the little white boys. He hides it from everyone including his master because, according to them, it is wrong for a slave to know how to read.

"The plan which I adopted, and the only one by which I was most successful, was that of making friends of all the little white boys whom I met in the street."

Noemi Ibanez--Noemi Ibanez 15:23, 30 September 2009 (UTC)

  • Thurber, James. "University Days." 1933. Norton Reader an Anthology of Nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 429-36. Print.

"University Days" details experiences and difficulties that Thurber had during his tenure at college. He outlines the troubles he had, particularly in botany and economics, and how he got through them.

"You were supposed to see a vivid, restless clockwork of sharply defined plant cells. ' I see what looks like a lot of milk,' I would tell him. This, he claimed, was the result of my not having adjusted the microscope properly; so he wouuld readjust it for me, or rather, for himself. And I would look again and see milk."

--Dangst Brackney 15:10, 30 September 2009 (UTC)

  • Thurber, James. "University Days." 1933. Norton reader an anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 437-441. Print.

Thurber describes the frustrations that he faced while he was in college and how he was never aknowledged.

"'That man was the only man who had it right!' I was made a corporal for my achievment" (441).

--Becky Quintz 15:06, 30 September 2009 (UTC)Becky Quintz

  • Douglas, Frederick. "Learning to Read." Norton reader an anthology of nonficition. 11th ed. New York: W.W. Norton & Co., 2004. 408-12. Print.

In this essay, author Frederick Douglas describes how learning to read as a slave complicated his life. He explains how reading made him realize that he was a slave, and the fact that he was a slave would always remain the same.

" in teaching me the alphabet she had given me the inch, and no precaution could prevent me from taking the ell."

--Yotem Sanders 15:24, 30 September 2009 (UTC) Yotem Sanders--67.211.8.21 14:56, 30 September 2009 (UTC)

  • Brand, Dionne."Arriving at Desire."1999.Norton reader an anthology of nonfiction.11th ed.New York: w.w. Norton &Co.,2004.418-20.

Arriving at Desire is about a child that came across a book in his grandmother's candy/treat drawer. He really enjoyed that book, but he was not supposed to read it.

"The geometry book I remember only as pages of drawing, signs and symbols with thick, dense writing I could not follow, though I remember elaborate structures, a kind of inexplicable intelligence I knew I would never conquer but felt I ought to"(419).

--Luna Olfinger 15:19, 30 September 2009 (UTC)

  • Welty, Eudora. " Clamorous to learn." 1985. Norton reader an anthology of non-fiction.

11th ed. New York: W.W. Norton & co., 2004. (413-417). Print.

This women remembers and talks about her decatited principal and how she influenced many people during her years of educating.

" She must have earned next to nothing; mississippi then as now was the nation's lowest ranking state economically, and our legislature has always shown a painfully loud reluctance to give money to public education"(413).

--Queen Fairley 04:00, 19 September 2009 (UTC) Queen fairley--67.211.8.21 15:31, 18 September 2009 (UTC)

  • Rich, Adrienne. “Taking Women Students Seriously”. 1979 Norton reader an anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 448-54 Print.

Within this story women are depicted upon their education and how the world perceives it.

“As women teachers, we can either deny the importance of this context women students think, write, read, study, project their own futures; or try to work with it”.

--Brianna Iowa 13:58, 30 September 2009 (UTC)

  • Douglas, Frederick. “Learning to Read”. 1845 Norton reader an anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 408-12 Print.

This essay was about a man who was a slave and how his mistress taught him how to read.

“This bread I used to bestow upon the hungry little urchins, who, in return, would give me that more valuable bread of knowledge”.

--Brianna Iowa 13:58, 30 September 2009 (UTC)

  • Thurber,James. "University Days." 1933. Norton Reader an anthology of nonfiction.11th ed. New York:W.W. Norton & Co., 2004. 420-28. Print.

Thurder narration " University Days" is about his experience in college and his dislikement of his teachers made him not like college."

"You had to pass one the biological sciences or you could not graduate."

--Noqueesha Quick 13:56, 30 September 2009 (UTC)

  • Brand Dionne. "Arriving at desire." 1999. Norton Reader an anthology of nonfiction. 11th ed. New york: W.W. Norton & Co., 2004. 418-420. Print.

A man is tellin about his childhood and how he remembers the first book he read which was titled The Black Napolean. He tells of the joys he got after finding the book in his grandparents cabinet, and how at times he felt he was in the book.

"When i was was finished, I was made, I had lost innocence and acquired knowldege."(420)

--Sperry Nicholas 13:51, 30 September 2009 (UTC)

  • Brand, Dionne. "Arriving at Desire." 1999. Norton reader an anthology of nonfiction. 11th ed. New York:W.W. Norton & Co., 2004. 418-20. Print.

This book is about a young girls experiece as she read a book about the revoultion. Throught this book she is able to discover that sometimes in order ot gain knowledge you must loos e the childish image that you habe of the real world is like.

"This book I had found inhabited me with its terror and revolution...when I was finished, I was made. I had lost innocence and acquired knowledge."

--Odelia Kadi 13:42, 30 September 2009 (UTC)Odelia Kadi

  • Rich, Adrienne. "Taking Women Students Seriously." 1978. Norton reader an anthology of nonfiction. New York: W.W Norton & co., 2004. 448-54. Print

This article talks about women students and how they are not taking seriously. It talks about how women and men don't receive equal education, which shouldn't be the case.

"Women and men do not receive an equal education because outside the classroom women are perceived not as sovereign beings but as prey." (pg. )

--Nilka Nunez 12:49, 30 September 2009 (UTC)

  • Brand, Dionne. "Arriving at desire." 1999. Norton reader an anthology of nonfiction. 11th ed. New York: W.W Norton & co., 2004. 418-20. Print.

The article is about a girl who read a book about the revolution and she learned things that she had never been thought. The book made this girl mature abd reflect on many things about her life.

"What lead me to this book then were my senses, my sweet tooth, my hunger, my curiosity, the possibility of outsmarting my grandmother." (pg. )

--Nilka Nunez 12:43, 30 September 2009 (UTC)

  • Rich, Adrienne. "Taking Women Students Seriously." 1978. Norton Reader an Anthology of nonfiction. 11th ed. New York: W.W. Norton & Co., 2004. 448-54. Print.

This discusses how women are expected to be like men because in this world that we live in, men are great and women are expected to follow their footsteps.

"Women and men do not receive an equal education because outside the classroom women are perceived not as sovereign beings but as prey." (451).

--Lance Nelson 21:44, 20 September 2009 (UTC) Lance Nelson--66.190.80.122 15:46, 19 September 2009 (UTC)

  • Bird,Caroline."College Is A Waste of Time and Money".1975.Norton Reader anthology of nonfiction11th ed.New York:W.W. Norton and Co.,2004.429-36.

The article,"College Is a Waste of Time and Money",is a women's realization that a great mojority of students are not in college because they want to be but because,they feel it's the thing to do and that they are obligated to do so.It's also about the realization that college is not for everyone.

But bad as it is,college is often preferable to a far worse fate. It is better than the drudgery of an uninspiring nine-to-five job,and better than doing nothing when mo jobs are available.

--Hoshiko Elias 21:55, 20 September 2009 (UTC) Hoshiko Elias--67.211.8.21 15:29, 18 September 2009 (UTC)

  • Holt, John. "How Teachers make Children Hate Reading." 1967. Norton Reader of nonfiction. 11th Edition. New York: W.W. Norton & Co, 2004. 420-28.Print.

This essay explains that teachers make kids hate reading because they make it seem more like a forced obligation than something to enjoy. The teacher in this story created a better way for kids to find reading fun and more pleasurbale by giving the students more freedom in their reading and allownig them to choose whatever book caught there interest.

" When they were free of this worry and could let themselves go, they found hidden and unsuspected talents."

--Sky Night 04:07, 19 September 2009 (UTC) Sky Night--67.211.8.21 15:22, 18 September 2009 (UTC)

  • Zinnser, William. "College Pressures." 1979. Norton Reader an anthology of nonfiction. 11th ed. New York W.W. Norton and Co., 2004 442-48. Print

Zinseer discusses the different forms of college pressures and where they come from. He recalls studnets at Yale who strive to reach thee standards of their parents and their peers.

"They want a map-right now-that they can follow unswervingly to career security, financial security, social security and, presumably a prepaid grave"(443).

--Percival Xang 04:17, 19 September 2009 (UTC) Percival Xang 67.211.8.21

In my English class we had to write an essay about some readings we were doing on college. This paper determines a huge part on my grade. Feedback will be greatly appreciated. Thank you :]

In Caroline Bird's essay, "College In America", she states the many reasons to why college is not the best choice for everyone. One reason Bird thinks that, is because most college graduates do not end up working in the same field as the major they studied. She believes that college is a waste of time and money. Students waste thousands of dollars for a college education, just to end up with their degree in their hand and with no job relating to it. I agree with Bird because she thinks that college education may not be the best choice for all high school graduates.

One of the reasons why I agree with Bird is because some students are just not meant for the rigorous college work. Although, some high school students take more than one Advanced Placement course, does not necessarily mean they are ready for college work. For example, my friend Jessica took two Advanced Placement courses for two consecutive years. Sure, you would then think she is a college bound student. When in fact, all she did was be on the teachers good side in order to receive a passing grade. Her presence just somehow seemed to be enough. Those passing grades got her an acceptance to University of California, Santa Barbara. Little did she know that her slacking off was actually going to catch up to her. Now she struggles to pass her college courses. She finds them with great difficulty because it is something that she is not accustomed to. Somehow, the only reason why she stayed at UCSB was not for the educational challenge, but because she expects to earn a high income after she graduates. Therefore, college is not for everyone, maybe not even for those high school students who took Advanced Placement courses. In this case, Bird would say that Jessica is wasting her time and money, and indeed should be spent on something else. Bird says "If money is the only goal, college is the dumbest investment one can make" (206).

No matter what dreams and aspirations high school students may have, they think that college is where they must go. Bird thinks that students feel obligated to attend college: "And adults- parents, employers, high-school counselors- began to push, shove and cajole youngsters to get an education" (206). These adults have pushed students to get a higher education by drilling the thought of college into their head. For example, my high school counselor did not really respect those students who were not college bound. He seemed to be nice, but only to those interested in a higher education. Literally, my counselor would tell other students "If you do not attend college, then you are practically worthless". Hence, making them think they should go to college, just so they will not be worthless. Furthermore, this is the cause of why there are more students entering college, when in reality they should not be there. Not because they are unintelligent but because that is not their path.

I also agree with Bird when she says "It violates the fundamental principle of respect for the differences between people" (206). Society just assumes that everyone is a fit for college, not knowing that it only comes naturally to a few. Some students do well in college while others might do better without it. For example, my uncle created a business and he successfully runs it. He did not attend college or receive any form of degree. Whereas, my aunt went to college, graduated and received a degree in Sociology. To this day she has not found a job that has to do with what she has learned. Society thinks that they can compare everyone equally based on their education. When in reality, you can be successful without a higher education. So then high school graduates cannot be compared to every single one of their classmates because they are all different, personally and academically.

In conclusion, Bird's argument written in 1976, still applies to high school graduates in this twenty first century. Students still seem to compete against classmates to be the highest in their society. I agree with Bird when she thinks that a college education may not be the best choice for all high school graduates because everyone is born and raised different. Everyone has their own special qualities that make them unique. They should take their qualities and embrace them to help them reach their goals and ambitions, whether it is a college path, or not.

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