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4.Wes Moore the author says that “I was taught to remember but never question. Wes was taught to forget, and never ask why.” Are these things different and if so how are they different? How do they point to differences in each of Wes’s upbringings? How might they connect to the differences in their outcomes? I think that both of the quoted are different in a sense of how the played into both The author and the other Wes's futures. When the author was told to remember but never question, it makes sense because his mother wanted him to remember the things that he learned throughout his life but not to question the things he learned or wonder what would happen if that situation happened in a different way. For the other Wes, he was taught
His attitude towards school, and his attitude at home was not much different than the attitude that was portrayed at school. He had a hard time focusing at school, because he had learned horse-riding and sword fighting at such an early age disengaging him from his academics. He despised his grandmother very much. "My grandmother by adoption had been known for her mean disposition from the time she was a young girl. It was said that she drove both of my adoptive parents to an early death.
1. What does Chaukamnoetkanok see as the main differences between his experience and that of his grandparents?
It’s in these subtle differences that one can identify where it went wrong for the Other Wes Moore. The reason that there was no father figure is drastically different, the author's father died when Moore was
Joshua Foer’s “The End of Remembering” and Kathryn Schulz’s “Evidence” are two essays that have more in common than one might think. Although on two totally different topics, they revolve around the central point of the complexities of the human mind. However, there are some key elements both writers have contemplated on in differing ways.
In “The Other Wes Moore”, by Wes Moore, the author takes the readers through his life growing up as well as the life of someone who was a stranger to him during his childhood but turned out to be a huge part of his life later on. His name was also Wes Moore and both he and the author grew up in poverty and did not have the best childhood. Although they grew up similarly, their adulthoods were the polar opposite. The author Wes Moore became the top in his class, a Rhodes scholar, and studied at Oxford University to later become very successful. On the other hand, the other Wes Moore is in prison for the rest of his life for a robbery and murder. How did these two grow up so similarly, yet had completely different adulthoods?
In “The Other Wes Moore: One Name, Two Fates,” written by Wes Moore the author writes about two boys growing up in Baltimore that share the same name and similar backgrounds but end up taking drastically different paths in life due to many varying factors. The author goes on to earn a college degree, become a Rhodes Scholar, a veteran and more while the “other” Wes cannot avoid the inevitable fate of dealing drugs and ultimately spends his life running from the police and in prison. This reflects how both Wes Moore’s became products of their environment as the way a person is shaped and guided in their developmental years does unquestionably play a large role in the type of person they will become as adults. A lot of elements come into play that help to determine a person’s success or failure, but at the end of the day the most important factors are family, education and opportunities.
They both grow up in a similar environment and was raised by a single mother. Author Wes can see how the other Wes 's life went and saw that there were Decisions and actions that were taken that made them made them into the people they become. American people are always talking about “keeping up with the Jones 's” and “the grass is greener on the other side”, and most people don 't ever know about a person who shared their name and grew up in the same environment. So it makes sense that if a person becomes aware of a person like that, who shared a name and grew up in the same environment, they want to know more about what that person 's life was
Two characters that I choose for this assignment are a careless and impulsive character in this movie, John Bender, or known as “the criminal”, and a character that being known as a nerd, that is Brian Johnson, or known as “the brain”. In reference to Piaget’s stages of cognitive development, I categorized Bender and Brian in a formal operational stage, that is the final stage of the cognitive development stage. It is because, both of them shows characteristic of adolescent egocentrism. As for Bender, we can see that he had developed the sense of invulnerability because he had taken many physical risks and do not think about the consequences.**
In chapter 5 of The other Wes Moore by Wes Moore, both protagonist are encountered with being taken out of their environment. In the 5th chapter the author Wes was sent to military school and the other Wes is arrested after shooting a “jump off's cousin”(105-106). For Wes being taken out of his loose Bronx environment and being put into a strict military environment drove him crazy. The insanity Wes faced can be attributed to the apparent structure the military school had, unlike the Bronx. Like the title of chapter 5 both Wes and the other Wes are lost beyond belief, although they are both lost they both have an opportunity to grow from an change in environment.
Memory can be explained as the faculty by which the mind stores and remembers information. Some memories stay inside of your brain, with great detail. While others tend to fade away. Although you might not forget these memories completely, you will lose track of most details. Over the past few weeks, we, as a class, come into direct contact with these issues of memory. Memory is expressed greatly in two stories that were read over the past few weeks. Dry Season by Joe Wilkins, explains a whole story based off of the main characters memory of his father. While in Whatever Day It Is by Linda McCullough, the story is based on an elderly woman, and her memories of herself as a child. These two stories seem to take a unique, and different stance on memory.
The other Wes’s father was not a good father because he was a drunk, and cannot guide his son better. The author Wes’s father gave positive influence to him, although they lived together just a short amount of time. The author Wes writes “I tried to copy his walk, his expression. I was his main man. He was my protector” (11). After the Wes did not know why his mother mad at him, his father patiently explained that Wes could not hit people especially women and you should defend them rather than fight them. Later, his father also led the Wes apologize to his sister and mother. As a matter of fact, the series of behaviors have deeply affected the Wes. Therefore he wanted to copy his father and become a good man. For the other Wes Moore, The author writes, “Finally, after some more jostling, his father’s eyes cracked open. He saw Wes standing over him. Still squinting, he looked his son in the eyes. “Who are you?” (102). When he met his father on his aunt’s house, his father was sleeping on the couch. At that time, the Wes had not seen his father in years. Therefore, his father did not care about his life. Although the other Wes considered leaving the house, he still intended to say hello to him. As a result, his father said that who was Wes when he woke up. Obviously, the other Wes did not feel any love from his father, and he was not responsible for the Wes’
...parents were much more successful in the working world encouraged him to complete many daily activities such as choir and piano lessons. His parents engaged him in conversations that promoted reasoning and negotiation and they showed interest in his daily life. Harold’s mother joked around with the children, simply asking them questions about television, but never engaged them in conversations that drew them out. She wasn’t aware of Harold’s education habits and was oblivious to his dropping grades because of his missing assignments. Instead of telling one of the children to seek help for a bullying problem she told them to simply beat up the child that was bothering them until they stopped. Alex’s parents on the other hand were very involved in his schooling and in turn he scored very well in his classes. Like Lareau suspected, growing up
In Nancy Kress' "In Memoriam" the philosophical issue of identity becomes apparent. As a son pleads to his mother to take part in a medical procedure, which wipes your mind clear of memories, the question of "what makes me 'me'?" arises. Set in the future, the mother is faced with a decision: whether or not she wants to die as a result of having too many memories, or as a result of having none at all. The son, Aaron, takes quite a different approach however; as he feels that it is not a question of death, rather a question of life. He feels that by getting the memory swipe "[She] would make new memories, start over. A new life. Life, not death!" ( ). Aaron seems to view the procedure on a more linear or quantitative level, while his mother, on a qualitive level. The problem becomes discernable as an issue of nature vs. nurture. There are also many underlying symbols such as the neighbor (Aaron's father) whom has had the memory swipe, the shrine located in the mother's back garden for remembrance, and the constant reference to the way the mother remembers even the most minute and irrelevant of details from the past. The battle of nature vs. nurture will be argued in the remainder of the essay by means of the characters, Cara and Lalia. Cara taking a position supporting that identity as being a result of experience as well as genetics (nurture and nature), while Lalia supports that identity is formed purely through the passing down of genes (nature). Cara's argument will closely reflect my own opinion.
Many people thought memory as one thing, either they would remember things or forget about them (AUTHOR, 269, PAGE NUMBER).
With the just mentioned in mind, to varying degrees, I assert that memories are like the existence of truth. And that it is the testing of a text that determines truthful memories of lived experiences. A test of the text starts with a critique of questioning. For