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As an AP Language and Composition student, I am writing to you regarding the issue of keeping Zeitoun in the curriculum. Over the summer, rising juniors were required to read Dave Eggers’ nonfiction narrative Zeitoun, which depicts a Syrian-American man who faced the injustices of the government post-Hurricane Katrina. However, a recent change of events has raised a question if the circumstances of domestic violence, premeditated murder, and stalking by Zeitoun may have affected Eggers’ purpose when writing Zeitoun. Due to its ability to spread awareness of the injustices post-Hurricane Katrina, Zeitoun should continued to be read in the AP Language and Composition curriculum.
Students are able to learn about the discrimination that many,
There is a logical saying in society one should take to heart; that line being, “Don’t believe everything you read.” Just because a text is written and published does not means it is always accurate. Historical facts, similar to words whispered in the child’s game, “telephone,” are easily transformed into different facts, either adding or subtracting certain details from the story. James Loewen, in The Lies My Teacher Told Me, reveals how much history has been changed by textbook writes so that students studying the textbooks can understand and connect to the information. In Howard Zinn’s, People’s History of the United States, the author recounts historical tales through the point of view of the common people. Mainstream media, as proven by Loewen and Zinn, often pollutes and dilutes history to make the information sound better and more easily understood for the society.
Wu, Hui. “Writing and Teaching behind Barbed Wire: An Exiled Composition Class in a Japanese-American Internment Camp.” College Composition and Communication 59.2 (2007): 237-262. Web. 10 January 2014.
First Kozol effectively argues to the reader the reality of segregation and inequalities that face our children in public schools by his brilliant use of pathos. He is able to stir a reader’s emotions, through his various testimonies from students, teachers, and facility and arousing imagery. He presents readers with many student testimonials that really paint a vivid portrait of what these children are seeing, feeling, and needing. For example, in one fifteen year old child’s testimony he conveys a sense of this heart wrenching pain, when she tries to explain her understanding of the racial segregation of her neighborhoods and schools. She states, “It’s as if you have been put in a garage where, if they don’t have room for something but aren’t sure if they should throw it out, they put it there where they don’t need to think of it again.” Kozol then solidifies his argument by including a question from the sixteen year old child next to the previous child that states that, “if people in New York woke up one day and learned that we were gone, that we had simply died or left for somewhere else, how would they feel” (205)? Then finally Kozol completes the finishing blow of emotions to the reader wit...
Lisa Simon outlines her three main goals of this article as: 1. To demonstrate the importance of constantly questioning what has been left out of historical texts used in classrooms, 2. To inspire educators to critique class texts and incorporate marginalized perspectives into their teaching, and 3. Offer specific steps for educators and students to follow to find these marginalized perspectives. In this article, Simon explores the limitations of using Karen Hesse’s free verse novel Out of the Dust to portray the Oklahoma Dustbowl experience. She argues that like many classroom texts and textbooks this novel is told only from the white perspective, marginalizing the experiences of Oklahomans of color during that time period as well
Kozol, Jonathan. "Fremont High School." 2005. The Norton Field Guide to Writing. 2nd ed. New York: W. W. Norton &, 2010. 641-48. Print.
Reading Strength In What Remains by Tracy Kidder after learning about genocides in school gave me a much deeper impression on the impact and effect of cultural genocides on societies. It also gave me a new perspective on how people in various cultures have different processing of these historical events.
My name is Eric Meyer, and during the summer I, along with the rest of the AP Junior English class, read the nonfiction work Zeitoun by Dave Eggers. I enjoyed the book immensely, with Eggers’ portrayal of the protagonist Zeitoun as a kind and virtuous citizen invoking powerful feelings in me at the injustices he later faced in the novel. Eggers made me care about and like Zeitoun, helping convey to me the intended themes of the novel: the unfairness of the prejudices Muslims face in America and the malfunctions of the U.S. government after 9/11. However, reports of domestic violence and attempted murder on Zeitoun’s part have recently come to light, contradicting his characterization in Eggers’ book. Zeitoun allegedly
Here in the pacific, isolated on all sides, the islands are pebbles on the globe. Our only access to the world beyond is through technology in Zen mode: handpicked information through newspapers, television and the internet. The world perceives our location as that other place, far removed, where the only conflict exists between insects and lizards. The sentiment holds some truth to it, and to say that we are dislocated from the conflict in the Middle East is an understatement. Yet, Hawaii is home to one of the largest training grounds for the US military. Here, despite our distance, we are actively involved in the conflict 8,400 miles away without being in the presence of its violence. Further, writing about that experience creatively is often problematic. Writing about the Middle East, or any culture to which we do not belong is an exaggerated challenge where locally, the borders of culture are so thinly defined. Questions regarding cultural authenticity, or cultural authority and whether or not one is prepared or
Although it has only been 2 weeks that I have been attending in this writing course, I have already expanded my knowledge greatly and gained plenty of courage in a very little time period. I am not an avid reader, nor do I ever bother to take my own time to go out and pick up or buy a book, but throughout the weeks, I have been assigned to read a new article every week, and each article has made me realize the power and potential reading has to a single person. How it can change someone’s life drastically. I mostly enjoyed reading “The Importance of the Act of Reading” by Paulo Freire, “The Joy of Reading and Writing: Superman and Me” by Sherman Alexie, and “All Writing is Autobiography” by Donald M. Murray.
The AP Language and Composition course is purely designed to help students excel in their own stories, but more importantly, become more attentive to their surroundings. A conscientious goal, that would properly be attained through the collection of nonfiction paperbacks. Because of the purpose of this course and the current state of today’s children, one must undeniably agree that in selecting the “perfect book”, the overall idea of self-reliance would hold a prominent factor. This curriculum not only focuses on the rhetorical analysis of nonfiction texts, but it attempts to make students distinguish how the world plays with the dialectic of persuasion, also known as the art of rhetoric. In doing so, this course aims at making students aware
Greenfield begins his article by describing an account at the University of Oklahoma where a group of fraternity members where not punished for chanting harsh and racist comments in a viral video. He uses this story-telling strategy to appeal to the character of the reader by directly quoting the frat boys who
James W. Loewen wrote the book “Lies My Teacher Told Me” to help students understand the past of the United States, and how it is effecting the present time. “Lies My Teacher Told Me” looks at 12 different American history textbooks, and points out the different lies, flaws, and sugar coated stories the textbooks present. Lowen explains how textbooks practice heroification, and how race and race relations are a major issue when it comes to American history. Among these topics, Lowen also sheds light on the truth about social classes in America, and how textbooks lie about the past and try to avoid the recent past all together.
Writing and Reading Across the Curriculum. Tenth edition. Edited by Laurence Behrens and Leonard J. Rosen. New York: Longman Publishers, pp. 371-377, 2008.
There are certain criteria that must be fulfilled in order for a nonfiction book to be successful. The two criteria that we should judge all argumentative nonfiction by are well written anecdotes that capture the reader’s attention and well explained factual data that proves the author’s point. The book Lies My Teacher Told Me by James W. Loewen contains both of these criteria and as such is a successful nonfiction book. Loewen’s purpose in writing Lies My Teacher Told Me is to correct the inaccuracies in textbooks and to help students learn the truth about history. He uses anecdotes that provide insight about history and data that easily proves his point about inaccuracies in textbooks to achieve his goal of helping students gain knowledge.
The essays written by Tan, Hariston and Rose all address an issue within our educational system that demands immediate attention. In the land of the free with so many various freedoms for citizens, every student should be proud of their own ethnic background. Never should students be steered away from their goals or looked down upon because of their grammatical abilities. Overall students should be proud of their ethnic background and proud at the same time to be an American.