...“The Fun House” vs “All I Wanted to Do as Dance” “The Fun House” and “All I Wanted to Do Was Dance” are stories written by Sherman Alexie in his book The Lone Ranger and Tonto Fistfight in Heaven. “The Fun House” is centered on Nezzy, the aunt of the narrator. Throughout the story, she struggles with the lack of gratitude she receives from her husband and son which leads to an anger that drives her desperately to change her life. However, In “All I wanted to do was dance” the story is focused on Victor, who is the narrator of “The Fun House”. The story goes through Victor’s love life where he suffers from a broken heart. The pain started to prevent him from moving forward in life. He tries to compensate his pain by getting drunk and dancing. Both of these stories depict the protagonists’ love relationships and the pain they carry. However, in “The Fun House” aunt Nezzy strives to change her life, while Victor, the protagonist of “All I Wanted to Do Was Dance” is trapped in depression. Both stories illustrate the symbols of pain that the protagonists carry throughout the story. “The funhouse” begins with the narrator stating that his aunt Nezzy sewed a beaded dress that was too heavy for anyone to wear (76). The weight of the beaded dress is a symbol of burden she carries for the family. Aunt Nezzy has to put food on the table for her husband and son, while her thirty year old son still needs a job. This put an extra weight on aunt Nezzy's shoulder. Nezzy mentioned, “When a...
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...Using Facebook to Teach Rhetorical Analysis Jane Mathison Fife The attraction of Facebook is a puzzle to many people over the age of thirtyfive, and that includes most college faculty. Yet students confess to spending significant amounts of time on Facebook, sometimes hours a day. If you teach in a computer classroom, you have probably observed students using Facebook when you walk in the room. Literacy practices that fall outside the realm of traditional academic writing, like Facebook, can easily be seen as a threat to print literacy by teachers, especially when they sneak into the classroom uninvited as students check their Facebook profiles instead of participating in class discussions and activities. This common reaction reflects James King and David O’Brien’s (2002: 42) characterization of the dichotomy teachers often perceive between school and nonschool literacy activities (although they are not referring to Facebook specifically): “From teachers’ perspectives, all of these presumably pleasurable experiences with multimedia detract from students’ engagement with their real work. Within the classroom economy technology work is time off task; it is classified as a sort of leisure recreational activity.” This dichotomy can be broken down, though; students’ enthusiasm for and immersion in these nonacademic literacies can be used to complement their learning of critical inquiry and traditional academic concepts like rhetorical analysis. Although they read these texts daily...
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...This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee. Saylor URL: http://www.saylor.org/books Saylor.org 1 Preface Writing is often a challenge. If you were ever challenged to express yourself via the written word, this book is for you. Writing for Success is a text that provides instruction in steps, builds writing, reading, and critical thinking, and combines comprehensive grammar review with an introduction to paragraph writing and composition. Beginning with the sentence and its essential elements, this book addresses each concept with clear, concise, and effective examples that are immediately reinforced with exercises and opportunities to demonstrate learning. Each chapter allows students to demonstrate mastery of the principles of quality writing. With its incremental approach, this book can address a range of writing levels and abilities, helping each student prepare for the next writing or university course. Constant reinforcement is provided through examples and exercises, and the text involves students in the learning process through reading, problem solving, practicing, listening, and experiencing the writing process. Each chapter also has integrated examples that unify the discussion and form a common, easy-tounderstand basis for discussion and exploration. This will put students at ease and allow for greater...
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