Show
Save & Exit
1 of 11 of 1 Items
Feature
Some nations have a defined national school curriculum, while others, such as the United States, do not. As a result, students in high school English classes in the United States can read texts that vary widely from school to school, while students in other countries may all read the same books in high school.
Carefully read the following six sources, including the introductory information for each source. Write an essay that synthesizes material from at least three of the sources and develops your position on whether or not there should be specific texts that all students of high school English must read.
Source A (Landow)
Source B (Table)
Source C (Greer)
Source D (Book cover)
Source E (Pirofski)
Source F (Fowler)
In your response you should do the following:
Respond to the prompt with a thesis that presents a defensible position.
Select and use evidence from at least three of the provided sources to support your line of reasoning. Indicate clearly the sources used through direct quotation, paraphrase, or summary. Sources may be cited as Source A, Source B, etc., or by using the description in parentheses.
Explain how the evidence supports your line of reasoning.
Use appropriate grammar and punctuation in communicating your argument.
_________________________________________________________
Source A
Landow, George P. “The Literary Canon.” The Victorian
Web. 3 Sept. 2004
_________________________________________________________
The following excerpt is from an online reference source.
The American Heritage Dictionary has eleven separate definitions of the term canon, the most relevant of which is “an authoritative list, as of the works of an author” and “a basis for judgment; standard; criterion.” . . . To enter the canon, or more properly, to be entered into the canon is to gain certain obvious privileges. The gatekeepers of the fortress of high culture include influential critics, museum directors and their boards of trustees, and far more lowly scholars and teachers. Indeed, a chief enforcer of the canon appears in middlebrow anthologies, those hangers on of high culture that in the Victorian period took the form of pop anthologies like Golden Treasury and today that of major college anthologies in America. To appear in the Norton or Oxford anthology is to have achieved, not exactly greatness but what is more important, certainly—status and accessibility to a reading public. And that is why, of course, it matters that so few women writers have managed to gain entrance to such anthologies.
_________________________________________________________
Source B
Table adapted from a 1992 publication of the Nationa
lCouncil of Teachers of English (NCTE).
_________________________________________________________
The following table is based on data gathered from schools in the United States.
A table is shown with the title Table 1, Most Frequently Required Titles, Grades 9-12, Title and Percent of Schools. The left column shows public, or non-tuition charging, schools. Under this heading are Romeo and Juliet at 84 percent, Macbeth at 81 percent, Huckleberry Finn at 70 percent, Julius Caesar at 70 percent, To Kill a Mockingbird at 69 percent, Scarlet Letter at 62 percent, Of Mice and Men at 56 percent, Hamlet at 55 percent, Great Gatsby at 54 percent, and Lord of the Flies at 54 percent. The right column shows independent, or tuition-charging, schools. Under this heading are Macbeth at 74 percent, Romeo and Juliet at 66 percent, Huckleberry Finn at 56 percent, Scarlet Letter at 52 percent, Hamlet at 51 percent, Great Gatsby at 49 percent, To Kill a Mockingbird at 47 percent, Julius Caesar at 42 percent, Odyssey at 39 percent. There are asterisks next to To Kill a Mockingbird and Julius Caesar in the right hand column indicating that the percentage is significantly different from the public school sample, with p less than 0.5.
_________________________________________________________
Source C
Greer, Michael. “New NCTE Book Stirs Debate on
Poetry Canon.” The Council Chronicle Feb. 1996.
_________________________________________________________
The following excerpt is taken from an academic journal.
Clayton Eshleman, who edits the poetry journal Sulfur and teaches English at Eastern Michigan University, agrees with . . . criticism of the major anthologies, arguing that . . . “teachers have to make their own decisions” about what to include in an introductory poetry course, and that they “can’t trust anthologies” to answer students’ questions about the nature and significance of poetry.
Eshleman’s strategy is to teach anthologies alongside other poems—sometimes by the same poets—that the editor(s) chose not to include. In one instance, he provided his class with portions of Whitman’s “Song of Myself” that had been edited out of a particular anthology. Because the passages in question (which Eshleman had to photocopy and provide to the class in handout form) were highly charged with homoerotic energy and sexual imagery, the discussion shifted to the question of what subject matter was “appropriate” in poetry and why a particular editor might have chosen a small selection as “representative” of Whitman’s work.
_________________________________________________________
Source D
Mack, Maynard, ed. The Norton Anthology: World
Masterpieces. New York: Norton, 1999.
_________________________________________________________
The following is the cover of a widely used literature textbook.
The cover of a book is shown. At the top in a black box with white text it reads “The Norton Anthology.” Below this is reads World Masterpieces, Expanded Edition in One Volume. Below this is a drawing showing three people in traditional east asian clothes in a room surrounded by panels with writing on them. Two people are sitting on the floor, and one is watching while the other paints large characters on a piece of paper. The third person is standing and looking off to the side.
Torii Kiyonaga, Shigeyuki Executing Calligraphy, Philadelphia Museum of Art: Gift of Mrs. John D. Rockefeller, Jr., 1946
_________________________________________________________
Source E
Pirofski, Kira Isak. “Multicultural Literature and the
Children’s Literary Canon.” 23 Oct. 2006
<
_________________________________________________________
The following is taken from an online article about using multicultural literature in the classroom.
This paper presents an historical overview of research and reading programs which have found that multicultural literature is a valuable learning tool as well as research which documents the longstanding lack of multicultural literature in the children’s literature. Reasons for the exclusion of culturally authentic reading materials in the canon are discussed as well.
Pioneer researcher, Florez-Tighe (1983), was one of the first educators to advocate the use of multicultural literature in school curriculum. Her research indicated that culturally authentic children’s literature enhances language development and thought processes of African-American children (Florez-Tighe, 1983). Florez-Tighe (1983) believes that use of African-American folktales by teachers in the classroom can teach respect for African-American culture and affirm a child’s feeling of self worth (Florez-Tighe, 1983).
_________________________________________________________
Source F
Fowler, Robert M. “The Fate of the Notion of the Canon
in the Electronic Age.” Forum 9 (1993).
_________________________________________________________
The following is the introduction to a discussion about how reading changes when it occurs online.
What happens when text moves from page to screen? First, the digital text becomes unfixed and interactive. The reader can change it, become writer. The center of Western culture since the Renaissance—really since the great Alexandrian editors of Homer—the fixed, authoritative, canonical text, simply explodes into the ether. (Lanham, The Electronic Word, 31)
In the world of electronic writing, there will be no texts that everyone must read. There will only be texts that more or fewer readers choose to examine in more or less detail. The idea of the great, inescapable book belongs to the age of print that is now passing. (Bolter, Writing Space, 240)
The idea of a relatively stable [literary] canon made sense in a culture dominated by printed books. The canon was also appropriate to a centralized educational system, in which everyone studied the same subjects and the same texts in order to be introduced into the standards of cultural life. But the notion of a standard has now collapsed, and the collapse is mirrored in the shift from the printed to the electronic writing space, in which a stable canon of works and authors is meaningless. (Bolter, Writing Space, 237)
Skip to navigation
Submit
Assignment name: U3L3 Synthesis Practice - Literary Canon: Question 1: Row A - Thesis
In a world where literary canons differ greatly from country to country and even from school to school, the question arises as to whether or not there should be specific texts that all students of high school English must read. While some argue that a standardized curriculum would ensure a shared cultural literacy and promote a sense of unity, others contend that it limits diversity and fails to engage individual students. After examining the sources provided, I am convinced that while there should be a canon that serves as a foundation for high school English education, it should also allow for flexibility and inclusivity to cater to the diverse needs and interests of students.
Source A, Landow, highlights the privileges and advantages that come with being included in the canon. It acknowledges that influential gatekeepers, such as critics and teachers, have the power to shape the canon, thereby determining what is considered worthy of study. However, the excerpt also points out the lack of representation of women writers in the canon, suggesting that a fixed and established list of texts can exclude important voices and perspectives.
Source B presents data on the most frequently required titles in high schools across the United States. While it shows a common selection of texts like "Romeo and Juliet" and "Macbeth," it also reveals variations between public and independent schools. This diversity in required texts implies that a strictly enforced canon does not exist, even within a single country. It further supports the argument that a rigid canon limits students' exposure to a wider range of literature.
Source C, Greer, discusses the limitations of anthologies and the importance of teachers making their own decisions in selecting texts. By teaching additional poems that were not included in anthologies, like Eshleman does, educators can engage students in critical discussions about the nature and significance of poetry. This approach allows for a more nuanced exploration of topics and encourages students to think independently and critically about the texts they encounter.
Source E, Pirofski, emphasizes the value of multicultural literature in promoting language development and affirming a child's sense of self-worth. Florez-Tighe's research suggests that the inclusion of culturally authentic reading materials enhances the educational experience for African-American students. This supports the argument for a flexible canon that includes texts from a diverse range of cultures and perspectives.
Source F, Fowler, discusses the shift from print to digital texts and the implications for the concept of a canon. It states that in the world of electronic writing, there will be no texts that everyone must read, as readers have the freedom to choose what they engage with. While this source suggests that the concept of a fixed canon is becoming meaningless, it does not discount the value of a foundational common literature.
In light of these sources, it becomes clear that a balance between a fixed core canon and flexibility is the most beneficial approach. A foundational canon can provide students with a shared cultural literacy and a common starting point for critical analysis. However, this canon should be open to revision and expansion, accommodating a wider range of voices and perspectives. Teachers should have the autonomy to select additional texts that resonate with their students and promote inclusivity. This approach ensures that students are exposed to a variety of texts that cater to their interests, needs, and cultural backgrounds, fostering engagement and a deeper understanding of the literary landscape. By striking this balance, we can create a high school English curriculum that is both inclusive and academically rigorous.
To develop a thesis on whether or not there should be specific texts that all students of high school English must read, you could consider the following statement:
Thesis: While it is important to provide students with a diverse range of texts to foster critical thinking and cultural awareness, high school English curriculum should include specific texts that all students must read to establish a common foundation of literary knowledge and to ensure equal educational opportunities.
To support this thesis, you can utilize evidence from at least three of the provided sources. Here are a few examples:
1. Source A (Landow) - This source discusses the concept of a literary canon and the privileges associated with being included in it. You can use this source to highlight the importance of common texts in establishing a standard and basis for judgment in literature.
2. Source B (Table) - This table provides data on the most frequently required texts in high school curriculum. You can use this source to show the prevalence of specific texts being taught across schools, indicating the existence of a shared canon to some extent.
3. Source E (Pirofski) - This source focuses on the value of multicultural literature in the classroom. You can use this source to argue that a diverse range of texts should be incorporated alongside specific texts, promoting inclusivity and cultural understanding among students.
By synthesizing evidence from these sources, you can explain how having specific texts in the high school English curriculum can establish a common foundation of literary knowledge while still allowing for diversity and cultural representation.
To develop your essay on whether or not there should be specific texts that all students of high school English must read, you will need to synthesize material from at least three of the provided sources (Source A, Source B, Source C, Source D, Source E, and Source F). The essay should have a clear and defensible thesis, supported by evidence from the sources.
First, read and understand each source, taking note of the main ideas, arguments, and evidence presented. Then, consider how these sources can be used to support or refute the idea of having specific texts in high school English. Analyze the perspectives presented in each source and determine which ones you agree with or find most compelling.
Next, develop a thesis statement that presents your position on the issue. This thesis statement should clearly state your stance and provide a roadmap for the rest of your essay. For example, your thesis could be:
"I believe that there should be specific texts that all students of high school English must read because it provides a common cultural foundation, promotes critical thinking and analytical skills, and ensures a well-rounded education."
Once you have your thesis, select evidence from at least three of the sources that supports your position. You can directly quote or paraphrase the information from the sources, making sure to clearly indicate which source the evidence is from. For example:
"In Source A, Landow argues that having a defined canon provides status and accessibility to a reading public, which supports the idea that specific texts should be read by all students. Additionally, Source E presents research that shows culturally authentic literature, such as African-American folktales, can enhance language development and nurture self-worth in students."
Use this evidence to explain how it supports your line of reasoning. For example:
"The evidence from Source A suggests that a defined canon can provide a common cultural foundation for students, allowing them to engage in shared discussions and understand references to important literary works. Furthermore, Source E's research demonstrates that including culturally authentic literature in the curriculum can have positive effects on students' language development and self-esteem. These benefits support the argument that there should be specific texts that all students must read."
Make sure to use appropriate grammar and punctuation throughout your essay, effectively communicate your argument, and provide a conclusion that reinforces your thesis and summarizes your main points.