What is the counter argument presented in the text “Can Television Be Considered Literature and Taught in English Classes?Links to an external site.”
What is the counter argument presented in the text “Can Television Be Considered Literature and Taught in English Classes?Links to an external site.”
As this discussion of TV surges, enthusiasm for traditional, written literature wanes.
There isn’t a clear-cut division between a complex plot and a simple one, but in general, simple plots exist in shows where every episode begins as if the one before it hasn't happened.
One issue is that complex television can tend to have adult or graphic themes not suitable for the classroom.
Teaching television shows in school can help to bridge that gap by providing a common cultural ground in the way novels once did.
The counter argument presented in the text is that complex television shows may have adult or graphic themes that are not suitable for the classroom.
How does the author of “Can Television Be Considered Literature and Taught in English Classes?Links to an external site.” refute her concessions (counterargument)?
How does the author of “Can Television Be Considered Literature and Taught in English Classes?Links to an external site.” refute her concessions (counterargument)?
Other sources such as reviews can be used instead of directly watching the full televisions show.
Cultural buzz makes teaching television in schools unavoidable.
Novels teach writing skills whereas television shows do not
Books used to be the way a culture was bound together.
The author refutes the concessions by providing counterpoints to each one:
1. Other sources, such as reviews, can be used instead of directly watching the full television show. The author argues that this is not a sufficient substitute because reviews do not capture the full experience and understanding of the show.
2. Cultural buzz makes teaching television in schools unavoidable. The author acknowledges the cultural significance, but argues that teaching television shows in schools can provide a common cultural ground in the same way that novels once did.
3. Novels teach writing skills whereas television shows do not. The author argues that television shows can still teach important literary elements, such as character development, plot structure, and themes, which can indirectly contribute to writing skills.
4. Books used to be the way a culture was bound together. The author acknowledges the historical significance of books, but argues that television has become a dominant medium for storytelling and can also contribute to cultural cohesion.