Anthology (revision note)

THE DANGER OF SINGLE STORY

(- - important)

⁃ Story is NOT a metaphor (I’m a storyteller.)

⁃ (a single story of what books are.) metaphor- single story—fixed idea -
Stereotype.

VOICE
⁃ -Speech in 1st person
⁃ Personal engaging and that she has some authority.
⁃ She is telling stories of her own life.
⁃ -Anecdotes.- a series of anecdote.
⁃ chronological structure - start as a baby and grow older.
⁃ Intentionally eloquent and literally-she uses a broad and specific
vocabulary.

SENTENCES
⁃ declarative mood - she seems expert.
⁃ - Not many questions or commands

PURPOSE/EFFECT
⁃ Lecture- purpose is to inform and to educate.
⁃ Wants her audience to become aware of "The danger of a single story"
and to change the way we think/act.
⁃ Plea for open mindedness
⁃ Find stereotypical beliefs ridiculous- especially In the form of the
white college roommate. (She assumed that I did not know how to use a stove.)
⁃
STRUCTURE
⁃ Geographic structure- starts close to home and then expands to take in
the world.
⁃

YOUNG AND DYSLEXICS

Inform Explain Review Argue Persuade Advise
example As a child I suffered, but learned to turn dyslexia to my advantage, to
see the world more creatively. We are the architects, we are the designers.
I’m of the generation where teachers didn’t know what dyslexia was. The big
problem
with the education system then was that there was no compassion, no understanding
and no humanity. why don’t you go outside and play some football?’ I thought, “Oh
great”,but now I realise he was stereotyping me.
The teacher said, “Shut up, stupid boy. Bad people would do one-third more
bad.” thought I’d put in a good idea. I was just being creative. She also had a
point, but the thing was, she called me stupid for even thinking about it. If
you’re dyslexic and you feel there’s something holding you back, just remember:
it’s
not you. In many ways being dyslexic is a natural way to be.
Kids come up to me and say, “I’m dyslexic too,” and I say to them, “Use it to
your advantage, see the world differently.
This tell us that from a child benjamin suffered dyslexic
Us dyslexic people, we’ve got it going on – we are
the architects. We are the designers.”

IF
What’s Poetry? Something I like Perhaps.
what is about? (What happens/ what does it mean)

A father passing on to a son on how to be a good men.

Perspective/voice
⁃ Patterned
⁃ alithoritative (expert authority)

Structure
⁃ Consistent rhyme scheme, perfectly mired, formal and unchanging

Imagery
⁃ If you can make one heap of all your winnings
⁃ And risk it on one turn of pitch-and-toss,
⁃ And lose, and start again at your beginnings
⁃ And never breathe a word about your loss;
⁃ gambling
If you can talk with crowds and keep your virtue,
Or walk with Kings — nor lose the common touch,
If neither foes nor loving friends can hurt you,
If all men count with you, but none too much;
⁃ No one can talk with king and with crowds.
Triumph and Disaster
And treat those two impostors just the same;
⁃ Don’t act to womanish

Language
⁃ 2nd person- conditional - repetition of "IF"

Personal response

SEARCH FOR MY TONGUE

what is about? (What happens/ what does it mean)

⁃ it’s about a dream where she forget one language and remember the
others, move to another language like a change of identity. She is conflicted and
don’t know her identity

Perspective/voice
⁃ 2 languages
⁃ Direct address

Structure
⁃

Imagery
⁃ Plants
⁃ Tongue
⁃ Decay
⁃ Visceral (powerful)
⁃ Disgust
⁃ Judgement/hope
Language
⁃

Personal response
⁃

HALF CASTE

what is about? (What happens/ what does it mean)

⁃

Perspective/voice
⁃

Structure
⁃

Language
⁃

Personal response
⁃