"Bartholomae and petrosky" Essays and Research Papers

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    Bartholomae And Petrosky

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    When I read introduction of ways of reading‚ I understood Bartholomae and Petrosky discuss reading and writing differently in many different ways. Readers face many kinds of experiences‚ and certain texts are written with specific situations in mind and invite specific ways of reading. One of them is “A reader can go back and scan‚ for one thing‚ to find passages or examples that might be worth reconsidering” (7). I had many problems‚ when I was reading book‚ I couldn’t remember many things in that

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    community in general – but also in the different departments of the academic community such as; English‚ Philosophy‚ Biology‚ Psychology‚ etc.. After my second read of this article‚ I realize that Bartholomae’s audience is for teachers‚ in that‚ Bartholomae raises awareness for a need among composition and writing scholars to be very specific in the demands they make on students. However‚ even though many students are very much aware of the demands of the academic community‚ many are still lacking

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    Cited: Bartholomae‚ David; Petrosky‚ Anthony. “Ways of Reading.” An Anthology for Writers. 9th Ed. Bedford/St. Martin’s. Boston; New York‚ 2011. 1-19. Print Roy-Davis‚ Dr. "Engl 1301 Course Description." 2011.

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    of "students:" "privileged" and "unprivileged knowers." However‚ Percy labels his readers by what he feels is appropriate. According to David Bartholomae and Anthony Petrosky in the introduction to Ways of Reading‚ it is up to us‚ the readers‚ to determine what Percy might mean when he uses key terms and phrases in his essay. Bartholomae and Petrosky believe that "The meaning is forged from reading the essay‚ to be sure‚ but it is determined by your account of what Percy might mean when he talks

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    The Civil Rights Movement that began in the late 1950’s was a struggle to bring full civil rights and equality under the law to primarily African American citizens of the United States. In the end‚ African-Americans won basic rights long denied to them‚ as well as inspired other discriminated groups to fight for their own rights‚ which had a deep effect on American society. Many blacks took part in this movement‚ whether it was through protesting or holding demonstrations. However‚ some blacks used

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    Reading: An Anthology for Writers. 9th ed. Ed. David Bartholomae and Anthony Petrosky. New York: Bedford/St. Martin’s‚ 2011. 141-165. Bordo‚ Susan. Beauty (Re)Discovers the Male Body. Ways of Reading: An Anthology for Writers. 9th ed. Ed. David Bartholomae and Anthony Petrosky. New York: Bedford/St. Martin’s‚ 2011. 187-233. Foucault‚ Michele. Panopticism. Ways of Reading: An Anthology for Writers. 9th ed. Ed. David Bartholomae and Anthony Petrosky. New York: Bedford/St. Martin’s‚ 2011. 282-309. Kipnis

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    Ways of Reading: An Anthology for Writers. Ed. David Bartholomae‚ Anthony Petrosky. Boston: Bedford/St. Martins‚ 2011. 318-328. Print. Miller‚ Richard. “The Dark Knight of the Soul.” Ways of Reading: An Anthology for Writers. Ed. David Bartholomae‚ Anthony Petrosky. Boston: Bedford/St. Martins‚ 2011. 420-444. Print. Pratt‚ Mary Louise. “Arts of the Contact Zone.” Ways of Reading: An Anthology for Writers. Ed. David Bartholomae‚ Anthony Petrosky. Boston: Bedford/St. Martins‚ 2011. 485-498. Print.

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    The Art of the Conclusion

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    Cited: Anzaldua‚ Gloria. “How to Tame a Wild Tongue.” David Bartholomae and Anthony Petrosky. Ways of Reading. 9th ed. Boston: Bedford/St. Martin’s‚ 2011‚ 85-93. Rios‚ Alberto Alvaro. “Translating Tanslation.” David Bartholomae and Anthony Petrosky. Ways of Reading. 9th ed. Boston: Bedford/St. Martin’s‚ 2011‚ 506-508. Doyle‚ Brian. “Joyas Voladoras.” David Bartholomae and Anthony Petrosky. Ways of Reading. 9th ed. Boston: Bedford/St. Martin’s‚ 2011‚ 273-275.

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    I Am Not A Painter Poem

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    The poem‚ “Why I am Not a Painter”‚ by Frank O’Hara contains the various terminology that is used by BartholomaePetrosky‚ and Waite. The specific language that is used by O’Hara contains a tone that can be described as prosaic or conversational. For example‚ instead of the narrator “visiting” Mike Goldberg‚ the narrator just drops in to see the progress of Goldberg’s painting. The author also says that Sardines is removed due to the fact that “it was too much.” O’Hara’s word usage is very similar

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    Academic Attitude

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    Academic Attitude During the course of a student ’s progression through academia‚ he must learn that the teacher cannot think for him. It is essential for a student to free his mind‚ allowing thought to flow. Instead of waiting for the answers to be handed to him on a silver platter‚ he will rise to his full potential‚ above to the meta level‚ and for himself‚ determine what the answer is. The student must also become active in his learning. Therefore taking his academic potential to

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