Spring 2010 Booktalk

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Naomi Bates

Education

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Answer ONE of the following questions after reading Francine Prose's "I Know Why the Caged Bird Cannot Read." Your response should be well thought out with very few if any grammatical or sentence errors. Your response should be 200-300words in length. It is due Thursday before 11:59pm. #1: Prose is highly critical of the quality of both I Know Why the Caged Bird Sings and To Kill a Mockingbird. If you have read either, write an evaluation of her criticism of the book. Is she setting up this book to be unfairly judged? -OR- #2: Prose is skeptical of using literary works to teach values. Write a journal entry in which you support or challenge her position using specific examples to support your position. I Know Why the Caged Bird Cannot Read How American High School Students Learn to Loathe Literature Francine Prose Francine Prose, who was born in the late 1940s, is a reporter, essayist, critic, and editor. She has also written more than twenty books, including poetry, fiction, and children’s literature. Her novel Blue Angel (2000) was a finalist for the National Book Award, and her nonfiction works The Lives of the Muses: Nine Women and the Artists They Inspired (2002) and Reading Like a Writer: A Guide for People Who Love Books and Those Who Want to Write Them (2006) were both national best sellers. She has received numerous grants and awards, including Guggenheim and Fulbright fellowships. She is most recently the author of the satiric novel My New American Life (2011). Prose is currently a book reviewer for a number of magazines and periodicals, including the New York Times Book Review and O . The following essay, published in Harper’s in September 1999, is a critique of the quality of required reading in American high schools. Books discussed in this essay include: I Know Why the Caged Bird Sings by Maya Angelou. Bantam Books, 1983. To Kill a Mockingbird by Harper Lee. Warner Books, 1988. Teaching Values through Teaching Literature by Margaret Dodson. Eric/Edinfo Press, 1993. Teaching the Novel by Becky Alano. Eric/Edinfo Press, 1989. Teaching Literature by Women Authors by Carolyn Smith McGowen. Eric/Edinfo Press, 1993. ike most parents who have, against all odds, preserved a lively and still evolv- ing passion for good books, I find myself, each September, increasingly appalled by the dismal lists of texts that my sons are doomed to waste a school year reading. What I get as compensation is a measure of insight into why our society has come to admire Montel Williams and Ricki Lake so much more than Dante and Homer. Given the dreariness with which literature is taught in many American classrooms, it seems miraculous that any sentient teenager would view reading as a source of pleasure. Traditionally, the love of reading has been born and nurtured in high school English class — the last time many students will find themselves in a roomful of people who have all read the sam.

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