Alexie’s memoir about learning
Post one or two paragraphs describing your reaction to Alexie’s memoir about learning to read and how he expresses his commitment to social change in his community.
How is it the same or different from your own story of learning?
Post an additional paragraph about your views on how technology frames our perspective. Comment on what you found the most or least surprising in the TEDTalk video on this subject
Sample Solution
Reading Sherman Alexie’s memoir “The Joy of Reading and Writing: Superman and Me” was a delightfully inspiring experience for me. His story about learning to read revealed the inner struggles he faced in trying to comprehend literature as well as the joy that came with his accomplishments (Alexie, 1998). I can relate to how reading opened up a new world of knowledge and discovery for him that allowed him to connect with people outside of his immediate community, something I experienced as well. His commitment towards giving back to his own community by providing educational resources such as books resonated with me since it is similar to my own attempts at developing literacy programs geared towards underprivileged children (Alexie, 1998).
Similarities between our stories include a shared feeling of empowerment achieved through reading and an intense desire towards making meaningful contributions toward social change within our communities. The main difference appears in the way we go about expressing this commitment; Alexie used various forms of written expression while I prefer speaking engagements or mentorship-based initiatives which tend to focus on practical applications versus theoretical ones(Alexie, 1998). Ultimately both approaches are aimed at effecting positive change while providing opportunities for individuals from disadvantaged backgrounds .
In conclusion , after reading Sherman Alexie’s memoir , it became clear that although there may be differences concerning how we engage in social justice work , we share common values when it comes to uplifting underserved populations within society which is ultimately what drives us ahead along our paths towards becoming better citizens.
The hypothetical idea of hazard taking implies a few parts of equivocalness and startling quality. At its generally broad, risk taking alludes to the ability to be dangerous in unique conditions. Many creators stand out enough to be noticed to the course of hazard taking instead of to its ramifications. Allies of such view stress that the most common way of facing challenges begins by having a variety of activities to pick to settle an errand (Beebe, 1983). Bem (as refered to in Beebe, 1983) distinguishes the meaning of decisions and further considers risk taking a course of consistent selection of activities which can lead the student to a "more regrettable position" (in the same place). From one perspective, it tends to be contended that Bem's negative perspective on language risk taking doesn't distinguish the helpfulness or productivity of being bold in the study hall. Bem doesn't represent risk taking as a potential positive specialist in the scholarly situation, yet he expresses a necessary piece of the gamble taking cycle: selection of blueprints. Most certainly, a daring individual needs to choose what is viewed as the most ideal decision right now of going with a choice. Accordingly, risk taking incorporates vulnerability of the result as well as of the activity or method chose to achieve an oral undertaking.
Different examinations on individual contrasts and second language securing have zeroed in on the results of chance taking as opposed to on the cycle concerning understudy achievement in talking errands. Kahneman, Slovic and Tversky for instance, recommend that facing challenges can have an on a very basic level unfortunate result since the student may be engaged with a misfortune or rout circumstance (as refered to in Gass and Selinker, 2008). Thusly, the idea of hazard taking will in general be corresponded with a negative condition that might forestall oral correspondence in a subsequent language. As per Dewaele and Furnham (1999) likewise conceivable daring people commit precision for speed in discourse creation, which could lead the student to deliver poor phonetic result. At the very least, elevated degrees of chance taking impact different regions, e.g., confidence, readiness to impart and certainty, which might set the student in a weak position. All in all, the more dangers a student pursues the more open doors he must be genuinely obliged.