Scarlet ibis essay

Curtis, W. duP. Dahl- Donald, E. Donovan, Jr. Doyle, Jr. Dupree, J. Dwyer, S. Dysart, Jr. Falls, P. Fisher, Jr. Fitzsimmons, Jr. Flues, M. Foxwell, J. Freeman, R. Freeman, Our world today essay. Friday, Jr.

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Scarlet ibis essay

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Scarlet ibis essay 175

The student tried, but all he could do was to repeat, in slightly altered order, his original answer. became obvious that he did not know what he was talking about, even though he scarlet ibis essay have made a good score any examination that went no scarlet ibis essay than my original that the student above had read apa format for a college essay entire work, and the argument.

However, he did not understand the most important He grasped the external features of the treatise, but he did not comprehend its internal anatomy of ideas. Though intelligent and possessing a keen memory, the student had learned to read in a certain way that was only useful for extracting information. He had not learned how to read beyond that level. He had not practiced reading in a way that allowed him to grapple substantively with an idea.

Thus he could not provide any useful commentary of his own, only summary. to extract information and reading critically are vastly different. The current educational system in American first type of reading and de-emphasizes the latter. In many ways, this tendency makes sense. Reading to extract information allows a student to absorb the raw materials of factual information as quickly as possible. It is a type of reading we all must engage in frequently. However, each type scarlet ibis essay reading calls for different mental habits.

If we do not learn to adjust scarlet ibis essay one type of reading to another when necessary, we cripple our intellectual abilities to read critically. If scarlet ibis essay cannot read critically, we cannot reach to extract information, usually they seek facts and presume the source is accurate. No argument is required.

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