Ways Of Reading And Jane Tompkins Essay — страница 2

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to serve their own ends, putting things together, figuring out how ideas and examples relate, explaining as vest they can material that is difficult or problematic, translating phrases like Richard Rodriguez’s ‘scholarship boy’ into their own terms…by writing down your thoughts, placing one idea against another, complementing on what you’ve done, taking examples into account, looking back at where you began, perhaps changing you mind, and mobbing on.” (p.12) Operating on the traits in the above passage, we can analyze Jane Tompkins on her ability to manage within these standards. Clearly we have seen that by contradicting herself on purpose only to address the reasons behind this strategy in her conclusion, Tompkins has taken “examples into account” and by looking

back where she began, she changed her mind. These techniques are all executed through concise and tactical writing skills all linked to those of a “strong reader”. “ It is hard to distinguish the act of reading from the act of writing. In fact the connection between reading and writing can be seen as almost a literal one.”(p.12) In the terms described by Bartholomae and Petrosky, Tompkins analysis can ultimately be a work of critical reading, since in their description the differences between reading and writing are often minimal as this is illustrated in the passage above. Bartholomae and Petrosky’s introduction to strong reading and writing was able to set up the observation skills necessary to critically read Jane Tompkins’s essay and receive something more than a

story about some Indians. In fact these skills were so prevalent in the reading, they essentially comprised the entire essay Indians. These kinds of similarities are extremely useful for readers of the text. Within Bartholomae and Petrosky’s introduction, the skills were introduced and described, and in Indians the skills were utilized and therefore shown how they operate in a strong reader’s essay. “I must piece together the story…as best I can, believing this version up to a point, that version not at all, another almost entirely, according to what seems reasonable and plausible, given everything else that I know.”(p.688) This one sentence appears to have the effect of not only summarizing the conclusion, but also proving that the techniques used to describe a

“strong reader” are present in the essay and actually envelop the style in which the essay was written. The guidelines which Bartholomae and Petrosky conveyed as the attributes to a “strong reader” come to life and concisely reiterate what they are attempting to show in Jane Tompkins’s essay Indians. As the author of the essay, reading the text does not appear to show how being a strong reader would have any relevance to the essay written. After reading and studying the definitions set forth by Bartholomae and Petrosky, not only does the reader categorize Tompkins as an effectively strong reader, the readers see two other main points. The first point is that Tompkins’s strong writing ability can be directly linked to her ability to read “strongly” based on the

ideas of Bartholomae and Petrosky. The final point noticed, was that without either the introduction to Ways of Reading or Indians, either reading would possibly lose validity. Each work studied in this duo, appears to aid the others’ ideas and arguments. The analysis and perspectives utilized in Indians are conveyed through the processes described in the introduction to Ways of Reading. Vice versa, the arguments made toward the makeup of a “strong reader” would not have been feasibly possible to illustrate without examples such as Jane Tompkins essay.