Book Banning Essay Example for Free

Book Banning Essay Each year, libraries across the United States report hundreds of challenges. The leading causes for contesting a book are sexually explicit content, offensive language and inappropriate subjects for minors [source: American Library Association]. Only a minority of the requests actually make it through to banning the book from its respective library. The Catcher in the Rye. The Scarlet Letter. Huckleberry Finn. Harry Potter. The Diary of Anne Frank. Animal Farm. To Kill a Mockingbird. The Da Vinci Code. The Grapes of Wrath. These literary classics have been vital to the education of many, especially children and adolescents. These great novels both teach important values and educate children about world affairs and classic themes. Unfortunately, each of these novels has been banned at one point in time. Many of these classic stories have been banned because of sexual references, racial slurs, religious intolerance, or supposed witchcraft promotion. Although some may consider these books controversial or inappropriate, many English classes have required us to read these books. Like the teachers that assigned us these books, I believe that even controversial books can ultimately boost, not deter, our educational wealth. I oppose book banning for three main reasons. First, I believe that education should be open to everyone. Everyone should have an opportunity to read any literature of their choosing and form his or her own opinions based on the reading. Micah Issitt lists three basic rights covered under the freedom of the press: the right to publish, the right to confidentiality of sources, and the right of citizens to access the products of the press. My second reason specifically addresses the last right stating that citizens should have access to the press. The government should not restrict books from being published or interfere into personal affairs as this is an infringement of the First Amendment. Finally, I believe that parents should monitor what their own children read, but not have the authority to ban other children from reading these novels. For these reasons, I conclude that the government should play no role in the issue what citizens do and do not read, and that book restriction should remain a solely private matter. At first glance, the debate over banning books appears unimportant. Nevertheless, this debate has divided our nation into those who favor censoring books to protect their impressionable adolescents, and those who argue that education should be open for everybody without interference from the government in restricting the publishing and accessing of these books. Issitt argues that censoring books violates the First Amendment, stating that citizens must be free to seek out any media, regardless of content, that they deem appropriate for entertainment, information, or education. Denying the rights of the consumer, in any area, is one of the hallmarks of authoritarianism. While I do not equate banning books with authoritarianism, we do endorse Issitts belief that individual citizens have the right to choose, under their own discretion, what books to read. The First Amendment protects the freedom of expression and speech, and by prohibiting certain messages, the government clearly infringes upon public rights. On the other hand, Healey claims that censorship does not repress information that teenagers and children are exposed to, but merely gives parents the rights to educate their children in the ways they deem appropriate. Though I concede that parents do have the right to monitor what their children read, they do not have the right to remove books from public libraries or monitor what other children in the city read. Healey attempts to persuade readers that censorship of books should not be about silencing voices on important topics, but about steering young people toward the best possible literature; however, she fails to specify what constitutes as the best possible literature. Some of the best possible literatures† also happen to cause the most controversy, including Huck Finn, Harry Potter, The Scarlet Letter, and To Kill a Mockingbird. Those who protest against these books have clearly not studied them in depth. For example, the main theme in Huckleberry Finn focuses not on advocating racism, as some suggest, but proving that race does not define a persons intelligence or capability for compassion. Even Healey admits that concerned parents and community members react without taking the time to closely investigate the books they want banned. While I agree that parents should play an active role in educating their children and as their primary guardians, have the legal right to monitor what their children read, I disagree that this legal right extends to controlling what other children in the neighborhood read as well. Prohibiting children from reading a book will not enhance their moral values. Rather, banning a book more likely will increase curiosity for reading it. I also empathize with parents who ban books with controversial or uncomfortable subjects because they are unsure as to how their children will react or how to explain such topics. A good way to discuss these subjects with children is to read books with various views on the subject so that children can experience multiple points of view before forming their own opinions. Healey herself agrees that such a method might help young people better understand the world they live in, the human condition, and issues they face in their culture. As Healey stated, parents also tend to ban books based on moral grounds, although some books have been condemned for their perspectives on civic values and history. For this very reason, the general public should read these books. Our society, especially our younger children, needs to read these books since fully understanding a topic requires knowledge of both sides. If we choose to disregard even a highly unpopular opinion, we intentionally choose to live in ignorance, only partially educated in a topic we claim to know so well. Without a doubt, if we continue to ban books and ignore what some consider taboo topics, we hinder ourselves and our children from finding ways to solve societys problems, thus hampering the development of our nation as a whole. Many conservative groups make the argument that the books that have been banned have material that is inappropriate, immoral or contradicting the beliefs they have ingrained in their children and/or their society. Take for consideration the controversial books that tackle difficult, touchy social issues like homosexuality. Books like Heather Has Two Mommies, by Leslea Newman and Daddys Roommate by Michael Willhoite (both books written for youth with gay parents) were shot down by conservative groups because they attempted to educate children about homosexuality, an issue parents felt needed to be taught to their respective children by them. While this may seem like a valid argument, really it is just skirting around the actual issue. Book-banning cases usually concern the protection of children and their innocence, but all that is happening is sheltering parents showing an awkward avoidance of their childrens confrontation with uncomfortable matters. It is not only selfish, but also harmful to the overall education of their children. This act of prohibiting books is just the parents’ way of evading of the conversation with their child about these sensitive issues. These two books are issues that Healey brings up in her argument on how groups were upset about the way these books informed their children of homosexuality. Homosexuality and other touchy social issues are part of everyday life, and for a group to attempt to censor this subject from younger society is almost absurd; these issues are not monstrous and the censorship of them not only shows prejudice but lack of respect. Banning books seems to be the most public solution for a private matter- not everyone should have to suffer restrictions because one group feels uncomfortable with the book. That being said, there are often books that contain graphic and often highly inappropriate material; I do consent that these books should be censored at the discretion of the parent, or anyone involved however, no one is forcing books upon others, so we should not be forced to remove them. Other groups would say that its also the duty of the government to regulate these books to protect concerned citizens and their families, but I would have to disagree. Its the exact opposite of the governments role- our private lives, the books we read, should be regulated and controlled by us. Banning books from public congregations is not what the government was intended to do. Topics that seem socially outlawed in public, let alone published, have been banned because their immoral content may have a negative effect on younger children. In these books, authors doesnt promote or encourage bad behaviors, they prepare their readers for some of the real world challenges. The child would never be able to learn these things if the book was banned, nor be able to form his or her own opinion about that certain topic. Healey discusses that the book, 33 Snowfish, a dark story of three teenage runaways who are victims of various forms of abuse by Adam Rapp may be an unsuitable way to educate children on these timely topics. However, having these stories banned all together would just further shelter a child whose parents may not be willing to discuss these issues with them at all. Even though these books center around scary topics, they are educating children on real life matters that they will be exposed to once they venture into the world themselves. Healey goes on to make the point that the books should not be banned as well, since it is a matter of private opinion not one to be made by the public libraries of a community. She suggests that schools should inform parents about the kinds of books they offer children in their libraries and classrooms instead of banning them. With the knowledge that some of these books have to offer, children can learn how not to act and what can be the consequences if they do misbehave. This learning experience could turn around with the help of a parent and pass a positive affect over the child. Clearly, banning books not only hinders a childs educational development but also leaves them unaware of the true state of the world. Books do not simply impart general information; they heavily influence a child, the future generation. Without regular access to books, both adults and children could not form sound opinions, only narrow-minded ones. Both advocates and opposers of book banning agree that books are powerful instruments. Otherwise, a debate on the subject would neither have arisen nor lasted so long. Because books can be used to inculcate values and transmit ideology, and to stimulate the imagination, as Healey suggests, any person should remain free to select his or her reading material. This personal issue of selecting reading material has no relation to the government. On the contrary, government action interferes with individual education, a primary American value. Ultimately, children can learn personal responsibility in determining which books to regard and which to discard. In the future, these children will become well-educated adults who can benefit the American society. -

Metaphysical Poetry - the flea + sune rising Essay -- essays research

Metaphysical poets use startling juxtapositions in their poetry to create a greater significance in their arguments and intended meanings throughout the poem. John Donne is said to be the unsurpassed metaphysical poet, metaphysical poetry being poetry relating to a group of 17-century English poets whose verse is typified by an intellectually arduous style, admitting extended metaphors and comparing very disparate things. In 17th century England new discoveries were being made and social customs such as men being the dominant over women still applied. Through Donne’s poetry we can see that he is goaded and confused by the new discoveries and the social customs avert him from reaching his desires. This is incalculably recognized in his two poems, â€Å"The Sunne Rising† and â€Å"The Flea† where Donne’s arguments challenge some beliefs of the 17th century England. Through â€Å"The Sunne Rising† we gain a sense of meaning that Donne is irritated and perplexed with new discoveries and that he believes his love is everything in the whole world. In â€Å"The Flea† we can see Donne challenging the social costumes of the 17th century, such as chastity of women, his tremendous persistence to sexually unite with the woman and the overall dominance presented over the woman. In both of these poems Donne uses vividly striking differences in the argument to emphasize the overall meaning of the poem. These dramatic contrasts include conceit, binary opposition, imagery, specific words and the movement of the poem, which are additionally affirmed by poetic devices. The â€Å"Sunne Rising† implies that when a couple unearths perfect love together they become one, shaping a world of their own, which has no need for the outside world. He suggests that even the physical laws of the universe must defer to those persons caught up in the larger universe of infatuation. We also see Donne is going through a struggle of the old and new during the poem. In the â€Å"Sunne Rising† Donne uses a number of dramatic contrasts; a contrast of old and new things, beautiful and stunning imagery reflected on his lover, and the movement of the poem to help shape his meaning. In the very first line of the poem, using direct address, Donne states â€Å"Busie old foole, unruly Sunne,† this first line begins one of the meanings presented in the poem; the struggle between old and new things. This struggle is heavily displayed in t... ...elps us to see just how determined Donne is. Another way in which Donne accentuates his meaning is through the poetic devices, rhythm and rhyme. The poem has irregular lines of iambic tetrameter and pentameter. Through the poem Donne varies the rhythm to highlight particular words or phrases, â€Å"mark but this flea, and mark in this† instead of opening with an unstressed syllable as in iambic form; Donne strains the word, â€Å"mark†. This is important in accentuating his argument. The poem follows the aabbbccddd rhyme scheme. This constant pattern mirrors the speaker’s persistence as he proceeds with his demands for intimacy throughout the poem. The dramatic movement and specific poetic devices in this poem successfully help to shape Donne’s meanings and altering arguments. Through both â€Å"The Sunne Rising† and â€Å"The Flea†, the reader can see how Donne has ingeniously employed Dramatic contrasts to shape his meanings and accentuate his arguments. These Dramatic contrasts give the reader an enhanced feeling of place, time and what Donne is feeling. Through each startling juxtaposition, the readers’ attention is renewed and obtained, leading them to find out Donne’s intentions for the poem.

My Success

Neo once said â€Å"It is during out failures that we discover our true desire for In my life, this quote holds a lot of value. I attended High School, success. † graduating in 2003. While in high school, I was not the popular crowd, nor the succeeding student. I was merely getting by. To myself, I was a failure. After high school, I moved to a new town, new college, It was a new start! Wallace State College In Huntsville was going to be my Journey to success. After a year and a half, I was completing my internship for my desired major and It all fell to pieces.I was miserable. This was not what I thought I was getting myself Into. I could not see myself In that line of work every day for the rest of my working life. So what do you do? Failure struck once again, I quit. I moved back home to Alabama. I had no Idea what I was going to do. I thought college was no longer for me. I had no skills to get a decent Job. Then on August 28th 2006, someone saw different. I was accepted for a Job. After 2 short weeks on the job, I was transferred to a location to be the manager. This became my life for the next 6 years.Everything I did revolved around this store. Although I was not the owner of the store, I treated it like it was mine. In my six years there, the store was very successful. The company went through a buy-out in 2010 to a company based out of Ireland, This caused major downfalls in the Job. The owners no longer appreciated their employees; we were merely Just a number to them. When you have a small town store this makes a major difference. Then the financial aspects sat in, not knowing week to week if you were going to get a paycheck.These occurrences ere landing me right back to where I was 6 years ago. Although gaining experience. I am now majoring in Office Administration at West College and hope to graduate Spring 2014. Just eight more classes to go. As for my future, My goal is to obtain a Job at the collage as a program assistant. This may sound crazy, but it is my dream. I believe in the college and I know that if I can succeed others can too. I want to be a part that can help them on their road to success. For once in my life, I feel a sense of success.However, it has taken many allures to get me to where I am today. I know that I will continue to fail on a dally basis; However, I have learned how to pick myself up and move forward. This class has also given me the guidance and confidence that I am going to be able to succeed In getting a Job when I get out of school. By meanings success. † In my life, this quote holds a lot of value. I attended High School, school, I moved too new town, new college, it was a new start! Wallace State College in Huntsville was going to be my Journey to success.After a year and a half, I was implementing my internship for my desired major and it all fell to pieces. I was miserable. This was not what I thought I was getting myself into. I could not see myself in that line of work ever y day for the rest of my working life. So what do you I moved back home to Alabama. I had no idea what I was going to do. I thought the Job, I was transferred too location to be the manager. This became my life for failures to get me to where I am today. I know that I will continue to fail on a daily in getting a Job when I get out of school.

Learn How to Conjugate Valoir (to Value) in French

Valoir  means to be worth in French. This verb is easier to remember if you associate it with the English word value, which is how we often refer to how much something is worth.   When you want to use  valoir  in the past tense was worth or the future tense will be worth, youll need to know its conjugations. A quick lesson will help you learn the simplest and most useful forms of  valoir  that you will need for conversations. The Basic Conjugations of  Valoir French verb conjugations are required for correct grammar. They allow us to transform the verb into various tenses to indicate when the act took place. The trick with French, though, is that you have to learn a new form for each subject pronoun within each tense. This does give you more words to memorize, but it does get easier with time and with each new verb you add to your vocabulary. Valoir  is an  irregular verb, so you cannot rely on any common conjugation patterns that you may already know. Instead, you will need to commit each of these to memory. Well begin with the indicative verb mood, which includes the most basic ways to say  valoir  in the present, future, and imperfect past tenses. Notice how the verb stem changes dramatically, sometimes including the  val-  stem and sometimes changing it to  vau-. This is why  valoir  is one of the more challenging verbs to study. Using the chart, pair the subject pronoun with the proper tense for your subject. For instance, I am worth is  je vaux  and we were worth is  nous valions. Present Future Imperfect je vaux vaudrai valais tu vaux vaudras valais il vaut vaudra valait nous valons vaudrons valions vous valez vaudrez valiez ils valent vaudront valaient The Present Participle of  Valoir Possibly the easiest conjugation for  valoir  is the  present participle. This one does follow a common rule, adding -ant  to the verb stem to create  valant. Valoir  in the Compound Past Tense The compound past tense is known in French as the  passà © composà ©Ã‚  and it is common as well. To form it, you will need to conjugate the  auxiliary verb avoir  to the subject in the present tense, then add the  past participle  valu. For example, I was worth is  jai valu  and we were worth is  nous avons valu. More Simple Conjugations of  Valoir Its a good idea to finish your study of  valoir  with a few more simple conjugations. They each have their use in special circumstances and as you become more fluent, they may become useful.   The subjunctive, for instance, calls the act into question in some way. The conditional, on the other hand, says its dependent on something else. In formal writing, you may encounter the literary tenses of the  the passà © simple  or  the imperfect subjunctive. Subjunctive Conditional Pass Simple Imperfect Subjunctive je vaille vaudrais valus valusse tu vailles vaudrais valus valusses il vaille vaudrait valut valt nous valions vaudrions valmes valussions vous valiez vaudriez valtes valussiez ils vaillent vaudraient valurent valussent You may not need to use  valoir  in  the imperative form  because its typically used for exclamations and it doesnt make much sense to say Worth! Yet, if you ever do find yourself in need of it, know that you can skip the subject pronoun. Imperative (tu) vaux (nous) valons (vous) valez