The essay begins in short and simple syntax. This speaks as though something must be conveyed to the illiterate of which the essay regards. In the fourth paragraph, the repetition of negative "neither" and "nor" in the "neither of, nor for, nor by the people" relates the repeating failure. These both show the failure of our society to teach something as simple as reading. Many other structural elements will relate the problems about our illiterate society.
Paragraph six is a dream sequence that uses very simple sentences. The simplicity fits the thoughts of the dreamer, who dreams that he is illiterate.
Paragraphs eight through fourteen have continuingly increasing length. They all are filled with repetitions of "Illiterates cannot... They cannot... They cannot." In these paragraphs, Kozol begins to list the problems illiteracy creates. He first begins with the simple single-sentence paragraph eight of "Illiterates cannot read the menu in a resturaunt." The lengths of paragraphs gradually grow; for example, paragraph twelve is twelve lines, and even contains one seven-line run-on sentence. The increasing complexity of the paragraphs and sentences relates to the increasingly overwhelming effects of illiteracy. The overwhelming sense conveys how illiteracy can control a person's life.
In paragraph twenty-four, Kozol states that "most illiterates are virtually immobilized." This statement is then followed by very short and choppy sentences, which convey the inability to move on for very long. The paragraph then ends with several rhetorical questions, showing the questioning and confusion of illiterates. Several other paragraphs near the end of the essay end with questions. The idea that the readers are left with questions emulates how the questions about illiteracy are unsolved in our present society.
In the next paragraph it is said that "choice... is diminished in the life of an illiterate adult." The diminishment is personified by the change in structure of the nine paragraphs: they are some of the shortest paragraphs in the essay. While Kozol speaks of examples in which lives were diminished by illiteracy, the paragraphs themselves are diminished. In the short paragraph thirty-nine, the short sentence "Children choke." personifies the figurative choking actions of illiterates.
Sarah- this was very illuminating for me to read. I did not realize how the structure of the paragraphs so closely reflected the points he was making. This analysis is excellent, something I would never have thought of. The diminished paragraphs, the negative word choices and the simple syntax are all great observations that went over my head. In a way isn't there a little bit of irony in Kozol writing about a people who cannot read what he is writing?
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I definitely agree about the irony. It is also sad because without the ability to read, they do not have access to some resources, such as this essay, that point out the necessity of literacy.
DeleteI like your analysis of the paragraph structure at the end. I didn't notice the connection between the diminished structure of the final paragraphs, and I am glad that you pointed this out.
ReplyDeleteYou make a good point about how the negative words relate to the "repeating failure." I also agree with you that as the story progresses the sentences become more complex, showing how illiteracy becomes more controlling.
ReplyDeleteI loved your anaylsis of the structure and length of the sentences. I didn't see the paragraph structure and how it related to the auhtor's message and I am glad you illuminated me to that link. The first part sounds strange to me, to convey to the illiterates through writing seems like an oxymoron.
ReplyDeleteI did not realize the progression of the sentences was significant to the author's meaning until you noted it. I agree with the short syntax signifying an idle feeling felt by illiterates.
ReplyDeleteLike some of our other classmates I enjoyed how you touched on the use of syntax by the author. The syntax really does affect the work as a whole. I also liked how you mentioned paragraph six being a "dream sequence". I don't know if I would have described it that way but It does make sense now that you mention it. The reader does explain his dreams in a sequence that touches into the lives of the illiterate people. Through his "dream sequence" he is able to invite the reader into a world that they would have otherwised not been exposed too. I really like how you mentioned paragraph structure as well. The paragraph structure is very important.
ReplyDeleteI agree with Rayna, that was interesting to note. I also definitely agree with the "cannot" repetition (words like that), I hadn't noticed that until Danielle posted about it, and I'm glad that more than one person came to the same conclusion.
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