The End Analysis
The End Analysis

The End Analysis

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  • Pages: 2 (680 words)
  • Published: October 10, 2017
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Students will float to the mark you set. I and the others In the vocational classes were bobbing in pretty shallow water… Mostly the teachers had no idea of how to engage the imaginations of us kids who were scuttling along at the bottom of the pond” (2). This text stood out to me because It Is a simple concept yet abundantly true. A thorough understanding of this passage will lead to the uncovering of a deeper meaning. The author is trying to portray that, although sometimes lazy and

Irresponsible, students will rise to the occasion when given high expectations from the start. The students in the vocational classes in this selection were challenged very little and had inadequate disciplinary actions taken on their behalf. Therefore, these students cared little for what was presented to them and were bobbing In waters that hadn’t even begun to tap into the deeper educational inquiry and potential that could have been. The tone of this passage is one of realization of the author’s situation.

The author created this tone through the use of metaphors and joking into personal feelings of himself and his peers in the vocational program. 2) “l lived in one world during spring semester, and when I came back to school in the fall. I was living In another” (4), I selected this text because It begins to show how a different course or approach to teaching can make a tremendous difference in a student’s life. In reading the text surrounding this passage, it is discovered that Rose sw

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itched from the vocational courses In the spring to the college prep courses In the fall.

An understanding of this passage is important because it highlights the huge ifference and transition between the vocational and the college prep courses. It also helps show the assumed nervousness and confusion of the author. Same school. Same boy, yet a completely different atmosphere. This selection takes on a tone of transition, into the new world of college prep. 3) “He gave me a way to feel special by using my mind. And he provided a role model that wasn’t shaped on physical prowess alone, and something inside me that I wasn’t quite aware of responded to that” (6).

My reasoning for selecting this passage comes from the pure understanding f the teenage mind and the way It works. The role this selection plays In the piece Is one of large importance, because it is the turning point in not only the story, but in the author’s life. Jack McFarland opened up Rose’s eyes, awakening something in him that was the key to turning his life from dull and tasteless Into a life full of curiosity and flavor. This passage shows how certain events or people can inspire something wonderful in a person, and can change their outlook on life.

The tone shown in this passage is one of positivist, self-worth, and optimism. ) “… And it felt good at the time to know all these words. With hindsight I realize how layered and Important that knowledge was” (7). The above passage was chosen becaus

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it has an important message of the story woven in. It is one highlights the author’s love of education gained throughout his high school and college experience. And education. The tone taken on by the passage is realization; the author learning his passion. 5) “… L could share an evening, talk that talk, with Jack McFarland, the man I most admired at the time” (7).

This selection most definitely caught my eye because of the powerful meaning behind it. This sentence helps tie up the events in the story by showing that the author finally felt smart. McFarland was an intelligent, hard working role model for Rose, who wanted to be able to be like him, and talk to him. After times of labor, discovery, and life changing events, Rose started to uncover his own intellectual abilities and passions, and loved doing it. This passage relays a tone of accomplishment and of satisfaction, how he could finally say that he was more than average.

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