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Exploring Perspectives - A Concise Guide to Analysis
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Whenever I ask my students to analyze anything, I am usually met with a collective groan. To them, the
implied definition of an academic analysis is making something that could be enlightening and fun in a
non-scholastic context seem irrelevant and dull. “Why do we have to analyze it? Why can’t we just enjoy
it?” the students think, mutter, and sometimes ask outright. What I find strange is that I know that they
often talk to each other about many subjects—film, politics, sports—in a highly analytical manner. And
they seem to enjoy doing so. I believe the main reason students often dislike analyzing anything in school
is because of the dominance of what James A. Berlin and others have labeled “current traditional
rhetoric,” an approach that has always “denied the role of writer, reader and language in arriving at
meaning” and places truth “in the external world, existing prior to the individual’s perception of it.” By its
very nature this approach keeps students from finding their own meaning in the composing process,
making analysis seem like an academic game of guesswork to find the answer that the teacher has
determined to be correct
Saylor - Personal Name
1st Edition
NONE
Exploring Perspectives - A Concise Guide to Analysis
Management
English
2004
1-104
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