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Virginia Woolf's 'The Love of Reading': an Analysis

Categories: Virginia Woolf

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Published: Feb 8, 2022

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Reading Ladies

10 reasons why i love reading #toptentuesday #blogger #bookblogger #bookx #booktwitter #bookworm.

July 6, 2021

Top Ten Tuesday: 10 Reasons Why I Love Reading

Image Source: Canva

I’m linking up today with That Artsy Reader Girl: Top Ten Tuesday: 10 Reasons Why I Love Reading.

Why do YOU love to read?

The most simple reason I love reading is that I’m a lifelong reader and have always loved the world of words. I’m the kid who read the cereal box with my breakfast in the morning.

People who love reading and are lifelong readers, usually love it for several of the same reasons. I suppose that many readers could make a similar list. I’m joining in with other TTT list makers today to celebrate the love of reading. Which reason would top your list? Do you have other reasons why you love reading?

I Love Reading….

To experience different lives/times/cultures.

One of the most significant benefits of reading is transporting yourself to different time periods and experiencing different cultures. I often wonder how I would have lived my life during various times and circumstances. Reading improves the imagination.

To Develop Understanding and Compassion

Reading enhances compassion for others as we see life from other perspectives.

To Increase My Knowledge

I love historical fiction because I am continuing my education. Hazards of reading histfic include falling down Google rabbit holes as I am enticed to research different people, time periods, and events. Reading makes you smarter.

I wonder how non-readers survived the pandemic? Although my reading tastes gravitated toward lighter, happier reads during the pandemic, I could always turn off the news and escape into books. Days under lockdown never felt too bleak as I leaped into different imaginary worlds! Reading provides armchair travel and gives you places to go when you have to stay home.

To Experience “Book People Are the Best People”

Have you ever seen someone reading in a coffee shop or on a train and knew that you could be friends with that person because he/she was reading a book? Readers attract other readers and are the most interesting and thoughtful conversationalists! In addition, through blogging I have discovered the fabulous international book blogging community! Reading brings people together.

To Be a Good Conversationalist

One of my favorite conversation starters is “What are you reading?” or “What is your favorite book so far this year?” or “Do you have a favorite literary character?” or “Do you have a favorite author or genre?” Talking about books gives people opportunities to discuss a variety of important and meaningful topics. I’m always flummoxed when the answer is “I don’t read.” Hummmm……. At that point, I ask the person to recall a time in their life when they did enjoy a book. Just recently my grandson, who is not a huge reader, told me that the only book he really ever enjoyed reading was Wild Robot. I think that’s great that he has identified one book that has given him a fond reading memory. I believe people who don’t read just haven’t found the right book yet, so my brain begins whirling with recommendations that would hook them.

To Endure Waiting

Actually, I look forward to waiting rooms! Even a long checkout line is a reading opportunity (if you carry your library with you in your pocket via the Kindle app). A thirty-minute wait in the school pick-up line becomes an excellent reading occasion! Even traffic can be a blessing if you are listening to an audiobook!

To Never Experience Boredom

Nothing on TV? No problem when you’ve got a book. All your friends are busy and you don’t have plans? No problem when you can read. Is it raining all weekend or you’re enduring an unprecedented heatwave or you’re under a hurricane or tornado warning and your outdoor plans have been canceled? Books to the rescue. Children need entertainment? Read a book together and then watch the movie. Books can be your best friend.

To Enjoy Inexpensive Entertainment

Books can be expensive, but there are ways to read on the cheap. Libraries, thrift stores, yard sales, Little Free Libraries, swapping with friends, watching for Kindle deals, asking publishers for ARCs, and Amazon gift cards for birthdays are all ways to cut down on book buying expenses. Last year I read 131 books: over 50% were from the library and another 30% were ARCs…..I bought only a small percentage of books last year and those were almost all on sale. A night at the movies or dinner in a restaurant will likely cost more than a book purchase.

To Give Book Recommendations

As a reader, I always have book recommendations! I love being able to find just the right book for a gift or make a perfect recommendation!

What’s your number one reason why you love reading?

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42 comments.

It’s fun and a great escape. I like your reasons. http://www.rsrue.blogspot.com

Thanks for commenting!

All of the above! I watch Kindle deals and GoodReads giveaways like it was my job LOL. I also like reading because it’s been a habit since I was nine years old. It’s been a constant in my life. How many hobbies can you say that you can grow with throughout the years?

Yes, reading is a wonderful lifelong hobby!

I agree with all of these, but I particularly love #6. I think being someone who is well known for being a reader makes me more accessible. Even people who don’t read know they can always start a conversation with me by asking, “What are you reading?” or “What’s the best book you’ve read this year?” I love it when people, especially non-readers, make that effort. Of course, I have longer conversations with those who actually read, but still…

Susan http://www.blogginboutbooks.com

Oh that’s a great insight Susan! Thanks for sharing!

Experiencing different cultures and lives is one of the best parts of reading, I think.

My post: https://lydiaschoch.com/top-ten-tuesday-reasons-why-i-love-reading/

I think so, too Lydia! Hoping over now to read your post!

I love your answers Carol. I just commented on another post about the people I have met when I am in Florida because they are reading and I stop and talk to them about their book. Some of them are there every year and we have become good friends. I don’t know what I would do if I couldn’t read, it is unfathomable.

Right?! What do people do who don’t read?! And reading is a great way to make friends! 🙌 virtually and IRL!

I’ve always being a reader. It gives me the opportunity to live different lives and be different characters I can’t be in real life. It’s the perfect excuse to not attend some programs I find boring with friends. It keeps my company and I am never bored. I don’t know if it’s just me but reading in the library gives me headache, hence am better off alone outside the library. I feel like it makes me productive. And when I meet people I can discuss the books I read with, that’s the best moments of my life. I am creating a group on WhatsApp where I can review/ discuss books with my friends. You can’t get into trouble reading books.

Escapism at its best! And you’re right, you can’t get into trouble! 🙌😂

I have always loved reading as well. There was a time when I was working full-time and attending college when I didn’t have time to read what I wanted to read and I remember longing for the time when I could read what I wanted to read.

I read for all of the same reasons you do, but I think my number one reason is that I am fully relaxed when I am reading. I realized this when going through a particularly difficult season. Like you Carol, I can’t imagine how people who don’t read deal with difficult times.

Thanks for sharing Gretchen! Reading does have its seasons. And yes I love how reading takes us away!

A great collection of reasons!

Here is my TTT post: https://readbakecreate.com/?p=468

Thanks for commenting! Hopping over now to read your post!

I agree with you. “Book people” are pretty cool! Here’s my list!

Thanks for commenting Lectrice! I’m hopping over now to read your post.

All of these responses resonated with me Carol, especially learning new things and escaping. I also use our local library and the apps available, so I’m not spending too much money on my reading addiction. I also agree with Gretchen above, I am at my most relaxed when reading a book. I can block out the world around me and just be in the book. That’s why I find audio books a bit hard at times, I am always doing something like driving or walking while listening to them and I can’t get the pictures from the words like I can when I read the words myself – if that makes sense! Great list!

Thanks for sharing your thoughts Deb! I struggle with audio, too. I need to see the words!

I’m glad I’m not the only one to do so Carol. I keep persevering with it though.

I could relate to all of these. Making a decision a few years ago to read more books from authors around the world has given me far more insight into different cultures. Your number 6 reason is an good one. I’ve used books and reading as ice breakers when visiting colleagues in different countries : asking someone what books they would recommend from their country helped break down reservations.

Book questions make great conversation starters!

Brilliant reasons. We all share a lot of them.

Thanks Marianne! I’m hopping over now to read your post!

All great reasons! Never being bored, for sure — there’s no excuse for having nothing to do! (And I never understand how people can sit on an airplane for hours without a book in their hands… I think I would be looking for an exit and a parachute if I couldn’t read on planes!) My TTT

I think the same about people who sit on planes and in waiting rooms without reading! Hopping over now to read your post.

10 wonderful reasons for reading Carol. Plus, look at all the ‘friends’ we get to make and chat with that we would never have otherwise met! ❤📚

Bookish friends from around the world are the best! 🙌😍📚

Great post! I’m in it for the escapism and new ideas mostly

Can’t argue with that! 😍🙌

#1 is escape! And I truly love learning anything!

Yay for escape! We needed it in 2020!

[…] no interest in Mercy Thompson) 13 books perfectly summed up with one-liners from Gilmore Girls. 10 Reasons Why I Love Reading—Reading Ladies Book Club had a good entry for this week’s Top Ten Tuesday prompt. How Book […]

Thanks for the shout out! 🙌😍

Reading is purely about escapism for me. I want to live in a completely made up world.

Love to escape! 😍🙌

[…] ReviewTTT: Did You Like the Ending?Summer’s One #MustReadBook 2021 [ReBlog]The River ReviewTTT: 10 Reasons Why I Love ReadingThe Forest of Vanishing Stars ReviewSparks Like Stars Review6 Favorite Historical Fiction in 6 […]

[…] Reading aloud to your child also fosters special times for you two to connect and have fun together. […]

Thanks for linking to my post! 😋

I really liked it. I wanted to leave a note. I was reading your website. I also tried to share the site.

[…] it’s an in-person or virtual book club, you can share book recommendations, engage in thought-provoking discussions, and broaden your […]

Why Some People Become Lifelong Readers

A lot rides on how parents present the activity to their kids.

They can be identified by their independent-bookstore tote bags, their “Book Lover” mugs, or—most reliably—by the bound, printed stacks of paper they flip through on their lap. They are, for lack of a more specific term, readers.

Joining their tribe seems simple enough: Get a book, read it, and voilà! You’re a reader—no tote bag necessary. But behind that simple process is a question of motivation—of why some people grow up to derive great pleasure from reading, while others don’t. That why is consequential—leisure reading has been linked to a range of good academic and professional outcomes—as well as difficult to fully explain. But a chief factor seems to be the household one is born into, and the culture of reading that parents create within it.

Read: The adults who treat reading like homework

The size of the American reading public varies depending on one’s definition of reading . In 2017, about 53 percent of American adults (roughly 125 million people) read at least one book not for school or for work in the previous 12 months, according to the National Endowment for the Arts (NEA). Five years earlier, the NEA ran a more detailed survey , and found that 23 percent of American adults were “light” readers (finishing one to five titles per year), 10 percent were “moderate” (six to 11 titles), 13 percent were “frequent” (12 to 49 titles), and a dedicated 5 percent were “avid” (50 books and up).

“Every society has some group of people—somewhere between a minuscule amount and half the adults—that read a lot in their leisure time,” says Wendy Griswold, a sociologist at Northwestern University who studies reading. Griswold refers to this group as “the reading class,” and—adding up the NEA’s “frequents” and “avids,” and considering rates of serious reading in other similarly wealthy countries—reckons that about 20 percent of adults belong to the U.S.’s reading class. She said that a larger proportion of the American population qualified as big readers between the mid-19th and mid-20th centuries—an era of reading that was made possible by advances in printing technology and then, eventually, snuffed out by television.

Some people are much more likely than others to become members of the reading class. “The patterns are very, very predictable ,” Griswold told me. First, and most intuitively, the more education someone has, the more likely they are to be a reader. Beyond that, she said, “urban people read more than rural people,” “affluence is associated with reading,” and “young girls read earlier” than boys do and “continue to read more in adulthood.” Race matters, too: The NEA’s data indicate that 60 percent of white American adults reported reading a book in the last year outside of work or school, which was a higher rate than for African Americans (47 percent), Asians (45 percent), and Hispanic people (32 percent). (Some of these correlations could simply reflect the strong connection between education and reading.)

Of course, possessing any of these characteristics doesn’t guarantee that someone will or won’t become a reader. Personality also seems to play a role. “Introverts seem to be a little bit more likely to do a lot of leisure-time reading,” Daniel Willingham, a professor of psychology at the University of Virginia, told me.

Willingham also talked about the importance, which many researchers have examined, of the number of books in one’s childhood home. Studies looking at “family scholarly culture” have found that children who grew up surrounded by books tend to attain higher levels of education and to be better readers than those who didn’t, even after controlling for their parents’ education.

The mere presence of books is not magically transformative. “The question is, I take a child who’s not doing very well in school, and I put 300 books in their house—now what happens?,” Willingham said. “Almost certainly the answer is, not a lot. So what is it? Either what are people doing with those books, or is this sort of a temperature read of a much broader complex of attitudes and behaviors and priorities that you find in that home?”

It is almost tautological to observe that being a reader sets a child up for academic success, since so much of school is reading. And that means-to-an-end argument in support of reading says nothing of the many joys it can bring. But even though plenty of people simply don’t enjoy reading (or have trouble enjoying it, possibly because of a learning or attention disorder), it’s a vital skill. It may be dispiriting that people have little, if any, say over many of the predictors of whether they or their children will be readers, but thankfully, there are also a number of other factors that are within people’s control.

As Willingham explains in his book Raising Kids Who Read , three variables have a lot of influence over whether someone becomes a lifelong reader. First, a child needs to be a “fluent decoder,” he told me—that is, able to smoothly “go from print on the page to words in the mind.” This is something that schools teach, but parents can help with it by reading to and with their kids—especially when that reading involves wordplay, which particularly helps kids with the challenge of identifying the “individual speech sounds” that make up a word.

Second, Willingham said, these fluent decoders benefit from having wide-ranging background knowledge about the world. “The main predictor of whether a child or an adult understands a text is how much they already know about the topic ,” Willingham noted. So parents can try to arm their kids with information about the world that will help them interpret whatever they come across in print, or make sure their kids have some familiarity with whatever it is they’re reading about.

Once those two things are in place, the final component is “motivation—you have to have a positive attitude toward reading and a positive self-image as a reader,” Willingham said.

That third ingredient is a central focus of How to Raise a Reader , a book released earlier this month by Pamela Paul and Maria Russo, the editor and the children’s-books editor, respectively, of The New York Times Book Review . “So many parents are stressed out by all the research out there that says that reading is tied to things like academic success, testing success, executive function, and emotional well-being,” Paul told me. “Knowing all of that makes parents think, ‘Okay, my kid has to be a reader.’” That mentality can lead them to frame reading to their children as an obligation. “Kids basically perceive that right off the bat—children know, for example, if you’re trying to get them to eat something that’s good for them,” Paul said; the aim is to present reading not as “spinach,” but as “chocolate cake.”

Reading will seem more like chocolate cake if it’s something that parents themselves take part in happily and regularly. “When I’m sitting there on my couch, reading a book, and my kids are doing their own thing, I like to think, ‘I’m parenting right now—they can see me reading this book,’” Russo told me. Similarly, Paul said that if “right after dinner, the first thing you do is scroll through your phone, open up your laptop, or watch TV,” kids are likely to take note. Parents are constantly sending their children messages with how they choose to spend their free time.

Parents don’t have to have grown up avid readers themselves to raise avid readers. Paul and Russo both suggested a bunch of things that parents can do to make reading seem exciting and worthwhile: talk about books during meals or car rides, indicating that they’re just as compelling a subject of conversation as the day’s events; make regular stops at libraries and bookstores, and stay a while; and give books as birthday gifts.

Paul also advised that parents seed books throughout the house, not stash them “preciously in your own bedroom, away from everyone else, or in one [specific] area of the house.” It may seem expensive to assemble a large home library, but Paul points out that it’s cheap to buy used books and free to borrow lots of them. “You don’t need a lot of money to fill your home with books … [and] it’s very hard to have a bored child when there are always books around,” she said.

At one point in our interview, Russo referred to reading as a “private pleasure-delivery system,” which seems like a key way to think about getting kids to read: There are, as so many parents are all too aware, loads of benefits to being able to read in terms of later-in-life outcomes, but the focus should be on helping kids discover the intrinsic value in it, in the moment. After that, other good things will come.

Wednesday-April-3-2024

Why Read? The importance of instilling a love of reading early.

Woman sitting on the floor reading to a group of small children gathered closely around. her

Definitionally, literacy is the ability to “read, write, spell, listen, and speak.”

Carol Anne St. George, EdD, an associate professor and literacy expert at the University of Rochester’s Warner School of Education, wants kids to fall in love with reading .

“It helps grow their vocabulary and their understanding about the world,” she says. “The closeness of snuggling up with a favorite book leads to an increase in self-confidence and imagination, and helps children gain a wealth of knowledge from the books you share. And it only takes 15 minutes a day of reading together to nurture this growth.”

Reading is necessary for learning, so instilling a love of reading at an early age is the key that unlocks the door to lifelong learning. Reading aloud presents books as sources of pleasant, entertaining, and exciting formative experiences for children to remember. Children who value books are more motivated to read on their own and will likely continue to hold that value for the rest of their lives.

Instilling a love of reading early gives a child a head start on expanding their vocabulary and building independence and self-confidence. It helps children learn to make sense not only of the world around them but also people, building social-emotional skills and of course, imagination.

“Reading exposes us to other styles, other voices, other forms, and other genres of writing. Importantly, it exposes us to writing that’s better than our own and helps us to improve,” says author and writing teacher, Roz Morris. “Reading—the good and the bad—inspires you.”

Not only that, but reading is a critical foundation for developing logic and problem-solving skills. Cognitive development is “the construction of thought processes, including remembering, problem solving, and decision-making, from childhood through adolescence to adulthood” (HealthofChildren.com).

Why Focus on Summer?

Summer vacation makes up about one-quarter of the calendar year. This is a time when students face different opportunities based on the social and economic status of their families. An analysis of summer learning (Cooper, Nye, et al., 1996) found that “all students lost mathematics and reading knowledge over the summer…This evidence also indicated that losses were larger for low-income students, particularly in reading.” Summer reading has emerged as a key component of state legislation aimed at promoting student literacy.

The Horizons at Warner program is committed to maintaining and improving student literacy with our kids every summer they return. Nationwide, each affiliate of Horizons National administers reading assessments to students during the first and last weeks of program. Pre-assessment allows our teachers to customize the learning experience on a student-need basis, and post-assessment reinforces this by not only revealing student progress in each area, but by giving insight into how we can improve program design in the future.

Research demonstrates that if a child is not reading at grade level by third grade, their ability to meet future academic success and graduate on time is diminished. Teachers know that up to third grade children are learning to read. After third grade, students are reading to learn. According to St. George, it is impossible to be successful in science, social studies, and even mathematics without a strong foundation in reading and literacy.

On average, we see an improvement by 1 to 3 reading levels in our students here at Horizons at Warner. Keeping true to our mission, these levels will account for all and more of the percentage of summer learning loss that we know our students would face without this kind of academic intervention, and leave our students five to six months ahead of where they would have been without Horizons.

Reading TO children

According to Jim Trelease, author of the best-seller, The Read-Aloud Handbook: “Every time we read to a child, we’re sending a ‘pleasure’ message to the child’s brain… You could even call it a commercial, conditioning the child to associate books and print with pleasure” (ReadAloud.org)

Developing a connection between “pleasure” and reading is crucial. Learning is the minimum requirement for success in every field of life.

Importance Of Reading Essay

Importance of Reading Essay

500+ words essay on reading.

Reading is a key to learning. It’s a skill that everyone should develop in their life. The ability to read enables us to discover new facts and opens the door to a new world of ideas, stories and opportunities. We can gather ample information and use it in the right direction to perform various tasks in our life. The habit of reading also increases our knowledge and makes us more intellectual and sensible. With the help of this essay on the Importance of Reading, we will help you know the benefits of reading and its various advantages in our life. Students must go through this essay in detail, as it will help them to create their own essay based on this topic.

Importance of Reading

Reading is one of the best hobbies that one can have. It’s fun to read different types of books. By reading the books, we get to know the people of different areas around the world, different cultures, traditions and much more. There is so much to explore by reading different books. They are the abundance of knowledge and are best friends of human beings. We get to know about every field and area by reading books related to it. There are various types of books available in the market, such as science and technology books, fictitious books, cultural books, historical events and wars related books etc. Also, there are many magazines and novels which people can read anytime and anywhere while travelling to utilise their time effectively.

Benefits of Reading for Students

Reading plays an important role in academics and has an impactful influence on learning. Researchers have highlighted the value of developing reading skills and the benefits of reading to children at an early age. Children who cannot read well at the end of primary school are less likely to succeed in secondary school and, in adulthood, are likely to earn less than their peers. Therefore, the focus is given to encouraging students to develop reading habits.

Reading is an indispensable skill. It is fundamentally interrelated to the process of education and to students achieving educational success. Reading helps students to learn how to use language to make sense of words. It improves their vocabulary, information-processing skills and comprehension. Discussions generated by reading in the classroom can be used to encourage students to construct meanings and connect ideas and experiences across texts. They can use their knowledge to clear their doubts and understand the topic in a better way. The development of good reading habits and skills improves students’ ability to write.

In today’s world of the modern age and digital era, people can easily access resources online for reading. The online books and availability of ebooks in the form of pdf have made reading much easier. So, everyone should build this habit of reading and devote at least 30 minutes daily. If someone is a beginner, then they can start reading the books based on the area of their interest. By doing so, they will gradually build up a habit of reading and start enjoying it.

Frequently Asked Questions on the Importance of Reading Essay

What is the importance of reading.

1. Improves general knowledge 2. Expands attention span/vocabulary 3. Helps in focusing better 4. Enhances language proficiency

What is the power of reading?

1. Develop inference 2. Improves comprehension skills 3. Cohesive learning 4. Broadens knowledge of various topics

How can reading change a student’s life?

1. Empathy towards others 2. Acquisition of qualities like kindness, courtesy

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Developing a Love of Reading in Students

Exposing new readers to a variety of genres can help them find the books they love. Plus, reading comprehension strategies to deepen their engagement.

First grader reading aloud from a Dr. Seuss book

Every elementary school teacher is a reading teacher and is essential in helping each child on his or her reading journey. When we provide the resources to meet the literacy needs of our students beginning as early as prekindergarten, students and teachers will feel both confident and competent in teaching and learning to read.

While helping students learn to read, it is also important to create a love of reading. Students who read voluntarily report less negativity about reading than those who are required to read.

Create Motivation

Motivation is the key in promoting a love of literacy in children. One of the best resources I have found for creating motivation is a shelf filled with books that match students’ interest level and reading level. They should be surrounded by titles that reflect the lives of themselves as well as their classmates. When students find titles with characters that look like them and families that resemble their own or their neighbors, their interest level increases. Making these connections also increases student comprehension.

Students should be provided with books that represent all genres so that they can determine what they most enjoy reading. Unless a child is given the opportunity to read poetry, mysteries, historical fiction, biographies, autobiographies, and science fiction, he or she may not know all of the types of stories that are created for readers of all ages. Student book choice is the first step in getting children hooked on reading. When students have ownership of their reading, successful, independent readers begin to bloom.

Teachers can be the best book matchmakers for their students. While teachers are building relationships with their students in the beginning of the year, they can also conduct one-on-one interviews or give interest surveys to each child. This practice will help teachers learn the strengths, challenges, likes, and dislikes of their students. This information helps teachers select the best book to spark a child’s interest in reading.

Peers can be a great resource for helping students find what books they will love to read. Encourage classmates to be book matchmakers by creating personalized book recommendations for their peers. It's easy to create a recommendation template that can be stacked in the class book nook. When students find a book they think would match the interests and hobbies of classmates, they can fill out the personalized book recommendation form and give it to their classmate.

Literacy diagnostic tools such as running records or anecdotal notes can also be used to understand the instructional and independent reading levels of students. During one-on-one or small-group reading instruction, teachers can note the reading behaviors they observe, including any errors made during reading, students’ responses to comprehension questions, or details about their expression, tone, or reading rate.

Read Together

Through daily guided reading, teachers can introduce students to high-interest instructional text across genres. Daily individualized reading practice gives students the opportunity to read books of choice on their independent reading level and grow as readers. Introduce children to multiple genres of books during small-group reading instruction. When children find a book of interest, they can turn the book into their choice book for independent reading time.

Background knowledge about a topic or subject matter can help students engage in the reading. For example, if a child has never been to a farm, he or she may not understand how the setting of the barn is crucial to the plot of a story that takes place on a farm. If a student has no prior knowledge about the roaring twenties, he or she will not fully comprehend an article about the Great Depression. Making stories and articles relevant to everyday life and current events is one more way to increase background knowledge. In order to build background knowledge before reading, teachers should consider taking students on virtual or live field trips or giving them access to real objects.

Assume that students have no understanding of the vocabulary words or content of the text. Allow them to make predictions, make connections, and ask questions before every reading experience to gauge their knowledge. These three comprehension strategies inform a teacher of the students’ proficiency about a particular topic. Encourage readers to use the title and pictures to make a prediction about what the book is about before reading it. During reading, students confirm their prediction and make a connection. Ask questions such as, “What does this text remind you of?” or “What is going to happen next?” to build comprehension.

Give students daily experiences in instructional guided reading, independent reading, and choice. Exposure them to culturally relevant and diverse genres, and guide them with comprehension strategies to enhance a love of reading.

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My Love of Reading

Updated 18 August 2023

Subject Books

Downloads 43

Category Literature

Topic Harry Potter

By the age of two I was learning to read. Not very long passages, and not with perfect enunciation of course, but words on a page, a cereal box or most often a flashcard became interpretable, no longer a mystery to me. As the years progressed, I became a voracious reader, throughout my early childhood I read until my eyes crossed. As middle childhood approached, social pressures increased and the addictive glow of the television screen became harder and harder to resist. Into high school however, I rediscovered my love of reading, and with time, became a solid writer to boot. I now consider myself lucky to be at a place in my life where years of education haven’t taken away my ability to read for the simple joy of it. Studying my environment critically, from my own temperament to my family history, to my school to a little book series called Harry Potter it is impossible for me to see myself ending up anywhere else today with respect to my love of books.[H1]

My family has always held reading in high regard. [H2] My parents are both English majors, theatre actors and avid readers in their own right. Our house was littered with books on every floor of the house, with the basement absolutely filled from wall to wall with them. My grandma on my mom’s side was an English as a second language teacher at Normandale for over 20 years and would give me books for Christmases and birthdays just as often as she would clothes and shower kits and other grandma gifts of that nature. From every member of my family there was nothing but support when it came to my reading, and they allowed me to bring books everywhere I went, from vacations to the dinner table.[H3]

My parents would always joke that I was the most easily entertained kid in existence because you could basically drop anything in my lap and I would read it for hours. [H4] At home, at school, in the car to the point I would make myself sick, it didn’t seem to matter. For a good [H5] ten years straight reading was essentially all I did. I can still fondly remember my favorite books, all these years later. From “Goodnight Moon” and “The Night Kitchen”, to the poems of Shel Silverstein and the aptly named “Scary Stories to Tell in the Dark” I loved disappearing into a book, and letting my mind interpret the words on the page. [H6] As time went on [H7] I fell in love with not only books but book series such as “Goosebumps”, “A Series of Unfortunate Events” and “Sideways Stories from Wayside School”. These, and more, would have me begging my parents for money when the Scholastic book fair came to school. There was one series that really took over my life in a way that none had before or have since, much like it has for many in my generation, and that is Harry Potter.[H8]

The first novel in J.K Rowling’s landmark series was written in 1997, but I began and caught up to the series somewhere between the third and fourth novels in 2000 at the tender age of 6. My family would take turns reading the chapters out loud to each other, and then once the entire book had been read in this fashion I would snatch it up and devour its contents all over again to myself. The final novel in the series came out at a seminal moment in my life, in the seventh grade, when the consensus about reading amongst my classmates was that it was something that “nerds” did. I had many identity struggles at that time, and would keep the fact that I read - not strictly out of any teacher-assigned duty- to myself for fear of that label. When the last Harry Potter novel was released, the interplay between bully and nerd culture was like a cease-fire on the battlefield. All of us grew up reading these amazing books and putting ourselves in the shoes of the boy who lived, and so to see such a series come to an end was bittersweet, and the events of the novel became openly discussed for the first time in a long time. I waited in line in costume the night it was released, right at the stroke of midnight, and forced my poor, tired parents and sister to stay awake another hour and crack the cover. Then my love of reading laid dormant for a while, until teachers in high school revitalized it.[H9]

When I attended Southwest High School, my English class was remedial English, based on an entrance exam that I deliberately handicapped myself for. [H10] That English teacher saw the potential in me that I denied existed and petitioned me to move into an advanced class, and from there I had an incredible string of high school English teachers, all of whom taught me different things about who I am as a writer as well. I learned different aspects about the construction of an academic essay from several of them, but I learned an even more valuable lesson from my 12th grade English teacher Mrs. Marsnik. She taught me to love writing creatively, by having us emulate works that we love. She encouraged me to write the fantasy novel that my friend Michael and I had talked about and plotted for years and never started.

As I look back and reflect on my relationship with reading, I can’t help but think that there should be more I am reading now. [H11] I finish three or four novels a year for pure enjoyment now, because I hardly seem to find the time to read, it’s another line item that I need to budget time for. It’s harder to concentrate on what I read, and not focus on what work I should be getting done. For this reason I read most of my books at my favorite places. With that being said, my life is changing in a major way soon, with a daughter on the way I am getting ready to pass along my love of reading to her like my parents and theirs before them had. Reading is something that is and forever will be important to me[H12] .[H13]

Long but well explained thesis statement. The statement must be complete, clear and provide a general sense of direction to the readers.

[H2]Well-introduced topic sentence

[H3] The paragraph is generally good and bears a complete meaning. The writer has been successful in explaining the different events in a chronological order. Proper use of words, punctuations and mechanics. All the proper nouns such as Normandale have been capitalized thus showing extensive understanding of English grammar.

[H4] The topic sentence introduces another essential idea that supports the thesis of the paper.

[H5]Filler words

[H6]Wordiness. The sentence is too long. This should be avoided

[H7]Filler words

[H8] The paragraph is fairly written with proper punctuation of the book titles and excellent word choices. Subject verb agreement has also been adhered to throughout the text.

[H9] The paragraphs is too long and contains different ideas. It starts the family reading habits and how the author slowly increased his interest in reading. However, towards the end the writer introduces how his reading habit slowly affected his social growth. Additionally, no clear topic sentence introduces the paragraph.

Generally, proper grammar, punctuations and mechanics are adhered to in the paragraph. Good transition to the next paragraph.

[H10]New paragraph, different idea.

The writer introduces new ideas of his life in high school after an excellent transition from the previous paragraph.

Proper use of grammar, punctuation and word choice

[H11]Topic sentence introducing the concluding paragraph. It is well punctuated and complete therefore giving a clear meaning.

[H12]The writer has been successful in presenting most of the main ideas of the paper, particularly in the first paragraph. Notably, the author starts strongly by giving the audience the background of his reading culture and how it has over the years affected their lifestyle both in school and in the family. In essence, his social life as depicted in the paragraph was defined by his interests and passions in life. As such, the writer is successful in presenting a strong thesis statement that provides a general overview of the events. By putting the statement at the end of the first paragraph, the author enables its reader to a series of happenings that are essential to understanding his love for books. Considerably, a thesis statement ought to be a complete and meaningful sentence. Additionally, it should convey something important and specific enough to the paper to allow easy organization and analysis of the paragraphs. Assessing the thesis provided in the paper, the writer states that after studying his environment, he only sees a future full of reading and increased love for books. Although it has an extensive meaning, it enables the readers to relate his past, present and predict the future of the author and his interests.

[H13]Well written conclusion that provides a general summary of the entire paper.

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My Love Of Reading Essay

I turned to the last page of my most recent read. I could feel the soft paper as I traced the words that would end the novel. I breathed in deeply smelling the musty, sharp scent of the ink and paper of the book. Sighing the last words on the paper, I finished and closed the book. Setting aside the book, I closed my eyes and simply sat there letting the ending to the story sink in. I didn’t always love reading. As a child I found reading to be very boring. I felt as if there were more important things to do than read. I’d rather spend my time outside running in the lush green grass, feeling the individual blades between my tiny toes.

Life was small back then. In elementary school being able to read was important. Actually enjoying reading wasn’t; I guess that’s where my dislike for reading formed. I wasn’t ever bad at reading, I just never enjoyed it. It just never captured my attention. In the third grade I remember my teacher of the time asking who in the class enjoys reading, and why. All the children were wildly waving their hands in the air and jumping out of their small wooden stools. I remember the teachers beaming smile light up the room as the small children started screaming and belting out reasons why they liked to read.

I also remember the smile falling from her face when she got to me. She asked me, “Do you like reading, Aysha? ” I answered, “No, I hate it. It’s stupid and boring. ” Then she said something that at the time meant little to nothing to me, but I would later relies how right she was. She said, “No one hates to read, Aysha; they just haven’t found the right book. ” Things changed when I got to the fourth grade. I remember that year vividly. The entire fourth grade went on a field trip that year. The field trip was to the city library, I remember being really disappointed because I was really hoping to go to the zoo or the Air and Space museum.

All the kids piled into their designated buses, most of the kids faces were crestfallen, they were resigned to their fate of spending an entire day at the ‘library’. When we arrived at the library I remember being awestruck. The outside of the building looked like a castle, with whites stones, multiple stories, and a giant stair case. I had never seen a building so big. We lined up at the bottom of the stairs, the field trip guide lead us up the grand stairs into the place that would later become one of my favorites. If I was awestruck about the outside, I was utterly astonished about the inside.

There were books on every surface, on every level of the building. The stairs on the inside were even more beautiful and grand than the one on the outside. There were giant windows from floor to ceiling that let in the sun light. The light bounced off of many different surfaces creating random mini rainbows all over the place. I remember thinking I had walked into a fairy tale castle, because of how beautiful it was. The guide lead us through the bottom level of the building; steering us thought the maze like bookshelves. We ended up in a room in the back.

The room was big and open, field with tiny little blue chairs, with one big rocking chair in front, facing us. The painting on the walls coincidently went along with my idea of the building being a castle because there was a purple and blue castle painted across all the walls of the room. An old women came into the room with three books in her wrinkled hands. One of the things I remember about the women was that she had long white hair, all the way down to her feet. I can’t remember what the books she read to us were, but I do remember her voice, I remember being enthralled by her soft, husky voice.

It was like she hypnotised all of us because I didn’t hear any of the kids making even the slightest of sound while she was reading. After “Story Time”, as they called it, we were instructed by are teacher to go out and find a book of are very own to take home. I recall be scared at this because it was a big place and I didn’t know where to go or what to do. I was never good at handling new places. Just as I was about to give up the women who read to us came over to me and held out her hand, “Do you need help sweetie,” she said, in her kind, soft-spoken voice. She lead a small group of us to a room two doors down from the last room.

The room was painted a number of colors to resemble a rainbow. The room smelled heavily of ink and paper. Unlike the rest of the library, this room had tiny little book cubbies with hundreds of books neatly put inside. I walked around the room trailing my fingers across the glossy covers. I skimmed around for a while before I came across the perfect book. It was a little thick but I didn’t really mind. The cover was light blue, with a little girl with blonde hair in bouncy ringlets wearing a dark blue dress and stockings. Next to her was a rabbit wearing a red and black top hat; he was holding a tiny gold pocket watch.

Across the top were the words “Alice in Wonderland. ” The first book I’ve ever chosen to read for myself, I think that was when I fell in love for the first time. After that one book, I went from never wanting to read, to never wanting to stop. Reading became everything to me. Now I can never stop, its like my own personal drug, like an addict, I can never get enough. My whole life revolves around reading and hopefully I’ll be able have a career with it in the future. Whether it be writing my own stories or critiquing others, all I know for certain is, since that day in the library, reading has and forever will be apart of my life.

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clock This article was published more than 9 years ago

Seven ways schools kill the love of reading in kids — and 4 principles to help restore it

Why don’t more kids love (or even like) to read? This post by Alfie Kohn explains all the ways that school actually kills a desire to read in many kids, and how that can be remedied. Alfie Kohn ( www.alfiekohn.org ), who gave me permission to republish this piece, is the author of 13 books, the most recent titled “ The Myth of the Spoiled Child: Challenging the Conventional Wisdom About Children and Parenting.” This piece first appeared in the Fall 2010 issue of English Journal, but it remains as true today as it did then, perhaps even more so with the advent of the Common Core State Standards. The reference in the first sentence is to this journal.

By Alfie Kohn

Autonomy-supportive teachers seek a student’s initiative … whereas controlling teachers seek a student’s compliance. — J. Reeve, E. Bolt, & Y. Cai

Not that you asked, but my favorite Spanish proverb, attributed to the poet Juan Ramón Jiménez, can be translated as follows: “If they give you lined paper, write the other way.” In keeping with this general sentiment, I’d like to begin my contribution to an issue of this journal whose theme is “Motivating Students” by suggesting that it is impossible to motivate students.

In fact, it’s not really possible to motivate anyone, except perhaps yourself. If you have enough power, sure, you can make people, including students, do things. That’s what rewards (e.g., grades) and punishments (e.g., grades) are for. But you can’t make them do those things well — “You can command writing, but you can’t command good writing,” as Donald Murray once remarked — and you can’t make them want to do those things. The more you rely on coercion and extrinsic inducements, as a matter of fact, the less interest students are likely to have in whatever they were induced to do.

What a teacher can do – all a teacher can do – is work with students to create a classroom culture, a climate, a curriculum that will nourish and sustain the fundamental inclinations that everyone starts out with: to make sense of oneself and the world, to become increasingly competent at tasks that are regarded as consequential, to connect with (and express oneself to) other people. Motivation – at least intrinsic motivation — is something to be supported, or if necessary revived. It’s not something we can instill in students by acting on them in a certain way. You can tap their motivation, in other words, but you can’t “motivate them.” And if you think this distinction is merely semantic, then I’m afraid we disagree.

On the other hand, what teachers clearly have the ability to do with respect to students’ motivation is kill it.[1] That’s not just a theoretical possibility; it’s taking place right this minute in too many classrooms to count. So, still mindful of the imperative to “write the other way,” I’d like to be more specific about how a perversely inclined teacher might effectively destroy students’ interest in reading and writing. I’ll offer six suggestions without taking a breath, and then linger on the seventh.

1. Quantify their reading assignments. Nothing contributes to a student’s interest in (and proficiency at) reading more than the opportunity to read books that he or she has chosen. But it’s easy to undermine the benefits of free reading. All you need to do is stipulate that students must read a certain number of pages, or for a certain number of minutes, each evening. When they’re told how much to read, they tend to just “turn the pages” and “read to an assigned page number and stop,” says Christopher Ward Ellsasser, a California high school teacher.[2] And when they’re told how long to read – a practice more common with teachers of younger students — the results are not much better. As Julie King, a parent, reports, “Our children are now expected to read 20 minutes a night, and record such on their homework sheet. What parents are discovering (surprise) is that those kids who used to sit down and read for pleasure — the kids who would get lost in a book and have to be told to put it down to eat/play/whatever — are now setting the timer…and stopping when the timer dings. . . . Reading has become a chore, like brushing your teeth.”

2. Make them write reports. Jim DeLuca, a middle school teacher, summed it up: “The best way to make students hate reading is to make them prove to you that they have read. Some teachers use log sheets on which the students record their starting and finishing page for their reading time. Other teachers use book reports or other projects, which are all easily faked and require almost no reading at all. In many cases, such assignments make the students hate the book they have just read, no matter how they felt about it before the project.”[3]

3. Isolate them. I’ve been in the same book group for 25 years. We read mostly fiction, both classic and contemporary, at the rate of almost a book a month. I shudder to think how few novels I would have read over that period, and how much less pleasure (and insight) I would have derived from those I did manage to read, without the companionship of my fellow readers. Subscribers to this journal are probably familiar with literature circles and other ways of helping students to create a community of readers. You’d want to avoid such innovations – and have kids read (and write) mostly on their own — if your goal were to cause them to lose interest in what they’re doing.

4. Focus on skills. Children grow to love reading when it’s about making meaning, when they’re confronted directly by provocative ideas, compelling characters, delicious prose. But that love may never bloom if all the good stuff is occluded by too much attention to the machinery – or, worse, the approved vocabulary for describing that machinery. Knowing the definition of dramatic irony or iambic pentameter has the same relationship to being literate that memorizing the atomic weight of nitrogen has to doing science. When I look back on my brief career teaching high school English, I think I would have been far more successful had I asked a lot fewer questions that have only one correct answer. I should have helped the kids to dive headfirst into the realm of metaphor rather than wasting their time on how a metaphor differs from a simile. “School teaches that literacy is about a set of skills, not a way to engage a part of the world,” as Eliot Washor and his colleagues recently wrote. “Consequently, many young people come to associate reading with schooling rather than with learning more about what interests them.”[4]

5. Offer them incentives. Scores of studies have confirmed that rewards tend to lead people to lose interest in whatever they had to do to snag them. This principle has been replicated with many different populations (across genders, ages, and nationalities) and with a variety of tasks as well as different kinds of inducements (money, A’s, food, and praise, to name four).[5] You may succeed in getting students to read a book by dangling a reward in front of them for doing so, but their interest in reading, per se, is likely to evaporate – or, in the case of kids who have little interest to begin with, is unlikely to take root — because you’ve sent the message that reading is something one wouldn’t want to do. (Duh. If it was fun, why would they be bribing me to do it?) Elaborate commercial programs (think Accelerated Reader or Book It!) may be the most efficient way to teach kids that reading isn’t pleasurable in its own right, but ordinary grades will do just as well in a pinch. As far as I can tell, every single study that has examined grades and intrinsic motivation has found that the former has a negative effect on the latter.[6]

6. Prepare them for tests . Just as a teacher’s grade can be every bit as effective at killing motivation as imported incentive programs, so a teacher’s quiz can hold its own against your state’s standardized exam. It’s not the test itself that does the damage; it’s what comes before. Heidegger said that life is lived toward – informed by and in anticipation of – death ( Sein zum Tode ). By analogy, a classroom where learning is always pointed to a test ( Lernen zum Examen ?) is one where ideas, and the act of reading, are experienced as just so many means to an end. That, of course, is exactly the same effect that rewards create, so if your classroom is one that emphasizes tests and grades, the damage is effectively doubled. And if those tests and grades are mostly focused on memorizing facts and mastering mechanical skills, well, you’ve won the Triple Crown at creating a roomful of nonreaders.

7. Restrict their choices. Teachers have less autonomy these days than ever before. The predominant version of school reform, with its emphasis on “accountability” and its use of very specific curriculum standards enforced by tests, proceeds from the premise that teachers need to be told what, and how, to teach. At the same time, this movement confuses excellence with uniformity (“All students in ninth grade will . . . “) and with mere difficulty (as if that which is more “rigorous” were necessarily better). It’s now reaching its apotheosis with an initiative to impose the same core standards on every public school classroom in the nation. This effort has been sponsored primarily by corporate executives, politicians, and test manufacturers, but, shamefully, certain education organizations, including National Council of Teachers of English, have failed to take a principled stand in opposition. Instead, they have eagerly accepted whatever limited role in the design of standards they’re permitted by the corporate sponsors, thereby giving the impression that this prescriptive, one-size-fits-all approach to schooling enjoys legitimacy and the support of educators.

The bigger picture here, which transcends and predates national standards, features top-down control all the way along the education food chain, from legislators and state school officials to school boards to superintendents to principals to teachers. That means the pivotal question for teachers – a moral as well as a practical question – is whether they will treat students the way they, themselves, are being treated . . . or the way they wish they were being treated.

Those who choose the latter course – a “working with” approach — make a point of bringing students into the process of making decisions whenever possible. Teachers who choose the former – a “doing to” approach – may, as I say, be taking their cue from the management style of those who seek to micromanage them. Then again, they may be reproducing the teacher-centered classrooms with which they’re familiar. Or perhaps they just find it difficult to give up control. As long-time educators Harvey Daniels and Marilyn Bizar put it rather provocatively, “Teachers probably wouldn’t have originally chosen their vocation if they didn’t crave the spotlight on some deep psychological level. The hunger to ‘really teach something’ has probably derailed more student-centered innovations than administrative cowardice and textbook company co-option combined.”[7]

Mea culpa. When I taught, almost every classroom decision was made unilaterally by me: what students would read, in what format they would respond to the readings, how their learning would be assessed, how much time would be devoted to a book or topic, whether a given task would be done in small groups or as a whole class, how conflicts would be resolved, whether homework was really necessary (and, if so, what would be assigned and when it would be due), how the chairs were arranged and what was posted on the walls. To be honest, it never occurred to me to ask rather than to tell. After all, it was my classroom, wasn’t it?

Well, yes, it was, but not because it had to be – only because I kept all the power to myself. And my students were the poorer for it.

The sad irony is that as children grow older and become more capable of making decisions, they’re given less opportunity to do so in schools. In some respects, teenagers actually have less to say about their learning – and about the particulars of how they’ll spend their time in school each day — than do kindergarteners. Thus, the average American high school is excellent preparation for adult life. . . assuming that one lives in a totalitarian society.

When parents ask, “What did you do in school today?”, kids often respond, “Nothing.” Howard Gardner pointed out that they’re probably right, because “typically school is done to students.”[8] This sort of enforced passivity is particularly characteristic of classrooms where students are excluded from any role in shaping the curriculum, where they’re on the receiving end of lectures and questions, assignments and assessments. One result is a conspicuous absence of critical, creative thinking – something that (irony alert!) the most controlling teachers are likely to blame on the students themselves, who are said to be irresponsible, unmotivated, apathetic, immature, and so on. But the fact is that kids learn to make good decisions by making decisions, not by following directions.

Conversely, students who have almost nothing to say about what happens in class are more likely to act out, tune out, burn out, or simply drop out. Again, it takes some courage to face the fact that these responses are related to what we’re doing, or not doing. And the same is true of my larger point in this essay: A lack of opportunity to make decisions may well manifest itself in a lack of interest in reading and writing. Were that our goal, our single best strategy might be to run a traditional teacher-centered, teacher–directed classroom.

At this point, I’ll abandon the somewhat labored conceit of showing you how to kill interest and instead try to suggest, in more straightforward fashion, some ways to think about how students can play a more active role in their own learning. My assumption is that if you’ve read this far, you’d probably like to support their desire to learn and read.

First, then, a few general principles:

1. Supporting their autonomy isn’t just about having them pick this over that. “The experience of self-determination is not something that can be given to the student through the presentation of an array of teacher-determined options (e.g., ‘Here are six books; which do you want to read today?’)”[9]. I think there are two insights here. The first is that deeper learning and enthusiasm require us to let students generate possibilities rather than just choosing items from our menu; construction is more important than selection. The second is that what we really need to offer is “autonomy support,” an idea that’s psychological, not just pedagogical. It’s derived from a branch of psychology called self-determination theory, founded by Edward Deci and Richard Ryan, among others. To support students’ autonomy is to meet their need to be in control of their own lives, to offer opportunities to decide along with the necessary guidance and encouragement, to “minimiz[e] the salience of evaluative pressure and any sense of coercion in the classroom” and “maximiz[e] students’ perceptions of having a voice and choice.”[10]

In 1993 I wrote about the advantages of offering voice and choice, detailing how students benefited intellectually, morally, and psychologically, according to the available research.[11] Since then, the data have continued to accumulate. Two experts in the field offered this summary in 2006:

Empirical research has shown that students with autonomy-supportive teachers, compared with students with controlling teachers, experience not only greater perceived autonomy, but also more positive functioning in terms of their classroom engagement, emotionality, creativity, intrinsic motivation, psychological well-being, conceptual understanding, academic achievement, and persistence in school.[12]

2. Autonomy can be supported — and choices can be made – collectively . While it is surely important for students to be able to make some decisions that apply only to themselves, many more opportunities should be available for the class to figure out things together. In fact, one might say that when autonomy and community are combined, they define a concept more often invoked than practiced in our society: democracy.

Even during the absurdly short class periods still being used in most high schools, it makes sense to devote some of that limited time to class meetings in which students can solve problems and make decisions. I once sat in on several classes taught by Keith Grove at Dover-Sherborn High School near Boston and noticed that such meetings were critical to his teaching; he had come to realize that the feeling of community (and active participation) they produced made whatever time remained for the explicit curriculum far more productive than devoting the whole period to talking at rows of silent kids. Together the students decided whether to review the homework in small groups or as a whole class. Together they decided when it made sense to schedule their next test. (After all, what’s the point of assessment – to have students show you what they know when they’re ready to do so, or to play “gotcha”?) Interestingly, Grove says that his classes are quite structured even though they’re unusually democratic, and he sees his job as being “in control of putting students in control.”

3. It’s not all or nothing. Teachers who favor a traditional approach to teaching sometimes offer a caricature of an autonomy-supportive classroom – one devoid of intellectual challenge where kids do whatever they feel like – in order to rationalize rejecting this model. But autonomy support not only doesn’t exclude structure, as Keith Grove reminds us; it also doesn’t rule out active teacher involvement. That involvement can be direct, such as when teacher and students negotiate a mutually acceptable due date for an essay. (Instead of “You folks choose,” it may be “Let’s figure this out together.”) Or the involvement can be indirect, with the teacher setting up broad themes for the course and students making decisions within those parameters. But that doesn’t mean we should be prepared to share power with students only about relatively minor issues. It may make sense to start with that and then challenge ourselves to involve them in thinking about bigger questions as you (and they) become more comfortable with a democratic classroom.

4. “See above.” The half-dozen suggestions for killing interest in reading in the first part of this essay don’t become irrelevant just because students are given more authority to direct their learning, individually and collectively. For example, rewards are still counterproductive even if kids get to choose what goodie they’ll get. And there’s reason to worry if a language arts course is focused mostly on narrowly defined facts and skills even if students are permitted to make decisions about the details. (As one of Bianca’s suitors observes in The Taming of the Shrew , “There’s small choice in rotten apples.”) Even autonomy support in its richest sense works best in the context of a course that’s pedagogically valuable in other ways – and avoids various familiar but counterproductive practices.

Finally, here are a few specific suggestions for bringing students in on making decisions, offered here in the hope that they will spark you to think of others in the same spirit:

* Let students sample a work of literature, then generate their own questions and discussion topics – for themselves and one another.

* Before having students help each other to revise their writing, invite them to brainstorm possible questions they might ask about its construction and its impact on the reader (rather than having them simply apply your editing guidelines or, worse, evaluating the writing against a prefabricated rubric[13]).

* Have students think together about ideas for the papers they’ll write, then follow up once the writing is underway by inviting each student to ask the group for suggestions. Encourage discussion about the rationale for, and usefulness of, each idea that emerges in order to promote reflection that may well benefit everyone.

* When you’re planning to respond to their journals or other writings, begin by asking students – individually and as a class – what kinds of responses would be most helpful to them. (Wouldn’t you prefer that administrators proceed that way when offering feedback on your teaching?)

* Let students choose the audience for whom they’re writing, as well as the genre in which they respond to something they’ve read (e.g., play, op-ed, speech).

* Check in periodically with students during class meetings about how the course is going for them, whether the decision-making process seems to be working, whether the climate is conducive to learning. Ask what might make discussions and assignments more productive and satisfying – but only if you’re really open to making changes based on what they tell you.

* Bring students in on the process of assessment by asking them to join you in thinking about alternatives to conventional tests. “How can you show me what you understood, where you still need help, and what I may need to rethink about how I taught the unit?” Beyond the format of the assessment, invite them as a class to suggest criteria by which someone’s work might be evaluated – and, later, have them apply those criteria to what they’ve done.

* Remember that group decision making doesn’t require voting, which is basically just adversarial majoritarianism. Help them to acquire the skills and disposition to reach for a deeper kind of democracy, one in which compromises are generated and consensus is reached.

To be willing to give up some control is to avoid getting too invested in the amazing course you designed. Strive to take pleasure and pride from how you help students to learn and become excited about learning, not just from the curriculum itself. Even the most thoughtful lesson, the cleverest assignment, the richest reading list is much less likely to goose students and engage them and help them to think more subtly, if you came up with it on your own and imposed it on them. What matters is not what we teach; it’s what they learn,[14] and the probability of real learning is far higher when the students have a lot to say about both the content and the process.

The best teachers, I find, spend at least some of their evenings smacking themselves on the forehead – figuratively, at least – as they reflect on something that happened during the day. “Why did I decide that, when I could have asked the kids?” And, thinking about some feature of the course yet to come: “Is this a choice I should be making for the students rather than with them?” One Washington, D.C. creative writing teacher was pleased with himself for announcing to students that it was up to them to decide how to create a literary magazine – until he realized later that he had incrementally reasserted control. “I had taken a potentially empowering project and turned it into a showcase of what [I] could do.”[15] It takes insight and guts to catch oneself at what amounts to an exercise in pseudodemocracy. Keeping hold of power — overtly for traditionalists, perhaps more subtly for those of us who think of ourselves as enlightened progressives – is a hell of a lot easier than giving it away.

But if we’re serious about helping students to fall in love with literature, to get a kick out of making words fall together in just the right order, then we have to be attentive to what makes these things more, and less, likely to happen. It may take us awhile, but ultimately our classrooms should turn the usual default setting on its head so the motto becomes: Let the students decide except when there’s a good reason why we have to decide for them.

1. The management theorist Frederick Herzberg made an analogous argument about the asymmetrical motivational properties of money in the workplace: Just because paying people too little can be demotivating doesn’t mean that paying them more will elicit greater satisfaction or more motivation to do their best. This helps to explain why pay-for-performance plans are doomed to fail .

2. All uncited quotations, like this one, are derived from personal communications.

3. Regie Routman invites us to imagine ourselves on the receiving end of such assignments: “Think about the last time you read a book you loved. Imagine how you would have felt if you had been required to write a book report or a summary that had to include the main idea and supporting details. Or, if at the end of chapters, you’d been required to write answers to questions. For myself, that would have been enough to turn me off to reading the book” ( Literacy at the Crossroads [Portsmouth, NH: Heinemann, 1996], p. 177).

4. Elliot Washor, Charles Mojkowski, and Deborah Foster, “Living Literacy,” Phi Delta Kappan , March 2009, p. 522.

5. See Edward L. Deci, Richard Koestner, and Richard M. Ryan, “A Meta-analytic Review of Experiments Examining the Effects of Extrinsic Rewards on Intrinsic Motivation,” Psychological Bulletin 125 (1999): 627-668; and my book Punished by Rewards (Boston: Houghton Mifflin, 1993).

6. I review some of this research, as well as studies that find a detrimental effect of grades on quality of learning and preference for challenge, in Punished by Rewards (op. cit.) and The Schools Our Children Deserve (Boston: Houghton Mifflin, 1999), as well as in “From Degrading to De-Grading,” High School Magazine , March 1999, pp. 38-43.

7. Harvey Daniels and Marilyn Bizar, Methods That Matter (York, ME: Stenhouse, 1998), p. 12.

8. Howard Gardner, The Unschooled Mind (New York: Basic, 1991), p. 243.

9. Johnmarshall Reeve, Glen Nix, and Diane Hamm, “Testing Models of the Experience of Self-Determination in Intrinsic Motivation and the Conundrum of Choice,” Journal of Educational Psychology 95 (2003), p. 388.

10. Christopher P. Niemic and Richard M. Ryan, “Autonomy, Competence, and Relatedness in the Classroom: Applying Self-Determination Theory to Educational Practice,” Theory and Research in Education 7 (2009), p. 139. For an argument that “cognitive autonomy support” may be more important for student engagement with learning than “procedural” or “organizational” autonomy support, see Candice R. Stefanou, Kathleen C. Perencevich, Matthew DiCintio, and Julianne C. Turner, “Supporting Autonomy in the Classroom: Ways Teachers Encourage Student Decision Making and Ownership,” Educational Psychologist 39 (2004): 98-110.

11. See Alfie Kohn, “Choices for Children: Why and How to Let Students Decide,” Phi Delta Kappan , September 1993, pp. 8-20.

12. Johnmarshall Reeve and Hyungshim Jang, “What Teachers Say and Do to Support Students’ Autonomy During a Learning Activity,” Journal of Educational Psychology 98 (2006), p. 210. Many of these effects were confirmed in a large meta-analysis published two years later: see Erika A. Patall, Harris Cooper, and Jorgianne Civey Robinson, “The Effects of Choice on Intrinsic Motivation and Related Outcomes: A Meta-Analysis of Research Findings,” Psychological Bulletin 134 (2008): 270-300.

13. On this last point, see Maja Wilson, Rethinking Rubrics in Writing Assessment (Portsmouth, NH: Heinemann, 2006); and Kohn, “The Trouble with Rubrics,” English Journal , March 2006, pp. 12-15.

14. See my article “It’s Not What We Teach; It’s What They Learn,” Education Week , September 10, 2008, pp. 32, 26.

15. Sami Miranda, “Yours, Mine, or Ours?” Rethinking Schools , Summer 1999, p. 10.

Essays About Love: 20 Intriguing Ideas for Students

Love can make a fascinating essay topic, but sometimes finding the perfect topic idea is challenging. Here are 20 of the best essays about love.

Writers have often explored the subject of love and what it means throughout history. In his book Essays in Love , Alain de Botton creates an in-depth essay on what love looks like, exploring a fictional couple’s relationship while highlighting many facts about love. This book shows how much there is to say about love as it beautifully merges non-fiction with fiction work.

The New York Times published an entire column dedicated to essays on modern love, and many prize-winning reporters often contribute to the collection. With so many published works available, the subject of love has much to be explored.

If you are going to write an essay about love and its effects, you will need a winning topic idea. Here are the top 20 topic ideas for essays about love. These topics will give you plenty to think about and explore as you take a stab at the subject that has stumped philosophers, writers, and poets since the dawn of time.

For help with your essays, check out our round-up of the best essay checkers .

1. Outline the Definition of Love

2. describe your favorite love story, 3. what true love looks like, 4. discuss how human beings are hard-wired for love, 5. explore the different types of love, 6. determine the true meaning of love, 7. discuss the power of love, 8. do soul mates exist, 9. determine if all relationships should experience a break-up, 10. does love at first sight exist, 11. explore love between parents and children, 12. discuss the disadvantages of love, 13. ask if love is blind, 14. discuss the chemical changes that love causes, 15. outline the ethics of love, 16. the inevitability of heartbreak, 17. the role of love in a particular genre of literature, 18. is love freeing or oppressing, 19. does love make people do foolish things, 20. explore the theme of love from your favorite book or movie.

Defining love may not be as easy as you think. While it seems simple, love is an abstract concept with multiple potential meanings. Exploring these meanings and then creating your own definition of love can make an engaging essay topic.

To do this, first, consider the various conventional definitions of love. Then, compare and contrast them until you come up with your own definition of love.

One essay about love you could tackle is describing and analyzing a favorite love story. This story could be from a fiction tale or real life. It could even be your love story.

As you analyze and explain the love story, talk about the highs and lows of love. Showcase the hard and great parts of this love story, then end the essay by talking about what real love looks like (outside the flowers and chocolates).

Essays About Love: What true love looks like?

This essay will explore what true love looks like. With this essay idea, you could contrast true love with the romantic love often shown in movies. This contrast would help the reader see how true love looks in real life.

An essay about what true love looks like could allow you to explore this kind of love in many different facets. It would allow you to discuss whether or not someone is, in fact, in true love. You could demonstrate why saying “I love you” is not enough through the essay.

There seems to be something ingrained in human nature to seek love. This fact could make an interesting essay on love and its meaning, allowing you to explore why this might be and how it plays out in human relationships.

Because humans seem to gravitate toward committed relationships, you could argue that we are hard-wired for love. But, again, this is an essay option that has room for growth as you develop your thoughts.

There are many different types of love. For example, while you can have romantic love between a couple, you may also have family love among family members and love between friends. Each of these types of love has a different expression, which could lend itself well to an interesting essay topic.

Writing an essay that compares and contrasts the different types of love would allow you to delve more deeply into the concept of love and what makes up a loving relationship.

What does love mean? This question is not as easy to answer as you might think. However, this essay topic could give you quite a bit of room to develop your ideas about love.

While exploring this essay topic, you may discover that love means different things to different people. For some, love is about how someone makes another person feel. To others, it is about actions performed. By exploring this in an essay, you can attempt to define love for your readers.

What can love make people do? This question could lend itself well to an essay topic. The power of love is quite intense, and it can make people do things they never thought they could or would do.

With this love essay, you could look at historical examples of love, fiction stories about love relationships, or your own life story and what love had the power to do. Then, at the end of your essay, you can determine how powerful love is.

The idea of a soul mate is someone who you are destined to be with and love above all others. This essay topic would allow you to explore whether or not each individual has a soul mate.

If you determine that they do, you could further discuss how you would identify that soul mate. How can you tell when you have found “the one” right for you? Expanding on this idea could create a very interesting and unique essay.

Essays About Love: Determine if all relationships should experience a break-up

Break-ups seem inevitable, and strong relationships often come back together afterward. Yet are break-ups truly inevitable? Or are they necessary to create a strong bond? This idea could turn into a fascinating essay topic if you look at both sides of the argument.

On the one hand, you could argue that the break-up experience shows you whether or not your relationship can weather difficult times. On the other hand, you could argue that breaking up damages the trust you’re working to build. Regardless of your conclusion, you can build a solid essay off of this topic idea.

Love, at first sight is a common theme in romance stories, but is it possible? Explore this idea in your essay. You will likely find that love, at first sight, is nothing more than infatuation, not genuine love.

Yet you may discover that sometimes, love, at first sight, does happen. So, determine in your essay how you can differentiate between love and infatuation if it happens to you. Then, conclude with your take on love at first sight and if you think it is possible.

The love between a parent and child is much different than the love between a pair of lovers. This type of love is one-sided, with care and self-sacrifice on the parent’s side. However, the child’s love is often unconditional.

Exploring this dynamic, especially when contrasting parental love with romantic love, provides a compelling essay topic. You would have the opportunity to define this type of love and explore what it looks like in day-to-day life.

Most people want to fall in love and enjoy a loving relationship, but does love have a downside? In an essay, you can explore the disadvantages of love and show how even one of life’s greatest gifts is not without its challenges.

This essay would require you to dig deep and find the potential downsides of love. However, if you give it a little thought, you should be able to discuss several. Finally, end the essay by telling the reader whether or not love is worth it despite the many challenges.

Love is blind is a popular phrase that indicates love allows someone not to see another person’s faults. But is love blind, or is it simply a metaphor that indicates the ability to overlook issues when love is at the helm.

If you think more deeply about this quote, you will probably determine that love is not blind. Rather, love for someone can overshadow their character flaws and shortcomings. When love is strong, these things fall by the wayside. Discuss this in your essay, and draw your own conclusion to decide if love is blind.

When someone falls in love, their body feels specific hormonal and chemical changes. These changes make it easier to want to spend time with the person. Yet they can be fascinating to study, and you could ask whether or not love is just chemical reactions or something more.

Grab a science book or two and see if you can explore these physiological changes from love. From the additional sweating to the flushing of the face, you will find quite a few chemical changes that happen when someone is in love.

Love feels like a positive emotion that does not have many ethical concerns, but this is not true. Several ethical questions come from the world of love. Exploring these would make for an interesting and thoughtful essay.

For example, you could discuss if it is ethically acceptable to love an object or even oneself or love other people. You could discuss if it is appropriate to enter into a physical relationship if there is no love present or if love needs to come first. There are many questions to explore with this love essay.

If you choose to love someone, is heartbreak inevitable? This question could create a lengthy essay. However, some would argue that it is because either your object of affection will eventually leave you through a break-up or death.

Yet do these actions have to cause heartbreak, or are they simply part of the process? Again, this question lends itself well to an essay because it has many aspects and opinions to explore.

Literature is full of stories of love. You could choose a genre, like mythology or science fiction, and explore the role of love in that particular genre. With this essay topic, you may find many instances where love is a vital central theme of the work.

Keep in mind that in some genres, like myths, love becomes a driving force in the plot, while in others, like historical fiction, it may simply be a background part of the story. Therefore, the type of literature you choose for this essay would significantly impact the way your essay develops.

Most people want to fall in love, but is love freeing or oppressing? The answer may depend on who your loved ones are. Love should free individuals to authentically be who they are, not tie them into something they are not.

Yet there is a side of love that can be viewed as oppressive, deepening on your viewpoint. For example, you should stay committed to just that individual when you are in a committed relationship with someone else. Is this freeing or oppressive? Gather opinions through research and compare the answers for a compelling essay.

You can easily find stories of people that did foolish things for love. These stories could translate into interesting and engaging essays. You could conclude the answer to whether or not love makes people do foolish things.

Your answer will depend on your research, but chances are you will find that, yes, love makes people foolish at times. Then you could use your essay to discuss whether or not it is still reasonable to think that falling in love is a good thing, although it makes people act foolishly at times.

Most fiction works have love in them in some way. This may not be romantic love, but you will likely find characters who love something or someone.

Use that fact to create an essay. Pick your favorite story, either through film or written works, and explore what love looks like in that work. Discuss the character development, storyline, and themes and show how love is used to create compelling storylines.

If you are interested in learning more, check out our essay writing tips !

Bryan Collins is the owner of Become a Writer Today. He's an author from Ireland who helps writers build authority and earn a living from their creative work. He's also a former Forbes columnist and his work has appeared in publications like Lifehacker and Fast Company.

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Before You Write a Love Essay, Read This to Get Examples

The day will come when you can’t escape the fate of all students: You will have to write a what is love essay.

No worries:

Here you’ll find tons of love essay topics and examples. No time to read everything? Scroll down to get a free PDF with original samples.

Definition: Essay on Love

First, let’s define what is love essay?

The most common topics are:

Definition of love
What is love?
Meaning of love

Why limit yourself to these hackneyed, general themes? Below, I’ll show how to make your paper on love original yet relevant to the prompt you get from teachers.

Love Essay Topics: 20 Ideas to Choose for Your Paper

Your essay on love and relationship doesn’t have to be super official and unemotional. It’s ok to share reflections and personal opinions when writing about romance.

Often, students get a general task to write an essay on love. It means they can choose a theme and a title for their paper. If that’s your case, feel free to try any of these love essay topics:

Exploring the impact of love on individuals and relationships.
Love in the digital age: Navigating romance in a tech world.
Is there any essence and significance in unconditional love?
Love as a universal language: Connecting hearts across cultures.
Biochemistry of love: Exploring the process.
Love vs. passion vs. obsession.
How love helps cope with heartbreak and grief.
The art of loving. How we breed intimacy and trust.
The science behind attraction and attachment.
How love and relationships shape our identity and help with self-discovery.
Love and vulnerability: How to embrace emotional openness.
Romance is more complex than most think: Passion, intimacy, and commitment explained.
Love as empathy: Building sympathetic connections in a cruel world.
Evolution of love. How people described it throughout history.
The role of love in mental and emotional well-being.
Love as a tool to look and find purpose in life.
Welcoming diversity in relations through love and acceptance.
Love vs. friendship: The intersection of platonic and romantic bonds.
The choices we make and challenges we overcome for those we love.
Love and forgiveness: How its power heals wounds and strengthens bonds.

Love Essay Examples: Choose Your Sample for Inspiration

Essays about love are usually standard, 5-paragraph papers students write in college:

One paragraph is for an introduction, with a hook and a thesis statement
Three are for a body, with arguments or descriptions
One last passage is for a conclusion, with a thesis restatement and final thoughts

Below are the ready-made samples to consider. They’ll help you see what an essay about love with an introduction, body, and conclusion looks like.

What is love essay: 250 words

Lao Tzu once said, “Being deeply loved by someone gives you strength while loving someone deeply gives you courage.” Indeed, love can transform individuals, relationships, and our world.

A word of immense depth and countless interpretations, love has always fascinated philosophers, poets, and ordinary individuals. This emotion breaks boundaries and has a super power to change lives. But what is love, actually?

It’s a force we feel in countless ways. It is the warm embrace of a parent, filled with care and unwavering support. It is the gentle touch of a lover, sparking a flame that ignites passion and desire. Love is the kind words of a friend, offering solace and understanding in times of need. It is the selfless acts of compassion and empathy that bind humanity together.

Love is not confined to romantic relationships alone. It is found in the family bonds, the connections we forge with friends, and even the compassion we extend to strangers. Love is a thread that weaves through the fabric of our lives, enriching and nourishing our souls.

However, love is not without its complexities. It can be both euphoric and agonizing, uplifting and devastating. Love requires vulnerability, trust, and the willingness to embrace joy and pain. It is a delicate balance between passion and compassion, independence and interdependence.

Finally, the essence of love may be elusive to define with mere words. It is an experience that surpasses language and logic, encompassing a spectrum of emotions and actions. Love is a profound connection that unites us all, reminding us of our shared humanity and the capacity for boundless compassion.

What is love essay: 500 words

A 500-word essay on why I love you

Trying to encapsulate why I love you in a mere 500 words is impossible. My love for you goes beyond the confines of language, transcending words and dwelling in the realm of emotions, connections, and shared experiences. Nevertheless, I shall endeavor to express the depth and breadth of my affection for you.

First and foremost, I love you for who you are. You possess a unique blend of qualities and characteristics that captivate my heart and mind. Your kindness and compassion touch the lives of those around you, and I am grateful to be the recipient of your unwavering care and understanding. Your intelligence and wit constantly challenge me to grow and learn, stimulating my mind and enriching our conversations. You have a beautiful spirit that radiates warmth and joy, and I am drawn to your vibrant energy.

I love the way you make me feel. When I am with you, I feel a sense of comfort and security that allows me to be my true self. Your presence envelops me in a cocoon of love and acceptance, where I can express my thoughts, fears, and dreams without fear of judgment. Your support and encouragement inspire me to pursue my passions and overcome obstacles. With you by my side, I feel empowered to face the world, knowing I have a partner who believes in me.

I love the memories we have created together. From the laughter-filled moments of shared adventures to the quiet and intimate conversations, every memory is etched in my heart. Whether exploring new places, indulging in our favorite activities, or simply enjoying each other’s company in comfortable silence, each experience reinforces our bond. Our shared memories serve as a foundation for our relationship, a testament to the depth of our connection and the love that binds us.

I love your quirks and imperfections. Your true essence shines through these unique aspects! Your little traits make me smile and remind me of the beautiful individual you are. I love how you wrinkle your nose when you laugh, become lost in thought when reading a book, and even sing off-key in the shower. These imperfections make you human, relatable, and utterly lovable.

I love the future we envision together. We support each other’s goals, cheering one another on as we navigate the path toward our dreams. The thought of building a life together, creating a home filled with love and shared experiences, fills my heart with anticipation and excitement. The future we imagine is one that I am eager to explore with you by my side.

In conclusion, the reasons why I love you are as vast and varied as the universe itself. It is a love that defies logic and surpasses the limitations of language. From the depths of my being, I love you for the person you are, the way you make me feel, the memories we cherish, your quirks and imperfections, and the future we envision together. My love for you is boundless, unconditional, and everlasting.

A 5-paragraph essay about love

I’ve gathered all the samples (and a few bonus ones) in one PDF. It’s free to download. So, you can keep it at hand when the time comes to write a love essay.

Ready to Write Your Essay About Love?

Now that you know the definition of a love essay and have many topic ideas, it’s time to write your A-worthy paper! Here go the steps:

Check all the examples of what is love essay from this post.
Choose the topic and angle that fits your prompt best.
Write your original and inspiring story.

Any questions left? Our writers are all ears. Please don’t hesitate to ask!

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Definition: Essay on Love

Love Essay Topics: 20 Ideas to Choose for Your Paper

Love Essay Examples: Choose Your Sample for Inspiration

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