First of all, and regarding Rita's enthusiasm about Macbeth, she seems to be really excited and joyful about this tragedy (Frank has to explain her and show the difference between something tragic -i.e. something bad or unpleasant that happens to someone- and a tragedy -i.e. the genre in drama which is represented by something inevitable and pre-ordained when something is meant to happen). However, and regardless all her excitement, she will find it very difficult to express her opinion according to the 'standards' by which the quality of an essay is measured (simply because she does not know how yet, or at least she is still learning it). For her to be able to express her opinion in an essay, she should do so using Standard English. Although what she feels and thinks about Macbeth is completly O.K. and important, it is necessary for her to learn how to express and show her feelings in an 'academically expected' way (mainly because she is attending Frank's lessons to improve her 'knowledge' of literature, the language and the world). If she wants to get that better life she is fighting for, she will have to learn many things that are going to be the tools that she will have in the future for her to defend herself and her ideas.Finally, and regarding their sharing the apple and the can, I think that Willy Russell is trying to show us how the idea of reciprocity works in a teacher-student relationship. By means of this exchange, we are shown how the teacher and the student act/react while giving and receiving something. When Frank throws Rita the apple, she immediately offers him the can of soft drink. I think that whenever someone gives us something, no matter if it is big, small, for eating, for writing, for drinking and so on, we tend to almost automatically start thinking about what we can give them in acknowledgment of their being kind with us...And, in my opinion, this is even strongly felt when we are teachers or students, don't you think?
3 comentarios:
Hi once again, Ale!
1. You write: "in an essay, she should (use)Standard English"
I ask: says who? why should she? As a teacher, might you question this "moral duty"?
2. You write: "what she feels and thinks about Macbeth is completely O.K. and important"
I ask: "Important" for whom? What makes it important?
And what do you mean by "literature, the language and the world"?
3. You write: "she will have ... to defend herself and her ideas".
I ask: "defend them from whom?" What options are there?
Finally, I love your reference to the concept of "reciprocity", thoiugh I'm not sure everyone "naturally" thinks along those terms, especially if we're talking about teachers and learners! :-P. Anyway, how much do Frank and Rita actually "take from" each other?
And so the world goes round... "you write.. I ask.."... :-)
Have a nice week!
Gladys
Hi!!!
This poor post has remained untouched for ages! :S
Well, first of all, as regards Standard English, I have to say that what I meant with the fact that for writing an appropiate essay for passing the exam she should use Standard English (which was set, established and standardised by people to serve the purpose of having a 'model' to follow as regards ESL, EFL and Acamedic use - I included the link to the article of Standard English in the Wikipedia and I've also read the post you've created in our Wiki about it). Of course as a teacher I may question this 'moral duty'! However, it will all depend on the situation. For instance, if I'm training my student to pass the FCE I have to teach him/her that it is necessary to use Standard English in his/her compositions to be able to get a passing mark. However, my student's feelings, thoughts and opinions and by far more important than a test and I will always try to encourage his expressing his ideas no matter if he cannot manage to express them in Standard English...
Then, I said that what she wrote about Macbeth is important simply because it is her own view and opinion (it is important for her because it is what she feels about Macbeth). The only problem with it is that she would need to express is differently for her to be able to write a 'proper' essay about it. But still, what she wrote is important because it is her own opinion! How she would express it is another cup of tea...
Then, what I meant with 'the world' was to make a point in the fact that for me she hasn't started this lessons just to learn about literature or to improve her English but also to be able to improve her life and get to know different views of the world apart from the one that the working class and, therefore, her have about the world.
Finally, as regards her ideas, she will have to defend them from her husband, for instance, who does not agree at all with her wanting to get an education. Later in the play, she will even have to defend her own ideas from Frank (I'm not concentrating here on who was wrong or right or if both were in some way right, I'm just saying that in some moment of the story her ideas will defer from Frank's)
I think that's all!
I'm really sorry for the delay!
Love,
AleZ
Well, it's taken me even longer to reply to this last post by you! :-P!!!
Some educators may question your agreeing to train a student for an exam where their identity is not valued... Indeed, this is the dilemma Frank faces all throughout the play...
Food for thought!
Big hug,
Gladys
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