Lives on the Boundary

I liked how passionate Rose was about making a difference in students lives. When he argues that writing and reading are fundamentally social: "We hear stories read by others and we like to tell others about the stories we read; we learn to write from others and we write for others to read us" (109). He confesses, "My first enthusiasm about writing came because I wanted a teacher to like me" (102). He also stresses that the academy is a community with its own language, and one must be let in as well as learn to enter and succeed. A high school teacher opened the door for him when he "gave me the right books to read" (34). In his own enculturation at Loyola University, he says, "I was encountering a new language" (54). Professors gave him "a directory of key names and notions" (49). Further, Rose dismisses what he calls "so many platitudes about motivation and self-reliance and individualism" (47); but he insists that the humanities must be truly human. Learning takes place in community, providing guidance, support and role models so that students may grow into confidence and inclusion.

I thought this read was easier than others we've had and a good story. He has over come a lot and made not only a difference for himself, but in others lives. I think it is a good book for this type of writing class because it lets you see some things from another perspective.