Be sure to consciously use PIE paragraph form. Get in the habit of writing in proper form!

You'll need examples to illuminate your analysis, and you can pull those from Rose's book (or from an outside research source, if you wish). Your post will be a couple paragraphs long.

Create a post, using the Lives on the Boundary reading you've done to provide detailed examples, that answers one of the following questions:

1.  In Chapter 3 &quot;Entering the Discussion,&quot; what is the discussion that Rose is referring to?  What specifically allows Rose to enter into this conversation?  Is it possible for every student to &quot;enter the discussion&quot; as he does during his first few years of college?  Why or why not?  Be sure to cite specific examples and develop your ideas (you are more than welcome to talk about personal experience to help elaborate on why you think what you do).  

2. In Chapter 4 &quot;The Poem is a Substitute for Love,&quot; Rose spends quite a bit of time talking about other students and professors, which seem to form a kind of intellectual community.  How important is this intellectual community in shaping Rose's motivation, perseverance, and ability to adapt to difficult situations?   

3. In Chapter 5 &quot;Literate Stirrings,&quot; Rose experiences teaching for the first time.  He expresses, fairly diplomatically, how the school he is teaching at &quot;misperceives&quot; the students and fails to take into account the difficulties of their lives outside of school.  How does the school &quot;misperceive&quot; its students?  Does Rose offer an alternative, feasible way of dealing with his students' difficulties?  Why or why not?  

4. Towards the end of Chapter 5, Rose begins losing a little bit of his previous hope for the students at his school (starting roughly around p. 110).  What are the main factors that frustrate Rose about education?  What paradox does Rose find in the very design of educating children (there are a few he points out)? How does his student Harold Morton exemplify any one of the inherent paradoxes in education?

5.  In Chapter 6 &quot;Reclaiming the Classroom,&quot; who is &quot;reclaiming the classroom&quot; and how?  What difficulties does Rose encounter when teaching such a diverse group of students?  What does he chose to focus on when teaching English?  What does he NOT focus on?  Do you think you would have learned well in Rose's classroom if you took him for English 101?  Why or why not?

6.  (Instructor favorite :)  Throughout the text, we as readers get quite a bit of information about how schools use testing to measure students' abilities in a given subject area.  Something a lot of people lose sight of when testing students is the psychological effect it can have on them, especially at a very young age.  However, in Chapter 7 &quot;The Politics of Remediation&quot;, Rose demonstrates that students who have never been put in remedial classes still struggle once at the university level.  What are the main reasons that Rose contends why these &quot;on-level&quot; students are struggling (there are technically &quot;five&quot; (p. 187), but you are more than welcome to focus on two or three)?  Where is there a disconnect between students and teachers?  Between assignments and expectations?  Between students' skills and what the assignments are asking them to do?