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Answer: We of course talked about the term didactic, and how a didactic book strongly pushes a lesson onto the reader, telling them that they should believe this or that. Many times a reason for that lesson isn’t even given, as though the young person reading the book should just accept that lesson because they are told to, because the other knows better. As I was reading Cat in the Hat by Dr. Seuss, the book I selected for the assignment, I was hoping that it wouldn’t be as didactic as most other children’s books, and that it would be as playful and exciting as I remember as a child. On the last two pages of the book, however, the absent mother returns home, the cat has disappeared, the children are behaving nicely, sitting in chairs, and it is pretty obvious that even though they got into mischief they are still good children after all. Nothing really has changed at the end of the book. Although all sorts of things got played with, and the children broke the rules I am sure they know about (like, “Don’t fly kites in the house”), major boundaries were never crossed.
In that kind of book, the author usually wants to the reader to think for her or himself, to understand that some things are difficult, even for adults. The author may present a problem and ask you what you think, or might just never come around to saying exactly what you are supposed to believe. The last page of Cat in the Hat ends with the narrator saying, referring to the mother, “Should we tell her about it? / Now what SHOULD we do? / Well . . . / What would YOU do / If your mother asked you?” (61). In some ways, this is probably a pretty ambiguous ending. The author asks the reader that if your mother left, if someone wanted you to do what you weren’t supposed to, if you did it anyway, and if you didn’t get caught, then would you tell your mother or father what happened? Most adults wouldn’t tell what happened themselves, but the question is there anyway, and it seems to be really asking children what they believe.
Dr. Suess portrays typical kids, bored by the rain, wanting to do something wild. Although Seuss’s style is strange, the children even look like the sort of standard white children that appear in most books, the girl in a dress and ribbon in her hair. We saw in class how these children are a lot like the standard one’s in Cassie’s history textbook And although strange things happen in the book – a talking cat, a couple of strange Things, a lot of things getting thrown around – it is the kind of play we come to expect in children’s lives, especially in the sorts of standard things shown on television and in movies.
In fact, the children never quite seem to trust the Cat, and they always just sort of watch him play. The children never really do anything that crazy themselves. The Fish, who sounds a lot like an adult, is always there to warn them, and in the end everything gets cleaned up. Of course the book is fun and playful, and is obviously one of the most famous and liked picture books ever made, but it is still pretty straightforward. Cat in the Hat reinforces and demonstrates almost all of the typical assumptions about childhood, and it fulfills all of the typical case prototypes of children’s books. Examining it made me think about how the book might have changed in recent years, especially since children are rarely bored when they are at home any more (with all of the stuff they own to play with). But more than that, it made me think about why we expect all children’s books to be like this, why it is always considered one of the best books for children. Although I like typical children’s books, it makes me also interested in books that don’t do what we expect. The book was written 1957, and in so many ways children’s books have become so incredibly different since then. But in a lot of other ways, some good, some bad, they haven’t changed at all.
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STRONG EXAMPLES FROM STUDENTS
The book George and Martha (as well as all of the other books in the series), by James Marshall, is in most ways a typical case prototype. The reading level that is assigned to the book is for ages four through eight. Each book is divided into five stories, and the stories are about two hippopotamuses that are best friends and act like humans. Each of the stories starts with a title page that has bold yellow bubble letters. As the pages are turned the left hand page has the print for the story and the right hand page has the illustration for that portion of the story. This is very much typical case prototype—very consistent, very simple in both a visual and a reading sense. And each story is short in length endorsing the idea that children get bored easily.
We, of course, talked about term didactic, and how the didactic book strongly pushes a lesson onto the readers, telling them they should believe this. Many times a reason for that lesson isn’t even given, as though the young person reading the book should just accept that lesson because they are told to because the others are know better. As I was reading Cats in the Hat by Dr. Seuss, the book I selected for assignment, I was hoping that it wouldn’t be as didactic as most other children’s books and that it would be as playful and exciting as I remember as child. On the last two pages of book, however, the absent mother returns home, the cat has disappeared, children are behaving nicely, sitting in chairs, and it is pretty obvious that even though they got into mischief they are still good children after all. Nothing has changed at the end of the book. Although all sorts of things got played with, and the children broke the rules I am sure they know about (like, “Don’t fly kites in the house”), major boundaries were never crossed.
In that kinds of book, author usually wants the reader to think for herself or himself, to understand that some things are difficult, even for adults. The author may present a problem and ask you what you think, or might just never come around to saying exactly what you are supposed to believe. The last page of Cat in the Hat ends with the narrator saying, referring to the mother, “Should we tell her about it? / Now what SHOULD we do? / Well . / What would YOU do / If your mother asked you?” (61). In some ways, this is probably a pretty ambiguous ending. The author asks the reader that if your mother left, if someone wanted you to do what you weren’t supposed to, if you did it anyway, and if you didn’t get caught, then would you tell your mother or father what happened? Most adults wouldn’t tell what happened themselves, but the question is there anyway, and it seems to be asking children what they believe.
Dr. Suess portrays typical kids, bored by the rain, wanting to do something wild. Although Seuss’s style is strange, the children even look like the sort of standard white children that appear in most books, the girl in a dress and ribbon in her hair. We saw in class how these children are a lot like thestandard oness in Cassie’s history textbook And although strange things happen in the book – a talking cat, a couple of strangethingss, a lot of things getting thrown around – it is the kind of play we come to expect in children’s lives, especially in the sorts of standard things shown on television and in movies.
The children never quite seem to trust the Cat, and they always just sort of watch him play. The children never really do anything that crazy themselves. The Fish, who sounds a lot like an adult, is always there to warn them, and inthe endn,d everything gets cleaned up. Of courses,e the book is fun and playful, and is one of the most famous and liked picture books ever made, but it is still pretty straightforward. Cat in the Hat reinforces and demonstrates almost all of the typical assumptions about childhood, and it fulfills all of the typical case prototypes of children’s books. Examining it made me think about how the book might have changed in recent years, especially since children are rarely bored when they are athome anymoree (with all of the stuff they own to play with). But more than that, it made me think about why we expect all children’s books to be like this,an why it is always considered one of the best books for children. Although I like typical children’s books, it makes me also interested in books that don’t do what we expect. The book was writtenin 1957, and in so many ways children’s books have become so incredibly different since then. But in a lot of other ways, some good, some bad, they haven’t changed at all.
STRONG EXAMPLES FROM STUDENTS
The book George and Martha (as well as all of the other books in the series), by James Marshall, is in most ways a typical case prototype. The reading level that is assigned to the book is for ages four through eight. Each book is divided into five stories, and the stories are about two hippopotamuses that are best friends and act like humans. Each storyy starts with a titlepage withs bold yellow bubble letters. As the pages areturnedeleft handd page has the print for the storyande theright handd page has the illustration for that portion of the story. This is very much typical case prototype—very consistent, very simple in both a visual and a reading sense. And each story is short in length endorsing the idea that children get bored easily.
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