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Brooklynn Cushman

Marisa Enos

Eng.111.W02.2017

19 February 2017

Word Anatomy

The two chapters that were read, Language: Teaching New Worlds/New Words by bell

hooks and Story Skeletons by Roger Schank, had many differences and similarities. These were

complex articles that bring about a lot of light to the closed mind. When reading deeper into

these chapters, the reader can gain a deeper understanding of how language works and can be

used to control their surroundings. The two authors have similarities and differences that make a

reader wonder what the conversations between the two would look like, if they would be cryptic

or funny.

In Language: Teaching New Worlds/New Words hooks talks deeply about how the

English language has been used to dominate and control people. Talking about how different

vernaculars were able to emerge from the forced use of English. This is a complex chapter,

hooks talks about the learning experience that can be gained from letting others use their own

language and to understand how oppressed others can feel not being able to use their language.

Hooks also talks about how controlling language can be. Using examples about the slaves that

came to America and were forced to learn English, they later formed their own black

vernacular (hooks). This is an eye opener in how the people being oppressed by English

language would have felt during the time. Feeling forced into learning a new language and being

beaten if they did not get or understand it is a lot of harsh feelings. They felt that the only way
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they could speak English and keep their own roots was to create their own type of English. So

that way they would not be completely oppressed but still making sure the oppressors were not

on the same page as them. This goes into today even. Most students that go to school are forced

to use English even if that is not their home language. Does this make them feel oppressed

because they cannot express themselves in a way that they know? These are all ideas that hook

was trying to convey. Not just the oppression part, there was also a learning ability in this

chapter. Having students look and try to understand how the other felt, how they would feel not

being able to use their chosen language.

Story Skeletons, is another chapter that brings a lot of light to the reader. This chapter

talks about how people use these skeletons to tell stories or experiences. These skeletons are used

subconsciously and often times in a way that has been used before. People use skeletons to make

their experiences known and understood. This can also be used in a way of manipulation as

Schank pointed out. The example used in the chapter was about the shooting of a passenger

aircraft. Looking at that one sentence it gives nothing away as to the details. Picking the story

skeleton that Mr. Reagan used. Telling this story in a way that says it was a tragedy but an

understandable one. Later the same story is told by Mrs. Thatcher uses the skeletons that justify

defense. Saying this was an act that could not be risked for the safety of our people on the navy

ship. Saying the crew on the ship felt threatened (Schank). This is a prime example of how the

manipulations can come from the use of story skeletons.

Looking at both chapters there is a strong connection of control. Making a reader wonder

just how far their education is being controlled by what they are reading. Is there a story skeleton

lying under even basic information that is meant to teach? Or is there an unknown language

underlying the text that is trying to conform the everyday student to think and learn in a specific
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way. These ideas are prevalent in both chapters. Looking deeper at how people can be controlled

and used in different situations. Another idea that is similar between the two is how these ideas

are used, looking at how they are used and not why they are used. They are used in similar ways,

subconsciously, without the persons knowledge that this is what they are doing. The speaker

understands that they have a general goal to reach in giving their story or experience, whether it

be to inform, convey a message, excite, elicit concern, or to calm. When getting ready to speak

people subconsciously chose a story skeleton and go forth from there. This is the same with

using the language to control their surroundings, it is like looking at two sides of the same coin.

The differences between the chapters is a deeper meaning of the two. People do not use

story skeletons to just control those around them. They can be used to help a person relate or

understand, to gain a deeper connection with the receiver of the story or experience. The ideas of

hooks go more into the control side of language rather than a connection of language. Without

looking at how language can be used to build and create rather than control and oppress.

Language has been used all over the world in prayer, in wishes, in ideas, and many other ways

that helped the world become a better place. This is an idea that Schank can convey with story

skeletons. People use these skeletons to make connections and help to share and spread the good.

Both hooks and Schank have many eye opening ideas throughout their chapters. The

similarities of control and connections are far reaching. The differences in how they are used can

be one that makes them seem almost incomparable. With that aside there are still many things a

reader could take from this chapter and how to move forward in the world with a better

understanding of how their words can be used and how they make an impact.
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Work Cited

Hooks, Bell. "Language: Teaching New Worlds/New Words." Exploring Connections. II ed.

New York: Pearson Education, Inc, 2016. 55-60. Print.

Schank, Roger. "Story Skeletons." Exploring Connections. II ed. New York: Pearson Education,

Inc, 2016. 128-40. Print.