How does the author of “Can Television Be Considered Literature and Taught in English Classes?Links to an external site.” refute her concessions (counterargument)?

How does the author of “Can Television Be Considered Literature and Taught in English Classes?Links to an external site.” refute her concessions (counterargument)?

Other sources such as reviews can be used instead of directly watching the full televisions show.

Cultural buzz makes teaching television in schools unavoidable.

Novels teach writing skills whereas television shows do not

Books used to be the way a culture was bound together.

3 answers

In the article, the author refutes her concessions by providing counterarguments and evidence to support her position.

For the concession that other sources such as reviews can be used instead of directly watching television shows, the author argues that watching the actual television shows is crucial for understanding the medium and its nuances. She emphasizes that the visual and auditory aspects of television cannot be fully grasped through reviews alone. Additionally, she suggests that by watching and analyzing television shows directly, students can develop critical thinking and media literacy skills.

Regarding the concession that cultural buzz makes teaching television in schools unavoidable, the author acknowledges the influence of popular culture but argues that it should not dictate what is taught in English classes. She asserts that literature should be chosen based on its artistic and literary merits, rather than its popularity or cultural significance.

In response to the concession that novels teach writing skills whereas television shows do not, the author contends that television can also be a powerful tool for teaching writing. She points out that television shows often employ complex storytelling techniques, character development, and dialogue, which can serve as models for students to learn from. Furthermore, she suggests that incorporating television shows alongside traditional literature can provide a more well-rounded education in storytelling and narrative techniques.

Finally, in regard to the concession that books used to be the way a culture was bound together, the author argues that television has now become a significant part of modern culture and should be recognized as such. She maintains that incorporating television into the curriculum can help bridge the gap between traditional literary works and contemporary cultural expressions, allowing students to explore and analyze the diverse forms of storytelling in today's society.
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