Monday, September 10, 2012
Structural Analysis of "The Human Cost of an Illiterate Society"
One of the main structural elements that Kozol utilizes in the essay is varying syntax. Kozol includes sentences of differing lengths in order to emphasize certain key points more clearly than others. For example, at the start of nearly each paragraph Kozol opts to use short, choppy introductory sentences. This repeated structural formatting serves not only to draw attention to the opening lines, but also works to convey the way in which illiterates cannot even understand simple sentences, such as the ones featured. The cut off remarks describe the limitations the illiterate are forced to struggle with while actually serving as an example of those struggles in themselves. This tactic works to add depth and understanding to the essay as a whole. For instance, an example of this structural recurrence is present in the sentence, "Illiterates cannot travel freely" (24). This point proves that if an illiterate individual is unable to understand this extremely basic sentence, they would have immense difficulty getting by in another country, or even another town for matter.
On the other hand, Kozol uses mainly long, complex sentences to make up the remainder of most of the paragraphs. These long sentences are juxtaposed with the previous short ones to create a contrast of the seemingly straightforward difficulty the illiterate face and the majorly troublesome reality that ensues from the unfortunate condition. The drawn out text emphasizes the way in which simple tasks can become drawn out for the illiterate due to their inability to read and write. The sentences' lengthy structure makes them strenuous to read, reflecting the strenuous nature of the predicaments for the illiterate. For example, the usually easy task of looking up a phone number becomes a unmanageable hassle for illiterate individuals, as Kozol states,"Even if they can find the names of friends, few possess the sorting skills to make use of the yellow pages; categories are bewildering and trade names are beyond decoding capabilities for millions of nonreaders" (17). This reflection and all those like it work to depict the relentless difficulties for the illiterate that prove themselves lengthy and complex.
Moreover, Kozol includes thought-provoking questions throughout the essay which break up the existing format. The rhetorical questions are often placed together in a long string, representing the never-ending series of frustrating questions illiterate individuals inevitably ask themselves regularly. Kozol illustrates this inconvenience in the paragraph regarding travel, quizzing readers, "Where will they go? How will they get there? How will they get home? Could it be that some of us might like it better if they stay where they belong?" (24). This reflection adds perspective for the literate audience reading the essay, as everyone has been placed in a situation where they have been faced with numerous questions. Concentrating only on the visible structure, the questions resemble the short introductory sentences I previously discussed and similarly provide straightforward analysis of the hardships faced by the illiterate.
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The focus on sentence length and syntax is interesting to me, too, and evidence of a form/function marriage. Certainly, Kozol's choice of sentence construction contributes to a sense of futility in the rhetorical questions ("Where will they go?"), the dead-end in the short declarative sentence ("Illiterates cannot read the menu in a restaurant").
ReplyDeleteI liked your commentary on the use of questions, I notcied that and I agree that they were very important and powerful. It seems like many people wrote about sentence structure and length but your calling some of sentences strenous to read is a great point. This is especially in contrasty with the shorter sentences which the illiterate cannot read, let alone longer, more complex sentences.
ReplyDeleteI had not realized that the use of the choppy sentences was to show how illiterates find simple sentences hard to understand, but I definitely agree with you. I agree with your comments on the juxtaposition of the questions and how they give the audience a way to relate and understand the situations and problems addressed in the passage.
ReplyDeleteEven though I noticed the short, choppy sentences too, I never realized that they emphasize that illiterates cannot even decipher these simple sentences. I also especially liked your points about the rhetorical questions throughout the passage. They seem to reflect the constant state of worry illiterates face, with so many of their options limited and/or unclear.
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