Chabot College/2012
Essays: works commonly taught at all levels of English*
“Banking Concept of Education” by Paolo Freire
“Campus Racism 101” by Nikki Giovanni
“Coming into Language” by Jimmy Santiago Baca
“Divided We Fall: A Primer on Classism” by Dale Weaver and Nicky Gonzalez
Yuen
“Giving Up on the Young” by Mike Males and Faye Docuyanan
“How to Tame a Wild Tongue” by Gloria Anzaldua
“I’m the King: The Macho Image” by Rudolfo Anaya
“Just Walk on By” by Brent Staples
“Keeping Close to Home: Class and Education” by bell hooks
“Learning to Read” by Malcolm X
“Letter from Birmingham Jail” by Martin Luther King, Jr.
“Make that a Double” by David Sedaris
“On Civil Disobedience” by Henry David Thoreau
“Opinions and Social Pressure” by Solomon E. Asch
“Seeking the Roots of Violence” by Anastasia Toufexis, et al.
“Shooting an Elephant” by George Orwell
“Social Class and the Hidden Curriculum of Work” by Jean Anyon
“The Banking Model of Education” by Paolo Freire
“The Joy of Reading and Writing: Superman and Me” by Sherman Alexie
“The Perils of Obedience” by Stanley Milgram
“The Power of Words in Wartime” by Robin Tolmach Lakoff
“The Pressure to Modernize” by Helena Norberg-Hodge
“Three Ways of Meeting Oppression” by Martin Luther King, Jr.
“Two Approaches to Learning” by Josh Waitzkin
“Uncivil Disobedience” by James J. Lopach and Jean A. Luckowski
“Veiled Intentions: Don't Judge a Muslim Girl by Her Covering” by Maysan
Haydar
Chabot College/2012
*Book-length works, fiction or non-fiction, must be included at all levels of our curriculum, including pre-1A courses.
**At the pre-1A level as well as in 1A, we recommend that non-fiction be used; that if fiction or autobiographical works are
assigned, they be analyzed for issues and themes connected to other readings in the course rather than for literary aspects; that a
combination of book-length works and short essays be used to provide a variety of models.