My Texts

Summarizing and analyzing

With that said, Foster Segal says “with a show of energy and reativity that would be admirable if applied to the (missing) assignment in question, my students persist, week after week, semester after semester, year after year, in offering excuses about why their work is not ready'(301). One of the excuses Foster Segal hears is the sick family member. What teacher would ever question the honesty of a student over a family member being ill? Next are the best friend excuses and this itself can vary in many ways to the late night hospital trip to the boyfriend breakup and consoling her in her endless crying.

Another example is the evils of orm life. Which Foster Segal states “these stories are usually fairly predictable; almost always feature the evil roommate or the hallmate, with my student in the role of the innocent victim” (302). The next infamous excuse is the evils of technology. In which the student is never at fault and it always has to do with the faultiness of technology and how it never properly works, and especially when there are assignments that need to be done.

Finally, the totally bizarre excuse of the student who went outside while a neighbor had a chainsaw that flew out of their hands and ut a tendon the students’ wrist and needed an emergency surgery. After all of these overused and exhausted out excuses, Carolyn Foster Segal should be used to everyone in the book, but it still does not stop the students from still trying to blame other things for their lack of work and initiative.

Foster Segal graduated from Daemen College with a B. A in English then earned a Ph D from Lehigh University in 1996. Foster Segal is an English professor at Cedar Crest College in Allentown, Pennsylvania, where she specializes in American iterature, poetry, creative writing, computer-enhanced English, and women’s film. Her print publications include poems in Buffalo Spree Magazine; Phoebe: A Journal of a Feminist Scholarship, Theory, and Aesthetics; and The Bucks County Writer.

In Foster Segal’s many years of teaching and specializing in the subjects she does in college Foster Segal appears to be a credible source for this essay and the humor that goes along with it. The audience which Foster Segal is trying to target is the student body and the faculty to let a light on the humor of the elongated and ragged out excuses that some students come up and what the other faculty members most likely hear often as well for students not having their work turned in on time.

Foster Segal gives her experiences and tells the excuses of many students and makes humor of the whole situation after explaining over again how she does not accept late work or excuses for why students’ assignments are not turned in at the time they are due. In my personal experience as a college student I have heard many excuses as well as to why work wasn’t turned in on time.

Witn saying that as ell I have at some point in time gave an excuse as to why I did not have an assignment turned in on time, and as expected the teacher did not want to hear the excuse all they wanted to know is when that assignment would be in their possession. Foster Segal is Just telling her personal stories that she has encountered over the years teaching and putting a little humor into the essay. Everyone knows that students give excuses and there are also different reasons as well, but there is only one thing that matters is the assignment getting turned in the end.

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