Helen Keller A Word For Everything Analysis
We all know that learning language has been a different experience for every person. For example, some of us have never had any issues with learning language; everything is straightforward. For others, learning language is a slow process, but they end up understanding what taught in the future. However, there are some of us who might have impediments that make people believe that learning language is impossible for these people. I fit into this category, and two experienced writers also fit into this category: Helen Keller and Gareth Cook. In Keller’s essay “A Word for Everything”, she describes her beginnings in learning language and the challenges she faced while learning (145-148). Meanwhile, in Gareth Cook’s “Living with Dyslexia”, we can learn that dyslexia may have many drawbacks, but when you put enough effort into it, you could achieve greater goals than expected (158-159). It is crucial for people to know that no matter
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Keller’s life changed due to learning language and the difficulties she tackled while she was going through this transition. She says that “I was like that ship [trapped in dense fog] before my education began, only I was without compass or sounding-line, and I had no way of knowing how near the harbor was” (145). To put it in other words, Keller was completely lost before she started learning. She was not able to convey her ideas properly and she could not connect with people. However, through her teacher’s methods of teaching, Keller was able to identify objects and soon realized that everything has a name to it. This belief became contradictory when she tried to grasp the concept of abstract subjects such as love. Keller struggles with this topic since such vague ideas do not have a sensory feeling to it. In the end, we learn that communication is often taken for granted and how difficult it is to “acquire the amenities of conversation” for the deaf and blind
Keller’s life changed due to learning language and the difficulties she tackled while she was going through this transition. She says that “I was like that ship [trapped in dense fog] before my education began, only I was without compass or sounding-line, and I had no way of knowing how near the harbor was” (145). To put it in other words, Keller was completely lost before she started learning. She was not able to convey her ideas properly and she could not connect with people. However, through her teacher’s methods of teaching, Keller was able to identify objects and soon realized that everything has a name to it. This belief became contradictory when she tried to grasp the concept of abstract subjects such as love. Keller struggles with this topic since such vague ideas do not have a sensory feeling to it. In the end, we learn that communication is often taken for granted and how difficult it is to “acquire the amenities of conversation” for the deaf and blind