"narrators-, "authoritarians- and commanders. Each site had a logical, rational .
explanation to what Williams was trying to say when he wrote the The Red Wheel .
Barrow. More importantly, I could not find any relationship between what the sites were .
giving as fact as to my own personal experience of the poem. Unenlightened and nave, I .
"banked- the information from the internet into my mind. .
My professor, the following day, commented that I had used the ideas from the .
internet towards my first paper. "But- I said. "I cited the work-. "Yes- he said. "But did .
you actually read it and understand it?- Professor Stanley's question caused a series of .
self examinations that led me to ask myself, "what was my own personal experience of .
the poem?- The evil in what I had done the night before was simple; my experience of .
the poem was narrowed by an outside "regulator-. Education, much like critical reading, .
should not be "a dichotomy between human beings and the world- rather a nexus, a .
"practice of freedom-. .
I was growing up. I came to the conclusion that the answer I was looking for was .
not going to be stumbled upon in some reference section. To some extent, I needed to be .
liberated. The first part of my weakness had been identified. I suffered from a lack of .
creative input. My education in writing consisted of merely summations and .
resuscitations. If was I going to make any headway with The Red Wheelbarrow, I was .
going to have to visualize the roots of my problem. George Orwell, in his essay Politics .
and the English Language, poses an interesting debate when he said, "One wants to name .
things without calling up mental pictures of them."" Orwell is arguing that the English .
language has developed itself to such an extreme that certain phrases and even words are .
used but not understood. In pondering over this, I realized that the same thing can be said .
for the reader. People will read, but will they? Furthermore, Orwell went so far as to say .