...In 1969, a year of a historical event for those who were apart of it. The day of which the first humans landed on the moon, through mission Apollo 11. There are several texts and an image related to the Apollo 11 mission, that demonstrate how it relates to the rhetoric concepts of ethos, pathos and logos. As well as in how it is effectively used to prove throughout these pieces of texts the subject and writing to the rhetoric concepts mentioned. Neil Armstrong, the man to take the first walks on moon’s surface, along with another astronaut. Having millions of people watching such an historic event, the Times of London article informed many of them. Allowing not only the journalist to inform, but as well the astronauts themselves. The article's main focus is to inform what exactly happened that day, which therefore affects the writing of the text in first/third person point of view. This particular article uses logos by stating general facts of the event. It provides dialogue from the astronauts to provide more to their statement that were mentioned. Also it uses specific details from the perspective of the astronauts to defend their points clearer....
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...Rhetorical Terms/Devices Figurative language is the generic term for any artful deviation from the ordinary mode of speaking or writing. It is what makes up a writer’s style – how he or she uses language. The general thinking is that we are more likely to be persuaded by rhetoric that is interesting, even artful, rather than mundane. When John F. Kennedy said, “Ask not what your country can do for you, ask what you can do for your country” (an example of anastrophe), it was more interesting – and more persuasive – than the simpler, “Don’t be selfish.” Indeed, politicians and pundits use these devices to achieve their desired effect on the reader or listener nearly every time they speak. The stylistic elements in a piece of writing work to produce a desired effect related to the text’s (and author’s) purpose, and thus reveals the rhetorical situation. In classical rhetoric, figures of speech are divided into two main groups: Schemes — Deviation from the ordinary pattern or arrangement of words (transference of order). Tropes — Deviation from the ordinary and principal meaning of a word (transference of meaning). *Important Note: Words marked with an asterisk* are words for which it would be impossible for you to write 3 examples for your weekly vocabulary assignment. In those cases, please write only the definition, in your own words, and the rhetorical uses/effect of that device, or do what you are instructed to do under those words. Please mark these words that deviate...
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... | | |College of Humanities | | |COM/156 Version 7 | | |University Composition and Communication II | Copyright © 2013, 2011, 2010, 2009 by University of Phoenix. All rights reserved. Course Description This course builds upon the foundations established in COM/155. It addresses the various rhetorical modes necessary for effective college essays: narration, illustration, description, process analysis, classification, definition, comparison and contrast, cause and effect, and argumentation. In addition, requirements for research essays, including the use of outside sources and appropriate formatting, are considered. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different...
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...SYLLABUS COM/172 Version 3 1 COLLEGE OF HUMANITIES SYLLABUS Course Number: Course Name: COMM/172 ELEMENTS OF UNIVERSITY COMPOSITION AND COMMUNICATION II SC11FSU07 MARCH 8, 2012 APRIL 5, 2012 JOSEPH SAN JUAN, M.A. Group Number: Course Start Date: Course End Date: Facilitator: Please print a copy or keep a digital file of this syllabus for handy reference. Whenever there is a question about what assignments are due, please remember this syllabus is considered the ruling document. SYLLABUS COM/172 Version 3 2 Course Description This course builds upon the foundations established in COM/170. It addresses the various rhetorical modes necessary for effective college essays: narration, illustration, description, process analysis, classification, definition, comparison and contrast, cause and effect, and argumentation. In addition, requirements for research essays, including the use of outside sources and appropriate formatting, are considered. Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: UNIVERSITY POLICIES: You must be logged into the student website to view this document. INSTRUCTOR POLICIES: This document is posted in the Course Materials forum. Policies University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If...
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...kevin@kozma-maevers.org (Personal) 760-799-7790 (Mobile) or 760-296-1625 (Home Office) - Pacific Daylight Time Skype: kevin.maevers (please make an appointment for a Skype conversation) I also stay connected with students through social media. You can find me on: LinkedIn (www.linkedin.com/in/kevinmaevers); Twitter (http://twitter.com/KevinMaevers); Facebook (https://www.facebook.com/kevin.maevers); and Google+ (http://google.com/+KevinLMaevers); In addition, if you like any of the videos that I use in class, you can find them on my YouTube channel at http://www.youtube.com/user/klmaevers. Enjoy! Course Description This course builds upon the foundations established in COM/170. It addresses the various rhetorical modes necessary for effective college essays: narration, illustration, description, process analysis, classification, definition, comparison and contrast, cause and effect, and argumentation. In addition, requirements for research essays, including the use of outside sources and appropriate formatting, are considered. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to...
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...Instructor’s Manual and Test Bank to accompany A First Look at Communication Theory Sixth Edition Em Griffin Wheaton College prepared by Glen McClish San Diego State University and Emily J. Langan Wheaton College Published by McGrawHill, an imprint of The McGrawHill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright Ó 2006, 2003, 2000, 1997, 1994, 1991 by The McGrawHill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form solely for classroom use with A First Look At Communication Theory provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. PREFACE Rationale We agreed to produce the instructor’s manual for the sixth edition of A First Look at Communication Theory because it’s a first-rate book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves...
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...INTRODUCTION This thesis developed from an understanding that 1 Cor. 14:34-35 is an interpolation. Based on this affirmation, chapter one investigates both the meaning of vv. 34-35 within the context of Paul’s first extant letter to the Corinthians, and the original message of chapter fourteen without vv. 34-35. Chapter one also offers the most compelling reasons why a scribe would choose chapter fourteen as the place to insert an interpolation against women’s speech in the church. Finally, I examine the parallels between 1 Cor. 14:34-35 and 1 Tim. 2:9-15. Chapter two summarizes the argument that 1 Cor. 14:34-35 is an interpolation. In this chapter, first I investigate the issue of interpolation in ancient literature. Then, I present the arguments based on internal evidences that are both for and against the interpolation of 1 Cor. 14:34-35. Next, I provide a section on external evidences supporting a case of interpolation of vv. 34-35. In this final section we will investigate scribal awareness of multiple readings in Codex Vaticanus, Fuldensis and Ms. 88, which can be observed in some sigla left by the copyists of these texts. Chapter three examines the identity of the author(s) and the date of composition for both the interpolation in Corinthians and the Pastoral Epistles. Chapter three provides a survey on the role of women in the churches under Paul’s personal supervision. It also examines the ancient view of the role of women in the Greco-Roman society...
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...ALEXANDER THE GREAT: HERO, HUMANITARIAN, OR MANIAC? INTRODUCTION Alexander the Great is by all historical accounts one of the most influential figures of history. He was the son of Philip II, the King of Macedon who conquered Greece in 338 B.C. but was assassinated soon thereafter. Alexander thus became king at the age of seventeen (in 336 B.C. ), and at the age of twenty he set off to conquer the known world. In a series of lightning campaigns he conquered the Persian Empire that had until then been invincible, and in a certain sense he avenged Greece for the earlier Persian Wars. He marched through Asia Minor, Syria, Egypt, Mesopotamia, and Persia, conquering all before him. In monumental battles he defeated the Persians at Granicus (334 B.C.), Issus (333 B.c.), and Gaugamela (331 B.c.). He drove his soldiers on, crossing the mountains and deserts of central Asia, until he reached the borders of India (326 B.C.). There he finally turned back, retreating to Babylon, where he established his court. At Babylon he fell sick and suddenly died, at only thirty-two years of age (323 B.c.). Alexander hardly had time to organize his new empire, and this makes it all but impossible to know how he would have been as a ruler, instead of a conqueror. After his death, Alexander's empire fell apart and was ruled by his successors, Macedonian generals who became kings of independent areas. Most of these rulers continued Alexander's policies of toleration and cultural integration. Alexander's...
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...This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee. Saylor URL: http://www.saylor.org/books Saylor.org 1 Preface Writing is often a challenge. If you were ever challenged to express yourself via the written word, this book is for you. Writing for Success is a text that provides instruction in steps, builds writing, reading, and critical thinking, and combines comprehensive grammar review with an introduction to paragraph writing and composition. Beginning with the sentence and its essential elements, this book addresses each concept with clear, concise, and effective examples that are immediately reinforced with exercises and opportunities to demonstrate learning. Each chapter allows students to demonstrate mastery of the principles of quality writing. With its incremental approach, this book can address a range of writing levels and abilities, helping each student prepare for the next writing or university course. Constant reinforcement is provided through examples and exercises, and the text involves students in the learning process through reading, problem solving, practicing, listening, and experiencing the writing process. Each chapter also has integrated examples that unify the discussion and form a common, easy-tounderstand basis for discussion and exploration. This will put students at ease and allow for greater...
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...The History of Information Technology March 2010 Draft version to appear in the Annual Review of Information Science and Technology, Vol. 45, 2011 Thomas Haigh thaigh@computer.org University of Wisconsin, Milwaukee Thomas Haigh The History of Information Technology – ARIST Draft 2 In many scholarly fields the new entrant must work carefully to discover a gap in the existing literature. When writing a doctoral dissertation on the novels of Nabokov or the plays of Sophocles, clearing intellectual space for new construction can be as difficult as finding space to erect a new building in central London. A search ensues for an untapped archive, an unrecognized nuance, or a theoretical framework able to demolish a sufficiently large body of existing work. The history of information technology is not such a field. From the viewpoint of historians it is more like Chicago in the mid-nineteenth century (Cronon, 1991). Building space is plentiful. Natural resources are plentiful. Capital, infrastructure, and manpower are not. Boosters argue for its “natural advantages” and promise that one day a mighty settlement will rise there. Speculative development is proceeding rapidly and unevenly. But right now the settlers seem a little eccentric and the humble structures they have erected lack the scale and elegance of those in better developed regions. Development is uneven and streets fail to connect. The native inhabitants have their ideas about how things should be done, which sometimes...
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...Frankenstein by Mary Shelley Key facts full title · Frankenstein: or, The Modern Prometheus author · Mary Wollstonecraft Shelley type of work · Novel genre · Gothic science fiction language · English time and place written · Switzerland, 1816, and London, 1816–1817 date of first publication · January 1, 1818 publisher · Lackington, Hughes, Harding, Mavor, & Jones narrator · The primary narrator is Robert Walton, who, in his letters, quotes Victor Frankenstein’s first-person narrative at length; Victor, in turn, quotes the monster’s first-person narrative; in addition, the lesser characters Elizabeth Lavenza and Alphonse Frankenstein narrate parts of the story through their letters to Victor. climax · The murder of Elizabeth Lavenza on the night of her wedding to Victor Frankenstein in Chapter 23 protagonist · Victor Frankenstein antagonist · Frankenstein’s monster setting (time) · Eighteenth century setting (place) · Geneva; the Swiss Alps; Ingolstadt; England and Scotland; the northern ice point of view · The point of view shifts with the narration, from Robert Walton to Victor Frankenstein to Frankenstein’s monster, then back to Walton, with a few digressions in the form of letters from Elizabeth Lavenza and Alphonse Frankenstein. falling action · After the murder of Elizabeth Lavenza, when Victor Frankenstein chases the monster to the northern ice, is rescued by Robert Walton, narrates his story, and dies tense · Past foreshadowing · Ubiquitous—throughout...
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...C h a p t e r 1 Prewriting GETTING STARTED (OR SOUP-CAN LABELS CAN BE FASCINATING) For many writers, getting started is the hardest part. You may have noticed that when it is time to begin a writing assignment, you suddenly develop an enormous desire to straighten your books, water your plants, or sharpen your pencils for the fifth time. If this situation sounds familiar, you may find it reassuring to know that many professionals undergo these same strange compulsions before they begin writing. Jean Kerr, author of Please Don’t Eat the Daisies, admits that she often finds herself in the kitchen reading soup-can labels—or anything—in order to prolong the moments before taking pen in hand. John C. Calhoun, vice president under Andrew Jackson, insisted he had to plow his fields before he could write, and Joseph Conrad, author of Lord Jim and other novels, is said to have cried on occasion from the sheer dread of sitting down to compose his stories. To spare you as much hand-wringing as possible, this chapter presents some practical suggestions on how to begin writing your short essay. Although all writers must find the methods that work best for them, you may find some of the following ideas helpful. But no matter how you actually begin putting words on paper, it is absolutely essential to maintain two basic ideas concerning your writing task. Before you write a single sentence, you should always remind yourself that 1. You have some valuable ideas to tell your reader,...
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...NEW EDITION HIGH SCHOOL English Grammar & Composition BY WREN & MARTIN (With New Appendices) REVISED BY N.D.V. PRASADA RAO S. CHAND Page i New Edition HIGH SCHOOL ENGLISH GRAMMAR AND COMPOSITION By P.C. WREN, MA. (OXON) and H. MARTIN, M.A. (OXON), O.B.E. Revised By N.D.V. PRASADA RAO, M.A., D.T.E., Ph.D. Dear Students, Beware of fake/pirated editions. Many of our best selling titles have been unlawfully printed by unscrupulous persons. Your sincere effort in this direction may stop piracy and save intellectuals' rights. For the genuine book check the 3-D hologram which gives a rainbow effect. S. CHAND AN ISO 9001: 2000 COMPANY S. CHAND & COMPANY LTD. RAM NAGAR, NEW DELHI -110 055 Page iii PREFACE TO THE NEW EDITION Wren and Martin's monumental work High School English Grammar and Composition now appears in two editions. One is a de luxe edition, illustrated in full-colour, and the other is an ordinary edition without illustrations. The material in the book has been further updated where called for. It has been felt necessary in particular to revise some material in the chapters dealing with adjectives, active and passive voice, articles and prepositions. Appendix I, which deals with American English, has been expanded. Appendix II has been replaced with a newer set of tests covering the important areas of grammar. It was in the year 1972 that the shrewd visionary Mr. Shyam Lai Gupta obtained the permission of Manecji Cooper Education Trust for the revision of this book...
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...The Project Gutenberg EBook of Phaedo, by Plato This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org Title: Phaedo The Last Hours Of Socrates Author: Plato Translator: Benjamin Jowett Release Date: October 29, 2008 [EBook #1658] Last Updated: January 15, 2013 Language: English Character set encoding: ASCII *** START OF THIS PROJECT GUTENBERG EBOOK PHAEDO *** Produced by Sue Asscher, and David Widger PHAEDO By Plato Translated by Benjamin Jowett Contents INTRODUCTION.PHAEDO | INTRODUCTION. After an interval of some months or years, and at Phlius, a town of Peloponnesus, the tale of the last hours of Socrates is narrated to Echecrates and other Phliasians by Phaedo the 'beloved disciple.' The Dialogue necessarily takes the form of a narrative, because Socrates...
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...A, THE BRITISH ACADEMY SOMERSET HISTORICAL ESSAYS SOMERSET HISTORICAL ESSAYS By J. Armitage Robinson, D.D, Fellow of the British Academy Dean of Wells 1921 London: Published for the British Academy By Humphrey Milford, Oxford University Press Amen Corner, E.C. PRINTED IN ENGLAND AT THE OXFORD UNIVERSITY PRESS BY FREDERICK HALI, 76$ J 9 2/ PREFACE The writer of these pages makes no claim to be a historian, but he is concerned with the materials which go to the construction of true history. Occasionally he is led to revise the verdicts of historians on the ground of a renewed investigation of some isolated problem, or in the light of fuller information which has but lately become available. He hopes that he has done this with sufficient modesty. As a rule he has avoided direct controversy and has preferred a positive presentation of the revised position. He is well aware that when offered thus silently the corrections he desires to make are less likely to attract immediate attention than if he directly challenged fallacies which shelter under honoured names. But he writes from mere love of the subjects to which he has been drawn by the circumstances of his position and by local patriotism ; and he has experienced more than once the temporary blindness pro- duced by the dust of conflict. On the other hand he asks for criticism, ...
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