...written form to the audience calls an effective writing skills. In addition to this an effective writer must have an extensive vocabulary to be able express yourself. To be an effective writer means the reader will understand thoroughly everything you are writing on the paper. My personal experience in writing was challenging and valuable at the same time. This semester I took an Academic Writing and Argument course with professor Missy Watson. During this semester, I learned how to analyze arguments, write rhetorical analysis essay, work with researched and visual arguments, effectively...
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...I do not have a much experience writing a rhetorical analysis. The last time I practiced with writing a rhetorical analysis was in High School but it did not consist of writing a 6 page paper. In High School we analysed short speeches but did not go in dept on writing multiple analysis. So when writing a rhetorical analysis on a blog for this semester I had to do more research on how to write a rhetorical analysis. The activities that were helpful were the outside assignment and class workshop. The outside assignments were helpful because they focus on teaching writing skills. When doing the assignments, it showed the pages to read and then gave a small test based on the readings. One of the assignments was on “Nouns and Pro-nouns” and it...
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...your weaknesses and your strengths in order to improve your writing. √ Argument & Analysis. Students write persuasively and analytically. Student writing contains convincing arguments and is supported with evidence. √ Critical Reading. Students read to inquire, learn, think, and communicate. Student writing demonstrates understandings of assigned readings, and when requested, incorporates outside readings. √ Rhetorical Knowledge. Student writing meaningfully engages with writing, language, and/or rhetoric-related topics. √ Research. Student writing evidences understandings of citation and website validity, and avoids plagiarism. At the intermediate level, student writing integrates credible academic research. √ Technology & Multimodality. Students function in electronic writing spaces, and use technology to compose, revise, and present their writing. At the intermediate level, students analyze and/or produce visual, audio, and online texts, while must be 400-500 words long. This section of the “letter” will be 4 paragraphs. |Excellent (4) |Satisfactory (3) |Unsatisfactory (1) | |Examination of critical reading and writing |Although the reflection does reveal that |The reflection does not show that the student has| |The reflection shows thoughtful examination of |the student has thought about his/her own |thought critically...
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...English 103: Rhetoric and Writing (3) Introduces and develops understanding of principles of rhetoric; basic research methods; elements, strategies, and conventions of persuasion used in constructing written and multi-modal texts. Prerequisite: appropriate placement. Not open to students who have credit in ENG 101 or 102. Course Goals * Understand that persuasion—both visual and verbal—is integral to reading and composing * Understand how persuasive visual and verbal texts are composed for different audiences and different purposes * Develop effective strategies of invention, drafting, and revision for different rhetorical situations and individual composing styles * Compose texts in various media using solid logic, claims, evidence, creativity, and audience awareness * Integrate primary and secondary research as appropriate to the rhetorical situation * Develop strategies for becoming more critical and careful readers of both their own and others’ texts * Demonstrate a professional attitude towards their writing by focusing on the need for appropriate format, syntax, punctuation, and spelling * Take responsibility for their own progress * Develop the ability to work well with others on composing tasks. Course Content and Format The content and format of ENG 103 are designed to enable students to...
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...Ronnie Spears Dr. Tolokun Omokunde NTS403, Introduction to Biblical Languages July 7, 2014 Final Exam Ronnie Spears Dr. Tolokun Omokunde Introduction to Biblical Languages May 30, 2014 Week 2 Reflection Paper “Off the Shelf and into Yourself” In this modern time of electronic explosion, using the right tools to properly exegesis the word of God is crucial. Not eliminating the bible as the concrete foundation of our Christian knowledge but allowing other resources to become windows in our biblical mansion. The author Mr. Black is sharing with us the necessity of having the right tools to properly make application of the word of God. Greek is the language used by the Gentiles in the New Testament and to adequately teach or preached the New Testament scriptures one need understand Greek translations. There are tools to assist in understanding Greek and we must take advantage of them just like a mechanic always update their tools according to modernization of cars. Paul writes to Timothy and states “to study to show ourselves approved to God, a worker who does not need to be ashamed, rightly dividing the word of truth”, (II Tim. 2:15). The author recommends ten essential tools in using and understanding Greek in ministry, which six of those tools will be discussed in this assignment. Let me establish that all of the tools are essential although I am discussing only six. The first tool is an English bible, whether the King James, (which is the recommended...
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...trees planted and well shaped to depict the shape of an umbrella. The trees provide shade during sunny days and hence this makes the compound highly cozy for anyone who would want to use the leisure relaxing within the compound. However, the trees planted to provide shade shed their leaves during dry spells to conserve water. Water running through the compound makes them rot making the compound become stinky. At times if the compound is not cleaned regularly during dry spells, it looks filthy due to the numerous leaves that are shed by the trees and spread over the compound by the running wind that usually characterize dry seasons. This steals away the beauty of this compound and hence making it less cozy during dry seasons. Part 2: rhetorical analysis The two paragraphs in part one above shows contrasting impressions about my compound. The impressions are contrasting in that in the first paragraph the compound seems so cozy to rest in whereas in the other paragraph the compound is stinky and filthy making it unsuitable for...
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...“The Automobile and the Energy and Environment in Industrial America.” New York: Alfred Knopf, 1985. Print. Martin claims that vehicle influences American environment rather than other transportation. He uses data analysis of automobile industry push a series of heavy industry progress result in environmental pollution. Martin advocates large-scale production should accommodate with urban traffic system. Martin offers incomplete advice for those thorny problems with the anxieties of report, because his main project seems like different article in one topic. To this end he mention to highway construction, namely the automobile industry’s accessory. It would be difficult connect context. The article’s fascination with accurate data expresses the automobile with breathtaking speed of development. Also, environmental pollution leads up to enlarge in proportion. Use this report to explain that finding new energy for future automobile of development is only...
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...with this course are subject to change at the instructor's discretion. Any and all changes will be communicated to students in writing. Course Description RHET 1302 will prepare you for college-level writing while helping you develop your critical thinking skills. Rhetoric is the study and practice of how people communicate messages, not only in writing and speech, but also through visual and digital mediums. In this class, you will develop skills to analyze the way rhetoric, in its various forms, addresses audiences. By paying attention to the strategies that good writers and speakers use to persuade their particular audiences, you will learn to reason better and to persuade others in your own writing, both through rhetorical appeals and through analysis of audience, purpose, and exigency that is at the heart of the study of rhetoric. For RHET 1302, you will read and reread texts and write multi-draft essays. Practically speaking, you will learn skills that you can use in your future course work regardless of your major. Student Learning Objectives • Students will be able to write in different ways for different audiences. • Students will be able to write effectively using appropriate organization, mechanics, and style. • Students will be able to construct effective written arguments. • Students will be able to gather, incorporate, and interpret source material in their writing. Required Texts Rosenwasser, David and Stephen, Jill. Writing Analytically...
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...huge unwritten disclaimer, “except African Americans”. Sarcastically written, this doctrine inspired many activists and abolitionists during that era to fight for freedom and equality for all. Frederick Douglass and Sojourner Truth were two of the most prominent figures of the abolitionist movement in 19th-century America. Their speeches, “What, to the Slave, is the Fourth of July?” by Federick Douglass and “Ain’t I a Woman?” by Sojourner Truth, are iconic speeches that continue to resonate with audiences today. Both speeches influence their perspective on equality for African Americans through rhetorical appeals and devices. Truth successfully gains the empathy of...
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...Students in this introductory college-level course read and carefully analyze a broad and challenging range of nonfiction prose selections, deepening their awareness of rhetoric and how language works. Through close reading and frequent writing, students develop their ability to work with language and texts in order to establish greater awareness of purpose and strategy, while strengthening their own composing abilities. C16 Students examine rhetoric in essays, images, movies, novels, and speeches. They frequently confer about their writing by conferencing in class. C 14 Feedback is given both before and after students revise their work to help them develop logical organization, enhanced by specific techniques to increase coherence. Rhetorical structures, graphic organizers, and work on repetition, transitions, and emphasis are addressed. I comment on individual drafts, and I write memos to the class in a blog about whole-class concerns such as specificity of quotations, parallelism, and transitions. C13 Simultaneously, students review the simple, compound, complex, and compound-complex sentence classifications. We examine word order, length, and surprising constructions. Loose and periodic sentences are introduced. We examine sample sentences and discuss how change affects tone, purpose, and credibility of the author/speaker. In addition, feedback on producing sentence structure variety is focused on critical thinking skills, evaluating sources and resources, using...
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...harsh landscapes and dangerous shadows- A world that is martial and competitive in nature written rhetorical voice presented to a general audience sober voice makes for a formal recitation and sense of authority Native (sky woman) cooperative begins with the chaotic world (water and mus) but moves by -degrees and adjustemtns from a formless, featurless world to a world that is rich in its diversity, a world that is complex and complete.- A world at peace where -the pivotal concern is not with the ascendancy of good or evil but with the issue balance- so here is our choices a world in which creation is a solitary, individual act.....operation (king, 25) What, then, do good stories look likeÉ They are respectuful of facts (stories cannot contradict known facts about the past (1372) DON’T DENY THE FACTS, INTERPRET THEM AND ADD THEM TO ESSAYS They are ecological sense (1372) They are judgeable or judged as nonfictions (we ell stories with each other and against each other) Reflexitivity in relation to whom and what you read reflexitivity requiers an awareness of the researcherès contribution to the construction of meanings throughout the research process, and a acknowlegdement of the impossibilty of remaining -outside of- one how has the research question defines and limited what can be -found- how cant he design of the study and the method of analysis -constructed- the data and the findings epitemological reflextivity encourages is to reflect upon the...
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...English 1101 9 October 2013 Midterm Reflection I have done a variety of different assignments throughout my English 1101 class this semester. The assignments that have had the most influence on me include select chapters from J.M. Bohannon’s I Hate Writing, Anne Lamott’s “Shitty First Drafts”, Stephen King’s On Writing, and my practice with rhetorical analysis. Each of these assignments have significantly impacted me and caused me to view my own writing differently. They have helped me grow as a writer as well as come closer to finding my own writer’s “voice”. I have really enjoyed and learned from the chapters that I have read so far in I Hate Writing. My favorite chapter is chapter seven because Bohannon discusses many different ways to introduce a paper. I found her methods very helpful because I have a tendency to struggle when writing my introductions; I simply have no idea where to begin. Bohannon suggestions in chapter seven include telling a story, using a quotation, defining an unfamiliar term, directly stating an argument, writing in the reader, and being creative. After trying each of the options presented by Bohannon in this particular chapter, I found that using a quotation is my favorite technique. I feel it is the easiest way to start a paper off since I have something to base my paper off of. I also feel it is a good way to draw the reader in since a quote is simple, yet sets the theme and mood of a paper. I also appreciated the advice Bohannon gave in...
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...the strategies employed to promote the circulation of goods as well as the impact of advertising on the creation of new habits and expectations in everyday life. Required Course Texts: Juliet Schor and D.B. Holt (eds), The Consumer Society Reader Joseph Turow and Mathew Mcallister, The Advertising and Consumer Culture Reader *Additional PDFs posted on Blackboard Assignments and Grade Distribution: Participation, Reading Quizzes, and any In-Class Assignments 10% Essay One: Ad Analysis 15% Midterm Exam 20% Essay Two: Branding 25% Final Exam 30% Essay One: Ad Analysis This short essay (500-800 words; 12 point font, double spaced) will offer an analysis of a single print advertisement of your choice. You must situate your discussion of the ad within a historical context (what are some historical trends that set the stage for this form of commercial text?). You must then identify the central trope or strategy being used and explain its rhetorical function. A strong essay will begin to suggest what is meaningful about the advertisement: does it suggest a notable change in how consumers are being “hailed,” does it target a specific audience in a way that might be culturally significant, etc.? Though this is not a “research” paper, you are expected to engage the class texts and dialogue, citing readings where relevant. You will be evaluated on...
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...reconstructs communication theory as a dialogical-dialectical field according to two principles: the constitutive model of communication as a metamodel and theory as metadiscursive practice. The essay argues that all communication theories are mutually relevant when addressed to a practical lifeworld in which “communication” is already a richly meaningful term. Each tradition of communication theory derives from and appeals rhetorically to certain commonplace beliefs about communication while challenging other beliefs. The complementarities and tensions among traditions generate a theoretical metadiscourse that intersects with and potentially informs the ongoing practical metadiscourse in society. In a tentative scheme of the field, rhetorical, semiotic, phenomenological, cybernetic, sociopsychological, sociocultural, and critical traditions of communication theory are distinguished by characteristic ways of defining communication and problems of communication, metadiscursive vocabularies, and metadiscursive commonplaces that they appeal to and challenge. Topoi for argumentation across traditions are suggested and implications for theoretical work and disciplinary practice in the field are considered. Communication theory is enormously rich in the range of ideas that fall within its nominal scope, and new theoretical work on communication has recently been flourishing.’ Nevertheless, despite the ancient roots and growing profusion of theories about communication, I argue...
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...Using Facebook to Teach Rhetorical Analysis Jane Mathison Fife The attraction of Facebook is a puzzle to many people over the age of thirtyfive, and that includes most college faculty. Yet students confess to spending significant amounts of time on Facebook, sometimes hours a day. If you teach in a computer classroom, you have probably observed students using Facebook when you walk in the room. Literacy practices that fall outside the realm of traditional academic writing, like Facebook, can easily be seen as a threat to print literacy by teachers, especially when they sneak into the classroom uninvited as students check their Facebook profiles instead of participating in class discussions and activities. This common reaction reflects James King and David O’Brien’s (2002: 42) characterization of the dichotomy teachers often perceive between school and nonschool literacy activities (although they are not referring to Facebook specifically): “From teachers’ perspectives, all of these presumably pleasurable experiences with multimedia detract from students’ engagement with their real work. Within the classroom economy technology work is time off task; it is classified as a sort of leisure recreational activity.” This dichotomy can be broken down, though; students’ enthusiasm for and immersion in these nonacademic literacies can be used to complement their learning of critical inquiry and traditional academic concepts like rhetorical analysis. Although they read these texts daily...
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