...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 about his/her own reading and | |the student’s critical reading and writing. |critical reading and writing, the |writing throughout the...
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...In this class I have learned that how to critically think when going through my everyday life activities. Thinking critically will affect me in my every day future activities such as reading, writing and processing information. In reading my new found skills will allow me to analyze different claims in arguments. I will be able to find truths and identify deeper meanings in individuals writing. In my writing critical thinking will enhance my persuasive writing. Knowing different rhetorical devices and fallacies will ensure that I do not use them in my writing, thus making sure that my papers use sound and valid arguments. As currently I am taking my COM 150 class and I find that my expository essay has enhanced as this class goes on. My reasoning in clearer, and more importantly it assisted in my research. In my research for this paper critical thinking assisted with how I processed information from different websites. I was able to take the information presented and decipher the sound form the weak articles. In speaking about articles you can apply critical thinking skills when reading these articles. Applying these skills would mean deciphering what you are reading. Finding claims, and detecting where the information is supported with deductive or inductive logic. In advertising and the media they tend to be the biggest culprits of rhetorical devices. Critical thinking will enlighten you to these devices and allow you to determine whether or not the information presented is...
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...ANNOTATING WORKSHEET A Write out the answers/responses to these prompts in your spiral notebook. |If reading a new piece or a first chapter, what is the genre… and who is the audience… and why do you say that? | |What is the author’s main point? | |What arguments does the author use to support his/her point? | |How does the author appeal to Logos? | |How does the author appeal to Pathos? | |How does the author appeal to Ethos? | |How does all of this relate to your life? | ANNOTATING WORKSHEET B Write out the answers/responses to these prompts in your spiral notebook. |What kinds of appeals have been made in this article? Use examples! ...
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...research. In the Brainstorming task, I learn how to organization my thinking. The task helps me to develop some ideas from different angle which devise my essay question. It is the foundation of my essay. When I did the Brainstorming task, the China train collision has happened. This task helps me to extend my perspective behind the accident. My research topic idea ‘Why China society is riddled with corruption and immoralities?’ is come from this accident.The peer and self-review task help me to develop critical and objective thinking via reading my partner brainstorming and my partner feedback. The source justification task helps me to assess the material appropriate or not and do the correct reference. And the Literature Review task helps me to form the final essay argument and use the sources to support my argument. In The Interpretation Analysis Task I learned how to focus on the analysis writing. Also learn how to interpret, evaluate and compile my argument. In the Collaborative Critical reading task and presentation I learn how to form an argument via analysis the advertisement. In the online activities I have made a poster and analysis the poster. In this task I learned how to use the rhetorical strategies such as three rhetorical appeals (ethos, pathos and logo). It helps me to build a pervasive argument in my essay. This course not only provides rhetorical knowledge but also the technique of critical writing. The most important is that I know how to build pervasive argument...
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...This argumentative essay shows that by critical thinking we can overcome many problems in the world by using a new look on life as it comes to us. In doing this it connects us with different forms of rhetoric to understand as well as synthesize through information to come to greater conclusions then what could have been before. This also changed my view on the world relizing that there are many ways to write and phrase things yet every piece of information requires a form of critical thinking to fully understand what someone is trying to convey through written or vocal words. This essay was then completed through article after article of research from the academic data bases from salt lake community college and taking all this information I...
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...Is a Pop Rapture”, author Jody Rosen offers an illustrative, interesting look at the music industry and the appeal of music to an audience. When creating a critical piece of writing it is important to be aware of the intended audience. Rosen successfully utilizes an excess of rhetorical strategies in his writing. His writing catches to the intended audience, and it is clear who the audience is meant to be. Throughout Rosen’s article, it is clear that he likes Lady Gaga’s talent and songwriting abilities, and his language and rhetorical strategies help to show his point in a great way. When writing an article that reviews anything it is important to be aware of the intended audience. Not only that, it is equally important to successfully support the writing for the audience. In Jody Rosen’s article he clearly states his intended audience: Gaga fans. Rosen identifies his audience in a perfect manner, and his ability for description leaves the reader with a good image in their mind. Rosen appeals to this audience by describing Gaga as a music genius. He gets to the roots of Lady Gaga’s music and brings it to life off the page. With this type of writing it is easy for any die hard Gaga fan to want to blast the Born This Way album immediately after reading. To gain his audiences attention, Rosen uses a few rhetorical strategies in his article. Rosen has an ability to describe Gaga’s image and music, “In nearly every song, Gaga...
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...1. What is an argument? An argument is an attempt to support a claim representing a certain position on an issue by providing other claims that serve as a reason or reasons for believing it. 2. T or F: A claim is what you use to state an opinion or a belief. True 3. T or F: Critical thinking involves attacking other people. False 4. T or F: Whether a passage contains an argument depends on how long it is. False 5. T or F: When a claim has been questioned, an issue has been raised. True 6. Do all arguments have a premise? Yes 7. Do all arguments have a conclusion? Yes 8. T or F: If the premises being true means necessarily that the conclusion is true, the argument is deductively valid. False 9. T or F: If the premises being true means that probably the conclusion is true, the argument is inductively strong. True 10. Can a conclusion be implied, or must it always be explicitly stated? It can be implied 11. Explain the connection between an argument and an issue. An argument is an attempt to settle an issue. 12. T or F: “Miller Lite tastes great” is a value judgment. True 13. Are all value judgments subjective? No 14. T or F: If one of two people disagreeing on an issue must be mistaken, then the issue is not subjective. 15. T or F: Only claims subject to scientific testing are worth discussing. False 16. T or F: All arguments are used to try to persuade someone of something. False 17. T or F: All attempts to persuade someone of something are arguments...
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...John Bean’s article, “Reading Rhetorically”, presents the different strategies of reading rhetorically and the reason why it is important to read rhetorically as an academic. As a rhetorical reader, you must be able to understand the content of the text along with understanding the author’s perspective as a writer. From an exert alone you should be able to make several assumptions about the context of the writing. An idea of the audience the piece was written for should be deductible, along with the language of the author. How the argument is presented and what the authors stance is, makes up the language the author is using in their writing. Reading rhetorically allows people to analyze and conclude several aspects of a writing piece that...
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...not be effective in persuading the reader. While my writing demonstrates strengths in organization and thesis development, I will continue to work to improve proofreading skills and sentence structure. What’s helped my writing this semester is that I feel confident about work. My writing demonstrates my strength in organization. A lot of this strength originates from class activities and notes. The class that had the biggest effect on me was when we learned about rhetorical analysis structure on page one of my handwritten evidence. In my notes I specifically write down the structure along with extra notes under some categories so I fully understand how to attack the assignment. This led to me getting a perfect ten score under the argumentative structure part on the grading rubric on my rhetorical analysis essay, which is titled “Exposing Education.” Since that learning moment from class I knew that having a well-designed structure was a key to my persuasive writing success. In all my papers after the rhetorical analysis my rubric scores were perfect tens. In my opinion if my thoughts are organized and presented neatly, then my argument will result in being strongly developed. Another in class assignment that had a major impact on my success in organization can be...
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...Everybody is born with critical thinking and is able to make an argument, but some arguments are better than the others because not everybody knows how to use the rhetorical appeals and construct strong, well-developed and unbiased arguments. As persuasive speakers, we should be concerned what strengthens and weakens an argument. In the last chapter, I have learned about the three rhetorical appeals or persuasive strategies that are meant to give power to our arguments. As a result, I came up to the conclusion that even though the logos is the most logical and strongest appeal, the pathos is more effective because it has an emotional appeal. As human beings, we are more oriented to be touched by an emotional story or sad picture of an abandoned...
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...Critical Thinking Essay Terri Olson Gen/201 June 8, 2015 Doug Pederson The Definition of Critical Thinking Critical thinking is being able to think clearly and logically. A person with critical thinking skills is able to understand the logical connections between concepts, recognize, create and weigh opinions. “As critical thinkers, we are constantly on the lookout for thinking that's inaccurate, sloppy, or misleading.” 1. 7 Steps in the Critical-Thinking Process 1. Use Your Mistakes-Everyone makes mistakes try seeing as a learning opportunity and think of way to correct this in the future and avoid repeating them. 2. Respect Your Opponent-Don’t make the story about you. Use general speaking terms and don’t relate everything to something you personally have experienced. 3. The “Surely” Klaxon-Avoid using words such as surely and obviously. When you hear these words think of a horn blasting in the background and realize these are probably not sure or obvious. 4. Answer Rhetorical Questions-Often times a person will not be comfortable asking a question. Put yourself in that persons place and answer the question as honestly as you can. 5. Employ Occam’s Razor-“KISS-Keep It Simple Stupid” 2.When answering a question and your answer goes on and on and you very likely can lose your audience. 6. Don’t Waste Your Time on Rubbish-Time is too important don’t sweat the small stuff. 7. Beware of Deepities-Speak clear and...
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...According to the Allyn & Bacon textbook, an evaluative annotative bibliography, whether brief or long, contains 3 elements: rhetorical information, a summary of the content, and the writer's evaluation (Ramage 156). This includes context like what was discussed in DBQ 5, the author's argument, as well as the writer's critical thinking on the problems and usefulness of the source. One of these elements was missing from each of the sources, but it is also of note that I'm not sure how detailed these summaries need to be. After a good amount of inner monolog debate between summary 1 and summary 3, I decided that summary 1 was the correct annotation. Summary 1 concerning the women's correctional facilities contains the author's purpose for the article, a summary of the authors' argument, the strengths/ weaknesses of the source, and how the source is going to be used for the writer's argument. However, there is no clear genre or audience noted in the summary, just a laundry list of authors' careers in prison and social work. Comparatively, summary 3 concerning the NCAA stat's gives the website's purpose, a summary of the website's information, and the...
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...* ------------------------------------------------- Course Information: Course Description: Exposition and argument, emphasizing critical thinking in response to electronic and print texts. Focus on exploring, developing, and communicating ideas in a voice appropriate to the audience. Students strengthen skills through pre-writing, drafting, revising, and editing. In-class and out-of-class essays required. Prerequisite: A grade of "C" or better in ENGL 098 taken at 5 credits or recommending score on the writing skills placement test for ENGL 101. | Credits: 5Item #: 2806Class Hours/Locations: 9:00-9:50JSH 248 | ------------------------------------------------- Instructor Information: 0 1 Instructor: Sharla Yates, MA in Writing 2 Office Hours: by appointment only 3 Phone: 503-750-9552 (Last Resort) | 4 E-mail address: syates@clark.edu (Best) 5 Mailstop: FHL 222 6 Office Location: FHL 112 | * ------------------------------------------------- Text & Materials Needed: Required Text: * Hacker, Diana, Ed. Rules for Writers. Boston: Bedford, 2008. * Everything’s an Argument 5th edition. Boston: Bedford 2010. Required Supplies/Materials: You will need daily access to a computer and a printer, both must function properly. You will need access to the Internet. You will receive all assignments, announcements, grades, additional reading materials, videos, handouts and due dates on...
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...Exercise 1-1 Answer the questions based on your reading of Chapter 1, including the boxes. 1. What is an argument? An argument is when we give a reason for thinking that a claim is true. 2. T or F: A claim is what you use to state an opinion or a belief. T 3. T or F: Critical thinking involves attacking other people. F 4. T or F: Whether a passage contains an argument depends on how long it is. F 5. T or F: When a claim has been questioned, an issue has been raised. T 6. Do all arguments have premises? Yes 7. Do all arguments have conclusions? Yes 8. T or F: If it is impossible for the premises of an argument to be true without the conclusion also being true the argument is deductively valid. T 9. T or F: The more support the premises of an argument provide for its conclusion, the stronger the argument. If the premises being true means that probably the conclusion is true, the argument is inductively strong. T 10. Can a conclusion be implied, or must it always be explicitly stated? IT CAN BE IMPLIED. 11. Explain the connection between an argument and an issue. ISSUE IS THE SUBJECT THAT TWO PEOPLE CAN HAVE AN ARGUMENT. 12. T or F: “Miller Lite tastes great” is a value judgment. T 13. Are all value judgments about matters of taste? T 14. T or F: All value judgments are equally subjective. F 15. T or F: Only claims subject to scientific testing are worth discussing. F 16. T or F: All arguments are used to try to persuade someone of something. T 17. T or F:...
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...(TCO 1) "Thinking about thinking" is the definition of what? (Points : 4) Development of arguments Measure of good sense Development of critical skills Writing for clarity Critical thinking Question 2.2. (TCO 1, 2, 4) What is the principle concern when handling an issue? (Points : 4) Whether a given claim is true or not Whether the claim at issue attaches to the conclusion or not Whether the claim at issue is clearly understood Whether the claim is not ambiguous Whether the claim at issue is open for discussion and resolution Question 3.3. (TCO 1, 2, 3) What are the two conditions needed for a premise to offer support for a conclusion? (Points : 4) It is ethical and justifies an action It provides knowledge and defines terms It provides reasons and analyzes data It specifies what caused something and how it works It is true and relevant to the conclusion Question 4.4. (TCOs 2, 3) For inductive arguments, how do we measure their quality as stronger or weaker? (Points : 4) Based on how much support their premises provide for the conclusion Based on requiring little translation into syllogistic form Based on their appearing in a standard form Based on the clear definition of critical words Based on the syllogism that can be formed from them Question 5.5. (TCO 1, 2) The mode of persuasion that Aristotle defined as logos refers to arguments based on what? (Points : 4) Whether a decision is ethical Being alert to influences in one’s thinking The...
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