...Kimberly Huerta Frey English 102-167 January 25, 2012 A Rhetorical Critique of David Brooks “People Like Us” In David Brooks’ “People Like Us” passage on the issue of diversity, Brooks takes a personally emotional perspective of the way in which Americans don’t appreciate how diverse our nation is while “relatively homogeneous” (Brooks 136). His argument is weakened, however, through a bias and hypocrisy that his diction conveys. He claims that grouping ourselves with those who we are most alike is in our nature to, and in doing so, we separate ourselves from those who are different. Using certain statistics as evidence, Brooks points out that the social segmentation created by society will always exist. He argues that no matter where we go, we cannot find a neighborhood that is diverse in which no one is alike. Brooks utilizes the idea of human nature as support to his claim, by stating that those who come to America are naturally driven to live near those who they have the similarities as they do, whether it’d be their race, beliefs or educational level. Reasons such as racism or “psychological comfort” can aspect in this occurrence, however Brooks argues that we act this way subconsciously (Brooks 133). Brooks makes the point that we connect diversity with racial integration and that we are happiest when surrounded by the people we have most in common with. The majority of Brooks’ claim is reinforced by his utilization of his researched statistics. For instance, as...
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...Peer’s Critique Feedback COMM/110 Peers Critique Feedback Peer review would refer to the many habits in which peers can share their creativity for constructive feedback then uses that feedback to revise and improve their work. The writing process, the modification is necessary as the draft of presenting, but peers often feel that they could not let go of their original words for introducing. Peers offer productive feedback, accept constructive criticism. Methods on critiques a presentation speech, to critique a speech or a presentation it's necessary to evaluate the presenters abilities in both speech and delivery. On determining whether the presenter is using facts and narratives to make a case. One method will be evaluating the content, by including word choices, references, and sketches should tailor to the audience that will be listening to the speech or presentation. Then it will follow the evaluation the speech or presentation clarity. The presenter should use correct grammar and easy to understanding language, making it pleasant to listen to the speech and follow what it is. Other would be on seeing if the statement is convincing and educational, in a well-written speech or presentation arguments are skillfully put forth to prove high points. The implementation that I would plan on the suggestions that my teammates have mentioned and will be adding to my future presentations. The tone of voice was the critiques that my teammates comment on my tone of voice was...
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...Game Journal 6 The school of criticism that made the most sense to me was by far the biographical critique. In my opinion the vast majority of the other critiques read as though the author was simply trying to find examples for that particular type of critique where there was probably very little intentioned meaning behind it. Some of the meaning behind the game that was analyzed seemed as though it was forced. The biographical critique, however, analyzes the author’s intent behind the game using quotes from the author himself. This lends more authority to the critique and prevented it from feeling as though meaningless aspects of the game were being critiqued. In the biographical critique for Katamari Damacy the critic uses the author’s own words to describe how the author intended the game to affect his audience. This is information straight from the source and thus allows for the game to be looked at in a new light. The author intended the game’s peaceful, fun, game that is almost devoid of conflict to brighten the lives of everyone that played it and thus make the world better. The critic in a more thorough analysis could then have described whether the game is successful in doing that, and if so by how much. The biographical critique provided the author’s motivations behind making the game. This is a strong basis on which to critique the game. Analyze the author’s intent behind making the game along with how well the game imparts the author’s message. By doing this...
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...PLEASE READ THIS FIRST PAGE CAREFULLY. IT SHOULD BE DELETED WHEN YOU SUBMIT YOUR ASSIGNMENT FOR GRADING. General Rationale This document contains the instructions for the Speech Criticism Assignment. It is designed as an opportunity for you to observe and critique a presentation in a formal manner using the canons of rhetoric as a framework. Instructions 1. Carefully listen to and view the assigned presentation for this assignment. Review your professor’s announcements for the specific presentation(s) for this assignment. 2. Write an introductory section that gains the audience’s attention, gives a sense of your overall impression of the presentation, and sets up the rest of your critique. 3. Write a section about the invention canon of rhetoric as related to this presentation. 4. Write a section about the arrangement canon of rhetoric as related to this presentation. 5. Write a section about the style canon of rhetoric as related to this presentation. 6. Write a section about the delivery canon of rhetoric as related to this presentation. 7. Write a concluding section that summarizes the major critiques of the presentation and ends comfortably. Additional Expectations and Suggestions * This should be three or four double-spaced pages. * Use headings to identify clearly which canon through which you are evaluating. The four middle sections should be relatively equally developed. * Use the Questions for Canons of Rhetoric document in...
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...E. Defintion of Terms Assess - to estimate officially the value of (property, income, etc.) as a basis for taxation. Critique - is an in-depth analysis of a work, where in the end different components of that work are given recommendations for improvement. Critiques are perhaps most popular in the working world. Colleague - is someone you work with at your job. When you are a teacher, the other teachers are your colleagues. When you work as a cashier at 7-11, the guy at the deli counter is your colleague as well. Comprise - to include or contain: The Soviet Union comprised several socialist republics. Phenomenon – a fact, occurrence, or circumstance observed or observable: to study the phenomena of nature. Publication - the act of publishing a book, periodical, map, piece of music, engraving, or the like. Retain - to keep possession of. Social – pertaining to, devoted to, or characterized by friendly companionship or relations: a social club. tend - To have the care of; watch over; look after: tend a child. Various - Being more than one; several. CHAPTER III Methodology The researcher gathered data from its respondents by using Analytical method on the data presented.We can use also use Descriptive Method because we have to describe every detail of gathering data. The questionnaires were given to thirty (30) selected students. They were asked to fll-up the survey forms in their most honest way. They were able to answer the ten (10) simple questions...
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...Total Points: 100pts (25 points per critique) Instructions: 1. Each student must review FOUR peer’s ePortfolio sites. Review it carefully for all required items. 2. Score each site using the below Peer Critique Worksheet. Please provide comments justifying the score issued (this is required!). 3. Submit on Blackboard using the assignment link all FOUR critiques by the due date and time. Due Date: • Monday, March 20, 2012 by 11:59 pm. (NO LATE SUBMISSIONS ALLOWED!) Your Name: __________________ Peer Name (Site you Critiqued): ____________________ Skill Exceptional: [20 points] Effective: [15 points] Acceptable: [10 points] Unsatisfactory: [5 points] (Did not turn in an ePortfolio) [0 points] Student Score Response to ePortfolio Assignment (Required Content Areas) Followed all of professor’s directions; completed the assignment; added extra material. Followed most of the professor’s directions; completed the assignment. Did not follow most of the professor’s directions or failed to complete part of the assignment. Disregarded professor’s directions and failed to complete a significant part of the assignment. Did not complete the ePortfolio assignment. Creative Use of Technology Innovative use of graphics, sounds, e-mail, links, additional software and Internet resources: superior presentation. Several creative sounds, graphics, and links used; presentation: keeps readers attention. Some uses of interesting sounds...
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...be wrong but my opinion on “Young people need models not critics” still holds. I do however slightly understand when adults want us to know right from wrong, and know to do the right thing. My problem with this is after or in some occasions before they preach to us about being the best we can be, they demonstrate the total opposite. Being part of the younger generation I’m not sure if I’m speaking for myself when I say we don’t need a how to. What we need are people who understand us and who demonstrate the things that they speak upon, rather than pointing fingers and demonstrating the opposite of which they speak. Adults aren’t perfect but if they’re able to critique the actions of the younger generation, they should be able to perform those same things they advised us to do better. Maybe its even better to not critique us, and once we...
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...------------------------------------------------- 1. Provide a one-paragraph summary of each reading. You can include things like assumptions, theories, ideas, contexts, purposes, findings, methods used, implications, and/or conclusions. (Don’t include your opinions or thoughts here; just summarize.) ------------------------------------------------- ------------------------------------------------- a. Gregory: [Type here] ------------------------------------------------- Many people think that sex discrimination is no longer exists because they got a news about women who got high-level appointments in academia or the other position, for example, HP, etc. But it is still few cases that women have a leadership positions of Fortune 500 and there are still barriers and glass ceilings in the office. Also, there are some cases about talented women in the workplace could not promote because male executives has some false stereotypes, for example, less committing, willing, tough and logical, etc. ------------------------------------------------- b. Babcock & Laschever: [Type here] ------------------------------------------------- This article is about situations and behaviors of women have more trouble than men believing that she deserves more than she’s been given. Society granted different traits of men who are thought to be assertive, dominants, etc and women are thought to be warm, expressive, etc. ------------------------------------------------- Women are tend...
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...not a torture technique that involves forced simulated drowning. Less remarkable, perhaps, but possibly more relevant for most of us, we’ve heard the term “downsized” used when someone is fired or laid off. “Ethnic cleansing” covers everything from deportation to genocide. What we have to say may be important, but the words we choose to say it with can be equally important. The examples just given are cases of a certain type of linguistic coercion—an attempt to get us to adopt a particular attitude toward a subject that, if described differently, would seem less attractive to us. Words have tremendous persuasive power, or what we have called their rhetorical force or emotive meaning—their power to express and elicit images, feelings, and emotional associations. In the next few chapters, we examine some of the most common rhetorical techniques used to affect people’s attitudes, opinions, and behavior. Rhetoric refers to the study of persuasive writing. As we use the term, it denotes a broad category of linguistic techniques people use Moore−Parker: Critical Thinking, Ninth Edition 5. Persuasion Through Rhetoric: Common Devices and...
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...Lecture Method The lecture method is the most widely used form of presentation. Every instructor should know how to develop and present a lecture. They also should understand the advantages and limitations of this method. Lectures are used for introduction of new subjects, summarizing ideas, showing relationships between theory and practice, and reemphasizing main points. The lecture method is adaptable to many different settings, including either small or large groups. Lectures also may be used to introduce a unit of instruction or a complete training program. Finally, lectures may be combined with other teaching methods to give added meaning and direction. The lecture method of teaching needs to be very flexible since it may be used in different ways. For example, there are several types of lectures such as the illustrated talk where the speaker relies heavily on visual aids to convey ideas to the listeners. With a briefing, the speaker presents a concise array of facts to the listeners who normally do not expect elaboration of supporting material. During a formal lecture, the speaker's purpose is to inform, to persuade, or to entertain with little or no verbal participation by the students. When using a teaching lecture, the instructor plans and delivers an oral presentation in a manner that allows some participation by the students and helps direct them toward the desired learning outcomes. Teaching Lecture The teaching lecture is favored by aviation instructors because...
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...also want the audience to understand that with today’s technology of ‘Facebook’ it has the ability of taking away the effort in staying in touch with people. 3. What is the most effective way of composing and presenting my speech to accomplish that aim? - Use of anecdotes in portraying personality to the audience and showing the audience through my stories that I have credibility in this area and I know first hand the benefits of ‘staying in touch’ - Connotative language to shape peoples opinion of staying in touch; use bubbly, infective, energetic words so people will have a positive image when they are think of staying in touch with people, this will also help them get motivated to reconnecting with people. - End with a rhetorical question / positive statement to allow the audience to question if they are doing all they can do to stay in touch with people and if they not they will want to after listening to the speech. - Use the introduction as a way of telling the audience that by listening to this speech it will make them want to reconnect with people due to the positives that will be outlined in my body. (Terry Lufffman, 2010) 4. What is their demographic? Both male and female age between 17 and 25 years old, university students, from all different places and countries. The act that I am...
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...Dear Residents of the community, I would like to inform you of some information that I have found that can be the cause of why so many of us are getting sick. I started out my research with trying to figure out what type of problem is this and what the solution may be. I asked questions like, what is distributed to the whole city? What does the community have access to? What type of sources can create an illness or carry an illness in them? Once I narrowed down my questions I was able to direct my research to power lines, water sources and gas sources. I then began to think about the previous questions I have asked myself and found that it was one of those sources. After finding out the information that I did, I then had to dig a little deeper. I had to think about how the companies will try to hide any information that could have caused any damage. I had to think about what the records would be called and how they would conceal it. I found out that the gas company was the cause for why the community was starting to get sick. Although the gas company as at fault we may not want to stop using their services, but merely let them know that the practices of their company is hurting our community. I think if we get together and ask the right questions we will be able to figure out a solution for this problem. I’m pretty sure that the gas company doesn’t want to cause anyone any harm, so confronting them and letting them aware of the dangers they are causing should not...
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...Anthony Wilson, Sr. English 151 15 February 2012 An Explication of Hughes' "Harlem" In the poem "Harlem" written by Langston Hughes, the speaker utilizes a series of rhetorical questions and similes intended to initiate a thought-provoking reaction that addresses unresolved or deferred dreams. The use of these questions and similes add to the overwhelming feeling of despair the speaker seems to have form the beginning until the end of the poem. In life, many have dreams intended to fulfill whatever end fantasy or goal is in mind. But, this poem attempts to address those dreams that are unfilled or put off for whatever reason. The speaker's inquisitive nature implies an uncertainty of promise or happiness of a dream deferred. The very first line of the poem begins with a question and sets the what becomes a "What happens to a dream deferred "? and immediately is followed by a series of rhetorical questions that mimics the negative outlook for the end result. "Does it dry up like a raisin in the sun"? ( 3) "Or fester like a sore- And then run"? (4-5) "Does it stink like rotten meat"? (6) Or crust over and sugar over- like a syrupy sweet"? (7-8) "Or does it explode"? (11) So, from start to finish these questions imply the outlook is a grim one. The negative tone never seems to change not even for a split second from the beginning until the end. Even the use of certain word choice added to the continuous dismal tone of the poem. Usually when...
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...Humanities Department Course Prefix and Number: ENGL 111 Course Title: English Composition I Number of: Credit Hours 3 Lecture Hours 3 Lab Hours 0 Catalog Description: Expository writing to practice traditional rhetorical modes and strategies, to increase analytical clarity, and to achieve precise expression. Grade of C or higher required. Prerequisite: Grade of C or higher in ENGL 107, or placement by ACT English Score or by SAT Writing Score: students whose ACT English Score is from 18 to 29 or whose SAT Writing Score is from 430 to 650 will be placed in ENGL 111. Offered Fall and Spring. Prerequisite(s) / Corequisite(s): Grade of C or higher in ENGL 107, or placement by ACT English Score or by SAT Writing Score: students whose ACT English Score is from 18 to 29 or whose SAT Writing Score is from 430 to 650 will be placed in ENGL 111. Course Rotation for Day Program: Offered Fall and Spring. Text(s): Most current editions of the following: Many English Composition texts are available. The recommended choices listed below are numerous, so please read the complete listings carefully. Required texts must include: • A handbook (choose from texts 1-4 below); • A rhetoric (choose from texts 5-10 below); and, • An anthology of expository writing. Combinations of these are also available (texts 11-16 below). Note: For locations where it is necessary to continue in ENGL 112 with at least one text used in ENGL 111, texts 14-16...
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...whether we should allow marine parks to stay open has been widely debated in our community recently. It is an important issue because it concerns fundamental moral and economic questions about the way we use our native wildlife. A variety of different arguments have been put forward about this issue, but considering arguments for having marine parks and pointing to some of the problems with these parks, it is not difficult to understand our legislation should introduce laws which prohibit these unnecessary and cruel institutions. 2. A Question. Many writers open their essays with a question that is meant to attract the interest of the reader. Sometimes writers use a rhetorical question; that is, a question for which no answer is expected because the intended answer is obvious. An example of a rhetorical question: “Should we allow child abuse to continue?” A writer might open an essay with a question that requires an answer; the need to hear the answer keeps the reader reading. When people think ahead to the year 2050, many different questions come to mind. Does germ warfare have the potential to destroy the world? Does the medical profession have the knowledge and technology to make gene therapy a natural part of medical care? Will the cloning of humans be successfully accomplished in the next few years? If the answer to all these questions is yes, then it is only logical that in the next fifty years people will experience major differences in medicine, lifestyles...
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