After writing my module 2 assessment, I realized how much I had learned about Ethos, Logos, and Pathos. I now have a good understanding of what these Rhetorical appeals mean, and how they are used effectively when writing persuasive essays. Aside from rhetorical appeals, I also learned about the misuse of logos or in other words, Logical Fallacies. Logical fallacies are when a persuasive writer uses faulty or misleading reasoning when trying to convince an audience. There are many different logical
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have been required to write numerous essays and papers for various subjects, all requiring different styles and techniques. Before immersing myself in the writing process I would try and think of whom I am writing to and what I am writing about. I always assumed I was writing for the audience of my teacher. Writing an argumentative research paper is something I had yet to accomplish in my college career, not only was it thought provoking, this paper also challenged me in numerous ways, such as, understanding
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Since I never been interested in reading I never really engaged with what I read about. It was not until last semester in my English 111 class that I started enjoying what I read by actually evaluating the text in further detail. Active reading means reading something in further detail by evaluating and analyzing the text in different ways then just re-reading the text. By doing this you establish more support in your assessment. This hands-on-way to read, by highlighting or writing in the margins
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Hello my name is Jacob Lumpkin. I am 19 years old and am currently in my first semester of college. I am majoring in business and after I finish my associates degree at OCCC I want to go to OU and get a bachelors in economics. My favorite subject in school growing up was history because I love learning about how the past has affect the present day. My favorite thing to do is playing or watching basketball. I played basketball for 3 years when I was in high school and enjoyed every minute of it. I
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Through this project, I have learned a lot about rhetorical engagement and how to use it along with my sources. Originally, if I were to read a source, I would internalize the message sent, but I would fail to engage with the authors work. For example, my topic is on education inequality in America and where is sources from. Before this project, I would only read my sources and not truly engage with them. With this project, I was able to think in a deeper context. I was able to read my sources and
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In this first quarter, one of the main focuses was literary character complexity. The class instruction emphasized the identification of a character's multifaceted personality. One helpful thought process was to identify complexity through the idea of "______ yet, ______." For example, in the poem "An Author to Her Book", we identified that the "Author" saw her book as a disabled child. The '"Author" loved her book yet, was ashamed of it as well. Another focus of the quarter was on point of view
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I went through the Collection 2 test and the Collection 2 resources to identify the standards that are being taught and tested. Attached you will find the information I gathered. As I go through the Collections to update the tests and curriculum, I will create something similar for each Collection. You will notice that the document has some blank boxes. I can't fill in those boxes until I do all of the Collections and determine what standards are being tested for each strand of the curriculum.
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me, and although it wasn’t always easy, the class wasn’t as bad as I expected. English Composition improved my writing craft and the length of my papers. When I first started this class I didn’t have much of an idea on how to create a well-written paper. I’m still not at the level I would like to be, but I have improved. I used to think that every paper written for school had to be formal, and you couldn’t start a sentence with “and” or “but” or with the same word for multiple sentences in a row
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As this semester comes to a close, one of my largest learning experiences has been within my English 300 class. Not only did I learn a great deal about my faults in my own writing and ways to grow stronger as a writer, but I have also gained insight on the topic of work. I had the opportunity to discuss amongst my classmates the ideology and personal feelings we associated with various forms of work. These collaborative discussions helped broaden my horizons on what I had once deemed noble and rudimentary
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My brain is utterly discordant. Ranging from ways to improve life to ways to stand out in society. Anytime I find myself standing out in public-most of the time looking stupid-I feel a sense of uniqueness. In the same sense I find myself thinking differently too. While others are thinking in or "out of the box", my ideas/thoughts have no boundaries; they're uncharted, off the grid. There is no box for me. There's just vast emptiness. I'm not saying that my head is empty, but it's full of playing
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