“The keys to patience are acceptance and faith. Accept things as they are, and look realistically at the world around you. Have faith in yourself and in the direction you have chosen,” affirmed Ralph Marston. The future ahead of us is the bag that holds the accomplishments, the extent of faith, determination, dedication, and more crucially the abundance of assiduousness you put in your each action. “No one will ask you to do more than your best.” The concept of this, it exemplifies the English Language Arts Module Assessment, in which students were tested to demonstrate the knowledge of English Language Arts, so that the instructor have a sense in which each scholar needs to improve on, as well as identifying the strengths of each student. The examination focal point was to develop an argumentative essay, using textual evidence from the three texts provided. From my prior knowledge from 7th grade, my instructor, Ms. Simpson, touched the surface on how to develop an argumentative essay, however, in some ways she also ornate on the topic of argumentative essay, therefore, writing this type of piece was not aliens, a complete stranger. In terms of the writing prompt given, it was imperative to comprehend what was the question portraying. In order for me to understand, what was the question asking; I broke the prompt into my own words, so that I would grasp my main focus. With the capability of paraphrasing, I was able to develop my argument. Therefore, I have the introduction under my wing, with the thesis statement in which I state my position. Moreover, I had to go on a scavenger hunt for textual details. As I gathered, my textual details, I had the elaborate on the evidence to support my claim. Elaborate, in this ca...
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To conclude, the English Module Assessment benefited me in several ways. It taught me how I need to enhance as a writer, as well as what I have under my wing, my strengths. The future ahead of us is the bag that holds the accomplishments, the extent of faith, determination, dedication, and more crucially the abundance of assiduousness you put in your each action. Most of my classmates didn’t anticipate the scores in which they wanted, especially me. However, this isn’t the actual examination. With the results, you are able to know what you need to do on the next test. You want to exert, in which you put every drop of your one hundred ten percent effort. With consistent determination, the day of the test, you will have the spotlight on you. “The mode by which the inevitable comes to pass is effort,” declares Oliver Wendell Holmes, Jr.
Palmer, William. "Rhetorical Analysis." Discovering Arguments: An Introduction to Critical Thinking, Writing, and Style. Boston: Pearson Prentice Hall, 2012. 268-69. Print.
As students we are taught that in order to have an effective argument, we need a claim, reasoning, and evidence. When comparing, “Two Years Are Better than Four” by Liz Addison, and “Colleges Prepare People for Life” by Freeman Hrabowski it was made obvious that the passage written by Addison had a more effective argument because of the passages claim that was clear to the readers, great reasoning and evidence that backed up her claim.
There are many examples of strong argumentative writing in the second half of the book Everyday Arguments. Topics of writing examples include today’s college student, the internet, sports, earning your living, diet, and reading popular culture. Of the writings, two stood out as notable works to be critiqued; Who is a Teacher, and Thoughts on Facebook.
Ramage, John D., John C. Bean, and June Johnson. Writing Arguments: A Rhetoric with Readings. 9th ed. Boston: Pearson Education, 2012. Print.
B. Use more…than or less…than in the following sentences. 1. There is ___________ water in the sea _________________ in a pond. 2. There usually is ____________ noise in the canteen ___________ in the library.
“This Course prepares students for reading, research, and writing in college classes by teaching students to consider the rhetorical situation of any piece of writing while integrating reading, research, and writing in the academic genres of analysis and argument. This course is said to teach students to develop analyses and arguments using research-based content with effective organization, and appropriate expression and mechanics”. (1)
When I first encountered the word argument in this chapter I thought that I would be informed on what an argument is and how to construct an argument in an essay. After reading the chapter I think arguments much more than creating diversity over a topic. Also, it is much more than making a claim. There are many different styles and ways to present an argument.
When I was first accepted into the AP Language & Composition course, I felt overwhelmed. I had always received above average grades in all subject areas, but because this was an AP course I was unsure if my English skills were up to par. During the summer, my anxiety about the course increased. I began to feel that my writing skills were inferior to the skills of my peers’. Before this course, I did not have a developed writing voice or style. I had little knowledge of what phrases or words to avoid using in writing. I started to wonder if I truly belonged in an AP course. After having completed this course, I have a better grasp of the English language and have acquired skills that have improved my writing.
Without delay, I begin my in-depth look into the requirements of this study and what was expected of me, as an English 111 student. To successively complete these assignments, I would need to be focused on the process of such writing assignments. Along with the instructor’s ideas that our writing would be done in such different ways it will eventually consume every waking moment of my time and become top priority for the next four months.
In preparation for the Advanced Placement Literature and Composition exam, high school students must read many kinds of literature during the year-long course to familiarize themselves with different time periods, movements, philosophies, and genres. Advanced Placement students must learn to think critically, and be ready to find, analyze, and express literary connections through written analysis. The biggest challenge of teaching and learning Advanced Placement English is the difficulty covering the entire scope of literature in two semesters. Twentieth century literature often gets neglected. The pace of the curriculum can also limit the creativity of lesson planning and evaluation. Many teachers rely heavily on lecture, discussion, and a traditional analysis paper.
Hoping for the best but expecting the worst, I walked in to English not knowing what to expect. English 111 was boring at times but in many ways helpful. College Composition I main objective is to teach students the fundamentals of academic writing and critical thinking. Aside from learning how to academically write, recognizing grammatical errors, tone, and different styles such as MLA, APA, and CMS, are some other things learned in the course. This essay will be evaluating the book as a whole, self-reflections, essays, my strengths and weaknesses and my professor.
The author begins his argument by retelling the story of his youth to build his ethos but the results are poor as it presents more questions on how he is a credible source on this argument as his only evidence is his own story. However, through the same means his pathos is built as his anecdote conveys feelings in the audience, making them more willing to listen. Graff finally, gives a call to action to schools to use students’ interests to develop their skills in rhetoric and analysis, which reveals the logic behind his argument. The topic about how students are taught rhetoric and analysis brings interest but with an average argument only built on pathos, a low amount of logos, and questionable ethos it can fall on deaf
Whether the goal is to reach unlimited number of audiences or to address the presumed audiences, discussing issues surrounding arguments thoroughly is the key concept I seem to overlook. Overall, the biggest lesson here is to adapt writing for a general audience and master to build arguments and support them effectively and precisely. As Irene Clark notes, “ Instead, students are asked to write for a “general audience,” a concept that many students find difficult to understand”(6). Writing a literacy narrative essay, it was difficult for me attaining the perfect balance of information and description. I have to develop a sense of what information is critically necessary for the story to reach the intended audience and satisfy their expectations. I need to learn to write in such a way that my readers can visualize just as I imagine
Argument Paper: Just Don't Do It! English 101 is incredibly challenging and overwhelming for the typical college student. A narrative reflective essay, an expository essay, a novel, and the Nelson-Denny Reading Comprehension test are all crammed into ten weeks of backbreaking work. However, the most intolerable assignment of all has not even been mentioned yet: the argument paper!
This is where the writer provides ideas and arguments with corresponding analysis, interpretation and evaluation. It also requires proficiency in grammar usage which means a writer should be mindful of the rules and conventions in writing to avoid erroneous sentence structure. Consistency is one of the skills needed in academic writing by making essays free from personal feelings and biases. A clear sense of argument is very important in academic writing because in writing the thoughts of writer would be vividly expressed. One has to give ideas and perception on a certain thing in the surroundings such as real object, picture, text, artifacts, phenomena and