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Effects of stress in college
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This class has been incredibly interesting and informative. In fact, this class is quite possibly the best English class I have had. This class could have very easily been composed of writing boring, meaningless essay after boring, meaningless essay; almost every English class I’ve taken so far has been exactly that. But this class wasn’t. For once, this was an English class centered around the students, teaching them the material in a way which they would find engaging and interesting as opposed to force-feeding them raw material and pressuring them to adapt to the way the material is being taught. There is absolutely no reason to make learning objectives more difficult to swallow than they already are.
Before entering this class, I knew how to do a rhetorical analysis, but I didn’t exactly realize the degree to which rhetoric dominated
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One can imagine the difficulty I had trying to shape the topic of my first experiment into an issue relevant to ASU students and other college students. In retrospect, I suppose I could have gone with time management; however, this topic would be beating a dead horse and, honestly, it isn’t the most interesting of topics. I decided, therefore, to go with a more interesting topic that is probably one of the most immediately relevant topics to me – especially right now: the effects of stress on college students. I had the opportunity to make this project particularly timely because of the approach of midterms and Halloween, drawing a parallel between zombies and college students. This project helped me brush up on my video making and video editing skills, in addition to allowing me to critically analyze my own work in an objective – as opposed to subjective –
Palmer, William. "Rhetorical Analysis." Discovering Arguments: An Introduction to Critical Thinking, Writing, and Style. Boston: Pearson Prentice Hall, 2012. 268-69. Print.
Longaker, Mark Garrett, and Jeffrey Walker. Rhetorical Analysis: A Brief Guide for Writers. Glenview: Longman, 2011. Print.
“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)
A rhetorical analysis can be defined as the breakdown of components used to make a persuasive argument or judgment on a particular subject or topic. The ability to make a conclusion or decision on a given thought or idea in a moment of seconds is a result of rhetorical analysis. “Because media rhetoric surrounds us, it is important to understand how rhetoric works. If we refuse to stop and think about how and why it persuades us, we can become mindless consumers who buy into arguments about what makes us value ourselves and what makes us happy”. In Carroll’s essay “Backpacks Vs.
Thinking back to the mind set I held when writing the paper, it is hard to recreate the idea and emotions I was feeling. Though a rhetorical analysis is the closest thing that I can do to recreate the writing conditions I was under those couple of years ago. The idea of rhetoric has changed since the first day of this class, I feel that it can truly help the idea that my writing, no matter when it
"most students are already rhetorically savvy but unaware of their critical processes..." Author Jane Fife puts the three rhetorical analysis pieces to work, ethos pathos and logos, in an attempt to teach rhetorical analysis in a classroom. Fife uses a collaboration of all three types of rhetorical analysis. While the author does make good use of the first two pieces of rhetorical analysis, Pathos, and Logos, Fife strays away from the use of Ethos in her article. Fife applies the rhetorical appeals of Pathos and Logos to teach rhetoric to her class and the reader. However, her use of examples in a classroom backed up with little evidence to prove her authority surrounding the subject causes her readers to doubt her claim that Facebook and
Performing a rhetorical analysis on an article written within my desired occupational field will unfold specialized questions that need to be asked and the necessary characteristics of rhetorical choices that are considered
The rhetorical analysis played a role in this, because I was required to use the various rhetorical appeals to compose a strong argument. Using the appeals definitely helped in trying to persuade the reader to acknowledge the opposing view.
My first college English class was ENC 1101 at the State College of Florida. In this course, I learned a vast amount of information about writing, reading, and grammar. When I first walked into ENC 1101 in August, I expected the class to be like any other English class in High School; with rushed busy work and a lot of useless tests and quizzes. However, throughout each week of the semester, Professor Knutsen’s class made me beg to differ. This class was not like any other high school English class. In this class I actually learned important information and did not do work just to complete it. This class had a few assignments here and there, enough to maintain, in order to learn proper information. I learned a lot in this class because I was not rushed to
National Health Ministries (2006). Stress & The College Student. The University of Illinois at Chicago. http://www.uic.edu/depts/wellctr/docs/Stress%20and%20the%20College%20Student.pdf
Unit 1 taught me to focus on each step in the writing process. Approaching the task
The ability to reflect critically on one’s experience, integrate knowledge gained from experience with knowledge possessed, and take action on insights is considered by some adult educators to be a distinguishing feature of the adult learner (Brookfield 1998; Ecclestone 1996; Mezirow 1991). Critical reflection is the process by which adults identify the assumptions governing their actions, locate the historical and cultural origins of the assumptions, question the meaning of the assumptions, and develop alternative ways of acting (Cranton 1996). Brookfield (1995) adds that part of the critical reflective process is to challenge the prevailing social, political, cultural, or professional ways of acting. Through the process of critical reflection, adults come to interpret and create new knowledge and actions from their ordinary and sometimes extraordinary experiences. Critical reflection blends learning through experience with theoretical and technical learning to form new knowledge constructions and new behaviors or insights.
Rhetoric. “The art of speaking or writing effectively” (Merriam-Webster). When reading that definition, one would think the practice of rhetoric would be easy because it is the art or speaking and writing. The key word of that definition is effectively. Before taking this class, the real meaning of rhetoric was a foreign topic to me. Throughout this semester, I have broadened my knowledge on many different topics that involve effective rhetoric. At first when assigned to take this class, I wondered what it had to do with becoming a business major. After spending a few hours in class, I quickly realized that these skills would greatly help me in analyzing business proposals, having confrontations with others in the business world, and presenting
Driscoll, Emily. “Stress in College: What Causes it and How to Combat it.” Online posting. 31
For my assignment I have decided to choose a group which I have just finished taking for level 1 Hairdressing and they have progressed on to level 2 Hairdressing. This is within my current role as a hairdressing lecturer at Hugh Baird College which I have done since October. Within this group there are a couple of people who have support workers. There is one student within the group who has severe learning difficulties and is a more mature student. She also has many health problems which results in her having to carry an oxygen tank around for when she has any problems with her breathing due to her having problems with her heart. There is also another student in the class who has learning difficulties, she is very clever but just needs someone there for when she needs something explaining. She also has a support worker that comes in to give her support. This student has also been going through personal problems at home and has attendance issues. There is another student within this group who has severe dyslexia. She doesn’t have a support worker but the support people who are in there do give her help as she can have a tendency to give up, not to listen and just needs to be kept on track so by sitting next to a person that does have a support worker she gets the help from them. These three students have all had their level 1 qualification extended for a year were the rest of the group have progressed on to level 2 Hairdressing. Two of these students may progress on to level 2 but one doesn’t have the ability to be able to do this as the requirements are too high for her. The reason the course was extended for them was because they were struggling with the work that was required for this qualification, but as the col...