I feel like from the start of the semester to end, I changed completely. A more mature person that has many mistakes in the process. While this semester was coming along I began to become overwhelmed with all the assignments and the procrastination has begun. English to start with is by far my worst subject in academics, and having English and Communication doesn’t really help me. I got a feeling of hopelessness half way throughway the semester and I no longer wanted to do my work anymore because I had too much work and not enough time to be working on them and to be having a social life in college. Then something clicks to me, I started to go to my classes again and I felt a sense of hope that I had lost earlier in the year. I was starting …show more content…
Giving the assignment of the controversy analysis I thought that I could do the same thing as I did for all of the other assignments. I remember the professor stating that this takes a long process and it should be done a step at a time. Every class had a different topic on the controversy analysis, and if you were to miss class you will be very far behind. Some of the topics include stakeholders which are the people you are trying to target. Another is the research question, and that is where you create a question but it has to be worded a certain way for it could be more controversial. All of these steps combined were used to create a good controversial topic. A major problem that I had was that I was too broad with my topics. I needed to be more specific to where my question was capable of having two sides. Once we had everything done with the question it was time to look up both sides of the argument. You were not allowed to take a side and give your opinion. It was strictly listening and writing down what the articles had to say. The class was recommended different web bases that were reliable for our research. One of them being Google scholar and the other being the school’s online library. Both of these were great sources to use because they gave scholarly articles that are not blogs or very opinionated papers. But you did need …show more content…
For this, we needed to know the rhetorical devices which are Ethos, Pathos, and Logos. These are important to have in a public argument because the rhetorical devices help persuade the audience. Ethos is used to establish credibility which may indicate the researcher that they know what they are talking about. Pathos is used to affect the audience’s emotions. A great representation of Pathos is the ASPCA. In the commercial, it shows many animals being sad and some even injured, and in the background, there is sad music playing. All of these affect the audience’s emotions and may persuade them to help out in the organization. Logos is the use of statistics. Numbers and charts are able to be used to show a visual representation of what is happening. Coming into the class I had a basic understanding of the rhetorical devices, but I did not know how much they are used and how important they are in persuading an audience. There were many other things that take place when having a public argument. For example, you need to determine who the audience is. From there you are able to figure out what the best ways could be used to persuade your audience. For young adults, they are most likely to be using the internet and or using social media. The best way to target them is to create something that could be interested in and be able to see it. It is more unlikely to see and elder
Aristotle’s mode of persuasion Logos, Pathos and Ethos are all components often used to persuade an audience. Logos appeals to logic or stating the facts, Pathos taps into your emotions and Ethos demonstrates the presenter’s credibility. Determining which appeal was used will assist you on having a clear understanding if you should buy into the idea, product etc.
Going into this course, I felt that the reading and writing skills I learned in high school were very beneficial in preparing me for an English college course. In high school, I was enrolled in GATE and AP English courses. In these classes, I was assigned several readings and was taught to actively read by doing annotations. I was to summarize the writer 's main points, to write down my own opinions, or to connect it to any personal experiences. These annotations helped me understand the writer 's message better because I was able to break down the things the writer said and only focused on the important points. Then, I was also able to form my own opinion on that topic by deciding whether I agreed or disagreed with the author’s opinion. Moreover, I used evidence from the text to support my argument.
English has never been my best subject. Reading books can be exciting, but the writing aspect of English can be dreadful. Somehow, however, I passed all my advanced English classes with at least a B, and my teachers always considered me to be “above average.” My impartiality toward English shifted to an indifference near the end of my high school career; my indifference then shifted to appreciation. This appreciation is attributed to American Studies and Honors Writing, the most difficult English classes at Belleville East Township High School. American Studies and Honors Writing have strengthened my writing skills beyond what I believed possible. I still do not believe that I am the best writer, and English may never be my best or favorite
Growing up I have always had a passion for writing, as I always viewed it as a great way to express myself. While other kids would be enjoying the outdoors and playing games, I would often be found writing away what I thought would be the next famous children’s novel. However, over the years, the more knowledge I took in of writing, the more of a challenge it became for me. I found myself struggling with the rules of grammar, finding the accurate and appropriate words to best describe my thoughts, and to see growth and maturity in my writing. After a long 6-year gap, I had decided to return to school to further my education, with my first course back being WRTG 101. I stepped into this course intimidated with the fear that
“If writing didn 't require thinking then we 'd all be doing it.” (Jeremiah Laabs). Whether a person is aware of it or not, there is a process to writing that everyone goes through. I find it difficult to write essays from time to time, so I follow the writing process. The writing process is an approach to writing that involves pre-writing, drafting, and revising and editing. The writing process helps develop facts and ideas from reading about the topic to writing and editing essays.
This past semester in engile 101 I have learned how to take writing papers and make them my own. For the first paper in the class I was able to talk about a personal belief that I needed to find. In the rhetorical analysis paper where I was given a paper to read and evaluate the writers work and draw my own opinion on it. And in my latest paper for English I was to research something that I didn’t know about and join the discussion. For each of the papers I have always tried to put my personal spin on my papers even if that meant going off the prompt and writing.
I signed up for English 131 because I enjoy writing and figured it would be a fun and informative course in which I could learn writing strategies to help me in my college career and beyond. I’ve always thought of myself as a pretty good writer, as I took AP English classes in high school and it has always been a subject I’ve naturally gravitated towards. This course exceeded my expectations as to what I could learn in ten weeks. I feel that my writings skills have developed in all aspects, and I can take the skills I have learned and applied them to other courses and my future career. It’s an extremely good feeling after finishing an assignment, reading it over, and feeling very proud of how I was able to develop my thoughts and resources into something that has the potential to make a lasting impact on its readers.
In order to be admitted into the ENG 1430 class, I had already acquired the ways to write process essay, cause and effect essay, and compare and contrast essay. During this semester, I found that the most significant issue that arose was I learned how to write three different kinds of essays: summary and response, rhetorical analysis and argumentative essays. Learning how to write three kinds of new essays is exciting progress for my academic writing skills. My interest in writing has improved as well. The new writing strategies, the key factors of each essay, and the strengths and weaknesses I have are the three most important things I got from this class.
When reflection upon my lesson that I taught, I feel that I taught in a multimodal way to deepen the students understanding of the material being taught. I had never designed a meson plan for any students before especially not 5-year-old students. Therefore, I wanted to be sure that I could accurately convey the concept to the children. So, when it came to constructing my lesson, I wanted to make sure that I included auditory, visual, and tactile strategies in my lesson so I reach all the students different learning modalities.
For as long as I can remember I have always resented writing. Even now as I write this I sit back and count the words making sure my writing piece is between 500-600 words. However, my earliest memory of my disdain towards writing comes from my elementary years. As part of Hawaii’s learning standards, we as elementary students would be forced to sit in front of a computer for 3 hours a week and made to write out shorts essays and responses to prompts we knew little to nothing about. I dreaded these writing sessions and many times teachers would scold me for not being able to write about what was in front of me. So, from the third grade I have never looked at writing as something I enjoyed, instead I always viewed it as a requirement needed
Upon signing up to go to Havana, Cuba with the Education Studies Department of Spelman College, I knew I was guaranteed to gain life long experiences and tools. However, I did not realize the depth and quality of those tools. Although, I have have traveled abroad before -- I have never used scotopic lens to directly focus on the needs of others. Instead, I most often use photopic lens, as in the United States, opportunity is portrayed to be so apparently bright that you have to find the darkness. For example, when a privileged American person is acting entitled and like the world around them is falling apart (even though it is a minuscule problem), one would say, "You have it so good! Think about all the children in Sudan who are sleeping
I have statistics on where Chemeketa gets their funding from. I’m used those statistics to show an example of what we already pay without free college education, but if college was to be free those numbers would increase drastically. This is how decided to use logos, to show the audience logic that college education would be free until a certain point, but the money to fund colleges has to come from somewhere. I interviewed students from Chemeketa to have more credibility. It also helped me to try to relate the audience to the interviewed students, maybe they had similar thoughts. Lastly, I was going to tell my story to the audience of how I work full time, come to school full time, low income family, is a son and a farmer all at the same time. In this situation I was trying to use pathos by showing emotion and connecting the audience to show them that if I could do it why can’t they. During my presentation I didn’t get to announce my conclusion the way I wanted to because I ran out of
Much like Benjamin Franklin believed, I feel that a person should take advantage of the time the person has in life with activities a person wants to do or needs to do. A person should not spend much time on activities the person does not want to do. Life is way too short to concern oneself with work or other activities one wants nothing to do with all the time. When possible, I try to forget about my responsibility and just let go of the ‘things’ that do not matter to me. I think a person should try to occupy oneself with something productive, worthwhile, or necessary at all times. Even though a person’s life is left up to a person to live, I cannot imagine thinking that I owe my time to society through working a job that I simply despise. I am a compassionate person, but I do not owe anyone anything regarding my time.
During this semester in LLD class, I have learned some writing skills and reading skills from the textbook “College Writing Skills,” and written three essays which helped me improve my reading and writing skills. Grammar is the rule of word and sentence, which means that put the right word into the appropriate position to make it become a complete sentence. In addition, this book tells us that the most important problem is to avoid having grammatical errors in the essay, that will make reader misunderstand the sentence 's meaning. The prompt titles of my three essays are “Today, Courtesy Isn’t Common, But Hatred Is” by T. T. Nhu, “In Defense of Materialism During This Busy Holiday Season” by Jay Ambrose, and “When All You’re Ever Wanted Wasn’t Enough” by Harold Kushner.
This semester in English 49 we did 3 essays each essay will show my progress as well how I developed as a writer. I did struggle and did have my strengths on one or two essays. In this reflection essay, I will talk about each essay and what were my struggles and what I had to work on to perfect my skills as a writer.