More handpicked essays just for you.
Assessment of critical thinking skills
Rhetorical analysis over into the wild
Rhetorical analysis over into the wild
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Assessment of critical thinking skills
I am writing to explain how I have reached one of the learning outcomes for English Composition I. The course has been a great help in becoming a better critical thinker. After completing the course, I can successfully analyze rhetorical situations and make effective choices based on audience, context, purpose, and genre. I have reached the task of audience analysis with the help of Workshops, Peer-reviews, and discussions. For example, in Workshops #4: Car accident in The Wal-Mart Parking Lot I had to write two distinct versions of the same events for two selected audiences. After completing this task, I was able to create a profile of my selected audience based upon many factors such as, cultural background, belief, physical and social characteristics.
Reflecting over the quarter, I feel as though I began to respect Rhetoric far more now than if I were not to take UWP 101. Recognizing rhetorical strategies have helped me become a better writer as well as assisting me in reading higher academic works that employ rhetorical strategies far more frequently and effectively than an undergraduate student would. Laura Carroll discusses in her article, “Backpacks vs. Briefcases: Steps toward Rhetorical Analysis,” the importance of noticing rhetoric when it has been presented to reader or the viewer. When writing assignment three in UWP 101, it became clear that nearly all pieces have the rhetorical strategy of exigence and how exigence drives writers to develop their arguments more commendably. Tutorial six of Language Power illustrated an effective practice for a reader to utilize when finalizing a piece, proof reading. Rhetorical and genre awareness is extremely useful to college and professional writers because it allows the writers to better present their arguments to the reader as well as analyze text to a greater degree.
Student's Book of College English: Rhetoric, Reader, Research Guide and Handbook. Boston: Pearson Learning Solutions, 2012. 402-405.
The characteristics of the audience that I must consider when addressing the audience are the primary stakeholders. They are employees, managers, and owners. They are individuals who will be affected by an endeavor and can influence it, but they are directly involved with doing the work and engaging in economic transactions with the business. They are individuals who beliefs are opinions held by people; their values are views of their sense of right or wrong. Their attitudes are predispositions to behavior such as inclination to agree or disagree; approve or disapprove. Their behaviors are actions taken that are not always consistent with beliefs, values and attitudes.
Reading Rhetoric and Composition, written by Janice Lauer, was a significant analysis to demonstrate to the academic scholars the value of this particular English subject. The field of Rhetoric and Composition is an exciting aspect, which challenges the students’ mind to enhance their critical thinking skills. There are specific contexts in rhetoric and composition that are focused on by research, such as workplace, academics, cross-cultural, and a diverse composition of teaching strategies. The field is represented as a multimodal of historical, theoretical, interpretive, and observational based expertise. In addition, this chapter introduced readers and students how rhetoric and composition developed within English studies since its reemergence in
First-Year Writing courses provide a common introductory experience in college-level thinking and writing for all students at Wellesley. These courses serve as a launching point for developing advanced writing skills, and students will continue to practice and enhance these skills in work they do across the curriculum throughout their college careers.
Rhetorical essay was the first project I did in this class. I am really satisfy with the final paper.
When we talk about English 1110, everyone actually knows the main part of the course is writing. The goal of this class is to improve structural, style of writing, thoughts and performances of students. During this semester, the curriculum includes essays and topics from many different aspects of different issues which are useful to me. From this class, I had the opportunity to improve my writing skills. For example, before writing a paper, I always have outline, strategies, arranging and modifying as well as finding ideas to improve my writing style in a better way. Before taking English 1101, I just wrote essay with what I think of that time and did not care whether my essay is understandable or not; however, i have been improved for the past three months. When I see a title, I start to write down all ideas and also create an outline and order of all documents in a reasonable manner. In addition, all response papers that I have done during this semester I started to have different way of thinking by listening my friend's arguments, feedbacks or comments, agreements or disagreements. Those group activities from friends were helpful because I started to recognize what are right and wrong things in my essay. From there, I have my own personal opinions and defend my arguments.
To paraphrase the opening of my midterm portfolio, I came into this class believing that it would just be a review of my AP English classes. By week five, I realized that my expectations were wrong. Within just those five weeks, I learned what a rhetorical situation is, what role it plays in a text, how to identify and analyze its components to understand the argument of a text. I slowly began to uncover how the components of rhetorical situation such as genre, genre convention, and audience all interact to reinforce the argument. With a completed RA and RIP under my belt, I am in a great position to reflect on all the skills that I have learned, improved upon, and struggle with during this quarter.
The process of writing is a path which allows the writer to emphasize on reader’s demands, and a way to exemplify different perspectives using the basic conventions in the context. Three of the most well known composition theorists present their ideas about this procedure in a way that is based on the same principle of how to write well and to pass the message wisely. Linda Flower, professor of Rhetoric at Carnegie Mellon University, believes that writing is the result of a highly individualized process. Mike Rose, a professor at the UCLA School of Education, also believes that this process is an incredibly complex learned activity procedure that leads to the foundation of a well written piece. And William Zinsser, a lifelong journalist, being notable for his work in this field, strongly believes that a writer should care about matters that are important to him or her while this process is going on. I strongly believe that these enthusiastic theorists unanimously agree that in one’s process of writing the writer should be simple, think as to speak to an audience and to adopt the rhetorical situation in order to convey a clear message.
I completely agree with the statement that now as a writer, my abilities, and styles are always evolving. At the beginning I thought I’d just take this course as a way to relax; perhaps have more time to focus on more of my heavy subjects. I learnt that this is not at all true. Writing is a beautiful art that is capable of overcoming you with emotion. It can bring you happiness, as well as sadness. I never thought that I could be so consumed with something in my life. When I was younger I didn’t know exactly what I was good at; I didn’t have a passion. I was ‘meh’ at sports, and, ‘bleh’ when it came to drawing. Personally I believed that I- myself was just a lost cause. Although I was excited to find out what I was good at, something I could improve on, and constantly thought about finding something that would make happy again.
At the beginning of English 101 I would say I was not the best writer. I didn’t always place my punctuations in the right places or even use them at all when need and sometimes used overused words because I didn’t have the best word choice. Therefore, I would say throughout this class I definitely have improved with my writings. I learned how to summarize my essays well, use better grammar, how to document my texts, and much more. I have worked on my punctuation usage and word choice and that showed in my papers as we progressed through the semester. My grades on many of my papers may not have increased, remained the same. I am ok with that though, because I could tell just by typing the papers I found it easier to type them the more we got
In society today, being able to write is a big part of the curriculum. When I was as little as three years old I never knew how much writing would be important in my life today, as an adult. From the very beginning, of being introduced to words in elementary school, I struggled with spelling words correctly. I can remember being in class and struggling with the difficulty of spelling something as simple as my own name.
I have learned several things throughout this course this English 203. I found many things to be interesting and surprising. I feel like this class will help me in the future to be successful. The writing, reading, and discussing different kinds of books was very challenging to me since I am an international student. I feel like I am growing and my writing is improving more than before.
Audience research, in the qualitative research background, involves a relatively small amount of participants aiming to generate a more detailed and in depth interpretation of the participants’ attitudes and experiences with the respect of a specific topic (Kim Schoder, 2003). Besides, audience research is also regarded as a communication research method which is employed on the basis of a specific segment of audience (Livingstone, S., 1998) in order to get the knowledge of the audience’s attitudes, preferences and interests, etc. The segments of audience may vary on the researchers’ strategies of grouping. The audience can be segmented based on their race group, age, career categories, level of education and income, etc. The purpose to conduct an audience research is to better understand the target audience and provide an effective strategy for the project. It provides researchers an opportunity to acquire a heightened understanding of the audience’s meanings beyond their surface response, their motivations to take a specific action, feelings and experiences regarding to this specific incident. The term ‘audience’, based on the definition of John ...
Shea, Renee, Lawrence Scanlon, and Robin Scanlon. The Language of Composition: Reading, Writing, Rhetoric. 2nd ed. Boston: Bedford St. Martins, 2013. 525-529,546-551. Print.