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Quiz on rhetoric
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The second unit for WRT 105 was Rhetorical Analysis. We spent a lot of time on this unit, not only because it was challenging, but also because it is very hard to analyze and write good rhetoric. We spent the first few classes understanding what exactly it is, how it works and a few tools that are necessary to understand. We did a lot of practice essays and most of our blog posts for those two weeks consisted of rhetorical analyses. This assignment was very interesting, since we were looking at a department at SU. To be honest, I don't think I managed my time well for this assignment. Because of midterms, I ended up missing two classes in which I also missed some crucial information regarding this assignment. When it actually came down to
This assignment is going to have two parts for two different grades. Everyone in your assigned group will need to complete part one before continuing to complete part two. The more you use your time wisely for part one the more time you will have to complete part two.
I’m convinced that much learning has occurred in this course, both on your part and on mine. So I’m most interested in your telling me what you have learned, rather than asking questions on this exam that require you to demonstrate your learning. So, look back over the course and compose a page each on what you have learned about each of these course objectives.
I consulted the UEG for a total of thirty minutes throughout the writing process of this essay and reviewed all sections within the booklet.
I have come up with this thesis by gathering information from online and what I have seen and read about over the years. Below are the areas used and addressed from the Thesis Checklist:
As a second semester freshman, I found English 102 to be one of my favorite classes. My professor Sally Benson, structured our class’s curriculum around issues in the prison system. More specifically juveniles in adult prisons, college classes for incarcerated individuals, and prison privatization. I found this quite interesting because every assignment we did directly correlated to these three issues. In the beginning of the semester, we, as a class, analyzed all three of these issues, to get a become well acquainted with each topic. This helped tremendously when it came to writing the first paper, the rhetorical analysis. Student were asked to choose a text from a list of resources and analyse how that text works- what he/she see a text saying,
Unit 1 taught me to focus on each step in the writing process. Approaching the task
Academic and professional development will be the central focus while studying in the DSW Program at Walden University consisting of exposed theory and practice of behavioral modification, intervention, and research to develop insight with the at-risk population. I have chosen to focus on the Social Work and Human Services PHD Program. My specialization is the Family Studies and Intervention Program.
Choose at least one main topic or theme PER CRITIQUE that has been discussed in class lecture / the text that appear to be related...
In UNI 110 Critical Reading and Thinking my critical reading and thinking has grown vastly. In September my understanding of critical reading and thinking was a bear minimum of problem solving questions with one unique answer, after September I now understand critical reading and thinking requires precision, viewpoints, and facts. My strengths in critical reading and thinking are now strengths of understanding, deciphering, and argumentative skills.
Throughout this class, there were many social issues and whom they affect discussed. I loved this class for the reason of getting myself more familiar with what is happening around me and around everyone else in the world. This class was an eye opener to major social issues that people are faced with so in this paper, I am going to talk about the seven objectives we were supposed to obtain from this class.
When we were first given this assignment I had not put much consideration into it. I thought we were to ask a couple of questions, it would all work itself out and I would be done. But this was not the case. The thought and reflection put into interview questions really surprised me. There was far more factors other than the questions you were asking, because you were also dealing with people, people who are giving you there free time, their attention and opening themselves up to you a stranger, so there were far more responsibilities then what were initially at hand.
The course also challenged me and allowed me to think critically. Whenever I am faced with an issue I know that I should take steps to formulate an opinion. It’s always good to ask questions to clarify anything. Once all the facts are established, I know that I should assess them. Finally I am able to assert a carefully thought out opinion (3). After taking these steps can be sure my opinion is right and not just for me personally, but regarding others too.
Also, I was able to see how arguments are sometimes so broad that you do not know what way to take them. I believe the biggest help to me through this unit was being able to see where in my writing process I have strengths like authority and logic and where my weaknesses lie like emotions. I feel showing more emotions could become a problem for me when it comes to creative writing, if a have to do it, because I am so used to the template academic and research writing styles. This course is definitely helping me to reshape my writing process and how I look at certain sources. Also how I can tell whether a source is useful in terms of logic, authority, and
Your essay must be typed and should be 3 pages (Times New Roman – 12 point – 1.5 spacing) long.
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