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Literary devices examinable
An essay into literary devicees
Literary elements or techniques
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This time last year, I was in AP Literature at Green Valley High School. Although I had already passed the Language AP test, Literature helped reinforce my writing and gave me the fourth English credit I needed to graduate. Ideas from both those years have merged together over time, however my second year proved to be less about a test for me. I learned about effective proportions where most of the paper should be argument rather than detail or evidence and how certain writing elements and literary devices can give writing more depth. Although I passed the AP tests both times, I still find myself at a lost when it comes to defining my argument with precision. A skill that has been useful most often is to “trust your pen;” I’ve found that
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.
The impact and effectiveness of using proper rhetoric was a strategy of “good” writing that I was not aware of until my senior year of high school. While taking AP Language and Composition my junior year, my fellow students and I believed that we had survived countless essay workshop activities and writing assignments with emphasis on word choices, grammatical structure, syntax, punctuation and spelling. By the time we had entered AP Literature our senior year, we felt we could achieve success; we already knew how to write in the correct format and structur...
Previous to this course, I had never been exposed to rhetoric, nor did I understand rhetoric and its influence the first time it was introduced to me. In addition to having limited exposure to rhetoric, this was my first real writing assignment for an AP course. The process I used to complete this essay is far different from the process I’ve developed throughout this school year. I allowed my anxiety to override my brain, resulting in me stressing myself throughout the whole writing process. Rather than accepting that I am good enough for an AP course, I doubted my writing skills and drove myself crazy by second-guessing every word and phrase I typed. I relentlessly researched rhetoric, vocabulary, and other writing knowledge, which would be beneficial for the future, but I let all of the writing skills I had not yet acquired prevent me from using the skills I did have to write a great essay. Now, I type everything I have to say about the essay topic and then review my work only fixing what needs to be fixed. At this point in time I had difficulty quoting text; I had to learn how to stop drop quoting and when to use brackets, commas, and ellipses. Looking back on this essay, I wish I had taken notes on the text, as it would have made analyzing structure far easier. I also wish I had asked for help when I felt unsure about rhetoric rather than trying to find answers
These factors are similar to how writing styles affect your reader. No matter how great your grammar and punctuation are: poor diction, voice, and non-concise writing will ruin your credibility. Many students and writers throw these rough choices around like a jump shot in the d...
Upon writing this essay it solidified the thought within me that I have achieved a solid understanding of the argumentative writing process at a college level and can successfully move forward on this strengthened knowledge. I believe I presented an educated, engaging argument that the audience will have a hard time arguing for anything other than implementation of my proposed solution.
...ragraphs that support the argument. The easiest part of this component was actually inserting it in my essay after I understood the purpose for it, because at the beginning I was confused on the whole thesis concept. The thesis was the most challenging because I kept asking myself "Can I really argue this for five to six pages?" and also "Is this even considered a thesis statement?" I noticed that I can speak and write more effectively when I'm thinking critically and intellectually. My sentence structure has always been strong and I feel it has grown because of the practice we have had in class with finding thesis statements in our readings. My overall issue with this component of the writing process is using a justifiable argument and remembering to support my argument with claims and trying not to put unnecessary points in my paper while maintaining my ethos.
Throughout my practice for the SAT, I have discovered which topics I need to continue to work on and others I excel in. I will base my schedule around this knowledge and attempt to be at my best for the SAT test date, which is March 11th.
During the course of this semester; the variety of writing styles and essays assigned to me in my communication skills class encouraged the development of my writing skills, as well as provided me with more self-assurance in my abilities. My writing, research, and presentation abilities enhanced through practice, determination, and the understanding I gained during this course. With every single writing assignment, I learned new innovative approaches and skills, which enhanced my abilities to improve my thoughts logically, enabling me to write more clearly, and to organize my papers more effectively. At the beginning of this semester; despite the fact that I already knew the terminology MAP: message, audience, purpose; I never really understood the significance of MAP. For this reason, my writing lacked clarity, organization, and my writings appeared less focused on the topics. As a result my research papers and essays did not flow as smoothly from one passage to the next. Furthermore, I was unaccustomed with the precise procedures used when writing an essay. For instance, my previous classes before college, although requiring a reference page, did not require me to include proper citations in my writings. After evaluating the quality of my writing toward the end of the semester, I recognized vast improvements in several areas of my writing. By concentrating on the beginning stages of my writings, I could distinguish ahead of time my audience and my message. As a result, my essays are clear, and I remain on topic. In addition to that using transition phrases efficiently also helps my writing to flow smoothly. The proper use of transitions makes my writings easy to follow from one topic to the next. I also learned that pre-writing...
One of the biggest and most repetitive mistakes that I made in my summaries was using a wrong APA reference. Originally I referred to an online APA generator. After speaking to professor Beach, I learned to refer to the APA reference for an electronic book shown in the Little Seagull handbook for most of the sources. My first two summaries did not have a full thesis so I created a thesis for each summary. My first two summaries also had a few unnecessary quotes that should’ve been paraphrased. In my second summary, I used a double citation when quoting another author. After learning that I should not quote another author’s work that I did not individually read, I changed the citation and included the citation from the author of the article
Over the past semester, I have found the most challenging part of this course to simply be the transition from high school composition classes to college. Because writing expectations are so different in college than in high school, even with AP and Dual Enrollment “college level” classes, I first found myself being overwhelmed with the pressure to write the perfect first draft. The pressure came from knowing how much a final draft of a paper contributed to my grade. This left me sitting in front of my computer for hours at a time with thoughts of what I wanted to say racing through my head, but unable to deliver these thoughts into organized, structured sentences. I learned, through writing my persuasive essay, that instead of trying to write the paper start to finish and already in its perfect form, it is easier for me to look at the paper through its different components and focus on them individually, then work to best organize my ideas fluently.
I completely miss understood proctoring hours. I was under the impression that a student could take a test any time during the day as long as they give me three to four days notice. If a student need a time after 4 p.m., they had to call three to four days ahead of time and Ray could proctor them on a Tuesday or Thursday.
This writing class better helped me understand the intrinsic rules of structuring arguments, which went
When I write a paper, I usually tend to write and edit at the same time. I could never continue writing without correcting my mistakes and making sure everything seems perfect. However, throughout this course, it made me realize that I should write everything on my mind, when writing a paper, just like I would in my notes. Later on, I should revise and edit my paper, making sure to cut back ideas and sentences that are off topic. Additionally, I’m the type of person that likes to write with no boundaries. Writing my research argument essay, made me realize that I could stick to a structure and yet bend the rules a little bit. When we started with this assignment, I was truly excited to research and write about a topic that I am passionate about. When we were asked to form an outline, I was bummed. I felt like I wasn’t able to form ideas or narrow down my topic, let alone write...
After filing through reader’s comments, I have found that the my re-occurring issues resurface throughout my work. In Unit One, I struggled with making personal connections in my writing. I was too generic and bland throughout my paper, when I should have been digging deeper and telling the reader more important and meaningful information. I worked on this in the rest of the units, adding more of a personal touch to my writing. For example, throughout the writing process for Unit Three, I focused on making my argument personal, intriguing, and relevant, as to add to the persuasiveness and interest level of the overall paper. Additionally, personal connections help readers connect more to my writing. In Unit Three, I wrote about the impending doom created by society’s new found dependence on technology through the works of Ray Bradbury. From beginning to end, during this writing process, I made sure to be extremely analytical and look for arguments struck me personally. Adding personal relevance in my arguments allowed me to dig deeper into my thoughts, my key points, and the overall claims within my paper. While I initially struggled with making personal connections, I now feel that I
Coming into this class at the beginning, I thought that it was going to be a breeze, especially since writing was my strong point in high school. Not only was I wrong, but I struggled a whole lot more than I ever thought I would. As the semester progressed, I was able to find ways to make my writing more enjoyable to read by gaining the ability to clearly state my point.