Envision: Persuasive Writing in a Visual World
Envision: Persuasive Writing in a Visual World, is most certainly a book that more than lives up to its title. Envision is basically a book that covers both persuasive writing strategies, as well as the use of visual rhetoric. Other topics covered by the Envision book include developing research questions and ideas, finding research sources, working in collaborative groups, and other writing topics. It is a how to manual... how to become a more developed and more disciplined writer. Envision teaches topics and ideas that probably were not covered in your typical high school English writing class.
All in all, the techniques featured in Envision seem to require a great deal of focus and planning. That's rarely how I write. I prefer to write in a much less structured way. I honestly do not know if I will use the concepts in Envision when it comes to the future. If I ever take a writing class again, then I most definitely will brush up on Envision. However, if I never take another writing class, then Envision may end up shuffled away on my bookshelf.
One of our assignments for our college English 015 class was to complete a semi-weekly log of our thought and feelings on specific chapters pertaining to Envision. That was a certainly a challenge at times. Envision is a solid book in its own right. However, it is sometimes difficult to have personal thoughts and feelings towards such a technical writing, and Envision is a technical manual. However, I certainly tried my best in submitting well thought out reading logs, every week that they were due in class.
Fortunately, my professor gave the entire class some creative control in what we could write about in our weekly Envision reading logs. Our thoughts could be no-holds-barred. As a result, some spelling errors and crude language were featured in many of my logs. I do not intend to offend any readers out there, so I offer a fair warning. But if you seek to delve into my mind, then you do so on my terms, and my mind is often not a pretty place to be. While my logs aren't exactly prim and proper, it cannot be argued that I held back any honest feelings towards my assignments.
Many of the subjects that I read about in this book were later applied towards my English projects, which can also be viewed on this website.
Booth, Alison, and Kelly Mays, eds. The Norton Introduction to Literature. 10th ed. New York: Norton, 2010.
After reading our mentors notes and analyzing what we have learned through this term, I have read all assignments that were submitted before our midterm exam. This gave me chance to follow up with how I advanced my writing skills from the beginning. As it was interesting to see how I can point out the missing qualities of these essays, it was nice to see our mentor’s notes justifying my points.
This course and writing these essays has drastically improved my writing capabilities. Before this course I could not write an enthymeme or effectively write an argumentative paper. Establishing a clear and strong enthymeme to a question at issues helps me organize my ideas within the body paragraphs and keeps me from becoming repetitive. I understand now that addressing a counter argument strengthens my paper and helps tell the reader that you know your topic and have strong reasons. I look forward to using the writing skills I learned in this class towards future writing opportunities either with my studies or outside of school. I will continue to use enthymemes to effectively state my claim and reason and to strengthen my argument.
Overall, this well-written book was easy to read and understand. The more I read the book, the less I didn’t want to put it down. It was strategic in form and quotes from others often highlighted the previous material talked about. This book also reminds me that, dependent on what type of book you are writing, sometimes it’s ideal to get help from others as well as use other individuals insights alongside your material.
2nd ed. of the book. New York: St. James Press, 1995. Literature Resource Center -. Web.
What Douglas Martin had to say when he came to our class is probably the most valuable advice I've heard so far this semester. Martin's reasoning is right in tune with my own thinking about writing, and probably why I'm a Creative Writing major versus an English or Lit. major.
Abrams, M.H., et al. ed. The Norton Anthology of English Literature. 6th ed. 2 Vols. New York: Norton, 1993.
From my past experiences, I have grown to prefer reading over writing. When I am reading, I can visualize the text in any way that I see fit. It is almost as if I am rewriting the novel using the illusions that I feel express the words in a passage. For example, in the current independent novel I am reading, it portrays a woman of high stature who is able to lure ...
... 134). To Americans, India still continues to be an exotic land of fairytale. They also ask him questions on ‘recent rise of Hindu fundamentalism’ which Gogol, like any ordinary American kid, is oblivious to the current affairs of India. Another American lady Pamela comments that Gogol is lucky because he would not fall sick if he visits India like her friend had. Inspite of Gogol’s emphasis that his parents “devote the better part of suitcase to medicine . . .” Pamela cannot be convinced because to her Gogol’s identity is essentially to that of an Indian. It is apparent to a native American Gogol is a representative of India, a land of exotic culture, palaces, and simultaneously a land of diseases. In reality Gogol is like any other American kid of his generation but he cannot truly blend in their life as his first identity is ‘Indian’ and to that of an ‘outsider’.
Hoping for the best but expecting the worst, I walked in to English not knowing what to expect. English 111 was boring at times but in many ways helpful. College Composition I main objective is to teach students the fundamentals of academic writing and critical thinking. Aside from learning how to academically write, recognizing grammatical errors, tone, and different styles such as MLA, APA, and CMS, are some other things learned in the course. This essay will be evaluating the book as a whole, self-reflections, essays, my strengths and weaknesses and my professor.
According to the article Patterns Of Physical Activity And Sedentary Behavior In Preschool Children, by (Van Cauwenberghe et al., 2012) states that “Regular physical activity during the preschool years protects against the accumulation of excess body fat, while high levels of sedentary behavior are linked with an increased risk of being overweight or obese.” Among children today, overweight is causing a range of health problems that is previously not seen in...
Here are some of the main points that I gathered from each chapter of this book:
There are many benefits of being active as a child. The child can become determined to taking care of his body and making sure it always works properly (U.S. Departmaent of Health and Human Serves). Children and their parents should set a goal for the child to meet and when the child accomplishes the goal they should b...
I am not the kind of person who talks or writes much. Putting my thoughts on papers is something I have always struggled with doing. I believe this class will help me improve on transferring my thoughts to paper, in an organized fashion. I look forward to becoming a better writer because of this class.
Some activity clubs we provide include, dancing, running, jump roping, basketball and soccer clubs, just to name a few. These clubs encourage kids to stay active. Our PE program also sends out monthly newsletters to the parents that give them ways to help their child live a healthy lifestyle. The National Association for Sport and Physical Education states, “Regular physical activity improves functional status and limits disability during the middle and later adult years. Physical activity contributes to quality of life, psychological health, and the ability to meet physical work demands. Physical education can serve as a vehicle for helping students to develop the knowledge, attitudes, motor skills, behavioral skills, and confidence needed to adopt and maintain physically active lifestyles. The outcomes of a quality physical education program include the development of students’ physical competence, health-related fitness, self-esteem, and overall enjoyment of physical activity. These outcomes enable students to make informed decisions and choices about leading a physically active lifestyle. In early years children derive pleasure from movement sensations and experience challenge and joy as they sense a growing competence in their movement ability. Evidence suggests that the level of participation, the degree of skill, and the number of activities mastered as a child directly influences the extent to which children will continue to participate in physical activity as an