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Rhetorical analysis over into the wild
Rhetorical analysis over into the wild
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No writer is the same, and no writer is perfect. As you start writing and learning new and different things in life you develop as a writer. Being in AP Language and Composition after each assignment I learned new things about me as a writer. I learned the effort it takes to make a really good essay. Prior to this class i would just whip up an essay and not really edit and revise it- it was basically one draft with small edits and turned in. Whereas with this class i learned to make a worthwhile reading of an essay by taking time on each paper and getting other people 's perspectives to see what is good and what is lacking. Throughout AP lang to make me at my full potential i took more time and pride into my work, i tried to take others thoughts …show more content…
It was a main focus of our year, but i felt i was never good at it and never really digged deep enough in the text. When we would do our discussions i felt it was a bit difficult for me to incorporate my voice because i wasn 't quite understanding rhetoric. When me and my partner, Lexi, had to lead the discussion i started to understand how to pick through a text better and how to find the little strategies the author does to enhance his writing. When we did our rhetorical analysis of one reading from our discussion, at that point i was still very shaky on rhetorical analysis “ So far, this analysis is more of your thinking, and less of an analysis. Keep your focus (mainly) on how the writer uses his/her language”(your comment on my rhetorical analysis from textbook #1). Seeing that comment made me feel a bit in fear that i wasn 't quite understanding the topic as well as i could. I started to read over the textbook to really understand what rhetorical analysis was to get a better understanding and to help me out. While writing the Freddy Douglass essay i think i made a step up “You have the idea of rhetorical analysis, but the delivery could use some work”(Freddy Douglass essay your comment) so i now have the idea down of rhetoric,but still have some work to do. This illustrates how i started from not knowing how to do it at all to making an improvement. Im still not the best at rhetorical analysis, but i definitely can say i learned a lot from the Freddy Douglass paper, because i really started to see how you dig deep and find those little pieces the author uses to make the reader thing or to show a greater
Palmer, William. "Rhetorical Analysis." Discovering Arguments: An Introduction to Critical Thinking, Writing, and Style. Boston: Pearson Prentice Hall, 2012. 268-69. Print.
Writing 39B gave me an impressive impression when I got into the first class because my previous writing and academic English classes were full of Chinese. But now there are few Chinese students so I felt pretty anxious because of the higher competitiveness. That really challenged me a lot, I had to focus on it to keep the pace of the class. Rhetorical analysis is a thesis of this class and we have done many exercises for it.
Rhetorical Analysis Writers always write in different styles in order to attract readers. Every piece of writing has different types of rhetorical methods. For example, “If Technology Is Making Us Stupid, It’s Not Technology’s Fault,” there are different types of techniques used to appeal to writers. In parts of the essay it has logic which is known for using logos. The writer uses very strong emotions which is known as pathos.
Authors use rhetorical strategies to express themes in their writing. Different rhetorical strategies help convey different themes with varying degrees of effectiveness. One way to measure the effectiveness is to rhetorical analyze two pieces of writing to each other and see which is best.
Longaker, Mark Garrett, and Jeffrey Walker. Rhetorical Analysis: A Brief Guide for Writers. Glenview: Longman, 2011. Print.
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...
“This Course prepares students for reading, research, and writing in college classes by teaching students to consider the rhetorical situation of any piece of writing while integrating reading, research, and writing in the academic genres of analysis and argument. This course is said to teach students to develop analyses and arguments using research-based content with effective organization, and appropriate expression and mechanics”. (1)
Every day we perform some type of analysis rather we are aware of this or not. When we’re watching television, meeting someone for the first time, choosing something to wear etc. Learning to apply analysis to rhetoric situations is a valuable skill. As a college student this knowledge will assist me in writing persuasive argument essays and discussion post. It will allow me to make informed decision prior to buying products and give me a better insight on political debates as a citizen.
When I was first accepted into the AP Language & Composition course, I felt overwhelmed. I had always received above average grades in all subject areas, but because this was an AP course I was unsure if my English skills were up to par. During the summer, my anxiety about the course increased. I began to feel that my writing skills were inferior to the skills of my peers’. Before this course, I did not have a developed writing voice or style. I had little knowledge of what phrases or words to avoid using in writing. I started to wonder if I truly belonged in an AP course. After having completed this course, I have a better grasp of the English language and have acquired skills that have improved my writing.
I am currently an English 160 student who is hoping to move on to the next course, which is English 161. I understand the requirements for English 161. It require students to explore a topic in some depth and conduct independent research related to that topic. Conducting research allows students to learn what it is like to participate in academic culture, posing questions about important issues and developing an argument in response to what others have said. It expected students to learn the most valuable skill in college, which is critical thinking. Students have to be able to read challenging readings. Although I still have problems with English, I think I’m qualified to move on.
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
Over the course of the semester, I feel that I have grown as a writer in many ways. When I came into the class, there were skills I had that I already excelled at. During my time in class, I have come to improve on those skills even more. Before I took this class I didn’t even realise what I was good at. This is the first class where I felt I received feedback on my writing that helped me to actually review my work in see what areas I lacked in and where I succeeded. Some of the skills I had shocked me as I didn’t think I had those capabilities in me.
When I arrived at Yale during the fall of 2009 for my freshman year, I started my undergraduate career wanting to practice medicine. Also, I wanted to receive a well-rounded education in an array of subjects. To this day, the education I received at Yale inspires me to delve deeper into pressing issues within our society and utilize the information that comes from a diverse knowledge capital to create strategies and make informed decisions.
I grew up in a small, close-minded, community that had insignificant minority people throughout it. I did not have a lot of experience with racial and ethnic groups. I did, however, have some experiences with children as well as adults who had learning disabilities as well as autism spectrum disorder, down syndrome, and fetal alcohol syndrome. When I was in elementary school, I had a classmate who had down syndrome; she was in and out of our classroom periodically throughout the day. In junior high; I was a peer helper during leadership class and in high school, I was a peer helper. During high school, I also was a Special Olympic instructor which was very rewarding. Right now, I feel that I could someday handle the responsibility of meeting
From the incident, I learned a lot about myself; how I want my actions to reflect what I want in life. I also learned how my actions could have had much more severe consequences than I received. I have always been a good kid – I make straight A’s (and some B’s), I have always been in involved in extracurricular activities in both high school and college. However, though I try to make my case for being a good kid and a good student, I did not justify the type of person I am with the decision I decided to make the night of January 16, 2016.