Not all images are appropriate for all uses. A color photo of the beach, for instance, may have more persuasive power than a black-and-white drawing be-cause the photograph evokes a more complete and personal reaction.
What images are appropriate for our research based argument?
When you are creating, don’t think of design features as only images. Remember that visual design applies to the style of the text you use to convey ideas. The remainder of this chapter focuses on the use of text as a design element.
Using imagery as a design technique
Are all the fonts the same? Are key ideas written in a text larger than other text? Are some words in bold
This seems kind of distracting to me. Why would you wan some words in bold?
An image of the Deep Horizon oil spill won’t have the same impact if the image isn’t coupled with a sentence about the scope of the spill
Essentially I understand this as, we use imagery and the analyze it to prove our point, this will persuade the reader best
1.What is the story of this woman’s life?2.What percentage of Nicaraguan women are in the work force, and what kinds of work do they do?3.Should I hang this photo on my wall?4.What are ethical responsibilities of tourists when it comes to displaying and/or sharing pictures of their travels?
These questions dont seem very in depth. I think that is good to know becuase I have been drafting super detailed questions and maybe they dont need to be like that.
osing fruitful questions;
I think it is especially important that questions is plural. When going through this writing process one question is not enough.
Finding Your Way into a Writing Assignment53lenging problems. Not surprisingly, the benefits of a willingness and mental acuity to greet complex problems extend well beyond the class-room.We all deal with problems of varying complexity on a daily basis. If we are successful in dealing with life’s challenges, it’s likely that we follow a particular process for meeting these challenges, whether we are conscious of it or not. Here is an example of this process:Problem: My car broke down.Questions that emerge from this problem: Can I fix it my-self? If not, where should I take it to get it fixed? Whom can I trust? Could I get a recommendation from someone? In light of the estimate is it worth getting it fixed or should I turn it in to cash for clunkers and buy a new car? How will I get around while my car is in the shop?What is at stake?: If you don’t pursue these questions and you take your car to the first dealer you see, you might choose a mechanic who is notorious for overcharging or for sloppy work. Or you might be without wheels for awhile and unable to get to work. Precious time and your hard-earned cash are at stake here. In order to make an informed decision, we must sit with a problem and weigh our options.
This sounds like the writing process we did in class for the research based argument. We had a general idea, then we made a question, and then found out what was going on and at stake.
Based on a Stephen King novella of the same name, Misery suggests that even a prolific writer like King, who has written screenplays, novels, short stories, and essays for the past thirty-five years, finds writing difficult, even painful
Is the author setting up the ballroom with this reference to stephen king?
While critical thinking may be subject-specif-ic, that is to say, it can vary in method and technique depending on the discipline, most of its general principles such as rational thinking
This reminds me of high school teachers that would tell us "pay attention youre going to need this someday no matter what job you get!" The author is saying that no matter what you go into, you will always use critical thinking.
It’s like dating Spider-Man. You’re walking along with him and he says something remarkably interesting—but then he tilts his head, hearing something far away, and suddenly shoots a web onto the near-est building and zooms away through the air. As if you had just read an interesting quotation dangling at the end of a paragraph, you wanted to hear more of his opinion, but it’s too late—he’s already moved on.
I can understand how bad this is. I hate when quotes have no explanation. I remember in high school hearing, how ever many sentences of quote you have you should have double the amount of sentences in analysis.
ead readers to a similar exclamation: “
I find it very helpful how the author uses these parralels between writing and driving. We all drive and we understand the annoyances of driving, this makes it easy for me to understand how annoying it is when I spring a quote on my reader.
Annoying Ways People Use Sources243for the fastest cars,” and the reader who thinks, “I thought all writers knew that outside sources should be introduced, punctuated, and cited according to a set of standards.”
An interesting connection. This is a great analogy. The author also has a point, we think that these things are logical but still some people fail to do them correctly.
When I’m driving in the fast lane, maintaining the speed limit exactly, and I find myself behind someone who thinks the fast lane is for people who drive ten miles per hour below the speed limit, I get an annoyed feeling in my chest like hot water filling a heavy bucket.
I can relate to this. I definetly connect to this writer and if he wants to talk about awful drivers for the next 16 pages I am in.
did not include comments from students because I want everyone to think for themselves and form their own opinion.
The writer didn't want to persuade anyone? Confusing...
The first time I had to perform reflective writing myself was in the summer of 2002.
So if the author is giving a personal experience, does this make this a literacy narrative instead of a rhetorical analysis?
The audience should be able to respond to the exigence. In other words, the audience should be able to help address the problem
This sentence stumps me. Does this mean that rhetorical messages are only used to persuade, never in any other case?
Rhetorical messages always occur in a specific situation or context.
This authors rhetorical message is occurring in the specific context of rhetorical messages. An interesting play.
t also asks you to trust the company’s credibility, or ethos, and to believe the messages they send about how men and women interact, about sexuality, and about what constitutes a healthy body.
Cannot say I have ever looked into this that much. Behind every media campaign is someone using rhetoric.
, you have built a mental database that you can draw on to make conclusions about what a person’s looks tell you about their personality.
With almost every person I pass the first thing I look at is their shoes. I make judgments on their personality based on this. I can tell I will understand this argument well based on this thing I do.
Once students have evaluated the critical terrain anddigested thecriticism important to their topic, they have earned the right to take thenext step—which is to speak, and thus add to the critical conversation aboutHemingway’s novel.
Why does the author treat the students like theyve never seen literature before? It is very belittling.
Because student writers come to the fi eld of criticismwith virtually no authority, they must look to the work and reputation of pro-fessional critics to underwrite their own
Not understanding this. Is the author stating that students cannot make their own authority they need to look at others? Seems wrong to me.
What is an author’s “authority,”
Does this have to do with ethos and credibility?
I see
The author implements his rule from myth number 7. When he does this it builds his credibility and helps persuade the reader that it is okay to use "I"
Myth #1: The “Paint by Numbers” myth
I like this organization tactic. It aligns well with his first point, that writing is not a paint by numbers, which he shows by using a list.
But writing is hard, and writing in college may resemble playing a familiar game by com-pletely new rules (that often are unstated). This chapter is designed to introduce you to what academic writing is like, and hopefully ease your transition as you face these daunting writing challenges.
The audience is connected with right here. My attention is grabbed because an incentive is presented. The idea that college writing is not as hard as high school drags in the freshman college student audience. I think the author uses this line as incentive for the reader to keep reading.
And the more adept she becomes at identifying it elsewhere, the more easily that skill becomes adapted into her own writing—it becomes second nature.
This seems very much like reverse psychology. It seems like English teachers have to work so hard just to get their students to write well.
"How am I supposed to get better if I don't know what's wrong with my writing?"
The author connects with student audience here. He certainly connected with me. Ive thought this before. What is the point I often think, atleast the author understands.
“What the reviewers saw as exquisite lyricismwas actually
The motivating move is revealed here when the author differs on what the truth is by the reviewers.
we suggest
I believe that this is the author's motivating move. This is where the author publishes that this is their views on the idea.
I'd try to write a lead, but instead I'd write a couple of dreadful sentences, XX them out, try again, XX everything out, and then
To be honest I didnt think that real writers suffer with this. I do this on every paper. The author was able to relate to the reader so well here. She developed ethos by establishing a bond with the reader. She makes herself a credible person as she is relatable to.
In fact, the only way I can get anything written at all is to write really, really shitty first drafts.
I blieve this could be the thesis idea. The writer may be arguing that you have to have a shitty first draft to write a great piece of work.
The right words and sentences just do not come pouring out like ticker tape most of the time
This line is very significant to the aspiring writer. It's very inspiring to me, I read it and thought, hey maybe writing isnt something you just do naturally. The author is very encouraging to the reader here, saying writing isnt always talent based. It doesnt just come like magic.