Chapter 5 Section 5.1
Understanding Rhetorical Reading
In this chapter they go over the process of reading in a rhetorical sense rather than writing, since its always good to gather information before starting a paper, and also it enables us to read someone elses work and identify the rhetoric in that and use it in our own. They mention some things we should look for are Vocabulary, Unfamiliar Rhetorical Content, Unfamiliar Genre, and a Lack of Background Knowledge.
After expressing some tips for reading the rhetoric better they introduce a topic they call reading with and against the grain, meaning to read a paper with an attitude akin to positivity, looking for the things done right, and then adversely reading it for that which could be done better. After that they talk about Summary writing, which is self explanatory that it is writing a summary of events or just the essential information, that which is the base of your writing. Lastly they approach the topic of response writing, which is essential writing your own work based off of or approaching the argument made in a different paper, which takes good rhetoric skill in both writing and reading, and combining the two skills.
Sunday, February 28, 2016
Thursday, February 25, 2016
Chapter 13 pages 309-317
Ch 13 Pages 309-317
Engaging in classical arguments.
This chapter backtracks from what we have been learning in the first two papers to focus on picking a side and defending or arguing against it. They talk of "engaging classical arguments", which they mean to be picking a topic and a side of said topic and using literary and rhetorical skills to determine your standing and make visible a point or a standing that you discovered through your writing. They explore what an argument is, and in the book it says "the study or argumentation involves two components: truth seeking and persuasion."
they then go on to list tips to "grow as an arguer" and develop new techniques to defending your point and seeking truth in your topic as you explore the argument and find new positions and standings as well as proof behind standing arguments. Lastly they talk about finding arguable topics, which is necessary, as there are certain topics you can't find much ground for starting an argument seeing as it is black or white, or adversely too grey, with too much flexibility to be proven.
Engaging in classical arguments.
This chapter backtracks from what we have been learning in the first two papers to focus on picking a side and defending or arguing against it. They talk of "engaging classical arguments", which they mean to be picking a topic and a side of said topic and using literary and rhetorical skills to determine your standing and make visible a point or a standing that you discovered through your writing. They explore what an argument is, and in the book it says "the study or argumentation involves two components: truth seeking and persuasion."
they then go on to list tips to "grow as an arguer" and develop new techniques to defending your point and seeking truth in your topic as you explore the argument and find new positions and standings as well as proof behind standing arguments. Lastly they talk about finding arguable topics, which is necessary, as there are certain topics you can't find much ground for starting an argument seeing as it is black or white, or adversely too grey, with too much flexibility to be proven.
Tuesday, February 23, 2016
Chapter 3 Sections 3.1 and 3.2, ch 13 pages 329-330
Section 3.1
How Messages Persuade
Different from what we've been learning so far, todays reading went over Angle of Vision, which is a technique to convince readers of a CERTAIN/SINGULAR point of view rather than exploring all options as we have been previously. It goes to explain how to use sentence structure, vocabulary, and correct selection of words and details to show the angle of vision. After this they explain how to determine the different angles of vision present in a topic or story or writing, using an image and a story as examples after which they dissect them, showing which aspects of the writing or image belong to the angle of vision. Finally they conclude by stating strategies for constructing an angle of vision, with examples such as: State your intention directly, select details that support your intentions, and choose words that frame your subject in the desired way or have the desired connotations.
Section 3.2
Messages Persuade through Appeals to Logos, Ethos and Pathos.
This section goes over Ethos, Pathos, and Logos, terms and rhetorical devices I am quite familiar with. They explain how each one works, with Pathos being an appeal to emotions, logos being an appeal to logic and reason, and ethos be an appeal to character and trustworthiness. They then briefly explain how the three while being different also work together and can blend to create the ultimate appeal depending on who you are trying to reach.
Ch 13 pages 329-330 (I threw these in this post rather than make a single post for 2 pages)
Informal Fallacies
They include an intro to fallacies "murky reasoning that can cloud an argument"
the common fallacies they introduce are: Post Hoc, mistaking sequence for cause. Hasty Generalization, grouping things together without proper knowledge or research. false analogy, where the two things being compared or argued are too different to be correctly used like that, and then they go on to list the rest.
How Messages Persuade
Different from what we've been learning so far, todays reading went over Angle of Vision, which is a technique to convince readers of a CERTAIN/SINGULAR point of view rather than exploring all options as we have been previously. It goes to explain how to use sentence structure, vocabulary, and correct selection of words and details to show the angle of vision. After this they explain how to determine the different angles of vision present in a topic or story or writing, using an image and a story as examples after which they dissect them, showing which aspects of the writing or image belong to the angle of vision. Finally they conclude by stating strategies for constructing an angle of vision, with examples such as: State your intention directly, select details that support your intentions, and choose words that frame your subject in the desired way or have the desired connotations.
Section 3.2
Messages Persuade through Appeals to Logos, Ethos and Pathos.
This section goes over Ethos, Pathos, and Logos, terms and rhetorical devices I am quite familiar with. They explain how each one works, with Pathos being an appeal to emotions, logos being an appeal to logic and reason, and ethos be an appeal to character and trustworthiness. They then briefly explain how the three while being different also work together and can blend to create the ultimate appeal depending on who you are trying to reach.
Ch 13 pages 329-330 (I threw these in this post rather than make a single post for 2 pages)
Informal Fallacies
They include an intro to fallacies "murky reasoning that can cloud an argument"
the common fallacies they introduce are: Post Hoc, mistaking sequence for cause. Hasty Generalization, grouping things together without proper knowledge or research. false analogy, where the two things being compared or argued are too different to be correctly used like that, and then they go on to list the rest.
Saturday, February 13, 2016
Chapter 18 Skills 18.1
Skills 18.1
In this Chapter the Authors start by explaining the difference between a narrative story and an and then chronology. In their description they say that both a story and chronology depict events as they happen in time, but thats where the similarity ends and a story evolves and becomes something more by exploring more than just the depiction of the events.
They list 4 criteria for a "story": Depiction of events Through time, Connectedness, Tension, and Resolution. The first two Criteria are often found in chronology and story, while the other two are what separate the two. They go into further depth over the four criteria. They use references and draw back to the stories in the book we read for class and used them for examples as they explain each of the four parts and how they all fit together. For the connectedness section they talk how the in the story they fit in better and more thematic while in the chronology it is basically just sequentially and in a chronological order rather than in what order works best for explaining the story.
In this Chapter the Authors start by explaining the difference between a narrative story and an and then chronology. In their description they say that both a story and chronology depict events as they happen in time, but thats where the similarity ends and a story evolves and becomes something more by exploring more than just the depiction of the events.
They list 4 criteria for a "story": Depiction of events Through time, Connectedness, Tension, and Resolution. The first two Criteria are often found in chronology and story, while the other two are what separate the two. They go into further depth over the four criteria. They use references and draw back to the stories in the book we read for class and used them for examples as they explain each of the four parts and how they all fit together. For the connectedness section they talk how the in the story they fit in better and more thematic while in the chronology it is basically just sequentially and in a chronological order rather than in what order works best for explaining the story.
Thursday, February 4, 2016
Ch 16 concept 16.4
Concept 16.4
This section of the book is on peer reviewing, a topic present in most every english class I've every taken but one that is almost never expounded upon. Only in brief spurts are we explained how to properly review someone else's paper and give them proper feedback to help them revise, nor are we taught how to use someones review to revise and better our work and our own skill. This chapter explains helpful positive ways of helping a peer improve their paper and proper responses to problems that could be found in a paper. They give a quick guide to peer reviewing, and it includes telling us how to do a basic overview, essentially finding the biggest global issue in the paper and addressing it, going into more depth and finding smaller global issues in the paper, and evaluating the writer's argument, basically delving into the soul of the paper and determining whether the base of the paper, the thesis or argument, is fitting, well made, or approached correctly in the paper. Only after all this is it ok to go after small grammar, spelling, and minor placement errors. LAstly they approach the responsibility of the peer reviewers, explaining how peer reviewing is so important on multiple levels, including the fact that focusing when peer reviewing can help you find mistakes in your own paper and writing and as you help your peer fix theirs you can learn how to fix your own.
This section of the book is on peer reviewing, a topic present in most every english class I've every taken but one that is almost never expounded upon. Only in brief spurts are we explained how to properly review someone else's paper and give them proper feedback to help them revise, nor are we taught how to use someones review to revise and better our work and our own skill. This chapter explains helpful positive ways of helping a peer improve their paper and proper responses to problems that could be found in a paper. They give a quick guide to peer reviewing, and it includes telling us how to do a basic overview, essentially finding the biggest global issue in the paper and addressing it, going into more depth and finding smaller global issues in the paper, and evaluating the writer's argument, basically delving into the soul of the paper and determining whether the base of the paper, the thesis or argument, is fitting, well made, or approached correctly in the paper. Only after all this is it ok to go after small grammar, spelling, and minor placement errors. LAstly they approach the responsibility of the peer reviewers, explaining how peer reviewing is so important on multiple levels, including the fact that focusing when peer reviewing can help you find mistakes in your own paper and writing and as you help your peer fix theirs you can learn how to fix your own.
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