Category: Mid-Process Reflections (Page 1 of 2)
In the article, Backpacks vs. Briefcases, by Laura Carroll, some terms I learned about were the meanings of ethos, pathos, logos and the meanings of them both and I learned how they were used in rhetorical ways. I briefly learned about these in high school so it was nice to read about them more. I also liked learning about them, because it was interesting to learn about the process we use in our lives even if we don’t know about it. What I liked about both the articles was that it allowed into depth analysis of writing.
What I liked about the two articles are it taught that you can be saying one thing to someone and it can cause a different meaning to someone else. That sometimes there is more to something that meets the eye. In the Carroll article the TERM I learned was that there is actually a specific term for someone who is rhetoric and that’s “rhetor” I never knew the extent of being rhetorical can lead into and how specific that topic can get.
In these interesting experts “Backpacks vs. Briefcases” by Laura Carroll and “Teaching Rhetorical Analysis” by Nelson Gaff, the author tends to go over some interesting topics. In the excerpt “Backpacks Vs. Briefcases”, the author is describing how the Rhetorical analysis has been around for so long and how society is so used to it, we often don’t realize how big of a deal it maybe. I found myself understanding the “Backpacks Vs. Briefcases” more than “teaching Rhetorical analysis due to the fact Carroll actually puts an image in your head right off the bat you could automatically relate to. For example, when she mentions first impressions, that’s probably the best thing I could relate to due to the fact I am guilty of doing it. They go on to talk about how it mostly impacts mostly on students. “Teaching Rhetorical Analysis” wasn’t bad, I believe it gave me a broad sense on what the topic really was and what age groups are mostly affected. Some words I came across that weren’t so glamorous was aberration, which is a state or condition markedly different from the norm.
In this article “Teaching Rhetorical Analysis to Promote Transfer of Learning” by Nelson Graff, discusses his ways of teaching students to learn and analyze the different ways of rhetorical analysis. Also helping students think about writing in ways to improve their work. The knowledge the students absorb will also be useful for them outside of school.
In this excerpt written by Laura Carroll, talks about the rhetoric analysis we all make and the responses we get without realizing. We’ve learned to interpret and analyze these types of rhetoric and its become a common thing for us that we don’t realize how fast we preform it. This learning and thinking style teaches us to express, create and be more open.
I’ve enjoyed this article, and I felt like I actually learned something about rhetorical writing. But it makes me want to use more bigger words and I would add it to my vocabuarly. And i was doing some reading as well but im still learning a few.
If we are being honest here, I may have enjoyed this article. I felt like I actually learned something about rhetorical writing. I was very intrigued at the three artistic appeals (pathos, ethos, and logos). Seeing their definitions and application gave me good insight to how rhetorical writers write.
In the article “Teaching Rhetorical Analysis To promote Transfer Of Learning” by Nelson Graff discusses how he helps students write in ways that enhance their work beyond an english or composition class. Students learn and analyze how rhetorical analysis is used for many different purposes. In fact conducting rhetorical analysis with students illustrates how language works in everyday life. In addition these new skills and knowledge students acquire can be utilized for future occasion in or out of school.
In the article by Nelson Graff provides many examples of the points being conveyed. It also illustrates readers how students learn to adapt new skills while still enhancing their background knowledge they have. One word I learned was Implicitly, which means not directly expressed.
