Revising withRhetorical Appeals
Revising with Rhetorical Appeals LEARNING GOALS: By completing this assignment, you will: · use peer review as a writing process activity for revision · revise your writing using to incorporate the three rhetorical appeals · enhance your use of development strategies for a piece of writing · demonstrate your understanding of the rhetorical appeals · improve your use of common formats and conventions (e.g., structure, tone, mechanics, citation) for writing TASK: Your job is to perform a substantial revision of one of your first three major writing assignments, using your classmates' feedback and the rhetorical concepts you have learned so far as guides to enhance your writing. Your ultimate goal is to make your revision into the absolute best piece of writing you can manage. This revision should be closer to achieving its goals and engaging its readers than anything else you have written this semester. To complete this assignment, you will need first to select the major writing assignment that you will revise. Then, you will give and receive peer review feedback in this unit's Peer Review assignment. Your classmates' responses to your work should be your starting place. If they have done a good job, your classmates will give you plenty to work with! You should also use all relevant feedback from your instructor as a guide to revision. This assignment requires significant revision. That means that it will not be enough to simply edit your punctuation, run spellcheck, add a quotation or two, and come up with a new title. So, if you aren't simply editing your prose, what should you be doing in revision? This is where the rhetorical concepts that you've learned in class so far will help. Let's recap. You have learned about: · The rhetorical triangle: writer, audience, and subject · Connections between genre and social context · Making arguments using claims & reasons why · Thinking of argumentative writing as a conversation · The three appeals: ethos (credibility, trustworthiness), pathos (appeals to emotion), logos (appeals with logic & reasoning) Each of these concepts can help guide you thinking in revision. For instance, you might consider the audience you are invoking in your writing. What can you count on your audience to know or believe already? What might you have to explain to them further? Likewise, you might think about genre. Is your writing closer to a narrative? If so, you might want to take a close look at your use of tactile details, dialogue, scene-setting, and characterization -- the tools of narrative. If your writing is an argument, you may want to focus on using claims and reasons why, and on anticipating your readers' objections and any alternate perspectives on your issue. Finally, you might think about your goal or purpose in your writing. Ultimately, what sort of reaction are you hoping to get from any potential readers? What is the message you want to send? What aspects of your subject need to be explored? Let these questions guide your work. You will gain many more ideas about where to focus your revision in this unit's mini-lectures, as well as in your work on your Writer's Journal. Good luck revising! COVER LETTER: When you submit this assignment, include a brief cover letter (no more than 300 words) that answers the following questions: · What are the most significant changes you have made to this writing assignment? · Why did you make these changes? · What peer feedback was most helpful? Why? · What instructor feedback did you incorporate into your revision? · How has this piece of writing evolved from its original purpose or goal? Would you say that the message is the same, or has it changed in some way? Include your cover letter as a comment on your upload -- not as a separate document. Your cover letter will not count for or against your grade, but will help your instructor respond best to your writing. LENGTH, DESIGN, & FORMATTING: At this point in your writing process, the length of your writing is less important than its effect: you want your writing assignment to achieve its goals, whatever length that takes. In many cases, this revision will be significantly longer than the original assignment -- although length is not necessarily a sign of quality. As always, make sure to fully explore your subject, using development strategies that help you support, clarify, and extend your focus. Use MLA guidelines for document design. This includes using 1-inch margins, double-spaced type, a page number in the upper right corner, and a Works Cited page. Remember, titles are rhetorical: make sure that your revision has a title that helps the piece achieve its goals. To allow your instructor the ability to post marginal commentary, you must submit this assignment as a .doc, .docx, or .pdf file. You can save files in these formats with most word processors, including Web-based programs like Google Docs, Word Online, and Open Office. If you are using a web-based file storage system like Google Drive (Links to an external site.) or Dropbox, be sure to learn exactly how to transfer files from your storage system to Canvas. A NOTE ABOUT SOURCES: Whenever you use sources, cite them using MLA in-text and end-of-text guidelines for citation. This includes placing the quoted material in quotation marks, clearly indicating the author of the work, and providing a page number for the quotation, if applicable.Include a Works Cited page with an entry for each source that you referred to in the main text. Use MLA guidelines to create your Works Cited page. For examples and discussion of how to work with sources in writing, see the Purdue OWL resources on using research: https://owl.purdue.edu/owl/research_and_citation/using_research/index.html INSTRUCTOR RESPONSE & GRADING: You can expect your instructor to provide substantive response and feedback to your assignment within 6 days of the deadline. Please review all instructor feedback, including marginal commentary, which you can access by clicking "View Feedback" once your assignment has been graded. You should use your instructor's feedback to as a guide to any further revision of this piece for your portfolio, should you choose to include it. Your assignment will be graded using a rubric derived from the rubric used to grade your final portfolio. Please note that the rubric for this assignment places importance on development, rhetorical awareness, and evidence of revision. Lok Dhungana Professor Elizabeth EN105 1/19/2021 Learn from the mistake We are all man, we all make mistakes, but within the end, it seems to be usually learning a lesson. Making mistakes is attribute, none people are excused from it. penning this paper, I guarantee I'll need to write many drafts without mistakes, and to fulfill the standards that must be met. It's natural to create these simple mistakes. But as I'm making mistakes on this paper and correcting them, making mistakes in reality and correcting those makes for better Homo sapiens. During my life, I've got made heaps of mistakes. Some I can remember well and a few that I remember but I don't want to recollect them. But I've got learned many lessons from these mistakes. One lesson happened at the age of seventeen, the age where I believed I used to be invincible and that I could do no wrong, the age where I believed I used to be an adult. The day I got my permit, I need to drive my dad’s car and both of my parents immediately told me, “be careful, drive slow, and drive safe” and that they also would tell me that if I don't be a secure driver and watch everyone around me, it could cost you, your life or someone else’s live. For the foremost part, you'll pay the worth for being reckless. Finally, 2013 hit and that I received my license! it had been a giant day on behalf of me. To me, I believed I used to be an adult, freedom, unengaged to hit the road, no parents to drop me off or pick me up. I did obey the regulation and other rules of the road as my parents told me. But, once I had employment and other things to try to do, they slowly became lesser. that's after I learned my lesson on trying to chill and not obeying my parents. A month approximately ago, I made stupid mistake. It absolutely was a pleasant afternoon, I used to be going home from work and that I was texting and driving and was going excess of the regulation in my neighborhood. I used to be visiting the block over from mine and that I turned my car and that I hit two sewers and made an enormous noise. after I got home, I heard like air coming from somewhere and that I looked down at my tires and that I popped both of my ride hand side tires. I saw my aunt and he or she asked me what I did and that I was like I don’t even know. I assumed I just hit some tree limbs and thought I popped it that way, but thinking back, I popped them both from hitting two of these sewers on the block over. Earlier that week, I got my graduation money and that I was happy to save lots of it, but since I popped both of my tires, it ended up costing over half what I got for graduation and that I was so mad. It had been the stupidest mistake I could have ever done. Looking back, I've got learned to concentrate to the road and go the right ordinance. Today, I'm still making small mistakes but I learn from them and fix them. These lessons taught me to own patience and to be more alert after I drive. I could have seriously hurt myself or somebody else, but now I do know to really concentrate to the globe around me and hear what my parents told me after I first got my permit and license, to “be careful, drive slow, and drive safe.”