Question;Week 1 discussion;The Writing Process (graded);Your textbook describes genres as ?ways of writing and speaking that;help people interact and work together? (Johnson-Sheehan & Paine, 2010, p.;2). List a few different genres in which you write (such as academic papers;text for social networks, business documents, diary entries, or poetry), select;one, describe the specific kind of document you typically produce, and then;discuss your process for creating that document.;Essay;Writing (graded);Your assignment this week is to;write a draft of your rhetorical analysis. First, read this week's;lecture. Then go to the search engine of your choice and search for this;phrase: "vintage ads." Include the quotation marks to search;for exactlythat;phrase.;Tell us about the ad you chose: name the product and;the year the ad was published.;Remember that the goal of advertising is to make you spend;your money on products and services. Does the ad motivate you to buy the;product or service?;How does the ad useethos,pathos;orlogosto make you desire the product?;Ethosrelies;on the credibility or the authority of the ad itself ("I'm not a;doctor, but I play one on TV.");Pathosis;an appeal to your emotions ("Coke adds life.");Logosis;an appeal to your intellect (Ads that show great gas mileage numbers for a;car appeal to your intelligence?they imply that you have the brains to buy;the most efficient vehicle.).;What elements create ethos, pathos, or logos in the ad that;you chose? Discuss 2-3 elements that work to create therhetorical;appeal(ethos,logos,pathos);that you detect. Some elements you might analyze are;The;use of colors;The;appearance of people in the ad or their expressions;The;way the product is photographed or displayed;Words;used in the ad;Here is some advice. In your discussion;1) Avoid summarizing the ad?let's not look at the ad and;describe it. Keep in mind that this is not a description paper.;2) Avoid talking about your experience with the product or;service depicted in the ad. Keep in mind that this is not a testimonial;paper.;Make sure that you are writing about how the ad makes you;want to spend your money on a product or service. Ethos, pathos, logos...;By working on this now, you will write material that you can;use in your draft to turn in this week.;Week 2 discussion;Rhetorical;Analysis (graded);The purpose of ?rhetorical analysis? is to determine if, how, and;why something is influential or not. As a consumer, you are exposed, every day;to messages designed to get you to buy a product or service. Select some kind;of advertisement from television, radio, a magazine, or the Internet, briefly;describe the message, and discuss its use of reasoning (logos), credibility;(ethos), or emotion (pathos) in persuading you to take action.;Analyzing;(graded);Look at the draft of your working analysis paper and think about;the overall topic, angle, and purpose. How well does the draft state what the;topic is, describe some sort of fresh angle, and accomplish its intended;purpose? Assess the draft?s strengths and weaknesses, and propose two ideas for;revision that could help clarify the purpose, narrow the topic, or develop the;angle.;Week 3 discussion;Audience;(graded);If you were asked to create;a brochure or give a short presentation on bicycle safety to a group of 4thgraders, how would you profile them;as an audience? What values would they have? How can you generalize them;as an audience without stereotyping? What information might you need, in;addition to the fact that they are fourth graders, in order to create an;effective message for them?;Week;4 discussion;Evaluating;Sources (graded);When;using sources of information to support your own ideas, you are making your own;writing more credible and believable. This way, your writing has more;authority, but how do you know a source is credible and believable when you?re;searching for sources of information to support your writing?;Editing;Proofreading, and Citing (graded);As an improving writer, you are learning and employing many new;strategies in every document you write. Working as a class, use this;discussion area to create a revision, editing, and proofreading checklist for;college students (and yourself) to use when writing academic papers that;include citations in American Psychological Association (APA) style.;Week 5 discussion;Outlining (graded);This week you begin working on your final paper;the position paper. A position paper explains both sides of the issue;but argues one side over the other. After you have read Chapter 11 and;this week?s lecture, choose your topic, one that has at least two clear points;of view that can each be defended.;To help you choose a topic, think about what issues;have come up in your own life or what you have heard in the news lately.;Consider topics that are controversial, like the topic of "social;networking" in the lecture;Social Networking;Some feel;that social networking is a valuable tool for communication.;Others;believe that it is a medium for cyberbullying and biased;information.;Do not choose topics that are moral or religious in;nature (e.g. creationism vs. intelligent design), as sources will be inherently;biased.;In your own words, tell what you see as the two;sides of the story;The point;of view you wish to build upon about this topic and the supporting details;you will use, and;The point;of view that contradicts your point of view and the supporting;details you will use.;In this discussion, comment on one another's ideas;giving pointers so that you can each improve or take your paper in another;direction. This is the time to ?bounce? ideas off each other. Other people;might point out aspects of your topic that you never considered, and you could;do the same for them.;By working on this now, you will write material;that you can use in your outline to turn in this week. The outline is the;foundation of your position paper, so getting valuable feedback now will help;you write a successful paper.;Perspectives;Reactions (graded);After reading ?TV Watching: The Top Environmental Hazard for;Children? by Todd Huffman, note your initial reactions to the essay. In one;paragraph, record your strongest reaction to the essay and explain why you;think you may have reacted that way. From what perspective are you reacting;that of a parent or that of a child? What factors outside of the essay might;have influenced your reaction?;Week 6 discussion;Persuasion (graded);Earlier in the course, we;discussed ethos, pathos, and logos in the context of advertisements, which are;generally persuasive messages. Persuasion is a more general purpose;wherein one?s main goal might be ?to persuade? or it might be ?to justify,? ?to;convince,? or "to argue.? To create an argument, you must begin with;an arguable claim?one that is neither factually ?right? nor factually ?wrong?;nor based solely on personal judgment. Of the many strategies for;creating an effective argument is the practice of avoiding logical;fallacies. Identify a logical fallacy and discuss, briefly, how its use;could harm the integrity of an argument;Writing Process (graded);Describe how your writing process has evolved since the start of this;course. Explain exactly what you are doing differently, and how the new;practices have contributed to your overall improvement as a writer. Name one;aspect of the writing process you still want to work on even after you complete;this course.;Week 7 discussion;Writing to Print Vs. Writing for the;Internet (graded);If you're asked to present;information, you may have the option of oral or written delivery. Each medium;has unique requirements. Further, where written information is concerned, print;versus electronic texts also have unique characteristics. Please click on;the link and read the attached essay,"Writing Style;for Print vs. Web," by Jakob;Nielson. What are the similarities and differences between writing for print;and writing for the Internet? How might you need to alter the same message to;deliver it as an oral presentation live or via the internet?.
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