Ads for Essay 2

Writer's Blog: Summary & Paraphrase

Mad Men by Heather Havrilesky

Havrilesky opens her essay by describing how Americans are always searching for an upgrade instead of appreciating the good they already have. She then supports her claim by suggesting that this is the ideology behind AMC's Mad Men. She describes details of multiple characters from the show that further reflect her reasoning. For example on page 172 in the first paragraph she describes how the American Dream is mass produced causes the characters to suffer the consequences of the costs.  Don is then forced to suppress his feelings for Betty in order to divorce her and be fully engulfed in his true love for his career. How can we be sure Don would fully perpetrate to anything? The premier suggests Do still is not comfortable with submitting his whole life to his career. With not being tied down to a woman, he is free to attract women who have more intellect than him, as it seems that he enjoys the constant challenge rather than being matched. A quote that I have been attached to in this piece of literature is in the begging when she describes how Americans are always searching for something better; "It's a sickness that's infused into our blood, dissatisfaction with the ordinary that's instilled within us from childhood." I admire this quote because it angles out the reality of American's mindset in a way that can easily be related to.

In class Lab: Presentation Group

Paraphrase: The Veggieburger McDonalds ad specifically targets meat loving audiences, based on the German language it is written in. Additionally the words “Jetzt neu: Der Veggieburger” conveyed two messages. First the words “Jetzt neu” mean “Now the New” implies renewed opportunity for a healthy lifestyle. Second, “Der Veggieburger.” tell the audience that McDonald's Veggieburger is the only Veggieburger worth buying. Summary: The Veggieburger McDonalds ad focuses on promoting a new and healthier lifestyle for Germans. Quote: “Jetzt neu: Der Veggieburger.”

In Class Lab: Textual Analysis

1.       PETA, Mercy for animals, and Freedom For Animals

2.       The pig ad is intended for shoppers who purchase their pork from Walmart to convince people to buy their meat elsewhere. The hair product ad is targeted towards women to influence them to purchase cruelty-free products. The PETA ad targets upper class fur- wearers to emphasize the abuse animals went through so that people could wear the fur. All three of these ads make the buyers feel guilty about what they’re buying and enlightens them to abuse that animals go through.

3.       There are derogatory slogans written on all three of the ads to hook people’s attention, and also provides facts about animal cruelty.

4.       The purpose of this text is to bring attention to animal cruelty and relate it to everyday things that people buy, that they aren’t aware are related to animal cruelty. The images are snippets of the cruelty that animals go through. The creators are anti-animal cruelty, and are trying to influence people to stop buying products that support animal cruelty.

5.       They seem to be working towards their purpose by also targeting women in all three ads. The hair ad appeals to women because that’s who would be buying the product, the Walmart ad would most likely target women as well because women typically do grocery shopping for the household, and the fur ad appeals to women because women are more likely to wear fur than men. The creators want to stop animal cruelty.

6.       The Walmart ad represents evidence that we used to support our answers through the picture of the pig behind bars; signifying the unfair lifestyle the pig goes through in its short life. The hair product ad at first comes across as a typical beauty ad, except for the skin abscess on the side of her face and the slogan written underneath the picture. The fur ad provides evidence linking compassion towards the animal to how wrong wearing fur is because most people wouldn’t harm their own animals for fur, so why should other animals suffer?

7.       Collectively, the ads ads promote vegan-ism/vegetarianism while aiding the fight against animal cruelty by exposing facts to the public. 

Rubin's Essay Questions & Summary

1. The insight that Rubin offers about the Coca-Cola ad revolves around the ad targeting specific people in the workforce, and then placing them on the poster based on levels of importance. The evidence she provides to support her analysis is described in each area of the ad that she analyzes and connects the relevance of the time period to her opinions of what the ad is saying and how. For example, in paragraph two on page 180, she says; "Another important factor to consider: everyone in the ad is white. During the 1950's there was still a great deal of racial prejudice and segregation in the United States. Coca-Cola was attuned to white society's racial intolerance and chose in this ad to depict what they undoubtedly saw as average Americans, the primary demographic of the audience for this publication: Coca-Cola employees."  She persuaded me to accept her conclusions and agree with her analysis by supporting conclusions she made with strong, factual evidence.

2. She incorporates historical context by connecting the time period to specific points in the ad and explaining why the ad was designed how it was. This information contributes to her analysis because the historical context heavily supports her opinions and ideas about the ad. For example, in paragraph three on page 180, she says; "In 1950, then, the kind of diversity that Coke wanted to highlight and appeal to was economic and war - related. Today, such an ad would probably represent the ethnic diversity missing from the 1950's version, with smiling, young people of diverse skin colors and racial features relaxing with Cokes, probably now in can rather than bottles."

3. The main question that I would answer using this analysis in what ways has advertising evolved in the last sixty years? What specific events lead up to this change in American culture?

4. Ads like this 2014 Infusium product have represented how much power attractive women have in magazine ads. This ad is not even related to men yet there is a sex appeal hinted to draw attention. I think that even though the context of ads may have changed over time, the white men will always be the main focus of most advertisements.
 

Summary

Rubin's essay reflects a relevant analysis to compare ad's in the past to present day advertising, and how specific characteristics have changed over time. This analysis is relevant because Rubin establishes authority in describing aspects of the ads in a way that any audience can comprehend. She begins the essay by discussing why advertisements are created in the first place; to persuade.  She then goes into detail as to how "specific advertisements are tailored to their audience via text and images that reflect and appeal to the ideas, values, and stereotypes..." From there, she goes into describing how these points are relevant in the Coca-Cola ad by directly correlating them to thoughts she has applied to the ad. She directs act aspect of the ad and explains why it is relevant that the ad was designed a specific way. For example, she relates the time period of the ad to the amount of white makes pictured in the ad, as this would be Coca-Cola's main targeted audience. She closes her analysis by explaining how Coca-Cola has "reflected the values of the time, their enormous success eventually meant that Coke ads helped shape the American identity."

P. 175 Questions- Mad Men

1. Havrilesy's main insight about Mad Men is how the idea of the American Dream is so far from the reality. In the fourth paragraph, she says; "Maybe this is why AMC's hit series Mad Men... resignates so clearly at this point in history, when the promise of the boom years has given way to two wars, a stubborn recession and a string of calamities that threaten to damage our way of life irreparably. Somehow Mad Men captures this ultra-medicated, postmodern moment, underscoring the disconnect between the American dream and reality by distilling our deep seated frustrations as a nation into painfully palpable vignettes."

2. Havrilesky establishes her authority to write about this show when she thoroughly describes specific events that happen in the show. This represents her authority because it shows that she knows enough about the show and watches it enough to gather a conclusion based on evidence.

3. She appeals to reader's emotions throughout the entire analysis because she includes the audience in her analysis by saying things like "we can see here...". This makes the audience feel connected to the author and includes them in the analysis. A good example of this is in the third paragraph on page 174 where she states; "Behind the impeccable facade, of course, we see the longing in Pete Campbell's tired face, we see the fear in Betty's eyes as she sits down to dinner with her brand new mother in law." By wording the analysis this way, any reader, even if they have never watched the show, can connect to what she is describing and feel involved.

4.  I haven't watched Mad Men,  but after reading this analysis I fell that I can understand the basic concept of the show as she described it. The author has inspired me to watch it simply to be able to further connect to this analysis and make an informed decision on whether I agree with her inferences or not.

"Stay Sweet as you are" - Analysis

The author of this essay, Doug Lantry, begins with a clear thesis that focuses on the sexism in ads directed towards women, and describes the advertisements to support his claim. These ads are from the 20's, 30's and 50's. He uses the pictures as evidence by describing them in a way that supports his claim and helps the reader to understand why he has made his claim. Lantry doesn't acknowledge any counter arguments in this essay. The author makes his authority relevant through his vocabulary and how he writes this essay. He uses a commanding tone to resignate himself as an influence to the reader.

Group discussion- Writing an Analysis

 Think about other people’s writing as well as your own while writing an analysis. Use and point out specific details that support your thoughts.It's important to focus on the argument and stick to a clear point to relate to the audience.  One way to approach writing an analysis is to back up your statements, same characteristics as writing a narrative. The author should make a clear thesis and support it throughout the analysis with multiple resources mentioned to back it up.

Narrative Questions

1. Main point: To inform the reader that "Writer's Workshop"  inspired my love for literature and why it made such a big impact.

2. Audience: Peers and my professor. I constantly reminded myself who my audience would be as I wrote the narrative, and I have displayed it in a way (1st person) that illustrates my thoughts and emotions clearly and connects them to the story.

3. Feedback: While writing this narrative, I had my classmates read it over and they gave me informative feedback that I was able to tweak into my essay before publishing the final draft.

4. Process: While writing this essay, I learned that the best way for me to focus on the point of the story is to remind myself who the audience will be, and how clearly they will be able to interpret what I write.

5. Areas to focus on? Paper's strengths/ weaknesses?: I think the purpose of my story really becomes the clearest after Mr. Fulton described the intent of the workshop. I am confident that my details are vivid enough to make the story come alive in the audiences mind. I am concerned that a weakness may be strongly connecting one paragraph to the next.

Unit 2

Decision (small-major)	How did it affect you?	Information gathered	How does this describe your interests?
Making toast for breakfast	How full I would be until lunchtime	I chose the easier way to eat because it took less time	I value what I eat on a very low level
What to wear	Dictated how I would feel about myself throughout the day	I took every piece of clothing into account and contemplated how I would look	I value what I wear on a semi-important level, but it’s not very important
When to leave for class	I didn’t want to be stressed for time so I left early	I made my judgment based on how long it takes me to get to school	This shows that I value my classes and make it a priority to be on time
When to study	How much of the material I understand for the test	I chose to study rather than go to a party	This represents how I highly value my GPA
Going to an interview	I wanted to prove that I was worthy enough to get the job so I researched the company online	I decided to show my knowledge of the company to the interviewer as a reflection of how much I value the opportunity	I am very motivated to get a job so I make it a priority to research about different companies
Completing an essay	It affected how much time I had between school and my social life	I want to maintain a good GPA for myself so I decided to complete my essay early	This shows how much I value my schoolwork over my social life

Decisions p. 138

p.141

http://www.tripadvisor.com/ : More visually appealing, easier to navigate, you are able to connect with your friends on this website via Facebook

https://www.expedia.com/Plan.d6055310.Destination-Travel-Guides : More focused on advertising than providing information on the homepage, has a mobile version to navigate easier

Both of these websites advertise package deals for vacations through multiple companies that are otherwise difficult to find. My website of choice would be Trip Advisor because it is more visually appealing in the sense that it advertises brighter colors to draw attention to important deals that may interest you. Trip Advisor is also more user friendly than Expedia, as it has an organized column across the top, and reviews, photos and forums in their own tabs at the bottom. I would change the Expedia website to have a more organized list of links and resources rather than random links spread throughout the page. I would also add more appealing, brighter colors to Expedia rather than the boring blue color it currently has. 

Personal Narrative Final Draft: Writer's Workshop

Flutters of excitement rolled through my stomach like waves as we arrived at Olympic College. A crisp morning breeze surrounded my face, flushing my cheeks and nose with a red tint. My teacher, Ms. Martin, escorted me off the bus along with a few students from my school. It was hard to locate her among the sea of people, as she blended in due to her short height. The morning sunshine shone through the trees so beautifully, it seemed a photographer should have been there to capture the moment. As I made my way to the auditorium, I pondered how I could be skilled enough in English to be recommended for this Writer's Workshop. I felt as if I had been invited to a VIP event, and in a sense I was. When the squeaky doors were pried open by the security guard, a rush of musty carpet smell rushed over me. It was like walking into a basement.

The auditorium was so dark that nobody could see where they were going. After aimlessly trying to find our seats for a good five minutes, the guard finally managed to locate the light switch. I quickly found an aisle seat and plopped down next to my teacher. Once everyone was seated, the speaker, Mr. Fulton, announced in a booming voice; “Ten minutes until we begin children”.  This awkward- looking man decided to wear a button down shirt with khakis. The outfit looked professional enough, except for the wild thick hairs that poked out of his formal shirt as if they were saying hello. I could not wrap my mind around how much body hair he had visible with clothes on.  It surprised me how such a funny looking man could sound so intimidating. After chatting with my teacher about how bushy Mr. Fulton’s eyebrows were, the squeaky doors had been opened again, allowing fresh air to fill the auditorium once again. I didn’t recognize any of the faces that walked in, but judging by their age, I assumed they were from another elementary school in the area. My assumptions were confirmed when my teacher excitedly squealed; “Hello Ms. Pitcher!” Ms. Pitcher looked like a gorgeous Amazonian goddess to me. Her perfect curly hair, her long legs and beautiful smile made me instantly comfortable around her. Ms. Martins’ shorter legs made her look like a munchkin compared to Ms. Pitcher though.

After the process of opening the shrieking doors and more student’s flooding in repeated four more times, Mr. Fulton boomed “We are now ready to begin the lecture. Please quiet down and be respectful of the guests we have invited to speak to us today.” After the room fell silent, Mr. Fulton went on explaining why we were there. “You are all here as a privilege because your teachers see great potential in your work as a writer, not because you are the perfect writer already. Writer’s Workshop is a specialized field trip for grade school level students who are skilled in composing literature. Only six or seven kids are chosen throughout the school to partake in a session lectured by a college professor, and 2 authors who describe how literature became an avenue for their career. Each person will be introduced on stage by me, the speaker. As this lecture continues, you will begin to understand how there is always room for improvement as a writer. You will be exposed to other people’s experiences that you may or may not relate to. The point of all this is to show you what you can achieve by refining your skills and pursuing literature.”

 Everything made so much more sense in that moment. It was as if a lightbulb had finally flickered on and illuminated my brain. I felt empowered to learn that my skills and enjoyment for writing lead me to an exclusive opportunity to explore other forms of literature. It was an organized setting that didn’t leave any room for error. I was lost in my own thought as Mr. Fulton introduced the first author. I was so proud of myself I couldn’t even concentrate on his loud obnoxious voice producing elaborate words. I began to wonder what would have happened had I not been given this opportunity. Would I still be inspired to write as vigorously as I had been before? A round of applause interrupted my thoughts as the first author walked onto the stage. She was dressed as if she belonged to a fashion agency. The way she sported her neon pink sweater with dark wash jeans made me envy her beauty. She gracefully sauntered across the stage and took the podium. “I will begin my portion of this presentation by stating that as a writer it is important to understand all types of literature, especially the less- interesting ones.” The whole room giggled. 

She then exposed her name, Adeline, and began discussing how she believed that her love for writing began as a young child when she started reading novels more frequently. As she continued, I wondered if the same was true for me. I had always been good at reading and I enjoyed it… did it also make me a better writer? As I thought through the complex questions I asked myself, the answer became clear to me. Reading other’s works gave me insight to good writing. I was able to connect my writing to my reading because I had been exposed to different types of writing via reading. I must have gotten lost in thought again as she explained I more detail because the nest thing I knew I was being interrupted again by the applause. 

The next author rose to the stage as Adeline seemed to float off. He wore a tan poncho and blue rain boots. Yet another odd duck to remember from today. He clunked across the stage as if his feet were heavy stones. He took the podium and started speaking in a monotone voice. It immediately made me lose interest in whatever he had to say. So much that even to this day I cannot remember a word that came out of his mouth. Not even his name. I hope it wasn’t anything too important or life- altering. I kept reflecting back to the first author and how she came up with her reasoning. I also thought of her first statement; “… as a writer, it is important to understand all types of literature, especially the less- interesting ones.” At this point in my life I had not discovered a boring type of literature. Even now, I enjoy all forms of literature and try to connect them to me so that I may understand them better. 

As the second author’s mumbling stopped, a round of applause gave him permission to clunk his way off the stage. Mr. Fulton announced that we would be doing a few writing activities, then be escorted to the cafeteria for lunch, and be sent back to school. As papers were passed down row by row, the authors gave their farewells and exited the auditorium. Once I received my paper, I started analyzing it immediately. The activities weren’t just boring handouts that we filled out, they were basically mini essay questions that we had to answer in the form of literature listed next to the question. This was the first time I was exposed to critical thinking, and it made me realize how much I enjoyed writing in this style. Although I cannot recall each form of literature I worked with that day, I remember leaving the OC campus that day being more motivated than ever to become a better writer and broaden my knowledge of literature.

Revised Narrative draft

Flutters of excitement rolled through my stomach like waves as we arrived at Olympic College. A crisp morning breeze surrounded my face, flushing my cheeks and nose with a red tint. My teacher, Ms. Martin, escorted me off the bus along with a few students from my school. It was hard to locate her among the sea of people, as she blended in due to her short height. The morning sunshine shone through the trees so beautifully, it seemed a photographer should have been there to capture the moment. As I made my way to the auditorium, I pondered how I could be skilled enough in English to be recommended for this Writer's Workshop. I felt as if I had been invited to a VIP event, and in a sense I was. When the squeaky doors were pried open by the security guard, a rush of musty carpet smell rushed over me. It was like walking into a basement.

The auditorium was so dark that nobody could see where they were going. After aimlessly trying to find our seats for a good five minutes, the guard finally managed to locate the light switch. I quickly found an aisle seat and plopped down next to my teacher. Once everyone was seated, the speaker, Mr. Fulton, announced in a booming voice; “Ten minutes until we begin children”.  This awkward- looking man decided to wear a button down shirt with khakis. The outfit looked professional enough, except for the wild thick hairs that poked out of his formal shirt as if they were saying hello. I could not wrap my mind around how much body hair he had visible with clothes on.  It surprised me how such a funny looking man could sound so intimidating. After chatting with my teacher about how bushy Mr. Fulton’s eyebrows were, the squeaky doors had been opened again, allowing fresh air to fill the auditorium once again. I didn’t recognize any of the faces that walked in, but judging by their age, I assumed they were from another elementary school in the area. My assumptions were confirmed when my teacher excitedly squealed; “Hello Ms. Pitcher!” Ms. Pitcher looked like a gorgeous Amazonian goddess to me. Her perfect curly hair, her long legs and beautiful smile made me instantly comfortable around her. Ms. Martins’ shorter legs made her look like a munchkin compared to Ms. Pitcher though.

After the process of opening the shrieking doors and more student’s flooding in repeated four more times, Mr. Fulton boomed “We are now ready to begin the lecture. Please quiet down and be respectful of the guests we have invited to speak to us today.” After the room fell silent, Mr. Fulton went on explaining why we were there. “You are all here as a privilege because your teachers see great potential in your work as a writer, not because you are the perfect writer already. Writer’s Workshop is a specialized field trip for grade school level students who are skilled in composing literature. Only six or seven kids are chosen throughout the school to partake in a session lectured by a college professor, and 2 authors who describe how literature became an avenue for their career. Each person will be introduced on stage by me, the speaker. As this lecture continues, you will begin to understand how there is always room for improvement as a writer. You will be exposed to other people’s experiences that you may or may not relate to. The point of all this is to show you what you can achieve by refining your skills and pursuing literature.”

 Everything made so much more sense in that moment. It was as if a lightbulb had finally flickered on and illuminated my brain. I felt empowered to learn that my skills and enjoyment for writing lead me to an exclusive opportunity to explore other forms of literature. It was an organized setting that didn’t leave any room for error. I was lost in my own thought as Mr. Fulton introduced the first author. I was so proud of myself I couldn’t even concentrate on his loud obnoxious voice producing elaborate words. I began to wonder what would have happened had I not been given this opportunity. Would I still be inspired to write as vigorously as I had been before? A round of applause interrupted my thoughts as the first author walked onto the stage. She was dressed as if she belonged to a fashion agency. The way she sported her neon pink sweater with dark wash jeans made me envy her beauty. She gracefully sauntered across the stage and took the podium. “I will begin my portion of this presentation by stating that as a writer it is important to understand all types of literature, especially the less- interesting ones.” The whole room giggled. 

She then exposed her name, Adeline, and began discussing how she believed that her love for writing began as a young child when she started reading novels more frequently. As she continued, I wondered if the same was true for me. I had always been good at reading and I enjoyed it… did it also make me a better writer? As I thought through the complex questions I asked myself, the answer became clear to me. Reading other’s works gave me insight to good writing. I was able to connect my writing to my reading because I had been exposed to different types of writing via reading. I must have gotten lost in thought again as she explained I more detail because the nest thing I knew I was being interrupted again by the applause. 

The next author rose to the stage as Adeline seemed to float off. He wore a tan poncho and blue rain boots. Yet another odd duck to remember from today. He clunked across the stage as if his feet were heavy stones. He took the podium and started speaking in a monotone voice. It immediately made me lose interest in whatever he had to say. So much that even to this day I cannot remember a word that came out of his mouth. Not even his name. I hope it wasn’t anything too important or life- altering. I kept reflecting back to the first author and how she came up with her reasoning. I also thought of her first statement; “… as a writer, it is important to understand all types of literature, especially the less- interesting ones.” At this point in my life I had not discovered a boring type of literature. Even now, I enjoy all forms of literature and try to connect them to me so that I may understand them better. 

As the second author’s mumbling stopped, a round of applause gave him permission to clunk his way off the stage. Mr. Fulton announced that we would be doing a few writing activities, then be escorted to the cafeteria for lunch, and be sent back to school. As papers were passed down row by row, the authors gave their farewells and exited the auditorium. Once I received my paper, I started analyzing it immediately. The activities weren’t just boring handouts that we filled out, they were basically mini essay questions that we had to answer in the form of literature listed next to the question. This was the first time I was exposed to critical thinking, and it made me realize how much I enjoyed writing in this style. Although I cannot recall each form of literature I worked with that day, I remember leaving the OC campus that day being more motivated than ever to become a better writer and broaden my knowledge of literature.

Personal Narrative rough draft

 Writer’s Workshop

Flutters of excitement rolled through my stomach like waves as we arrived at Olympic College. A crisp morning breeze surrounded my face, making my nose and cheeks become flushed with a red tint. My teacher, Ms. Martin, escorted me off the bus along with a few students from my school. It was hard to locate her among the sea of people, as she blended in due to her short height. The morning sunshine shone through the trees, looking as if a photographer should have been there to capture the moment. As I made my way to the auditorium, I pondered how I could be skilled enough in English to be recommended for this Writer's Workshop. I felt as if I had been invited to a VIP event, and in a sense I was. When the squeaky doors were pried open by the security guard, a rush of musty carpet smell rushed over me. It was like walking into a basement.

The auditorium was so dark that nobody could see where they were going. After aimlessly trying to find our seats for a good five minutes, the guard finally managed to locate the light switch. I quickly found an aisle seat and plopped down next to my teacher. Once everyone was seated, the speaker, Mr. Fulton, announced in a booming voice; “Ten minutes until we begin children”. It surprised me how such a funny looking man could be so intimidating. After chatting with my teacher about how bushy Mr. Fulton’s eyebrows were, the squeaky doors had been opened again, allowing fresh air to fill the auditorium once again. I didn’t recognize any of the faces that walked in, but judging by their age, I assumed they were from another elementary school in the area. My assumptions were confirmed when my teacher excitedly squealed; “Hello Ms. Pitcher!” Ms. Pitcher looked like a gorgeous Amazonian goddess to me. Her perfect curly hair, her long legs and beautiful smile made me instantly comfortable around her. Ms. Martins’ shorter legs made her look like a munchkin compared to Ms. Pitcher though.

After the process of opening the shrieking doors and more student’s flooding in repeated four more times, Mr. Fulton boomed “We are now ready to begin the lecture. Please quiet down and be respectful of the guests we have invited to speak to us today.” After the room fell silent, Mr. Fulton went on explaining why we were there. “You are all here as a privilege because your teachers see great potential in your work as a writer, not because you are the perfect writer already. Writer’s Workshop is a specialized field trip for grade school level students who are skilled in composing literature. Only 6 or 7 kids are chosen throughout the school to partake in a session lectured by a college professor, and 3 authors who describe how literature became an avenue for their career. Each person will be introduced on stage and asked questions throughout the lecture by the speaker, me. As this lecture continues, you will begin to understand how there is always room for improvement as a writer. You will be exposed to other people’s experiences that you may or may not relate to. The point of all this is to show you what you can achieve by refining your skills and pursuing literature.”

 Everything made so much more sense in that moment. I felt empowered to learn that my skills and enjoyment for writing lead me to an exclusive opportunity to explore other forms of literature. It was an organized setting that didn’t leave any room for error. I was lost in my own thought as Mr. Fulton introduced the first author. I was so proud of myself I couldn’t even concentrate on his loud obnoxious voice producing elaborate words. I began to wonder what would have happened had I not been given this opportunity. Would I still be inspired to write as vigorously as I had been before?

 I slowly came back into focus after pondering the “what ifs” for a good five minutes. The author was discussing how she believed that her love for writing began when she started reading novels more frequently. As she continued, I wondered if the same was true for me. I had always been good at reading and I enjoyed it… did it also make me a better writer? As I thought through the complex questions I asked myself, the answer became clear to me. Reading other’s works gave me insight to good writing.

The 5 characteristics: How will they apply to my narrative?

I have three personal experiences that reflect how I became inspired to learn more about literature and have exposed me to opportunities that without I would not be as well- rounded person as I am today.

My narrative topic is about when I learned to write cursive in the third grade. Ms. Martin was my favorite teacher in elementary school, so it was easy to want to learn things from her. When my class began learning cursive, most students struggled a lot. My mother had already been teaching me bits and pieces of cursive since the first grade so I was ahead of the game. Once we had learned all the basics in class, we discussed how writing in cursive was a very formal version of the English language. Knowing when and how to use cursive incited me to look for any opportunity to show off my new skill. This made me want to start writing my own narratives in cursive just for fun.  I could elaborate on the details of when and where by describing the school and how elegantly me and my teacher worked together. For vivid detail, I will describe how each time the lead hit the paper, my hand was trained to not let it leave the paper until the world had been finished being written. My point of view for this narrative will be in first person, as it describes my internal thoughts and emotions, and this story matters because it is one of many important milestones in my English career.

Literacy: A Lineage (Annotation)

In the begging, the author opens with discussing the main point of this essay, her love for literature, and the person who inspired her; her father 

After the poem, Luken discusses her childhood memories of literature and how they helped her love for reading and writing grow in chronological order 

Luken uses learning French as a skill that she has learned to connect to her English literature, but goes back to the familiarity she has with English on p. 135 paragraph 2

Luken expresses multiple experiences using imagery to clearly explain in detail how they connect to her now

The author describes the essay in first person to reflect on her experiences in a way that the reader can get a clear understanding of her personal thoughts and emotions.

She uses her father's love for literature as a way to represent her "inherited" love for literature on p. 135 paragraph 3.

Her closing paragraph reflects the benefits of inheriting a love for literature over inheriting objects, and how she applies this skill throughout her life.

In Class Lab: Literacy Narrative

1.       Visual Description: Page 129 Lydia’s Story, Paragraph 3: “When she opened the front door, the whole street looked like a river, and water poured in. She described it as ‘rushing like the Colorado River.’ She knew that if she went outside, she would be swept up in the current and drown.”

2.       Dialog: “Proficiency” by Shannon Nichols, Paragraph 2: “Although the test was challenging, covering reading, writing, math and citizenship, I was sure I had passed every part. To my surprise, I had passed every part- except writing. ‘Writing! Yeah, right. How did I manage to fail writing, and by half a point no less?’ I thought to myself in disbelief.”

3.       Sensory Descriptions: “Proficiency” by Shannon Nichols, Last paragraph: “After I failed the test the first time, I began to hate writing, and I started to doubt myself. I doubted my ability and the ideas I wrote about. Failing the second time made things worse, so perhaps to protect myself from doubts, I stopped taking English seriously.”

4.       List of Possible Topics: Writer’s Workshop, first sci-fi novel, page masters, learning cursive in third grade, learning about Spanish literature and comparing it to English, Pat the Bunny.

5.       Purpose: I want to tell this story to inform others as to how my personal experience inspired me to explore literature.

6.       Audience: I don’t think many readers will have similar experiences to share, the explaining will be minimal as it is relevant to the topic, and I think they will share my attitudes toward the story.

7.       Stance: I want my readers to see me as someone who is always eager to learn something from literature.

8.       Media/Design: My narrative will be in print and on my blog

9.       What Do You See: Inside a dark auditorium, tiny seats with uncomfortable chair-desks, the legal pads laying on each desk creepy hallways on either side with ugly confetti carpet, the speaker’s un tamed eyebrows, the OC logo on everything

10.   What Do You Hear: The lecture about the many forms of literature and how to master them, the annoying AC next to me, rain tapping on the roof

11.   What do you smell: Dingy old carpet, sandwiches from the cafeteria, wet dog, familiar smell of lotion my teacher always had on

12.   How and What Do You Feel: Excited, nervous, intimidated, motivated by the speaker to never stop improving

13.   What Do You Taste: Peppermints, dry air from the AC

14.   Describe each Person: Speaker: He wore a grey sweater with khakis, he spoke slowly and flat, amazingly the content still interested me. Each word was clearly defined as slow as he spoke. Occasionally I got distracted by his hands moving to display his emotions. He obviously knew a lot about literature, but I don’t remember why. Ms. Martin: My favorite teacher ever. She wore her usual formal blouse with a long black skirt. She spoke quickly and with more emotion in her voice, it made me believe she sincerely cared about every little need a student had. She was graceful in her movements, and only corrected someone when she absolutely had to.

15.   Recall (imagine) characteristic dialogue: Ms. Martin glanced at me and quietly asked; “Anything else you’ll be needing dear?” I replied with a shake of my head and a smile as she turned to sit down next to the other staff members. When my teacher first told me that I had been invited on this field trip, I exclaimed with so much enthusiasm I couldn’t articulate my words clearly.

16.   Summarize the Action: I was escorted off the bus along with a few other students from my school by my teacher and the speaker to the auditorium. While walking I pondered how I could possibly have been good enough to be recommended for this exclusive field trip to Olympic College. As the doors were pulled open, a wave of musty basement smell filled my nostrils.

17.   Significance: The significance of this narrative is how this event motivated me to keep improving on English even to this day. Had I not been invited on this trip I still would be interested in literature, but I would not see myself as an experienced writer.

Did my Definition Change?

After reading through my peers blogs, I gained some new insights to apply to my definition but my definition has not changed. The basic framework of rhetoric was essentially the same between all the blogs I read; It is intelligent communication meant to influence or change the audiences mind about something. Reading other people's blogs also gave me other examples that I had not thought about to discuss. Rhetoric communication is a smart, structured way to bring people together and present an idea to a specific audience in a clear and relevant way.

Definition of rhetoric: "Thinking and Acting Rhetorically"

Rhetoric is some form of communication that brings people together and persuades with meaningful and relevant content, while also considering how the reader will best respond. Rhetoric writing can be applied to a multitude of situations such as; giving a presentation, writing an essay for class, or simply writing a text/ e-mail can all be subject to thinking and acting rhetorically. Knowing how to think rhetorically will aid you to better understand how to clearly make your point to a variety of people in a variety of ways. I think that my definition of rhetoric is parallel to Lu Ming Mao's quote; "When there is more than one language, more than one culture, and more than one rhetorical tradition, the basic question of communication never goes away in terms of who has the floor, who understands what's being said, and who gets listened to." Acting rhetorically in anything you do will benefit you in virtually any career you choose to study. Learning to be rhetorical can open up many opportunities with diverse groups of people that you can efficiently communicate with.

Compare Narratives Exercise

Blog Response Homework Comparison

Differences: Bethany’s blog was the most organized and detailed with multiple paragraphs

Similarities: Word choice similar for questions, similar main points, same quote used

Connections between Chapter 2 and Lydia’s story

 The author applies instinctive rhetorical devices such as a specific urgent tone and kept audience general and related multiple points. The author’s purpose was to inspire others to keep hope and determination up by showing Lydia’s story as an example. Chapter 2 helped Bethany think about what she’s going to say. Chapter 2 helped Lizzie to evaluate the audience before writing something to convey her thoughts clearly. Tex-ting and E-mail are the two most significant ways to apply rhetorical devices because you can take into account the audience. Writing essays will be an influenced writing perspective as well because now we understand how to choose a design, tone and objective clearly.

Think About It

Combination of personal narratives being told and seeing stories on the news. We realized how common narratives are and how they influence us to make better decisions. The more descriptive the narrative, the stronger the point comes across.

Think Beyond Words

The videos were mostly about people coming out, and people’s rights. They were powerful because they were individuals explaining their experiences and how to get help. These people represented their emotions and by doing so, their objective was to inform through the design and medium of a video.

Compare Narratives

Josh read an article about bodybuilding, Bethany told her coach she couldn't swim and why. The article about bodybuilding was directed at bodybuilders since it was in the magazine and changing the medium to a video for instance, may have more effects on more people as it is easier to physically show and share. When Bethany told her coach why she couldn't swim, the medium she chose was the most effective way to present her issue clearly. 

Lydia's Story Response

1. Brideau's main point is that even when people are faced with multiple challenges at once, keeping a solid mindset to force one's self to get through it is the most important aspect of dealing with life. The author explains how natural disasters and poverty have forced Lydia to have her own personal hope and determination. Brideau makes this point in the last chapter on p. 131.

2. The primary point of view is written in first person in order to have the audience feel Lydia's emotions and thoughts as clearly as possible, and also to have the audience imagine what it would be like to have so many challenges set before you, and how she dealt with them.

3. Brideau makes the setting come alive by using phrases like; "... we were struck by the chemical odor of a cleaning solution so strong it seemed toxic." and "Terrified of drowning, she reminded herself to think clearly." Phrases like this appeal to reader's emotions because they are relate able.

4. The tone suits readers viewing this story in Health Affairs because it points out the devastating reality some people have faced due to hurricane Katrina. In the third paragraph, the author describes Lydia as having an abscessed tooth and how she didn't even have twenty five dollars to pay for an x-ray.

Chapter 2 Blog Response

I have written in many genres during the past week including texting my sister about her soccer game, writing a letter to my grandma updating her on current events at my house, and sending an email to my high school counselor thanking her for the time she has put in with me.
With regards to texting my sister about her soccer game, the genre was pretty relaxed as my purpose was solely to inform her that I would be picking her up. Since the medium was via text, the design for this context included a smiley face to represent my happiness to be picking her up.
While I wrote the letter to my grandma, I put a lot of time and effort into choosing and appropriate tone. My purpose was to inform her about recent events that had occurred at my house with my immediate family, so this was also my motivation for writing. Finally, writing the email to my counselor included a tone of gratitude as I conveyed through recognizing her time that she has dedicated to helping me plan my success through college. In the first two examples of writing, the audience was fairly casual so the tone and purpose were more relaxed, while the last example required a more professional tone and stance. I feel that through this English class I will better understand the vocabulary I have read about in the textbook.