Chapter 4 of the textbook introduced how to plan and propose research arguments. The first step in this process is asking questions. Who, what, how, for, when, why are all examples of questions we should ask when presented with a piece of research. As for generating topics, there are four keys for coming up with the "perfect" topic. The first key is to look inward. We must find issues, events, or ideas that interest us or compel us. The next key is to look outward. This is where research comes into play and where we gather information pertaining to our topic. Next comes the use of creative visualization. This part deals with why the topic is of interest or why it makes us feel a certain way. Finally comes the use of materials of the moment. Here is where we find current issues that are gripping or issues that people are currently talking about.
After we find our topic, we must begin to narrow it down using prewriting techniques. Freewriting involves writing without stopping to help generate as many ideas as we can think of. Funneled freewriting narrows those ideas to a more concentrated stream. Accordion prewrite is a technique that asks us to slide between extremely broad and extremely narrow research questions. Graphic brainstorming is another effective technique to help narrow a topic as it involves exploring relationships among ideas by webbing or clustering. The last technique is heuristic questioning which takes a topic and requires focused questions to narrow it down. After narrowing our topic, it is time to draft a research proposal which is simply an agenda or outline introducing the topic and the argument.
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This week in class we covered the methods of composing arguments. The five Canons of Rhetoric are invention, arrangement, style, memory, and delivery. Invention is the creating and constructing of ideas and identifying the best modes of persuasion. Arrangement refers to the ordering or laying out of ideas through effective organization. Style is the developing of the appropriate expression for those ideas. Memory consists of retaining invented ideas, recalling additional ideas, and facilitating memory in the audience. Finally, delivery is the presenting of ideas with the goal of persuasion. In order to arrange an argument and better analyze instances of persuasion, we use the Toulmin Model. The first three elements of the Toulmin Model consist of your claim, grounds, and warrant. The claim is simply your position on the topic. The grounds is your reason or evidence for your position and the warrant is an underlying assumption that connects your claim and your grounds. A complete Toulmin Model includes three additional elements: backing, rebuttal, and qualification. The backing is any reasons, examples, or evidence that support the warrant. The rebuttal is opposition to your claim. Completing the Toulmin Model is qualification which is adjustments to your claim that take counterarguments into account.
We also introduced ways to write a successful position paper. The first element of a position paper includes an introduction that provides an overview of the topic. Next is a strong assertion of the author's position where the author gets his or her point across using evidence and logical reasoning. Third comes a fair treatment of counterarguments where the author must take into consideration other positions on the topic and either refute it or agree with it. Finally, the author must reemphasize their claims in a strong conclusion. This week in class, we covered content in the first two chapters. In Chapter 1, we covered rhetorical text. Rhetorical text is any message that involves a persuasive act and rhetoric is the ability to see means of persuasion. To examine rhetorical text, we must focus on the three parts of the rhetorical situation: the author, the argument, and the audience. The author is the speaker, writer, or designer of the rhetorical text. The audience is the listener, reader, or viewer the author is reaching out to. Finally, the argument is any speech, writing, or media that the author is trying to convey to a particular audience.
In the beginning of Chapter 2, we are introduced to the four modes of persuasion. These modes are called ethos, logos, pathos, and kairos. Ethos is an appeal to ethics and is a means of convincing someone of the character or credibility of the author. Logos is an appeal to logic meaning it engages us to reason and delivers its point through facts and evidence. Pathos is an appeal to emotion meaning it gives the reader or viewer an emotional response to the text. Kairos is an appeal to time and place meaning the text will create a better response during a particular time period. Also in Chapter 2 were the strategies of persuasion. Narration uses a story to draw an audience. Comparison-Contrast shows similarities or differences between two or more items. Example/Illustration focuses on a represented example. Cause and Effect shows the relationship between two elements. Definition is simply defining a term or concept. Description describes an element to impress the reader. Process is persuasion in sequential steps and classification deals with how elements fit into a larger category. My name is Chris Gallo and I am from Staten Island, New York. I am very proud to be part of Clemson University and the class of 2020. I have been a Clemson fan since I was very young so coming here has been a dream come true.
In regards to Accelerated Composition, I expect to mainly become a better writer and to better my abilities in reading. I expect to write in different forms and develop better strategies for composing papers. I am looking forward to using electronic sources to do research because in high school, we rarely used computers complete assignments. Finally, I expect to be able to analyze different pieces of literature and better identify various literary elements. As for class policies, I understand that integrity is a major part of Clemson University and that plagiarism will not be tolerated in any form. I realize that more than three absences will result in lower grades and that cell phones are not to be used during class unless instructed. I acknowledge that assignments are due within the first five minutes of class and that late work will result in a lower grade. I also acknowledge that quizzes will only be given if reading and assignments are not completed. Finally, it is understood that you get out what you put into the class and that grades reflect the work done. |
AuthorChris Gallo |