Essay on “Analyze, Don’t Summarize” by Michael Berube

Conjoined by Judith Minty is a poem that represents a broken relationship or a broken marriage. Minty uses similes, metaphors, and analogies to describe the miserable union of two people and the inseparability of the marriage that these two people are in. Marriage; the poem’s subtitle sets the theme of the poem and it is only when one begins to read the poem that it becomes understood as an unhappy poem rather than that of joy and happiness. Minty uses words that with connotations that steer more to the negative side to describe the life of a married couple. Although she does not come right out and say what she means to say, the poem speaks for itself. Orson Scott Card once said, “Metaphors have a way of holding the most truth in the least

To open up to her major points, the author starts with introducing the main topic in a dramatic way. She begins with not naming what exactly she is talking about as well as sizing it up to have a negative connotation such as

In “Hidden Intellectualism” by Gerald Graff, the author speaks about how schools should use students’ interests to develop their rhetorical and analytical skills. He spends a majority of his essay on telling his own experience of being sport loving and relating it to his anti-intellectual youth. He explains that through his love for sports, he developed rhetoric and began to analyze like an intellectual. Once he finishes his own story, he calls the schools to action advising them to not only allow students to use their interest as writing topics, but instead to teach the students on how to implement those compelling interests and present them in a scholarly way. In perspective, Graff’s argument becomes weak with his poor use of ethos, which he tries to build with his own anecdote but, through the same means he is able to build his pathos and in the last few paragraphs, with his use of logic he prevents his argument from becoming dismissible.

It is very important for the audience to have an understanding of the message the writer is trying to say. Singman’s article is full of different techniques which make her article intelligible for a majority of her audience. The techniques being used make the argument of the article more effective After writing this essay it has helped me to view writing differently. The way we put words together can make a huge difference to your audience. This is the reason why we need to be for careful with our word choice, depending on what we want our audience to take from our writing. We also need to understand that not everyone will be able to understand if we do not put it in a format that is clear to the

Between the summers of 1976 and 1977, a string of seemingly random shootings took place in New York City. For a year, the mysterious murderer terrorized the city, causing one of the biggest manhunts in New York’s history (Jenkins, 2006). The attacker appeared to be predominantly targeting young women with long, dark hair. As a result, many women cut their hair, dyed their hair blonde, and even wig sales increased (Harris, 2017). This high-profile case had extensive news coverage, which added to the hysteria of the paralyzed New York City communities. Finally, he was captured and that was not the end of David. With his wild claims, Berkowitz kept New York City on its toes for more than 40 years. People still do not know what to expect from

His love for sports continued to flourish as he read magazines and novels related to the topic. Graff believes, “[his] preference for sports over schoolwork was not anti-intellectualism so much as intellectualism by other means” (265). Sports, according to Graff are chalked with “arguments, debates, problems for analysis, and intricate statistics that you could care about” (268). These interwoven subjects were everything that institutional learning was not according to general opinion (Graff 268). It was Graff’s own passion about sports that satisfied his “intellectual thirst” (268). “When you entered sports debates, you became part of a community that was not limited to your family and friends, but was national and public” (Graff 268). Graff discovered that the intellectual world was a mirror image of team sports and the hierarchy within (268). Graff also points out that development of an interest in a subject of personal interest allows for a platform to build literacy upon

competition can be because it can be inferred that every reader is a student or was a

Then Griff realized throughout all his years of reading sports books and magazines he commenced the foundation's intellectualism. He claimed, “It was in reading and arguing about sports and toughness that I experienced what it felt like to propose a generalization restate and respond to a counterargument and perform other intellectualizing operations, including composing the kinds of the sentence I am writing now”. Griff discusses how “street smarts” have a craving for expressing their intellectualism more than “book smarts”. The topics they have a passion for were always satisfying to the public community, they were not limited, these topics were something you can talk to strangers about. The goal here is to encourage students to discuss their interested text or subject in an academical way. Rather than making them read and/or about a subject they can care less about. A student is going to put much more thought, effort, evidence and time into a writing of their own interest, than for them to write about

Analyzing an essay includes summary and paraphrase to better explain someone’s point, but it is also looking to how the author did that essay, why he did that essay, and to whom he wants this essay to be directed. While I was looking to all my previous assignments, I learned that while an individual is writing an analysis, it is very important for him/her to be aware of making the essay clear, and who is the audience. When I looked to my first brief assignment of identifying rhetorical choices, I saw how I did not understand select and explain rhetorical choices. It was unclear and some sentences did not make any sense. Also, because I am used to use an attention getter in every introduction, I thought that it could also be applied in an analysis essay, and what I learned is that I could use one, but not a long one because sometimes, it may distract the readers from what the essay is really about, an analysis. When I was taking English 1301, I also went to the writing center, and teacher’s office hours. It was very useful to me because I learned different ways to right a paragraph, and other things. In the writing center, I learned to think more about the audience, they made questions like: who is the audience, how will this reference affect the audience, and is it really worth to use some of the things that I wrote. Also, with my instructor, I learned that I

Why: In the first rhetorical analysis timed write, I struggled to identify which rhetorical strategies were used along with their connection to the theme of each article. In the sentence above, my writing successfully identifies both the purpose and theme in a concise manner.

Barry uses diction in order to say that scientific research is uncertain, but can sometimes be good. For example, he says, “If a researcher succeeds… the perfect tool will be available for purchase, just as laboratory mice can now be ordered from supply houses.” The use of simile suggests that scientific research can be rewarding when done correctly, as shown through the comparison of results to something as simple as buying supplies at a store. This tells the readers that uncertainty is not always a bad thing, and good things come to those who deal with it well. In addition, the author states, “If [scientists] are at least partly correct their probing acts like a crystal to precipitate an order out of chaos.” The use of imagery suggests that

This assignment asked students to construct a summary and to synthesize a response to the various points of view included in the readings. I selected the chapter that addressed the value of a college education. Writing effective and analytical summaries is always a challenge, but as I worked on the assignment I could see how this process is really important to developing an argument in objective terms. In other words, deciding what I thought about a topic and then finding research to support my ideas is not an effective way to complete good research. Instead, good research consists of looking a variety of opinions and then drawing conclusions about what arguments were most compelling. Moreover, using APA style forced me to look closely at the timeliness of the different essays and to consider how opinions shift over time.

Exigence, or an issue, problem, or situation, (Haas & Flower) in my paper, consisted of not making enough points that were backed by strong evidence. I know I didn’t want to be that one person with a huge paper that spent half the time explaining different stories and examples throughout my essay. I started this essay by explaining the backgrounds of the two authors, then continued on with their intended reason for constructing a study like this one. The goal of our rhetorical summary essay was to pick apart the chosen article and figure out the intended audience, the meaning of the article, and what important points these authors were trying to portray.

Beowulf begins with a history of the great Danish King Scyld (whose funeral is described in the Prologue). King Hrothgar, Scyld's great-grandson, is well loved by his people and successful in war. He builds a lavish hall, called Heorot, to house his vast army, and when the hall is finished, the Danish warriors gather under its roof to celebrate.

Lesley Choyce’s The Book Of Michael illustrates that it is important to move on from hardships that occurred in our past. Michael decided to move on from his girlfriend’s murder, and instead of mourning, he decided to go back to school and do something with his life. “I had nothing to lose. I had already lost it all. I was free. Strangely enough, my parents tried to stop me. They thought I had lost my mind. ‘Why today?’ my dad asked. ‘What do I have to lose?’ was my answer.” (Choyce 147-148) This quotation tells us that Michael wanted to go back to school and start a new life again. He keeps repeating that he has nothing to lose, which shows us that he is starting from scratch again and has nothing that he can possibly lose. In addition, Michael