The Bedford Reader Analysis

Graff then goes on to establish his ethos in the first few paragraphs while continuing to expand the thoughts and ideas on pathos throughout his essay. He begins to build his community and trust by recognizing his own credentials and sharing his personal background in writing. One of the first things noticed from the footnote about Gerald Graff’s professional career is that he has vast experience in the writing department. He is an English professor at a prestigious university, a past president of the Modern Language Association, and part of the professional association of scholars and teachers of English and other languages (198). But, since his background only assists his argument and does not define it, it is crucial to also look at his word choice, mood, language, and ideology in order to fully claim Graff a credible author.

The first chapter of the MLA Handbook covers the very professional and rather mechanical process of writing a research paper. It begins by identifying the different types of research and the important skills developed by creating these types of papers. It then dives into the actual process of writing, beginning with the selection of your topic and suggests that the subject matter should interest you throughout the entirety of the writing process. A major chunk of this chapter is dedicated to exploring different research methods and sources, making sure you are aware of all of the information that is available. It also stresses the importance of using credible sources and keeping track of which ones you’ve used, creating your working bibliography.

A final feature in the text which is vital for creating an emotional connection with the audience is the style in which it is written as it conveys Galloways personality, which allows the reader to understand the meaning of the text and relate to it, making it easier to connect with. The first element of style that Galloway uses to her advantage is formality; rather than writing it in a complex and serious manner, the writer presents the text in a light-hearted way making it more accessible and enjoyable. Aspects of the text which contribute towards are informality are the use of slang - "LURV", "stunk like a month-old kipper"; use of short sentences - "This did not trouble me. I was a biddable child. Most are."; and parenthesis - "(there were no men in our house)". These stylistic features all mirror the structure of natural, spoken language, therefore the reader feels as

Amy Tan begins her speech with a very peculiar’s statement by claiming that she is not a scholar of English or literature but a writer. She explains that with the following reason: " I can't give you my personal opinions on the English language and its variation in this country or others"(271). It is apparent that Tan’s purpose is to show the reader that she has a lot of ideas about the way of learning English in school; however, at the same time, she can also speak the “fractured English” just like her mother. Furthermore, this contrast also demonstrates the truth that you don’t have to be an expert of English to be a writer, that it doesn’t matter whether you’re using the “perfect English” or the “broken English” according to Tan's experience.

“Cursed with the poison of cancer” is used to show that cancer is not good and that there is no cure for what is taking over my grandmother.

KUMRA, Necat. "Social Semiotics and Efl Pedagogy: A Semiotic Visit to the Enemy within the Heart of Young Goodman Brown." ["Sosyal Simgebilim ve EFL Pedagojisi: Young Goodman Brown'un Yűreğindeki Dűşmana Simgebilimsel Ziyaret"]. Ekev Academic Review, vol.15, no.46, Jan. 2011, pp. 405-420. EBSCOhost, libproxy.lamar.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=83752287&site=eds-live.

Throughout high school my English teachers all had different opinions on how I was supposed to write rather than allowing me to adapt a style of my own. The four years I was there contained a research paper annually followed by many minor papers. There were many differences on the structure of which each paper was meant to be written. One thing that always remained the same was “cite all your sources” and “include an MLA style bibliography as your last page.”

Chapter 4 of Literature and the Writing Process by Elizabeth McMahan argues her perspective on how to rewrite a rough draft and the process in which doing so. The object of study in chapter 4 teaches readers how to review drafted to ensure, conciseness, strong verbs and sentences, editing paragraphs, and perfect flow for reader’s comprehension. The author of Literature and the Writing Process, Elizabeth McMahan, taught at Illinois State University and held a Bachelor of Arts, and Masters of Arts degree from the University of Houston. McMahan also received a doctorate in 19th century American literature from the University of Oregon, and co-wrote many college textbooks. Susan X Day, Robert Funk, and Linda S. Coleman co-authored and published Literature and Writing Process. The textbook exemplifies complete MLA format. This textbook was published in the United States at the Pearson publishing house in 2007. Publishing houses for Pearson are located all over the world from Boston to Madrid, Mexico City, Tokyo, and all points in between.

Kanurkas, Irene and Darrell Nunn. An Anthology of Readings for College English Online. ISBN 017641579-3

I have a deep respect for the ways in which the phonetics, rhetorical devices and phraseology within a text are used to achieve a specific purpose. I relish discussions and debates with peers on the messages an author is attempting to convey. It is because of this subject that i am able to adopt various approaches to literature such as the feminist, formalist and marxist perspectives through observing the allocation and use of speech within a novel.

Sydney has had a love for literature since she was young. She always had journals, diaries and etc. that were written in daily. “Writing helps me escape reality. Every day I take time to write my feelings, problems and etc. hoping that when I jot them down, they’ll seem less stressful,” spoke the teenager when being interviewed. It is known that this passion for the subject of English

Germans are held captive by their infamous past during the Second World War and it considerably influences their way of dealing with it. Germans have tried to deal with it properly, but are still incapable of finding a well-fitting solution to this very day. The Reader, is a novel written by Bernard Schlink that deals exactly with this phenomenon that is also known as Vergangenheitsbewältigung. The Reader revolves around the troublesome relationship between a fifteen-year-old teenager named Michael Berg and Hanna Schmitz, a mysterious tram conductor twice Michael’s age. These characters represent the 2 generations Germans. Hanna represents the first generation, whereas Michael represents the second generation. Soon a generational conflict comes to play which will be evident in this novel.

As I entered the college realm, the practice of “academic writing” made it known to me fairly quickly. In the article written by L. Lennie Irvin, the author pertains to the difficulty of transferring from ordinary writing to college writing. “Writing is hard, and writing in college may resemble playing a familiar game by completely new rules (that often are unstated).” To create “successful” work

Style: The author's words and the characteristic way that writer uses language to achieve certain effects

Cook, D. (1994) in in Goodman, S & O’Halloran, K. (2006) The art of English: Literary creativity, Open University, Milton Keynes, pp. 37-43, 396-413