Writing Center Rhetorical Analysis

The Centers for Disease Control and Prevention (CDC), is a government website that provides information about various diseases, disabilities, disorders, etc.. The CDC provides multiple webpages about Attention Deficit/Hyperactivity Disorder (ADHD) that list and provide information about causes, treatments, variations, and signs/symptoms of the disorder. On their informative pages, they use rhetorical devices to better portray their message. The CDC effectively uses the three rhetorical devices, pathos, ethos, and logos, to reach their goal of informing their target audience and providing a clear perspective on Attention Deficit/Hyperactivity Disorder.

Besides the fact that the writing center is understaffed, there are some challenges faced every day by all writing centers, not just the writing center at NOVA Alexandria. Some of these challenges were mentioned in a paper by Rachel Cooke and Carol Blesdoe, “(1) guiding students through the sequence of the writing process; (2) assisting students who may be uncertain about assignment guidelines; (3) operating under time constraints; (4) empowering students to take charge of their learning; and (5)evaluation of sources for quality and preventing plagiarism.”

In May of 1998, Kipland Kinkel brought a gun to his school. Over the course of two days this escalated from: being sent home, to murdering his father and mother, to murdering 2 students and wounding 26, earning a lifetime sentence of 111 years and 8 months in prison. In the court case being examined, the presiding judge addresses the original case, defendants ground for appeal, and the justification for the State’s decision to deny the appeal. Judge Haselton effectively uses ethos, logos, and pathos to support the Higher Court’s decision to deny the appeal because the original sentence was constitutional and just.

Murray is insightful not only to instructors but also to learners. Murray argues that the challenge facing writing is the fact that teachers have treated it as a product rather than a process and the same concept passed on to students. The author holds that the main problem with this view is that students get to receive irrelevant criticisms that are not related to their learning goals. While I tend to agree with the author based on the arguments presented, it is notable that Murray has paid little attention to the idea of education in the contemporary world. In most learning institutions, the outcome of the writing is considered more than the process. As a teacher paying attention to the process of writing but not be consistent with the students, who are mostly driven by

A passage can be found at the beginning, middle, and end of The Help by Kathryn Stockett that shows great examples of tone, diction, and syntax. “Miss Skeeter look real confused. ‘The home… the what?’ ‘A Bill that requires every white home to have a separate bathroom for the colored help… Miss Skeeter, she frowning at Miss Hilly. She set her cards down face up and say real matter-of-fact, ‘Maybe we ought to just build you a bathroom outside, Hilly” (9). This early in the book, we have learned what Stockett’s opinion is based her tone, as well as how she presents Hilly and Skeeter. Hilly is first described through Aibileen, who doesn’t care for Miss Hilly at all because of the way she treats the help. We have already learned that Hilly is incredibly racist and self-entitled. Everyone has a Hilly of some

Hello Rozhnaz! This writing looks better than the previous one that I revised; congrats! You also gain improvement in terms of the use of academic vocabularies in this essay. Some notes to be considered here are the minor things such as punctuation, redundant expression, and capitalization. Here are several takes on your writing:

Paul Chappell, the peace literacy director of the Nuclear Age Peace Foundation, will be a keynote speaker at the upcoming G3X Conference at Mihaylo College this August. The advocate for peaceful and nonviolent solutions to personal and global challenges shares his ethos and passion.

While all fields of academia possess some level of practical application, there remains an ever-important and all-encompassing skill which is needed to truly understand each subject: reading. Though literacy rates in the US near 100%, literacy unaccompanied by tools such as context, critical analysis, and sufficient skepticism can leave one lost in arduous texts and vulnerable to flawed arguments. This notion is rarely rejected by anyone at face value, rather, questions regarding the implementation and perceived importance of certain reading strategies alienates differing camps. Many attempts at mitigating the dilemma of subpar reading comprehension have been made, most notably, Daniel Willingham's proposed reform of early education, Michael

The rhetorical analysis I composed was written on an article called,“The confessions of a liberal gun owner,”by Justin Cronin. This type of writing opened me up to a new style of composing that I am not familiar with. I really enjoyed being able to show my view of whether I thought that this article was effective. Critisizing the writer for doing certain things was very interesting and made me feel more independent and powerful. I did not like that I could not use my personal opinion but could use what I thought as the audience of the paper. This confused me at first but I eventually understood the reasoning behind it. Telling my personal opinon would dismay readers and disregard my credibility. By stating facts it made my paper sound more

Something I have learned during my short seventeen years of life is the importance of embracing the differences in talent and ability of those among us. The fact that not everyone will be adept at everything is incontestable, and therein lies a great opportunity to help one another. If only Michael Phelps could help me with swimming, or Mariah Carey could help me with singing. I believe that for me, the Writing Center could give me a chance to help out, even if it doesn’t help anyone earn Olympic Gold or Grammies. As a community, I have found that North Shore High School has been exemplary at providing services for those who need a helping hand. Peer Leaders, National Honor Society Tutoring, and of course the Writing Center, are just a few

In this class, we have so far learned about rhetoric, rhetorical analysis, and writing strategies. We learned how to find ethos, pathos, and logos within an article to find out how the author wanted to appeal to their audience. We also learned different reading and writing strategies that the author utilizes when they use ethos, pathos, and logos.

John Fire Lame Deer was a Sioux Indian tribal leader, medicine man, rodeo clown, and storyteller amongst other things. A selection from his autobiography Seeker Of Visions: The Life Of A Sioux Medicine Man titled “Talking to the Owls and Butterflies” is a short piece regarding nature and man’s relationship with it. The piece was intended to make an impression on white people in order to help salvage what is remaining in the environment. Lame Deer reprimands the “white world” for its negative outlook towards nature and the treatment of animals, he converses how man has changed and reshaped nature in order to make it more profitable. Stating that Caucasians have gone and altered animals in order to create

The writing center was helpful to me after I gave up on the whiteboard and chose to send an email instead, since one got, kicked off two times for the whiteboard thru the classroom and two issues that were surprising to me. Were the paragraphs and my thesis is a blur, and confusing, next is what did I learn by my writing consultant, and it happen to be helpful. Did my writing improve? Will I use writing center again? One learned since her writing consultant gave some thought for each paragraph needs a point, information and explanation, which spells PIE for an easier way to remember one needs, to fixed her PIE in the paragraph, and to type the thesis clearer not developing by, I thought so, or should of, or should not. She mentions that makes it

Scholarship in the field of rhetoric and composition is heavily focused on how to improve student writing and understanding (learning) in first-year composition classrooms and in the academy more broadly. This interest has led scholars to explore the experiences and struggles of faculty in rhetoric and composition, particularly the ways graduate students, adjuncts, and minoritized faculty groups (women and people of color) are relegated to carrying the heaviest teaching loads for the least pay, having few resources and little institutional support, and little or no training or professional development. While these areas have been explored in depth, very little research has focused on the training of graduate teaching assistants tasked with

One example of how the writing center has been useful to me is when I took my textual analysis paper to the writing center we used the lens more about and say back. The way that I get helped with the lenses is that when we used say back we summarize each paragraph. The other students in the writing center wrote about how they felt I was coming off and I wrote about how I felt I was coming off, and what my audience may notice in my writing. Sayback is helpful because if the people in the group feel that something does not make sense then they would let me know so I can fix it. The other lens we used was more about. More about is what I want to write more about so if I wanted to add more things to certain paragraphs I would let the group know. What the group would be writing is what they want to hear more of. Personally, I like to use say back and more about because when we're discussing it during the writing group it gives me more ideas to write about.