102 Purpose and Appeals to Logos Professor Ramos Blog

102 Purpose and Appeals to Logos Analyzing Arguments Quick Write Imagine that you live in the time of Star Trek. You do not have to worry about making money to buy food or shelter. Everything you could ever want is now taken care of. What would you do now? What would you want to be? What would you decide to do with your time? Deliberately Target Your Purpose Thinking is always guided by purposes. Your purpose is whatever you try to accomplish; goals and objectives. Figure out what you are after and how you are seeking it. Does what you do match with what you want to accomplish? Examine personal goals, economic goals, academic, and social goals. Make a list of important goals and determine whether you find inconsistencies in them. Ask yourself, what am I trying to accomplish? Is this purpose realistic? Analyzing Arguments Chapter 5 in our textbook is about analyzing arguments. This is what we are doing with our rhetorical analysis. We are analyzing the argument that the text and the author are making. This is an important skill to learn to become a better critical thinker. We should not only be clear with our arguments, but have an understanding of how other people make arguments. Page 181 has a checklists for analyzing a text. Use these as guidelines to begin your analysis. Page 191 has a checklist for writing your analysis of an argument. Very helpful for the early stages of drafting. Rhetorical Appeals Ethos: Appeals to Ethics, Credibility or Character. Ethics, ethical, trustworthiness or reputation, style/tone. The credibility of the speaker persuades. Pathos: Appeals to Emotion. Emotional or imaginative impact, stories, values. Uses emotional response to persuade an audience. Logos: Appeals to logic. Persuade by reason and evidence. What is an Argument? Contradiction? Claims, reasons, and evidence. Argument – a reason or set of reasons given with the aim of persuading others that an action or idea is right or wrong. Logos Evidence, S.T.A.R. Sufficient Typical Acceptable Relevant Rhetorical Questions Signposts Transitions and connections Pre-buttals Anticipate objections and answering Rhetorical Situation A  rhetorical situation  is the context of a  rhetorical  act, made up (at a minimum) of a rhetor (a speaker or writer), an issue (or exigence), a medium (such as a speech or a written text), and an audience.  Source The Rhetorical Situation, or context for writing. The author has a purpose and is writing for an audience. They each affect one another. Author’s Purpose We previously talked about having a purpose for everything we do. Now we can see that purpose is also important when writing. Rhetoricians agree that all writing should begin first with a purpose. Author’s Purpose is the reason for the text. All good writing has a purpose. When we write anything, it can be for any number of reasons. When you read a story, try to figure out why the author wrote it. What motivated them to write it? What are they trying to achieve with it? What possible purpose can the author have? What purpose does the text have? To Entertain To Inform To Persuade These are the three main purposes a text can have, but these are not the only reasons. In college, we write to learn, to build knowledge, and to demonstrate learning. To Learn To Build Knowledge To Show learning When you are given an assignment, figure out what your purpose is. What is the text supposed to convey? Good writing is purposeful. You have to know what you want to accomplish before you can figure out how to accomplish it and if you accomplished it. We can also think about writing within a conversation. You can write to summarize a conversation in order to understand it. You can write to enter a conversation, or to add to an existing one. To understand To Enter a Conversation To Join a Conversation Quick Write What is our purpose in writing a rhetorical analysis? Why are we doing this? Rhetorical Analysis Notes What is the primary purpose of the text? To entertain, inform, persuade, demonstrate knowledge, something else? Consider the topic. What point does it make? Who is the primary audience? How well is it adapted to the audience? Consider the author. What is her aim? Consider the medium and design. What is the genre of the text? Consider the occasion. Why was it created? Media/Design. How does the medium affect the tone and organization? Let’s apply these questions in groups of two or three.

How To Make Tree Cookies

How To Make Tree Cookies Ever heard of a tree cookie? Sadly, unless you are a termite, you cant eat them. But you can use them to unlock the past of a tree. From its age to the weather conditions and hazards it faced in its lifetime, tree cookies can be used to better understand trees and their role in the environment. So what is a tree cookie? Tree cookies are cross-sections of trees that are usually around 1/4 to 1/2 inch in thickness. Teachers and ecologists use them to teach students about the layers that make up a tree and to illustrate to students how trees grow and age. Heres how to make your own tree cookies and use them at home or with your students to learn more about trees. Making Tree Cookies Just as with edible cookies, tree cookies are made using a series of steps in a recipe. Start by selecting a tree with a trunk or thick branches that you can cut to reveal the tree rings. Take note of the type of tree it is and where it came from.Cut a log that is about three to six inches in diameter and three to four feet long. (You will cut this down later but it will give you a good section to work with.)Slice the log into Cookies that are 1/4 to 1/2 inch wide.Dry the cookies. Yes you will bake these cookies! Drying the cookies will help prevent mold and fungus from decomposing the wood and will preserve your cookie for many years to come. Set them in the driveway in the sun, or on a drying rack in the yard for several days. Air flow is more important than sunlight, but if you can get both, that would be perfect.Sand the cookies lightly.If these cookies will be used in the classroom, cover with a coating of varnish to help them withstand years of handling. What Can You Learn From A Tree Cookie? Now that you have your tree cookies, what can you do with them? Here are several ways you can use tree cookies at home or in your classroom to teach students about trees. Take a closer look. Start by having your students examine their tree cookies with a hand lens. They can also draw a simple diagram of their cookie, labeling the bark, cambium, phloem, and xylem, tree rings, center, and pith. This image from Britannica Kids provides a good example. Count the rings. First,  ask your students to take note of the differences between the rings - some are light colored while others are darker. Light rings indicate fast, spring growth, while dark rings show where the tree grew more slowly in the summertime. Each pair of light and dark rings - called an annual ring - equals one year of growth. Have your students count the pairs to determine the age of the tree.   Read your cookie. Now that your students know what they are looking at and what to look for, help them understand what else a tree cookie can reveal to foresters. Does the cookie show wider growth on one side than the other? This could indicate competition from nearby trees, a disturbance on one side of the tree, a windstorm that caused the tree to lean to one side, or simply the presence of sloped ground. Other anomalies that students can look for include scars (from insects, fires, or a machine such as a lawn mower,) or narrow and wide rings that may indicate years of drought or insect damage followed by years of recovery. Do some math.  Ask you students to measure the distance from the center of the tree cookie to the outermost edge of the last summer growth ring. Now ask them to measure the distance from the center to the outermost edge of the tenth summer growth ring. Using this information, ask them to calculate the percent of the trees growth that took place in its first ten years. (Hint: Divide the second measurement by the first measurement and multiply by 100.) Play a game. Utah State Universitys Forestry Department has a cool interactive online game that students can play to test their tree cookie reading skills. (And teachers, dont worry, the answers are there too if you need a little help!)

Prevention and Eradication of Ebola in Nigeria Coursework

Prevention and Eradication of Ebola in Nigeria - Coursework Example Ebola virus refers to the genus Ebolavirus that include five different virus species named for the region where they were primarily detected. They are Zaire ebolavirus, Bundibugyo ebolavirus, Reston ebolavirus, Sydan ebolavirus and TaÃ'â€" Forest ebolavirus. All of the species of the Ebolavirus genus contain one member virus. Among these viruses four provoke Ebola virus disease (EVD) in humans and Reston ebolavirus causes EVD in other primates. (Jens H. Kuhn, 2010) Ebola virus disease, also called Ebola hemorrhagic fever and defined as an acute usually fatal disease in humans. EVD characterized with the damage of the immune system and organs. Ebola virus has a quite high rate of the replication. After entering the human body through the contact with skin breaks or mucous membranes it rapidly replicates in different types of cells of the immune system such as monocytes, macrophages and dendritic cells and other types of cells such as fibroblasts, adrenal gland cells and liver cells. T he immune cells transport the virus to the lymph nodes where further replication occurs and viral parts enter the blood stream. (Duane J. Funk, 2015) Hence, the virus major target is immune system cells especially macrophages. Virus reproduction in the immune cells triggers their programmed cell death that leads to the weakened immune system response. After three days of the virus exposure it affects endothelial cells that form endothelium a thin layer of the interior surface of the lymphatic vessels and blood vessels.

Do the courts (judges) make policy Should they Essay

Do the courts (judges) make policy Should they - Essay Example This has made it possible to make rulings that are up to the time, and work in favor of the situation at hand. Judicial activism should exist in order to allow courts make decisions without fear of reprisal or reprimand from policy makers, who tend to pass the buck whenever things are tough. It is sometimes difficult to put the blame on judges once they make a ruling on certain cases, especially after being thrown some of the hardest choices in legislations they sometimes have to contend with. Policy makers are always quick to spinelessly punt the courts with the toughest legislations hoping that they might make decisions to the best of their ability. Unfortunately, they are the first individuals to criticize and chastise the courts for their efforts whenever things go awry. The formulation of ambiguous legislation in most areas of the United States is what leads individuals to believe that judicial activism should exist in order to bring some sanity to the justice system. It is my belief that the courts (judges) make policy in a bid to shed some light on some of the ambiguous statutes that exist (Taylor, 2009). This paper will examine how judicial activism is exhibited in most courts, and how this aids the judicial system in its everyday functions. Every time a judge makes decisions based on the ambiguous statutes passed by the legislature, or gives contradicting facts about certain issues, the court (judge) is said to be engaging in judicial activism. For every defendant that is sent to trial, judicial activism comes into play. The truth of the matter is courts, especially courts of appeal, deal with numerous and countless ambiguous legislations. This means that in the passing of judgment, it may be next to impossible to pinpoint which area exactly the law should be implemented, and how it should be applied (Stone, 2012). In most cases, there is a lot to interpret, which means that judges have to make the call on what

Pablo Picasso & Cubism Essay Example | Topics and Well Written Essays - 1500 words

Pablo Picasso & Cubism - Essay Example The essay "Pablo Picasso & Cubism" investigates the influence of Pablo Picasso on Cubism movement. The evolution of Pablo Picasso’s artistic styles and forms over the course of his long and fulfilling career provides us with interesting insights into the psyche of the man himself. Along with his contemporary Braque, Picasso is credited with the invention of the Cubism. This invention is not pre-conceived. Picasso or Braque did not set about radically altering norms of art; rather the circumstances of life of these gentlemen have had a significant effect on the way their minds conceived their paintings. Furthermore, Picasso is famous for the number of self-portraits he did. Hence, the biographical and the artistic are intricately linked. The rest of the essay will expand on this theme capture the essence of Cubism through its inventor. Picasso’s artistic career effectively started in the year 1900, when he first displayed his works in a Barcelona tavern named Els Quatre Gats. The fact that a defining figure of twentieth century art should start his dialogue with the rest of the world at the turn of the century is very symbolic. The beginning was a remarkable affair, for Picasso was still only nineteen and has proven his talent for drawing as a vehicle for ideas. After this initial success, Picasso grew in confidence and questioned orthodox views of education and social conduct. Adopting a radically different lifestyle, Picasso showed that behind his art was a profound caring for humanity.

Waldorf educational theory

Waldorf educational theory All Educational system has an image, which lead to a unique learning process. Waldorf educational theory supports a magnificent learning process for children, which focus on reading, storytelling, rhythmic activities, practical activities related to nature. This research paper examines the depth of Waldorf philosophy and belief. INTRODUCTION Rudolf Steiner, an Austrian educator and philosopher, scientist and artist founded Waldorf at the beginning of 20th century. He believed there is a way to educate children into human beings who will be capable of bringing peace to the world. In April of 1919, Emil Molt, the owner of Waldorf-Astoria cigarette factory invited him as a guest speaker, to educate the worker of his company in Germany. After listening to Steiners speech Molt asked him to establish a school for the children of the companys employees. Sterner agreed four conditions, which was, it should be a unified twelve years, and co-educational school and teacher will take the leading role and open to all children. And thats how the fist independent school ( Die Freie Waldorfschule) was opened on September 7, 1919. (www.waldorfanswers.com) Today Waldorf education is one of the largest independent schools in the world. There are more than 900 hundred Waldorf school in 83 countries and approximately 128 Waldorf school in North America. There are 10 Steiner teacher training in the United States and 2 in Canada. (www.whywaldorfworks.org) The philosophy and belief behind waldorf: Waldorf education is based on Steiners spiritual philosophy Anthroposophy which is wisdom or knowledge of the true nature of human being. The goal of the Waldorf education is to educate the whole human being that includes head, heart and hand. It means to teach them cognitively, physically and also spiritually. And the waldorf teachers do so through hand on learning experiences, dramatic and imaginative play, songs, drama etc. Waldorf believe that children learn by playing and imitating their adults and peers; exploring and experiencing everything by their own. The theories underlying models belief: According to Jean Piaget, childrens are like little scientist, they try to make sense of the world by exploring, making mistakes and then learning from them. Rudolf Stiener also believed in that. He said, receive the children in reverence, educate them in love, let them go forth in freedom. Waldorf teachers emphasize more on free play and independent creative play where children can exercise the power of their imagination and are free to explore their natural curiosities and less on teaching them reading or writing during the early years. They create an environment for children with rich in opportunities for creative work and imaginative play and give them freedom to explore and experience any materials that interest them. Thats why Waldorf students dont begin reading until 2nd or 3rd grade.

Authorial Comments in Ike Oguine A Squatters Tale :: Squatters Tale Essays

Authorial Comments in A Squatter’s Tale According to Charles Bohner and Dean Dougherty authorial comment is: An explanatory remark obviously put into the narration by the author. Authorial commentary tells us what to think instead of showing us. (1212) Authorial comment, as clearly defined above, is an artistic device used by authors to paint a vivid picture of a point they are trying to make. This gives the reader of a text the opportunity to deduce the point. Comments made in literary works such as fictional novels usually guide the reader into thinking in a certain way, which depending on the level of understanding of the reader can have various analyses. But in order for authors to prevent their being misunderstood by their readers, the use of authorial comment is added in their works. It is interesting to see how Ike Oguine uses authorial comments in A Squatter’s Tale to drive points home. His placement of the the comments and the depth of those comments add a lot of creativity to this literal work of art. Although he uses other artistic devices such as sarcastic humor and symbolism, the qualities of these devices are enhanced by authorial comments as exemplified by the following analyses. In the beginning, Obi has just arrived in the United States in pursuit of the American dream. Upon arrival at the airport though, Obi realizes that â€Å" America turns your world upside down† (Oguine 15). In fact, this is true to the majority of characters in the text, as well as, real immigrants who enter the country. The truth in this statement is usually realized once an individual arrives in the country. Most people have hopes of coming and making enough money to go back to their homeland and establish themselves, but once the disappointment of having no one to rely on and reality of coping with the standard of living in the country hit them, they lose hope of going back home in the next couple of years. Some give up their dreams totally and try to live out in their children. The author realistically portrays this in his text with Obi. At first, Obi is a big shot in Nigeria, but once he arrives into this country, his life is clearly turned upside down starting with Hook, his friend, not picking him up at the airport.