I have learned through English 102 that a strong academic sentence needs to flow well and include a large vocabulary. In the Rhetorical Essay Draft, I used words focused on the past and my professor said use present tense when expressing general truths, when writing about literate and when quoting, summarizing, or paraphrasing an author’s view. I have learned that writing in the present tense will make the essay have a stronger academic tone. Each tip that my professor has given me helped me excel on each essay throughout English
It was self-explanatory at first when determining what was needed, but initially I had issues in finding the articles due to the limited nature of the topic. What were more available were books, and with I looked at the author’s background and what validity they posed to the research being conducted. One of the biggest things I was looking for, was relevancy. It had to be relevant and fit my criteria in terms of what I needed for my research. What seemed to be the easiest part was the outline to help my assignment.
In the Utopian and Dystopian Fiction book "Fahrenheit 451" by Ray Bradbury, we can read about how Professor Faber tells us the “necessary things” to read a book. The first necessary thing that one needs to read a book is the “Quality of Information” which tells us how useful the data inside the books are. The second quality of necessary things is the “Leisure to digest it”. This necessary thing informs us of how time is needed to properly read a book. The third and final quality that is needed is the “right to carry out the actions based on what we learned from the first two”.
This literary tool is used a number of times, most commonly imagery. Bradbury uses imagery in the text to create an image in the reader’s mind to then deliver the underlying message of the plot to the audience. Using such gives a deeper description of what is being told, “Montag had only an instant to read a line, but it blazed in his mind for the next minute as if it stamped there with fiery steel”. (Bradbury, 37) With this statement the reader is implanted with how much of a burning passion that Montag has grown for books and reading. As Bradbury’s hands finish the creation that is Montag, the reader is apt with information about the characters and ideas that run continuously through the story.
Montag stole a book; the Book of Ecclesiastes. He explains this to Faber because he wants Faber to understand how passionate he has become for wanting to learn and use books. Montag’s love for reading gradually grows more and more because he is beginning to actually read them. That is another reason why the book of Ecclesiastes is so important because it is the first one he actually begins to read. Montag feels a power source from the books he is reading that energizes his feeling of gaining more knowledge from them.
I have written formal essays; for example, “My Personal Writing Process”, “Annotated Bibliography: Film Studies and Video Production”, and the group presentation. The two essays are formal because they are course required projects along with the group presentation. Formal essays require a specific format along with specific information. In addition, formal essays also require the writer to submit the best form of their work; the writer must revise and edit their work. Though the personal writing process was a narrative, it still required me to revise and edit before submitting.
Yes, the first-year writing course can become "a place where we engage productively with the dark realities of our time, those realities being violence, suicide, war, terrorism, fraudulence, complicity and trauma," (Miller, 442). The dark realities of our time can all be expanded upon using the resources available to teachers of humanities, with those being "Reading, writing, talking, meditating, speculating and arguing," (Miller, 423). In fact, this is a great purpose for the course, as teaching others how to read and write with care is becoming, according to Miller, "increasingly irrelevant" (Miller, 423). The reader of "The Dark Night of the Soul" is asked by Miller, "Is it possible to produce writing that generates a greater sense of connection
As I was writing this response more and more things were bursting into my head of things that I could write about, that made me feel something. This is one of the things I liked so much about this book. It made me think and theorise. ‘What would happen if…’ ‘Could this really be possible…’ ‘Could our society really resemble one like described in the book?’ Ray Bradbury did an excellent job of conveying his message, so much so that I think it should be mandatory to read this book. Not only because it is so good, but also because it would educate people on issues that are present in our society today, and hopefully prevent our society’s situation, on matters that Fahrenheit 451 covers, from becoming irreparably extreme.
Students should learn about the value the novel provides from that time-period in which Mark Twain wrote, The Adventures of Huckleberry Finn. Twain put the N word in the novel for a reason, to describe the time-period in which these events had occurred. Phillip Rawls writes, “‘It’s such a shame that one word should be a barrier between a marvelous reading experience and a lot of readers,’ Gribben said. Yet Twain was particular about his words.” The use of the N word has brought many situations upon readers when coming across it, Rawls describes the idea that there was reasoning behind Twain’s writing. Peter Salwen says, “The great black novelist Ralph Ellison noted how Twain
Having students analyze evidence and create meaning from the text for a cumulative assessment seemed to be my largest instructional obstacle in teaching. Students demonstrated knowledge in reciting evidence from the Great Gatsby and I often accepted their answers assuming that they were able to analyze the language to create meaning in relation to the American Dream. Students were able to verbally discuss and compose written pieces summarizing evidence and the story line in the Great Gatsby. Overcoming the instructional challenge of teaching students how to analyze text and how compose written responses was initially difficult for me. Questions I asked demonstrated levels two and three of the depth of knowledge.