Hello English 21003 student, 

 

Thank you for taking the time to observe my digital portfolio for this course where I have stored revised versions of the major projects for this class, as well as exhibit my understanding of the rhetorical elements and course learning outcomes. Throughout the semester, we tackled various types of scientific writing and tested our abilities to compose projects in them, while incorporating elements of rhetorical situations. 

 

1. In what ways have my perceptions on what writing is and does evolve this semester? –

Prior to exploring the distinct forms of writing, as well as the many impacts that it could have, I possessed a very binary thinking of it. My perception on what writing is was solely essays, and I mostly thought their purpose was to persuade a reader. However, in analyzing the different methods that could be utilized in writing, I came to understand that writing can be presented in numerous forms and have diverse outcomes.

2. How do the audience and purpose impact the content of text? –

The audience and purpose are major components in any form of rhetoric. In writing, approaching your audience and purpose successfully can become difficult. Audience and purpose will play a huge role in how the writer chooses to construct their work. Choosing the correct genre to formulate your writing based on what your reason for choosing the topic is, as well as who you’re writing to is very significant. 

3. Was there a challenge in writing across genres and addressing specific audiences? –

Utilizing more than one procedure of writing was not easy. As the writer, you have so much to keep in mind, from your audience, the genre, to your aim, so it’s fundamental that you do not neglect any of these. Before just jumping in and building your work, you have to identify all the rhetorical elements in relation to your topic. This took time in order to establish that your writing was to the standard of the genre, met your goals, and most importantly, met your audiences’ goals. 

4. Discuss how, as a class, we explored and analyzed, through reading and writing, a variety of genres and rhetorical situations. How did we do this? –

As preparation for delving into new genres and exploring rhetorical elements, we participated in class discussion, examined articles, and read scientific papers. During discussions, my peers and I contributed our interpretations on how the specific genre is to be written. Articles assisted us with comprehending the definition of the rhetorical element or genre. The scientific articles that were shown to us as examples on how to  organize the genre that we were learning about at the time assisted us in seeing the possibility of maintaining the aspects of rhetorical elements, even when the genre is changed.

5. Review your letter of introduction from the first week of class and see if your responses from questions 7 & 9 have changed since taking the course. Explain. –

Question 7: What are two characteristics of an “articulate” speaker? Do you consider a person having these qualities intelligent? Explain. 

My answer to this question remains the same: “appealing” and “communicative” are the ideal descriptions that I would use to describe an “articulate” speaker, and a person having these qualities makes them intelligent. This individual is able to effectively use their skills to grasp the attention of the audience, which isn’t a simple task. 

Question 9: Explain why Standard American English makes science writing more accessible to the general public. There is no right or wrong answer. You do not have to agree, but please explain your response.

My answer to this question was as follows: Because it’s a common language, Standard American English makes science writing available on a broad level. It acts as a link to various dialects in their agreement to the conventions of science. I no longer agree with or hold this sentiment. Although English can qualify as a “bridge language”, the dominance that it has over science writing can be an inconvenience to those who do not have English as their first language.