Rhetorical Analysis

Posted in Major Assignments on April 25, 2013 by jlineb10

Rhetorical Analysis


Adaptation Draft 2

Posted in Major Assignments on April 18, 2013 by jlineb10




I am very far into my adaptation. It is a 12 page murder mystery short story that I wrote, and I added in many references that I explain on the last page. There is not much else to say, I don’t want to spoil any of it something.

Adaptation Draft 1

Posted in Major Assignments on April 11, 2013 by jlineb10



Adaptation Draft 1

My current plan for this adaptation is to write something (mode). The genre of the paper will be a short story to tie in with my argumentative essay. My purpose is to show how much thought and critical thinking goes into creative writing compared to the current standard essay. My audience for this would be the school system, mostly the state board of education. I have written out a two page outline in my notebook of how the story might go but I hate it. My current story is of a person in high school who is beginning to start the onslaught on 5 paragraph essays that his/her school throws at them in preparation for the 10th grade writing test. It would go on to how they resented it and they send a letter to the school board that for some reason gets noticed. That is not my writing style nor my genre at all. Everything I have ever written has been far more fictional and fast paced. I thought about just writing something new that came to my mind and then using it as an example of how much more thought is put into short stories than the 5 paragraph crapsay.

Reading Response 7

Posted in Reading Response on April 2, 2013 by jlineb10




In my past experiences with peer review, it probably was not worth doing to begin with. I usually get the response, “I don’t see anything that should be changed.” I would also often only get positive comments and nothing negative to work with. At the same time it felt like no one really cared to actually do the peer reviews in the first place. I think that was mostly due to the fact that we all knew that the papers didn’t mean anything to us, it was just some assigned prompt. I have been asked to make sure they stay on topic, watch for typos, tell them if the paper makes sense, if it’s ranty, boring, etc… I once received a comment that I only spaced down the page 7 times to write my title when the rubric required 8 spaces. I still don’t know how they counted my number of spaces on a white page with a title in the dead center. Most of my comments are something to improve. I try and throw in positives but I don’t think I have ever peer reviewed a paper in which the writer wanted or cared for revision. I never suggest too much as it is their paper and not mine, so I may seem apathetic. I’ve never been uncomfortable reviewing someone’s paper before. What are they going to do, chew me out for correcting them? I and they will get over it. The most memorable comment I got that was helpful was when I had my friend review a little bit of something I wrote for fun, I think it was the same chapter I uploaded to WP in an earlier post for an example. the one about Aven. His suggestions helped me fix the very end of the chapter because I didn’t like their getaway.


Inquiry-Based Argumentative Paper, Draft 2

Posted in Major Assignments on March 28, 2013 by jlineb10


My rhetorical situation in this paper is the lack thereof creative writing being taught in secondary education. Throughout my 4 years in high school, the only time I was ever asked to do creative writing was in my last year where I had to write the first paragraph of a detective novel. My exigence then becomes the fact that I want creative writing to be a part of high school English. Not only does it teach the basic essential skills that secondary education loves, but it is fun for students as well. Current critical thinking essays are dreadfully boring and taken as a joke after 10th grade (10th grade writing test). My rhetorical purpose to convince the state board of education that creative writing is worthy of being integrated into the core English curriculum. My audience is, as I stated before, the state board of education. They decide what is and what is not taught in North Carolina secondary education. I have to be able to influence them if any change will ever happen.

Draft2 John L

Reading Response 6

Posted in Reading Response on March 26, 2013 by jlineb10


This reading reminded me a lot of the word literacy in English 1101. It was a simple enough  word that everyone knows how to use until we erase its borders and make it apply to everything.  The text says that genres cannot be sorted into categories or used as classification systems. If this is true then doesn’t that mean book and music genres do not exist? We use genre to categorize things constantly in our lives so this made no sense to me. There appears to be many different genre theories but I don’t really understand why they can’t be combined into one. If they were then maybe it would stop being just theories anymore. It seems like none of these can be perfectly accurate without another.

Reading Response 5

Posted in Reading Response on March 21, 2013 by jlineb10


The rhetorical situation in this video is about how to write a good fantasy story. There tends to be an exigence in fantasy writing where writers make too many assumptions that the reader knows exactly what your talking about in this made up world. The rhetorical audience needs to be able to know exactly what is going on without the writer becoming too overly descriptive and therefore boring. All fantasy writing has to have some kind of realism or else the audience won’t be able to relate which kills off their interest. Some fantasy writers also fear that their reader will fail to see their vision and because of that become extremely descriptive. People will inevitably create their own vision of everything you write. I had a totally different image in my head of Harry Potter when I read the first book, and was surprised when I saw him in the first movie.