Archive for March, 2013

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.

Inquiry Blog 5

Posted in Inquiry Blog on March 21, 2013 by jlineb10


Who I Interviewed:

Christopher Davis, M.F.A, Professor of English

Why did I interview him?

I interviewed him because he is involved in the creative writing CoP and I was hoping that he could answer questions that would in turn help me strengthen my own argument.

My Questions:

How did you get into creative writing?

Why did you start teaching creative writing?

How do you grade it?

Is all the content crammed into a single class?

How do you go about teaching it?

What Kind of tests do you give?

Whats your opinion on why creative writing isn’t more prominent in secondary education?

How would you fix this problem?

Should creative writing be an elective or a part of the core English class?


The interview was interesting even though my biggest question didn’t get an effective answer. He had an odd, to say the least, office space with provocative images on the wall which was distracting.  He focuses on poetry which I am not a huge fan of writing. Unfortunately he does not give any tests and his grading is done on effort and class participation. I got an interesting tale of how he became involved writing and the arts. He told me about what got him into teaching it and how he is where he is today. I did learn a bit more about why it is not taught in secondary education and how to bring it back, other than just finding ways to assess it. What I learned about my CoP is that it is very open ended. There are so many different kinds of creative writing and each one can have its own chain of courses dedicated to it. What I learned about my rhetorical situation is that there is a reason it still exists. It is very hard to solve the exigency of creative writing in high school. Finding a way to grade it without some kind of biased is very hard. English in general has also never been of the same equivalency of Math and Science in the eyes of secondary education. Their goal is to prepare and encourage you for a successful and reliable career path. Topics within English can be successful, but it is so very unreliable to be successful. This is why in my, and Mr. Davis’s opinion, creative writing is just not on their radar. The only way to bring it back s through student’s, the audience I suppose, desire for it to be there. Even then it probably would never be more than an elective. I feel like the interview overall left me somewhat woeful that I will be able to make a better argument rather than improve my current one unfortunately. Our only conclusion was that creative writing is misunderstood.

Reading Response 4

Posted in Reading Response on March 15, 2013 by jlineb10


Before reading this I would not have been able to create a similar definition of the word rhetoric based on my own knowledge. The article defines a rhetoric as “the purposeful use of language and images.” The only thing that came to my mind was that annoying response someone gives you saying “I was being rhetorical.” From that statement I would then define rhetoric as something that you already knew and was not mean’t to inspire further conversation.

I suppose this would mean that the topic of our argumentative essay is our “rhetorical situation” and the problem we see within the topic is our “rhetorical exigence.” That means that the people our argument is directed at, those who can actually act upon our reasoning, becomes the “rhetorical audience.” Finally, the message you are displaying to this audience becomes your “rhetorical purpose.”

My first question would be based off of this quote from the article:

“Ideally, persuasion results in both you and your audience being changed by the experience.”

I’m not entirely sure why the person doing the persuading is going to be changed by the experience, unless change only refers to a status progression in the same direction. Of course the audience should experience a change in view or opinion but the persuader changing his view seems counter productive.

My next question is about why we choose to ignore rhetorical exigences when they apply to us. An example would be how I wished there was a creative writing class in high school, but I never went anywhere with it until this class, despite seeing the exigence, having purpose, and knowing resolutions.

Glenn JohnL