assignment 4

CodeEvin Code 5 August 2015ENC 2135Erin WorkmanAssignment 4Coming into ENC 2135, my theory of writing was ased off of everything ! "earned my #unior year of high s$hoo" in my A% &anguage and Com'osition $"ass, whi$h doesn(t sound very reassuring) !n a"" honesty, on the first week of $"ass when Erin instru$ted me to make a ma' and tum"r 'ost de'i$ting my *+heory of writing, ! had no idea what to do, ut ! #ust took a ste' a$k and $onsidered what ! usua""y do when ! write an essay) -y initia" theory was a it vague and didn(t 'resent any strong idea"s) -y key terms however were strong and ! e"ieve they are sti"" im'ortant 'arts of writing and serve to sha'e what an author wants to say) !n deve"o'ing this theory, first ! wou"d think aout what ! was going to write aout, usua""y it wou"d e an argumentative essay so ! wou"d think of my three main 'oints or ideas that wou"d e the ody of the essay) Ne.t ! wou"d $onsider how ! '"an to engage my audien$e into my work through the use of a''ea"s, either targeting their emotion a or their "ogi$a" sense with a set of fa$ts to a$k u' my $"aim)Writing is #ust a form of $ommuni$ation etween author and reader) +he author has a s'e$ifi$ 'ur'ose for what he is writing and targets an audien$e) /ne of the most im'ortant 'arts of a 'ie$e are the ideas it 'resents) +hese ideas must e 'ortrayed with a''ro'riate a''ea"s to the reader in order to engage them in the work) Another key $om'onent of writing is the rhetori$ the author $hooses to use to infatuate the reader with 1Codehis or her ideas) 0urthermore, it must e 'ro'er"y stru$tured with varying synta. in order to a$$om'"ish the writer(s 'ur'ose) With every assignment ! worked on my theory was eing un$ons$ious"y a"tered a"ong with it) -y work with genre in assignment one so"idified my understanding of whate.a$t"y a genre is and its im'ortan$e in writing) +hen in assignment two, ! egan to gras' what it meant to de"iver strong $"aims that have een a$ked u' y mu"ti'"e sour$es) Not on"y this ut ! was a"e to understand the ro"e different uses of "anguage '"ay in mu"ti'"e rhetori$a" situations) &ater on, in assignment three, in whi$h more work on genre was $arried out, ! saw how the 'ortraya" of simi"ar information in different mediums and genres $ou"d skew the reader(s 'er$e'tion of the information that was eing 'resented) +his was #ust another reminder of the im'ortan$e of $hoosing the $orre$t genre) 2Code-y theory of writing has grown tremendous"y throughout this $ourse) Every assignment, #ourna" entry, and tum"r 'ost a"tered my theory in some way) +he #ourna" entries were most inf"uentia" on my theory of writing) 1sua""y they way it worked, was ! wou"d "earn something new aout writing from the #ourna" entries and then ! wou"d attem't to a''"y that to my ne.t assignment) 0or e.am'"e, in #ourna" two ! "earned that audien$e is the grou' of 'eo'"e that the author is trying to inf"uen$e with their work) Audien$es $an e grou'ed y many different $"assifi$ations su$h as ethni$ity, age, gender, nationa"ity and more) +he author may e attem'ting to engage a "arge grou' of 'eo'"e su$h as a 'o'u"ation or a sma"" grou' y using esoteri$ "anguage) +he author may e.'"i$it"y state the audien$e y addressing them dire$t"y or the author may never state theaudien$e, "eaving it o'en to inter'retation) -ost of this know"edge of audien$e ! drew from 2"oria An3a"dua(s work in *4ow to +ame a Wi"d +ongue, and Chris Wi"$ha(s video *+he +arget 5hoots 0irst), 6efore ana"y3ing these two works, understanding of audien$e was very different than what it is today) ! "earned that sometimes authors don(t a"ways go into the writing 'ro$ess with an intended audien$e in mind) 0or e.am'"e in Chris Wi"$ha(s do$umentary he $"ear"y stated that a"" he started out doing was taking a video $amera to work with him everyday and then 'ut the ta'es together to make a do$umentary and the audien$e de$ided itse"f) 7et in 2"oria An3a"dua(s 'ie$e she targeted s'e$ifi$ grou's of 'eo'"e in$"uding ignorant Ameri$ans that don(t understand her $u"ture and a myriad of grou's of 5'anish8s'eaking 'eo'"es, whi$h sha'ed her work) 3Code/ut of a"" the $on$e'ts !(ve studied this semester, genre is the one ! find to e most im'ortant in my theory of writing) Entering this $ourse, my idea of genre went a"ong the "ines of *-ystery, or *Non8fi$tion, ut ! now know genre is mu$h more than #ust a $ategory to '"a$e movies and ooks into) -u$h of what !(ve "earned on this su#e$t $ame from #ourna" three and my work in assignment one in whi$h ! had to de'i$t the meaning of genre through our remediation) !n 9ath"een 6"ake(s work tit"ed *Navigating 2enres,, she writes, *5imi"arities within genres he"' us to $ommuni$ate su$$essfu""y,, meaning that $ertain ty'es of writing have distin$t $hara$teristi$s designed for a$$ommodating that s'e$ifi$ situation) :irks definition of genre e.'"ains how it is a too" for writers to use, whereas my definition 'rior to this on"y re"ated to identifying a 'ie$e) An3a"dua uses genre as it is des$ried y :irk e$ause she is writing with a 'ur'ose and her tone ref"e$ts what she is trying to a$$om'"ish) Another im'ortant key term in my theory is *;ef"e$tion), 6efore refining and 'erfe$ting my definition of this term through the work $om'"eted in this $ourse, ! $onsidered ref"e$tion to e mere"y a thought 'ro$ess of how a 'ie$e was written) Now ! understand that ref"e$tion is mu$h more than that) ;ef"e$tion is $ru$ia" for growing your ski""s as a writer and mu$h more) +o 9ath"een 6"ake, ref"e$tion is ste'8y8ste' 'ro$ess used to enhan$e writing to a$hieve authors fu"" 'otentia") 5he says that ref"e$tion is a *:ia"e$ti$a" 'ro$ess y whi$h we deve"o' and a$hieve, first, s'e$ifi$ goa"s for "earning< se$ond, strategies for rea$hing those goa"s< and third, means of determining whether or not we have met those goa"s), A$$ording to 7an$ey, fo""owing these ste's of ref"e$tion wi"" a""ow the author to "earn from their own working, ena"ing them to e their own tea$hers) ;ef"e$tion $an have different meanings de'ending on the $ir$umstan$es< sometimes it on"y refers to revisions) +he different ty'es4Codeof ref"e$tions identified y 7an$ey in$"ude *;ef"e$tion8in8a$tion, $onstru$tive ref"e$tion, and ref"e$tion8in8'erson), &ooking a$k, it is $"ear to me that ! have grown tremendous"y as a writer and a reader as a resu"t of this $ourse) ENC 2135 and Erin Workman have taught me things aout as'e$ts of writing that ! hadnt even known e.isted going into this $ourse) +he theory of writing that ! have deve"o'ed ! wi"" $arry with me into every endeavour that re=uires me to read or $om'ose any work of "iterature) ! wi"" never e a"e to "ook at a sim'"e arti$"e in the news'a'er without $onsidering the rhetori$a" situation the author was'ut in and how he used his genre to $ommuni$ate a 'ur'ose) 5