Ethos: Character
1. Invented persona w/in the written text
2.situated ethos I am someone with a)good will b)good sense c)good character

Character: a guidance counselor, who has seen these problems, and wants the kids to experience things more alone.
word choice: commodity, entitlement, third person invisible, fail to understand, in loco parentis, dismay, most

1. The results of the questionnaire can bring up the GPA of the PWE students.
2. By going through the questionnaire it can help students write more positively on the teacher reviews.
3. The classes are in need of a reviewing.
4. How much time are they really "wasting"?

Changes will be good for the department.

Complete this survey because it will prepare PWE students to succeed professionally and bring prestige to WVU.

Premise:
Does the argument have any bounds in a logical argument?
As someone is building an argument a premise is an unstated assumption on which the argument is grounded



Probability:
Can the argument stand up to someone trying to disprove it?
Likelihood
conclusion
statements about human behavior==>common ideas that people share

Inductive reasoning:
movement from specific cases/examples to general principles


Deductive reasoning: Using different pieces of evidence to build an argument
Movement from general principles(class of items) to specific cases. If premises (assumptions,
common beliefs) are true then conclusion about specific case is true

Enthymeme: Rhetorical argument founded on assumptions that remain unstated

People who stay at a holiday inn are really smart. Whoever stayed there would be smarter than a doctor and more able to help.

Progress Report:
Goal/purpose : persuade the project manager that you have a clear vision for project and have a handle on it

Be specific in describing accomplishments.

Intro
1. project overview
2. summary statement about progress

Body Sections
I. work completed
a. types of work
b. types of work
II. Work remaining
a.
b.

Conclusion

Ideology: sets of beliefs, values, ideas that shape how someone views the world. (-isms) Feminism, communism, conservatism.


Common Topic: specific procedures/sets of questions for generating arguments (heuristics)


Common Place: often unstated ideas, statements that help to shape an ideology (underlying parts of an ideology) patriotism, loyalty, "god" leads nation

Ideologic: arguments that are made by by stringing together commonplaces (wall street vs. main street)

"Keep Austin Weird"
1. Ideal city is a weird city.
2. A weird city has lots of different shops, ideas, cultures.
3. Not weird is boring.
4. Austin is a weird city.
5. "Box Stores" are not weird.
6. Govt. should keep "Box Stores" out.

"Guns Don't Kill People"
1. Guns are not murder weapons.
2. People make the weapons dangerous.
3. People's choices end lives.
4. People choose to disobey laws.
5. Government needs to protect the community.
6. Government needs to crack down on people that disobey laws, not guns.

"How a Professional Writer Pulls Assets to Complete a Job" (not sure about this title)

Writing is a collaborative process. It has to be in order to effectively answer the right questions and to reach the right people. A professional writer is limited by a myriad of personal shortcomings, and in no way is this because they are a sub-standard person, it is just the simple fact that not everyone is an expert, and even if they are, one person cannot create a powerful document alone. My research is taking a look at a College Relations Director, and seeing how he uses the resources and his co-workers to write effectively and to best represent the organization that he works for. Using a variety of collection methods, I will gather evidence from around the work-space, from co-workers, from the university, and from the subject, about the processes and standards of their literary works.

This article gave me a very good line of questioning for my project. My subject writes for the university and so it's identity is very important to uphold. Does he have certain things that he always keeps in mind as he writes?

SSI: What is the chain of events that you go through when you receive an assignment description, and how do you process all the information?
What do you do when you don't fully understand what to do on an assignment?
After you have finished the assignment, do you check over the description again?

1.When you read an assignment description, how many times do you read it, and do you refer to it often?
2.How do peer and teacher reviewer comments influence your writing?
3.Do you brainstorm while you write? Does your writing process go from a lot of material to a little, or do you add more as you go along?

1. SE Question: how many times reading the assignmnet description does it take the subject
to really understand what to write.
SE prop: give the subject an assignment description and have them read it as many times as they can until they can come up with a good summary of the assignment and give an outline of their writing

1. DBI question: when you read an assignment description only once, how many different understandings can you come up with?
DBI passage: another ass. description

All of the things we have talked about this week have been helpful to helping me shape my project. The work with intertextuality showed me that it is very important to pay attention to the examples that I use, and to what purpose they should be used. A quote should be used to drive the point home, and concepts from different sources should be used to generate a thought process, or create interest. It is very important to be cognizant of what you are incorporating or you could miss the point.

Content and Style comparison:
B: very precise. Has a structure that is favorable for going back and referencing/answering questions. Gives clear answers to what has been completed, and where problems are, and what is going to be done. Easy to see that much has been done.

H: Not precise at all. Structure is very simple and modest. Not much in the way of evidence as to what has been done, and how to move forward. "everything is set to be completed within due dates" is all that is shown for a timetable. Easy to see that not much has been done.

D: Precise, but not very easy to read. Has a structure that breaks up the segments, but it is not even in material. Doesn't give very clear answers on what has been done, and what will be done is slim as well.

Describing the project in the intro: Gives the reader an idea of what the whole thing is about. Allows them to come up with their own questions, or concerns.

Arranging the body by types of tasks: Allows for easy referencing.

A couple of semesters ago I had to write a paper for my history class, where I looked at old newspapers from the Morgantown area and compared the advertisements in them throughout several years. I was looking to find changes in prices, locations in the paper, ad styles, and anything else.
I looked at hundreds of papers from right before the Great Depression till when the market was stable again. I analyzed every possible angle, even counting the number of ads from particular companies as time went by. I couldn't leave any stone unturned because I had to have as much information as I could to come up with hypotheses. No one had ever written a paper on this so I couldn't use any other reference. It was very much what I will be doing for this semester's project!
As I wrote my paper I used lots of pictures from the papers, and I commented on them and doodled on the ads to show my thoughts. All of the paper was my own, and I couldn't borrow from anyone else, but I used evidence from the papers to make my point.

Seen:

Seen is the alpha dog
They are each holding mock-ups
seen talks much more, and at a louder volume than the others
The other man doesn't make much eye contact and shakes head lightly when disagreeing
Other artists don't speak
Seen changes his mind on things, but always speaking with the air of confidence
"believe me" "understand me?" never "what do you think?"
seen goes right into the painting without consulting
when the other artist disagrees he says so and then seen tries to persuade him otherwise
seen gives his "sermon" on how the process has to go 1. outline 2. filling 3. background, 3d 4. "clouds or whatever"
don't hear anything from the other artist
adds characteristics from what he knows the other artist's style is (maybe?)
other artist crowds Seen's work and seen say's "come on, come on" and pushes him away
other artist starts to adapt to his style of debate, becoming more mobile and vocal
definitely "master and apprentice" relationship
we never see the other artist paint
refers to older works to justify that methods work

ARCS activity 3

For this activity I looked at an article in the 9-18-08 edition of the DA. It was an opinion piece commenting on the city council meeting, where residents voiced their views on students moving into residential areas. Some residents felt that students were causing great disruption, and actually scaring the people of the neighborhoods. The author goes on to talk about the fact that WVU is growing in size and the developments that are being built to house students are getting further away from town and so students are forced to live closer to campus. He says that students just need to respect the rights of their neighbors and not party every night or harass the residents.

I don't believe the argument rests at any conjecture. The issue is the students are misbehaving and upsetting the communities, but what both sides need to do is not really covered in the article. The author is simply stating a possible solution to the problem. In order for this to be in stasis, the other side needs to be clearly stated, but it cannot. The counter argument could be that WVU needs to create more housing and keep the students out of the residential areas. Another argument could be that residents should live with it. They know where they live and if they don't like it they should leave. Along with the author's argument there possibly three stances and that is too many to achieve stasis.

After reviewing the documents in class and formulating questions, I have a better idea of how important it is to look at all the papers and to draw similarities and differences between them. I am thinking about how I will structure my research as I collect the different writings from the workplace. I have several ideas of types of questions i can ask during the interview to elicit different types of responses. The next thing I need to do is to write out a plan of attack, with a timeline and a checklist of the kinds of documents and other bits of information I plan to collect, to ensure that I have all aspects covered.

The writing packet that we have been looking at for the last few classes is very informative. It is giving us a chance to see the ways that we can glean information from gathered documents. By looking at the prompt we can see what was asked of the writer, and how they interpreted it. By looking at the free writes and brainstorming papers we can see the writer's thought process and the evolution of creative force. By looking at the drafts we can see what the original attempt at answering the prompt was, and as the paper is reviewed we can see how other's opinions help shape the final draft. The instructions were a little confusing in the beginning however, I think this is a very worthwhile assignment, and I have gotten a better understanding of how to go about analyzing the texts.

Professor's teaching notes: This document allows us to see the catalog of the instructors thoughts so that if we ever needed to teach this process we could see some of the things that our instructor considered important. It would give us a good starting point, because instead of thinking of brand new things, we could consider which ideas are more valuable than others. The teacher's notes should involve things that he learned while teaching, and they would be very valuable to someone who doesn't want to make the same mistakes. This fact that it is a rough document is good because there is little discretion about the things recorded. In a final teaching method paper, the teacher will omit the things they didn't think were valuable, but we may actually find that they were important to us.

I started my exploratory essay by thinking about the person that I wanted to interview. I had some ideas of what he did from a conversation I had with someone who used to work with him. From those ideas I got about what he did, I started to think about what he might do from day to day. I separately wrote down all of the questions I could think of that I would possibly ask him, and then I wrote down what I thought might be some of his answers. I simply recorded all of my thoughts, so that I could organize them later.
I ran into trouble while writing my paper, because I was afraid the structure and content of my paper was not in keeping with the assignment. I sent my professor an email stating my concerns and asking for feedback. Once I got an answer from my teacher, I was able to continue.
I needed to consolidate my queries and focus on a couple of big questions instead of several smaller ones. I reformatted my paper and changed some of my paragraphs to fit my new understanding of the assignment. Once I was finished, I re-read what I had written and went to bed.
The next morning I read my paper and thought about whether what I had written had hit the point or not. I did a little more editing and then my paper was finished.

Kairos is a term loosely meaning opportunity. Kairos stands for when the time is right for something. In ancient Greece, Kairos was a god, and the Greeks created art depicting him. Some had a vision of him with wings, doing tasks that required great skill or luck. His wings signified a fleeting time, saying that some things will happen only at a certain period.

I am a member of the National Guard. After i joined, they shipped me off to Basic Training, where Drill Sergeants showed me how to be a soldier. With a lot of yelling and quite a few push-ups, they taught me how to stand, how to talk, and how to work in the machine that is the United States Army. There was no debate for what was acceptable. The army has a tried and true method, and I will follow it.

A professional writer needs to know what information is valuable to different people in the workplace. A PW needs to know at what level his or her co-workers are communicating. Are they using very technical terms that would need explaining to someone not in their field, but could be used in inner office memos without explanation?
A PW needs to know the limits on length for certain documents. The writer may make things more difficult than they need to be by creating a document that is too verbose, and wastes a lot of time, or on the other side, write a document that is too concise, and doesn't provide the right information. A PW needs to recognize which departments need his help, so that messages get passed to the right people, at the right time. A PW needs to understand that his or her job is to help create purposeful information, not to do the work of everyone around the office. A PW is not a secretary.
A PW needs to facilitate the meeting of ends by the different interests of all the different sections in the workplace, by helping them communicate on the same level.
A PW should be like an old fashioned telephone operator, listening to the needs of the caller, and patching them through the right channels, to get to them to the right place.

Rhetorical Activities

2. Every year on the plaza of the Mountainlair a group of people come to protest abortion. They are armed with posters, signs, and very vocal demands. Some people may call protests open air debates, but there is absolutely no debate involved. Protesters come with a purpose, and their opinions are set in stone. They are there to upset, and offend in order to get others to change their minds on the issue at hand.

4. At WVU, conversions can happen in all sorts of ways. There is the festival of ideas, where "specialists" of different fields come and lecture about their work. In this setting, someone can sit down with one set of expectations, and at the end of the lecture have a completely different knowledge of the subject. The individual may debate with the lecturer in the Q/A section, or may have an internal debate with his or her own thoughts.
In many English classes, there are class discussions. The members of the class may have been given an assignment to research a topic and then bring their findings to the discussion. During the discussion, many different intelligent opinions are shared, and through the whole process the class members form new opinions, or change old ones in the face of new evidence or suggestions.
Students at WVU suddenly have a new influx of culture, from all the various races, ages, and social circles. Bonds or rivalries are formed with people unlike themselves, and they discover who they are, where they belong, and what their morals are. An uncountable number of conscious and unconscious changes happen to a person's beliefs.

Why did Selzer want to observe how an engineer writes?
Selzer felt that courses that taught the different writing styles and how to perform them had skipped over the technical writing field. He felt that the people who wrote technically for their jobs didn't have a standard form, and made up their own style. He wanted to find the strengths and weaknesses in that style.

Which of Selzer's findings intrigued you?
Selzer found that Kenneth, the engineer, did very little revising. He would spend a lot of time working on a layout for his proposal, report, or other writing, then would work very quickly, and with a purpose, to create the document. When the first draft was created, he would have his secretary type it up, and then he would read through it and make a few minor adjustments and be done.

How did Selzer convince you to believe in his findings?
Selzer looked over all of the notes, writings and references and analyzed them, along with a couple of face-to-face interviews.

Blog 1

Professional writers may hold an infinite number of titles, and may do an endless amount of tasks. They can pave the way in creative ways, offering new ideas, or making old concepts new and attractive. They can hide out behind the scenes, helping those who need to have their ideas heard, by giving suggestions, or doing their writing for them. Our culture is built on communication, and when it is easy to converse and make opinions our heard, it is easier to get what we want.

Technical writers and editors work with professionals in scientific or very technical fields and help make the difficult jargon of the specialists more literate and comfortable to the layman.

Journalists explore the world in all sorts of ways and report on their discoveries, interests and musings. This field allows the writers to be somewhat free in how they choose to express themselves and can lead to a vast range of professional success.

Web content editors help companies make their services known online. The internet is a new area of media, and these writers help make the transfer easier and more successful. These writers can have very significant impacts on the companies they represent, and are very important.

Professional writers can fill just about any niche in any job today.