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.