When I write, I do so as a student. My audience is a professor who will be giving me a grade. It is very difficult to write without thinking about that. However, while I know it is important that I write what the instructor prescribes, I also need to realize that I should also be writing from the heart, using the triangle of logos, pathos, and ethos to pull the reader (the instructor) into my paper.
It is interesting to note that this Comp 2 class will finish my college education. I wonder how my previous writing courses may have been improved by taking this course first as is generally required. I cannot think of one instance in writing a paper in which I considered anyone reading it other than a professor. I think had I had a broader view of who my audience could have been, my papers may have been a bit more interesting.
For this assignment, (writing a proposal argument) I found that the text was extremely helpful. The sections about claims and stock issues were ideas I never considered when first developing my paper. I found that by using bullet points I could highlight the information to which I wanted to draw specific attention. I also used the method of using an anecdote as Ramage, Bean, and Johnson suggest to get the audience’s attention, as well as making some step-by-step suggestions as to how my proposal could be implemented (314-15).
I think that incorporating a visual photograph would also be very useful in my proposal that centers on stray animals and the need for an animal control unit in the county in which I live. A photo of a stray, starving dog…or a picture someone who had been mauled by a stray dog would add an emotional element, by way of a concrete image to the proposal.
Ramage, John D., John C. Bean, and June Johnson. Writing Arguments: A Rhetoric with Readings. 8th Ed. New York: Longman, 2010.
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