UNIT 1 SUMMARY

Warne, Bonnie M. "Writing Steps: A Recursive and Individual Experience." The English Journal, vol. 97, no. 5, May 2008, pp. 23-27.

In Bonnie Mary Warne’s article “Writing Steps: A Recursive and Individual Experience,” published by National Council of Teachers of English, May 2008, Warne explains her writing strategy with her high school students in order to improve upon their own writing process steps. Warne uses her experience with her students to show the reader how she was able to facilitate the varying needs and unique ways of preparing each of their individualized writing processes. The article explains that there is a variety to the writing process steps but maintains the idea that certain concepts should remain constant. Warne points out that in a lot of states, education employs that each stage of writing must be understood and followed by the next step that corresponds as it is stated by many scholars "Understand and use steps of the writing process: Brainstorm; Draft; Revise; Edit; Publish", where the standardized process of writing and its steps benefit the writing product, but does not help inner process and ability of the writer. Warne emphasizes the importance of revision throughout the writing process and how it interconnects with the concept of freewriting. By utilizing commonplace references, such as the term ‘slinky’ given, Warne is able to create a visual aid representing the fluidity of the writing steps easing the student’s comprehension of the process. The author’s tone reflects her sincerity and humility by acknowledging her flaws when teaching her students about the writing steps. Warne concludes with stating that by exploring the writing process steps, her students have gained necessary tools to survive the ISAT and perhaps enjoy their writing.

Unit 1: Work

UNIT 1 REFLECTION

Rhetorical Analysis Presentation - https://docs.google.com/presentation/d/e/2PACX-1vRkLeUenOELPu2eLbjlA6P-jOQKvc0U5GO6plcTsGuJuYJ1XuZ6ky3K8YxWCov_JSc5ABGy5cL-VYb3/pub?start=true&loop=false&delayms=3000

For unit 1 I was assigned to a group to do a summary and rhetorical analysis of a given article. For the first part I had to do a paragraph by paragraph summary, then out of that, create a summary based on the breakdown of the whole article and then finally put together the final presentation of the article that included the summary of the article, its rhetorical context, angle of visions and when reading with and against the grain. I did and contributed to most of the work. Due to that, my role was being the leader of the group leaving everything ready or everything outlined so the group could follow whatever instruction I told them to do or to what they could contribute. I always did the head start on everything, the summary, the presentation, etc. but I kind of enjoyed because it made me responsible for doing a well-done job in addition with the help of my group. In some occasions, my group did not engage as I wished they did, but when it most mattered, they did their work, some did more than others but that’s always the case in these group projects.
In-depth, my contribution to the whole project of unit 1, for the paragraph by paragraph summary I did “Says and Does” in order to break down and understand the article, from this I learned how to analyze each paragraph and know what was it about. For the summary, I based myself on the earlier breakdown of the article, which helped me make a precise and concise summary of the whole article; it helped me learn how to sum up the most important ideas of the article, which for me was critical because it was very hard to summarize a whole article into just one paragraph. The presentation was where I did the most work but at the same time learned the most. When doing the rhetorical context, I was able to identify the purpose, audience, and genre. I understood the angle of vision how the author used 1st point of view and what did the author emphasized on the article. I also was able to have to different perspectives as when I was reading with the grain, agreeing on what the author is explaining, and when reading against the grain, taking the opposite side of what the author suggested.
As a writer, this project helped me to better understand how to think and analyze rhetorically. For my writing purposes, it helped to summarize many ideas into a compressed concise, and precise piece of writing. I helped how to have different points of view on the matter or subject being presented. It gave me insight to always have in mind the purpose and audience that is being persuaded. And the most important to me when writing was the appeal to Pathos, Logos, and Ethos; which focuses on the writing itself and how it focuses on the appeal to the reader's emotions, the text’s credibility, and to prove that the text is logically composed.

Unit 1: Work