As the final assignment in ERH 101, our class was asked to revise one of the three essays that we have written. I chose the first essay because I felt that it needed the most work. I did not start from scratch, but rather, took what I already had and made changes that I felt were necessary. I did, however, cut a short section out. Mostly, I reorganized and rewrote what I had. The last thing that I did was correct my works cited page.
Author Archives: boxleycw23
The Yellow Nail In My Hand – #2
Section 1: Personal History:
It is hard to remember a time in my life where I was not writing. It is almost as if the doctors hand you a pen and paper right there in the hospital room. Writing takes so long to master that it is necessary to start as early as possible. My earliest memory of writing is from kindergarten when another kid, whom I did not like, would race me to see who could complete the warm-up the fastest. Sometimes the warm-ups were math related, but nevertheless we were putting symbols and words on the page.
Despite writing being a significant part of my life since a young age, I have avoided it as much as possible. As a child, I would take any opportunity to go outside and play or to distract myself with a toy instead of reading or writing. I had a nanny growing up, who attempted to teach my twin brother and I penmanship, but all this work was to no avail. I do not personally remember this, but I have heard many stories of how my brother and I would manage to avoid schooling. I don’t think she was very happy about having to deal with two of us at one time. We’re both living and breathing, so I guess we weren’t that bad.
The exception to my avoidance of writing is when I asked my parents for a journal as one of my Christmas presents. That was in early elementary school. I tended to write about my experiences at school, and what was happening with my social life. As you can imagine, the issues I was talking about were not worldly, but to me, they were everything. Once I started writing, I continued because it helped me clear my mind when I was overwhelmed. To answer your undying question, yes, I did have an entry about my crush that I was too scared to talk to on the playground. I like to think about this moment in my life because it is one of the few times that I voluntarily decided to write.
The journal is a positive memory, but I believe it may have caused the anguish I have when writing. The reason being is because I got ridiculed for having such a thing, a thing associated with girls. I wrote a substantial amount before getting made fun of, but my days of writing in a journal came to an abrupt halt after being ridiculed.
I did not realize this until now, but the events that took place with the journal have affected my outlook on writing ever since. I believe I wanted to drop out of elementary school when I learned of the existence of cursive. I was not very fond of being forced to learn even more letters when the ones I already knew were satisfactory for my circumstances. The only thing I enjoyed about learning cursive was that the letters were much more fun to write because of the loops (I’m being completely serious).
My negative outlook on writing only worsened as I grew older. This is probably the result of being a male who grew up in a conservative household. Writing was never castigated; however, masculine activities were encouraged. Some of these activities included: riding ATVs, shooting firearms, and working on cars. My father never forced these things on my brother and I, they are what he knows and understands, so that is what he taught us. As far as I know, it was never his intention to steer my brother and I away from other endeavors, but this is the way I interpreted his teachings. I am very grateful for all the knowledge that my father bestowed upon me, however, I tended to focus solely on the hobbies that he enjoys.
As I move forward into college, opportunities to explore new things, will inevitably arise, things that are outside of what my father did. I was slightly nervous about coming to VMI because I was scared that I would not be able to enjoy/express myself, but I now realize that VMI provides so many ways to explore any kind of interest. One that I am most curious about is the ability to pursue writing from a new perspective. Hopefully I will be able to change my negative outlook on it. With better knowledge of the programs and what I can explore here at VMI, I would have been much less nervous about the transition to college.
The writing that I did before college, was almost always at the request of another, it was hardly ever a manifestation of my own mind. Because of this, I saw writing as a chore, not an important skill to have. The ironic part is, if someone had told me that I wasn’t allowed to write, I would probably have written and published an entire novel by now. I guess this is how a pubescent male mind works.
Even someone with a grudge towards writing can have, as Lieutenant Colonel Ticen puts it, a “writing ritual” (Ticen). When I looked at the writing that I have done over the years, I discovered that I too have a writing ritual. What I figured out was that I must have a drink in front of me and a snack to eat. I concluded that I use both to give myself a mental break when I find that I am overthinking the writing process. Also, I do not have an excuse to continually get up to get something to eat or drink if it is sitting in front of me. Alongside having something to eat and drink when I write, I also like to have the writing prompt or the guidelines as well, so I do not get off topic. In addition to this, I like to have space. I feel cramped and restricted if I do not have room to spread out. Outside of these parameters, I can work just about anywhere. The only exception to this is my bedroom. If I set up in my room or on my bed, I can almost guarantee that I will not be productive. My favorite pillow will inevitably call my name, taunting and distracting me from my work. To avoid this, I stay downstairs, away from my nagging pillow and comfy sheets. The good thing is that it is quite easy to avoid nagging pillows and comfy sheets at VMI because the sleeping arrangements would not be described as luxurious, to put it mildly.
Section 2: The Role of Writing: What do you think writing is for?
Writing is limitless. Stephen King said, “All the arts depend upon telepathy to some degree, but I believe that writing offers the purest distillation” (King 304). I do not know much about telepathy, but I do know that writing gives humans the unique ability to share thoughts and ideas with whoever encounters a piece of work. If a writer is skilled enough and willing, they can take a beautifully formulated idea and put it on paper for the world to read. If someone understands the language and knows how to read, they can pick up that beautiful piece of literature and allow their mind to be entertained by the author. An example of this in my own life, is when I read The Maze Runner. By the time I read it, I had already established that I did not enjoy reading very much, but James Dashner’s sense of imagination and creativity reeled in my attention so well that I read the entire series (it was four books at the time, but he has since come out with a fifth). So, in a metaphorical sense, writing is a gateway into someone else’s head. By reading someone’s work, you see their point of view, their struggles, and their ideas, and by writing, an author can plant ideas and opinions in their reader’s mind. Whatever an author decides to put on the page, someone is free to interpret it, making the boundaries for writing, endless.
Writing can also be a time machine. There was a time when computers didn’t exist (yes…I don’t remember it, but it’s out there somewhere), so people wrote instead. If you want to better understand life during the 1500s, then you pick up a book written by someone in that time period. If you are curious about the Ancient Egyptians, you can pick up a book and read about them. You certainly cannot talk to anyone who was there. Writing does not just give us a glimpse into the past. No, the writing time machine works both ways in that records can be written about 2019 and left for future generations to read. Writing is a big circle. It starts with present generations for future generations. Then, those future generations will interpret what was left for them. Finally, they will produce new pieces of writing that will be left for distant future generations. Writing is a cycle that will continue for centuries to come. It may be done on different platforms via scrolls, books, or computers, but nevertheless, the process does not stop.
For me personally, writing can be a key to open the chest containing my imagination. In seventh grade, my English teacher allowed my fellow classmates and I to write a story on whatever we wanted. I was unusually anxious to start this assignment because my mind was not reined in by any guidelines. I wound up writing 7 pages, which was an absurd amount for me at that time. Writing is not my preferred method for exploring my imagination, but it certainly gets my mind thinking.
Some authors may enjoy sharing their writing with their class or a particular audience, but writing is not always for someone else to read. Sometimes writing is only for the writer. What I mean by that is, people need an escape or an activity in which they can focus their energy to relieve stress and anger. Working out has been a great escape for me this past year. During workouts, I can reflect on conflicts in my life. This may help me come up with a solution to a problem, or simply allow me to lower my anger meter and think about the situation from a logical standpoint. For other people, writing can help them do the same thing. If someone is very emotional, they can write down their problem or situation, and by doing so, they can see an overview of what is happening. This could result in a possible solution, or it could just allow the person to pry out whatever is going on in their head and leave it on the paper. With the problem no longer in their head, the person is free to do whatever they like without it getting in the way. So, in a sense, writing can be a trashcan for your problems. A dumping ground for all the bullshit in your life.
Section 3: Your Writing Future: What do you imagine you will be writing in the future?
Unfortunately, whether I want writing in my life or not, it will always be a part of it. Written communication will always be necessary. It might be through an email or an assignment, but either way, I will have to continue writing. Despite taking a math-oriented major, I will still be taking English, which will undoubtedly consist of writing a considerable number of essays. Also, I am almost 100 percent positive that I will need help during my freshman year, so if that happens, I will need to email my professors to ask questions. Considering that I am now in college, I should be able to complete an email or a writing assignment without looking like a complete buffoon.
My focus at VMI is to earn a commission into the United States Marine Crops. More specifically, my dream is to be an aviator. I am confident that there will be no lack of writing involved with this career choice. As an officer, I will have to lead fellow Marines and to do so, I must be skilled at written and verbal communication. Orders will have to be sent out in a professional and intelligent way, and instructions will have to be concise and precise. If I am unable to write orders properly, jobs will not get done efficiently, or at all. Even more importantly, lives depend on orders being delivered properly. On top of this, reports will have to be written and sent through the chain of command. I don’t want my superiors thinking I am dense, so having strong writing skills is essential.
In my mind, writing has always been a chore, but I hope to change that. I believe I hate writing so much because almost every time I write, it is at the request of another person, and because of bad experiences that came early in life. Instead of sitting down at the desk with a storm cloud looming over my head, I would like to approach my next writing assignment with enthusiasm. If I can do this, my writing will surely improve. What harm could it cause to try? Every time I sit down to write, I should have enthusiasm because writing gives someone a chance to put a voice to their opinions (which everyone undoubtedly has). Not only would that person be giving themselves another voice, they also would be exercising their mind at the same time, improving on their vocabulary and becoming more articulate. To do so, a writer must keep their yellow nail moving, continually making marks on the page.
Works Cited
History.com Editors. “The Invention of the Internet.” History.com. Accessed 27 June 2019.
https://www.history.com/topics/inventions/invention-of-the-internet
King, Stephen. Writing About Writing: A College Reader. Boston: Bedford/St. Martin’s, 2011.
305-314. Print.
Scoville, Priscila. “Egyptian Hieroglyphs.” Ancienthistory.edu. Accessed 27 June 2019.
https://www.ancient.eu/Egyptian_Hieroglyphs/
Ticen, Pennie Lieutenant Colonel. ERH-101 Writing and Rhetoric. Virginia Military Institute.
Lexington, VA, June 2019.
Helped Received:
Peer responses with Colby Tennyson + Veer Bhatt + Ty Hevener, Suggestions from LTC Ticen, class discussion, Grammarly, Thesaurus.com, Dictionary.com, Google, handouts from class
Reflection on ERH 101
Writing Reflection
Writing is an art form that takes years to master. At each new stage of learning (elementary, middle, and high school), students must mushfake their way through writing assignments until they are comfortable with the skills and practices required to effectively complete said assignments. It is no different when transitioning to college. I did not realize it at the time, but I too was mushfaking my ability to write at a college level at the beginning of STP. I may not have been confident in my own capabilities, however, I approached ERH 101 with an open mind that was willing to learn. Looking back over the four weeks, I think I have learned a substantial amount through the various readings; however, nothing beats good old fashion practice, which we have had plenty of. I am quite pleased with how much I have progressed as a writer.
Before STP, I had accepted that writing is not my strong suit. I stuck to math and science, and I was okay with that. When I came into STP, I did not expect to become Hemmingway; I just wanted to complete the assignments. I knew that I had a strong background in writing (only from doing it so much), however, I still felt unprepared. Most of the writing that I had done in high school was timed, so the papers that I wrote were focused on getting the point across, not ensuring I had a well written, revised essay. By the time assignments were due, the class was already moving on to a new topic. Because of the lack of experience in proof reading and revision, I felt that I was behind the eight-ball. Also, I felt that I had a very poor background in grammar. The teachers in my elementary school had so much pressure to show progress in the students’ writing abilities, so they did not take the necessary time to make sure their students had the proper foundation they needed. I picked up most of my experience later in high school by simply doing assignments, much like I have done in STP. Overall, I felt unprepared for ERH 101, but I was not that nervous because I knew that I could exactly what I did in high school, which was to throw myself into the class and put the necessary effort into an assignment so that I could gain the experience needed to continue in college.
With my writing skills lacking so much, there was plenty of room for improvement at STP. Over the four weeks here, I believe I have improved my ability to read and analyze complicated literature, the most. This skill helped me to write the second and third essays much better than I would have otherwise. However, this was not the only think I learned. In high school, I grew accustomed to using a platform that created my citations for me, so as you can imagine, I was not very good at citing my sources on my own. With the help of “Everyday Writer” and LTC Ticen, I was able to improve my citation skills. One of the other major things that I struggled with before coming to ERH 101, was starting and continuing an essay. I tended to ponder the topic that I am writing about, endlessly, but after reading “Shitty First Drafts,” I realized that I just needed to start writing. After getting something on the page, I was able to figure out what my mind wanted to say. Surprisingly, I believe I am a much better writer than I was at the start of STP.
Despite all that I have learned as a writer, I still struggle with certain elements of writing. I think the biggest thing that I still struggle with, is structuring my essays. I have so many ideas in my head, which tend to conflict with each other when I actually put them on the paper. To fix this, I need to focus on one idea at a time, develop that idea, and then ensure that there is a proper transition into my next idea. On top of having conflicting ideas, I also have major problems at the sentence level. As I said before, I did not receive a strong foundation in grammar and sentence structure. Every time I use a comma, I am not confident that I am using it correctly (yes…this includes this sentence). Also, I question my word choice and flow for almost every sentence that I write. The good thing is that all these issues are easily fixable. I suppose that I need to take a deeper look into “Everyday Writer.”
I have thoroughly enjoyed ERH 101, but do I find writing enjoyable now? No, I still do not enjoy writing as much as math and science, however, I am very glad that I decided to take ERH 101 at STP because I have learned some valuable information that I will be able to carry with me through the rest of my life at VMI and beyond.
Helped received:
None
Overview of Essay 3
For my third essay in Writing and Rhetoric 101, my classmates and I were tasked with finding an exclusive group within VMI that we could research and decide whether or not it could be could be classified as a discourse community. For my essay, I looked at John Swales’ definition of a discourse community and analyzed how well VMI’s department of Mechanical Engineering fit into that definition.
Overview of Essay 2
For my second essay in Writing and Rhetoric, I was tasked with choosing writing a rhetorical analysis. I was given four pieces of literature to choose from; I picked Malcolm X’s, “Learning to Read.” This was not the full book, but merely a short excerpt from the book, “Writing About Writing A College Reader” (3rd ed.). The purpose of this essay was to find X’s argument and exploit his use of rhetorical devices that helped him convey his argument.
Overview of Essay 1
For my first essay in Writing And Rhetoric 101, I was asked to write an essay that answered three questions. The first, “What have you done with writing up to this point in time?” I answered this question by talking about moments from my writing past that stood out to me, my earliest memories of writing/reading, my opinion on writing, and what my writing process looks like. The second question was, “What do you think writing is for?” To answer this, I discussed how my personal experiences with writing helped to shape my perceptions of writing, how writing is important in society, and what our society would look like without writing. The third and final question was, “What do you imagine you will be writing in the future?” I answered this by talking about the kinds of writing I believe I will be doing at VMI, where writing fits into my professional goals, how I would like to change my approach to writing, and the influence that multiple authors have provided me with advice on how to approach writing.
VMI’s Mechanical Engineering Department as a Discourse Community
Wherever your eyes wander, you will find groups of human beings working together to accomplish a uniform task. For those that are from rural areas, you may see farmers herding cattle (I know it’s a group effort because I’ve had to do it). If you live in an urban area or city, you may see construction workers piecing together new buildings. Your locality makes no difference because these groups, or communities, are everywhere. However, not every group can be classified as a discourse community. In John Swales essay, “The Concept of Discourse Community,” he lays out six criteria that delineate a discourse community. With these six points, he aims to drain the saturation that surrounds the meaning of the term, making it more concrete. The Mechanical Engineering department at Virginia Military Institute is an example of a discourse community that aligns with Swales’ six points.
Mechanical Engineering is one of the most versatile fields of engineering one can enter into because curriculums cover objects and systems in motion within almost every aspect of life. With the understanding of how motion affects objects and systems, a mechanical engineer’s purpose is to transform an idea into a usable product. Few people can grasp the concept of engineering, and those that do tend to gather into groups to accomplish projects or teach others. This leads to the formation of discourse communities.
What is a discourse community? By definition, a discourse community is, “a group of people with shared values and goals who also have a shared discourse style” (What is Discourse Community). Based off this definition, a discourse community could be found just about everywhere. Swales wanted to create a more defined definition so that the idea of a discourse community was no longer suggestive but concrete, “It has been appropriated by the ‘social perspectivists’ for their variously applied purposes in writing research” (Swales 217). Swales argues that a discourse community must have strict guidelines to be considered one in the first place. More specifically, Swales lays out six characteristics that a discourse community must meet. These criteria extremely limit what groups can and cannot be a discourse community, but they assure that his goal of creating a more concrete term is met.
To see just how Swales’ six points play a part in VMI’s ME department, research had to be done. The start of which was to take a visit to the department itself. After this, I reached out to Mrs. Graves, the secretary of the ME department. After answering some basic questions, she pointed me in the direction of Lieutenant Colonel Blandino, a faculty member within the department. She was kind enough to allow me to interview her. For any additional information that I felt was necessary, I relied on VMI’s website and other various online resources. This research allowed me to effectively argue that the Mechanical Engineering department at Virginia Military Institute is, in fact, a discourse community that fits all six of Swales’ rules.
The first characteristic that Swales lays out is, “A discourse community has a broadly agreed set of common public goals” (Swales 220). He states that these goals are typically written down in some fashion, or they may be implied. Either way, Swales argues that these goals must be present because otherwise, the discourse community runs a high risk of crumbling. VMI’s Mechanical Engineering department supports this idea because they have been around for decades with the mission to, “Prepare graduates for graduate studies, a professional engineering career, or a career in the military through a continually improving curriculum of courses in engineering, related sciences, mathematics, and humanities which will ensure that our graduates are prepared to meet our educational objectives” (Mechanical Engineering Catalogue). This goal is reinforced by various aspects of the program. One of which is the senior design project, each senior is required to do before graduation. Previous projects include a disaster relief drone and affordable prosthetics for third world countries (The Design and Aerodynamic of an Autonomous Relief Drone, Designing and Analyzing a Low-Cost Prosthetic Socket). The projects were summarized, framed, and put up on the walls in the ME department for any and all to see. The significance of this is that those who visit the department can clearly see the work that has been done by the members of the community. This clarifies the goals set by the group. Alongside studying the posters, I conducted a recent interview with Lieutenant Colonel Blandino. I asked her how the department prepares students for life after college. She responded by saying that students participate in various projects that require real-life applications so they understand how the skills learned in the classroom get applied to the real world (Blandino). Between the efforts of the professors and the projects that are required of seniors, it is quite evident that the Mechanical Engineering department has a definitive goal, which is required by Swales. This means that the department meets Swales’ first requirement for being a discourse community.
The second rule that Swales has set for discourse communities is, “A discourse community has mechanisms of intercommunication among its members” (Swales 221). In the second, Swales argues that a discourse community must have some form of communication between its members. However, he also says that it is acceptable if members do not directly communicate with each other as long as they have a way to connect with their initial “base” (in this case it would be the ME department). The main form of communication between ME members is the classroom. It is in the classroom that professors help students work towards the department goal of becoming a good Mechanical Engineer. On the VMI website, the ME department communicates the curriculum in which the goals that have been set, will be accomplished (Mechanical Engineering Catalogue). Also, within the classroom, students interact with the professor on a personal level. Both actions are examples of intercommunication between members. For those that are no longer involved in the classroom and out of touch with other current members, the VMI Alumni Association is available as a way to connect those who would otherwise be out of reach (Vmialumni.org). With this, the ME department ensures that all member, new and old, have a way of participating in intercommunication. Through these forms of communication, the ME department satisfies Swales need for intercommunication.
The third rule that Swales sets for discourse communities is, “A discourse community uses its participatory mechanisms primarily to provide information and feedback” (221). In the third, he says that the members must continually absorb information sent out through the lines of communication that are provided. He argues that if members do not provide feedback or actively take in the information that is sent out, then it disqualifies the discourse community. The ME department satisfies this third rule through emails. LTC Blandino said that emails are how professors, faculty, and other members of the department reach students outside of the classroom (Blandino). Information, such as schedule updates, upcoming projects, and job opportunities is emailed to students. The department provides the emails of those, such as professors, on the VMI website (Mechanical Engineering). The interaction does not stop there though; students can respond to emails with questions, or they can request more details on whatever subject is being discussed. In association with the classroom, students can reach out to professors with questions they have on the topics that are being taught at that time through email. Through email, faculty members, professors, and other members of the department can share information. This type of platform allows students to easily provide feedback and ask questions about the information if need be. Because of this, the ME department satisfies yet another rule established by Swales.
The fourth guideline, or rule, established by Swales is, “A discourse community utilizes and hence possesses one or more genres in the communicative furtherance of its aims” (Swales 221). In the fourth, Swales argues that discourse communities must utilize multiple forms of communication to reach members effectively. He says that it is crucial for new groups to sort out which genres and practices they will use to express the goals of the group. Some various genres of communication that the ME department uses have already been mentioned. Some of which are: the classroom, senior design project posters, and email. Apace with these, the professors have an “Open door policy” (Blandino). What this means is that students can walk in during office hours to ask questions or to discuss the projects that are being undertaken. This form of communication does not publicly develop the goals of the discourse community, but it does help members develop the “Furtherance of its aims.” The final form of communication that will be discussed, the department’s bulletin board, speaks to both the public and members. Information, such as pictures of previous projects, how to register for PE (Professional Engineer) and FE (Fundamentals of Engineering) exams, internship opportunities, how to get involved with ASME (American Society of Mechanical Engineers), and scheduling can be found on the bulletin board. The pictures help demonstrate to the public what the ME department at VMI does and what they have accomplished. The information about registering for exams, internship opportunities, and how to get involved with ASME, all support the department’s goal of creating great engineers capable of changing the world. The evidence provided in this paragraph satisfies Swales’ rule of utilizing multiple forms of communication to effectively develop the goals of the discourse community. I believe that he would be proud that the department uses so many different forms of communication
The fifth rule that Swales says discourse communities must meet is a little more interesting in that it deals with the unique languages discourse communities develop. His rule states, “In addition to owning genres, a discourse community has acquired some specific lexis” (Swales 222). This language, he says, is specific to one discourse community and is used to make communication more efficient. The ME department has developed clear lexis. They use countless symbols and abbreviations on a day to day basis (Blandino). Some of the words, such as delta, epsilon, theta, and nu all have symbols to represent them (Villaluz). This makes writing the words significantly more efficient. Some examples of abbreviations are AISI, BC, BRZ, and CDA (Wikipedia). Again, having symbols and abbreviations makes the day to day process easier and much more challenging. It is pretty obvious that this is a form of lexis because anyone outside the realm of mechanical engineering would experience quite the struggle attempting to understand and communicate the previously stated symbols and abbreviations. The only people that would have any luck deciphering the language would be engineers with a different background other than mechanical engineering. With that being said, the ME department more than satisfies Swales fifth rule of having lexis that is unique to the discourse community.
The sixth and final rule that Swales has set for discourse communities reads, “A discourse community has a threshold level of members with a suitable degree of relevant content and discoursal expertise” (Swales 222). Swales is saying that there needs to be a respectable ratio between the experienced and inexperienced. In the classroom, the ratio between students (inexperienced) and professors (experienced), on average, is 11:1 (Academics). However, there is a total of nine professors in the ME department (Graves). Each of these professors have acquired their PE certification; this demonstrates a high level of expertise (Blandino). Also, seniors can be considered experts on the subject as well. They certainly have more experience than the freshmen. These upper-classmen offer their support to the lesser experienced students by participating in study groups and tutoring (Miller Academic Center). With the help of the seniors, the ratio of novices to experts is quickly balanced out as Swales requires it to be.
Groups are everywhere. Humans create these groups to work towards specific goals. However, not all groups are created equal. John Swales argues that special groups called, “discourse communities,” exist amongst the million other communities in the world. To be considered a discourse community, there are six rules that must be met. Through extensive research and analysis, it is possible to conclude that the Mechanical Engineering department at Virginia Military Institute is a discourse community. However, other linguists argue that Swales’ guidelines are too harsh and that discourse communities overlap, causing outside influence. This is a question for another time.
Works Cited
“Academics.” Virginia Military Institute, https://www.vmi.edu/academics/. Accessed 12 July
2019.
Baker, John Fleetwood. “Mechanical Engineering.” Encyclopedia Britannica, 8 December
2017, https://www.britannica.com/technology/mechanical-engineering
Durbin, Trevor, and Willard, Josh, and Richards, Tyler. Designing and Analyzing a Low-Cost
Prosthetic Socket. Virginia Military Institute Mechanical Engineering, 2017-2018.
Goldsmith, Joshua, and Ferrell, Christopher, and V, David Tyler. The Design and Aerodynamic
of an Autonomous Relief Drone. Virginia Military Institute Mechanical Engineering, 2017-2018.
Graves, Charlene. Personal Interview, 11 July 2019.
LTC Blandino. Personal interview, 11 July 2019
“Mechanical Engineering Catalogue.” Virginia Military Institute, http://catalog.vmi.edu/preview_entity.php? catoid=25&ent_oid=544&returnto=783. Accessed
12 July 2019.
“Mechanical Engineering.” Virginia Military Institute, https://www.vmi.edu/academics/departments/mechanical-engineering/. Accessed 12 July 2019.
“Miller Academic Center.” Virginia Military Institute, https://www.vmi.edu/academics/support/miller- academic-center/. Accessed 12 July 2019.
Nordquist, Richard. “The Difference Between a Speech and Discourse Community.”
ThoughtCo.com, https://www.thoughtco.com/discourse-community-composition-1690397. Accessed 12 July 2019.
Villaluz, Kathleen. “The Most Common Uses of All the Greek Letters in Science, Maths and
Engineering.” Interestingengineering.com, https://interestingengineering.com/common-uses-greek-letters- science-maths-engineering. Accessed 12 July 2019.
Vmialumni.org. http://www.vmialumni.org/s/1752/alumni/start.aspx?gid=2&pgid=61 Accessed 12 July
2019.
“What is Discourse Community.” Igi-global.com, https://www.igi-global.com/dictionary/discourse- community/37806. Accessed 12 July 2019.
Wikipedia Contributors. “Engineering drawing abbreviations and symbols.” wikipedia.org, 4April2019
Swales, John. “The Concept of Discourse Community.” Writing About Writing: A College
Reader, [1st ed.] edited by Elizabeth Wardle and Doug Downs, Bedford/st. martin’s, 2011. 215-228.
VMI’s Mechanical Engineering Department as a Discourse Community
Wherever your eyes wander, you will find groups of human beings working together to accomplish a uniform task. For those that are from rural areas, you may see farmers herding cattle (I know it’s a group effort because I’ve had to do it). If you live in an urban area or city, you may see construction workers piecing together new buildings. Your locality makes no difference because these groups, or communities, are everywhere. However, not every group can be classified as a discourse community. In John Swales essay, “The Concept of Discourse Community,” he lays out six criteria that delineate a discourse community. With these six points, he aims to drain the saturation that surrounds the meaning of the term, making it more concrete. The Mechanical Engineering department at Virginia Military Institute is an example of a discourse community that aligns with Swales’ six points.
Mechanical Engineering is one of the most versatile fields of engineering one can enter into because curriculums cover objects and systems in motion within almost every aspect of life. With the understanding of how motion affects objects and systems, a mechanical engineer’s purpose is to transform an idea into a usable product. Few people can grasp the concept of engineering, and those that do tend to gather into groups to accomplish projects or teach others. This leads to the formation of discourse communities.
What is a discourse community? By definition, a discourse community is, “a group of people with shared values and goals who also have a shared discourse style” (What is Discourse Community). Based off this definition, a discourse community could be found just about everywhere. Swales wanted to create a more defined definition so that the idea of a discourse community was no longer suggestive but concrete, “It has been appropriated by the ‘social perspectivists’ for their variously applied purposes in writing research” (Swales 217). Swales argues that a discourse community must have strict guidelines to be considered one in the first place. More specifically, Swales lays out six characteristics that a discourse community must meet. These criteria extremely limit what groups can and cannot be a discourse community, but they assure that his goal of creating a more concrete term is met.
To see just how Swales’ six points play a part in VMI’s ME department, research had to be done. The start of which was to take a visit to the department itself. After this, I reached out to Mrs. Graves, the secretary of the ME department. After answering some basic questions, she pointed me in the direction of Lieutenant Colonel Blandino, a faculty member within the department. She was kind enough to allow me to interview her. For any additional information that I felt was necessary, I relied on VMI’s website and other various online resources. This research allowed me to effectively argue that the Mechanical Engineering department at Virginia Military Institute is, in fact, a discourse community that fits all six of Swales’ rules.
The first characteristic that Swales lays out is, “A discourse community has a broadly agreed set of common public goals” (Swales 220). He states that these goals are typically written down in some fashion, or they may be implied. Either way, Swales argues that these goals must be present because otherwise, the discourse community runs a high risk of crumbling. VMI’s Mechanical Engineering department supports this idea because they have been around for decades with the mission to, “Prepare graduates for graduate studies, a professional engineering career, or a career in the military through a continually improving curriculum of courses in engineering, related sciences, mathematics, and humanities which will ensure that our graduates are prepared to meet our educational objectives” (Mechanical Engineering Catalogue). This goal is reinforced by various aspects of the program. One of which is the senior design project, each senior is required to do before graduation. Previous projects include a disaster relief drone and affordable prosthetics for third world countries (The Design and Aerodynamic of an Autonomous Relief Drone, Designing and Analyzing a Low-Cost Prosthetic Socket). The projects were summarized, framed, and put up on the walls in the ME department for any and all to see. The significance of this is that those who visit the department can clearly see the work that has been done by the members of the community. This clarifies the goals set by the group. Alongside studying the posters, I conducted a recent interview with Lieutenant Colonel Blandino. I asked her how the department prepares students for life after college. She responded by saying that students participate in various projects that require real-life applications so they understand how the skills learned in the classroom get applied to the real world (Blandino). Between the efforts of the professors and the projects that are required of seniors, it is quite evident that the Mechanical Engineering department has a definitive goal, which is required by Swales. This means that the department meets Swales’ first requirement for being a discourse community.
The second rule that Swales has set for discourse communities is, “A discourse community has mechanisms of intercommunication among its members” (Swales 221). In the second, Swales argues that a discourse community must have some form of communication between its members. However, he also says that it is acceptable if members do not directly communicate with each other as long as they have a way to connect with their initial “base” (in this case it would be the ME department). The main form of communication between ME members is the classroom. It is in the classroom that professors help students work towards the department goal of becoming a good Mechanical Engineer. On the VMI website, the ME department communicates the curriculum in which the goals that have been set, will be accomplished (Mechanical Engineering Catalogue). Also, within the classroom, students interact with the professor on a personal level. Both actions are examples of intercommunication between members. For those that are no longer involved in the classroom and out of touch with other current members, the VMI Alumni Association is available as a way to connect those who would otherwise be out of reach (Vmialumni.org). With this, the ME department ensures that all member, new and old, have a way of participating in intercommunication. Through these forms of communication, the ME department satisfies Swales need for intercommunication.
The third rule that Swales sets for discourse communities is, “A discourse community uses its participatory mechanisms primarily to provide information and feedback” (221). In the third, he says that the members must continually absorb information sent out through the lines of communication that are provided. He argues that if members do not provide feedback or actively take in the information that is sent out, then it disqualifies the discourse community. The ME department satisfies this third rule through emails. LTC Blandino said that emails are how professors, faculty, and other members of the department reach students outside of the classroom (Blandino). Information, such as schedule updates, upcoming projects, and job opportunities is emailed to students. The department provides the emails of those, such as professors, on the VMI website (Mechanical Engineering). The interaction does not stop there though; students can respond to emails with questions, or they can request more details on whatever subject is being discussed. In association with the classroom, students can reach out to professors with questions they have on the topics that are being taught at that time through email. Through email, faculty members, professors, and other members of the department can share information. This type of platform allows students to easily provide feedback and ask questions about the information if need be. Because of this, the ME department satisfies yet another rule established by Swales.
The fourth guideline, or rule, established by Swales is, “A discourse community utilizes and hence possesses one or more genres in the communicative furtherance of its aims” (Swales 221). In the fourth, Swales argues that discourse communities must utilize multiple forms of communication to reach members effectively. He says that it is crucial for new groups to sort out which genres and practices they will use to express the goals of the group. Some various genres of communication that the ME department uses have already been mentioned. Some of which are: the classroom, senior design project posters, and email. Apace with these, the professors have an “Open door policy” (Blandino). What this means is that students can walk in during office hours to ask questions or to discuss the projects that are being undertaken. This form of communication does not publicly develop the goals of the discourse community, but it does help members develop the “Furtherance of its aims.” The final form of communication that will be discussed, the department’s bulletin board, speaks to both the public and members. Information, such as pictures of previous projects, how to register for PE (Professional Engineer) and FE (Fundamentals of Engineering) exams, internship opportunities, how to get involved with ASME (American Society of Mechanical Engineers), and scheduling can be found on the bulletin board. The pictures help demonstrate to the public what the ME department at VMI does and what they have accomplished. The information about registering for exams, internship opportunities, and how to get involved with ASME, all support the department’s goal of creating great engineers capable of changing the world. The evidence provided in this paragraph satisfies Swales’ rule of utilizing multiple forms of communication to effectively develop the goals of the discourse community. I believe that he would be proud that the department uses so many different forms of communication
The fifth rule that Swales says discourse communities must meet is a little more interesting in that it deals with the unique languages discourse communities develop. His rule states, “In addition to owning genres, a discourse community has acquired some specific lexis” (Swales 222). This language, he says, is specific to one discourse community and is used to make communication more efficient. The ME department has developed clear lexis. They use countless symbols and abbreviations on a day to day basis (Blandino). Some of the words, such as delta, epsilon, theta, and nu all have symbols to represent them (Villaluz). This makes writing the words significantly more efficient. Some examples of abbreviations are AISI, BC, BRZ, and CDA (Wikipedia). Again, having symbols and abbreviations makes the day to day process easier and much more challenging. It is pretty obvious that this is a form of lexis because anyone outside the realm of mechanical engineering would experience quite the struggle attempting to understand and communicate the previously stated symbols and abbreviations. The only people that would have any luck deciphering the language would be engineers with a different background other than mechanical engineering. With that being said, the ME department more than satisfies Swales fifth rule of having lexis that is unique to the discourse community.
The sixth and final rule that Swales has set for discourse communities reads, “A discourse community has a threshold level of members with a suitable degree of relevant content and discoursal expertise” (Swales 222). Swales is saying that there needs to be a respectable ratio between the experienced and inexperienced. In the classroom, the ratio between students (inexperienced) and professors (experienced), on average, is 11:1 (Academics). However, there is a total of nine professors in the ME department (Graves). Each of these professors have acquired their PE certification; this demonstrates a high level of expertise (Blandino). Also, seniors can be considered experts on the subject as well. They certainly have more experience than the freshmen. These upper-classmen offer their support to the lesser experienced students by participating in study groups and tutoring (Miller Academic Center). With the help of the seniors, the ratio of novices to experts is quickly balanced out as Swales requires it to be.
Groups are everywhere. Humans create these groups to work towards specific goals. However, not all groups are created equal. John Swales argues that special groups called, “discourse communities,” exist amongst the million other communities in the world. To be considered a discourse community, there are six rules that must be met. Through extensive research and analysis, it is possible to conclude that the Mechanical Engineering department at Virginia Military Institute is a discourse community. However, other linguists argue that Swales’ guidelines are too harsh and that discourse communities overlap, causing outside influence. This is a question for another time.
Works Cited
“Academics.” Virginia Military Institute, https://www.vmi.edu/academics/. Accessed 12 July
2019.
Baker, John Fleetwood. “Mechanical Engineering.” Encyclopedia Britannica, 8 December
2017, https://www.britannica.com/technology/mechanical-engineering
Durbin, Trevor, and Willard, Josh, and Richards, Tyler. Designing and Analyzing a Low-Cost
Prosthetic Socket. Virginia Military Institute Mechanical Engineering, 2017-2018.
Goldsmith, Joshua, and Ferrell, Christopher, and V, David Tyler. The Design and Aerodynamic
of an Autonomous Relief Drone. Virginia Military Institute Mechanical Engineering, 2017-2018.
Graves, Charlene. Personal Interview, 11 July 2019.
LTC Blandino. Personal interview, 11 July 2019
“Mechanical Engineering Catalogue.” Virginia Military Institute, http://catalog.vmi.edu/preview_entity.php?catoid=25&ent_oid=544&returnto=783. Accessed
12 July 2019.
“Mechanical Engineering.” Virginia Military Institute, https://www.vmi.edu/academics/departments/mechanical-engineering/. Accessed 12 July
2019.
“Miller Academic Center.” Virginia Military Institute, https://www.vmi.edu/academics/support/miller-academic-center/. Accessed
12 July 2019.
Nordquist, Richard. “The Difference Between a Speech and Discourse Community.”
ThoughtCo.com, https://www.thoughtco.com/discourse-community-composition-1690397. Accessed 12 July 2019.
Villaluz, Kathleen. “The Most Common Uses of All the Greek Letters in Science, Maths and
Engineering.” Interestingengineering.com, https://interestingengineering.com/common-uses-greek-letters-science-maths-engineering. Accessed 12 July 2019.
Vmialumni.org. http://www.vmialumni.org/s/1752/alumni/start.aspx?gid=2&pgid=61 Accessed 12 July
2019.
“What is Discourse Community.” Igi-global.com, https://www.igi-global.com/dictionary/discourse- community/37806. Accessed 12 July 2019.
Wikipedia Contributors. “Engineering drawing abbreviations and symbols.” wikipedia.org, 4
Swales, John. “The Concept of Discourse Community.” Writing About Writing: A College
Reader, [1st ed.] edited by Elizabeth Wardle and Doug Downs, Bedford/st. martin’s, 2011. 215-228.
Help Received:
Peer review with Veer Bhatt, Dictionary.com, Thesaurus.com, Grammarly.com, Suggestions from LTC Ticen, Suggestions from Ty Hevener and Chris, Handouts/previous essays
Rhetorical Analysis (Malcolm X)
At some point in almost every American child’s life, their parents told them to, “Be safe,” and, “Don’t get arrested.” This is because prison is not a lovely place, obviously. Ironically, for Malcom X, being admitted to prison was the best thing that happened to him. After dropping out of school in the eighth grade, he quickly found refuge among criminals on the street; this caused him to put his pursuit of an education on hold. When he was inevitably locked up for participating in criminal activities, X was no longer able to put effort into crime. Deciding to take on a new life, X taught himself how to read and write so he could effectively communicate with Elijah Muhammad, a member of the Nation of Islam. Without his access to books, he would never have been able to change who himself into the passionate, persuasive orator we know him as today. In Malcolm X’s, Learning to Read, he uses ethos and pathos to show the reader the importance of being literate.
X was sentenced in 1945, completely illiterate, at least in an academic sense. He was, however, literate on the streets. This was the case because a racist comment from his eight-grade teacher provoked him to drop out, and after leaving his education behind, X was left for gang members to swallow up. He soon became an influential gangster on the streets. Once he was sentenced, X joined the Nation of Islam and began attempting to communicate with Elijah Muhammad. He quickly realized that it wasn’t possible because of his illiteracy. This led to his obsessive study of the English language. He read day and night trying to teach himself words and how to apply them. He even went so far as to copy an entire dictionary that he accessed through the prison library. X did this because he knew the power of words and that by being literate, he could communicate effectively with the group that replaced his family of gangsters, the Nation of Islam. He soon began the painstaking first steps to becoming literate. He was able to do this because of the seemingly unlimited amount of time he had. The only obstacle that stood in front of him (“lights out”), he quickly overcame (X 109). He goes into detail of how he read once the lights were turned out for the night, saying that he used a light just outside of his cell. X typically stayed up well into the night, reading whatever he could. He understood that knowledge is a force to be reckoned with, so limiting himself to three or four hours of sleep a night was a necessary sacrifice. Later in the excerpt, X recounts information that he read about while in prison, saying that it altered the course of his life. It changed him because with every piece of information read, he better understood the circumstances of Black Americans, giving him the ability to attack the problem with more precision and accuracy. X even became interested in Philosophy, however, he focuses on the struggles of the black man. He addresses all black Americans when he prompts them to think about their human rights, then their civil rights will follow. To conclude his answer to the reporter, X explains that he continues to educate himself with the use of books, and that prison helped him begin the journey of self-education.
Learning to Read was written by Malcolm X in 1965 and published by Ballantine Books (X 106). The book was written in the height of the Civil Rights Movement, calling black Americans to pick up books so that they may educate themselves on the situation (“Civil Rights Movement). At this time, Malcolm X was speaking out against racism, attracting a lot of attention (“Timeline of Malcolm X’s Life”). In 1964, he attended an OAAU rally, and continued to support the Mississippi Freedom Democratic Party (“Timeline of Malcolm X’s Life”). After many people heard X speak, they wanted to know how and where he got his education (X 113). X laughed and told them that he had taught himself while in prison. He goes into more detail about this in Learning to Read. In 1954, Brown vs. Board of Education was the landmark case that shattered “Separate but equal.” Four years later, the Civil Rights Act of 1957 was put into effect. Despite these efforts, black Americans still faced a sickening amount of prejudice, especially in schools.
X wanted to demonstrate to the reader that being literate is an essential part of life, and he supports his claim by establishing his ethos. Why should people take advice from a previous convict? This is the exact question that X was worried readers would ask themselves, so he gives evidence of how books helped scrape up what was left of him and rebuild him into a man with the ability to command respect in the academic and religious community. X begins by explaining to the reader where he started, “I had been the most articulate hustler out there—I had commanded attention when I said something. But now, trying to write simple English, I not only wasn’t articulate, I wasn’t even functional” (X 107). With this quote, X demonstrates to the reader that he was educated on the streets but lacked writing skills. The books that he read, beginning with the dictionary, helped changed X into an entirely different person. X wrote, “I suppose it was inevitable that as my word-base broadened, I could for the first time pick up a book and read and now begin to understand what the book was saying” (X 108). This was a direct result from him copying the dictionary word for word. X’s desire to write letters sparked his quest to begin his self-education, but that one book, the dictionary, lit a fire that craved knowledge as fuel. This was the start of X’s evolution through books.
X’s desire for knowledge only intensified and presented a world completely unknown to him, “Anyone who has read a great deal can imagine the new world that opened” (X 108). This world was completely different from that of a street hustler, continuing to develop his ethos. X was no longer interested in a life of crime and put all of his effort into reading to satisfy the fire that now burned inside him, “Let me tell you something: from then until I left that prison, in every free moment I had, if I was not reading in the library, I was reading on my bunk” (X 108). The reader may ask themselves if X was reading anything of value, or was he passing the time with books about hooligans participating in shenanigans? X reassures the reader that he was reading scholarly pieces of literature by including books and information that he read while in prison.
The books that X read helped shape him into the passionate orator and civil rights activist we know him as today. By including the exact books, X uses ethos to show how literature affected his life. He read Uncle Tom’s Cabin and an article from Life magazine, which both contained information on racist ventures by white people. The topics, such as slavery, that these books considered, deeply irritated X. He writes, “I perceived as I read, how the collective white man had been actually nothing but a piratical opportunist who used Faustian machinations to make his own Christianity his initial wedge in criminal conquests” (X 112). As he reads more, X becomes dedicated to helping the black man, “You will never catch me with a free fifteen minutes in which I’m not studying something I feel might be able to help the black man” (X 113). Without those books, X may have returned to a life of crime when he got out of prison, but because of the knowledge he absorbed through books, he was introduced to a new world in which he could focus his interests on academics. Furthermore, by sharing the books that he read, X lays out a syllabus for whoever questions his teaching or his credibility. He almost challenges the reader to follow him and see if they end up with the same conclusions that he did.
Robots are mechanical machines, programmed to do one job as efficiently as possible, so if they wrote books, they’d be stern and to the point, but they’d be painfully boring. X uses a significant amount of pathos to avoid sounding like a robot. He does this perfectly when he talks about racist comments that were made in his history class, “I had never forgotten how when my class, me and all of those whites, had studied seventh—grade United States history back in Mason, the history of the Negro had been covered in one paragraph, and the teacher had gotten a big laugh with his joke, ‘Negroes’ feet are so big that when they walk, they leave a hole in the ground’” (X 110). The reader can immediately make an emotional connection with X if they have ever been made fun of before. Also, if you are a decent human being, you would side with X because a teacher spreading racism is quite frightening.
X continues to use pathos in the excerpt to develop his argument. After reading a significant amount, X began discovering atrocities committed by white people. This includes slavery in America, “I never will forget how shocked I was when I began reading about slavery’s total horror” (X 111). This quote evokes an emotional feeling into the reader’s emotions because it causes them to recall the first time they learned a shocking piece of evidence from a book, or more specifically, the first time they found about the horrors of slavery. X wants the reader to understand that he would never have known the true wickedness slavery if he were illiterate, “Books like the one by Frederick Olmstead opened my eyes to the horrors suffered when the slave was landed in the United States” (X 111). Again, books opened a new world for X. It altered his life forever, “I knew right there in prison that reading had changed forever the course of my life” (X 113). Through this, X furthers his use of pathos by allowing the reader to reflect on something that altered their life.
The comment that was made by X’s eight grade teacher caused him to drop out of school. After dropping out, his circumstances snowballed. When X landed himself in prison, he was illiterate and had the handwriting of a second grader. However, with the help of a dictionary, X was able to teach himself how to read and write like a grown adult should be able to. He didn’t stop there. No, X continued reading. In fact, X read profusely and developed a love for it. Because of the books he read, X’s life was forever altered, and he uses ethos and pathos to show this to the reader. X became a passionate, persuasive orator and writer because of the hard work and dedication he put into studying literature; a far cry from the hustler he was.
Works Cited
X, Malcolm. “Learning to Read.” Writing About Writing. 3rd ed., edited by Elizabeth Wardle,
Doug Downs, bedford/st.martin’s, 2017, pp. 106-115.
Mamiya, Lawrence. “Malcolm X American Muslim Leader.” Encyclopedia Britannica, 01 Feb
2019, https://www.britannica.com/biography/Malcolm-X
“Civil Rights Movement.” History.com,
https://www.history.com/topics/black-history/civil-rights-movement. Accessed 3 July 2019.
“Plessy v. Ferguson.” History.com,
https://www.history.com/topics/black-history/plessy-v-ferguson. Accessed 3 July 2019
“Timeline of Malcolm X’s Life.” Pbs.org
https://www.pbs.org/wgbh/americanexperience/features/malcolmx-timeline-malcolm-xs-life/. Accessed 3 July 2019.
Helped Received:
Peer responses with Aidan Rice, Suggestions from LTC Ticen, class discussion, Thesaurus.com, Dictionary.com, Google, Writing About Writing, The Everyday Writer
The Yellow Nail In My Hand
Section 1: Personal History:
It is hard to remember a time in my life where I was not writing. It is almost as if you are handed a pen and paper right there in the hospital room. Writing takes so long to master that it is necessary to start as early as possible. My earliest memory of writing is from kindergarten when another kid, whom I did not like, would race me to see who could complete the warmup the fastest. Sometimes the warmups were math related, but nevertheless we were putting symbols and words on the page. Despite writing being a significant part of my life since a young age, I have avoided it as much as possible. As a child, I would take any opportunity to go outside and play or to distract myself with a toy instead of reading or writing. I had a nanny growing up, who attempted to teach my twin brother and I penmanship, but all this work was to no avail. I do not personally remember this, but I have heard many stories of how my brother and I would manage to avoid schooling. I don’t think she was very happy about having to deal with two of us at one time. We’re both living and breathing, so I guess we weren’t that bad. The exception to my avoidance of writing is when I asked my parents for a journal as one of my Christmas presents. That was in early elementary school. I tended to write about my experiences at school, and what was happening with my social life. As you can imagine, the issues I was talking about were not worldly, but to me, they were everything. Once I started writing, I continued because it helped me clear my mind when I was overwhelmed. To answer your undying question, yes, I did have an entry about my crush that I was too scared to talk to on the playground. I like to think about this moment in my life because it is one of the few times that I voluntarily decided to write. The journal is a positive memory, but I believe it may have caused the anguish I have when writing. The reason being is because I got ridiculed for having such a thing, a thing associated with girls. I wrote a substantial amount before getting made fun of, but my days of writing in a journal came to an abrupt halt after being ridiculed.
I did not realize this until now, but the events that took place with the journal have affected my outlook on writing ever since. I believe I wanted to drop out of elementary school when I learned of the existence of cursive. I was not very fond of being forced to learn even more letters when the ones I already knew were satisfactory for my circumstances. The only thing I enjoyed about learning cursive was that the letters were much more fun to write because of the loops (I’m being completely serious).
My negative outlook on writing only worsened as I grew older. This is probably the result of being a male that grew up in a conservative household. Writing was never castigated; however, masculine activities were encouraged. Some of these activities included: riding ATVs, shooting firearms, and working on cars. My father never forced these things on my brother and I, they are what he knows and understands, so that is what he taught us. As far as I know, it was never his intention to steer my brother and I away from other endeavors, but this is the way I interpreted his teachings. I am very grateful for all the knowledge that my father bestowed upon me, however, I tended to focus solely on the hobbies that he enjoys.
The writing that I did was almost always at the request of another, it was hardly ever a manifestation of my own mind. Because of this, I saw writing as a chore, not an important skill to have. The ironic part is, if someone had told me that I wasn’t allowed to write, I would probably have written and published an entire novel by now. I guess this is how a pubescent male mind works.
Despite my grudge towards writing, it was brought to my attention that I have a, as Lieutenant Colonel Ticen puts it, “writing ritual” (Ticen). When I looked at the writing that I have done over the years, I discovered that I must have a drink in front of me and a snack to eat. I use both to give myself a mental break when I find that I am overthinking the writing process. Also, I do not have an excuse to continually get up to get something to eat or drink if it is sitting in front of me. Alongside having something to eat and drink when I write, I also like to have the writing prompt or the guidelines in front of me, so I do not get off topic. In addition to this, I like to have space. I feel cramped and restricted if I do not have room to spread out. Outside of these parameters, I can work just about anywhere. The only exception to this is my bedroom. If I set up in my room or on my bed, I can almost guarantee that I will not be productive. My favorite pillow will inevitably call my name, taunting and distracting me from my work. To avoid this, I stay downstairs, away from my nagging pillow and comfy sheets. The good thing is that it is quite easy to avoid nagging pillows and comfy sheets at VMI because the sleeping arrangements would not be described as luxurious.
Section 2: The Role of Writing: What do you think writing is for?
Writing is limitless. Stephen King said, “All the arts depend upon telepathy to some degree, but I believe that writing offers the purest distillation” (King 304). I do not know much about telepathy, but I do know that writing gives humans the unique ability to share thoughts and ideas with whoever encounters a piece of work. If a writer is skilled enough and willing, they can share what goes on in their head for centuries. If someone understands the language and knows how to read, they can pick up any piece of literature and be influenced by the author. So, in a metaphorical sense, writing is a gateway into someone else’s head. By reading someone’s work, you see their point of view, their struggles, and their ideas. Whatever an author decides to put on the page, someone is free to interpret. Writing can also be a time machine. There was a time when computers didn’t exist (yes…..I don’t remember it, but it’s out there somewhere), so people wrote instead. I you want to better understand life during the 1500s, then you pick up a book. You certainly cannot talk to anyone who was there. On the other end, records can be written about 2019 and left for future generations to read. Writing is left for future generations. Those future generations will interpret what was left for them. Then, they will produce new pieces of writing that will be left for distant future generations. Writing is a cycle that will continue for centuries to come.
For me personally, writing is a key to open the chest containing my imagination. In seventh grade, my English teacher allowed my fellow classmates and I to write a story on whatever we wanted to. I was unusually anxious to start this assignment because my mind was not reined in by any guidelines. I wound up writing 7 pages, which was an absurd amount for me at that time. Writing is not my preferred method for exploring my imagination, but it certainly gets my mind thinking.
Writing isn’t always for someone else to read. Sometimes writing is only for the writer. What I mean by that is, people need an escape or an activity in which they can focus their energy to relieve stress and anger. Working out has been a great escape for me this past year. During the time that I am working out, I can reflect one conflicts in my life. This may help me come up with a solution to a problem, or simply allow me to calm down and think about the situation from a logical standpoint. For other people, writing can help them do the same thing. If someone is very emotional and upset, they can write down their problem or situation, and by doing so, they can see an overview of what is happening. This could result in a possible solution, or it could just allow the person to pry out whatever is going on in their head and leave it on the paper. With the problem no longer in their head, the person is free to do whatever they like without said problem getting in the way. So, in a sense, writing can be a trashcan for your problems.
Some people may consider me a nosy person, I like to think that I value being well informed. This may be the reason that I love history so much; I must know what everyone was doing well before I was born. The internet didn’t exist until the 1980s, so sharing information on a wide scale would have been virtually impossible without the ability to write (History.com Editors). This means that writing gives society the capability to glimpse into the past. A time machine, if you will. In Ancient Egypt, the Egyptians used hieroglyphics as a form of written language, and with it, the Egyptians were able to tell elaborate stories (Scoville). It is because of this written language and the stories they told with it, that researchers understand how they lived, what they did while they were here on Earth, and what kind of principles they upheld (Scoville). Without the ability to write, the present generations could have no idea the Egyptians even existed.
Section 3: Your Writing Future: What do you imagine you will be writing in the future?
Unfortunately, whether I want writing in my life or not, it will always be a part of it. Written communication will always be necessary. It might be through an email or an assignment, but either way, I will have to continue writing. Despite taking a math-oriented major, I will still be taking English, which will undoubtedly consist of writing a considerable number of essays. I am almost 100 percent positive that I will need help during my freshman year, so if that happens, I will need to email my professors to ask questions. Considering that I am now in college, I should be able to complete an email or a writing assignment without looking like a complete buffoon.
My focus at VMI is to earn a commission into the United States Marine Crops. However, my dream is to be an aviator. I am confident that there will be no lack of writing involved with this career choice. As an officer, I will have to lead fellow Marines and to do so, I must be skilled at written and verbal communication. Orders will have to be sent out in a professional and intelligent way, and instructions will have to be concise. If I am unable to write orders properly, jobs will not get done efficiently or at all. On top of this, reports will have to be written and sent through the chain of command. I don’t want my superiors thinking I am dense, so having strong writing skills is essential.
In my mind, writing has always been a chore, but I hope to change that. I believe I hate writing so much because almost every time I write, it is at the request of another person and bad experiences that came early in life. Instead of sitting down at the desk with a storm cloud looming over my head, I would like to approach my next writing assignment with enthusiasm. If I can do this, my writing will surely improve. What harm could it cause to try? Every time I sit down to write, I should have enthusiasm because writing gives someone a chance to put a voice to their opinions (which everyone undoubtedly has). Not only would that person be giving themselves another voice, they also would be exercising their mind at the same time, improving on their vocabulary and becoming more articulate. To do so, a writer must keep their yellow nail moving, continually making marks on the page.
Works Cited
Ticen, Pennie Lieutenant Colonel. ERH-101 Writing and Rhetoric. Virginia Military Institute.
Lexington, VA, June 2019.
History.com Editors. “The Invention of the Internet.” History.com. Accessed 27 June 2019.
https://www.history.com/topics/inventions/invention-of-the-internet
Scoville, Priscila. “Egyptian Hieroglyphs.” Ancienthistory.edu. Accessed 27 June 2019.
https://www.ancient.eu/Egyptian_Hieroglyphs/
King, Stephen. Writing About Writing: A College Reader. Boston: Bedford/St. Martin’s, 2011.
305-314. Print.
Helped Received:
Peer responses with Cody Tennyson and Veer Bhatt, Suggestions from LTC Ticen, class discussion, Grammarly, Thesaurus.com, Dictionary.com, Google, handouts from class