Think about your own background (cultural, religious, regional, etc.) and community contexts. How do you think these contexts have affected your attitudes toward literacy?

HR: copied the prompt from the syllabus and the names mahiri and sablo

Connor Donlan

My background as a white roman catholic that has gone to Catholic School for my whole life has positively affected my attitude towards literacy. I have a desire to learn and increase my literacy in all subjects; this comes form a supporting family that wants me to succeed.

the conference started at 0850 and I had class at 0900

1. VMI is trying to develop leadership literacies and academic literacies.
2. Experts have power over the novices and can control what the novices due. The class system is the best example of the power dynamics within the corps.
3. My role is a novice and the only power I have is to strain. I know this from the rules set in place by experts, the general committee.
4. The knowledge that is being produced is the ability to endure hardship and integrity.
5. I am a consumer of the knowledge but also a producer every time that I strain hard.
6. Being a rat dynamically changes all literacies because it restructures how you think and act.

Homework: In “The Joy of Reading and Writing: Superman and Me,” Alexie discusses the role Superman comic books played in his literacy. What texts and event were central to your learning—both positive and negative?

I had to go to a reading program at my school for slow readers when I was in elementary school. That positively affected my literacy because it gave me a desire to read. My mom also made me read for an hour pretty often in order to help me read faster.

Malcolm X gained power by taking power away from the “white man” because he knew his past. Malcolm X says he gained power through the knowledge of his history. His literacy gave him the power to communicate formally with others.

Homework: How is knowledge power? How does literacy and access to literacy play part in power? Who has the power? What power do you have—or conversely, don’t have? How has that contributed to your literacy narrative?

Help Received: copied the prompt from the syllabus

Knowledge enables people to think freely, thus giving them power. Literacy and access to literacy gives the ability to gain knowledge, which gives power. Currently the “white man” has power because history is written about them. I have the ability to gain power and read. The power that I currently have is my experiences. These experiences help to define my literacy narrative.

 

Open heart surgery has shaped my writing because it has given me a new perspective. My new perspective is to always be positive, this shows up in my writing pretty often,.

1. The threshold concept that Murray is asking us to consider
2. Everything we write is an autobiography. The ways we write and incorporate ourselves into everything we write.

rhetoric-analysis-final common_core_ma124_fall16-10 ma124_tue_thurs_teaching_schedule-5

HR: read over cadet B and A to see what a B paper looks like, in class peer reviews. Spoke with Brother Rat Domio about what he meant by pathos, ethos, and logos. Connor Donlan

 

Connor Donlan

Major Garriot

ERH 101

21 October 2016

Help Received:

Rhetoric in Calculus

Dr. Shinoglu claims that students within her class are self-driven in pursuing an education and a job that uses math; she argues this through her syllabus and class schedule specifically within the course description, overview, and your responsibility sections.

Calculus with Analytic Geometry 2 (Calculus 2) is a course in the mathematics department at Virginia Military Institute. Calculus 2 is a beginner to mid-level mathematics course that focuses strongly on integration and how to use it to find the area of shapes. The class also refers to limits, graphing, geometry, and differentiation. The class requires that a student have passed MA123 Calculus 1 with a C or higher. General homework that is assigned in class is based on book sections and are generally problems at the end of each section. The homework section is fourteen percent of the final grade. The class also has four tests each worth fourteen percent of the final grade; Each test covers about four sections of homework. The last percentage of the class is in the final exam which is thirty percent of the final grade.

The your responsibility (student responsibility) section of the syllabus defines what a student needs to understand to succeed in the class. The student responsibility is a genre, “self-reinforcing form of communication” (Bazerman 372), in the genre set of the syllabus that helps to define what students need to do. The student responsibility section says that a student must understand the syllabus and the policies that it entails. If a student doesn’t understand these polices they will not succeed because they will not know how the class functions.

Dr. Shinoglu’s locutionary act of stating the class’s overview instructs the new student about the importance of the class. Her illocutionary act intends to define the type of student that is successful within the class. She states,

“In addition to learning specific skills you will also be learning to think in a logical, creative, mathematical way.  This way of thinking will benefit you long after you have forgotten the specific skills that we cover in class.  In part, learning this way of thinking will be facilitated by several application scenarios that we will cover during this semester.  These scenarios will, to different extents, require you to work through the mathematical modeling process that is so important in real world applications.”  (Syllabus 2)

which describes the skills of logical and creative thinking taught by the class are the most important. The connection between current studies and future work within math demonstrates her illocutionary act of creating successful, self-driven students.

The class schedule gives evidences to her claim that students are self-driven in pursuing an education. The class schedule allows for these types of students to look ahead and plan around the weighted tests as well as seeing what possible home works can be.

 

 

 

 

Works Cited

Sahinoglu, Hatice. Math 124 Calculus with Analytic Geometry 2 Syllabus.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Post needed to know what elevation and other examples were and a text to compare them too. She could have found these texts and learned the knowledge from a library. She could have gotten copies of Martin Luther King Jr.s writings.