Reflection on Project 3

Below I will be thinking and writing about my last project, and the success and weaknesses of the revision process. To do this, I will be answering some questions from "Writing Public Lives."

Elyssa Antonelle. "fist bump baby." 12/6/2010 via Flicker.
Public Domain

1. In my final version, I changed some parts of the intro and one of my main arguments. I added more key words to identify my audience in the beginning, that way my article will be more clear from the first sentence. I also added more argumentation in my paragraph about the standard's language being mostly the same. I clarified my argument here, making sure to say why common core is still better even if it is so similar. I also added some links within the article for further reading or context. 
2. I didn't reorganize my paragraphs, but I did reconsider my thesis goal for my second argument. I wanted to make sure I was clear on what I was saying in regards to my thesis, so added more in this section. 
3. I added these changes because of m audience. When peer reviewed, they both got confused at this section, leading me to believe my audience would too. So I beefed it up to make what I meant clear. 
4. I am willing to admit that my argument was flawed because of how unclear it was, and as a writer being able to admit that and fix it adds to my credibility. 
5. These changes make the audience feel more targeted in the beginning, better connected them to the paper and piquing their interest. And later in the paper, the more clear argument will help them understand my point more. 
6. In various parts of my paper, I changed the short sentences to longer ones. Originally I wanted short sentences (in some areas) to add emphasis, but I think this made it too choppy. I fixed some of these to make the paper flow better. 
7. Clarifying my argument helps them see what I am arguing for, pro common core or why it is good. Otherwise, they would be confused at this paragraph. 
8. I did consider it again when looking at my peer reviews, in regards to length and hyperlinking. Lia suggested that I add more arguments, but I think that I would want this to e a shorter, more direct piece. I feel that, especially for my audience, a shorter and sweeter paper would be more effective at holding their attention ad convincing them. I instead focused on making what I had better. Some of the examples I have up have hyperlinks, but some may only have one or two. This is why I originally only had one, but Allison suggested that it would make my argument stronger to have more, which I agreed with. I went in and added more to provide more context, examples, and further reading. 
9. Reflection lets me think about how I changed over a writing assignment, and add those changes in work style to my future writing routine. As a writer, this means that I am learning each time and adding to my writing arsenal each project. 

Publishing Public Argument

I finally finished project three, which can be seen here. Below is an argument breakdown sheet with some examples of my genre, which will be used to help grade my project.

Werwin15. "Yawn!" 12/29/2008 via Flickr.
Public Domain

1. Mark with an "x" where you feel your target audience currently stands on the issue (before reading/watcing/hearing your argument) below:

←----------------------------------------------------|----------------------------------x----------------------->

Strongly                                            Totally neutral                                                    Strongly

agree                                                                                                                          disagree

2. Now mark with an "x" where you feel your target audience should be (after they've read/watched/heard your argument) below:

←---------------------------x-------------------------|--------------------------------------------------------->

Strongly                                            Totally neutral                                                    Strongly

agree                                                                                                                          disagree

3. Check one (and only one) of the argument types below for your public argument:

         _______ My public argument etablishes an original pro position on an issue of debate.

         _______ My public argument establishes an original con position on an issue of debate.

         _______ My public argument clarifies the causes for a problem that is being debated.

         _______ My public argument prooposes a solution for a problem that is being debated.

         ____xxx___ My public argument positively evaluates a specific solution or policy under debate (and clearly identifies the idea I'm supporting).

         _______ My public argument openly refutes a specific solution or policy under debate (and clearly identifies the idea I'm refuting).

4. My argument is different than many others because I have taken it a step further, especially in my conclusion. I know that common core has problems, but one of my concluding thoughts/arguments is that it is better than not changing. Since no one else is coming up with any other ideas other than, "lets go back to the failing system," my argument adds the idea that common core is a change, and that is where we have to start to get better. 

5. Identify the specific rhetorical appeals you believe you've employed in your public argument below:

Ethical or credibility-establishing appeals

                    _____ Telling personal stories that establish a credible point-of-view

                    __x___ Referring to credible sources (established journalism, credentialed experts, etc.)

                    ___x__ Employing carefully chosen key words or phrases that demonstrate you are credible (proper terminology, strong but clear vocabulary, etc.)

                    _____ Adopting a tone that is inviting and trustworthy rather than distancing or alienating

                    __x___ Arranging visual elements properly (not employing watermarked images, cropping images carefully, avoiding sloppy presentation)

                    _____ Establishing your own public image in an inviting way (using an appropriate images of yourself, if you appear on camera dressing in a warm or friendly or professional manner, appearing against a background that’s welcoming or credibility-establishing)

                    _____ Sharing any personal expertise you may possess about the subject (your identity as a student in your discipline affords you some authority here)

                    ___x__ Openly acknowledging counterarguments and refuting them intelligently

                    ___x__ Appealing openly to the values and beliefs shared by the audience (remember that the website/platform/YouTube channel your argument is designed for helps determine the kind of audience who will encounter your piece)

                    _____ Other: 

Emotional appeals

                    _____ Telling personal stories that create an appropriate emotional impact for the debate

                    _____ Telling emotionally compelling narratives drawn from history and/or the current culture

                    __x___ Employing the repetition of key words or phrases that create an appropriate emotional impact

                    ___x__ Employing an appropriate level of formality for the subject matter (through appearance, formatting, style of language, etc.)

                    _____ Appropriate use of humor for subject matter, platform/website, audience

                    ___x__ Use of “shocking” statistics in order to underline a specific point

                    ___x__ Use of imagery to create an appropriate emotional impact for the debate

                    _____ Employing an attractive color palette that sets an appropriate emotional tone (no clashing or ‘ugly’ colors, no overuse of too many variant colors, etc.)

                    _____ Use of music to create an appropriate emotional impact for the debate

                    _____ Use of sound effects to create an appropriate emotional impact for the debate

                    ____ Employing an engaging and appropriate tone of voice for the debate

                    ___x__ Other: I talk only about issues that parents would be concerned with, and how it benefits their kids. This would be me appealing to my specific audience and connecting my argument with their concerns. (I just wanted to clarify this)

Logical or rational appeals

                    _____ Using historical records from credible sources in order to establish precedents, trends, or patterns

                    _____ Using statistics from credible sources in order to establish precedents, trends, or patterns

                    __x___ Using interviews from stakeholders that help affirm your stance or position

                    ___x__ Using expert opinions that help affirm your stance or position

                    ___x__ Effective organization of elements, images, text, etc.

                    _____ Clear transitions between different sections of the argument (by using title cards, interstitial music, voiceover, etc.)

                    _____ Crafted sequencing of images/text/content in order to make linear arguments

                    _____ Intentional emphasis on specific images/text/content in order to strengthen argument

                    _____ Careful design of size/color relationships between objects to effectively direct the viewer’s attention/gaze (for visual arguments)

                    _____ Other: 

6.Three Examples: 

Grading the Common Core: No Teaching Experience Required
Test Scores Under Common Core Show That ‘Proficient’ Varies by State
Meet the New Common Core

Reflection on Project 3 Draft

Below I will reflect on my draft for project three and the peer review activity by answering questions about the process.

For this project I peer reviewed Michaela and Chad's projects. Both were very different than mine because we all used different genres and argument types, but I think both of them did really well at compiling their information and arguments.

Gideon Burton. "Peer Review Monster." Jan 1, 2009 via Flickr.
Public Domain. 

1. Who reviewed your Project 3 rough draft?

Allison and Lia reviewed my draft. 

2. What did you think and/or feel about the feedback you received? Be explicit and clear. Tell me what helped or what confused you about the feedback you got.

I really appreciated Allison's comments about audience, because I think that she's right about making it more clear in my actual paper who my audience is. I also liked Lia's honesty about some of my arguments. I think if I add a little more to the paper, it could be  lot better. The only thing that I disagree with is when Lia mentions talking about something other than math, because math education is my focus, not education as a whole. 

3. What aspects of Project 3 need to most work going forward [Audience, Purpose, Argumentation, or Genre]? How do you plan on addressing these areas? 

I need to clarify my audience, which I will do by adding in specific references to them early on. I also need to add more arguments, so I think I will include more data and numbers as well as one more argument (to make it three) about its effectiveness. 

4. How are you feeling overall about the direction of your project after peer review and/or instructor conferences this week?

I feel really good. I got great feedback from everyone, and I'm looking forward to making the project better. I liked how specific these peer reviews had to be, I think that it made it much more helpful to improve my project. 

Draft of Public Argument

Below I have posted my first Draft of the Project.

Johnhain. "Practice." 2014 via pixabay.
Public Domain. 

While reading this, please pay attention to organization. It is always hard for me to put things in the correct order, so help me keep en eye on the placement of our argument.
Also help me keep an eye on use of pictures and evidence throughout the piece, as I don't to use something dumb or out of place for our paper.

Link to paper.

Considering Visual Elements

For the next part of my project, I will be looking at the visual aspects of my piece. To do this, I will answer questions of my choice from Writing Public Lives.

Missy-Deluxe. "Girl, Pretty, Nature." 8-23-2014 via Pixabay
Public Domain 

1. What color should the background and font be?
1. Since I am writing an article, I want it to be easy to read and navigate. In order to do this, I will have a white background with black text, as New York Times does. This is the easiest for people to read and looks professional. 
2. Does the association of the image go with my text?
1. I want to include pictures of common core problems, as well as a cover photo of a classroom. The relates to my topic and can also be used as evidence. 
3. If the image is a chart, does it support my argument?
1. I have a couple of graphs I do want to use, and I feel like I can easily use them both as evidence for my argument. 
4. How can large text boxes be used to break up the text?
1. Interchangeably use text and pictures to create a dynamic looking page. 
5. Is the visual concern constant?
1. I'll by using the same type of pictures throughout my piece, so everything will go together. 
6. Are the pictures faced the most convincing first?
1. I need to make sure pictures go with specific paragraphs, and keep this distinction closer to me. 

Project 3 Outline

In the post below, I have created my outline for this project. Part of the outline is a map, while other parts I simply discuss.

RaphaelJeanneret. "To Write, Girl."8-30-2014 via pixabay.
Public Domain 

Introduction:

I think the best way for me to get my audience, parents, interested in reading about common core is talking about the consequences of a poor or underdeveloped education. If I can scare parents into seeing why education needs to change, they can more easily accept a new argument. Many parents who don't like common core don't know a whole lot about it, and if they turned out okay with their education than so should their kids, right? In my introduction I want to turn down that argument by talking about how careers aren't looking for the same things anymore, and the education that we have now isn't quite giving those things to kids. I think this will be an emotionally grabbing hook for my readers.

Here is the link to a cluster for my body paragraphs.

Conclusion:
I think for my conclusion I want to look to the future. I do think that there are problems with common core, and a conclusion like this will allow me to admit to those problems and say that we need to focus more on that, not how common core standards suck so much. I think this will make my argument well rounded and easier to leave off with when negative people read my piece.

Analyzing My Genre

In the post below I will be looking more in depth at the genre I have chosen for my final paper: an opinion piece for New York Times. I have included 5 examples of the genre, and will answer some critical questions about the genre to better understand it.

OpenClipartVendors. "Newspaper." 2013 via Pixabay. 

Here are those examples:
Grading the Common Core: No Teaching Experience Required
Test Scores Under Common Core Show That ‘Proficient’ Varies by State
Meet the New Common Core
How Common Core Can Help in the Battle of Skills vs. Knowledge

New York Will Trim Common Core Exams After Many Students Skipped Them

And below are the questions I will be answering:
Social Context:

1. This genre is usually found in an online newspaper under the opinion tab.
2. The genre ranges in subject, but for mine I will focus on examples of the genre about common core. 
3. Many people read online news, pretty much anyone with a computer clicks and reads an article at least every now and then. 
4. The genre is a way for journalists and reporters to get their own opinions out there and try to sway peoples' emotions. For those who read the genre, it gives them more ideas, lets them see the opposite side of the argument, and lets them see more of a variety of arguments. 

Rhetorical Patterns of the Genre:

1. Writers will include some links or explanatory citations within their writing, but otherwise a lot of it is just their main ideas and explanations based off their own experience. 
2. Most of the time, for this topic, logos or ethos are used, either to connect to the readers to the writer emotional and get them invested, or logically with sensible arguments. 
3. The samples all have a quick introduction with some background info, the controversy, and their main argument. Most are structured this way, with their paragraphs breaking down the argument and a conclusion that sums up the idea and leaves off with a solution or further complaint. 
4. Since many of these writers and types of writers vary in opinion, sentence structure varies as well. 
5. Many words, of they are slang, are educational, so many teachers get the, Otherwise, the main person of interest are parents, which means the text needs a simple, easy to read, and knowledgeable background. 

Combining the above: 

1. The genre itself includes everyone, as opinion pieces can be about anything. 
2. The writer spreads their ideas and information, while readers read the texts and decide for themselves. 
3. The value of education is expected from the audience, since this is an education issue. 
4. Most of all the genre treats the standards and implementation of them nationwide.