Blog Three Learning Outcome Three

 

Everything from swearing, smoking, and sexting happen at High Schools all over the world. It is something that teens feel they have to be a part of, to fit into such a violent, judgmental, and gruesome place. Most kid’s number one problem in High School is that they are too lazy, too social, or too dependent. Students who struggle in High School never want to admit that they need help, and before they know it, they get smacked across the face with something known as reality;  that big, scary, unfamiliar place of  life itself. When will students grow up and put school before their phone or laptop. When will students learn that school comes first? In this paragraph I used three familiar types of rhetorical devices to shape and develop my paragraph. I related this piece directly from my editorial, to learning outcome three by using alliteration to make my ideas flow together. The easier ideas are put together, the better my content is understood by my readers. I also used sensory detail with words such as gruesome and violent to give my audience a visual of what I was referring too. This also gives the readers the mood of mental imaging of the setting or objects portrayed in a descriptive way. I also used rhetorical questions to keep my reader thinking and on the edge of their seat to learn and investigate more, even after the story ended. By putting questions that your audience cannot answer at the end of your piece, it leaves them with a continuous thought and curiosity which evolves to them making their own ending to your story.

Blog 2 Learning Outcome 1

Imagine getting a 15 year jail sentence just for owning a gun. Seems pretty outrageous right? In "Indy Star's" controversial editorial on illegal ownership of guns, Jerry Crawford faces jail time of 15 years for illegal possession of a firearm. In this particular editorial, it explains the seriousness of owning a weapon. This piece addresses learning outcome one because it is alerting the audience of a real-life situation, and is warning all readers of this newspaper, that owning a firearm is not only dangerous, but a serious responsibility as well. On line twelve, the quote "This sentencing shows just how seriously federal law threats the illegal possession of firearms." grabs the audience's attention by using words like "seriously" and "illegal". The purpose for this editorial in Indy Star was purely to educate and warn readers the severe consequences and stresses that can be tied with owning a weapon. Also in the quote at the end of the article, the author says "The sentence handed down Wednesday on Jerry Crawford came in a case investigated by the Bureau of Alcohol, Tobacco, Firearms, and explosives' Achilles Task Force." The author's purpose behind adding this in was to deepen the seriousness of this topic by showing just how extreme this case was. By doing this, the author immediately opens the eyes of his readers. This editorial was not only to entertain the weekly readers of the Indy Star, but to send out a warning of something that could happen to any owner of a firearm.

Link=  www.indystar.com/fdcp/?unique=1323995077052

Blog One, Learning Outcome Two

A lot has changed since the year 1964.  In “Why We Can't Wait", by Dr. Martin Luther King Jr, he explains the times that African Americans went through during the extent of segregation.  The use of the word "negro" is very different from the way we use that word today, both verbally and in our writings.  For an example, on page 50, line 22, Dr. King uses the word "negro" in the quote "...refused to hire Negroes in other than menial capacities, refused to promote the few Negroes in their employ and would not serve colored people at their lunch counters."  This quote brings me to my first point of relating this to learning outcome two; which is how this first quote relates to the impact of language changes over time.  This quote shows how the word "negro" was used in a negative or bad way.  This quote makes the reader think the "negroes" are a group of people who are less important or who have fewer rights than others.  In this quote, it states that Negroes would not be promoted in their employ and would not be served their lunch.  This immediately gives the readers the negative impression of Negroes because of the fact that they have no rights although they are still human.  Also, the quote found on page 160 relates to the change of language with the word "negro".  "What more does the negro want?" which implies that during the time of slavery and racism, Negroes were not called by their names.  This quote also implies that Negroes did not have a lot of freedom.  Now a day, Negroes are free and they have the same rights as every other American.  We refer to all Americans by name and when the word "negro" is used, it is no longer an adverse or degrading word. We use Negro very seldom, and if this is used, it is used just to refer to African Americans as human beings.