Question 2

       During the 1960s, when the United States was recuperating from an economic downfall,. steel companies raised steel prices despite the economic pressure. In response to the rise in steel prices, president John F. Kennedy gives a speech in which he effectively rebukes the price increase. Kennedy employs the appeal to pathos by inducing the reader to sympathize the citizens suffering from high prices, logs by explaining the counterproductive effects of the price rise, and reveals the immoral and selfish intentions of the steel companies.

        In berating the steel price increase Kennedy appeals to pathos. He introduces the issue by addressing the hardships of the citizens. The concept of giving economic burdens to families and servicemen who "risk their lives": appeals to the reader's sympathy as he/she learns that the companies' commercial interests have burdened "185 million Americans". Kennedy explains that the rise ni the cost of steel would "increase the cost of... most other items for every American family" By specifically mentioning the American perspective of the issue, Kennedy evokes not only compassion, but also patriotic concern and empathy. As the president of the united States, Kennedy proposes genuine concern for his people, and thus persuades the audience that Americans are truly suffering as a result of the price increase. 

         Kennedy goes on to explain the counter productive effects of the price hike. He asserts that the price increase "would seriously handicap our efforts to prevent an inflationary spiral from eating up... pensions.. of older citizens and gains in ... power." Knowing that America has recently emerged from a recession, Kennedy proposes possible damages to the already feeble economic condition of America. By doing so he induces that reader to understand the illogical aspects of the price increase. Adding on, Kennedy mentions that the price rise will "handicap our efforts to induce industries and unions to adopt responsible price and wage policies." By addressing the detrimental economic effects, Kennedy effectively proposes a logical fallacy in the price increase, for it will be detrimental to American economy. 

Metacognitive Reflection

Rhetorical Analysis of

How to Tame a Wild Tongue by Gloria Anzaldua

            Gloria Anzaldua comes from a very distinct background; her parents are immigrants, she was born in south Texas, and she speaks multiple dialects of Spanish and English. The purpose of her writing is to redefine minority identities[S1] . Anzaldua expresses how diversity affects[S2]  the shaping of one's personal identity and the importance of language with multilingual diction, personal anecdotes, and motif.    [S3] [S4] 

            Throughout her essay, Anzaldua incorporates a plenitude of non-English words to convey   the cultural differences that she faced as an immigrant[S5] . In her opening, Anzaldua includes Spanish sentences and translates them into English to explain their meanings. By deciphering her language, Anzaldua introduces her cultural identity and establishes her linguistic origins. She also incorporates Chicano words that she does not fully clarify. Though this may confuse the reader, Anzaldua is able to introduce her Chicano heritage and draw a distinction between the Chicano language and other Spanish dialects. Anzaldua then goes on to explain the history of some of the Chicano words that have developed as a result of cultural blending. She writes, "With Mexicans I'll try to speak either Standard Mexican Spanish… With Chicanas from Nuevo Mexico or Arizona I will speak Chicano Spanish". Thus, she manifests her background as an immigrant who has experienced cultural and linguistic fusions that have changed her "home" tongue into one that speaks different types of Spanish.[S6] [S7] 

            In describing her cultural and linguistic transformation, Anzaldua uses multiple personal anecdotes that show how she was influenced to change.[S8]  Anzaldua[S9]  introduces her linguistic heritage by informing the reader about her " 'home' tongues" , which she shares with her family members. She then goes on to explain how she has learned different Spanish and English dialects throughout school and her career. To her, each language and each dialect represents different types of people, location, and culture, as she says describes the specific type of language she would speak with certain people.[S10]  This background shows the reader how she learned different languages, and what they mean to her. Anzaldua also includes an account of her discovery of a Chicano novel, and how it encouraged her to teach Chicano literature despite the possibility of losing her job. Her personal gratitude for Chicano literature conveys her attachment and zeal for her Chicano heritage, even as someone who has assimilated into American culture. This shows that to Anzaldua, language is an identifying element that she feels compelled to teach and share. Despite cultural and geographical changes, her language still defines her as a true Chicano who will never lose that cultural identity[S11] . Anzaldua's personal anecdotes clearly show how she cherishes her linguistic character over other elements.

                        Anzaldua's native tongue and her accent have significantly influenced her development of personal identity[S12] . Anzaldua's frustration with her accent and the conflict it causes in her assimilation to American culture recur throughout her essay. The excerpt opens with Anzaldua in the dentist office, frustrated because the dentists is complaining that her tongue is "strong and stubborn". She thinks to herself, "How do you tame a wild tongue, train it to be quiet…" Although the dentists was not referring to Anzaldua's accent, her reaction is representative of how the problems she has had with her accent causes her to be conscious of how others view her. She believes her accent is something that defines her[S13] . She explains "Chicano Spanish is a border tongue which developed naturally". Because of this she isn't accepted as a native speaker by those who speak Spanish or those who speak English. As a child Anzaldua had many obstacles and stereotypes to overcome because of her Chicano tongue. Her language was a source of conflict that caused her anger and frustration, as well as problems concerning her self-esteem.

            The problems Anzaldua had identifying with her environment because of her language and heritage could have negatively affected her personal identity and linguistic character. However, she eventually recognizes she cannot be content with herself until she accepts the incompetence of her tongue[S14] . Gloria Anzaldua is an archetypal example of how a person is capable of being self-approved despite hostile reactions to uniqueness. Language is an integral part of a person's identity, and it is up that individual to value it. [S15] 

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 [S1]Be more specific; her Chicano identity. "Minority identities" is too broad.

 [S2]Fix to "impact of diversity" to make the sentence clearer.

 [S3]Add more to the introduction. Expand more. Elaborate.

 [S4]Clear thesis. Main idea is concisely stated.

 [S5]Opening sentence refers to the thesis and introduces the paragraph well.

 [S6]Direct quotation from the text is used. Quotes are analyzed and used to support the argument. Explanation clearly states why the quote relates to the thesis.

 [S7]Provides a transitioning sentences that introduces the following paragraph.

 [S8]Opening sentence clearly introduces the main idea of the paragraph and refers back to the thesis.

 [S9]"Anzaldua" is repeated many times throughout the essay. "She" or "the author" can be used to add diversity to the writing.

 [S10]Analyzing sentence follows a statement and draws a connection to the thesis. Other paragraphs follow this structure.

 [S11]Analysis of an example provides explanation as to how it connects to the thesis.

 [S12]Opening sentence clearly introduces the main idea of the paragraph and refers back to the thesis.

 [S13]Analysis provides insight to the understanding of the quote and strengthens the argument.   Such accompanying analyses complement quotations and supports the main idea.

 [S14]The thesis is restated in the concluding paragraph.

 [S15]Ending sentence provides a leading thought. 

Question 1(Synthesis): Celebrity Appeal Advertisements- Right or Wrong?

                             In an era of advanced technology and media, companies are frequently using the testimony of celebrities to promote their products. Consumers are often lured by the ruses of the advertisers because of celebrity appeal. As Sue Jozui puts it, this advertising strategy is misleading and deceptive,. and should be stopped. The negative effects of such advertising include impetuous purchases and misleading suggestions. 

                              Celebrity appeals can lead consumers to make impulsive purchases without proper assessment of the product. Audiences usually have fond inclinations toward their beloved athletes and actors. When these figures promote a certain product, audiences are induced to view it with a positive attitude, often thinking "If he/she uses it, the product must be good". Because celebrities and stars have well-established reputations and public trust, audiences are more willing to accept their purported claims. Thus, advertisers are exploiting the consumer's trust in their idols to support their products. Consumers do not take time to contemplate the value or efficiency of the product and make precipitate purchases. I myself have purchases a jump rope because my favorite athlete had used it in an advertisement. I was firmly persuaded that the jump rope was as efficient as presented by the athlete and made an immediate purchase. However, the jump rope did not turn out to be so amazing. It was made of crude material and was overall poorly constructed. If I had not been conned by the contrivances of celebrity ads, I would have assessed the product with more rationale. 

                     Celebrity advertisements can also be misleading. Apart for the biases representations of the product, celebrity commercials can suggest immoral, and sometimes unlawful ideas to younger audiences. Advertisers cannot control who watches their ads. It is not guaranteed that only the permitted age groups will be viewing certain shows and ads. Thus, when celebrities promote products such as tobacco, alcohol, and unhealthy foods, children may be exposed to suggestive influences. Because athletes and actors already have basic trust form the public, young audiences may be induced to have positive inclinations to products such as those mentioned before. This harmful and potentially dangerous effects of celebrity appeal can be seen in the research done by TIME magazine in 2011. TIME reported that exposure and experience with tobacco and alcohol have drastically increased after the advent of celebrity appeal advertisements. Teens have admitted that they were more predisposed to try alcohol and tobacco after they have seen their favorite actors and athletes use them. This research led TIME to ban suggestive advertisements of tobacco and alcohol from their magazines. It is obvious that popular figures do in fact influences the appeal of certain products. Advertisers should therefore stop celebrity marketing to prevent corruption of the young. 

                  As Sue Jozui cogently states, star-supported commercials are misleading, suggestive, and harmful. It is imperative that consumers view such advertisements with more prudence and contemplation. To prevent harmful effects of these ads, companies should stop incorporating elements of star appeal. 

Question 2 (Rhetorical Analysis): 

                          Ever since the advent of the north American industrialization, there has been an avid participation of children in the booming workforce. Florence Kelley, a United States social worker and reformer, delivers a speech in which she laments the child laboring system, along with the issues of women suffrage. Kelley effectively berates the working conditions of children and emphasizes the need for women enfranchisement using many detailed examples that evoke emotional and ethical concerns from the reader. 

                     Kelley begins the excerpt with strong emotional appeals in delineating the hardships the victims of poor labor polices face. She first introduces the magnitude of child labor in the United States with numerical statistics, as she says that "we have... two million children... who are earning their bread..." This immediately captures the reader's emotional consciousness, as it describes how widespread child labor is. Kelley then develops an effective emotional burden for the audience. She says that while we sleep, many girls will be working arduously to make things "for us to buy". This directly connects the reader to the audience to the issue. Kelley establishes responsibility for the victims of child labor in the audience, creating a strong emotional appeal. In describing the working system, Kelley emphasizes the number of hours children work to develop a stark contrast between the childrens' suffering and the audience's idle comfort. This is seen when Kelley repeats "Tonight while we sleep", followed by the working hours of children,. This repetition creates an effective emotional invitation to empathize the children, as the audience becomes aware of their involvement in the issue.

                 Kelley also uses ethical appeals to create a cogent argument for womens' suffrage. She introduces a plethora of background information about the different state laws regarding child labor. Each state has different laws that are all unfavorable for child laborers and working women. She blames these adverse laws on the ineffective state legislatives and poor involvement and concern among those who vote. The solution to this problem, as Kelley states, is enfranchisement of women, who can empathize children as mothers, and promote better working conditions. However, the reader is told that they cannot vote; this creates an ethical concern regarding the righteousness of the state legislative. Kelley further expounds upon the ethical concern by stating that no one can "feel free" from letting child labor continue. This provides a strong ethical persuasion and motivation to agree with Kelley.
            Florence Kelley scorns the poor working conditions of child labor and the disenfranchisement of women. Kelley's use of cogent emotional and ethical appeals create an effective, persuasive argument that helps the reader recognize Kelley's position.

Question 3 (Persuasion): Creativity In Class

            Do you think outside the box? If not, you may be influenced by the declining worldwide creativity. Due to decreasing creativity, many schools are aiming to revive creative thinking in schools, It is imperative that schools encourage creative thinking, for creativity consists of the ability to invent, revolutionize standards, and learn effectively.

            Creativity creates new standards. Looking back in history, there have been many cases where creativity opened common norms to novel ideas. Pablo Picasso was an artist of the mid 20th century who revolutionized artistic styles. At the time the common approach to art was to reproduce reality with as much verisimilitude as possible. Picasso, who was a creative thinker, saw art differently. He depicted reality in cubism, where depictions were distorted into cubic forms. Many were surprised by Picasso's unprecedented method of art, and some were even offended by its maverick aspects. However, Picasso persisted in his style and his creative approach paved the way for other unorthodox art forms. If classes implement components of creativity similar to those found within Picasso's art, students may be encouraged to approach education differently. A student may find new ways to solve math problems or formulate scientific experiments. Allowing students to blindly accept and follow educational norms set by the school may prove to be dangerous, for it will be difficult for them to develop creative thinking.

            Benefits of creativity is not limited to art. In the world of sciences, creative thinking has led to many new findings and inventions. One creative scientist and inventor, Thomas Edison, created the long lasting filament. Before Edison's invention, light bulbs had ephemeral filaments that lasted a couple of hours. Many were frustrated by the short-lived filaments, and scientists and inventors were looking for ways to increase light bulb duration. Common approaches involved changing the voltage, using different types of glass, and changing the thickness of the bulb. However, Edison, as an imaginative thinker, examined the filament, which everyone else overlooked. Edison implemented the metal filament that would stay lit for a very long time, lasting months before expiring. Hence, Edison's creativity led to a world-changing invention. Implementation of creative aspects in schools can culture students to become creative thinkers who approach problems innovatively. Schools should provide interactive learning environments in which students can share ideas, learn how others think, and experience hands-on learning. With these elements, schools can become places in which students expand their vision and accomplish more, just as Picasso and Edison have.

            Creativity has long been an important component of success, as evidenced by history of arts and inventions. Schools should encourage imaginative thinking and boost creative learning environments. It is essential that students learn in innovative environments, for creativity leads to inventions, new standards, and effective learning.          

Question 1: Synthesis (Locavore Movement)

                  

                               Walmart or Whole Foods? If you chose the latter, you may be a part of the Locavore movement. This trend, called the Locavore Movement, has been gaining prominence over recent years. A movement that promotes eating locally grown food or organically produced foods as much as possible, the Locavore trend has raised much controversy and questions associated with economy, efficiency, and nutrition. 

                                     The Locavore movement's main appeal to savvy eaters is its nutritious value. As Jennifer Maiser states in her article "10 Ways to Eat Local Food", local food is often fresher, more nutritious, and more delectable that its counterparts. To many people, eating locally allows for access to better quality food that are organic and nutritious. In era in which fast foods and junk contaminate our diet, the nutrition issues raised by the Locavore movement is important. Many are morally obliged to eat foods that do not contain hormones, chemicals, and involve inhumane treatment of animals. However, not many communities will be able to develop a stable Locavore food system, for it is a lot more expensive than the food sold in regular supermarkets. Thus, despite its nutritional value and authenticity, the Locavore movement may not be so practical for people with average income, and may even harm communities' economic stability. This local economic concern lies in parallel with the potential harms to the global market economy. 

                                      Another issue the Locavore movement raises is its effect on local and global economy. As stated in James E. McWilliam's article, local produce travels less distance and supports local growers. This is a very influential appeal to many locavores, for it gives them a sense of contribution and involvement. However, as McWilliam states, locavore eaters are overlooking "other energy-hogging factors in food production." Although buying locally grown food supports small farmers, it can hurt farmers in other parts of the world, for they lose consumers in the larger market. Thus, if the Locavore movement becomes prevalent, the global market economy will be negatively affected. The locality of the Locavore economy can disrupt the intricate economic web that connects communities globally.  In other words, Locavores may benefit a community in a small scale level but disrupt other communities' livelihoods. Many locavores do not recognize this issue because they are blinded by the issue of transportation efficiency. Local foods produce less carbon footprints than do market foods. This isn't so true, according to McWilliams, Natasha Loder, and Elizabeth Finkel. The chart by Loder, Finkel, and Meisner shows the greatest carbon trace is produced by production, not transportation, as many think.
                         The Locavore movement is continuing to grow in the United States, as local markets and productions are on the rise. Though nutritiously enriching and appetizing, local eating has negative impacts on global economy, and transportation and production efficiency. 

Autobiography 

                             I recall asking the young boy if I can borrow his Gameboy and seeing his bemused countenance in response. It was my third week in the United States, and I was at a summer school trying to speak the foreign language as best as I can. I arrived to Los Angeles in my 3rd grade year. As an immigrant, English has always been a daunting subject since elementary school. It was at 3rd Street Elementary school where I began my battle against English. I began my academic career here with Mr.Han, my 3rd grade teacher. Mr.Han was a Korean-American as well, and he helped me develop English skills. Many times I spoke in my native language, unable to bear the difficulties of learning a foregin language. However, Mr.Han would always encourage me to use ENglish and talk to non-korean peers. Mr.Han's persistence in spriring me to speak English helped me establish my English skills. From Mr. Han, I learned to perservere and strive on despite the challenges I faced.

                            After culminating Third Street Elementary school I matriculated to John Burroughs MIddle School. At this junior high school I began to learn the more advanced aspects of English language, such as grammar, essay writing, and critical reading. Throughout my middle school years I was able to maintain an A in English, and an overall 4.0 GPA. The three years I spent at John Burroughs were important, for they prepared me for High School.

                           Soon after a short summer break I entered Fairfax High School. Though nervous, I was excited to encounter new challenges and knowledge. During my 9th grader year I learned the requirements for graduating, academic expectations of High School, and skills for efficient time management. Although High School classes were difficult at first, I began to develop strong time management abilities, critical thinking, and the faculty to deal with hardships. Thus, I was able to end my Freshmen year with a 4.0 grade point average. As I went onto my sophomore year, I aimed to challenge myself by taking AP courses; I wanted to test the academic skills I have developed during my 9th grade year. In the beginning of my 10th grade year I was overwhelmed. Studying difficult concepts of Biology and World History, completing large amounts of time-consuming work, and preparing for the AP exams were truly arduous. At time when I was inundated with studies and homework,I wanted to give up; however, at such moments, I remembered Mr.Han's perseverance and strove on. As a result, I finished my year as a salutatorian of the sophomore class, with a grade point average of 4.2.

                    Though not over,  my academic journey has been rough. Since my time at Third Street Elementary school I've developed crucial academic proficiencies that have helped me throughout my middle school and high school years. Had I not established the tenacity and capacity to endure hardship, I may not be where I am today, taking numerous AP courses and extracurricular activities. My experience at my elementary school with Mr.Han truly remain as a boon the rest of my life.