Category Archives: ENGL 191

Reading Reflection #3: Issues, Conclusions, and Reasons

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 ARQ chapter 2, “What Are the Issue and the Conclusion?,”:

  1. In order to figure out how reliable a person’s reasoning is, you must first be able to identify the issue they are presenting. What are the two primary types of issues discussed in the book? How can you tell the difference between these two types of issues?
    • The two primary types of issues are descriptive issues and perspective issues. Descriptive Issues are often found in magazines and television, and reflect on questions about patterns or how the world works. This differs from perspective issues as perspective issues are questions that deal with morals and ethical questions, and can often be controversial.
  2. You must also be able to identify the conclusion that the person is presenting. What are some questions you can ask yourself to try to determine the author’s conclusion? Describe the clues to can help you locate the conclusion.
    • Questions you can ask include “what is the writer or speaker trying to prove?” or “What is the communicators main point?”. Clues that can be used include: ask what the issue is, look for indicator words, look in likely locations, remember what a conclusion is not, check the context of the communication and the author’s background.

ARQ chapter 3, “What Are the Reasons?,”:

  1. How does the book define an argument? What are the necessary components of an argument? What are some characteristics of an argument?
    • “the combination of the reason and the conclusions”. Necessary components of an argument include the reasons and evidence to fuel the conclusion and a clear and concise conclusion. Characteristics include the intent and quality.
  2. What is the main question to ask yourself when you’re trying to find an author’s reasons that support a particular conclusion? What are some indicator words (words that suggest a reason) to look for?
    • “Why does the writer or speaker believe that”. Indicator words include; why, therefore and should.

“How ‘Intellectual Humility’ Can Make You a Better Person.”:

  1. Identify (a) the overall issue discussed, (b) the author’s conclusion, and (c) the author’s reasons that explain why we should believe the conclusion.
    • (A) Why we need intellectual humility and how it can help us. (B) The conclusion is that intellectual humility is more about listening over talking, and can help us become more empathetic and productive in conversation. (C) we should believe this because it can benefit us in our lives.

Reading Journal: Reading and Reflecting on Your Sources PDF document

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Observation:

In “CONQUERING IMPOSTOR SYNDROME: LESSONS FROM FEMALE AND MINORITY BUSINESS LEADERS” by Joyce Roché she make a point to ensure us that we can over come impostor syndrome.

Relevance:

I think the article is relevant to today as it includes issues of social anxiety that many people face and suffer from.

Argument:

I think this article also works with my subject as it deals with issues of minorities and women in business.

Works Cited:

Roche, Joyce. “CONQUERING IMPOSTOR SYNDROME: LESSONS FROM FEMALE AND MINORITY BUSINESS LEADERS”. Hesselbein & Company, 2014. https://library.pcw.gov.ph/sites/default/files/Roch–2014-Leader_to_Leader.pdf

Essay 1: Narrative about an Experience Concerning Social Justice – INFORMAL WRITING

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  • why you’ve picked this topic
  • what you hope to learn about yourself and your experience by writing about it and what you hope others will learn from reading your essay

The topic I picked is education but I am still looking at two options for what the essay in itself will look like. I am considering either the work conditions of teachers, and inequality of school systems throughout the united states, or what its like to be an LGBT student. These relate to me as my mom is an elementary special education teacher and I am LGBT.

I hope to learn more about myself and how these topics affected me as well as how it affected others. I also hope people learn about the experiences of teachers in the U.S. or the experiences of LGBT students.