Thursday, October 29, 2015

Considering Types

To narrow down what my public argument will be like, I'm considering which type of public argument type will be best for me to accomplish the purpose of my argument.

stillwellmike. "Saguaro National Park, Tucson, AZ." 3/11/12 via Flickr.
Attribution-ShareAlike 2.0 Generic License.

In looking at the different types of arguments, I'm seeing that a refutation argument might be most useful.  I want to prove that the current Tucson drought plan is not comprehensive enough, and doesn't thoroughly consider the long term effects of drought.  In doing this, I would analyze the drought plan and point out the weaknesses.  Like the exercise we did in class (although we didn't get to the refutation part), I would point out the ineffective points of the current proposal that exists.

Another possibility I'm considering is a proposal argument.  Because I want the drought plan to be changed, I could go about that by proposing my own ideas of what would be effective instead.  However, I don't think that I'm experienced and knowledgeable enough to make a plan that was as comprehensive as it needs to be, since I don't know a lot about water law and policy yet (I haven't yet taken those classes).

A causal argument or a proposal argument don't seem like they would be a very helpful way for me to present and organize my argument.  The cause of why I think the current drought plan is unsuitable doesn't really matter; what matters is that it needs to be fixed.  And finding the pros and cons also doesn't really make sense either.  Lastly, an evaluative argument is the opposite of what I want to do, because I don't want to praise and support the plan, I want to change it.  Of course, that doesn't mean I want to attack the current plan totally, and I understand that even the fundamental fact we have a drought plan is important and not something that should be taken for granted.  The general idea of the plan is good.  The only problem is, it doesn't go in depth enough.  So because of this, a refutation argument would probably be most suitable for my argument.


REFLECTION

Both Austin and Chris are considering refutation arguments like me.  I think that refutation arguments might be common for this assignment, because it's easy to find things that we're not happy about to make a strong argument against.  Personally, I'm considering to lean towards refutation, but I'm wondering if I could do a mix of a refutation and a proposal.  Because although I am not experienced enough to give highly detailed advice, I do have some suggestions, and I want to be able to propose some solutions instead of just being critical.  Because I've actually talked with the mayor, and I know that they are trying to make water conservation a priority, but it might be hard to take drastic action.  I also want to acknowledge that Tucson does have the right idea, and so I don't want to be totally harsh and attacking the city council.

My Rhetorical Action Plan

I'm continuing to developing my understanding of my rhetorical situation for the public argument I will be making regarding Tucson's drought preparedness.  In doing this, I will examine my audience, the genre of my argument, and how to handle possible reactions to my argument.

Howcheng. "Catalinas and Tuscon AZ." 4/24/06 via Wikimedia Commons.
Public Domain License.

AUDIENCE

My audience is the Tucson city council.  From what I can tell reading their current drought preparedness plan, they seem to be informed somewhat about the issue, but not in deeply scientific terms, so it's important for them to gain at least somewhat of that knowledge.  As I mentioned before in my "Audience and Genre" post, local political leaders will value many things that do not have much to do with environmental issues, such as managing the local economy and preparing the city budget.

However, they still should value the water resources Tucson has, because water is a huge part of everyday life, and with a limited supply we all would be forced to function much differently.  Overall, the city council must effectively run, take care of, and improve the city, so anything that affects the city's well being becomes an interest of the city council.  However, as I discussed earlier, their priorities might not favor water issues as much as other problems.

 Because the city council must manage the city's well being, anything they will take interest in my argument.  Depending on how persuasive I am, the city council could take action and revise their plan.  In being persuasive, one of the best techniques might be to present statistics about Tucson's water consumption and reliance on the Colorado River through Central Arizona Project, and then respectively statistics about how quickly the Colorado River is shrinking.

It also might be effective to point out exactly how long the water that Tucson has stored will last, because I think it's misleading and actually will support Tucson for a very short amount of time given our current water consumption habits.  In the way of visual elements, perhaps pictures that highlight the shrinkage of Lake Mead, or show how CA is affected by the drought could be helpful.


GENRE

I'm sticking with the genres that I outlined in my "Audience and Genre" post, which include either a letter to city council, or an editorial for the newspaper.

For the editorial, I would aim to have it published in the Arizona Daily Star, since that's the local newspaper for Tucson.  An editorial would express my views while addressing the general public and city council, both of which will be affected by drought and water regulations.  Editorials are formal, but can be somewhat informal, especially when particularly impassioned.  It would probably be most helpful to use pathos and logos.  Pathos is a good way to get people to care about an issue, and making it clear that drought will have emotional impacts is important.  Logos provides powerful statistics that will prove how dire the situation is.

Editorials usually contain only text and no visual elements.  Because the issue I'm looking at is so narrow, the examples I've found are from the LA Times and therefore aren't related to Tucson specifically, but are instead about the CA drought.  You can view them here and here.

A letter sent directly to city council would be effective because it would go directly to the people that would be in charge of making the changes.  The letter would need to be formal and effectively convey that the drought plan needs to be more comprehensive and consider further long term effects and solutions.  To do this, some pathos and mostly logos appeals would be necessary.  Statistics that I mentioned earlier, such as the amount of water Tucson consumes annually or monthly, would be important to include, and stress the consequences of these numbers.

It would also be important to establish that the fact our water tables aren't dropping is less reassuring than it seems, because we're getting out water from the Colorado River, which is shrinking and therefore soon the amount of water we are allocated will be curtailed.  Perhaps a simple graph depicting these statistics would be useful, but too many visual elements could easily become overwhelming.  And again, because this topic is so narrow, the best examples I could find of letters are not related to this controversy; letters like these aren't usually published.  You can view the examples I found here and here.


RESPONSES/ACTIONS

Some positive actions I would like to see as a result of my public argument include:

  • Open dialogue about the issue; raised awareness
  • A more comprehensive drought plan
  • Water regulations put in place to help the city begin reducing its water consumption

Some negative reactions I might receive (and how I would respond to them) include:
  • Apathy -- people don't believe that drought and water shortage are a serious concern
    • Response: Water shortage is a legitimate concern and we will have to face the consequences of our overconsumption very soon -- California as example
  • Concern, but it's not a top priority
    • Response: We can't continue to push off this issue because we're going to reach the low levels of the CO River that mean we're allocated less water (that's inevitable), so if we begin thinking about how to reduce our water intake now, the change will be less abrupt, and maybe we will be able to keep our higher allocations of water for longer
  • The current drought plan is adequate and enough
    • Response: The most drastic measures the current plan propose aren't going to be enough; the beginning steps only include declaring a drought, without actually instituting any real changes.  The best way to solve this issue will happen if everyone begins making a few little changes, and the quicker we can start that, the better.

Analyzing Purpose

I've begun considering what I want to say specifically and how I want to add to the issue of Tucson's drought preparedness.  I need to figure out what the purpose of my public argument will be.  Since this is a pretty narrow issue, there's not a lot of dialogue already out there, so I have a bit of freedom in terms of what I can contribute, which is helpful.

Tucsonre. "Saguaro Sunset." 7/19/10 via Wikimedia Commons.
Attribution 3.0 Unported License.

The goal of my public argument is to get Tucson to change its drought plan to make it more comprehensive.  I've decided that I'm going to pick the audience of the Tucson city council, so I'll be addressing who would consider rewriting the current plan.  I need to prove at least that the current plan isn't suitable.  I'm still unsure as to if I could offer a clear solution, though.

The most plausible reactions to my public argument are either that 1) nothing changes, or that 2) the plan is revised.  The extent to how much the plan is revised will depend on my convincing my argument is, and how much money it might cost to spend time changing the plan.  It's not very plausible that the plan would be rewritten entirely, or be able to prepare for what might happen in 100 years, because that's not reasonable, and we don't even know what will happen in 100 years.  It is however, more plausible to change it to something that plans for what could happen more like 15 or 20 years in advance, instead of just 5 to 10, which is what the current plan seems to be capable of handling.

The effects of revising the plan could be raising more awareness of the problem, in ways such as realizing what's happening in California is a pretty accurate depiction of what could happen to Arizona in the near future.  Depending on how the plan is revised, other effects could be how Tucson allocates water, or how much water residential areas and companies are allowed to use.  The public might be required to reduce their water consumption either immediately, or sooner and perhaps more severely than was originally planned for.

I've already identified the audience I want to address.  It would be good if I could find out specifically who wrote the current drought plan, and if there is some kind of existing committee that deals with these issues.  It would be helpful to become more aware about the specific people in the city council involved, to narrow down the audience further.

Tuesday, October 27, 2015

Analyzing Context

Since I've established my audience, I'm going to explore the context of the issue in order to fully understand the rhetorical situation of my issue.  My issue is very narrow, focusing on the effectiveness of Tucson's drought preparedness, and so the perspectives related are valid, but not widely held by most people, since this issue doesn't affect the majority of the population.  Here is a link to my annotated bibliography, so you can get a better idea of the issue I'm addressing.

Georgemakar. "Green Earth Moon." 4/5/15 via Wikimedia Commons.
Attribution-ShareAlike 4.0 International License.

The different perspectives involved in this issue come from the different people that are involved.  There is the political sector which must write the rules of how to handle drought, and how to interpret and work with the water laws that apply to Tucson and Arizona.  The political sphere must consider what is feasible and economically reasonable.  There are also those who are concerned with the future of Tucson's water resources, and want to see a more comprehensive drought plan written to ensure that we are prepared for the future, and not just what will happen in the next few decades.

The political sphere has different priorities than those concerned about environmental issues.  There are many different issues in Tucson these leaders must deal with, and so they are less inclined to spend as much time or thought writing a suitable drought plan.  They most likely believe that the current plan is sufficient; it at least meets the requirements that declared Tucson must have a drought plan.  People concerned about environmental issues certainly want to push the issue of water resources towards the top of the priority list, and believe that what is currently in place is inadequate.  These people are more inclined to think long term about the issue, since they don't have all the other concerns not related to the environment that the local political leaders have.

Between both groups however, there is some common ground.  Both groups acknowledge that drought is an issue that needs to be addressed.  The extent to which it needs to be addressed is where they differ.  Both groups are concerned with issues larger than themselves; the political sphere needs to serve its constituents, and the environmental sector is concerned with how humans are impacting the environment.  These groups also both need each other to work together and address the issue.  Government involvement is one of the best ways to draw attention to our nation's water shortage.  And the government needs the support of scientists to understand what's threatening in our future and what we can do about it.

Again, most of the ideological differences come down to priorities.  While there are some politicians that fundamentally  don't believe in climate change, or refuse to do anything about the issue, the local leaders of Tucson aren't like that.  They realize it's an issue that will affect the people the serve, so they want to address it.  However, there is some disconnect between how informed these leaders might be about the sustainability (or lack thereof) of Tucson's water practices.

The political sphere in Tucson hasn't asked their constituents to do anything yet about reducing water consumption, because there hasn't been an official drought declared in Tucson.  In California, new regulations have been put in place to conserve how much water is used through things like irrigation (residents are only allowed to water their lawns/wash their cars on certain days of the week).  This is because there has been a declared drought in CA.  Until that happens in Tucson, there won't be any regulations.  As for environmentalists, they urge supporters to do anything from something as simple as turning off the water when they brush their teeth, to anything that requires much more effort, such as rainwater harvesting or installing composting toilets.

Obviously I share an environment-centered perspective, because I'm very concerned about resource management (hence my major). I believe that people should be more aware of all the water they consume, and that America is consuming water faster than the natural water cycle.  I think it should be part of one's character to care about the future of the environment; the idea that Americans have the right to consume endlessly -- whether that be food, water, oil, or anything else -- is a self-righteous and privileged attitude that we need to put a stop to.

Of course, it doesn't mean that those who don't put saving the environment as their top priority are bad people.  It's important for me to understand the opposing view, because I need to understand the situation fully before I cast judgement.  However, will be fatal if we continue to put off our problems as the Colorado River shrinks, and we begin to receive significantly less water.  The ultimate danger is procrastination: we shouldn't deceive ourselves and pretend we have years and years before we must deal with these issues.  We must begin understanding the gravity of the situation today.


REFLECTION

I looked at Olivia and Grace's posts, and I noticed that all of us identified two main perspectives, which are basically pro and con.  That got me wondering if we're leaving out a group that maybe isn't as dominant but still contributes to the issue.  I realized that in terms of the issue I'm dealing with, there is also the group of citizens of Tucson who really aren't interested in the drought plan at all, probably mostly because it isn't something that's crossed their minds.  I think they could also be hindering change, simply by ignorance.  Since many people might not recognize this issue as significant, it makes the issue seem less legitimate.  However, through my argument I need to prove that the general population of Tucson needs to care about this issue too, because we all will have to live with the consequences.

Saturday, October 24, 2015

Audience and Genre

The next step is for me to understand my rhetorical situation for this project.  Here, I've brainstormed some ideas regarding audience, and come up with examples of media types that would be best for those audiences.  Since my topic is pretty narrow, the options of who the audience is are pretty limited, and revolve around local people in Tucson, who would be most interested in understanding if Tucson is adequately prepared for drought.

Ossanna, Lia. "Screenshot of online Star editorial." 10/24/15 via
http://tucson.com/news/opinion/ua-faculty-staff-pay-far-behind-market
-rate/article_26063c1e-e44b-581a-8eb5-3a956208ed45.html

The first potential audience I have is political city figures who are in charge of drafting the drought preparedness plans.  I could make a public argument indicating where their current plan is weak, and how it should be fixed.  This way I'm speaking directly to the people who are in charge of implementing the most change.  City council people have a responsibility to serve the people of their community, and I would be addressing a critical issue, so they would be interested.

The first place I could publish or present my research would be in the form of a letter to my council people in charge of the issue.  The letter would include the important points of my research distilled into language that those without a strong background would still understand.  This way I would be directly contacting the council members in a typical way most citizens communicate with their city council.  Examples of letters to city council members can be found herehere and here.

The second place I could publish my argument would be the op-ed section of the Arizona Daily Star.  Since this is a local newspaper, those reading it would be affected by the issue, and informed that I was attempting to communicate with the city council about the issue.  For an op-ed piece, I would have to explain how this issue is pertinent to all of Tucson and worth spending time thinking about.  I would have to connect the idea more closely to the general public of Tucson.  Op-ed pieces generally share firm beliefs, giving some background about the past as well as describing what the current situation is.  Op-ed pieces address less of how to solve a problem, and instead are used to bring awareness about an issue.  Examples of op-ed pieces from the Star can be found here and here (note that I don't endorse the beliefs presented in this article).

As for the second potential audience, I could focus on engaging the local academic community that would be interested about the environmental effects and conservation strategies currently in place.  These people would most likely consist of professors in the hydrology department at the U of A.

In talking to these UA professors, I could go about talking the issue in a different way and present the information in a video format, with narration and shots of relevant parts, like Tucson Water or the Tucson Aqueduct.  The purpose of the video would be to prove that drought preparedness is an important issue to focus on.  This video could then be used to inform the public about the issue.  National Geographic makes videos like this; examples can be found here and here.  However, this it is unlikely I will execute this idea, because I have little skill in making videos or animation, and prefer writing.

Another way I could communicate with the academic sphere is by a short research proposal.  This wouldn't be as extensive as normal research proposals, but would rather focus on stating the issue at hand, some background knowledge, and then ask for help from these professors to expand this idea into an actual research proposal and plan.  I won't have enough information to actually compose the research plan myself, and that's not really a public argument, but instead I could sort of write a proposal to a research proposal.  Examples of short research proposals can be found here and here.

As an end note, I was trying to be more creative with my last two ideas regarding my second audience, but in reality those ideas will probably be more difficult to execute, and might not come across as clear public arguments.  The two ideas I had before for the first audience are probably what I will begin exploring.

Friday, October 23, 2015

Project 3 Annotated Bibliography

Now that I've come up with some specific research questions for Project 3, I've looked at some sources to gather the information.  I've complied an annotated bibliography to organize my research, which can be viewed here.

Tfinc. "Citation needed stickers." 2/26/13 via Wikimedia Commons.
Attribution-ShareAlike 3.0 Unported License.

My sources will probably look different than most people's, because I took information from government resources and legal papers rather than general sources.  Because I'm looking at specifically Tucson, the area is too small and the issue hasn't received enough attention to generate any kind of useful information via general sources.  However, I'm choosing to do this project about Tucson, because I want to know about the water rights and plan for the city that I live in.  I found how to specifically cite government documents from the University of Wisconsin-Madison.

Narrowing My Focus

Since I collected a variety of questions, I need to narrow down my focus to something manageable and specific.  Overall the topic I will be looking at is how Arizona has prepared for drought.  The main question is, What steps have been taken to prepare for water shortages in Arizona (specifically Tucson)?  To answer this question, I'm going to have to answer a few more questions that I came up with in the last post.

XcepticZP. "Arizona cap canal." 3/25/08 via
Wikimedia Commons. Public Domain License.

The first question is What are the water rights concerning the Colorado River and other major water resources for Arizona?

I know from my basic knowledge about water rights in the western part of the US, it's based on seniority.  Arizona doesn't have high seniority, so we will be one of the first states to lose water rights, and therefore our water source will be greatly reduced.  Understanding this in deeper detail is important for knowing how lowering water levels will affect Arizona, and will explain the need for Arizona to have backup plan.

The second question is How has this issue been discussed in the political realm?

It's really important to understand how how the political sphere has prepared for water shortages, because they have jurisdiction of the water.  I need to investigate how local political figures such as the mayor and city council people are passing regulations that relate to water shortages.  I know that Tucson has some water stored, but I don't know how long that will last, and I don't know how far in advance the local government has planned for.

Thursday, October 22, 2015

Questions About Controversy

For my next project, I'll be working off the topic that I covered somewhat Project 2: drought and water consumption.  I want to address the issues that are happening locally and in the state of Arizona.  To start off my research process, I'm generating some questions about the controversy that address things I'll need to know to construct my own public argument.

Potter, Chris. "3D Blue Question Mark." 4/30/15 via Flickr.
Attribution 2.0 Generic License.

WHO
  1. Who are some of the biggest agriculture companies (Monsanto, etc), and are their practices sustainable in terms of water consumption?
  2. What city in Arizona consumes the most amount of water per capita?  Why?
  3. Besides Central Arizona Project, who supplies the other main sources of water to Arizona?
WHAT
  1. What are the basic statistics about how much water Tucson consumes, how much is in our stores, and how much is in the external resources?
  2. What are the water rights concerning the Colorado River and other major water suppliers?
  3. How is Arizona prepared to face serious water shortages?  What plans have been made?
WHEN
  1. When were the most recent water laws written?
  2. When was the Colorado River at its fullest?
  3. When was the Central Arizona Project created?  What were the conditions of this time to drive the need for such a large project that imported water into Arizona?
WHERE
  1. What percentage of Arizona homes does the Central Arizona Project supply water for?
  2. What cities in Arizona have been receiving the smallest amount of rainfall in the last decade?  How have these cities dealt with this?
  3.  How is water usage incorporated into Arizona education?
HOW
  1. How has recent news been covered for the topic of water usage in Arizona?  How is the issue portrayed?
  2. What is the general knowledge/belief about Central Arizona Project and water consumption in Arizona?
  3. How has this topic been discussed in the political realm of the media?  

Reflection on Project 2

Now that I've finished Project 2, I have a chance to reflect a bit on my revision process.  I answered questions regarding revision from Writing Public Lives.

Kim, Jonathan. "Writing." 3/26/07 via Flickr.
Attribution-NonCommerical 2.0 Generic License.

I specifically revised my conclusion, introduction, and last two body paragraphs the most.  The exercises in revising my conclusion and introduction helped me a lot, because I didn't realize how weak those paragraphs were until I saw examples of successful ones.  The last two body paragraphs I could tell were weaker, because they were confusing and not as precise and strong as the first two body paragraphs of my essay.

In reconsidering global revisions, I changed the annotations that addressed my specific audience of incoming freshman most.  I realized that I need to be more explicit and thorough than I was before.  I needed to talk directly to my audience, not just allude advice.  Based on this, I also had to explain in depth what a rhetorical analysis is, and what a rhetorical situation is.  I added a section at the beginning that introduced what a rhetorical situation is, the purpose of this paper, and explicitly stated that immediately following was an example essay.  I think that helped clear things up a lot.

Talking in class about what the purpose of our papers is helped me alter my paper a lot.  I realized that while I was writing a rhetorical analysis fine, I wasn't totally answering the project instructions.  I had to make these changes to satisfy what the project was actually asking for.  In terms of the pure rhetorical analysis I wrote as an example, I knew from my first draft that not everything would be perfect, so I expected I would have to revise some body paragraphs.

Making my purpose clear at the beginning of the paper initially established my credibility in a way I was lacking before.  With the section at the beginning that explains what the paper is about, I establish that I'm in environmental science, and that I'm qualified to talk about rhetorical analyses in that field.  From there, I hope that it's clear from my annotations that my essay is strong, which will strengthen my credibility.

Having the beginning section and better annotations is definitely going to help guide my readers.  They'll understand right away what they should be looking for in the example essay, and the annotations will help show them how each part of the essay supports the thesis and main argument of the example essay.  My annotations have clearer instruction, which will help my readers focus on what's important, so once they've read my paper they will understand how to write a rhetorical analysis.

There weren't as many local revisions as there were global ones.  I'd like to think this is because I'm a fairly strong writer, I write regularly (and not just for this class), so already my sentences were fairly varied and interesting.  However, of course nothing was perfect from the first draft, and I had to take out a lot of wordy sentences, or sections that weren't as relevant to the essay as they should have been.

These local changes weren't as big of a deal as my global changes, but I think they will help establish my credibility as a strong writer.  They will also set a good example of what a rhetorical analysis should look like (which was my goal), because of course in all writing proper syntax and style is key.

I knew from the beginning that I wanted to have annotations, because that would make it clear what was the rhetorical analysis, and what was the instructional part directed at my readers.  When we were talking in class about what needed to be included in the intro and conclusions, I had to disregard some of that, since my rhetorical analysis was a pure rhetorical example, and I wasn't addressing my audience in the essay itself, but rather the annotations.  However, I still had to include all of the elements we were discussing in class, it's just they were added in annotations, and not the intro and conclusion themselves.

I definitely feel better about this project than Project 1.  I think that I've become a stronger writer, and found that this project was easier for me than the previous one.  Thinking about essays I've written in high school, I can see I've improved noticeably in my writing skills, which is good.  Since my outline was detailed, drafting wasn't too hard, and revision wasn't as tough as I thought it might be.  It's nice to see my improvements as a writer, and feel that writing academic essays has become much more natural to me.


REFLECTION

After reading Grace's and Olivia's posts, I found that a lot of us didn't quite understand the assignment, so much of the revision stemmed from that.  I think that most of us were focused on writing a rhetorical analysis, and not the added part of the project, which was to address the incoming freshman in our field.  It seemed many of us thought that was possible to do indirectly, but really being more explicit was most effective.

I found it interesting that Olivia got a lot of use from her peer editing comments she received.  Personally, most of my changes came from the exercise in revising the intro and conclusion; the comments I received weren't super helpful.  They did help with some local revisions, but in terms of global revisions, I don't think that at the time any of us were really confident enough to give large and global revision advice, because we didn't totally understand the project.

Project 2 Publication

I'm finally done with the final draft of my paper for Project 2!  You can view it here.

Ishrona. "Moving waters." 8/13/06 via Flickr.
Attribution 2.0 Generic License.

The first section is a direct address to my audience; an example essay follows.  Remember that the comments I've made are very important and very much part of my project.  The comments are there to address the explanatory aspect of my paper.

Tuesday, October 20, 2015

Punctuation, Part 2

In finishing up revising my essay, I've reviewed a few more punctuation topics to make sure I'm using punctuation correctly throughout my whole essay.  The additional punctuation topics I chose are semicolons, colons, and apostrophes.

Jelte. "Semicolon." 6/12/05 via Wikimedia Commons.
Public Domain License.

I've used semicolons before, but it was only a few years ago that I started getting used to them.  Before, I would often use a comma where a semicolon should have gone, or perhaps used a dash, neither of which are really correct.  It was helpful to see the list of conjunctive adverbs and transitional phrases, because that spelled out very clearly when semicolons should often be used.  The one thing that in this section that I had never learned before was the rule stating not to use a semicolon after but.  For me, that sounds natural in longer sentences, so it was good to see that rule.

I find colons to be more straightforward than semicolons because they are not confused with commas easily.  I didn't know that colons were supposed to be used after a salutation in a letter (although that's not relevant for this class so much, it's still good to know).  I'm comfortable breaking sentences up with a colon, especially in the ways of introducing a quotation, or giving a summary/explanation.  Colons help vary sentence structure, which can be very useful.

I think by now most of us have mastered how to use apostrophes for contractions and possessive words.  However, it's important to note that apostrophes are not used for plural abbreviations, numbers or letters, because that's a mistake that I commonly see.  Recently I began to understand the difference between who's and whose, but that's another mistake that is also common.  It's good to know these rules for certain, so I don't second guess myself when I see a common error.

Saturday, October 17, 2015

Copy for Paragraph Analysis 2

Now that I've revised my introduction and conclusion, it's time to look at the body paragraphs.  I went through each paragraph and noted how well I was following the paragraph structure Rules for Writers detailed, and where my paragraphs were lacking something, confusing, or off topic.  You can view the copy of my draft with these annotations here.

ClkerFreeVectorImages. "Text, Writing, Edit, Documentation."
2012 via Pixabay. Public Domain License.

Overall, I found that my first two paragraphs were very strong and don't need much revising.  They have an established main point, and use evidence to illustrate that point, and analysis to explain the illustrations.  It's clear what these paragraphs are trying to establish, and I think they did a good job in doing so.  I also found that in general, I have pretty good transitions between my paragraphs.

However, the last two paragraphs definitely need more work.  They are more confusing and less organized than the first two.  While they have a main point, sometimes the rest of what follows doesn't exactly relate to that point.  The ideas I have are good and workable, I just need to improve how I organize them.  There are also some areas of awkward and wordy sentences I can fix.  It's good to have my first two paragraphs as a clear example of what I should be striving for in my second two paragraphs.

Revised Conclusion

Since I completely revised my introduction, it's time to do the same for my conclusion.  Keeping in mind Student's Guide strategies and tips, I rewrote my conclusion in an attempt to make it more effective and striking.  You can view my original and new conclusion here.

EWikist. "The End Book." 8/23/10 via Wikimedia Commons.
Public Domain License.
My new conclusion uses the tactic of "Circling Back," which gives it a more cohesive feel.  I open by going back to the new narrative I use in the new introduction.  This helps create an image that can be visualized more easily, as opposed to my original conclusion, which didn't have a lot of imagery.  In the original conclusion I tried to answer the question "So what?" as well as imply the "Looking Foward" tactic, but I think that those are both more effective in my new conclusion, because I framed them within the context of the intro's narrative.  I'm not sure if I like the very last sentences, so I'll probably need to revise those some more.

Thursday, October 15, 2015

Revised Introduction

In class we looked at examples of introductions and discussed how to make an introduction effective, that keeps the reader interested and wanting to read further.  Since my introduction needed some work and didn't contain all of the elements a strong introduction does, I revised it.  Click here to access Google Doc with both the old and the revised introductions.

geralt. "Road, Start, Beginning, Intention." 1/17/06 via Pixabay.
Public Domain Licence.

The main thing about the new introduction is that it uses imagery and a narrative feel to hook the reader.  I tried to create an image that was both compelling and stressed how far water must travel to reach residential areas, and how those water reserves are shrinking.  From there, I transitioned to my thesis statement, which didn't really change that much because I felt it was pretty good to begin with.  I'm still unsure about the narrative I tried to tell, so I'll probably revise it some more, but I can definitely tell it's better from the original.  The original was far too dry and had facts that were interesting to me, but probably not to anyone else.

Reflection on Project 2

In the process of revising my rhetorical analysis, I will be reflecting on where I am in the drafting and revising process, and what improvements and work I still have to complete.  For the peer review, I edited Chad and Zayla's essays.

M1-L3C. "Conclusion." 11/27/13 via Wikimedia Commons.
Attribution-ShareAlike 3.0 Unported License.

My thesis is clear, located at the end of my introductory paragraph.  It is more specific than just saying ethos/pathos/logos were used.  Specifically, I mention how the sequential explanation, historical facts, and framing the issue are all effect strategies the author used.

I'm organizing my essay in sort of the way that the author organized her's.  That is, I'm following along and analyzing each strategy I'm addressing in the order they're presented in the article.  Each paragraph has a central idea that links back to the thesis, and should be clear from the first or first few sentences.

I analyzed specific instances of pathos and logos, while also talking about the audience.  I talked about how when the author tailors her arguments to her audience, she's the most effective, which ties together the strategies she uses, and how she's aware of her rhetorical situation.  I could talk about the context some more, though.  I'm trying to figure out how to give my audience enough understanding of the issue without going into too much depth.  Originally I had more details in the introduction, but how that I've rewritten my introduction, some of the facts I had are gone.  I might have to work these facts into the body paragraphs to ensure that the issue is clear and the readers are properly informed on relevant background knowledge.

I definitely talked about how the strategies in the article related to the author's specific audience.  I evaluated these strategies' effectiveness, and concluded that when the author was clearly conscious of her audience and keeping them in mind, she was most memorable and persuasive.  I talked about the effect that the different strategies or instances should have on the reader, but I could probably go into more depth.

In every paragraph I have clear evidence that I then analyze.  When I can I quote directly, but sometimes I paraphrase.  The analysis should be explaining how the example is relevant, but I could go back and double check to make sure.

My conclusion needs work.  I'm not sure that I'm resonating enough with my readers, and making it clear that my issue is important and deserves attention.  I've sort of gotten at it, but water shortage and resources are such a crucial part of daily life that I could probably be more dramatic/memorable, so my conclusion and essay sticks with my readers more.

Punctuation, Part 1

Part of the revising process is polishing syntax and punctuation.  Here, I explore three different types of punctuation and how they should be correctly used: unnecessary commas, quotation marks, and other punctuation.

Ossanna, Lia. "Screenshot of 'comma' definition." 10/15/15 via
https://www.google.com/webhp?sourceid=chrome-instant&ion=1&
espv=2&es_th=1&ie=UTF-8#q=define%20comma&es_th=1

For the most part, I am already familiar with most of the instances the Unnecessary Commas section explained.  I already know the practice of not inserting a comma that will separate a verb from its subject or object, and how to use commas correctly in the context of lists.  However, it was good for me to learn that I shouldn't put a comma between dependent clauses, or a comma that will change the meaning of the sentence.  Usually I go with what feels natural in a speaking pattern, but that doesn't always apply to writing, because it can actually be awkward or incorrect.  Understanding these rules with their specific parameters clears up when to use a comma in each situation.  I should examine a sentence and see how the meaning is changed, or if there is a dependent clause before inserting a comma.

Again, a lot of the quotation conventions I already knew, but there were a few that were good for me to review, and a few that clarified things I didn't know.  For example, I wasn't aware that quotations shouldn't be used around slang or to justify humor.  For me, that kind of emphasis on those words seemed natural and acceptable.  It was also helpful to review how to introduce quotes, especially blended quotes, because sometimes making the transition into the quote is awkward.

I wasn't sure what the difference between using parentheses or colons were as opposed to a dash.  Dashes that offset a list emphasize what's inside the list, whereas parentheses are for minor details or supplements.  It's also good to know that colons are more formal than dashes.  I think I sort of realized this without knowing, because previously I used to use dashes more, but I noticed that they weren't as common in textbooks or academic writing, so I started using colons to introduce lists.


REFLECTION

In the drafts I looked at, most of them had the proper punctuation conventions that I reviewed for this post.  We seem to understand how to properly use punctuation within quotes, which is good.  However,  Zayla had a tendency to use double quotes inside double quotes, instead of using the single quote, which I noted.  For example, here is a quote she used in her draft:

Although the economy for the country is beginning to open a bit the writer does not forget to add an unforgettable quote “ [Mr Kim, the textile manager] has no qualms about making pants to be worn by men going to work in imperialist aggressorcountries,” His only interests were in increasing the profit for the capital of North Korea. Fifield (2015).

Here, Zayla shows proper use of brackets.  She's modifying the quote to clarify who Mr. Kim is for her reader.  She also has a signal phrase.  However, she needs to eliminate the space between the opening quotation mark and the bracket beginning the quote, and change the double quotation marks around "imperialist aggressor" to signal quotes.  She also should have a period at the end of the quote after "countries" and not a comma, since that sentence is done.

Additionally, looking back on Chad's draft, I realize there's one place of potential discrepancy.  Here is the excerpt from his draft:

He supposedly thinks that if he presents this complicated debate that has been raging for years as having an “obvious” answer, the reader will be comfortable forming an opinion on this “simple” subject.

I think the quotes around "obvious" and "simple" should be removed, because they aren't actually direct quotes from the article, and instead are used to mock the author's beliefs.  However, I'm not entirely sure if that is correct.

Sunday, October 11, 2015

Draft of Rhetorical Analysis

I've completed the first draft of my rhetorical analysis!  You can view it here.

PublicDomainPictures. "Splashing, Splash, Aqua, Water."
2013 via Pixabay. Public Domain License.

In terms of peer review, I have a couple of requests.  You'll see that there are already comments I've made.  These are annotations that will help my audience (incoming freshman in my field) understand how to write a rhetorical analysis.  So instead of commenting yourself for peer review, please leave your suggestions in a paragraph/list at the end of the document.  This will keep the document from drowning in comments.  Also, don't worry about the incomplete citations, I'm going to get that together as well.

In peer editing, could you focus on:

  • Is there enough analysis and not just summary?
  • Is the topic of each paragraph clear?
  • Are the transitions clear?
  • Does the analysis make sense?
  • Are there any parts that aren't relevant and should be removed?
  • Do the annotations make sense? (you can reply directly to my comments, if you'd like)
  • Anything else that isn't working for the draft and should be revised?

Thanks so much for all your help!

Saturday, October 10, 2015

Practicing Summary and Paraphrase

In a last ease-in to drafting my rhetorical analysis, I'm going to show an example of paraphrasing and an example of providing a summary of a quote, based on my article "It's not just a 'California drought'" by Cynthia Barnett.

Prechtel, Brian. "Strawberries." 1/20/10 via Wikimedia Commons.
Public Domain License.

Original quote: "Drought's consequences also reach beyond the Western states, to grocery stores and East Coast pastureland.  Water scarcity has drawn attention to the fact that California produces half the fruits, nuts, and vegetables grown in the nation, and heightened concerns about the sustainability of industrial agriculture in a warming world."
(source: "It's not just a 'California drought'" by Cynthia Barnett)

Paraphrase of Original Source
Cynthia Barnett, an environmental journalist, believes that drought is a nationwide issue (Barnett 2015).  The problems caused by water shortage in the US can't be contained to just one region of America: western states provide agricultural goods of all kinds to the West as well as the East.  If agricultural practices continue to consume the same high rates of water, the water supply will run out.

Summary of Original Source
Cynthia Barnett, an environmental journalist, claims that water shortage affects all of America because western states provide most of agriculture goods to the rest of the nation (Barnett 2015).

Thursday, October 8, 2015

Project 2 Outline

I've completed my outline for Project 2 in pursuit of beginning a first draft.  While outlining, I had to take into account how to structure each paragraph, and what to include in the overall essay.

PublicDomainPictures. "Water Drop, Rain, Falling, Pouring."
2013 via Pixabay. Public Domain License.

Knowing that I couldn't cover everything in my essay may seem basic, but it was a good realization to start at.  It can be hard for me to narrow things down to a manageable amount, but I picked out the most important arguments and aspects of my article, as the thesis guidelines instructed.  First I had to just look what was effective and what wasn't effective.  I could tell these things kind of instinctively, without thinking about the strategies used.  As just an ordinary reader, I could figure out what was convincing and what wasn't, without thinking about why or how.  Based on that, I thought about what images/parts stuck with me, and decided to focus on those.

For my introduction, I used the advice of incorporating background information, because my topic is only somewhat popular.  Taking just a few sentences to explain the current water situation and CA's drought situation will help my readers orient themselves.  I also want to add some definitions to some basic terms and ideas.  With my thesis I mainly stuck with the one I had written before, changing it slightly to make sure it was clear what my stance was.

I evaluated whether my claim was debatable and supportable, as Writing Public Lives discussed.  I first had to look at the claim I was making, and then decide if someone could agree or disagree with it.  It was important to distinguish the facts from the rhetoric, because no one can argue that Lake Mead water levels are dropping: that's a fact.  Instead, I argue that Barnett was mostly effective in conveying what she intended to, but her argument was hindered by the fact she didn't connect water solutions to the reader.

For the body paragraphs, I had to decide how to organize and what to include in each paragraph.  I followed the chronological order of Barnett's article, building on top of previous arguments/strategies, because that made the most sense.  Like Writing Public Lives pointed out, as well as Student's Guide, having a paragraph devoted to only one type of appeal didn't form a very cohesive or logical essay.

The conclusion I actually found a little easier than I thought it would be.  It's easy to relate this article to the "real world" because the problems it discusses are very real issues we face today.  Writing convincing arguments that raise awareness about water resources and usage is crucial.  Writing Public Lives posed the question of whether the text would be persuasive in the past, or if it would continue to be persuasive, which is something I'll address in my conclusion.  Because we are coming closer and closer to running out of groundwater resources, the issue becomes more and more serious, and Barnett's article will continue to be persuasive.

You can view my full outline here.


REFLECTION

My outline was longer than both Grace's and Carrie Belle's, but that doesn't necessarily mean that their outlines weren't good.  They both seem to definitely have a grasp on what a rhetorical analysis should look like, which is obviously really important.  I personally wanted to spend more time outlining, because that's going to help me most in drafting.  I like to have everything all in one place, and I already wanted to begin pulling quotes from my article for my outline to make sure that my body paragraphs would be substantial enough, and correctly rooted in evidence.  Hopefully because I went in depth in my outline, the drafting process will be a little easier.

Wednesday, October 7, 2015

Draft Thesis Statements

Now that I've done some exploring with my assignment and article, I'm going to begin drafting the actual essay, starting with thesis sentences.

Thomaseagle. "Sharpened pencil next to sheet paper."
2/11/05 via Wikimedia Commons.
Attribution 3.0 Unported License.

Thesis 1:

Cynthia Barnett has worried about water resources long before the 2010 California drought began that gathered national attention, yet she understands the common beliefs and misconceptions about the issue.  In her LA Times article "It's not just a 'California drought'" Barnett's sequential breakdown of drought consequences and historical statistics effectively convey that current water consumption rates are dangerous with nationwide consequences. However, she fails to connect any solutions to drought problems with her readers, the general public, which weakens her effectiveness of her call to action.

Thesis 2:

Cynthia Barnett has the right intentions in her attempt to create general awareness of America's water overconsumption water issue through her LA Times article "It's not just a 'California drought.'"  However, her darkly poetic descriptions of drought and distaste towards policy makers are weakened because she has chosen to write about too much in too little space.  She hasn't allowed herself to look at a narrow topic within the water shortage issue, and focus only on that.


The first thesis is structured similarly to the example in the book.  I think if I rework the language, it is definitely usable.  It addresses the purpose of the article, as well as the audience, logos arguments, and some context.  I can see logically working through the article, and beginning with the effective strategies she used initially to describe the problem, then move onto explaining how her concluding arguments and assertions are less effective than the previous.  Working through the article chronologically could help prevent me from structuring the kind of 5 paragraph essay that I should avoid.

The second thesis statement is a little trickier, and not developed as well.  However, it brings up an important point.  I feel like part of the reason why Barnett wasn't as effective as she could be is because she was attempting to explain too much, which is exploring the context of the issue.  She began with talking about drought in the western states, and then when she went on to talk about the eastern states, she wasn't as thorough.  I understand that her subject was naturally broad, since she wants to prove that drought is a nationwide issue, and I know that water resources and management are very complicated.  But first she was talking about municipal consumption, and then she was talking about agriculture, and all of it was sort of overwhelming to try and understand all at once.


REFLECTION

Reading both Joki and Olivia's theses, I saw that both of them had one thesis that was clearly stronger than the other.  Personally, I had the same thing.  I think this is probably because we spent more time refining just one that we liked, especially after Thursday when we went over writing a thesis in class.  Both of the theses I read definitely seemed strong and workable.  Yoki's I found was more specific and similar to my own.  Oliva's thesis included a response to the actual assignment as well, which was interesting, and showed that she was choosing to address her specific audience right away in the intro.  Because I'm thinking that I'll annotate my essay to show my audience how to effectively write a rhetorical analysis, I don't think I'll take the same approach.

Tuesday, October 6, 2015

Analyzing My Audience

Here, I'm looking at some of the key aspects of the audience I will be writing for in my example/explanation essay of a rhetorical analysis.  This will help me better understand how I should go about writing my essay.

Guthrie, John. "CORI Middle School Reading." 1/24/13 via Wikimedia Commons.
Creative Commons Attribution-ShareAlike 3.0 License.

I'm writing for incoming students in my major, environmental science.  However, I'm also doing this as an academic assignment, so my tone and quality of my writing must reflect that.  The audience might believe that writing a rhetorical analysis in college will be the same as writing one in high school.  Which high school the members of my audience attended will determine what kind of understanding they have in regards to rhetorical analysis.

My audience will begin reading my paper with the notion that they will learn how to write a rhetorical analysis on a collegiate level.  They want to see explanations of what a rhetorical situation is and what rhetorical strategies are.  They will expect to be informed on the breakdown of what audience, speaker, context, pathos, ethos, and logos mean, and how to understand if those arguments are effective or not.  I will need to provide not only explanation, but also examples to clarify.

In regards to the actual issue of water shortage, since the audience is comprised of people interested in environmental science, they will probably be sympathetic to the argument of my article, like I am.  Those who wish to enter environmental science usually already are aware of at least some environmental issues, and water is a big one.

Hopefully, my audience will agree with the arguments I'm making in how to correctly perform a rhetorical analysis for this field.  I want my instructions to be clear and helpful.  It is possible that they might disagree with the information I present, especially if they were set in a certain way from high school.  Hopefully my audience will be open to breaking some habits if they need to, and won't insist on continuing doing something the incorrect way.

I want to be as helpful as I can in relating to my audience.  I want to show understanding of the level of understanding they already have, and build from there.  I don't want to intimidate my audience, because that will make my argument much less effective.  I have to use rhetorical strategies in my own writing about rhetorical analysis, and establish my credibility as a college student, and prove that my arguments are reasonable.  The best way to present this information to my audience is through direct instruction that relate to an example, which is why I've been working on my own rhetorical analysis.


REFLECTION

Looking at Grace and Stef's posts, I think that I've spent adequate time reflecting about the audience for my paper.  Most of what I was saying and the points I was bringing up in this post were similar to my peers', which is good.  In terms of the actual rhetorical strategies for my paper, I found from looking at Grace's that a logical approach is probably most effective.  I would also add that ethos is important, because we first have to establish credibility and show we can relate to our audience since we share a major.  Pathos doesn't seem like it will be as effective of a strategy for this audience.

Cluster of "It's not just a 'California drought'"

Using Coggle, I have created a cluster to organize the information and analysis I've been collecting in my last few blog posts on my article "It's not just a 'California drought'" by Cynthia Barnett.  In my cluster, the left side is a breakdown of the rhetorical situation of the article (author, audience, context, and message).  On the right side are the rhetorical strategies used (ethos, pathos, logos), as well as a recap of the cultural values regarding this issue, and the values presented in the article.

For easier viewing of my cluster, click here.


Saturday, October 3, 2015

Analyzing Rhetorical Strategies in "It's not just a 'California drought'"

I'm beginning to examine the text of my article "It's not just a 'California drought'" by Cynthia Barnett on a closer level.  Here, I consider the ethos, pathos, and logos strategies Barnett uses to convince her audience that something must be done about this nationwide drought/water shortage crisis.

Plant Industry, CSIRO. "CSIRO ScienceImage 429 Drought Effected Landscape."
2/18/2000 via Wikimedia Commons. Attribution 3.0 Unported License.

ETHOS (appeal to credibility/character)

Barnett quotes several hydrology and environmental professors at different universities, displaying reference to credible sources.  These quotes support her argument, and bring validity to her claims.  Some quotes are well crafted and explain an issue succinctly and effectively such as Kelly Redmond's quote, "It is so difficult to get across this connection between the water that comes out of your tap and how nature provides that water."  This quote captures the attitude of most of the American public, and gives an explanation for the country's passivity towards the water crisis.

Her word choice and tone establishes her character clearly.  It is obvious she is passionate about her cause, and that she is knowledgeable in the topic.  She paints images of drought, and shows clear frustration for government action that doesn't keep water scarcity in mind, and the water laws in practice.  She also shows dissatisfaction for the nation's attitude towards water, and how slow the public and agriculture sector are to grasp the consequences of their actions, stating, "It took apocalyptic language and cracked-earth images of modern CA drought to break the power of the agricultural lobby."  The word "apocalyptic" is especially charged.

However, there are no hyperlinks in this article that could support some of the facts that she's saying.  I know personally from my environmental science class that it is in fact true new regulations kick in when Lake Mead reaches a depth of 1075 feet, but before I took that class I would have had no idea if she was right or not, I would just have to trust her.  It is good to keep in mind that the LA Times is mainly a print source, and this article might have been written for print media, and then transferred to the internet without alternation.

Additionally, Barnett doesn't give much of acknowledgement to the opposition.  The most she does is talk about how moving agriculture to the east is not a long term solution.  She doesn't acknowledge issues such as what type of water regulations should be written or enforced, or how state governments could work together to deal with this interstate issue.  She includes no direct refutation or even explanation of an opposing point.

This is probably because Barnett assumes that her readers are somewhat informed on the issue, and are open to hearing and believing her arguments.  It would make her article more thorough and credible if she were to include some of the opposition's points, but overall the article seems mostly credible.


PATHOS (appeal to emotion)

Barnett uses more pathos appeals that ethos, including compelling narratives, repetition of key words, shocking statistics, and images.  She tells a narrative of the tourists who photographed Lake Mead without understanding the gravity of what they were seeing, and explains how agriculture issues in the west affect all of America with a storytelling feel.  The narrative of how she describes drought creeping in also gives the issue a spooky feel.  Barnett often repeats the words "shortage" and "crisis" to emphasize the seriousness of the issue.  Her statistics of how much Lake Mead has shrunk, as well as other water sources are definitely shocking.  She paints many images of drought and its consequences through descriptive language so the reader can better understand the problem.

Barnett is attempting to create a level of fear in the readers.  She wants to push the fact that water can indeed run out, and that we don't have an endless supply.  This is obviously a scary concept, and fear is an effective way to make a story or issue memorable and important.  Fear engages the reader.  But Barnett also gives hope, because fear alone might discourage everyone and give the idea that we're all doomed.  Barnett wants to see a change in ways, so she instills a bit of hope at the end to motivate the reader.  She also invokes a sense of responsibility in the reader; Barnett emphasizes this issue affects everyone, and everyone contributes.

Personally, I found her arguments effective.  I'm trying to keep in mind my bias towards Barnett, but I do think that she effectively captured main ideas and persuasive arguments through her use of appeal to emotion.  The way she personified drought and almost painted it as a villain-like figure was very effective for me.  It got the message across, because I could imagine some dark force sweeping over the land, which is a way I had never thought of the water shortage issue before.

The main thing I found that didn't make her argument effective was that the article also made me feel sort of guilty about my own water usage.  I'm not sure if that was the intent or not.  While the readers should be aware of how much water they themselves are consuming, making someone feel guilty isn't usually a productive way of going about trying to solve an issue.  That could make some readers defensive, and therefore less sympathetic to the cause.

PDTillman. "Lake Mead & Boulder City." 8/3/10 via Wikimedia Commons.
Attribution 2.0 Generic License.
LOGOS (appeal to logic)

Barnett's appeals to logic are the most frequent type of argument, and some of the most effective.  She uses historical records, statistics, interviews with experts, and good organization.  Barnett talks about the recent history of the Great Basin states, and how drought has affected the areas, and in doing so she provides some statistics, such as the fact that Lake Mead is at 1080 feet, which is the lowest it's ever been.

The interviews with outside sources and the use of quotes really helps Barnett build her case.  In addition to establishing credibility, these quotes lay out the argument in a very rational way.  She proves with statistics that water tables are falling, and then an outside source will explain the consequences, or reinforce an idea.  The progression and organization is such that the reader can first understand what drought itself is, and then the effects on our society and lifestyles, which connects the article to everyday lives.

Here, Barnett is seeking to set up a logical sequence of events, showing the cause and effects of our current water usage.  The cause is overextraction because of current common municipal and agricultural habits, because people don't understand the scarcity of water.  The direct effect is falling water tables.  That then leads to water shortage.  If shortage gets bad enough, this can start affecting how many farmers will be able to continue producing the food they do.  That then leads to potential drops in food supply as it becomes more and more expensive and dangerous to keep pumping up groundwater.  This drop in food supply will increase food prices, and everyone will be affected.

I liked this sequence of events, because it was easy to follow and made a compelling argument.  There were some tangents that weren't as convincing, or didn't make enough sense, but on the whole, laying out a timeline of what has happened and then therefore what will happen was very clear and reasonable.  Her intent with this tactic was to show how this issue is important, and how drought will affect everyone in the US.

The only part that wasn't very effective for this audience was that Barnett gave no advice or instruction on how to lower water usage.  She didn't specify how common people who read the LA Times and became concerned about their own water consumption could do anything to reduce their impact.  And while it's good raise attention about how the agriculture sphere uses tremendous amounts of water, Barnett didn't mention how people outside that sphere could help with the issue.  She could have taken her argument one step further in her chain of logic and employ more of a call to action.


REFLECTION

Looking at Jon and Allison's analyses, I found that mine was much longer.  They both seemed to answer the questions in the instructions for the blog post, but didn't elaborate specifically on those arguments.  It's often the case that I am writing lengthier blog posts than my peers, for better or worse.

Both of Jon and Allison's articles seemed to lack in logic appeals, which I found interesting, because with my piece, logic appeals were some of the strongest strategies in my article.  Part of that might have to do with the subject of the articles.  Since mine was a science issue, it makes sense that facts, statistics, and reasonable chains of logic would be present.  Jon's article was an interview, so that also makes sense that the interviewed person would draw on emotion, since interviews are inherently more personal.

Thursday, October 1, 2015

Analyzing Message in "'It's not just a 'California drought'"

Understanding the message an article of piece of rhetoric is the first step to analyzing the rhetorical strategies and devices.  Here, I examine the underlying messages in the article "It's not just a 'California drought'" by Cynthia Barnett.  Most of the messages are fairly straightforward.  I refer to Student's Guide examples of messages and purposes.

Peripitus. "Drought Swimming Hole." 4/2008 via Wikimedia Commons.
Attribution-ShareAlike 3.0 Unported License.

The purpose of this article is to inform the reader about a topic that is often misunderstood (drought), and persuade the audience of something (the message of the headline).  To build her argument, Barnett first must prove that drought is something the American public should be concerned about, so she must give the reader correct information about droughts, and show their preconceived ideas were inaccurate.  The first part of the article serves to contextualize the issue by explaining the current state of California, and the Great Basin states in the west.

Barnett also dismantles the misconception that wetter eastern states do not have water shortage problems.  She argues that the issue of overuse cannot simply be moved to an area with more water, because we will simply drain out the reservoirs there, as well.  Easter states must also manage their resources responsibly.  Moving agriculture towards the east will only prolong the issue, and won't create a sustainable solution.  Hence, she proves that drought is an issue the entire US must deal with, not just California, as the headline suggests.

Barnett also seeks to persuade her readers to take a stance on an objective issue, wanting her audience to agree that something must be done about the national water shortage issue.  "Dangerous" is an objective term, and different people will view different things as dangerous.  Barnett explains the consequences of drought, coming to the conclusion that drought is dangerous, and wants to persuade her audience to agree.  She also seeks to convince the reader water shortage is a nationwide issue, and gives her argument in the context of agriculture practices in the east and western states.

However, she doesn't give a lot of solutions about what could be done to reduce water consumption, except a brief mentioning of imposing new water regulations.  This is why although she could go further and advocate change, I would say she isn't in this article.  She doesn't seem to invest a lot of urgency in advocating for changing water laws or agricultural practices.  However, Barnett does more than simply reflect in her article.  She clearly wants to persuade her readers of her beliefs, not simply sit and postulate.