Dusk had come, silent, ceremonious, which brought her painful but pleasant memories in the diminishing light. Her shaking hands and arthritic fingers from the passing of time were holding the record player’s metal arm. The stylus hopped, moving lightly and quickly over damaged grooves from excessive use, landing very deep in the vinyl recording. She attempted again, one of her hands embracing the other, to the point where the overture’s rewarding hop and crepitation signified the precise spot. The incongruous speakers passed a faint melody of music.
The worn brass saxophone buzzed with arcane energy as I picked it up for the first time. Verdigris and rust crept out from underneath the joints binding the horn together and pockmarked the body of the instrument. Dark pits and long, deep scratches, like scars on a battleworn samurai of the Yamaha clan, covered the keys. The lacquer had been stripped off the body of the horn, but not the keywork, which created an odd, slightly unsettling contrast between the matte and shiny finishes. I almost thought that a vigorous rub would cause a genie to unfurl from the bell.
An essay titled "does Texting Affect Writing?" was published by Michaela Cullington while she studied to gain her masters degree in speech and language pathology at Marywood University. In her essay she claims that texting and texting language neither benefits or harms a students academic writing. Michaela Cullington asserts that a conspiracy has been going around concerning how texting can limit a students writing ability in ways such as not being able to convey emotion in writing, forgetting how to write a formal English paper and use correct punctuation, and most of all a decline in spelling.
Michaela Cullington, author of “Does Texting Affect Writing,” declares texting does not affect students writing. Cullington uses facts to support her overall claim, and gets many teachers’ opinions on the subject. The author did not use valuable sources, which questioned her overall purpose. Cullington used a lot of her own opinion throughout the text, but lacked supporting facts. The story has many flaws, making Cullington argument on how texting is not affecting students writing, not reliable.
In her article Do We Really Need Cursive Writing, Caitlin Carpenter provides readers with content from both viewpoints of whether or not cursive writing should be taught in elementary school. With the rise of computers and technology in the past generation, and larger ratios of class time being spent on preparing for standardized testing, cursive writing has been shoved on the back burner in recent years. Some professors, such as Steve Graham of Vanderbilt University, may argue that the most efficient way for anyone to record their thoughts is at a keyboard. A first grader can only write between nine and 18 letters a minute. Since typing is a slightly easier motor skill, it yields the fastest documentation of thoughts.
Texting is ubiquitous in modern Western society. It's a convenient way to communicate basic ideas quickly without having to commit to a phone conversation or the long wait for a letter. All of this is done through cellular phones on the go and many teenagers have subscribed to this method of communication as their primary one. When texting, it is customary to abbreviate certain words in order to save time. These abbreviations can be considered a language that evolves out of texting, and that language can be referred to as textspeak.
The man looked onto the battlefield close and far as the dirt landed and slid off his face the sound of bombs were muffled the cries of men were sharp and penetrating he stood over the breech with such comfort while a hundred thousand fear riddled eyes stared from behind he turned his face deep wrickled and rugged filthy his eyes with dark bags underneath from nights with no sleep but the faces he saw were much different men no more than 30 with their whole lives maybe not even 10 minutes ahead of them he's seen it a hundred times before he knew these men were divided they were there together but they were going in it alone with this in mind the man stared back and spoke "At the edge of our hope... At the end of our time... WE CHOOSE TO BELIEVE
Intro In chapter five of Laura Aull’s book, Developing Writers in Higher Education, Aull goes over her study of the presence of generality, certainty, and hedges and boosters in undergraduate students writing. Throughout this chapter she follows along several lines of inquiry (henceforth known as LOI) related to the topics, for the purpose of this paper I will only be writing about one, the use of generalization. Introducing the LOI
The devastation behind the soldier stood on the edge of his mind, but nevertheless was not in his thoughts. The man standing in front of him dominated his thoughts and instigated a war deep within the soldier. The man was plain on all accounts; he was middle-aged, wore glasses, had a receding hairline, but his image was now stained in the soldier’s memory. This man merely wanted to get by, most likely to confirm the death of a loved one, but no matter how many times the soldier thought about it, he would never know exactly why. The only knowledge that burdened the soldier was his duty, and his duty was to keep this man at bay.
In "Ten Ways To Think About Writing" E. Shelley Reid tells us how we should write and how to do so. Her main points are to write what you know and to be very detailed. Reid in the very beginning gives you three tips, (1) write about what you know, (2) show do not just tell, (3) adapt to the audience. I should approach writing by writing about what I know, if I ramble on about something I know nothing about my audience will see right through me. Likewise if I am not being detailed enough I could lose my audience due to a lack of communication.
They trudged through the vast land, hopeful of assistance nearby. The sun harshly beat down on the troop without any second thoughts of sympathy. “Keep going! We’re almost there.” exclaimed Ernest Warner reassuringly, the leader of the troop.
Design is a process of critical thinking that searches for exquisite answers for the question: "How do I..." Good design joins a satisfying appearance, or frame, with ease of use, or capacity. Industrial or product design manages the advancement of useable objects—anything that we use in our day by day lives—going from the alarm clock that awakens us, to the work area we use at work or school, to the silverware we use at mealtimes. Everything is designed. Everything is design.
One of J. Reuben Appelmans most impressive skills developed throughout his novel, While Idaho Slept, was his ability to create a thesis and support it through several in-depth details. A skilled writer is able to find the balance between a vague piece of writing and an over-explained, fluffed story. John Trimble explains the importance the middle of a novel has on the entire book because it is dependent on whether the reader will finish the book or not. In his book, Writing with Style, he addresses how explaining things in depth is very important and how “In practical terms, this means showing precisely how he reached his position, step by step.” (Trimble 36).
The color that best represents Steinbeck’s Of Mice and Men is red because it represents the theme of friendship, anger and determination which describes George and Lennie’s situation despite hard times. Friendship is the state of being in a friendly relationship with someone. Anger is a strong feeling of displeasure and belligerence towards someone or something. Lastly, determination is the act of setting a goal to accomplish something. All of these feelings are directly portrayed in John Steinbeck's Of Mice and Men.
I hope this semester has been good to you. The purpose of this letter is to offer meaningful reflections on the past semester from being enrolled in your composition course. This course has made me a stronger writer and has provided me with skills I will be able to use outside of the classroom once I graduate. In this letter, I will discuss how “writing as a process” has positively affected my writing, how past assignments have shaped my writing, and finally, closing thoughts as this course comes to an end.
