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Post 8: Pencils, Pixels, and Progress- A Term of Writing Lessons

This term has flown by through layers of knowledge, critical thinking, and self-reflection. One of the most important things I’ve learned is the value of rhetorical flexibility in academic writing. From our exploration of rhetorical situations to analyzing the importance of first-person perspective in Kate McKinney Maddalena’s essay “I Need You to Say ‘I’: Why First Person Is Important in College Writing,” I’ve gained a deeper understanding of how to tailor my voice, tone, and approach to fit the audience and purpose. For example, Maddalena’s discussion about clarifying who’s saying what by strategically using first person has changed how I approach complex arguments. When I write now, I think about how my use of “I” can clarify ownership of ideas, distinguishing my perspective from that of scholars I reference. In my essay “From Pixels to Paychecks,” I intentionally cited Brathwaite and Schreiber not just to fulfill academic requirements but to persuade readers of the credibility of m...
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Post 7: Comparing Academic Writing in High School and College

The transition from high school to college involves not just a shift in the difficulty of coursework but also a huge change in the expectations and norms of academic writing. In high school, writing is often prescribed, focusing on mastering basic structures like the five-paragraph essay. College writing requires a deeper level of critical thinking, engagement with scholarly conversations, and flexibility in style and tone. Kate McKinney Maddalena’s essay “I Need You to Say ‘I’: Why First Person Is Important in College Writing” provides perceptions into the differences in writing approaches between these two educational levels, particularly with the use of first-person pronouns, objectivity, and rhetorical sophistication. In high school, writing assignments are designed to teach foundational skills. The five-paragraph essay, for example, is a staple of high school writing, focusing on a clear introduction, three supporting points, and a conclusion. This rigid structure allows students ...
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Post 6: Boyd’s use of rhetorical strategies

In her essay Murder! (Rhetorically Speaking), Janet Boyd applies many rhetorical strategies to drawing readers into a conversation about the importance and flexibility of rhetoric. Through a hands-on approach, Boyd introduces us to the concept of rhetoric, aiming to interpret it and show its relevance in both academic and everyday communication. Boyd’s strategies are effective because they not only explain rhetoric but also actively demonstrate it through exercises that ask readers to consider different rhetorical contexts, tones, and audience expectations. This immersive method explains rhetoric conceptually and makes readers experience it in action, strengthening her overall argument. One of Boyd’s strongest rhetorical moves is her use of examples that mirror real-life writing situations. She begins with a simple set of facts about a fictional murder, Mark Smith found stabbed in a parking garage and invites readers to assume different roles that require unique rhetorical strategies, ...
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Post 5: Logical Argument in “From Pixels to Paychecks”

In Doc2, titled “From Pixels to Paychecks,” my thesis argues that pursuing a degree in Game Development not only provides technical and creative skills but also prepares students for different career opportunities. To support this thesis logically, I’ll use a structured argument based on cause and effect: studying Game Development equips students with an ample skill set that directly leads to broader career paths and personal fulfillment. This logical argument will follow a clear, step-by-step progression to show how the specific skills gained in Game Development (programming, 3D modeling, sound design, and teamwork) create a foundation applicable across many industries. This approach is both practical and convincing, as it links the skills learned to real-world outcomes that readers can understand and visualize. Rebecca Jones’ essay, Finding the Good Argument OR Why Bother With Logic? provides valuable insights into structuring academic arguments effectively. Jones explains that “the...
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Post 4 - My Doc2 Rhetorical Situation

In her essay “Backpacks vs. Briefcases: Steps Toward Rhetorical Analysis,” Laura Bolin Carroll explains that understanding a document’s rhetorical context is needed to analyze its effectiveness (Carroll 46). For my Doc2, titled “From Pixels to Paychecks,” the rhetorical context involves purpose, audience, and restrictions, which helps me communicate effectively to my target audience. My document’s purpose is to show the benefits of studying game development, while the audience is made up of prospective students, parents, or even industry professionals interested in the field. By applying Carroll’s insights, I can evaluate how these elements shape my writing choices and overall impact. To start, the purpose of “From Pixels to Paychecks” supports Carroll’s view of how rhetorical purpose directs a document’s focus (Carroll 52). In my Doc2, the purpose is twofold: to inform readers about the practical skills gained through game development and to inspire those considering this path by show...
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Post 3: Integrating Outside Sources in Academic Writing

In academic writing, using outside sources is more than just adding credibility, it enhances the depth of the argument, clarifies concepts, and engages readers. Mike Bunn’s essay “How to Read Like a Writer” shows how integrating sources can strengthen a narrative. Throughout his essay, Bunn draws from scholars like Wendy Bishop, David Jauss, and Richard Straub, demonstrating a balanced use of paraphrasing, quotations, and citation techniques. This post explores Bunn’s approach to working in quotes and paraphrases and how these techniques can improve students’ academic writing. Bunn’s use of outside sources is intentional, adding authority to his ideas about reading and writing. Early in his essay, he quotes Wendy Bishop to show how her thinking helped shape his approach: “It wasn’t until I claimed the sentence as my area of desire, interest, and expertise...that I had to look underneath my initial readings” (Bunn 73). Including this direct quote gives weight to Bunn’s discussion of how...
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Post 2: My Rhetorical Situation

In creating my first essay, Overcoming Procrastination: A First-Year Student’s Journey , I had more than just the assignment requirements in mind. As a game development student, I also saw this essay as an opportunity to reflect on my experience balancing coursework, personal projects, and other responsibilities in my first semester. Understanding my rhetorical situation (analyzing my purpose, audience, text, and subject) helped me clarify my writing goals. Applying the communication triangle (writer, reader, subject, and text) in this post allows me to break down the structure and reasoning behind this essay. I wanted to make this essay not only a reflection but also a problem-solving tool relevant to the challenges I face toward becoming a game developer. At the heart of my essay lies a purpose: to reflect on the struggles I’ve come across with time management and procrastination. I wanted to share my journey to express personal growth and to help other students who may be facing sim...
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