Rebuttal Rewrite- blueee

People Have Horrible Behavioral Skills

In life it’s common to bump into people that are rude, maybe not daily but it happens. People tend to put the private life situations out on others or even just be rude because of another persons status. A lot of adults lack behavior skills which could be due to the way they grew up, surrounded by wealthy people treating those that aren’t wealthy, rude. Some even grow the bad behavior over time, thinking they’re better than others and don’t need to give respect out to the less wealthy. Wealthy or not, everyone should be treated equally. Money or social class differences shouldn’t effect our behavior towards one another. Money doesn’t define us, it’s just a piece of paper that is used to purchase needs and wants.

Money affects the motivation we have to do things. If we are bribed with money to do a task then we’ll want to do it but if money isn’t involved our behavior would be completely different. We may drag while getting the task done or procrastinate. In the article “Merely activating the concept of money changes personal and interpersonal behavior” it explains how people can be more helpful when reminded of money, meaning having a reason to do something. This prompts people to work harder on challenging tasks, it leads to a desire to take more work than those not reminded of money. Money has a big change in a persons behavior.

When we think of the poor and rich, we would assume that the poor would be greedy under the circumstances of money because they don’t have much. In the article “Are the rich more Unethical and greedy?” it states that the poor are actually kind and generous while the rich have the opportunity to do these things, instead they are the complete opposite. There was a test that was explained in this article, the testers watched as the more wealthy, expensive looking cars went through a crosswalk. The test was to see if the cars would yield for the walking pedestrians or if they would cut them off. While watching they noticed that all of the drivers with the least money yielded. On the other hand, the 46.4% of the wealthy drivers were “significantly more likely to drive through the crosswalk without yielding to the waiting pedestrian.” This shows how the more wealthy think they are better then the less fortunate. They don’t take others into consideration due to their status or visual profile.

The cause of an individuals behavior towards money could be because of many different things such as ones social status, personal values, family, life cycle, age, or educational level. This still doesn’t give them the right to give others negative behavior. People that are wealthy and have grown in a wealthy life style don’t know what the poor go through. Most assume that they are in tough positions because of things they’ve done but it’s not always like that. The same way someone can grow up in wealth is the way someone can grow up in a poor life. They don’t get the same opportunities as the rich do such as knowing successful people. Money differences shouldn’t be affecting the way we act towards each other. Money has nothing to do with how our personalities are. Both poor and rich people can be rude but the rich tend to take advantage of what they have and use it as an excuse to act the way they do.

The people we are around when growing up, tend to be the ones we learn from and look up to. We pick up the way they act and do things even if it’s rude behavior or no respect for the less fortunate but as we grow older we mature and know right from wrong. It’s in our power and control to change the way we act. In the article “Workplace bullying: It’s not just about lunch money anymore” it explains how not only are children being bullied at school for money but so are adults at work. Bullying is a problem but it’s not a legal problem so not much can be done. There are few, if any, laws that address the issue or provide the victim with any solution. The ones that are bullying are stuck in an immature life style. In a recent report it was shown that 35% of U.S workers claimed to be bullied while at work. Although this percent isn’t high, it’s still unfortunate that people can’t act properly even at work.

References

Vohs, Kathleen; Mead, Nicole; and Goode, Miranda “Merely activating the concept of money changes personal and interpersonal behavior” Sage journals, 1 June. 2008.

Verschoor, C. Curtis “Are the rich more Unethical and greedy?” Institute of Management Accountants, May.2012.

Davidson, Dan and Harrington, K Vernard “Workplace bullying: It’s not just about lunch money anymore” Southern Journal of Business and Ethics, 2012.

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Rebuttal- blueee

People Have Horrible Behavioral Skills

In life it’s common to bump into people that are rude, maybe not daily but it happens. People tend to put the private life situations out on others or even just be rude because of another persons status. A lot of adults lack behavior skills which could be due to the way they grew up, surrounded by wealthy people treating those that aren’t wealthy, rude. Some even grow the bad behavior over time, thinking they’re better than others and don’t need to give respect out to the less wealthy. Wealthy or not, everyone should be treated equally. Money or social class differences shouldn’t effect our behavior towards one another. Money doesn’t define us, it’s just a piece of paper that is used to purchase needs and wants.

Money affects the motivation we have to do things. If we are bribed with money to do a task then we’ll want to do it but if money isn’t involved our behavior would be completely different. We may drag while getting the task done or procrastinate. In the article “Merely activating the concept of money changes personal and interpersonal behavior” it explains how people can be more helpful when reminded of money, meaning having a reason to do something. This prompts people to work harder on challenging tasks, it leads to a desire to take more work than those not reminded of money. Money has a big change in a persons behavior.

When we think of the poor and rich, we would assume that the poor would be greedy under the circumstances of money because they don’t have much. In the article “Are the rich more Unethical and greedy?” it states that the poor are actually kind and generous while the rich have the opportunity to do these things, instead they are the complete opposite. There was a test that was explained in this article, the testers watched as the more wealthy, expensive looking cars went through a crosswalk. The test was to see if the cars would yield for the walking pedestrians or if they would cut them off. While watching they noticed that all of the drivers with the least money yielded. On the other hand, the 46.4% of the wealthy drivers were “significantly more likely to drive through the crosswalk without yielding to the waiting pedestrian.” This shows how the more wealthy think they are better then the less fortunate. They don’t take others into consideration due to their status or visual profile.

The cause of an individuals behavior towards money could be because of many different things such as ones social status, personal values, family, life cycle, age, or educational level. This still doesn’t give them the right to give others negative behavior. People that are wealthy and have grown in a wealthy life style don’t know what the poor go through. Most assume that they are in tough positions because of things they’ve done but it’s not always like that. The same way someone can grow up in wealth is the way someone can grow up in a poor life. They don’t get the same opportunities as the rich do such as knowing successful people. Money differences shouldn’t be affecting the way we act towards each other. Money has nothing to do with how our personalities are. Both poor and rich people can be rude but the rich tend to take advantage of what they have and use it as an excuse to act the way they do.

The people we are around when growing up, tend to be the ones we learn from and look up to. We pick up the way they act and do things even if it’s rude behavior or no respect for the less fortunate but as we grow older we mature and know right from wrong. It’s in our power and control to change the way we act. In the article “Workplace bullying: It’s not just about lunch money anymore” it explains how not only are children being bullied at school for money but so are adults at work. Bullying is a problem but it’s not a legal problem so not much can be done. There are few, if any, laws that address the issue or provide the victim with any solution. The ones that are bullying are stuck in an immature life style. In a recent report it was shown that 35% of U.S workers claimed to be bullied while at work. Although this percent isn’t high, it’s still unfortunate that people can’t act properly even at work.

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Research- Fatjoe

Athletes Have Mental Health Too

Performance enhancement drugs, oxycodone, codeine, Vicodin, painkillers, all drugs that athletes have and can become addicted to. Many athletes are often under tremendous pressure to perform at the highest level, and this pressure can lead to the use of PED’s and prescription drugs. While sports promote physical fitness, mental toughness and competition, and while all these things are good, it does not mean that they can always have good outcomes. The consequences of drug addiction can be devastating for athletes, including damage to their health, both mentally and physically, suspension from competition and even legal repercussions. The lure of instant gratification, and to meet the expectations to be able to achieve success will cause athletes to do whatever they feel is needed to achieve these things, no matter what the costs will be.

When it comes to drugs that athletes will turn to, PED’s, or performance-enhancement drugs, are the most common. The most common type of PED that athletes will use is steroids. There are many variations of steroids that athletes can get their hands on. The two main types are corticosteroids and anabolic steroids. The main difference between the two is corticosteroids are more of a type of medicine, that help asthma, allergies and hay fever. While Ana anabolic steroids are the ones that build muscle mass. Anabolic Steroids are the ones most commonly used in athletes and they have always been frowned upon in the sports world because it is seen as cheating, which of course it is. When an athlete, who already trains every day to try to become the best at their sport, uses anabolics, which strengthen muscles and reduces body fat, it impacts your image to the public and other players heavily. Now, there are different types of anabolic steroids and there are different type of ways to use these steroids. Some of the most common versions of anabolic steroids are topterone, oxymetholone and trenbolone, as stated in “Drug Fact Sheet,” which was released by the DEA (Drug Enforcement Administration). This article also states the various ways steroids can be used, “Tablets and capsules, sublingual-tablets, liquid drops, gels, creams, transdermal patches, subdermal implant pellets, and water-based and oil based injectable solutions.”

An example of this is former MLB superstar Barry Bonds. Before he started using steroids, Bonds was already the best player in the MLB, he won two MVPs, which are awarded to the best player in all of the sport, and three Gold Glove awards, which go to the best fielder in all of baseball. Bonds stapled himself as one of the best to do it, but once it was revealed that he was using steroids it prohibited him from making it into the hall of fame. This shows that steroids, or just PED’s in general, can extremely hurt someone’s image. Being in the hall of fame is a massive achievement for athletes of all sports, and even though Bonds was already having a hall of fame career before the steroids, he has still not been able to have the achievement of getting into the hall of fame.

Moving on from PED’s, athletes can also turn to prescribed drugs. The use of prescribed drugs often comes after an injury, a very popular prescribed drug that athletes can become addicted to are painkillers, specifically Vicodin and OxyContin. Athletes will turn to these drugs as a way to help deal with the high level of competitiveness and the levels of intensity that they face. In the article Substance Abuse Concerns for Athletes After Injury, by “Michael’s House”, it states, “Erik Ainge, former backup quarterback for the New York Jets, sat out the entire 2010 football season as he recovered from a pain killer addiction that started after an injury.” Although Ainge was just a backup quarterback, he still fell victim to substance abuse. So it does not matter if you are a star athlete or just a backup, you can still become addicted to a substance all the same.

Athletes that are currently playing aren’t the only ones that can become addicted to prescribed drugs. “Michael’s House” states “In 2009, Sam Rayburn, former defensive tackle for the Philadelphia Eagles, was taken into police custody for committing fraud or forgery to illegally obtain a controlled substance. The arrest revealed that he had a painkiller addiction that at its height reached 100 Percocets per day.” Retired athletes can become addicted just as much as athletes currently playing, and in this case, even more. Sam Rayburn admitting that he had taken 100 percocets per day shows how heavily athletes can become addicted.

The pressure to perform at the highest level can push athletes towards the misuse and abuse of performance-enhancement drugs and prescribed drugs, which can lead to addiction and severe consequences. Athletes, whether professional or student, are often viewed as epitomes of strength, resilience and perseverance. However, this perception can be misleading as mental health issues can significantly affect their performance both on and off the field. The pressure to succeed, constant scrutiny and physical demands of the sport can take a toll on athletes’ well-being. Mental health is just as important as physical health and neglecting it can have severe consequences. As we celebrate athletes’ achievements on the field or the court, it’s crucial to recognize that behind the glitz and glamour lies a hidden reality of mental health struggles.

When it comes to mental health struggles in professional athletes, the most common types of illness are stress, anxiety and depression, and these three things can all cause one another. But one of the main causes for these illness’s in athletes is injuries, but not an injury that leaves you out a couple of days or a week, injuries that take away athletes abilities to play for an extended period of time or even end their careers. In the article “The Mental Health of Elite Athletes: A Narrative Systematic Review” by authors Simon Rice, Rosemary Purcell and Stefanie De Silva, the text states “Elite athletes face a unique array of ‘workplace’ stressors… the potential for injuries to end careers prematurely.” The fear of getting injured can take a significant toll on a players mental health, and combine that with the pressure at playing at a high level, can cause an extremely stressful environment that can lead to mental health issues. Moreover, if an athlete suffers a career ending injury it can create many psychological issues. They’re losing their livelihood, they’re losing their ability to do what they are passionate about, and if you want to look at it at the basic level, they’re losing their job for which they have worked so hard to get to.

Although injuries are a common cause for mental health issues among athletes, there is another route that flies under the radar, retirement. The same article states, “There may be subgroups of athletes at elevated risk of mental ill-health, including those in the retirement phase of their careers.” Retiring from professional sports can be a challenging transition for athletes, as they often lose the structure, routine and identity that their sport provided. These losses can lead to feelings of depression, anxiety and a lack of purpose, which may contribute to the development of mental health issues. Also, retired athletes can face financial difficulties which can also lead to stress and anxiety.

Mental health and substances can go hand and hand. The easiest substance to obtain for both professional and student athletes is alcohol. Both types of athletes can turn to alcohol for the same reasons, like to deal with pressure. Professional athletes have the pressure to play at the highest level while student athletes have the pressure to play good enough to make it to the next level. If an athlete develops alcoholism it can result in many consequences like performance issues which can result in job loss. The article “Athletes and Alcoholism”, by author Kelly Brown, lists some physical issues, “Decreased strength output, muscle cramps and decreased muscle protein synthesis.” Decreased strength limits the athletes ability to perform at their required level, muscle cramps causes pain and discomfort which limits the athletes ability to move freely and decreased muscle protein causes an athlete to lose their physical abilities.

Along with professional athletes, students athletes can also deal with alcoholism and mental health issues. Both types of athletes can face the same type of pressure but it can come from different directions. For example the pros can face pressure from their coaches, while students can face pressure from the parents, along with their coaches. The same article states, “Student athletes also face a lot of pressure regarding their athletic and academic performance. Some turn to alcohol to deal with stress.” Student athletes often face significant pressure to perform at a high level in both their sport and academics. The pressure to succeed in both fields and cause stress and anxiety. Unfortunately, some student athletes turn to alcohol as a way to cope with these stresses. Drinking alcohol can provide temporary relief from stress and anxiety, but it can also lead to impaired academic and athletic performance, not to mention legal issues if they are under age too. Also, the pressure to live a “college life” can also lead to peer pressure for college athletes. A main theme for being in college is going out to parties and drinking. This can lead to peer pressure for athletes to fit in with their peers. The desire to fit in causes stress and it can lead to athletes to engage in risky behavior like binge drinking and drug use.

To make matters even worse, athletes are hesitant to speak up about their mental health. There are many stigmas surrounding athletes and their mental health, these stigmas range from the difficulty of spotting these issues to the fear of failure and disappointing others. The article “Mental Health in Athletes: Moving beyond the Stigma” by author Allaya Cooks-Campbell, states “Athletes could feel guilty for having poor mental health. They could blame themselves and fear disappointing others by dealing with mental health issues.” Many athletes are conditioned to prioritize their physical toughness and may view seeking help for mental issues as a sign of weakness. Also, since athletes are expected to play at such a high level, it can lead to guilt and shame if they are struggling because they are held to such high standards. Athletes may also carry the fear of disappointing others by admitting that they are struggling, which can create a significant barrier to seeking help. These feelings of guilt, fear and shame can also be very difficult to navigate, which can also deter athletes from seeking support.

It is essential to acknowledge that the pressure to succeed in sports can cause a significant impact on the mental health of both professional and student athletes. While these athletes are often celebrated for their physical powers and ability to perform under pressure, the reality is that their mental health struggles are often overlooked. The pressure to succeed, coupled with the stigma surrounding mental health in sports, can create significant barriers to seeking help and support. From anxiety to depression, these issues can have long-lasting effects on an athletes well-being, both on and off the field.

When it comes to high pressure situations it is common for everyone, not just athletes, to feel anxiety about the situation. In these types of scenarios it is best to stay calm, don’t overthink and narrow your focus to the task at hand. As we know, anxiety can lead to multiple negative outcomes like drug abuse and other mental health issues. So in these situations it would be best not to let the anxiety get too powerful right? Well according to Jesse Singal in the article “Why Olympic Athletes Shouldn’t Try to Calm Down Before a Big Moment,” it is actually better to remain anxious during these high stakes situations.

While Singal suggests that anxiety can be used as a source of energy and motivation for athletes, and just life in general, using your anxiety can have as much negative outcomes as it can positive. Singal states “It’s better, this research argues, to embrace your anxiety.” Excessive anxiety can have negative consequences on performance. When athletes are too anxious it can interfere with their ability to focus and perform well. This can lead to poor decision making and a lack of confidence. Instead of embracing their anxiety, athletes should calm down before a big moment, calming down can help athletes maintain their composure, focus and perform to the best of their abilities.

Singal also argues that trying to convince your body that you are excited instead of anxious, will help you perform better. Singal states “Alison Wood Brooks of Harvard Business School found, in four studies “involving karaoke singing, public speaking, and math performance,” that “reappraising anxiety as excitement” led to better performance.” While yes, this can be true, but convincing your body to turn anxiety into excitement is way easier said than done. This strategy can also differ from people to people. Some individuals may benefit from it, but others may find it unhelpful. People have different personalities and experiences which can affect how they respond to to anxiety and other emotions. It is important to recognize that what works for one person may not work for another and that there is no one-size-fits-all solution when it comes to managing anxiety, Singal fails to realize this.

Singal tries to argue that anxiety and excitement are in the same category, when they are not. Singal states “The contestant who is excited rather than anxious will get the most out of their body during the action of flow.” While this is also true, it also assumes that anxiety and excitement are two sides of the same coin, which is not entirely accurate. While anxiety and excitement share some similarities, they are fundamentally different emotions with distinct physiological and cognitive responses. Anxiety is characterized by feelings of apprehension, fear and uncertainty. While excitement is associated with the feelings and anticipation, enthusiasm and optimism, Therefore it is not clear whether reappraising anxiety as excitement actually leads to better performance or whether it simply changes the way we experience anxiety.

Another approach to anxiety and excitement that Singal states is “Recognizing that you are feeling anxious, and naming the source of your anxiety.” While this strategy can be useful for some individuals, it may not always be effective for athletes in high-pressure situations. Athletes may experience a range of emotions including anxiety, fear, excitement and adrenaline during competition. However, in the heat of the moment, it may be challenging to identify the exact source of these emotions. Additionally, naming the source of anxiety may not necessarily lead to better performance or help athletes overcome their fears or doubts. Instead, athletes may need more comprehensive and targeted strategies to manage their emotions and optimize their performance, such as visualization, goal-setting, positive self-talk or seeking support from their coaches and teammates. While recognizing and naming the source of anxiety may be a helpful technique in some situations, it is not a silver bullet for athletes and should be used in conjunction with other strategies to support their mental and emotional well-being.

The idea that recognizing our tendency to stress more and more intensely is crucial to managing stress as Singal states, “The key to ‘owning’ your stress is to recognize that we tend to stress more, and more intensely.” While recognizing this tendency can be helpful, it is not a comprehensive or universally effective solution. Individuals may have different reasons for experiencing stress, and simply acknowledging their tendency to stress may not address the root causes of their stress. Moreover, some people may have chronic or severe stress that requires more targeted and specialized interventions, such as therapy, medication or lifestyle changes. Also, some stressful situations may be unavoidable or beyond someone’s control, such as job loss, illness or relationship problems, making it difficult to manage stress solely by recognizing one’s stress patterns.

Singal suggests that stress is not inherently negative but rather an adaptive response, as she states in her article, “The evolutionary goal of the stress response was to help boost the body and mind into enhanced functioning, to help us grow and meet the demands we face.” For athletes, stress can be a useful tool to improve performance, but only up to a certain point. When stress becomes excessive or chronic, it can lead to physical and mental fatigue, burnout and injury. Athletes should manage their stress levels effectively and balance the demands of training and competition with rest and recovery. It is also essential to recognize that different athletes may respond to stress differently, and some may be more susceptible to the negative effects of stress than others.

Lastly, Singal says that stress and anxiety is are universal things to feel, as she states in her article, “And it’s as useful for an office worker as it is for an Olympic sprinter.” This is definitely true as we all feel stress and anxiety, but the stressors that Olympic athletes face vs what an office worker may face are vastly different, which ultimately means they will need to use different strategies. For example, an Olympic sprinter will face stressors related to intense physical training and competition, whereas an office worker may face stressors related to tight deadlines and heavy workloads. Athletes may work with their coaches and sports psychologists while an office worker may seek help through employee assistance programs.

All things considered, athletes, both student and professional, are very likely to succumb to the use of drugs. There are a variety of drugs they can use, all of them harmful. Whether they are performance enhancement drugs or prescribed drugs, they can do more harm than good. There is also a variety of reasons that athletes will feel the need to use these drugs. One of the biggest reasons is pressure. Athletes face pressure from many different angles, their coaches, teammates, the fans and even their family members. If athletes turn to these drugs it can cause many problems, not just physical, but mental too. It is very important to acknowledge that athletes can suffer from stress, anxiety and depression just like the rest of us. Athletes are humans too.

Refrences

Carreathers, Brandon. Commons.emich.edu, 2020, “Athletes’ Substance Abuse and Mental Health”

House , Michael’s. Michael’s House Treatment Centers, 17 Nov. 2021, Subsrance Abuse Concerns for Athletes After Injury

Administration , D. E. (2020, April). Drug fact sheet: Steroids. Retrieved April 27, 2023

Mental Health in Athletes: Moving beyond the Stigma. (2022, February 4). Retrieved April 2, 2023,

Brown, K. (2022, December 11). Athletes and alcoholism. Alcohol Rehab Help. Retrieved April 2, 2023

Rice, S. M., Purcell, R., De Silva, S., Mawren, D., McGorry, P. D., & Parker, A. G. (2016, February 20). The Mental Health of Elite Athletes: A Narrative Systematic Review – Sports Medicine. SpringerLink. Retrieved April 2, 2023

Singal, J. (2016, August 4). Why Olympic Athletes Shouldn’t Try to Calm Down Before a Big Moment. The Cut. Retrieved April 26, 2023

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Reflection – Giants

Core Value 1. My work demonstrates that I used a variety of social and interactive practices that involve recursive stages of exploration, discovery, conceptualization, and development.

This is probably the core value that I believe I grew in the most this semester. Searching around the web for sources and data has always been one of the things I looked forward to the least when putting together a writing piece. That being said, as I began working on the white paper, I found that for every source that I found, a bigger piece of the puzzle that was my hypothesis was uncovered. I knew that very article I found had the potential to make my argument that much stronger. Ultimately, the assignment that I feared the most, the white paper, ended up being one of the easier to complete and more helpful of all the assignments that I completed. I believe that this assignment helped me to grow as a student efficiently.

Core Value 2. My work demonstrates that I read critically, and that I placed texts into conversation with one another to create meaning by synthesizing ideas from various discourse communities. 

I think I put a lot of work this semester into becoming better at analyzing the context of a story and coming to the correct conclusion that the creator of said story expected me to arrive at. My best instance of utilizing this skill was in the Visual Rhetoric assignment. I think that this assignment taught me that I really need to absorb every single piece of information out of what I am given, regardless of how meaningless it may seem. That assignment had me pausing once a second and scanning that frame for sometimes as long as many minutes. I think it also taught me a lot of patience, and I learned that often times you won’t see the authors true intent until you really look closely.

Core Value 3. My work demonstrates that I rhetorically analyzed the purpose, audience, and contexts of my own writing and other texts and visual arguments.

I think that this is the core value that I struggled with the most throughout the semester. This is because I often times have trouble figuring out who exactly the author is trying to communicate with. I think that the assignment where I displayed this the bets was the Purposeful Summary. This is because I feel like that in order to understand each story that I was writing about, I really had to analyze the text and decide who exactly the authors were writing for and what point they were trying to convey. In explaining the counter-intuitivity of these article I came to further understand what the author was trying to say, and became a better reader, and in turn, a better writer, in the process.

Core Value 4: My work demonstrates that I have met the expectations of academic writing by locating, evaluating, and incorporating illustrations and evidence to support my own ideas and interpretations.

I think that I really grew in this area over the last couple of months of our semester together. Specifically, I believe that I became better at using alternative sources and turn them into something that is good for my argument. I showcased this skill best in my Rebuttal Rewrite, where I took some statistics that could have buried my argument if used in a certain context, and turned them into things that could actually help build my argument up. This skill is necessary in writing because it allows you to not only defend your own statement but to build it up further. I think that I didn’t really start to understand how important being able to do this was until I was tasked with writing my Rebuttal argument.

Core Value 5. My work demonstrates that I respect my ethical responsibility to represent complex ideas fairly and to the sources of my information with appropriate citation. 

I believe that I certainly came a very long way in this regard, starting almost instantly. Before this class, I didn’t really take citation seriously. Crediting my sources was not important until it was due. This class changed that, because I realized almost instantly that a failure to at least record my sources as I build my argument would result in me not achieving a grade that I was satisfied with. I think that my Annotated Bibliography is the best testament to this. I was always looked at the citations at the end of every assignment to be the mundane ending to the task, but I realized that sources need to be compiled as they are accessed, and staying on top of your sources will actually help you a great deal in processing certain information.

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Self Reflective Statement-Goodmusician440

A reflection of the semester

I can’t believe it is the end of the semester already. I definitely had a good time in this class and learned a lot! I can’t say that I was perfect throughout the entire semester, but I can sat that I learned a lot and that I definitely demonstrated the 5 core values of the FYWP throughout the semester.

The first core value is that we used “a variety of social and interactive practices that involve recursive stages of exploration, discovery, conceptualization, and development.” When we are writing, it is not always a straightforward or linear process. There are many things or activities that we have to do in order to get to the end, and do that, we do a lot of interactive activities in class all the time to help us prepare our research and writings.. For instance, for our definition argument, we did a definition feedback workshop in this link: https://compclass2021.com/revision/definition-feedback-workshop/. Basically, we received a paragraph each and had two versions of the same paragraph. One was the first draft and it also had some feedback on it, and the second one was the rewrite with some updates, and we analyzed the feedback in the first version of the paragraph, and then after that, we compared the rewrite to the original draft and we compared how much better the rewrite was compared to the original. By doing this, this gave us a preview on what our actually writing feedback process would look like.

The second core value is the importance of critical reading and analysis and the importance of understanding the texts and conversations. I think this semester, I have done a really good job at reading critically and using text into conversation. This link here is a good example: https://compclass2021.com/rhetoric-for-refutation/. This was for the rebuttal/refutation arguments, and we had to analyze the conversations that the author was having with the reader, and then we had to talk about what they were trying to refute in the comments. Here, it was talking about the fact that low income schools need a lot more government support because of the fact that the environment is ver difficult to learn in. It is also calling for a lot more financial support in the communities in general.

The third core value is that writing is shaped by audience, purpose, and context. When writing arguments, you want to see how other authors reach out to their audience and communicate. You want the argument to have a lot of purpose and to really get the point across. In my definition argument, https://compclass2021.com/2023/03/06/definition-rewrite-goodmusician440/, I made sure to really get my argument across. I wanted to really show that music really is healthy, and that it is something to be taken seriously. I specifically wanted to go for those that do not really listen to music along with those that are struggling with certain conditions like anxiety and depression along with blood pressure. This also translated well into my causal argument and my rebuttal argument as well.

The fourth core value is that in the writing, there were either illustrations or evidence used to support my ideas. My definition argument, https://compclass2021.com/2023/03/06/definition-rewrite-goodmusician440/, is a good example for this as well because there is so much evidence in there to support my argument. I have included quite a bit of sources that talk a lot about a lot of important things about music. Some of them give a lot of upsides to listening to music such as reducing stress hormones. That is a good thing because the chance of anxiety or depression getting worst is significantly reduced. The sources also touch on better sleep as well as reducing blood pressure. They also talk about music reducing negative thoughts and helping you control your emotions.

The final core value is that I respected my ethical responsibility and that I can represent my ideas fairly and to the sources. A good example is my causal argument, which is in this link: https://compclass2021.com/2023/03/26/causal/. Since we don’t really do citations in this class, I had to basically find a way to fairly use my sources to really bring out my ideas, and I did that by paraphrasing and providing the name of the source. In my argument, I talked a lot about how music can help fatigue to be significantly reduced. I used a study from Shangai University to really prove this, and I got it from healthlin.com. It is fair because it is not plagiarizing in any way, and yet, you are still using the sources in a fair way, and still getting your argument across.

Overall, I definitely feel like that I had a really productive semester and got a lot of stuff done throughout this semester. I also feel like that I have learned a lot, especially when it comes to making good arguments. It was definitely not easy by any means, especially because I had to do a lot of time managing on my own part, but I still enjoyed learning all of this content in this class. I definitely feel like that I demonstrated these 5 core values in this class, especially when it came to writing my essays and doing these class assignments. I feel like that I did a really good job at interacting in this class and really understanding the material that I was reading and putting all those words into application on my own part. I also think that I did good at correctly understanding the sources that I was using for my arguments and correctly correlating my arguments to my sources. I also think that I used them very fairly, even though that we could not really cite in this class. This class has definitely allowed me to think a lot deeper and to really comprehend what I am reading. I think that is the part I definitely love about this class most, and I definitely put all of that in my writing, and my demonstration of the 5 core values shows that very well.

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Bibliography- Queen Random

  1. Deangelis, Tori, The Legacy Of Trauma, American Psychological Association, 2019 

How I used it: I used this source to connect the treatment enslaved people experienced hundreds of years ago to the hardships african americans face in modern society. This article is about how the traumas one generation experiences continue to effect the way that family is able to function in that capacity for generations to come.

  1. Hallam, Jennifer, Slavery and the making of America. The Slave Experience Men, Women, and  Gender, Thirteen.org, 2004 

How I used it: I used this source to continue on my goal of humanizing and destigmatizing the day-to-day lives enslaved people lived. In the essay I acknowledge that slavery as a part of history has been something slept under the rug and minimized. In using this source that has a very clear reality of how grim enslaved people’s lives were I’m building the foundations to get my audience to understand why anything that comes from or is because of slavery is just as inhumane.

  1. Melby, Julie Injured Humanity- Graphics, Princeton, 2009

How I used it: I used this source to learn more about who the author of Injured humanity was because the article made up a lot of the argument I was making. By learning about the author I was able to appeal to the audience more to maek the point that you didn’t need to be a radical of the time to see the inhumanity slavery as a system presented. 

  1. NLEOMF- Slave Patrols: An Early Form of American Policin

How I used it: I had to figure out a way to communicate to the audience how and why the police were created. I used this article as the basis of my thesis that the police can’t exist because of their history. The pyschologies introduced within this article of slave patrolers being overly violent and a tool of an unjust system. 

  1. Shu, Khushbah 400 Years Since Slavery- Timeline, The Guardian, modified 2021 

How I used it: This source was the first part of the essay and the philosophy I was trying to emulate. I had to figure out a way to communicate the erasure african americans have systemically experienced from the beginning of this country’s history. Using this source of how slaves were in this country before colonizers creates the perfect circumstance of enslaved people’s erasure from history.

  1. States, United Better Life Index- OECD, OECD, 2023 

How I used it: I was writing htis essay thinking in the mind of someone who might disagree with me. While I was writing a realized the people who are in favor of the the police would say ‘it wasn’t that bad’ but by removing time periods and comparing the livelihoods of enslaved people to our most basic rights of what it is to be human in this country. Would make people build sympathy further convincing readers of my thesis.

  1. Wood, Samuel Injured Humanity; Being A Representation of What the Unhappy Children of Africa Endure from Those Who Call Themselves Christians, Published by Samuel Wood., 1805

How I used it: I used injured humanity because it was a primary source of the time I was making so much comparison to iwhtin my essay. Injured humnaity as source creates first hand accounts of enslaved people’s lived experience. Humanizing them to the audience and hopefully getting them to understand why the role of the slave patrolers was all the more cruel. 

  1. Beck, Braden, As Neighborhoods gentrify, Police presence Increases, 2015 

How I used it: I used this source to show that police presence isn’t connected to crime. From that if police presents isn’t connected to crime what purpose is therhe for teh police to be in the spaces they occupy in the first place. This study shows that as white people move into diverse neighborhoods they use the police to patrol the things they deem as suspicious. From these bias I’m able to further push my thesis of the police being modern slave patrollers. 

  1. Card, Police Score, Police Scorecard, Denver Co, accessed 2023 

How I used it: I used this source for a lot of beneficial information including how much money is spent per citizen within the police department’s budget. From this information coupled with crime rates I was able to build the narritive of police budget’s increasing where each crime committed was worth upwards of $400,000. 

  1. Policy, prison, How Many people are locked up in the United states?, Accessed 2023 

How I used it: My entire essay was building a bridge between the past and present, this source helped me take the final step of finishing this metaphor. This source provided the number of people that are incarcerated right now and I used it to compare to how many people were enslaved at the peak of slavery. 

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Reflective – Water

Core Value 1. My work demonstrates that I used a variety of social and interactive practices that involve recursive stages of exploration, discovery, conceptualization, and development.

I believe I accomplished this core value during the white paper assignment, For this assignment, the goal was to get familiar with your sources and to annotate everything that comes to mind. You either had to find sources that either support your claim or you’d find something that was against your hypothesis, which would have later been proved against. For my case, the white paper was more of storing sources and later finding what parts of the text would I be using later on, since my hypothesis was to prove why the lack of data fed into facial recognition software can be misleading and could cause more harm than to be of use. One of the source I used served multiple purpose not only to define what facial recognition is but also show the flaws on how the software is not reliable, and can be misleading.

Core Value 2. My work demonstrates that I read critically, and that I placed texts into conversation with one another to create meaning by synthesizing ideas from various discourse communities. 

In my definition essay, I feel like I accomplished this goal when I was tasked to provide a definitional claim: to define what facial recognition was and how it was meant to be used. I used my sources from my white paper and took definitions/meanings given to the word facia recognition and by using the author’s words I would explain what they tried to say and make a connection with my hypothesis. By having the definition of facial recognition I would introduce the problems they provide, such as factors of poor lighting and bad angles that could ruin the data sets used to record people’s faces, another problem of facial recognition would racial bias and leaving out people of different sexual orientations. By leaving out other parties and other races you limit the results by only having certain people be on record making accuracy poor.

Core Value 3. My work demonstrates that I rhetorically analyzed the purpose, audience, and contexts of my own writing and other texts and visual arguments.

I felt like I accomplished the core value during my causal argument, to understand the task assigned you would have to know what the purpose/use of facial recognition is and understand the problem or cause created by either the problems of datasets having little to barely information regarding other parties consisting of members of the LGBTQ+ community. After gathering the background information I would have to understand and properly represent the consequences of what facial recognition can do for one who is wrongfully accused of something they may have not committed. I used the scenario of someone wrongfully being convicted of a crime they may have not been involved but since the program came to the conclusion that the person behind the bars did the crime the police would obviously have a bias towards the program. The core value required me to understand the consequences of poor accuracy facial recognition concludes with can lead to a tedious and time consuming procedure that would wrongfully incarcerate someone.

Core Value 4: My work demonstrates that I have met the expectations of academic writing by locating, evaluating, and incorporating illustrations and evidence to support my own ideas and interpretations.

For the final part of the 3000-word essay we had to find a “worthy opponent,” the task required us to find the perspective opposite of our claim, the side that would have the most attention, for example, my counter-opposing side would be supporting facial recognition and how it is not faulty and near-perfect accuracy. Big-name companies such as Amazon were one of the corporations I was trying to disprove and have a rebuttal to what they were stating on their website. I had to use their own words against them, by using their “near perfect accuracy” phrasings used when describing what their facial recognition software to disprove and say that they are wrong and the reason for them being wrong would be revealed via the follow up sentence in their website, specifically stating the only flaw to poor matchmaking would be due to the poor lighting within the take pictures that were being stored in the memory bank of the program, which was a misplay on their part by having near perfect accuracy and mistake within eachother.

Core Value 5. My work demonstrates that I respect my ethical responsibility to represent complex ideas fairly and to the sources of my information with appropriate citation. 

I accomplished this core value in the overall assignment of the 3000-word essay, not only did the claims have counterintuitive aspects but it also made the reader think about the opposing side and how based on the reading provided it made it clear that the hypothesis debunked/deconstructed the claim being made against my hypothesis. I had appropriate citations when providing the sources to aid me in my paper, the authors were carefully mentioned and the messages they tried to send out were heard and rephrased accordingly, if an author said facial recognition was racially biased and unfair to those of the LGBTQ+ community I would carefully use the words provided in the text to expand my statement and to also build questions that would be asked if I were to have a debate over the idea on facial recognition, the sources would be the topics used to gain attention and to make it seem like the winning side.

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Reflective – SortableElms

Core Value 1. My work demonstrates that I used a variety of social and interactive practices that involve recursive stages of exploration, discovery, conceptualization, and development.

My research paper demonstrates that I used a variety of social and interactive practices that involve recursive stages of exploration, discovery, conceptualization, and development. This was a combination of all three of my 1000 word papers. I think coming from a school that didn’t prioritized writing over things like basic reading and math hurt me in being able to be a stronger writer but I think over all my writing has improved mainly with my grammar and overall ability to write.

Core Value 2. My work demonstrates that I read critically, and that I placed texts into conversation with one another to create meaning by synthesizing ideas from various discourse communities. 

I believe that my rebuttal argument demonstrates that I read critically, and that I placed texts into conversation with one another to create meaning by synthesizing ideas from various discourse communities. My rebuttal shows that I was able to defend what I wrote by being able to argue with the opponent create meaning by using sources to defend my ideas and point of views.

Core Value 3. My work demonstrates that I rhetorically analyzed the purpose, audience, and contexts of my own writing and other texts and visual arguments.

My visual rhetoric assignment demonstrates that I rhetorically analyzed the purpose, audience, and contexts of my own writing and other texts and visual arguments. I was able to use a 30 second video and break it down into multiple paragraphs. It was first hard to describe a 30 second clip in such great detail but it became easier to describe as I looked closer. The assignment became surprisingly fun after a while.

Core Value 4: My work demonstrates that I have met the expectations of academic writing by locating, evaluating, and incorporating illustrations and evidence to support my own ideas and interpretations.

I believe that my rebuttal argument demonstrates that I have met the expectations of academic writing by locating, evaluating, and incorporating illustrations and evidence to support my own ideas and interpretations. I was able to use the article that negatively painted my idea and take it using my prior knowledge on the subject and other sources that I found to support my ideas using my evaluating of the evidence that I had gathered. 

Core Value 5. My work demonstrates that I respect my ethical responsibility to represent complex ideas fairly and to the sources of my information with appropriate citation. 

I believe that all of my work demonstrates that I respect my ethical responsibility to represent complex ideas fairly and to the sources of my information with appropriate citation. I feel that through writing it is to be shared which makes it a social art form. When using others’ works you need to credit them and give them proper credit. Writing can help express your point of view on issues. When addressing others you need to be respectful of their positions. You can’t just outright deny it, you need to address it with logic to back your claim or side.

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Bibliography — GracchusBabeuf

Drury, S. B. (1985). The Hidden Meaning of Strauss’s “Thoughts on Machiavelli”. History of Political Thought, 6(3), 575–590.

Background: Leo Strauss is often remembered as a critic of Machiavelli, going so far as to call him, unambiguously, a “teacher of evil”. Drury, however, presents an inconvenient and deeply counterintuitive argument: Strauss, the esoteric writer that he is, is actually not a critic of Machiavelli’s philosophy. Rather, he criticizes Machiavelli for speaking of brutal truths so plainly and under his own name. Drury’s ideas, while not conclusively proving whether Strauss is friend or foe of Machiavelli, muddies the water and forces one to re-evaluate their prior thoughts on Strauss and Machiavelli.

How I used it: Drury’s paper completely messed up my rebuttal argument. I had such a juicy one-liner refute: I was going to argue how Machiavelli was not a cartoonish “teacher of evil”. Drury’s argument, detailed and condignly argued, at least convinced me that I would need the time (and access) to more or less all of Strauss writings on Machiavelli to determine for myself where Strauss fell. This necessitated the search for a translation of Gentillet’s Anti-Machiavel to use for my rebuttal argument instead. Ultimately, it this source, while never cited in my paper, completely reshaped the structure of at least half of the paper.

Gentillet, I. (2018). Anti-Machiavel: A Discourse upon the Means of Well Governing. (S. Patericke, Trans.). Wipf and Stock Publishers.

Background: Innocent Gentillet was a French Huguenot who was exiled from France to Switzerland for his religious beliefs. He wrote a scathing critique of Machiavelli, known now as the “Anti-Machiavel”, in reaction to the St. Bartholomew’s day massacre of protestants in Paris. In the tradition of his time, Gentillet identified his enemies as being influenced by the “evil” writings of Machiavelli.

How I used it: This text forms an intellectual starting point for the arguments against Machiavelli’s character. Understanding this, I brought light to this mostly-forgotten book and used it to form the argument against Machiavelli. It felt appropriate to me to use one of, if no the earliest, source possible as my worthy opponent. Every subsequent work which decries or slanders Machiavelli owes some intellectual debt to the Anti-Machiavel, even if it is unconscious.

Lukes, T. J. (2001). Lionizing MachiavelliThe American Political Science Review95(3), 561–575.

Background: T.J. Lukes makes a strong claim against Machiavelli scholarship. Namely, he believes that academic study of The Prince has overemphasized the fox of Machiavelli’s famous analogy while largely ignoring the lion. “Lionizing Machiavelli”, then, sets to correct this misinterpretation and re-assert the importance of the lion alongside the fox.

How I used it: Luke’s writing is especially useful in that it also takes a rather counterintuitive stand against what he perceives as the academic consensus on Machiavelli. He is also where I first found Strauss’s description of Machiavelli as a “teacher of evil”. Luke’s example in how to make a counterintuitive argument about Machiavelli was influential on my own writing process, and his reference to Strauss helped direct my research.

Machiavelli, Niccoló. (1532). The Prince. (W. K. Marriott, Trans. 1998) Project Gutenberg.

Background: Written by Niccolò Machiavelli from exile early in the 16th century, The Prince offers cutting-edge political analysis of the early modern world from a figure who worked on the inside. This text form the bulk of the examples from which to discern Machiavelli’s opinions of politics. Many of his example have become famous tropes of their own (like that of the lion and the fox, or whether it is preferable to be loved or feared). This is, unequivocally, the core text from which arguments about Machiavelli’s thoughts on politics must derive.

How I used it: By explaining and analyzing passages from the book, I showed Machiavelli’s figure to be far less severe than a modern “Machiavellian” character would indicate to a lay person of the 21st century. I did not obfuscate his brutal opinions on political behavior, such as the use of cruelty. Instead, I demonstrated the how his view on immorality is based on what is politically necessary rather than Christian morality. The view presented by Machiavelli is more akin to a listing of tools, like hammers and nails. The actions are deplorable, but a good prince to Machiavelli should shrewdly and decisively use all tools available to secure their rule and their sovereignty. The ends justify the means.

Additionally, The Prince served as the primary inspiration for the paper. It is a seminal text of modern politic science, yet it is understood poorly, if at all, by the general public. Machiavelli’s is most commonly understood through the adjective Shakespeare helped developed: Machiavel (Machiavellian in modern english). Reading The Prince reveals Machiavelli to be a far more complex and nuanced that the “Machiavel” characters of fiction which supposedly take their cues from him. Machiavelli’s The Prince shows how immoral actions must, necessarily, be considered by a politician. However, they are not exactly desirable. Machiavelli’s political maxims focus on achieving ends by any means necessary.

Machiavelli, Niccoló. (1532). Discourses on The First Decade of Titus Livius. (Ninian Hill Thomson, Trans. 1883). Project Gutenberg.

Background: Like The Prince, The Discourses was published posthumously. It contains Machiavelli’s commentary on the work’s of Livy and offer profound insight into the writer’s perspective on politics, history, and society. In contrast to the prince, Machiavelli’s Discourses presents not as a proscriptive text for responsible governance, but as an academic examination of history. However, Machiavelli still develops and refines his ideas about government, specifically his preference for democratic republics and his idiosyncratic interpretation of the late Roman Republic.

How I used it: This book offers a clearer image of the normative opinions of Machiavelli, as he entertains many more arguments as to how a government should operate as opposed to working with what is, as in The Prince. While I ultimately did not use the book directly, some of the arguments about forms of government did indirectly find their way into


McCormick, J. P. (2001). Machiavellian Democracy: Controlling Elites with Ferocious Populism. The American Political Science Review, 95(2), 297–313.

Background: Written in 2001 for The American Political Science review, this article by scholar John P. McCormick is first published version of what eventually became his well reviewed book of the same title, Machiavellian Democracy. McCormick re-interprets the Discourses to find a Machiavelli contrary to “pioneer of modern antimoralism” that is seen (according to McCormick) by many accounts.

How I used it: The conclusion of the paper (and the book of the same title) fall outside the scope of my hypothesis. Consequently, I did not use the paper directly in essay. However, McCormick’s cogent analysis of the discourses helped me think about how to argue for my rebuttal essay. Like me, McCormick is something of a Machiavelli apologist, and his nuanced understanding of the Florentine writer contributed to my own depictions of Machiavelli. A very interesting re-interpretation of Machiavelli that better places his ideas both within his own context and a modern context. Fear of the masses seems to have been instrumental in Machiavelli’s favorite republic, Rome, and so McCormick considers how Machiavelli’s ideas reflect this — and might have something to offer for modern liberal democracies.

Colish, Marcia L. (1999). Republicanism, Religion, and Machiavelli’s Savonarolan Moment. Journal of the History of Ideas 60, no. 4: 597–616.

Background: Machiavelli’s relationship with religion has been a topic of debate almost since immediately after his death. It was no secret (after he died) that Machiavelli had substantial and excoriating criticism of the Catholic church in Italy. However, other’s have also argued (often sucessfully) that Machiavelli was a committed Christian who’s supposed “hatred” of the religion is wildly overblown. Colish synthesizes these views and present and more complete image of Machiavelli’s relationship with religion, as well as his contemporary Girolamo Savonarola.

How I used it: This article presents many of the arguments surrounding Machiavelli and religion, therefore it served as an excellent point to begin research into this aspect of his thought. As religion and morality in the early modern were so deeply intertwined, it is invaluable to have a clearer image of what Machiavelli himself thought on the subject. As many of the arguments presented by Gentillet were stepped in the religious tradition of Western Europe, this paper proved helpful. The analysis of Machiavelli’s commentary on his contemporary, Savonarola, also helps demonstrate what Machiavelli does not want to see in a ruler. Ultimately, it was used for historical research and to provide credibility to some of my claims around religion in Machiavelli’s writing.

Sil, Narasingha Prosad. POLITICAL MORALITY vs. POLITICAL NECESSITY: KAUṬILYA AND MACHIAVELLI REVISITED. Journal of Asian History 19, no. 2 (1985): 101–42.

Background: Professor Sil is an Indian-Born retired academic who spent the majority of his career in the United States. This article, interestingly, comes from his time as faculty at the University of Benin in Nigeria during the 1980s. The primary concern of the paper, Political Morality vs. Political Necessity helps draw a distinction between the morality (or lack thereof) of political actions and the necessity of doing them.

How I used it: Sil’s wealth of knowledge and insights into the figures of Machiavelli and Kautiya, an Inidan political theorist who Machiavelli is compared with, offers useful commentary on the political morality and analysis of Machiavelli. While Kautiya is not himself relevant to the hypothesis, he is nevertheless an interesting reference point for research concerning Machiavelli. The passages primarily concerning Machiavelli has a quote that proved crucial my paper. Ultimately, Sil’s paper gives a sympathetic view of Machiavelli’s personal morality that proved useful within my paper.

Soll, Jacob. (2014). “The Reception of The Prince 1513–1700, or Why We Understand Machiavelli the Way We Do.” Social Research 81, no. 1: 31–60.

Background: Soll’s paper traces, as its name suggests, the reception of The Prince from the time of its initial writing and circulation among a closed circle of Machiavelli’s associates to its distribution in every corner of Europe.

How I used it:

Rathé, C. E. (1965). INNOCENT GENTILLET AND THE FIRST “ANTI-MACHIAVEL.” Bibliothèque d’Humanisme et Renaissance, 27(1), 186–225.

Background: Rathe is a 20th century historian who served as my first significant introduction to the work of Innocent Gentillet. The details who Gentillet was and the period he was writing in, as well as identifying the year of the first edition of the anti-machiavel as from 1576. Gentillet is placed within his historical period and conditions, with great importance placed upon the Saint Bartholomew’s day Massacre.

How I used it: Rathe’s lengthy and thorough compilation of scholarship related to the Anti-Machiavel is invaluable for a modern reader attempting to pierce through the nearly 500 year barrier between the present and Gentillet. Rathe’s understands well the arguments nearly. every relevant argument made by and against Gentillet within academia. Unfortunately, the paper is approaching 60 years old, and is therefore somewhat dated. However, observations he makes about Gentillet’s confusing of Machiavelli’s “special political maxims” as “general moral maxims” are still relevant and clarifying.

Strauss, L. (1957). Machiavelli’s Intention: The Prince. The American Political Science Review, 51(1), 13–40.

Background: Leo Strauss was a prominent 20th century academic who wrote rather frequently on Machiavelli. Strauss is often see by Machiavelli scholars, like Lukes, as representing the righ flank of Machiavelli’s critics. Not itself a work directly critical of the Florentine’s morality, “Machiavelli’s intention” looks, as the title suggest, at Machiavelli’s intentions about his most famous work, The Prince. Specifically, he examines the claim that Machiavelli’s work is scientific, which he describes as “defensible, even helpful”, but insists it must be properly understood.

How I used it: “Machiavelli’s Intention” was a dense but useful read for my paper. While Strauss was mostly cut from the paper due to the scholarship presented by S.B. Drury scuttling my initial rebuttal argument, the research was still useful. Strauss, if he is a critic of Machiavelli (I am no longer sure), still has an incredibly deep knowledge of The Prince.

Curry, Andrew. (1999). Political Morality? Machiavelli Encouraged a Flexible Approach Five Centuries Ago. The Washington Post.

Background: Washington Post, 1999. This archived article presents Machiavelli’s political doctrine with some useful historical context. By no means a revolutionary piece of Machiavelli scholarship, it nevertheless serves to articulate useful arguments about his “flexible” approach to poltics.

How I used it: Curry’s decades-old article proved most useful as a simply authority to cite on some more obscure historical claims, specifically within the causal argument. A proper history book of Italian politics in the 16th century would have been preferably, but his article is well-written and informed. As the only journal-article in my references section, it serves a useful purpose for citing some basic historical arguments.

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Reflective- Doglover846

Core Value 1. My work demonstrates that I used a variety of social and interactive practices that involve recursive stages of exploration, discovery, conceptualization, and development.

Going into my freshman year, I would definitely say I was a beginner writer. Coming from a school where the education isn’t the greatest and teachers leaving left and right. I wasn’t really ever taught how to properly write an essay. However, Comp I and Comp II definitely helped me become a better writer. This course specifically challenged me to go outside of my comfort box and explore the realms of writing. The assignment that challenged me was the visual rhetoric. This assignment was something that was brand new to me and something that I have never remotely come close to doing. I have never described anything with such specific details, yet after the first couple of seconds of the ad, I knew what to look for and things to describe. 

Core Value 2. My work demonstrates that I read critically, and that I placed texts into conversation with one another to create meaning by synthesizing ideas from various discourse communities. 

Taking this class this semester really opened my eyes to look at situations in a different perspective. Many of the topics that were brought up in class I always initially disagreed with. However, by the time the argument was explained I somehow ended up agreeing with the opposing side. I always admired the way that the topic was brought up and how you have to initially question the argument. This made me want to relay this into my argumentative essays, example being my rebuttal essay. When writing my three separate essays, my overall hypothesis summed up was that Zoos can help prevent endangered species from going extinct. However, the more I read about the subject the more I thought about how maybe zoos can’t help the animals. But, once I did enough research on this subject, it made me stick to my original hypothesis. 

Core Value 3. My work demonstrates that I rhetorically analyzed the purpose, audience, and contexts of my own writing and other texts and visual arguments.

I think when coming into this semester, I didn’t really know how to pull an audience in with my writing. My first couple sentences were usually a question backed up with an answer or just background information that didn’t need to be said in the first couple of sentences. During class, the professor said that your first sentence should make your reader want to read the second sentence and your second sentence should make your reader want to read the third sentence and so forth. The reader should not feel bored and uninterested when reading the first couple sentences. So that’s why I really tried to pull the reader in with my Causal Essay. This essay I really tried to grab the reader’s attention and tried to never let it go. 

Core Value 4: My work demonstrates that I have met the expectations of academic writing by locating, evaluating, and incorporating illustrations and evidence to support my own ideas and interpretations.

This core value is where I improved the most, I was able to really expand my knowledge when locating, evaluating, and incorporating illustrations and evidence to support my own ideas and interpretations. The visual rhetoric definitely helped to do so. The class was assigned a 30 second video and needed to write down every single detail in the video, from location, to what they were wearing, to what they were doing and how they were feeling. If I would’ve had this same assignment in the beginning of the year I don’t think I would be as detailed or specific as I am now. I never could imagine myself picking apart a 30 second video and writing almost 2000 words on it. I was very impressed with myself that I was able to accomplish this assignment. 

Core Value 5. My work demonstrates that I respect my ethical responsibility to represent complex ideas fairly and to the sources of my information with appropriate citation. 

Going into this semester I came in with the background of how to properly use citations and how to present a reference page. However, what I didn’t know was that there were different forms of citations when using different formats; MLA and APA. I was always used to using the MLA format that I quite frankly didn’t think that there was any others. But my Research Essay has definitely helped me to master the proper format of citations and where to use them, as well as properly writing my reference page. There were a few tweaks that I needed to make when writing the references, examples being shortening the links so making sure that all of the information was there that needed to be stated.

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