“10 ways to have a better conversation”

Celeste Headlee goes in to detail about ten ways to have a better conversation. She says to have a better conversation you need to be present. She also say in every conversation you learn, and sometimes you do not have to state your opinion. Who, what, where, and why are also great questions to ask which will help the conversation turn out better. Headlee then goes on to say by going with the flow will make conversations go more smoothly. All experiences are individual, and it is not about you at that specific time. In conclusion, she says to be brief, go out, talk to people, and mainly listen to other people. Headlee describes great techniques to use to make better conversations. In my personal life, I can relate to always listening in conversations and by going with the flow. I am always good with going with the flow and making good conversations.

 

“Room for Debate” assign a letter grade

Based off the rubric for MP #3, I would give these essays a letter grade of a B and an A. The first essay, “Activist Has shaped the world we live in,” was a good essay, but could have been better. The writer could have summarized a bit more about the British and colonists to make it not so carried away. The writer also had a few grammatical errors. However, she did include historical sources related directly the Boston Tea Party. Overall, the writer got the major point across and this is why I would simply give this paper a letter grade of a B. The second essay,“Activism should disappear,” offered a different argument. The introduction was very strong and went into detail about doing something good. The writer also explained in great detail about activists’ activities. Both essays introduced a problem to engage the reader. I would give this essay an A. However, they both had places to improve. They both similarly show how activists shape the world in which we live. 

Rhetorical Analysis of a Social Media Post You Choose

The music video, “I’m Not The Only One,” Sam Smith crafts an argument that attracts the audience to the speaker. He aims to create an argument that informs the audience on toxic relationships and that people should stand up to what is right. Throughout the video, his goal is to make the audience understand the facts about the relationship by showing us two sides of the situation. In the very first scene of the video, Smith demonstrates a really close relationship between the couple. It makes the reader believe the love between them is real. However, based on the title, the audience can assume that one of them in the relationship is going to hurt the other. In the beginning of the video, Smith shows the couple waving each other goodbye. The audience could also conclude that the girl is going to be the one to hurt the man. This conclusion could be made because Sam Smith is the one singing the song. However, shortly into the video, the role is completely switched. He exhibits a particular scene in which a couple is having a toxic relationship revolved around cheating, and the woman in the relationship does not have the courage to stand up to say anything. Smith highlights pathos, ethos, and logos through his lyrics. Analyzing the song, “I’m Not The Only One,” creates strong emotional appeals that can affect the reader. 

In the music video, pathos is immediately introduced through the title. The title, “I’m Not The Only One,” creates two sets of emotions that the audience will exemplify. It automatically suggests that this situation involves some kind of cheating. As humans, we naturally show emotions and feelings towards people going through difficult or challenging times. Sam Smith makes the audience immediately feel for the emotionally disturbed woman. At the same time, Smith turns the audience to become angry at the man who has cheated on his wife. Smith shows this woman emotionally still attached to her husband even through the stuff he has put her through. Smith depicts in his video the man continuously flirting with another woman, while the wife is at home crying uncontrollably. She emotionally cannot let go of him. In his lyric,“You say I’m crazy cause you don’t think I know what you’ve done,” specifically targets the situation. 

Throughout the video, the use of logos is frequently shown. Smith continuously gives flashes of the affair going on. By doing this, it gives evidence to the audience to make us feel saddened for the woman. The visual representation of the husband and the other woman allows the audience to really understand what is going on throughout the video. In the line,“When you call me baby, I know I’m not the only one,” is a direct reference to the man. This line means that when the husband calls his wife “baby,” she knows she is not the only woman he is talking to. Based on this information, the audience can relate directly to this situation. Considering the facts of an affair or toxic relationship, the audience can understand how hard it is to go through something like this. Smith exemplifies a great use of logos to help wrap around his central idea of toxic relationships. 

In the music video, ethos is demonstrated in a number of ways. Sam Smith is in the music video himself, which helps the audience to believe the speaker. Sam is a popular singer and songwriter who has millions of followers. With so many people looking up to him, this makes him a credible source. He states his credibility by singing about a topic that most people can either relate to or one day possibly will. 

Throughout the whole song, Sam Smith makes the audience support and feel for the woman’s side. His intended audience could be anyone in a relationship related to the one in his video, or a very wide audience not directly involved. Because of Sam Smith’s excellent job of creating emotional appeals, this allows the reader to connect in a number of ways. Throughout the whole video, the emotions continue to grow. The effectiveness of pathos, logos, and ethos allows the audience to think about toxic relationships and to make a decision that will help them in the long run. 

 

Oct. 2-Grant-Davie

Reading Journal

 

Copy + Paste this template into a different document (do not try to type directly on it). Then fill it out and post to your blog. 

 

Title of Article + Proper MLA Citation for Works Cited page Grant-Davie, Keith. “Rhetorical Situations and Their Constituents.” Rhetoric Review, Vol. 15, No.2, 1997, 264-269. 
Summarize the article — include your reaction, thoughts, anything to help you remember its claims. 100 to 150 words Grant-Davie discusses the necessary steps a student should take to understand rhetorical situations. A student must first realize the rhetorical exigence. When given an assignment, the student needs to fully understand the issue and how to solve it with effective discourses. As said in the document, “In other words, a rhetorical situation is a situation where a speaker or writer sees a need to change reality and sees that the change may be affected through rhetorical discourse.” Davie says to pursue them initially, so that it helps the rhetorician look at a situation from a variety of perspectives. He shows many examples to “discuss the possible complexities of rhetorical situations.”
Define new terms and concepts by quoting or paraphrasing the original author. “Scholars and teachers of rhetoric have used the term rhetorical situation since Lloyd Bitzer defined it in 1968.” It is defined as the context in which speakers or writers create rhetorical discourse.
How does this reading connect to other articles from class and/or your own research?

 

This reading connects to the past article I read titled, “Finding the Good Argument.” Just like in this article, they are trying to find a good argument with valid points. In “Rhetorical Situations…” it is stating how to find the connections and understanding the rhetorical situations fully. These two articles are very similar in many ways. 
Based on the reading, craft one question to act as a springboard for class discussion. In your own words, how would you describe a rhetorical situation?