What I have learned for the past five weeks in Writing 39B ranges from learning what the rhetoric is to applying it actual argumentative writing. Through Writing 39B, I had been introduced to the writing style of rhetoric in which a writer express their statements through persuasive language. Aspects of rhetoric that I learned were also concepts like Ethos, Pathos, and Logos. Ethos, Pathos, and Logos are modes of persuasion that appeals to the audience in certain aspects. When using Ethos, the author uses it to appeal to the audience with some ethical standard that they have credentials discussing about the current topic. When using Pathos, the author would use it to appeal to the audience in an emotional standard. The author would manipulate the audience’s feelings to make them feel what the author wants them to feel. The last mode of persuasion is logos in which the author appeals to the audience through a usage of facts and statistics. Besides learning about rhetoric, I have also had the opportunity in Writing 39B to practice it in my writings. Through Writing 39B, I can utilize paragraph structures of “claim, evidence, then analysis” in my rhetorical writings. They appear through short writing assignments like (https://canvas.eee.uci.edu/eportfolios/19458/entries/217418/files/DahoKL14TCod7xbbmra43nnAV2tAJlcnKhRoyG0V) and it also appeared in my Rhetorical Analysis Essay (https://canvas.eee.uci.edu/eportfolios/19458/entries/217418/files/EwVANEfMkO5WEVH6Tx10rqO1fYlbJY18yvYbirFe). Other examples of Writing 39B, allowing the opportunity to practice the use of rhetoric was also for assignments where I could incorporate outside sources as evidence for a primary text. (https://canvas.eee.uci.edu/eportfolios/19458/entries/217418/files/y3yY9QyYbNMnMMvlX7JHdew0eVM4SUL7rzHRZAzA and https://canvas.eee.uci.edu/eportfolios/19458/entries/217418/files/EwVANEfMkO5WEVH6Tx10rqO1fYlbJY18yvYbirFe). These opportunities had allowed me to form strengths in my writing while also exposing to me the weaknesses of my writing I should try to focus on more.

Throughout the five weeks of Writing 39B, I have learned and discovered some strong aspects of my writing and understanding of rhetoric. I have learned within those five weeks of the importance of historical/cultural context within literature. The underlying importance of historical/cultural context within literature is that it enriches the story while also molding a message the author wants the audience to grasp. A story I read in class that had utilized historical/cultural context was in Octavia Butler’s short story Bloodchild within her afterword. In her afterword, she wanted to clarify the message or theme she wanted the audience to perceive versus what the audience and critics thought the message to be. She also adds context on certain elements of the story supplement her message. Some assignments that I have utilized historical/cultural context in my writing has appeared in (https://canvas.eee.uci.edu/eportfolios/19458/entries/217418/files/DahoKL14TCod7xbbmra43nnAV2tAJlcnKhRoyG0V and https://canvas.eee.uci.edu/eportfolios/19458/entries/217418/files/EwVANEfMkO5WEVH6Tx10rqO1fYlbJY18yvYbirFe). Another writing skill I have grown proficient at from Writing 39B is integrating outside sources into my writing. During the period, I was working on my Rhetorical Analysis Essay I had to find outside sources that relate and supplement my thesis. Through Writing 39B I learned various research methods to incorporate outside sources to my writing, and integrate it into my writing which had helped accentuate my message. There were small exercises for integration of outside sources like in (https://canvas.eee.uci.edu/eportfolios/19458/entries/217418/files/y3yY9QyYbNMnMMvlX7JHdew0eVM4SUL7rzHRZAzA) and where I have shown significant improvement appears in my (https://canvas.eee.uci.edu/eportfolios/19458/entries/217418/files/EwVANEfMkO5WEVH6Tx10rqO1fYlbJY18yvYbirFe). The importance of integrating outside sources is that it has provided me a plethora of evidence from other authors which support my idea besides getting evidence from only a primary source.

During the course of Writing 39B, there were some assignments that have helped propel the growth of my writing. One assignment that helped guide my writing to proficiency was the assignment (https://canvas.eee.uci.edu/eportfolios/19458/entries/217418/files/y3yY9QyYbNMnMMvlX7JHdew0eVM4SUL7rzHRZAzA). In this assignment, I had the early opportunity to practice researching for outside sources and trying to tie into my understanding of the story of how it helps shape a message. This assignment had also showed me the importance of historical/cultural context. Within the writing exercise, I learned how some fictional mythological creatures and characters guide the audience to understanding a message or stance the author is stating passively. In Critical Reading 2 I had to find the significance of why the author mentioned a mythological goddess named Aida-Wedo and what role she played in the author’s story. After I had received some enlightenment on what she represents in certain cultural backgrounds it had helped create clarification on why the author thought it would be important to address her presence in the story. Another assignment that aided in my improvement in my writing is the assignment (https://canvas.eee.uci.edu/eportfolios/19458/entries/217418/files/MHN6VdJVuVnvOQUO0CHqwe0nsGoDafWsuB0o1NKw). In this class assignment, it had shown me how particular literary devices like symbolism or characterization had helped the author formulate a message. This assignment had me analyze literary devices and how the author had used them to persuade an audience to a certain mindset for his message to be pertained. It had given me insight and a foundation for me to analyze rhetoric devices which also carried over to my Rhetorical Analysis essay. A last example of a class assignment that had helped me with my writing were the class exercises (https://canvas.eee.uci.edu/eportfolios/19458/entries/217418/files/HwUfm2vJsJU7sNCErgdimk8xgAf1ensfToVTiA0d and https://canvas.eee.uci.edu/eportfolios/19458/entries/217418/files/RM7Sx1CAdwYa1WEAiyEig6j0m271y9O5H1PPNxiq). These writing exercises had given me the opportunity to practice the use of rhetorical devices which had help me understand the significance of rhetoric in writing. In RIP 1, I had the opportunity getting more familiar with rhetorical devices like diction and imagery and how certain words and vivid description affects a perception for the audience. In RIP 3, I was provided a chance to practice using allegory in my creative writing. What makes these RIPs beneficial is that I’m provided an understanding of how writers utilize these rhetorical devices and what kinds of impacts it makes. This in return gives me an easier time analyzing any rhetorical device a writer provides for me when I’m reading.

Even though I have made a lot of progress in Writing 39B there are some things I still want to focus on and improve. One thing I really want to focus on improving is rhetorical patterns within my writings of rhetorical analysis. During the Rhetorical Analysis Essay assignment, I had some problems where I may drift away into literary analysis. An example was that during the time we had our peers review our rhetorical analysis essay my peer suggested that my evidence was strong, but it lacked a concise statement of how this rhetorical device shaped the author's message. (https://canvas.eee.uci.edu/eportfolios/19458/entries/217418/files/ny3p4wLmB2Mc0MMx78Oa7rrECdLNHGj9FTT5oLUF). As I progress, through Writing 39B I want to try to improve this flaw as it would be very detrimental if there are any rhetorical analysis assignments I’ll have to work on. Personally for me, this would be something I would really want to improve on, and also continue learning throughout Writing 39B with any new aspects of rhetoric.