Nathaniel S Rivers

UWRT 1101 070

Midterm
10/12/2014
Just going to say it right here !"m sorry i# this may sound li$e a list %ut that"s the &urse o#
ans'ering (uestions)
*t the %eginning o# the year 'e +my &lass, ty-ed u- (uestions 'e had o# the sylla%us on
Wee%ly) No' most o# mine 'ere sim-ly #iller (uestions ho'ever some still had some meaning to %e
ans'ered) The (uestions. ho' li$ely are the rules in the sylla%us su%/e&t to &hange ho' do ! a&tivate
the lin$s in the sylla%us 'hy do 'e not have 'or$ to do on la%or day &an ! eat in &lass do ! have to
as$ to leave the &lass #or the restroom and 'as the sylla%us entirely 'ritten %y my tea&her0 these
(uestions 'ere #illers 'hi&h &ould %e #igured out %y the -o'er o# &ommon sense loo$ing it u- or
a&tually not even needed to %e $no'n)1 as ! don"t tend to eat at s&hool and ! also do attem-t to not use
the restrooms out o# my house) 2et the (uestions a%out #ire and tornado are slightly more im-ortant) as
'e have had tornado 'arnings around 3harlotte and #ires seem to %e a%le to start any'here) Though
again ! &ould loo$ these things u- ho'ever ! %elieved they have more im-ortan&e and less li$ely to %e
e4-lained over) ! also sa' a %lan$ sheet 'here ! %elieve a ma- is normally %ut as ! &an""t see it1 ! &an"t
use it)
The 5 $ey &on&e-ts 'hi&h 'e should %e e4-erien&ing in some #orm in my UWRT &lass. &riti&al
thin$ing inde-endent in(uiry res-onsi%ility #or your o'n learning &uriosity getting out o# your
&om#ort 6one the 'riting -ro&ess 7 revision -roviding 7 re&eiving #eed%a&$ ma$ing &onne&tions
and intelle&tual gro'th 7 maturity) No' !"m su--ose to tell 'hi&h ones !"m good at 'hi&h ones give
me di##i&ulties and any (uestions ! have on them) What !"m a%out to do might %e that or something
else) Starting at the %eginning and going do'n &riti&al thin$ing has al'ays %een an i#y thing) ! might
%e using it an it"s se&ond nature or !"m &om-letely o%livious to it) Sim-ly said it"s a #airly %road 'ord
'hi&h might have any num%er o# de#initions) !nde-endent in(uiry ! shall use &onte4t &lues to guess
as$ing (uestions #rom you o'n head) ! do %elieve &onne&ts to the Reading Res-onse 8etters that my
&lass does +guessing as-e&ts o# a -ie&e o# 'riting and giving our o-inions on the -ie&e,) My tea&her
does attem-t to have us dis&uss things ty-i&ally o# (uestions 'e have on the overall su%/e&t)
Res-onsi%ility #or my learning is something that almost everyone should auto&rati&ally have) No' i#
they a&tually do then try and gras- #or learning is another su%/e&t) The &lass ! do #igure s-urs my
&uriosity sometimes %ut it"s e##e&tively the same 'ith getting out o# my &om#ort 6one) !"m doing it %ut
there is more &om-le4ity to it1 'hi&h ma$es the amount seem not a large as others might inter-ret it) *s
#or ho' the 'riting and revision1 ! $no' that my revision has im-roved as least slightly) My 'riting
+more li$e ty-ing, still needs (uite a %it more -olishing) 9ee%a&$ gets a similar ans'er1 ! %elieve ! &an
re&eive #eed%a&$ 'ell as ! do $no' my 'riting is e4a&tly good) 2et giving #eed%a&$ is a mi4ed %ag as
in ! might miss a $ey thing and instead #o&us on a minor detail) The last t'o. ma$ing &onne&tions and
intelle&tual gro'th need a de#inition to that as /ust 'ith &riti&al thin$ing it &ould %e inter-reted %y one
-erson as 2 his neigh%or guesses it as : and the tea&her sees it as R) Ultimately !"m -ro%a%ly doing all
o# these things and !"m /ust not reali6ing it)
My #avorite revisions +laughs to sel#,) Well there 'eren"t that many large &hanges %et'een dra#t
2 and dra#t ; ho'ever t'o some'hat #all into the sel# made re(uirements) The #irst #avorite &hange
'hi&h in this &ase means #unny 'as at -g2 -aragra-h 1 <! greeted Ja%riel"s sisters=+))) oi, ! thought !
&om-letely deleted her) *ny'ay dra#t 2 mentions that one o# his sisters &ouldn"t s-ea$ 'hi&h made this
-art and others a %it &ho--y 'henever ! mentioned a sister) The gist is that ! gave someone 'ho
&ouldn"t hold a &onversation 'ith me the a%ility to do it) ! sim-ly #ound it amusing and it a&tually did
hel- the &ho--iness o# my dra#t ;) No' all ! have to do is remem%er to &om-letely delete her as ! didn"t
even mention that they 'ere younger sisters +gahh,) The se&ond &hange 'as an attem-t to &onne&t the
%eginning and the ending) *s suggested %y a teammate ! %rought the #ather %a&$ into the s&ene
some'hat) *--arently they thought he 'ould have a mu&h more antagonist role in my story) So !
loo$ed through my story and sa' that there 'as another hurtle in the story) >riginally 'hen !
&on#ronted Ja%riel"s dad to get in1 ! had it as a one shot attem-t so that ! 'ouldn"t sto- the story %e#ore
getting to the a&tual story) *#ter #inding this ! ended the story 'ith <! 'onder i# Ja%riel"s #ather 'ill try
and tea&h me something else= to &onne&t 'ith the #a&t a#ter %eating the video game %oss 'e got stu&$
again) Thus &reating t'o %osses in the story and a&tually %e&ame the reason <* %oss %attle= %e&ame
the title) ?ra#t 2 didn"t have a title)
@ere 'e go and see i# 'hat ! $no' is enough to do this -art 'ell) ! shall %e doing Sam-le A2)
The #irst -age &ontains straight to the -oint te4t a -i&ture a&tually naming the ; main 'riting -ie&es o#
UWRT 1101 there aren"t any distra&ting %a&$grounds ho'ever it doesn"t #allo' the normal eye
maneuvers %ut in this &ase not that im-ortant +the eye tends to ma$e a : sha-e 'ith it"s movement
s&anning a -age,) The se&ond -age &ontains the 'riter"s litera&y narrative along 'ith some notes)
Su--orting te4t &ontinues to &ommuni&ate in a serious #a&t giving 'ay) There is a <-i&ture= o# 'ords at
the to- ho'ever i# it a&tually has a &om-lete &onne&tion and not /ust &ontaining 'ords a%out 'riting
isn"t &learly de#ined) >n the third -age the 'riter a&tually mentions the issue a%out listing ans'ers) !n
this -age the 'ord resonate in the se&ond -aragra-h1 ! sensed as a #lo'ery 'ord) The -osition o# the
se&ond -aragra-h is a %it strange/out o# -la&e) 9rom reading the te4t there1 ! &an a&&urately say ! disli$e
reading te4t at that lo&ation) *t this -oint ! read ahead and #ound the near same)
The 'riter to sam-leA2 'rites as i# giving a -resentation 'hi&h as the #inal -ie&e is -ossi%ly a
good idea) The #ast ma/ority o# this 'as s-atial and visual) The linguisti& 'as &ontained mainly to only
'ithin e4am-le -ie&es though as -reviously mentioned still in e4ists out side o# the 'or$s) The
-resen&e o# Bestual mode e4isted in the Wild 3ards ta%) *ural 'asn"t -resent in the -ort#olio) The
-ort#olio did serve it"s -ur-ose o# e4-osing 'or$s %oth -ro#essional and in#ormal) ! %elieve though that
there is some la&$ o# in#ormal as -ortrait o# the 'riter 'ild &ards and the #inal essay la&$ -revious
'or$s/dra#ts/notes1 thus the gro'th/revisions o# these -ie&es &an only %e guessed #rom &om-aring
assignment to assignment)
My automati& guess o# ho' 'ell this is is a 3) 8oo$ing over the grading s&ale ! might give my
sel# a C) ! did everything as$ed o# me) The -a-er didn"t re(uire me to go %a&$ and add #iller te4t to
rea&h the re(uired 'ords) ! haven"t loo$ed %a&$ to &he&$ -un&tuation ho'ever ! have #i4ed some
mista$es that ! &aught %e#ore this time) This is not an e4em-lary essay no matter 'hat) Why0 Ce&ause !
did this late as 'ell as missing &lasses a%out the rhetori&al analysis) @o'ever 'hat"s done is done) !
ho-e this -a-er hasn"t &aused you the reader to mu&h -ain) @ave a ni&e day)