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1 Warner Stephanie Warner English 111 J. Davis 9 December 2005 An Ever Changing Process I have never really been too fond of writing; mostly because I have never really been all that great at it. The thing I hate the most about writing is that nothing is ever good enough. You spend all this time on a paper and then later you always find something that you can change about it to make it better. It is a never ending process. Writing in high school was always difficult for me. I would not necessarily get bad grades on my papers, but I always felt as if they could be better. This has continued into my college style of writing. I feel like every time I write I'm not writing for myself but for the approval of the teacher or the professor. I am putting things in the paper that I think the person who is going to grade it will like in the paper. If I were to compare my writing now to the writing I did at the beginning of the semester it would have a different style than my writing does now. I would not say that my writing from the beginning of the semester was bad but it is different than my writing now. I have learned new ways to make my writing more complicated and more interesting. One thing that I have mastered is the use of logos, ethos, and pathos. In high school we would write research papers all the time. I never really learned what ethos, logos, and pathos were or how to use it. We learned what they were and how to use them in English 111. When I look at my Public Debate Paper I can see that I really took a grasp on how to effectively use these tools within my writing. "This ban is putting the United Warner 2 States behind in the advancement of biomedical science." (Cloning Research para. 1) This is just one example of how I used ethos and logos in my Public Debate Paper. The figurative language I used in my debate paper, I would not change. They really support what I am trying to say, and how I stand on my issue. Figurative language helped me to think of ways to make claims and supports that would win over my audience. Therapeutic cloning is a whole different story. There are some concerns for therapeutic cloning because of the use of embryos, but these come from those who have the view that embryos have the same moral status of a person from the moment of conception (Cloning Research para. 6). Right here I am making the audience think about how they stand on this issue. I let my logic go from one thought to the other in a way that is easy to follow and flows together. They say that because these embryos are already designated to be destroyed, and then why not use them for good purposes? ... This research has a healing potential that offers many possibilities of treating disorders from diabetes to damaged spinal cords. (Cloning Research para. 6) This is another example where my claims are backed up with good support. The logic is also easy to follow in these sentences. The supports show that cloning can be a good thing and is not only bad. Although I say that I hate writing intros and conclusions, I am rather proud of my intro and conclusion for my Public Debate Paper. One thing that was good about my intro was that I started off with a rhetorical question. "In today's, world scientists are making great strides towards new investigations and coming up with new ways to cure diseases, but does science sometimes go too far?" (para. 1) I used to always have dull intros that Warner 3 were not catchy at all. They were very bland. Over this semester I have learned to make my intros more exciting. A rhetorical question right at the beginning of the paper is extremely catchy. It makes the reader think about what the writer is trying to say and makes them want to know more. Rhetorical questions make the reader interested automatically in the paper, and they are ready to dive right in for the next thing the writer is going to tell them. Every human has a soul within them and their soul is unique to them. If humans started creating clones, would these clones have souls too? If these clones had souls, then how could it be right at all to destroy them? (para. 3) Those three sentences are the three sentences that I very proud of. It is beautiful writing. It flows together and uses rhetorical questions to get across my point of how cloning research is morally and ethically wrong. As I said before, there is always something wrong with a paper that a writer could make better. Although, I had some really good things working in my paper there are some things I would defiantly change now. I have always had a problem with the way I word things sometimes. Many times things come out unclear as to what I am trying to say. "Researchers argue that a cloned organism is not the same as an egg that has been fertilized by a sperm (para. 6)," is one of these cases. My statement here is not extremely unclear, but it is unclear enough that it makes readers have to stop and wonder what I am trying to say. This is not something a writer wants in their paper. A writer would want their writing to flow together and be easier to understand. I probably would change this to say something like; "Researchers argue that a cloned organism is completely different Warner 4 that a sperm fertilized egg." This makes it clearer to the reader as to what I am actually trying to say. Another thing that I would change about my paper is my solution. My solution is very broad and not very definite. It just states a general way of what should happen. My paper has support for reasons why I think certain things, but it really does not go into a specific way of solving this issue. If I were to revise this paper I would have to do more critical thinking and research more about what could actually be done about the cloning issue. I would need to make the reader aware of how cloning will affect them on a smaller scale. I might add something in about writing a letter to a Congressman who could make a speech to Congress. When I first wrote my Public Debate Paper I was definitely in a good mood. I was very eager to find out more about the topic of cloning research, so I could back up my opinions on that issue. I spent numerous hours reading information so I could educate myself about cloning research, and then be able to formulate my ideas and the information that I learned into a paper that anyone could pick up, read, and comprehend what I was saying. My current mood now does not really change my opinion for the essay. To be honest, I am tired of writing papers, but this does not change my feelings for my Public Debate Paper. I am still very proud of it. I know I spent long hours writing that paper, and I think it is one of my best papers I have ever written. It is one of my better papers because I was really interested in that paper and I think that my excitement for the issue showed in the paper. I defiantly think my writing has changed over the years. My writing has improved in some aspects and has become more complex in others. I use different sentence Warner 5 structures than I did in high school, and I use more figurative language. I am testing the waters of what is more comfortable for me to use and what works in what papers. I can not really say that I have perfected my writing to a T because as I said earlier, writing is an ever going process. A paper is never good enough and there is always something that can be added or changed to make the paper better. Until I figure out a way to be totally satisfied with my papers, I will always dislike writing.
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Path: Miami University >> ENG >> ENG 111 Fall, 2005
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Path: Miami University >> PHY >> 171 Fall, 2007
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Path: Miami University >> ENG >> ENG 111 Fall, 2005
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Path: Miami University >> ENG >> ENG 111 Fall, 2005
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Path: Miami University >> ENG >> ENG 111 Fall, 2005
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Path: Texas Tech >> ME >> 3371 Spring, 2008
Description: Excerpts from this work may be reproduced by instructors for distribution on a not-for-profit basis for testing or instructional purposes only to students enrolled in courses for which the textbook has been adopted. Any other reproduction or translat...
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Path: Texas Tech >> ME >> 3365 Spring, 2008
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Path: Miami University >> ENG >> ENG 111 Fall, 2005
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Path: Miami University >> CHEMISTRY >> 161 Lab Spring, 2005
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Path: Miami University >> PSY >> 242 Fall, 2007
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Path: Miami University >> PHY >> 171 Fall, 2007
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Path: Miami University >> ZOO >> 161 Lab Fall, 2006
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Path: Miami University >> PSY >> 242 Fall, 2007
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Path: Miami University >> PSY >> 242 Fall, 2007
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Path: Miami University >> PSY >> 242 Fall, 2007
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Path: Miami University >> PHY >> 171 Fall, 2007
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Path: Miami University >> REL >> 175 Spring, 2006
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Path: Miami University >> REL >> 175 Spring, 2006
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Path: Miami University >> REL >> 175 Spring, 2006
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Path: Miami University >> PSY >> 242 Fall, 2007
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Path: Miami University >> PHY >> 171 Fall, 2007
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Path: Miami University >> PSY >> 242 Fall, 2007
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Path: Miami University >> PSY >> 242 Fall, 2007
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Path: Miami University >> PSY >> 242 Fall, 2007
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Path: Miami University >> PHY >> 171 Fall, 2007
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Path: Miami University >> PSY >> 242 Fall, 2007
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Path: Miami University >> PHY >> 171 Fall, 2007
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