Patel 1 ENG 122 29 April 2017 French Class In ‘Welcome to French class, where you must learn to juggle irregular verbs, flying chalk, and the constant threat of bodily harm,' Sedaris (n.p) presents a critical analysis of what was like to be in a French class. Worth mentioning, Sedaris indicates that their teacher was hostile which made the learning environment rather uncomfortable for all the students in the class. In the article, “Me talk pretty one day” by David Sedaris’s main goal was to show how attitude, etiquette and message clarity could affect the overall communication process. I agree with this viewpoint that individual attitude and communication etiquette can have a significant effect on the overall communication process because they shape the perceptions of the parties involved towards the subjects in question or the message being delivered. Message clarity determines whether the receiver can receive the intended message or not. Reflecting on the article, it is clear that the attitude of the sender or the receiver can undermine his or her ability to communicate effectively. The reading denotes that the hostility of the French teacher often affected the way the teacher communicated with the students. Notably, the students were scared of the teacher, which adversely affected the feedback process. According to Sedaris (n.p), the teacher asked students to introduce themselves during their first day in class by indicating what they liked and disliked. The teacher would then ridicule the students, something that made them rather uneasy on how they delivered their responses. In fact, Sedaris (n.p) notes that he was perplexed when he called upon to introduce himself before the class. Interesting to mention, the author indicated that he experienced fear and discomfort whenever he was asked a question during class. Such fear and discomfort ultimately affected how the author communicated. Patel 2 This evidence supports the author’s main goal of writing the article by denoting that the negative attitude of the sender or the receiver can adversely affect the communication process. I agree with the author’s notion that the attitude of the receiver can adversely affect how the receiver receives the intended message and how the receiver responds to the message. Notably, the receiver may be intimidated by the sender, which may hinder him or her from giving appropriate feedback. The evidence presented by the author about how the attitude of students adversely affected the communication process between the teacher and the student is sufficient to explain how attitudes affect the communication process. Communication etiquette affects communication by shaping the perceptions of the receivers towards the sender. The reading denotes that the teacher had a poor communication propriety, which created unnecessary tensions among the students. Such tensions affected communication between the teacher and the students.Specifically, Sedaris (n.p) indicated that after the students were asked to introduce themselves in class, the teacher would often ridicule their responses impolitely, which would often demeanor the students. In another instance, Sedaris (n.p) indicated that the teacher told him openly in class that she hated him so much. Worse enough, the teacher told the author that every day he spent with her was like having a cesarean section. Such poor etiquette during communication created tensions among the students, which affected the communication process. The above piece of evidence supports the author’s goal that communication etiquette can have a significant effect during the communication process. I agree with this viewpoint that communication etiquette may enhance or hinder communication. Notably, poor communication etiquette can adversely affect communication while good communication etiquette enhances the communication process. The evidence presented above that the poor communication etiquette adversely affected the communication process between the teacher Patel 3 and the students clearly illuminates the author’s viewpoint that etiquette is a key determinant in effective communication. The clarity of message is essential for an effective communication process. The reading denotes that teacher would at times speak some words that could not be understood by the author. In such circumstances, the author could not understand what the teacher meant. Specifically, Sedaris (n.p) could not understand clearly what the teacher said by uttering the following statement ‘If you have not meismslsxp by this time, you should not be in this room. Has everybody apzkiubjxow?’ This evidence points out that lack of clarity during communication process can adversely affect effective communication. The fact that the teacher was using complicated words that Sedaris did not understand denotes that lack of clarity in a message can adversely affect communication between the sender and the receiver. I agree with viewpoint and its evidence that lack of clarity within a message can affect the overall communication process. The evidence presented above clearly supports the author’s goal that lack of message clarity during communication can adversely affect the communication process. In conclusion, message clarity, the attitudes of the sender and the receiver, as well as their etiquette during communication, can have a significant impact on the overall communication process. Noteworthy, lack of message clarity during the communication renders the communication process ineffective. Also, negative attitudes of the parties involved in communication can have a significant effect on the overall communication process. Finally, communication etiquette can also foster or hinder communication. From a critical analysis of the article, it is evident that message clarity, the attitudes of the parties involved in communication as well as the etiquette adopted during typical conversations can enhance or undermine communication. In this sense, it is critical for individuals to always Patel 4 adopt proper communication strategies during communication so as to enhance the communication process. ENG 122 Assignment 2: Critical Analysis Essay Guidelines and Rubric "My mind,” he said, “rebels at stagnation. Give me problems, give me work, give me the most abstruse cryptogram, or the most intricate analysis, and I am in my own proper atmosphere . . . But I abhor the dull routine of existence. I crave for mental exaltation.” —Sir Arthur Conan Doyle Overview The second final project for this course is the creation of a critical analysis essay. Writing is a craft that people spend a lifetime refining and one that allows people to express themselves in various ways. Effective writing has the ability to shape and inform the opinions of its readers. The ability to articulate a message through writing is essential in any career. The writing process can be very intimidating; however, the more you work with it, the more comfortable the process becomes. Something key to remember is that the writing process is never truly complete. In this assignment, you will revise your first draft from Assignment 2, Milestone 1. Next, you will develop a claim about the information presented in that reading and support that claim through a critical analysis essay. There is no right or wrong claim. It is how you support your claim that makes your essay effective. To thoroughly revise the work, be sure to refer back to your instructor’s feedback. The project has one milestone, which will scaffold learning and ensure quality final submissions. This milestone will be submitted in Module 5. The final submission of Assignment 2 is due in Module 8. In this assignment, you will demonstrate your mastery of the following course outcomes:     Discuss stylistically appropriate writing strategies for various audiences, subjects, and purposes Identify main ideas, supporting evidence, and conclusions through critical analysis for utilizing these components in one’s own writing Interpret the writing process as a means for generating ideas, drafting, and revising for improving the quality and effectiveness of one’s own writing Integrate appropriate and qualified evidence into one’s own composition through effective research Prompt For this essay, you will analyze a reading and develop a claim about the author’s goal in the article you selected. Once your claim is established, you will use examples from the reading to support your claim throughout your essay. Critical Elements Specifically, the following critical elements must be addressed: I. Introduction: This is where readers will have a chance to get an idea of what your essay will be about and what you will prove throughout. Do not give all of your information away here, but give readers a sample of what is to come. Do not forget to review your writing plan to make sure you are hitting all of the points that you planned out, while also stating your claim. A. Provide an overview of the work you have analyzed, briefly describing main points and your thoughts about the writing. B. Compose an engaging thesis that states the claim that you will prove and support throughout your essay. This statement will give direction to your essay and should be well thought out. II. Body: The body is your opportunity to describe and support your claim in depth. Make sure your thoughts and evidence are clear and organized in a way that is easy for readers to follow and understand. A. Be sure to write multiple paragraphs that are focused, clearly state their intent, and move logically from one to the other, building the thesis argument as the essay progresses. These paragraphs also need to deploy evidence from the selected reading. B. Your body paragraphs should support your claim by combining thoughts and ideas with evidence from the writing. There is no such thing as a right or wrong claim; the key is how your claim is supported and the quality of the evidence used. III. Conclusion: Think of the conclusion as a review of your analysis. Use this section to restate your claim and remind readers of your supporting evidence. Think of this as your last chance to prove your point. A. Review your claim and summarize key supporting points. This section should consist of a review of your main points employed to support your argument. B. Your conclusion should articulate insights about your claim established through your analysis. This should follow logically from your argument, referring to key points or quotes used to support your claim. Milestones Assignment 2, Milestone 1: First Draft In Module 5, you will return to your selected reading and analysis in a guided walkthrough activity. You will approach each section using the same eLearning paper generator that was used for Assignment 1, except that the questions will be aimed more toward re-evaluating your posts. You will pull out quotes and paraphrases and develop summarizations that will be used to further support your points. You will also apply your instructor’s feedback from Assignment 1. When you are done responding to the prompts in this guided activity, you will have a transformed, more developed draft that addresses the critical elements outlined in Section I: Introduction, Section II: Body, and Section III: Conclusion, above. You will be able to use the reverse outline in Module 6 to make sure that this draft has a clear, fluid, detailed approach. Whatever is completed in MindEdge by the deadline will be sent to your instructor for grading. This assignment is graded with the Assignment 2, Milestone 1 Rubric. Assignment 2 Submission: Critical Analysis Essay In Module 8, you will submit your critical analysis essay in its final form. It should be a complete, polished artifact containing all of the Critical Elements associated with Assignment 2. It should reflect the incorporation of feedback gained and revision opportunities presented throughout the course and revision. This assignment will be graded using the Assignment 2 Rubric (below). Assignment 2 Rubric Guidelines for Submission: Your analysis essay must be 3–4 pages in length (plus a cover page and references) and must be written in MLA or APA format. Use double spacing, 12-point Times New Roman font, and one-inch margins. Include at least three references from the selected reading cited in MLA or APA format. Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. For more information, review these instructions. Critical Elements Introduction: Overview Exemplary Introduction: Thesis Meets “Proficient” criteria and thesis is exceptionally clear and concise (100%) Meets “Proficient” criteria and writing is well-qualified with specific examples (100%) Body: Intent Body: Body Paragraphs Conclusion: Review Meets “Proficient” criteria and supports claim with a masterfully constructed combination of thoughts and evidence (100%) Meets “Proficient” criteria and response is clear and contextualized (100%) Proficient Provides an overview of the work being analyzed (100%) Composes a thesis that states the claim that will be proven throughout the essay (85%) Writes multiple paragraphs that are focused, clearly state their intent, and build the thesis argument (85%) Body paragraphs support claim by combining thoughts and ideas with evidence (85%) Reviews claim and summarizes key supporting points of essay (85%) Needs Improvement Provides an overview of the work being analyzed, but it contains issues regarding clarity (55%) Composes a thesis, but contains issues related to clarity or relevancy (55%) Writes multiple paragraphs, but writing does not build the thesis argument (55%) Not Evident Does not provide an overview of the work being analyzed (0%) Value 12 Does not compose a thesis (0%) 12 Does not write multiple paragraphs (0%) 12 Body paragraphs support claim, but do not combine thoughts and ideas with evidence (55%) Does not support claim through body paragraphs (0%) 24 Reviews claim and summarizes key supporting points, but contains issues regarding alignment to the intent of the thesis (55%) Does not review claim (0%) 12 Conclusion: Insights Meets “Proficient” criteria and offers a nuanced insight into the relationship between the evidence and the claim (100%) Articulation of Response Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format (100%) Articulates insights about claim established through your analysis, and follows claim logically, referring to key points or quotes used to support claim (85%) Submission has no major errors related to citations, grammar, spelling, syntax, or organization (85%) Articulates insights about claim established through your analysis, but does not follow claim logically or refer to key points or quotes used to support claim (55%) Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas (55%) Does not articulate insights about claim (0%) 24 Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas (0%) 4 Total 100%
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