You will need to research to find relevant sources to help you explore your essay's topic. For this blog post, find two sources that you could use in your essay (following the steps below), and write a brief summary of each source along with the source's title and author. NOTE: These searches will work most effectively on a school computer, so try to do these searches on campus and not from home. You can still do them from your home network, but you'll need to repeatedly enter your CSUB ID and password, and the connection will be much slower.
Source 1:
Go to the Walter Stiern Library e-brary page.
Use the search terms to find a book. For example, when I search "color AND psychology," the results list almost 40,000 different e-books I could use. If this were my search, I would find a promising book, skim the chapters, and see if it would be relevant for my topic. Find one such e-book that you could use in your essay, and write a brief summary/overview of the book along with the author and title.
Source 2:
Go to the Walter Stiern Library home page.
Click the tab that says "Articles," and enter a search term. For example, when I search "color AND psychology," the results number in the thousands. Under the "Format" tab on the left of the page, I will then click "Articles" to narrow/limit my search, the first of which looks interesting: "Extending Color Psychology to the Personality Realm: Interpersonal Hostility Varies by Red Preferences and Perceptual Biases" by Adam Fetterman. Find one such article that you could use in your essay, and write a brief summary of the article along with the author and title.
Monday, February 27, 2017
Tuesday, February 21, 2017
Spring 2017, Post #7
For this post, I want you to begin thinking about your essay. How will you apply/explore "color" through the lens of your specific major/discipline? This is a brainstorming blog, so I want you to come up with at least three different ideas.
Tuesday, February 14, 2017
Spring 2017 #6
First, read the chapters "Yellow," "Green," and "Blue" in Victoria Finlay's Color.
The rhetorical mode of division/classification involves taking a concept or idea (such as "color") and dividing it into various types, genres, or categories. Finlay uses this rhetorical mode as the overall structure of the book, breaking each chapter into one "type" of color from the rainbow.
1. Find another example where Finlay uses division/classification within one of the three chapters of "Yellow," "Green," or "Blue." How does she develop these categories?
The rhetorical mode of compare/contrast explores similarities and differences between different ideas or things.
2. Find an example where Finlay compares and contrasts things or ideas in the chapters "Yellow," "Green," or "Blue." What larger point is she trying to make through comparing and contrasting?
The rhetorical mode of process analysis explores the steps involved in a process. This could be in the past tense (how something was done), the present tense (how to do something), or the future (how something should be done). Find an example where Finlay analyzes a process in the chapters "Yellow," "Green," or "Blue." Why is she detailing this specific process?
The rhetorical mode of division/classification involves taking a concept or idea (such as "color") and dividing it into various types, genres, or categories. Finlay uses this rhetorical mode as the overall structure of the book, breaking each chapter into one "type" of color from the rainbow.
1. Find another example where Finlay uses division/classification within one of the three chapters of "Yellow," "Green," or "Blue." How does she develop these categories?
The rhetorical mode of compare/contrast explores similarities and differences between different ideas or things.
2. Find an example where Finlay compares and contrasts things or ideas in the chapters "Yellow," "Green," or "Blue." What larger point is she trying to make through comparing and contrasting?
The rhetorical mode of process analysis explores the steps involved in a process. This could be in the past tense (how something was done), the present tense (how to do something), or the future (how something should be done). Find an example where Finlay analyzes a process in the chapters "Yellow," "Green," or "Blue." Why is she detailing this specific process?
Wednesday, February 8, 2017
Spring 2017, Post #5
For Week Three, read "White," "Red," and "Orange" in Victoria Finlay's Color.
The nine rhetorical modes are methods of presenting and structuring information. For writers, managing these rhetorical modes ensures that both individual paragraphs and the essay as a whole are focused and coherent. Here are the rhetorical modes in no particular order . . .
Description: this refers both to literal description (based on sensory imagery) and figurative description (based on association). Thus, a description could provide visual details (literal description) and a simile (figurative description) in order to depict an object, idea, or scene.
Definition: elaborating the essential qualities of a thing. For example, if I were to define "dog," I couldn't just say a "four-legged animal" since that would include cats and would exclude a dog that might be missing a leg. Thus, writing an effective definition requires in-depth critical analysis.
Exemplification: providing examples to illustrate or "exemplify" a concept.
Cause/Effect: describing the causes or effects. In practice, a writer could do either or both: in other words, a writer could focus on the causes of an event, the effects of an event, or both the causes and effects of an event.
Division/Classification: breaking a concept down into categories (division) and then providing labels for each category (classification). For example, a writer could discuss types of music (genres) and define the essential qualities of each genre.
Compare/Contrast: analyzing the similarities and differences between two topics.
Argument: making a claim and then supporting that claim with reasons and evidence.
Narration: telling a story in order to illustrate a point.
Process Analysis: detailing the steps involved in a process. For example, a writer could discuss how to do something, or a writer could detail the steps leading up to a historical event.
There are two disclaimers:
1. An essay does not need to use all nine rhetorical modes to be effective.
2. These rhetorical modes work in conjunction with each other. An effective definition may also describe and divide/classify.
For this post, find sections where Finlay uses description, definition, and exemplification effectively. In other words, where does Finlay effectively describe something? Where does she provide a memorable definition? Where does she provide enlightening examples of something? Provide a quote for each of these three rhetorical modes from the text, and explain (in a sentence for each of these three rhetorical modes) what makes Finlay's use of that mode effective.
The nine rhetorical modes are methods of presenting and structuring information. For writers, managing these rhetorical modes ensures that both individual paragraphs and the essay as a whole are focused and coherent. Here are the rhetorical modes in no particular order . . .
Description: this refers both to literal description (based on sensory imagery) and figurative description (based on association). Thus, a description could provide visual details (literal description) and a simile (figurative description) in order to depict an object, idea, or scene.
Definition: elaborating the essential qualities of a thing. For example, if I were to define "dog," I couldn't just say a "four-legged animal" since that would include cats and would exclude a dog that might be missing a leg. Thus, writing an effective definition requires in-depth critical analysis.
Exemplification: providing examples to illustrate or "exemplify" a concept.
Cause/Effect: describing the causes or effects. In practice, a writer could do either or both: in other words, a writer could focus on the causes of an event, the effects of an event, or both the causes and effects of an event.
Division/Classification: breaking a concept down into categories (division) and then providing labels for each category (classification). For example, a writer could discuss types of music (genres) and define the essential qualities of each genre.
Compare/Contrast: analyzing the similarities and differences between two topics.
Argument: making a claim and then supporting that claim with reasons and evidence.
Narration: telling a story in order to illustrate a point.
Process Analysis: detailing the steps involved in a process. For example, a writer could discuss how to do something, or a writer could detail the steps leading up to a historical event.
There are two disclaimers:
1. An essay does not need to use all nine rhetorical modes to be effective.
2. These rhetorical modes work in conjunction with each other. An effective definition may also describe and divide/classify.
For this post, find sections where Finlay uses description, definition, and exemplification effectively. In other words, where does Finlay effectively describe something? Where does she provide a memorable definition? Where does she provide enlightening examples of something? Provide a quote for each of these three rhetorical modes from the text, and explain (in a sentence for each of these three rhetorical modes) what makes Finlay's use of that mode effective.
Thursday, February 2, 2017
Spring 2017, Post #4
After reading the chapter on "Black and Brown" in Victoria Finlay's Color, read the chapter on verbs in Constance Hale's Sin and Syntax.
Find one sentence in "Black and Brown" that embodies Hale's recommendation for writers to use dynamic verbs. Copy that sentence, and explain why Finlay's choice of verbs in the sentence is so effective.
Find one sentence in "Black and Brown" that embodies Hale's recommendation for writers to use dynamic verbs. Copy that sentence, and explain why Finlay's choice of verbs in the sentence is so effective.
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