Preparing your final portfolio. There are three components: An introduction that contextualizes the artifacts and accounts for an

Final Portfolio Instructions

Every student is required to submit a portfolio of their work each semester. It is comprised of the following three sections and submitted as one document:

1. Introduction: The introduction is a 2-4 page reflection on your writing, but also an account for things learned that are not evident in the artifacts. For example, your writing process and decision making is not always visible in the artifact – the writing assignment.

a. Address each of the following eight outcomes for this course. Explain in your introduction how and what you have learned regarding each of these items. For example, for outcome number 5 you may have learned about different types of evidence after completing the observation log. How did that inform your new understanding of using evidence in writing?

1. Identify the rhetorical features of texts in typical academic and professional genres

2. Adapt one’s writing process to the purpose of a text

3. Compose texts in multiple genres and modalities

4. Identify appropriate investigative methods for research questions

5. Categorize types of evidence used in academic and professional fields

6. Evaluate sources for reliability and validity

7. Articulate the concepts of intellectual property that motivate citation conventions

8. Describe how writing reflects conceptions of significance and worth in various fields

2. Two projects from different genres

a. One of these will be your position paper.

b. The other project could be any of the following:

i. One of the Q&A assignments

ii. The Observation Log

iii. The Memo

3. Appendix: This section should include the following documents related to the two projects chosen in number 2:

a. Three samples of process writing for each project (rough drafts, outlines, peer reviews given and received, handwritten drafts, sketches, brainstorming, graphs, photos – anything that evidences part of your writing process)

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ACADEMIC WRITING 1

Academic writing

Academic writing

1. Argument

"We must resist all attempts to permit the government to censor entertainment. Freedom of expression and speech are basic to a democratic form of administration. As soon as we permit some censorship, it will not take long before censorship is utilized to silence outlooks and opinions critical of the government. The next thing we know, we will have no more freedom than the Germans did under Hitler."

There is evidence of logos, as the author refers to civil rights under the 4th amendment, and so his argument is supported by logic and facts. Also, the author employs pathos, in which he appeals to people's emotions by asking them to oppose censorship lest they end up like the Germans under Hitler's rule when everyone fears or despises him. (S. K. Miller-Cochran) (2019). The argument is based on logic, plain statistics, and non-artistic proof. Both the mention of freedom of speech and the conditions in which the Germans lived during Hitler's reign is backed up by proof. The claim that enabling censorship would result in the quieting of opinions, on the other hand, is based on the author's own beliefs and perspectives.

Question 2. Thesis

a. Cyberbullying is rising, with most youngsters now utilizing social media and cell phones. To combat cyberbullying, guardians or parents should limit the use of smartphones, monitor their children's online activities, and report any cyberbullying incidents to the school administration.

b. This is because most teenagers have a wide range of screen time and thereby have no time for other constructive activities; cyberbullying can lead to anxiety, depression, or suicidal deliberations; and the teenagers are not only exposed to cyberbullying but also exposure to damaging and inappropriate materials such as nudity and drugs.

Because most children are unable to immunize due to illness, all able and healthy children must be injected to ensure herd immunity.

This will be essential since protecting the inoculated kids and secondarily safeguarding non-immunized kids. It would minimize the possibilities of an outbreak of diseases such as the common cold in all children.

Question 3. Audience

The parents and the school management may have vague ideas on the issues. Nevertheless, they are aware of the significant impacts of the increased screen time on teens. My audience should be aware of the psychological and emotional effects of cyberbullying on teenagers, as well as strategies to limit or reduce the usage of cellphones or computers, and what to do if a parent or teacher suspects a cyberbullying incident. (H. Du) (2020). This topic will pique parents' interest who want their children to enjoy a healthy, physically and psychologically balanced life. Teachers would be interested since a healthy adolescent indicates a seamless learning process. Teenagers will be taught how to defend themselves against cyberbullying. Government and educational websites will be the most reputable sources since data and statistics will back them up. Social media sources, as well as opinions and blogging sites, will be highly unreliable.

Question 4. Prof analysis

The author's description of the advertisements aligns with my understanding of the argument in that they are claims backed up by logic, inartistic evidence, or assumption. The author describes persuasive advertising as providing data and information to assist a consumer make the right decision on buying the product. In contrast, manipulative advertising uses arguments, specifics, and exercises with the audience's emotions deceptively and misleadingly. (Miller-Cochran, S. K. (2019). The Cadillac and Chevrolet adverts assume the idea of the “American dream” to appeal to all Americans. They claim that consumers are bound to become famous by buying these cars. Ethos is described where both adverts use the authority of the car brands to advertise. Pathos is present where GM uses the "heartbeat of America" and utilizes images such as family picnics and country songs to play on the audience's emotions.

Question 5. Student analysis

According to the author, the thesis is in the middle of a paragraph. The author phrases the thesis in this manner to align with his argument and opinion regarding the topic of discussion. The author uses logos to draw from historical and current facts regarding US foreign policy. He also uses logos to support his claim since it offers proof, credibility, and reliability of the information given. the argument is intended for the advertisement audience and the US citizens at large. (Miller-Cochran, S. K. (2019). The author joins the conversation regarding how advertisements manipulate consumers rather than offering informative data. The manipulative form of the advertisement is convincing as the advert influences citizens' patriotic urge to buy the bonds. The author's claim that the advert uses manipulative components to establish an improved future for the viewers is less convincing.

References

Du, H., & List, A. (2020). Evidence Use in Argument Writing Based on Multiple Texts. Reading Research Quarterly.

Miller-Cochran, S. K., Stamper, R., & Cochran, S. (2019). An insider’s guide to academic writing: A rhetoric and reader. Boston, MA: Bedford/St. Martins, Macmillan:

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Volunteerism

SUBJECT: Investigative Report on United Nations Youth Volunteers (UNV)

Getting experience and knowledge in these fields is vital for me as a young person hoping to work in research or sustainable development in the future. The UNV (United Nations Volunteers) for Youth) allows young people to apply what they've learned school into practice while also giving them a taste of real-world work (Polus, et al 2022).

They do so by addressing societal and environmental issues that affect many. Disenfranchised Due to my desire to work with UN Volunteers, organization research It may appear difficult to get a job at the UN, but Because of its vast and varied work, it has multiple entry points. With a diverse educational and professional background UN work series (Polus, et al 2022).

United Nations Youth Volunteers created to help you learn more about the UN, it shows the group is structured, and how to join. In today's posting Volunteers is the fifth in the series. “NV Volunteer Opportunities’ Volunteer Program Officers are sent to a country as UN Volunteers. Representing the organization and overseeing other's needs and expectation sun Volunteers in the region. By joining the UN Online Volunteering Volunteers can help develop projects with their operating subsidiaries (Polus, et al 2022).

How to Become a UNV Youth Volunteer

Since the UN Volunteers (UNV) program has recruited and fielded the world’s best level volunteers. donating Toit takes a deep commitment to global peace and progress. First, they need to be motivated. They should be able to adapt quickly to new situations, Will I commit to six to twenty-four months? Finally, a desire to participate in local or global volunteerism (Polus, et al 2022).

The Benefits of UNV Volunteering

Your impact follows you wherever you go. It may affect both the serve others and yourself as an international UN Volunteer, you will gain personal and professional experiences Working abroad broadens horizons. Expanding their horizons, skills, and situations. A volunteer will also be a world citizen Frequently confronting issues with locals and UN colleagues creates lifelong bonds Working abroad will help you stand out on your CV (Polus, et al 2022).

Employers value adaptability, creativity, and diversity. Volunteering aided my work and personal lives Volunteering abroad is a unique way to promote activities in countries that need them. Giving back has a wonderful lifetime of satisfaction UN Volunteers Boost Local Volunteerism projects, and promote community ownership and sustainability operations, and support SDGs (SDGs). Finally, help the UN develop addressing poverty, humanitarian crises, war, and post-goals and needs of fragile peace Volunteering benefits UN agencies carry out their plans and duties (Polus, et al 2022).

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