Grace Shultis

My Writing Journey

Writing Revision and Reflection

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“reACT​ ​gallery​ ​hopes​ ​to​ ​generate​ ​conversations​ ​in​ ​community”:​ ​A​ ​Rhetorical​ ​Analysis

Parker​ ​Reed​ ​wrote​ ​the​ ​article​ ​“reACT​ ​gallery​ ​hopes​ ​to​ ​generate​ ​conversations​ ​in community”,​ ​published​ ​in​ ​2017​ ​in​ ​​The Daily,​ ​to​ ​bring​ ​awareness​ ​to​ ​Iowa​ ​State​ ​University’s reACT​ ​Gallery.​ ​Using​ ​techniques​ ​such​ ​as​ ​presenting​ ​information​ ​in​ ​a​ ​logical​ ​manner,​ ​including photographs,​ ​writing​ ​in​ ​an​ ​informative​ ​tone,​ ​and​ ​citing​ ​credible​ ​sources,​ ​Reed​ ​encourages readers​ ​to​ ​visit​ ​the​ ​reACT​ ​Gallery.

Reed​ ​starts​ ​the​ ​article​ ​with​ ​a​ ​photograph​ ​from​ ​the​ ​kickoff​ ​event​ ​which​ ​announces​ ​the gallery’s​ ​theme:​ ​leadership.​ ​This​ ​provides​ ​an​ ​idea​ ​of​ ​the​ ​content​ ​an​ ​attendee​ ​will​ ​see​ ​when visiting​ ​the​ ​gallery.​ ​This​ ​also​ ​enhances​ ​the​ ​article​ ​by​ ​providing​ ​visual​ ​content​ ​for​ ​the​ ​reader.

The​ ​first​ ​sentence​ ​is​ ​a​ ​general​ ​statement​ ​explaining​ ​the​ ​typical​ ​purpose​ ​of​ ​a​ ​museum followed​ ​by​ ​how​ ​University​ ​Museums​ ​is​ ​approaching​ ​a​ ​new​ ​point​ ​of​ ​view.​ ​This​ ​is​ ​different​ ​from the​ ​traditional​ ​viewing​ ​style​ ​of​ ​a​ ​museum​ ​and​ ​sparks​ ​interest​ ​in​ ​the​ ​content.​ ​Reed​ ​then​ ​quotes Sarah​ ​Nusser,​ ​Vice​ ​President​ ​for​ ​Research​ ​for​ ​Iowa​ ​State,​ ​increasing​ ​his​ ​credibility.​ ​Reed​ ​ends the​ ​paragraph​ ​with​ ​Nusser’s​ ​question,​ ​”How​ ​is​ ​that​ ​affecting​ ​us?”​ ​This​ ​prompts​ ​the​ ​audience​ ​to ask​ ​themselves​ ​and​ ​it​ ​serves​ ​as​ ​a​ ​transition​ ​into​ ​the​ ​interactive​ ​portion​ ​of​ ​the​ ​gallery.1

Next,​ ​Reed​ ​uses​ ​the​ ​purpose​ ​of​ ​the​ ​reACT​ ​Gallery​ ​as​ ​a​ ​transition​ ​from​ ​Nusser’s​ ​quotes​ ​to Nancy​ ​Gebhart’s​ ​quotes.​ ​Gebhart​ ​boosts​ ​Reed’s​ ​credibility​ ​as​ ​she​ ​is​ ​the​ ​Educator​ ​of​ ​Visual Literacy​ ​and​ ​Learning​ ​for​ ​University​ ​Museums.​ ​Reed​ ​also​ ​ends​ ​this​ ​paragraph​ ​with​ ​a​ ​question, “I’ll​ ​always​ ​ask​ ​them,​ ​‘What​ ​did​ ​you​ ​see​ ​that​ ​made​ ​you​ ​say​ ​that?’”​ ​This​ ​again​ ​connects​ ​to​ ​the idea​ ​of​ ​the​ ​viewer​ ​interacting​ ​with​ ​the​ ​artwork.2

Reed​ ​follows​ ​this​ ​up​ ​with​ ​a​ ​photograph​ ​of​ ​a​ ​people​ ​viewing​ ​the​ ​artwork​ ​at​ ​the​ ​kickoff event​ ​on​ ​September​ ​5​th​.​ ​This​ ​leads​ ​into​ ​Reed’s​ ​personal​ ​experience​ ​of​ ​the​ ​kickoff​ ​event.​ ​This also​ ​includes​ ​the​ ​location​ ​of​ ​the​ ​gallery,​ ​Morrill​ ​Hall.​ ​Reed​ ​concedes​ ​that​ ​the​ ​gallery​ ​is​ ​still designed​ ​as​ ​a​ ​traditional​ ​museum​ ​would​ ​be​ ​with​ ​display​ ​cases​ ​but​ ​emphasises4​ ​the​ ​level​ ​of interaction​ ​by​ ​saying​ ​the​ ​gallery​ ​“encouraged​ ​attendees​ ​to​ ​voice​ ​their​ ​own​ ​opinions.”​ ​Nusser’s next​ ​quote​ ​backs​ ​this​ ​up​ ​by​ ​counting​ ​on​ ​the​ ​attendees​ ​participation.3

Now,​ ​Reed​ ​explains​ ​the​ ​purpose​ ​of​ ​the​ ​reACT​ ​Gallery.​ ​This​ ​includes​ ​the​ ​way​ ​this​ ​display is​ ​different​ ​from​ ​typical​ ​museums.​ ​Viewers​ ​are​ ​able​ ​to​ ​leave​ ​post-it​ ​notes​ ​with​ ​their​ ​thoughts​ ​and feelings​ ​concerning​ ​the​ ​artwork.​ ​Reed​ ​uses​ ​this​ ​to​ ​showcase​ ​the​ ​unique​ ​quality​ ​of​ ​this​ ​gallery​ ​and encourage​ ​the​ ​reader​ ​to​ ​connect​ ​with​ ​his​ ​own​ ​article.​ ​Reed​ ​also​ ​mentions​ ​that​ ​there​ ​is​ ​a​ ​podium available​ ​for​ ​people​ ​to​ ​speak​ ​and​ ​how​ ​Iowa​ ​State​ ​scholars​ ​have​ ​commentary​ ​featured​ ​throughout the​ ​gallery.​ ​Reed​ ​defines​ ​Iowa​ ​State​ ​scholars​ ​to​ ​be,​ ​“any​ ​Iowa​ ​State​ ​student,​ ​staff​ ​and/or​ ​faculty member,”​ ​and​ ​further​ ​encourages​ ​students​ ​to​ ​interact​ ​by​ ​pointing​ ​out​ ​that​ ​“any​ ​scholar​ ​is​ ​eligible to​ ​submit​ ​their​ ​opinions​ ​on​ ​a​ ​specific​ ​piece​ ​of​ ​art.”

The​ ​last​ ​photograph​ ​in​ ​this​ ​writing​ ​shows​ ​a​ ​man​ ​playing​ ​improvised​ ​pieces​ ​on​ ​his saxophone​ ​based​ ​on​ ​the​ ​artwork​ ​in​ ​the​ ​gallery.​ ​Reed​ ​uses​ ​this​ ​as​ ​a​ ​visual​ ​cue​ ​for​ ​the​ ​various ways​ ​this​ ​gallery​ ​encourages​ ​viewer​ ​participation.​ ​Reed​ ​follows​ ​the​ ​photo​ ​by​ ​quoting​ ​Aspen Pflanz,​ ​Education​ ​Intern​ ​for​ ​University​ ​Museums.​ ​As​ ​a​ ​third​ ​source,​ ​Pflanz​ ​further​ ​increases Reed’s​ ​credibility.​ ​Being​ ​the​ ​last​ ​quote,​ ​Pflanz​ ​also​ ​adds​ ​another​ ​point​ ​of​ ​view​ ​for​ ​how​ ​the gallery​ ​is​ ​different​ ​from​ ​other​ ​museums.​ ​As​ ​a​ ​transition​ ​from​ ​the​ ​persuasive​ ​writing​ ​to​ ​the informative​ ​writing,​ ​Reed​ ​includes​ ​September’s​ ​theme​ ​with​ ​a​ ​little​ ​summary.​ ​He​ ​ends​ ​the​ ​article with​ ​two​ ​informative​ ​paragraphs.​ ​The​ ​first​ ​has​ ​the​ ​end​ ​date​ ​for​ ​the​ ​“Leadership”​ ​gallery​ ​and​ ​the galleries​ ​for​ ​the​ ​rest​ ​of​ ​the​ ​school​ ​year.​ ​The​ ​second​ ​paragraph​ ​has​ ​the​ ​hours​ ​of​ ​operation​ ​and concludes​ ​with,​ ​“The​ ​event​ ​is​ ​free​ ​to​ ​attend.”​ ​This​ ​last​ ​sentence​ ​is​ ​the​ ​final​ ​hook​ ​to​ ​attract students’​ ​attention​ ​and​ ​persuade​ ​them​ ​to​ ​visit​ ​the​ ​reACT​ ​Gallery.

Parker​ ​Reed’s​ ​article,​ ​“reACT​ ​gallery​ ​hopes​ ​to​ ​generate​ ​conversations​ ​in​ ​community”, sparks​ ​interest​ ​in​ ​Iowa​ ​State​ ​University’s​ ​campus​ ​gallery.​ ​By​ ​presenting​ ​information​ ​in​ ​a​ ​logical manner,​ ​including​ ​photographs,​ ​writing​ ​in​ ​an​ ​informative​ ​tone,​ ​and​ ​citing​ ​credible​ ​sources,​ ​Reed informs​ ​and​ ​encourages​ ​students​ ​to​ ​visit​ ​the​ ​reACT​ ​Gallery.

Reflection

1Here, I would revise this last sentence: By comparing the reACT gallery to traditional museums Reed prompts the reader to reflect on their previous experiences with museums. This builds a connection between Reed and the reader. This question also serves as a transition into the interactive portion of the gallery.
2Instead of saying, “This​ ​again​ ​connects​ ​to​ ​the idea​ ​of​ ​the​ ​viewer​ ​interacting​ ​with​ ​the​ ​artwork.” I have revised this paragraph to conclude as follows: This question connects the quotes back to the idea of the reACT gallery integrating the viewers. Reed also uses this as an opportunity help explain the purpose of the gallery.
3My revision here is to add on: Nusser’s quote not only builds credibility, it reinforces the idea that the reACT gallery is worth noticing. By including Nusser stating, “It isn’t a place where you come, look, say ‘That was nice’ and walk away,” Reed is able to provide logical evidence as to why readers should visit.
4emphasizes

Special Reflection on E

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English 250 has provided me the opportunity to build a website to showcase my work. My first concern was picking an appealing design. I decided to go with a minimalistic theme to better showcase my work. It is easier on the eyes and easier to maintain. I not only had to think about the appearance of my website but also the structure. I believe my ePortfolio to be fairly user friendly. The left side of the menu has direct links to important information such as About Me and my Resume. This helps ensure the user does not get lost trying to locate the more professional elements. The right side of the menu is organized by category: Electronic, Oral, Planning, Reflections, Responses, Visual, Written, and Uncategorized. I am not entirely sure I like this layout but struggled with finding an alternative organization. I chose to leave it like this because it was the structure provided in class. An alternative method I considered was splitting it up with the labels being ‘Assignments’ and ‘In Class Work’. However, this did not seem adequate because ‘Assignments’ does not provide enough context concerning what is filed within. The quantity of menu components also provides visual balance, further encouraging my decision to maintain the provided categories.

Aside from menu layout, web composing enabled me to communicate with my audience through hyperlinks. We live in a fast paced world and maintaining a user’s attention becomes more and more difficult as technology improves. By hyperlinking my sources for my documented essay Daylight Saving Time I was able to maintain a steady flow. Without the need for in-text parenthetical citations, the reader is able to skim my content at their desired pace. Hyperlinks also make it easier for the reader to locate my sources. Instead of having to scroll down to my works cited, they can click the link and the source opens in a new tab. This is more efficient than print communication. If I were reading an entry from an encyclopedia and wanted to check the sources listed, I would need to find that book.

Producing digital content is also a quicker, cheaper, and more efficient way of reaching the desired audience. People typically use the internet to access news and other related content. This might change now that the FCC has decided to repeal net neutrality but until then social media provides most people’s news.

Closing Statement

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Derek,

English 250 has been an extremely helpful course. I have learned about each of the WOVE components and how to effectively communicate using these mediums. My strongest one is written communication because I am usually pretty good at getting down raw content. To strengthen this I need to allow myself more time to proofread my writing and seek out others who would be willing to proofread for me. I often end up waiting too long to start an assignment and then run out of time to find more than maybe one person who has the time to read through my writing. I also need to work more on creating pieces of writing which are organized for the reader. After I have read through my own writing a few times, I am no longer able to distinguish the reader’s point of view from my stance as the writer. This ties back to starting earlier in order to gather feedback from others. Aside from these issues, I believe written communication to be my strongest area.

My weakest area is oral communication in a public setting. I am terrible at public speaking. I get really red, cannot look at the audience, and usually end up speed talking my way through the information. This happens when I have not spent enough time preparing the content and/or rehearsing. The oral component of my visual analysis ended up being fairly decent. I typed it out word for word and read straight from the script. As I made my way through the analysis, I found instances where I would need to go back and change some of the words, but I never really went through it as a whole. I reviewed the video a few times once I was done editing and before I turned it in. However, I did not read through the script and proofread it.

In order to improve my communication, oral and written, I plan to allow myself more time to prepare and rehearse. By getting a rough draft done as soon as possible, I will have enough time to review the rough draft, find people to proofread it, and edit it. This will also allow me to look for bigger issues such as audience organization and transitions.

To improve how I tailor my writing to the audience, I will take into consideration how much prior knowledge they might possess, what types of resources they might have access to, and how they might be able to relate to my writing. All of these aspects will determine the structure of my paper and how much to include in each section. For example, in my writing Daylight Saving Time, I had to consider how much the reader might know about DST prior to reading my piece. I based this off the average American using my own knowledge as a guideline. I personally did not know that Benjamin Franklin was incorrectly credited with the idea of resetting the clocks. I used four paragraphs for background information and helped round out the average person’s knowledge of DST.

I believe my abilities to communicate using the WOVE model are strong but could always use improvement. By allotting myself more time for assignments I will be able to go through and strengthen them on multiple fronts. English 250 has helped me build a strong foundation for furthering my communication skills.

Sincerely,

Grace