This quarter of Writing 101 was a very educational experience. I enjoyed having Craig as an instructor and I learned a lot of valuable information from him. The text that was required for this course was actually a very interesting and helpful aid for learning the rules and guidelines of writing well structured papers. I’m glad this program was set up the way it was because it was very helpful for me. I feel like I developed a lot of skills that I was missing in high school from this course. There is always room for improvement and although I still have some work to do, I have come a long way since my sophomore year.
My writing skills have improved quite a bit because of this course but, there are many things that I could improve on. First off, I didn’t truly capture the correct format of a hook. Like in my second essay, I started it with, “It is because of the cruel statements said and the harsh treatment received from the Patriots that I am a Rhode Island loyalist today in 1777”.Which was not a hook that would draw the reader in; instead I was just jumping right into the actual topic of the paper. Also, I had trouble constructing a well-written and straight to the point thesis for my papers. In my second essay my thesis was, “We deserve to be treated with the utmost respect and kept protected economically and with military strength; and Britain is the supporter that can meet and fulfill those requests”, which was unclear and hard to pull out my main idea for the paper. Most of my theses were vague or the reader didn't truly see the main points of my argument. So, it is clear that I have some things to improve on but I think I did well on a lot of other things throughout this writing course.
I think I did better in this writing course than any other writing class I have ever taken. I believe my writing quality has improved a lot since high school and I owe that to the “They say, I say” text book and Craig. Learning how to integrate quotes was a very important skill for this course. In my mid-term essay I integrated quotes well to show a point. For example I said, “But with the knowledge of history, people can try their hardest to not repeat history by making wise choices to help ‘determine how future events’ will play out in the end”. The book also taught about templates. The templates we had to integrate into our essays truly helped my writing quality improve. Also, by using the templates, I feel that the content of my essays was at a much higher level than compared to some of the papers I wrote in high school. For example in my second essay I said, “They passed the Test Act in 1776 that “empowered any member of the Assembly who suspected his neighbor of being unfriendly to the cause of the United American colonies, to summon such neighbor before him, and demand that he should subscribe to the Declaration” (Vernon 5), so by integrating quotes the content of my paper has grown to a new level. Before using the templates, my content was all over the place and not much of it was even useful; but now that I have templates to style my writing, the content of my papers makes sense and is very intellectual. I am proud of the way I worked throughout the quarter and I believe I did fairly well in this writing course.
Thursday, December 11, 2008
Portfolio: Essay #2
The other day in the street, multiple patriots attacked a couple loyalists who were simply minding their own business. They only attacked the loyalists because they were loyalists and wanted to remain loyal to the king, which was the opposite of what the patriots wanted. So, it is because of the cruel statements said and the harsh treatment received from the Patriots that I am a Rhode Island loyalist today in 1777. I believe that the American colonies should remain loyal to the King. The patriots want to separate the colonies from the Crown, but I believe this to be an idea that would doom us all. Without the support and protection that the King and Britain so graciously offer us, I think the colonies would be in danger. It is with all good intentions that my view point is based. I would not be a loyalist if I thought staying loyal to the King would cause a fatal downfall for our beautiful colonies. We loyalists deserve to be treated with the utmost respect and kept protected economically and with militia; and Britain is the supporter that can meet and fulfill those requests and keep America a prospering country.
We, the loyalists of the colonies were not treated as we should have been by the colonies. Our opinions were never heard and many of us decided to emigrate so that we would not have to deal with the drama of the patriots trying to go against and separate the colonies from the Crown. I do not see why so many people were against staying loyal to the King. Our loyalty to Britain is what kept our relationship so healthy over all these years. By trying to change the laws and become independent, our relationship with Britain and the King of England will fall apart. Loyalty is what has kept us alive thus far. Rhode Island may have been somewhat divided before, but by trying to make our own laws there will probably be more disagreements and divisions among the different groups of people.
Even before the American Revolution began, we were a divided colony. Whether it was by economic class or patriotism and loyalists, Rhode Island was not a united colony. Some counties believed that staying loyal to the King was the best idea, while others thought that trying to become an independent colony would be a wise decision. “Newport and the Narragansett counties remained loyal, whereas the agrarian north, which was in control of the government, declared Rhode Island’s independence of Britain” (Thompson 367). We may have had a better chance of staying loyal if all government officials that were for independence were not all located in the same county. Because they were located so close to each other, they did not have to travel far to discuss and create new laws and they did not need to wait for responses from any other government figures because they were all in the same general area. This provided the Rhode Island patriots with an unfair advantage over us loyalists.
Another reason the patriots had an unfair advantage over us loyalists was because the Patriots did not trust anyone but themselves. They passed the Test Act in 1776 that “empowered any member of the Assembly who suspected his neighbor of being unfriendly to the cause of the United American colonies, to summon such neighbor before him, and demand that he should subscribe to the Declaration” (Vernon 5). Patriots were allowed to try to turn loyalists in to the government for punishment. Afterwards some of us were forced to support the Declaration for Independence, which is something we did not want to have anything to do with. We wanted to keep connections with Britain, which would prevent selfish colonial government leaders from creating unnecessary acts that would basically only affect us loyalists in a bad way.
The only way we are going to keep our strength as a colony is to keep connections and ties with Britain. We need to remain under the King’s watchful eye for our own protection. Britain has a prosperous military that can be used to protect themselves and our colonies from any danger that may come. But without Britain there to act as our guardian, we will most likely fade to failure and become no longer a colony of the New World because we do not have a strong military force such as the one Britain acquires. Many of our loyalists have already decided to emigrate because they felt that independence from Britain was an extremely bad choice. We loyalists feel that we need the protection and already written out laws that Britain offers to remain happy and successful. Of those loyalists that emigrated “many chose to live in Canada among other loyal British subjects” (Kling 77) to fit in and still be connected to and working with Britain. Because so many loyalists were deciding to emigrate, the population of loyalists in Rhode Island decreased rapidly. Without a stable relationship with Britain, no one will want to wait around to see what happens with the decision to give independence a try.
We, the loyalists of the colonies were not treated as we should have been by the colonies. Our opinions were never heard and many of us decided to emigrate so that we would not have to deal with the drama of the patriots trying to go against and separate the colonies from the Crown. I do not see why so many people were against staying loyal to the King. Our loyalty to Britain is what kept our relationship so healthy over all these years. By trying to change the laws and become independent, our relationship with Britain and the King of England will fall apart. Loyalty is what has kept us alive thus far. Rhode Island may have been somewhat divided before, but by trying to make our own laws there will probably be more disagreements and divisions among the different groups of people.
Even before the American Revolution began, we were a divided colony. Whether it was by economic class or patriotism and loyalists, Rhode Island was not a united colony. Some counties believed that staying loyal to the King was the best idea, while others thought that trying to become an independent colony would be a wise decision. “Newport and the Narragansett counties remained loyal, whereas the agrarian north, which was in control of the government, declared Rhode Island’s independence of Britain” (Thompson 367). We may have had a better chance of staying loyal if all government officials that were for independence were not all located in the same county. Because they were located so close to each other, they did not have to travel far to discuss and create new laws and they did not need to wait for responses from any other government figures because they were all in the same general area. This provided the Rhode Island patriots with an unfair advantage over us loyalists.
Another reason the patriots had an unfair advantage over us loyalists was because the Patriots did not trust anyone but themselves. They passed the Test Act in 1776 that “empowered any member of the Assembly who suspected his neighbor of being unfriendly to the cause of the United American colonies, to summon such neighbor before him, and demand that he should subscribe to the Declaration” (Vernon 5). Patriots were allowed to try to turn loyalists in to the government for punishment. Afterwards some of us were forced to support the Declaration for Independence, which is something we did not want to have anything to do with. We wanted to keep connections with Britain, which would prevent selfish colonial government leaders from creating unnecessary acts that would basically only affect us loyalists in a bad way.
The only way we are going to keep our strength as a colony is to keep connections and ties with Britain. We need to remain under the King’s watchful eye for our own protection. Britain has a prosperous military that can be used to protect themselves and our colonies from any danger that may come. But without Britain there to act as our guardian, we will most likely fade to failure and become no longer a colony of the New World because we do not have a strong military force such as the one Britain acquires. Many of our loyalists have already decided to emigrate because they felt that independence from Britain was an extremely bad choice. We loyalists feel that we need the protection and already written out laws that Britain offers to remain happy and successful. Of those loyalists that emigrated “many chose to live in Canada among other loyal British subjects” (Kling 77) to fit in and still be connected to and working with Britain. Because so many loyalists were deciding to emigrate, the population of loyalists in Rhode Island decreased rapidly. Without a stable relationship with Britain, no one will want to wait around to see what happens with the decision to give independence a try.
Portfolio: Essay from mid-term
Nobody is perfect, history is a learning guide, and giving up just for the fear of falling down is unacceptable. The main idea of this passage is saying that once you do something, it can not be undone and is therefore an event that will always be remembered in history. Gerda Lerner is trying to get the point across that what people do with their lives truly matters in the end because someone will always remember what others have done. The author always says that “those who forget the lessons of history are doomed to repeat them”. She believes this to be true but when an event is repeated it does not necessarily occur exactly the same as the first time it happened.
Lerner’s viewpoints seem like the logical ones that most people would agree with. Once something is done, it is impossible to undo. Choices must be made wisely so that there are not any regrets left in the end. More often, people remember the bad events in history over the good and joyful ones. So, when people make mistakes that can not be undone, those memories are stuck in their minds to haunt them until the day they die. To be wise, it is best when committing an extreme action for it to be one that would make a good memory, instead of a bad one for people to look back on in history.
The author states that people can learn from history, whether the events and people were good or bad. If they were good, the present generation can learn to follow the example from history to become as successful as the people were in the past. If the events and people were bad, the people of the present can learn to not do what those people did, and then not make the same dumb mistakes that would lead to a repeated historical event.
“The main thing history can teach [people] is that human actions have consequences”. By learning about other peoples mistakes throughout history, people that are living in the present will know not to do those things again. But sometimes, mistakes are unpreventable because everyone is human and everyone makes mistakes in life. People just have to be willing to accept the consequences and move on. But with the knowledge of history, people can try their hardest to not repeat history by making wise choices to help “determine how future events” will play out in the end.
Sometimes people can not help messing something up. For example, in gymnastics people practice multiple hours every day to become better and better. They spend their entire lives at the gym just so they can be called “the best”. But then, when a competition comes around everything that seemed perfect during practice falls apart in front of the judges. People can’t do everything perfect every time they do it because humans just don’t work that way, they screw up sometimes. People just have to be willing to accept that fact and move on because perfection is nonexistent. Everything happens for a reason. People can choose to learn from their mistakes and the mistakes of others to improve or they can admit defeat. But, history is there to guide them if they choose to let it.
Lerner’s viewpoints seem like the logical ones that most people would agree with. Once something is done, it is impossible to undo. Choices must be made wisely so that there are not any regrets left in the end. More often, people remember the bad events in history over the good and joyful ones. So, when people make mistakes that can not be undone, those memories are stuck in their minds to haunt them until the day they die. To be wise, it is best when committing an extreme action for it to be one that would make a good memory, instead of a bad one for people to look back on in history.
The author states that people can learn from history, whether the events and people were good or bad. If they were good, the present generation can learn to follow the example from history to become as successful as the people were in the past. If the events and people were bad, the people of the present can learn to not do what those people did, and then not make the same dumb mistakes that would lead to a repeated historical event.
“The main thing history can teach [people] is that human actions have consequences”. By learning about other peoples mistakes throughout history, people that are living in the present will know not to do those things again. But sometimes, mistakes are unpreventable because everyone is human and everyone makes mistakes in life. People just have to be willing to accept the consequences and move on. But with the knowledge of history, people can try their hardest to not repeat history by making wise choices to help “determine how future events” will play out in the end.
Sometimes people can not help messing something up. For example, in gymnastics people practice multiple hours every day to become better and better. They spend their entire lives at the gym just so they can be called “the best”. But then, when a competition comes around everything that seemed perfect during practice falls apart in front of the judges. People can’t do everything perfect every time they do it because humans just don’t work that way, they screw up sometimes. People just have to be willing to accept that fact and move on because perfection is nonexistent. Everything happens for a reason. People can choose to learn from their mistakes and the mistakes of others to improve or they can admit defeat. But, history is there to guide them if they choose to let it.
Portfolio: Final Exam, Frame 2
In the second frame, the writer is talking about a method that helps people improve their writing. This method is getting other people's thoughts and opinions on the idea to help add to the context of the paper. The writer thinks that sometimes when someone gets stuck in the middle of writing something, it helps to get other people's input on the topic to help the writer better understand the topic of discussion. Instead of just sitting there stuck, the writer can turn to peers with questions and for advice. The writer also encourages group work whenever possible because it truly helps students learn more when there are more minds working together to solve a problem. Without the input from friends and classmates, it is hard to write a paper alone because the only one thinking about the topic is the writer. Whenever something is being written, the best advice anyone can give the writer is to get other people to read through it and share their feelings on the topic.
"The writing process can be greatly improved if students have a group of peers with whom they can share their writing". This view point of writing applies to my own experiences of writing in this course. With every essay we wrote, we had peers review our papers before the final draft was due to the instructor. Most comments that were submitted were construction criticism and truly helped people's papers improve. The idea of peer editing is an educational one. By reading other people's papers, the reader can have a better understanding of what is going through the writer's head. The reader can also learn from what they have read to improve their own writing skills. Whenever I got comments from other people, they were all very helpful. They told me things I had done well in my essays and things I needed to improve. There was never a comment that I was offended by and I took all of the advice to heart. Many of my paper's best qualities came through because peers suggested I change something in my paper. Without peer editing, my essays would not have been so high in quality. Group work is what made my essays what they are and I think peer editing is necessary in all writing activities.
"If you are stuck writing or trying to figure something out, there is nothing better than finding one person, or more, to talk to". This view of writing matched my own experience because whenever I got stuck and got advice from someone it was helpful. The effort it takes to write a great essay is tiring and no one can write a great essay alone. Everyone needs help at least once throughout the process of writing an essay. The only way this writing experience did not match my experience in this course was that some people were closed minded to my opinions. Sometimes when I would give someone an idea on how to improve their paper, they would shoot it down. This was not offending to me because I knew I was not the one writing the actual paper. I just moved on and kept trying to make my paper better.
Everyone needs help in writing. No one can just jump right into a course and be perfect at everything. Working in groups truly helps writer's improve their pieces and they should never turn someones idea down before they even take a minute to consider it. Peer editing was one of the most helpful things for me in this course and I am glad everyone was required to help others. A paper is what you make it and you can't do it alone, that is why there are peers around you to help you achieve your best work possible.
"The writing process can be greatly improved if students have a group of peers with whom they can share their writing". This view point of writing applies to my own experiences of writing in this course. With every essay we wrote, we had peers review our papers before the final draft was due to the instructor. Most comments that were submitted were construction criticism and truly helped people's papers improve. The idea of peer editing is an educational one. By reading other people's papers, the reader can have a better understanding of what is going through the writer's head. The reader can also learn from what they have read to improve their own writing skills. Whenever I got comments from other people, they were all very helpful. They told me things I had done well in my essays and things I needed to improve. There was never a comment that I was offended by and I took all of the advice to heart. Many of my paper's best qualities came through because peers suggested I change something in my paper. Without peer editing, my essays would not have been so high in quality. Group work is what made my essays what they are and I think peer editing is necessary in all writing activities.
"If you are stuck writing or trying to figure something out, there is nothing better than finding one person, or more, to talk to". This view of writing matched my own experience because whenever I got stuck and got advice from someone it was helpful. The effort it takes to write a great essay is tiring and no one can write a great essay alone. Everyone needs help at least once throughout the process of writing an essay. The only way this writing experience did not match my experience in this course was that some people were closed minded to my opinions. Sometimes when I would give someone an idea on how to improve their paper, they would shoot it down. This was not offending to me because I knew I was not the one writing the actual paper. I just moved on and kept trying to make my paper better.
Everyone needs help in writing. No one can just jump right into a course and be perfect at everything. Working in groups truly helps writer's improve their pieces and they should never turn someones idea down before they even take a minute to consider it. Peer editing was one of the most helpful things for me in this course and I am glad everyone was required to help others. A paper is what you make it and you can't do it alone, that is why there are peers around you to help you achieve your best work possible.
Monday, December 8, 2008
reflective letter: revised
This quarter of Writing 101 was a very educational experience. I enjoyed having Craig as an instructor and I learned a lot of valuable information from him. The text that was required for this course was actually a very interesting and helpful aid for learning the rules and guidelines of writing well structured papers. I’m glad this program was set up the way it was because it was very helpful for me. I feel like I developed a lot of skills that I was missing in high school from this course. There is always room for improvement and although I still have some work to do, I have come a long way since my sophomore year.
My writing skills have improved quite a bit because of this course but, there are many things that I could improve on. First off, I did not truly capture the correct format of a hook. Like in my second essay, I started it with, “It is because of the cruel statements said and the harsh treatment received from the Patriots that I am a Rhode Island loyalist today in 1777”.Which was not a hook that would draw the reader in; instead I was just jumping right into the actual topic of the paper. Also, I had trouble constructing a well-written and straight to the point thesis for my papers. In my second essay my thesis was, “We deserve to be treated with the utmost respect and kept protected economically and with military strength; and Britain is the supporter that can meet and fulfill those requests”, which was unclear and hard to pull out my main idea for the paper. Most of my theses were vague or the reader didn't truly see the main points of my argument. So, it is clear that I have some things to improve on but I think I did well on a lot of other things throughout this writing course.
I think I did better in this writing course than any other writing class I have ever taken. I believe my writing quality has improved a lot since high school and I owe that to the “They say, I say” text book and Craig. Learning how to integrate quotes was a very important skill for this course. In my mid-term essay I integrated quotes well to show a point. For example I said, “But with the knowledge of history, people can try their hardest to not repeat history by making wise choices to help ‘determine how future events’ will play out in the end”. The book also taught about templates. The templates we had to integrate into our essays truly helped my writing quality improve. Also, by using the templates, I feel that the content of my essays was at a much higher level than compared to some of the papers I wrote in high school. For example in my second essay I said, “They passed the Test Act in 1776 that “empowered any member of the Assembly who suspected his neighbor of being unfriendly to the cause of the United American colonies, to summon such neighbor before him, and demand that he should subscribe to the Declaration” (Vernon 5), so by integrating quotes the content of my paper has grown to a new level. Before using the templates, my content was all over the place and not much of it was even useful; but now that I have templates to style my writing, the content of my papers makes sense and is very intellectual. I am proud of the way I worked throughout the quarter and I believe I did fairly well in this writing course.
My writing skills have improved quite a bit because of this course but, there are many things that I could improve on. First off, I did not truly capture the correct format of a hook. Like in my second essay, I started it with, “It is because of the cruel statements said and the harsh treatment received from the Patriots that I am a Rhode Island loyalist today in 1777”.Which was not a hook that would draw the reader in; instead I was just jumping right into the actual topic of the paper. Also, I had trouble constructing a well-written and straight to the point thesis for my papers. In my second essay my thesis was, “We deserve to be treated with the utmost respect and kept protected economically and with military strength; and Britain is the supporter that can meet and fulfill those requests”, which was unclear and hard to pull out my main idea for the paper. Most of my theses were vague or the reader didn't truly see the main points of my argument. So, it is clear that I have some things to improve on but I think I did well on a lot of other things throughout this writing course.
I think I did better in this writing course than any other writing class I have ever taken. I believe my writing quality has improved a lot since high school and I owe that to the “They say, I say” text book and Craig. Learning how to integrate quotes was a very important skill for this course. In my mid-term essay I integrated quotes well to show a point. For example I said, “But with the knowledge of history, people can try their hardest to not repeat history by making wise choices to help ‘determine how future events’ will play out in the end”. The book also taught about templates. The templates we had to integrate into our essays truly helped my writing quality improve. Also, by using the templates, I feel that the content of my essays was at a much higher level than compared to some of the papers I wrote in high school. For example in my second essay I said, “They passed the Test Act in 1776 that “empowered any member of the Assembly who suspected his neighbor of being unfriendly to the cause of the United American colonies, to summon such neighbor before him, and demand that he should subscribe to the Declaration” (Vernon 5), so by integrating quotes the content of my paper has grown to a new level. Before using the templates, my content was all over the place and not much of it was even useful; but now that I have templates to style my writing, the content of my papers makes sense and is very intellectual. I am proud of the way I worked throughout the quarter and I believe I did fairly well in this writing course.
reflective letter: rough draft 1
This quarter of Writing 101 was a very educational experience. I enjoyed having Craig as an instructor and I learned a lot of valuable information from him. The text that was required for this course was actually a very interesting and helpful aid for learning the rules and guidelines of writing well structured papers. At the very beginning of the quarter we started annotating documents and at first I thought that just meant highlighting, but I was wrong. Once I actually started adding little notes into the margins I started to learn more from the documents and texts that we were reading. I’m glad this program was set up the way it was because it was very helpful for me. I feel like I developed a lot of skills that I was missing in high school. Although I still have some work to do, I have come a long way since my sophomore year.
I have improved quite a bit from this course but I still have room for improvement. First off, I need to work on speaking up in class. Throughout the quarter I rarely contributed in class discussions and I regret that now. Speaking in front of large groups is just something I am not very comfortable with, but I will be working on that for the future. Also, I didn’t truly capture the correct format of a hook and thesis, like in my first and second essays. I wasn’t drawing the reader in; I was just jumping right into the actual topics for the papers. Another thing that I think I need to improve on in the future is annotating every document. At first I annotated all of the documents once I understood how to actually annotate. But then I started slacking off and just reading the documents and not annotating. This was really stupid on my part because the annotations helped me understand the documents better. So, in the future I will annotate everything that should be so I have a better understanding of the topic. I have some things to improve on but I think I did well on a lot of other things throughout this course.
I think I did better in this writing than any other writing class I have taken. I believe my writing quality has improved a lot since high school and I owe that to the “They say, I say” text book. The templates we had to integrate into our essays truly help my writing improve. Also, by using the templates, I feel that the content of my essays was of a much higher level than compared to papers I wrote in high school. Another thing that I think I did well throughout the quarter was getting all my work done on time. I don’t recall ever having a late assignment or skipping an assignment, which shows my responsibility. I very rarely missed class, so I was usually there and ready to learn. In class I was there to learn and pay attention to the instructors. I tried not to get distracted or doze off in the middle of lectures because I knew they were probably important to hear about. Also, whenever we were broken up to work in smaller groups, I think I worked really well with the people I was grouped with and we always got our assignments done when they needed to be done. I am proud of the way I worked throughout the quarter and I believe I did fairly well in this writing course.
I have improved quite a bit from this course but I still have room for improvement. First off, I need to work on speaking up in class. Throughout the quarter I rarely contributed in class discussions and I regret that now. Speaking in front of large groups is just something I am not very comfortable with, but I will be working on that for the future. Also, I didn’t truly capture the correct format of a hook and thesis, like in my first and second essays. I wasn’t drawing the reader in; I was just jumping right into the actual topics for the papers. Another thing that I think I need to improve on in the future is annotating every document. At first I annotated all of the documents once I understood how to actually annotate. But then I started slacking off and just reading the documents and not annotating. This was really stupid on my part because the annotations helped me understand the documents better. So, in the future I will annotate everything that should be so I have a better understanding of the topic. I have some things to improve on but I think I did well on a lot of other things throughout this course.
I think I did better in this writing than any other writing class I have taken. I believe my writing quality has improved a lot since high school and I owe that to the “They say, I say” text book. The templates we had to integrate into our essays truly help my writing improve. Also, by using the templates, I feel that the content of my essays was of a much higher level than compared to papers I wrote in high school. Another thing that I think I did well throughout the quarter was getting all my work done on time. I don’t recall ever having a late assignment or skipping an assignment, which shows my responsibility. I very rarely missed class, so I was usually there and ready to learn. In class I was there to learn and pay attention to the instructors. I tried not to get distracted or doze off in the middle of lectures because I knew they were probably important to hear about. Also, whenever we were broken up to work in smaller groups, I think I worked really well with the people I was grouped with and we always got our assignments done when they needed to be done. I am proud of the way I worked throughout the quarter and I believe I did fairly well in this writing course.
Monday, December 1, 2008
Text Analysis: Alien and Sedition Acts
1. who is writing?
- The house of representatives of the U.S.A and Congress are the writers.
2. who is the audience?
- The audience is all people, citizens and aliens of the United States.
3. who do the writers represent?
- The writers represent the people of the United States because the representatives are representing all the different states and the people living in them.
4. what is being said, argued, and/or requested?
- The Alien Act document is talking about the illegal aliens in the United States. The document says that because the aliens do not legally belong in America that they will either be put in to prison or sent back to their homeland. The Sedition Act document is talking about what happens to people when they decide to go against the government. For the most part, there were very serious consequences for anyone who thought to go against the government because people were very fortunate to be living in the U.S. and going against the government just showed that those people were not thankful for what they had.
5. how is it being said, argued, and/or requested?
- The tone of these documents is a very serious one because the issues that are being dicussed are extremely important to the United States. If the people were to ignore the requests sent out by the government then the country would fall apart. So, the writers are very serious and concentrated on what they are saying and they want the people to really listen.
6. what proof and/or justification is being used to legitimize the request?
- These documents were written by the House of Representatives and Congress so therefore these documents are legitimate because the House of Representatives and Congress were very important groups of people and had very important jobs. So, the fact that those groups wrote the documents gives the documents justification.
- The house of representatives of the U.S.A and Congress are the writers.
2. who is the audience?
- The audience is all people, citizens and aliens of the United States.
3. who do the writers represent?
- The writers represent the people of the United States because the representatives are representing all the different states and the people living in them.
4. what is being said, argued, and/or requested?
- The Alien Act document is talking about the illegal aliens in the United States. The document says that because the aliens do not legally belong in America that they will either be put in to prison or sent back to their homeland. The Sedition Act document is talking about what happens to people when they decide to go against the government. For the most part, there were very serious consequences for anyone who thought to go against the government because people were very fortunate to be living in the U.S. and going against the government just showed that those people were not thankful for what they had.
5. how is it being said, argued, and/or requested?
- The tone of these documents is a very serious one because the issues that are being dicussed are extremely important to the United States. If the people were to ignore the requests sent out by the government then the country would fall apart. So, the writers are very serious and concentrated on what they are saying and they want the people to really listen.
6. what proof and/or justification is being used to legitimize the request?
- These documents were written by the House of Representatives and Congress so therefore these documents are legitimate because the House of Representatives and Congress were very important groups of people and had very important jobs. So, the fact that those groups wrote the documents gives the documents justification.
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