ENGLISH III

Grade: 94%

During the summer, we were assigned to read a book known as, ¨Enrique´s Journey ¨. As we started the school year we were to use our knowledge of the book and further build on different literacy tools used. Like before we have reflected more on the use of different literary devices to identify how it has shaped the understanding of the book. It seemed that for this project we had more of an idea on what we were looking for so it made it easier to identify the literary devices that showed the rhetorical situation used in the book. 

Grade: 89%

During the summer, we were assigned with reading a novel known as, ¨Enrique´s Journey¨. As we started the school year we were to use our knowledge of the book and new literacy tools we learned to develop a presentation. The presentation aimed to highlight tools of persuasion that were found in the book. We decided that we would work in groups. We discussed the used of literary devices such as ethos, pathos, logos, and how that would build up the foundation of the book. This was a group project so we all had to make sure we were putting in all the work we could. 

Grade: 100%

This assignment was made to help us engage in developing a new understanding of new vocabulary and terms. This assignment had as reflecting new discovered words with terms we had discussed prior in class. It was a way to help us connect the relationship between certain words to help in understanding certain literacy topics. I believe that this assignment really helped me develop a deeper understanding of how antidotes and anecdotes differ and are used in literacy terms. 

Grade: 79%

Since the beginning of the year we had discussed various terms associated with literacy. One of the major terms we have discussed is the use of rhetorical tools in writing. For this assignment we had to conduct a rhetorical analysis on the speech, ¨I Have A Dream¨. This meant that we had to use our knowledge of rhetorical devices to analyze how the use of those devices reflect the writing. One of the major struggles that I experienced was identifying the right literary devices. I was unsure if I was associating the term with the right definition which made it a bit harder. 

Grade: 100%

From what we know we have grown up with reading and learning different things. For our assignment our teacher asked us to develop a memory app illustrating 5 memories associated with reading, writing, learning, or school. With this assignment we had the freedom to really think about core memories that we could speak out about that have impacted the way we engage with literacy. I believe that I did a great job in finding those memories and connecting them to any forms of literacy. The art piece came out very well in which all drawings helped bring out the memories being expressed. 

Grade: 89%

In class, we have read and discussed the idea of narratives. So, our teacher decided to assign us with developing our own personal narrative. This narrative would reflect on previous work that we did with our Memory Maps. We still had to use our own personal memories that connected with reading, writing, learning, or school. I had decided to develop my narrative based on growing up as the oldest child and how that shaped my ability of learning and engaging. Some struggles that I had was making my narrative understandable for readers, because I felt that it made sense to me but not for others. 

Grade: 100%

In class, we had discussed the use of satire in writing, art , and other expressive literature. We noticed how the use of satire would help in shaping a certain view on a topic being discussed. For instance, often satire is used to criticize or bring out a hidden meaning to an important problem. As a result, we were assigned to construct our own piece of satire using any expressive form to express our concern on a certain topic. I decided to do an art piece highlighting bad aspects of technology. I wanted to express the concern over the overuse of technology by illustrating how it makes us become engraved into it that we become zombies. 

Grade: 83%

During class we discussed the term civil disobedience. We explored what civil disobedience meant and represented through real life examples. In the end, we were assigned to justify our stance on what makes civil disobedience tolerable. I choose to explore how civil disobedience is in terms of action that is taken. In my argument, I made sure that I was implementing enough information that would allow for stance to be justified by giving examples of ways civil disobedience has helped as well as caused some damage. One thing that I did struggle with was getting my point clearly across. I believe there were times when my thesis made no sense in what I was saying, which was something that I really struggled with.