Rhetorical Analysis Of My Class

After completing WRD 103 fall quarter I went into the new winter quarter with the former knowledge from the class. After taking WRD 103, I thought I had a good understanding on rhetorical appeals and how to write a well-organized paper. Because of my previous knowledge I had the expectation that WRD 104 would solely focus on how to research a topic and properly cite sources. However, I soon came to realize that the class will broaden my perspectives on academic writing even more.
To begin, a memorable experience that sticks out is one of the first days of class. We began talking about how we will also be using a second textbook. Soon after the class began discussing definitions of advocacy. Personally, I could not come up with many definitions and seeing the variety of results the class produced not only showed me how much I can learn from others, but also showed me how writing can include advocacy. I had never thought of the presence of advocacy in writing, therefore that specific class period was eye opening. To hear how writing sends a specific message to an audience while simultaneously using different rhetorical techniques to help further that message was a great introduction to what the course would be discussing. Another experience from the course that sticks
The class activity focused on understanding pathos, logos, and ethos in visual components. By recognizing the power these appeals have over the audience from simple thigs like font type and placement of images was extremely helpful for creating my visual component of the project. The activity made me realize that I had to change the way I presented my information rhetorically. I made the information simple for the audience to understand and took into account what colors and drawings would be the most engaging. That specific class activity allowed me to change my approach to have the most affective