Understanding Rhetorical Structures as They Pertain to Audience Essay Example for Free

Understanding Rhetorical Structures as They Pertain to Audience Essay This paper is about the understanding of the Rhetorical Structures as they pertain to audience, purpose, and context and how they affect the argument of whether taxes should be raised on higher income brackets in order to fund social programs for at-risk and underserved, low income children. I will discuss the relationship between the audience, purpose, and context to the context of the argument. Understanding Rhetorical Structures How do audience, purpose, and context affect the argument of whether taxes should be raised on higher income brackets in order to fund social programs for at-risk and underserved, low income children. I will discuss the relationship between the audience, purpose, and context to the context of the argument. Discussion The goal of this discussion is to see the relationship between audience, purpose, and context of should Taxes be raised for higher income brackets in order to fund social programs for at-risk, underserved, and low income children. The first audience for this group are wealth fortune 500 CEO’s. They are considered the in the higher income bracket in my opinion. They need to be educated on the understanding that even though most lower income families struggle, it is not because they are not trying. The economy has taken its toll on a lot of jobs here in the US over the past couple of years and even though they are working a full time job and sometimes two full time jobs, they cannot afford any kind of social program for their children. The present economy conditions are hurting the lower income families to the point that they struggle to make ends meet and can sometimes barley afford to put food on the table for their children. The higher income bracket would need to see just how little the additional taxes would take from them and what the benefits of those taxes could do for a low income family struggling to make ends meet. They still could possibly not be receptive to the idea, but giving them examples of the cost and benefits of such programs I think they would start to understand. The second audience for this group is the low income families of at-risk, and underserved, low income children. They need to be educated on the benefits that could come from the higher taxes. In my opinion, the higher income bracket can afford the higher taxes to fund some of these programs. The cost of living, food, gas, and housing all affect the income of many families in the US. If they understood what could come from the taxes, they could get some reissuance as to vote on such a bill if it came up to vote for the public. Education on the subject of the current tax laws would be a good example of what the different taxes brackets that are used today in the US. Lower income families would jump on the idea of being able to send their children to a soccer camp, or baseball camp. According to an article on â€Å"Taxing the rich is good for the economy†, raising taxes on the higher income bracket would reduce the taxes on low and middle income families. This would also allow for those families to keep more of their income to use towards these programs. All in all I think it would be a beneficial idea to entertain. The context of the economy, food, and taxes all play an important role in this argument. The higher income bracket would be resistant to the idea until they were presented with facts on the cost and the minimal decrease in income for them. The lower income families would be blessed with some relief with their children’s social experience and the ability to provide more learning resources to them.

The Adventure of Huckleberry Finn Essay -- Literary Analysis, Mark Twa

â€Å"When I was a child, I talked like a child, I thought like a child, I reasoned like a child. When I became man, I put my childish ways behind me (NIC: 1Corinthians 13:11) In the life of every individual, there are various events and stages, such as death, crime, overcoming fear and undergoing moral growth, which transform immature individuals into serious and mature people. In Mark Twain’s novels, The Adventure of Tom Sawyer and The Adventure of Huckleberry Finn, one sees this transformation and growth in the two main characters by facing conflicts and events, these being Tom Sawyer and Huckleberry Finn In beginning of the novel The Adventure of Tom Sawyer, one sees Tom as a crafty, intelligent, and imaginative boy with excellent theatrical skills. â€Å"Twain invented the American archetype of the prankish, widely imaginative boy with a taste for adventure in The Adventure of Tom Sawyer†.(Gillespie1) Tom never takes anything seriously, and never seems to have a real problem, as he is a careless individual. â€Å"He expends his gift mainly on tricking [and] getting in and out of trouble. (Swan1). His carelessness is displayed, when his aunt forces him to whitewash the fence as punishment, as in The Adventure of Tom Sawyer: â€Å"Like it? Well, I don’t see why I oughtn’t to like it. Dose a boy get a chance to whitewash a fence every day?†(Twain, The adventure of Tom Sawyer 13) Without even thinking of a reason for being punished, he manages to do no work by persuading Ben Rogers and others to whitewash fence.(13) Tom’s transformation begins when h e witness the murder of Dr. Robinson by an accident. Unlike any other ‘incident’ he had ever had to face, he faces this one with fears. However, feels wrong staying out of the situation. â€Å"Sho! It’s t... ...leberry to betray Jim, Huckleberry keeps his friendship by protecting Jim from trouble.†(Park 1) â€Å"Goodness sakes, would a runaway nigger run south?†(216) When the Duke and the Dauphin ask whether Jim is runaway slave, Huck stand up for Jim by asking them whether the runaway black will go down to south. Huck stands up for Jim and demonstrates his courage, showing his transformation from being selfish and careless to being loyal and caring person. In Mark Twain’s novel â€Å"Tom Sawyer† and â€Å"The Adventure of Huckleberry Finn† certain event and conflict helps growth and transformation of the two main characters. Tom, a careless individual who seems to have no problems, grows and transforms into a caring person by facing his problems and struggling. Huckleberry, also demonstrate his transformation in his adventures with runaway slave Jim and by living with Widow Douglas.

Adolescent Rites of Passage

Bridging the Gap: Adolescent Rites of Passage General Purpose: To inform. Specific Purpose: At the end of my speech, my audience will understand how cultures use adolescent rites of passage to help people mark the transition from childhood to adulthood. Central Idea: Adolescent rites of passage have marked the passage of children into adulthood around the world, and elements of those rituals are being used in modern American society. INTRODUCTION How did you celebrate your eighteenth birthday? Do you recall your graduation ceremony?If you’re like most Americans, such events marked the moment you became an adult. It may have been the day you walked off a lighted stage, clutching your diploma to your chest. Yet if you were an Arunta from Australia, it might be the moment you rose off of the smoking tree branches you were lying upon and were proclaimed an adult. Regardless of which are the most personally significant, we all have moments in our life that we would consider â€Å" rites of passage†Ã¢â‚¬â€moments that carry us across the threshold between two lives.In societies around the world, collective rites of passage have been seen as ways to initiate young people into adult life. In researching on this topic, I have discovered the important role rites of passage play for youth around the world, and I would like to share this with you this afternoon. Today we will look at the ways in which cultures throughout the world have used rites of passage to mark the transition to adulthood for both boys and girls, and how elements of those rituals are being used today in American society. Transition)To begin, let’s look at some of the different rites of passage from around the world that show traditional coming-of-age ceremonies in other cultures that are the basis for new American rituals. BODY I. Rites of Passage in Cultures: Puberty is often a signal in most cultures that a boy or girl is ready to become an adult.A. The Navajo of the American Sou thwest celebrate this milestone with the vision quest. 1. The ritual begins when a fifteen to sixteen-year- old boy is taken into a sweat lodge, where he will be purified in both body and soul before he begins his quest. . During the period before he leaves he will also be advised by a medicine man regarding his coming quest. 3. Finally, he ventures into the wilderness or desert on his own, fasting until he receives a vision that will determine his new name and the direction of his life. 4. When he receives his vision, the community welcomes him back as a man (Transition)Like their male counterparts in the Navajo, females also have special coming of age rituals. B. The Okrika of Nigeria celebrate coming of age with the Iria ceremony for seventeen-year-old girls. 1.The highlight of this ritual is when the girls enter the â€Å"Fattening Room. † 2. Only leaving to travel to the river, the girls stay in the rooms to gain the weight that the tribe considers attractive. Girls are forced to eat large quantities of food. 3. Female friends and family teach the girls how a woman should act. 4. When a girl leaves the Fattening Room, she is considered a woman. (Transition)These examples of the rites of passage for Navajo males and Okrika females show us how different cultures mark the transition from childhood to adult status in the community.Now let’s look at the increasing popularity of traditional rites of passage in the United States. II. Increase in Rites of Passage in United States: The United States is an ethnic melting pot of cultures and traditions. A. Yet our diversity prevents us from having a single experience, common to all, that celebrates our entrance into the adult community. 1. Some ceremonies are religion specific, such as Jewish Bar and Bat Mitzvahs or Christian baptisms and confirmations. 2. Many children, without religious or ethnic heritage, have no sort of recognition outside of high school graduations—if they choose to graduat e.Yet Cassandra Delaney writes about graduates, â€Å"They often are not equipped with the necessary components of a stable adult personality such as a well-reasoned moral code, a faith or world review which sustains them during crisis, and perhaps most importantly, a positive and cohesive self image. † B. With this problem in mind, many Americans are turning to tribal traditions like the ones described earlier to help their children have a positive rite of passage. 1. The African-American community is turning back to its cultural roots to aid social ills among young males. a.The MAAT Program attempts to instruct at-risk African-American males on social behavior through sessions with older mentors that incorporate African tribal tradition. b. Program sessions begin by prayer and an offering of a drink to the ancestors. c. At the end of the program, writes Aminifu Harvey and Julia Rauch of Health and Social Work magazine, the boys â€Å"mark their passage to manhood by giving themselves another African name, based on their personality, at the final retreat. † d. In this way, African-Americans use the rite of passage concept to develop a positive sense of identity for youth. . Even in Washington State, rites of passage are growing. a. An article in the Spokane Spokesman-Review by Jeanette White tells of Stan Crow, who runs a three-week program called â€Å"The Coming of Age Journey. † b. Here activities include challenging hikes and â€Å"vision quest† style nights alone in the wilderness in an attempt to promote self-reliance. c. Rites of passage like these, says psychologist Michael Gurian in the Spokesman-Review article, promote positive self-image because they force children to develop skills to meet challenges, to reflect on goals, and to learn leadership. . In Washington and the entire United States, rites of passage are becoming more popular as a way to fulfill the spiritual and moral needs of youth while identifying them to a community. CONCLUSION In conclusion, adolescent rites of passage mark the transition to adulthood. In the United States, questions have been raised as to whether rites of passage like those used by Africans, Native Americans, or others might be useful in helping with social problems. Some programs have attempted to experiment with the positive potential impact of rites of passage in modern American society.Though coming-of-age ceremonies do not automatically make us adults, they are the milestones of a maturing process we are all on. Think again about what you consider to be your â€Å"rite of passage. † Did the license, the diploma, or the keys to your dorm or apartment make you an adult? Perhaps some are yet mired in that no-man’s land called adolescence. Yet it one day might be different. Your child might one day swelter in a Western-style sweat lodge or eat in the Fattening Room; your child might depart on a vision quest.Regardless of the method, bridging the gap b etween childhood and adulthood is , and will always be , one of the most universal and important milestones of human life. BIBLIOGRAPHY â€Å"Coming of Age as an Australian Aruntas. † Michigan Jewish Online Education. 1999. Jewish Federation of Metropolitan Detroit. 9 October 2000 . â€Å"Coming of Age in the Navajo Nation. † Michigan Jewish Online Education. 1999. Jewish Federation of Metropolitan Detroit. 9 October 2000 . Delaney, Cassandra Halleh. â€Å"Rites of Passage in Adolescence. † Adolescence 30 (Winter 1995): 891. Elan, Jessica. A Cross-Cultural Comparison of Puberty Rites and Ceremonies for Females. † The Oxford Review. 5 May 1998. Oxford College of Emory University. 8 Oct. 2000 . Harvey, Aminifu R. and Julia B. Rauch. â€Å"A comprehensive Afrocentric rites of passage program for black male adolescents. † Health and Social Work 22. 1 (Feb. 1997): 30-37. White, Jeanette. â€Å"Too few of today’s children experience traditional ri tes of passage, experts say. † Spokesman-Review 4 July 2000: A1. ———————– Emphasize Pause Put on First Visual Pause Use Visual #2– Pause Gesture 1,2,3†¦ Gesture 1,2,3†¦ Slower

ESL Beginners How to Use Prepositions of Place

Prepositions are used to show relationships between objects, people, and places. The prepositions in, on, and at are often used to express these relationships, as are into, onto and out of. This guide to the prepositions of place provides basic rules for beginning level English learners and classes. Each preposition  is presented has with explanations of proper use and examples to help with understanding. Important exceptions are also included at the end of the lesson.   How to Use the Preposition 'In' Use in with cities, regions, counties, states,  and countries I live in Portland which is a city in Oregon.She works in Seattle which is in King County.   Use in with spaces that you can physically walk into, or place something into. These could be inside or buildings or outside as well. in a room / in a building (indoors)in a garden / in a park (outdoors) Examples: Lets meet in the gym after class.  Im going to see Tom in that building over there.I enjoy walking in the garden at dusk.Shes out jogging with her friends in the park.   Use in with bodies of water: in the waterin the sea / river / lake / pond / ocean Examples: That duck is swimming in the water.  You can see the fish in the water.Unfortunately, theres a lot of pollution in this sea.How many fishing lines can you see in the river? Use in with lines: in a row / line / queue   Examples: There are so many people standing in that queue.  Please stand in a row and let me count you.Youll have to stand in that line over there.   How to Use the Preposition 'At' Use at with places in a town, city or other community: at the bus-stop / movies / shopping mall / park / museum / etc.   Examples: Ill meet you at the bus stop.I saw Peter at the movies last night.I was at the shopping mall and decided I had to buy this sweater.  Lets see the exhibit at the museum.   Use at with places on a page: at the top / bottom of the page Examples Youll find the page number at the top of the page.  Make sure to read the notes at the bottom of the page.   Use at with places within a room or large space: at the back / front  of the class / room / stadium   Examples I think youll find him at the front of the class.Theyre seated at the back of the bus.   How to Use the Preposition 'On' Use on with vertical or horizontal surfaces that you can lay something onto, or attach something to: on the ceiling /  wall / floor / table / etc.   Examples I left the magazine on that table.  Isnt that a beautiful painting on the wall?You have such lovely candles on the mantelpiece.   Use on with  islands: I stayed on Maui.Have you seen the volcano on the smaller island? Use on with directions: on the left  /  on the right /  straight on Examples Take the next turn on the left.His house is on the right.Drive straight on to the stop light.   How to Use the Preposition 'Into' Use into to  express movement  from one area into another: I drove into the garage and parked the car.Peter walked into the living room and turned on the TV. How to Use the Preposition 'Onto' Use onto to show that someone puts something onto a surface: He put the magazines onto the table.Alice put the plates onto the shelf in the cupboard. How to Use the Preposition 'Out of' Use out of when moving something towards you or when leaving a room: I took the clothes out of the washer.He drove out of the garage.   Important Notes and Exceptions In the corner of a room, but at or on the corner of a street. Thats a pretty box in the corner of the room.Ill get off at the next corner.   In / at / on the front versus  in the front or in the back of a car Can you hand me the sandwich in the front of the car?My jacket is in the back of the car.   At the front / back of buildings / groups of people Hes standing at the front of the crowd.Youll find him at the back of the parking garage. On the front / back of a piece of paper Write your name on the front of the test and hand it in.Make sure to check if there are any questions on the back of the page.