I read Katrina’s post and found what she wrote was interesting. This is because she wrote about things that I didn’t mention. In my post, I mentioned how I felt and what I learned through reading Russel Baker’s and Mary Sherry’s stories. In contrast, Katrina analyzed both essays and their effectiveness on their readers. Both essays aim to inform their readers about the importance of writing what you wish but in different ways. Katrina also agreed to the idea that both essays aim to inform this message but Katrina specify that  Baker used ethos while Sherry used autobiography and credibility in her essay. Although Katrina didn’t mention how she felt after reading the stories, I found that, in my perspective, Baker’s story was more effective than Sherry’s story.

I read Yuka and Yarinell’s posts. Both of them did a really great job in summarizing the key points of the chapter. I realized that both of them used actual examples of the people, that were mentioned in the book, as their “evidence”. In contrast, I didn’t use the examples that the people had but rather just direct quotes that point out what I am talking about. While Yarinell talked about the two separate topics, Yuka connected both ideas and how one affects the other.  Even though we have different responses, but we understand the content and the main points of this chapter.

I am still in the process of thinking about how I should write my speech, therefore I haven’t been able to decide how to present the audio essay. Since I don’t have a complete plan yet, I have decided to play around with the theme of Japan. This is because this was one of my audio essay plans.

This is the link: https://spark.adobe.com/video/VWbzF92cDWDcG

There were a few problems that I faced when I was playing around with Adobe Spark. First, I wanted to be able to have transitions between slides but I wasn’t able to find that out. Second, I wanted to be able to select the section of music that I want to play. For instance, the music I added in is 2-3 mins long, but I wasn’t able to choose which section of the music to play. It automatically starts from 0 seconds.

Ideas

1. volunteer work-> C4C experience?

2. music composition-> not knowing how to start, build up and etc.

3. cheer?

4. amazing world of animation-> exploring a new pov

5. experience in Molsheim, Alsace -> experiencing how freely and peacefully you can live ->a place where I put most of my stress down for the very first time.

6. (age 7?8?) The time I was so stressed out because I wouldn’t play this one piano piece right. I had such a breakdown that I not only cried for hours and tried to piano piece but also wanted to completely give up on playing the piano.

7. First time all my nightmares went away (age 6) -> Going to church and believing in Jesus Christ.

4 vs 5 vs 7 // 5 vs 7 // 5

Outline- My 1-month experience in Molsheim (Summer of 2019) 

Introduction + Experience 

1. The reason why I went there (before going + all the SAT plans-> the stresses I had)
2. What happened + Places I went
3. How I felt
4. Stress back at home vs how free I felt-> the piano experience

Conclusion + What I learned: 

1. How important it is to take a break and relax and realizing how powerful stress relieving is
2. The importance of our environments are and how they affect us in different ways

Exercise: {R= run-on CS: Comma Splice C: Correct}

1) “The chickens on campus play a famous role for our school, they make us unique.”

->Type CS; The chickens on campus play a famous role for our school. They make us unique.

2) “What if the chickens laid eggs and hid them somewhere they would get left behind.”

->Type R; What if the chickens laid eggs and hid them somewhere? They would get left behind. 

3) The chickens bring laughter to our students, without them we’d be an ordinary school.

->Type C

4) I remember, after my first class I was leading out to the bookstore unfortunately, I stepped on the chickens’ dump. 

->Type R;  I remember, after my first class, I was leading out to the bookstore. Unfortunately, I stepped on the chickens’ dump. 

5) Right now, there many chickens living freely on campus but many professors don’t want chickens. 

->Type R; Right now, there are many chickens living freely on campus, but many professors don’t want chickens. 

6) Chickens should not be allowed to live freely on the campus because they cause stinky odors make noise and no one wants to clean after.

->Type R; Chickens should not be allowed to live freely on the campus because they cause stinky odors, make noise, and no one wants to clean after. 

7) Anytime students want to lie down on the lawn they need a place that look clean and have a fresh air therefore they can not take a nap or study. 

->Type R; Anytime students want to lie down on the lawn, they need a place that looks clean and have fresh air, therefore they can not take a nap or study. 

8) But I strongly disagree with that opinion, chickens should not be allowed on campus at all. 

->Type C

9) During the time students are in the lab if the chickens make a lot a noise the students won’t focus to do their job.

->Type R; During the time students are in the lab, the chickens will make a lot of noise therefore students won’t be able to focus on their job.

10) In conclusion, if the chickens live freely on campus because students let them live free then these students should clean the chickens’ mess. 

->Type R; In conclusion, students who allow chickens to live freely on campus should clean the chickens’ mess. 

In the article, “Op-Ed: Psychedelic treatments are here, but doctors aren’t prepared” by Rick Doblin and Jennifer OuYang Altman, poses a ceremonial argument that supports the usage of psychedelic treatments. They argue that as the popularity of using psychedelics to treat mental disorders increases, it is important for medical professionals to educate their patients on these topics. They propose the idea that “It’s not a question of whether people will use powerful psychedelics in pursuit of mental health [but rather about making] patients feel comfortable talking to their healthcare providers about it.” In their argument, they invoke logos by giving factual evidence on research from “medical school students at Harvard, Stanford, Yale” which has supported psychedelics for mental issues like depression and anxiety. As the use of psychedelics in a clinical (and non-clinical) setting gains popularity, the authors stress how important it is for patients to be able to talk to their healthcare providers about proper usage.

Link to article: https://www.latimes.com/opinion/story/2021-08-29/op-ed-psychedelic-treatments-are-here-but-doctors-arent-prepared

After reading Nardos’s response to the “Global Digital Divide”, she discusses the main idea of how it is a problem that one country’s political economy puts people at a disadvantage. People are at a disadvantage because they’re not able to access information and education which limits one’s talent and potential. 

The key idea is similar to my own writing because I also believe that it’s an issue that we should look at. On the other hand, my writing is different because mine was more personal. 

To my surprise, I learned was that there are people in the world that doesn’t know what is happening. They didn’t know that a lot of people are at a disadvantage. This makes me sad because this means that there are people who don’t know the sufferings of others and, therefore, aren’t able to help them out. 

Originally, my mom picked “Lillian” from the dictionary. She chose this name because it represents the flower, Lily, graceful, nice, and calm person. Lillian is a blend of Lily and Ann. In Hebrew, it means “my God is a vow”.

My last name “Li” means Minister. I didn’t know that there was a story behind the last name “Li”.  Apparently, the story behind the last name “Li” was that this family fled the country and relied on a plum, “Li”, to survive.

 I was embarrassed by my last name because I have been criticized based on my last name because it was a Chinese last name. I would always be scared to tell people my last name. I also had moments where people assumed that my last name was “Lee” and not “Li”, and once they found out my last name was “Li” and not “Lee” they would give me looks. 

I don’t plan to change my name because I like it.  I think it sounds nice and it holds meaning to me. I grew up speaking mainly Cantonese and English.

Today I read Nub’s response and concluded that the key ideas are the author’s focus on the different kinds of arguments and understanding when to apply these types of arguments. Nub chose to reflect on the arguments of facts and, according to Nub, it is the type of “[argument] made in accordance with facts”.

In my response, I chose to respond to arguments of evaluation. They are similar in ways where they both require understanding and preparation of the topic. The difference is that arguments of evaluation require analyzing and more thought processing. In comparison, arguments of facts are the confirmation of the research and evidence that is being found. After reading this response, I feel that arguments of facts are one of the first steps in preparing for the arguments of evaluation. Nub’s response followed the guidelines of the criteria. 

From the Reading

We need to make arguments because first of all, arguments are a form of conversation or debate where two or more people are fighting over why their point of view is correct. Second of all, everyone is an individual being that has different ideas or points of view, therefore through arguments, we can learn about each other’s thoughts. Third, we need to learn how to listen to other people’s arguments and express our arguments in order for society to improve as a whole. 

Between pages 1 through 15, Andrea A. Lunsford and John J. Ruszkiewicz explain what arguments are and how they appear in everything that we do. The authors highlight that arguments present “who you are and what you value”. (Page 5) Even though they explain that we should “clearly and cogently” (page 9) argue for what we believe in, but it is also important to listen to others because we need to “[understand] where other people are coming from”. (Page 8) By listening to other people’s arguments, we are able to “[acknowledge] our own stances are deeply influenced by forces [that] we may not even be aware of.” When we accomplish how to successfully and skillfully make an argument, we are not only able to persuade others but able to protect ourselves from being manipulated and have a self-defense mechanism against fraud.