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Entry I – 21/9/2012

Since the writing of this first entry had slipped from my mind as I began class and am currently waiting for my ordered copy of Meno at arrive (the screens on the school computers have a resolution that makes heavy reading on them almost impossible, not to mention the absolutely horrible color scheme of the site provided), I thought I would pen it now. I personally find the UI of the WVS site to be, well, atrocious, and my friend who is currently taking French agrees. In addition, some of the elements do not work correctly, though I believe it to be an issue on my end (since I insist upon using Firefox, which, due to its update schedule, continually breaks the plugins the site relies on… however, my friend experiences similar issues, and he prefers to use Opera, which is updated fairly rarely compared to Firefox. Fortunately for both of us, we can both compensate and make up for this.). Technical problems aside, it bothers me a great deal that I have stumbled upon numerous grammatical errors and spelling errors within the site messages and site lessons. Under normal circumstances, I would do my best to ignore it, but, come on, this is an English class. I also have yet to try the site and its features using Debian, an experiment I will most likely be conducting shortly.

This course, hopefully, will occupy and inspire me (though that has become increasingly difficult with English classes). I am taking this class in an attempt to be an engaged learner, as I find English classes ridiculously easy. Writing by hand, though, in things like timed writings will be difficult. Because I cannot physically write at the speed my brain thinks, my writing suddenly loses all nuances of fluidity, clarity, and eloquence. When typing, however, I can keep up with my thoughts. That’s why I never write papers in class when given time to work. I must be alone with my computer to do such a thing.

I presently find that it seems like nothing is being done and that the class is fairly inactive. I hopefully will help to end this when I can begin my Socratic dialogue. In the meantime, I will continue to do what I’ve been doing: reading and listening to Psychedelic Rock.










Entry II – 9/25/2012

Based upon the lack of clarity in the directions for this assignment, I’ll assume that I’m supposed to demonstrate my comprehension of the items listed. I already know the last one, for I take pride in being informed and formulating a good argument, which involves research (including researching the quality and impartiality of your sources), developing a well thought out opinion, and using sources correctly to support said opinion. However, my arguments are not perfect. I will openly admit that I am guilty of pedantry, and have used it often (although it has worked multiple times to get my point across). I enjoy utilizing allusion and deplore the usage of inducing emotions to persuade. I tend to ignore euphemism, because I feel that it cheapens my words and clouds the point I’m trying to make. If something needs to be said, I say it directly.

There are also multiple tools within rhetoric that I wish did not exist, because, though I understand them, I will not be persuaded through their use (and nor should others). Most prominently, I speak of circumlocution, appealing to morality (as well as using religion as a justification for doing something grossly inappropriate), false syllogisms, as well (but to a different extent) as paradox (though this is because it truly accomplishes nothing in terms of usefulness for an argument, and may confuse the easily confused).

In the end, though, I have never really had what I would deem a “real” argument, for the only arguments I’ve ever had in this town have been all too simple, because few are willing or capable enough to comprehend or accept what I’m trying to tell them without lashing back with ignorance.

New Vocabulary (never before seen words or unknown words): Circumlocution











Entry III – 12/10/2012

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