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Dylan Davis

3/11/2014

English 102

Application of First Year Writing Process: Doc !ent Design

"he First Year Writing Process that # felt heavily i!pacte$ !y %riting this co rse& %as theo'vio s choice : Doc !ent Design( "hro gho t the year& the i$eas an$ the!es of !y %ritinghave 'een $irecte$ or ai$e$ 'y !y tho ghts of ho% the $oc !ent %o l$ 'e receive$& !ostlythro gh the $esign of the $oc !ent( Whether the $oc !ent e!anate$ an a ra ofprofessionalis!& or $re% the a $ience in thro gh its ter!inology an$ acco!panying vis alrhetoric& the $esign of the $oc !ent %as the $efining force 'ehin$ the %or)(

Analy*ing !y past %or)s& the 'eginning of n$erstan$ing $oc !ent $esign 'egan %iththe secon$ co!position for English 101( Prior to approaching this co!position& # ha$ never'efore se$ vis al rhetoric as a !etho$ of $elivering content to an a $ience& other than + st apassing reference or so!ething to $istract fro! a less thoro gh part of the piece( ,ontrary tothe previo s piece # ha$ %ritten in English 101& %here # ha$ %ritten a'o t a personal story in

%hich # learne$ a lesson or reflecte$ pon !y past& ,o!position 2 involve$ !ore statistical $ataan$ analysis of the content( For ,o!position 2& # chose to %rite a'o t the social an$environ!ental factors that affect the 'ehavioral !atri- an$ personality $evelop!ent of a person&an$ ha$ to incl $e previo s $ata involving statistics an$ graphs that %o l$ en$ p s pporting!y concl sion that the environ!ental an$ social aspect of one.s life contri' te$ to the$evelop!ent an$ !a)e p of their 'ehavioral !atri-& for!ing certain f nctions an$ reaction thatocc rre$ to si!ilar sti! li( #n that piece& the !ost effective 'eing on the thir$ page of theco!position& $escri'ing the principles of sit ationis! in a $ecision !a)ing flo% chart it ationalPerception& 3 (

Figure : Flow chart used in composition 2 to illustrate the decision matrix I described

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"he a'ove flo% chart ill strate$ the process # ha$ previo sly $escri'e$ as:

The system of encoding and situational features resulting in constraints to theassessment of goals in a situation, activating the behaviors and behavior generation

process. . .relating to situational analysis, goal order, and personality are covered in thecentral matrix of Cognitive !ffective "ersonality #ystem. The feedbac$ loop establishaccesses previously encoded if % then logic statements through the situational triggers

perceived, which result from the initial situation and the response from and attemptedchange or activation of situational behavior . . . emotional state of the sub&ect and recentexperiences . . . add to situation behavior profiles . . . while influence on the system fromthe outside is shown in the'sic(interactions among'sic( mediators path )#ituational"erception *+.

"his $ense paragraph rea$s as an incoherent slice of techno'a''le on its o%n its content an$the i!plications of its gi''erish only reali*e$ thro gh the incl $e$ rhetoric( "ho gh it %as a stepfor%ar$& 'etter vis al rhetoric co l$ have 'een se$& an$ the organi*ation of the paper co l$have 'een !ore 'eneficial to the paper& incl $ing a $ecision !atri-& flo% chart relate$ to thecontri' ting processes& an$ sing !ore colorf l5 rhetoric that 'oth conveye$ the i!portant $atathat %as nee$e$ to p sh the point of the paper& %hile $ra%ing a pathos 'ase$ response ina$$ition to the logos(

Fro! that initial e-perience in English 101 to the arrange!ent of E678 102 proposals&the i$ea that $oc !ent $esign is an i!portant& if not cr cial& part of the co!position of %or) thatreaches the a $ience an$ efficiently conveys the point& %hile $e!onstrating a sense ofprofessionalis! !atching the tone of the paper( #n English 102.s first co!position the FWP ofDesigning a pro$ ctive an$ creative Doc !ent %as sho%n on a stronger front the co!positione!ploye$ ! ltiple so rces of si!ilar vis al rhetoric to enforce the i$ea that the vis al rhetoric of$epression a$s %as present in the 9cDonal$.s A$vertise!ent Yo .re 6ot Alone5& in the vein ofanaly*ing an$ criti ing a so rce of vis al an$ te-t 'ase$ rhetoric( "he a$vertise!ent se$&

sho%n to the left& %as $escri'e$ an$ co!pare$ to fig re 3 an$ vario s other $epression a$$son the 'asis of ho% the choices in color an$ 'o$y positioning $re% o'vio s parallels to$epression& "he s '+ect is enshro $e$ 'y the $ar)nessaro n$ her& creeping onto her fig re in the for! ofsha$o%s( ( ( "he %hite in contrast to the 'lac)'ac)gro n$ 'oth literally an$ theoretically represents a

light of hope5 #n the $ar)ness5 an$ ho% they effectively state$ that the s '+ect.s s ffering isca se$ 'y their %ant of a 'ig !ac& %ith all the prior principles se$ to $e!onstrate the %o!an.s

%ant of the pro$ ct& foc sing on the parallels $ra%n fro! the i$ea that there are others s fferingfro! the %ant of a 'ig !ac fro! %hich accepting it can 'ring happiness(5 "he vis al rhetoric

se$ an$ the co!parisons $ra%n thro gh their incl sion s ccessf lly conveye$ the principlei$eas of the paper& an$ $e!onstrate$ the effective se of the e!otions conveye$ of the vis alrhetoric in an appropriate an$ reasona'le !anner& e!phasi*ing the pathos an$ sincerity of thepaper( While the i!ages orientation an$ the acco!panying te-t gave the paper a !oreprofessional an$ e-perience$ a ra of ethos an$ %is$o!( "he Design of the $oc !ent $re%

pon articles fro! the 6e% Yor) "i!es& ; ffington Post& an$ otherse!i respecte$ so rces of +o rnalis! an$ %riting& in or$er to conveythe sense that the paper co l$ 'e consi$ere$ on the sa!e level( # feltthat this incl sion of effective $oc !ent $esign 'ro ght the paper to a state higher than a si!pleentry level critical analysis& an$ 'ro ght it to a state %here its content co l$ act ally effect the

Figure 2: !dvertisement used inComposition , /nglish 02: 1 ou3re 4ot

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a $ience on e!otional an$ logical levels of co!passionan$ n$erstan$ing(

Though an example of group work, document designplayed an additional roll in Composition 2 of English102, for which the visual rhetoric paralleled comp 2 ofEnglish 101 in its emphasis on data, but moreeffectively combined that with the structure of the work The design of the document and the choicesmade in its inclusion of graphs and data related to!ockouts on "rexel campus and whether there was

support for our proposal on the implementation of wireless electronic locking systemsfor "rexel dorms The graphs used colors to emphasi#e the data we wanted theaudience to focus on, while using less perceivable color for the data of the second graphin figure $, where the %uantitatively lesser data on students

willingness to switch to a new system over shadows the light

grey data on how much they like the current system&dditionally, figure $ was captioned, ' of theprospects a ne% syste! fro! 9illeni ! st $ents5 %hich allo%e$ !eto foc s the a $iances attention to%ar$s the positive $ata& an$ allo%the! to ass !e the res lts fro! the caption itself ?eyless Entry& 4 (#n the %hole of the paper& the i!ages flo%e$ nat raly into the %riting&as they %ere on a s!aller scale& an$ i!ple!ente$ $esign choices # se$ fro! the ,o!postion 2of English 101& in ter!s of their orientation insi$e the paper& instea$ of 'eing re!ove$ fro! the

%riting( #n !y oppinion& this allo%e$ the a $ience to analy*e the i$eas presente$ in the paper %ith a positive 'ias fro! the vis al rhetoric an$ increase$ its positive reception(

# %ill contin e to $evelop !y n$erstan$ing an$ application of proper an$ professional$oc !ent $esign thro gho t !y collegiate career& an$ learn fro! other %riters on the topic(;opef lly& the rhetoric se of $oc !ent $esign that # have %ill contin e to positively infl ence!y %or)& 'ringing positive 'ias as it $i$ in English 102.s ,o!position 2 an$ actively e-plainingthe principles # a! atte!pting to convey in a !ore n$erstan$a'le !anner& as it $i$ inco!positons 2 of English 101 an$ co!position 1 of English 102( # loo) for%ar$ to e!ployingvis al rhetoric an$ professional $oc !ent $esign to enhance !y %or)& 'oth in English an$ otherfiel$s& an$ hopef lly& the sage of efficient an$ professional $oc !ent $esign %ill contin e to ai$!e f rther 'y translating to presentations

an$ arg !ent organi*ation as %ell(

Figure *: graph from Composition 2, /nglish 02, using contrasting colorsto define the highlighted points of the surveys and positively bias the

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(orks CitedDavis& Dylan& @ran$on ,o lo!'e& an$ 7a''riel Dela Pa*( ?eyless Entry on Dre-el ,a!p s(5English 102(

Donna 8on$olone( English& Dre-el( 4 9arch& 2014( Print(

Davis& Dylan( ,riti e of Yo .re 6ot Alone(.5 English 102( Donna 8on$olone( English& Dre-el(2B

Can ary& 2014( Print

Davis& Dylan( it ational Perception as a F nction of Physiological an$ PsychologicalApplications in 8eference to ocial n$erstan$ing(5 English 101( Donna 8on$olone(English& Dre-el( 2 Dece!'er& 2013( Print(