English – Dream Big, Reach for the Stars!

Language & Literacy Narrative Brainstorms Worksheet – Phase 1

Hayley Pena

Instructions: Please respond to the questions that follow with as much detail and description that you can. The more you put into reflecting now on the complexities of your language and literacy development, the better off you’ll be in completing our major assignment for our first phase of this course. Take as much space as you need.

When it comes to your experiences with language (speaking and listening) and literacy (reading and writing), what specific moments in your life can you recall that are particularly vivid or that emerge as being significant to you? Yes, it could be an example from your earliest memories of learning to speak, read, and write (in school or elsewhere), but it doesn’t have to be. It could be a memorable encounter—a moment of tension, confusion, or triumph. It could be about experiences developing additional dialects/languages and advanced literacies (i.e., learning to speak/write in different peer groups, at school, at work, with family, online, in different locations across the nation or world, etc. Please select 3 moments to describe. Then, explain why each is interesting or significant.

1. In my kindergarten school, I had a lot of help from my teachers to speak in full sentences and to even start conversations so I could get used to talking in full sentences.

2. Before my sweet sixteen, I had to write a candle ceremony on a paper and the practice it so I can get it in my head at the ceremony. It was really nerve wrecking, but I managed to get it correct in time for the sixteen ceremony.

3. In my high school, I had to take tutoring, I felt it was unnecessary, but it did have been helping me with my word errors. I was easily able to identify some really confusing words and I figured it will help me do well in college.

What specific materials or artifacts (i.e., objects, writing, learning materials, pictures, video recordings, etc.) from your past can you locate/recall and that in some way represent a meaningful moment in your reading/writing development? This can be something like a journal or book, but also anything at all (e.g., a toy, piece of furniture, cereal box, art supplies, etc.) What memories and feelings can you extract from these examples you’ve gathered/recalled? Explain.

I used to have a dairy and I just write anything that I did in my life. I usually just keep it to myself but I got bored of doing it because it didn’t seem that special anymore because I do sometimes just stop writing in it because nothing was so exciting anymore in the past few days. Therefore, I gave it to my cousin and I rather not know what she writes in it because it’s her privacy and I respect that.

For better or worse, who and what impacted how, when, and why you developed your languages and literacies? Who in your family, at school, among your peer group, or in your community played a part? How did your particular situation or experience shape your literacy? That is, what sorts of issues, experiences, organizations, or life circumstances played a part? What kinds of languages and literacies did you gain from those people and your particular situation? How? Why? Explain.

I gained independence and courage to be able to figure out that I could be able to solve problems and to always ask for hep whenever I needed it.

In what ways do you see your language, reading, and writing capabilities as having social consequences or impacting your life circumstances—that is, what advantages did/do you have and what disadvantages did/do you face as a result of your language and literacy learning?

I see my language always sometimes falling short or don make any sense. The disadvantages I would have been trying to keep up with any assignments that I haven’t known about. However, the advantages is that I can get more time to finish them and that way I won’t be stressed out.

How might your experience with language and literacy connect to larger social realities (e.g., of your life, family, generation, gender, race, culture, nation, geographic location, historical moment, etc.)?

My experience with language and literacy connects to what will be depending on my career goals if I could manage to get a biology degree in college. I will have to do any classes in order to reach that biology degree and ask for any help I can get from my professors.

Student Questionnaire – Phase 1

The questions below will invite you to think about your own language and literacy history, and it will help your instructor to work with you more effectively throughout the semester. Take as much space as you need. If you feel uncomfortable or unsure about providing any of the information requested (for any reason), leave the space blank.

Paste in a picture of yourself (optional, but very helpful to your instructor!)

Name Age

Hayley Pena	19
Birth country and other countries you’ve lived in	Birth country: United States
CCNY E-mail address	Hpena002@citymail.cuny.edu
Other E-mail address	Hnpena175@gmail.com

Language Background

First language you learned was	English
Language you feel most comfortable speaking	English
Language you feel most comfortable reading	English
Language you feel most comfortable writing	English
Other languages you speak	None
Other languages you read and write	None
Number of years speaking English	18 years
Comments

Educational Background

Number of years attending school in English-speaking classrooms	12 years
Name and location (city, state, country) of high school(s)	High School for Media and Communications 549 Audubon Avenue New York, NY 10040
If you’ve decided on a major here at City College, list it here	Not at this time
Standing at City College (freshman, sophomore, junior, senior)	freshman

Work and Workplace Reading and Writing

If you have a job, list your place of work and title	SYEP Program
Number of hours per week you work	25 hours only for the summer

Computer Use and Digital Reading and Writing

Bold or underline any of the following that you do NOT have access to at home	Computer / Internet / Printer / Quiet Space I have access to everything
How many hours do you browse the web per week?	I really do not browse the web
What sources, if any, do you read on-line to get informed on current events (e.g., newspapers/journals/blogs/twitter)?
What sorts of social media do you regular?	Instagram
How comfortable are you accessing on-line journals at the CCNY Library?	Not comfortable, I would not know how to do it.

Speaking, Reading, Writing

The 3 questions below are about the sorts of reading and writing do you do outside of schoolwork (in any language):
1. If you have a job or activity you do outside of school and home, what sorts of reading and writing to you do there?	1. I would just be writing to complete any essays or question assignments.
2. What sorts of reading and writing do you find yourself doing in your day-to-day activities (e.g., reading signs, ads, mail, email, social media; writing lists, emails, texts, updates, etc.)?	2. I do grocery list on the weekends, I would read my emails since I get emails, and I also read any SYEP updates for their job applications to see which job would be good for me.
3. What kinds of speaking, reading, or writing do you do on a more personal level (e.g., helping friends or family communicate, read, or write; composing personal or creative writing; etc.)?	3. In high school I would volunteer to read the book the teacher assigned to me and my classmates because it is helps me learn more into that book and of it’s meanings.
What do you see as your strengths as a reader, speaker, and/or writer (in any language)? For instance, some have passion for reading, writing, and/or spoken communication. Some have useful strategies they use as speakers, readers, or writers. Some are fast, others thorough, others analytical, and others all of the above or something else altogether. There are many types of writing and parts of the process of writing, so some of us have strengths in some types or certain parts. Others feel most confident with public speaking or sharing their perspective with others. And still others speak and/or read in multiple languages and perhaps switch between types of languages and styles to communicate with different groups. Some also help friends and family with language or writing. Please discuss many of the strengths you feel you have.	My strengths are that I like to read out loud, sometimes do essays of what the book is about and what the character does in the book, I also like to help others in need by giving them advice. However, my weaknesses are emotion changes which include being shy right away and nervous which can make me stop until I can collect my courage to overcome that shyness and fear of being nervous. Another weakness is that there would be some definitions that I find hard to understand or even to pronounce them correctly.

Please insert below any additional comments/questions you have:

Will there be any front row seats for me? Also I hope I will be able to achieve passing this class.

Rhetorical Analysis Worksheet – Phase 1

Adapted from Ramage et al.’s Writing Arguments (155-157)

Your name:

Hayley Pena

Conducting a rhetorical analysis asks you to bring to bear on an argument your knowledge of argument and your repertoire of reading strategies. The chart of questions for analysis below can help you examine an argument in depth (and be sure to see the additional corresponding, and certainly helpful, questions posed in the chart in the book on pages 155-157). Although a rhetorical analysis will not include answers to all of these questions, using some of these questions in your thinking stages can give you a thorough understanding of the argument while helping you generate insights for your own rhetorical analysis essay.

Short and “free-write” type answers are ok, but be sure to address each question. Take as much space as you need, and spend more time to expand on those questions in which you find yourself interested.

First, go reread the Rhetorical Situation worksheet you completed for this text so that you’re reminded of the author’s background, purpose, argument, and rhetorical strategies; the context, exigence, intended audience, text/genre; as well your initial responses to the text.

What additional insights or corrections, if any, regarding the text or author might you add to the information you gathered in the Rhetorical Situation worksheet?

Audience and rhetorical effectiveness

Writer’s identity and angle of vision

Argument, reasons, evidence, and appeals to logos

1. What is the argument? Is it explicitly stated or implied? Upfront or delayed?	The argument is that some others cannot speak English very well. It is stated and is not delayed.
2. What are the main reasons in support of the claim? Are the reasons audience-based?	The main reason is that English is not bad and that it is a diverse language. The reasons are audience based since the story is based of others thinking English is bad.
3. How effective is the writer’s use of evidence? How is the argument supported and developed?	The writer’s use of evidence is very effective explaining how others react to the ways of the English Language.
4. How well has the argument recognized and responded to alternative views?	The argument is well recognized and shows that some do not take others with “broken” English seriously.
5. What is emphasized and what is omitted in this text?	The emphasized is that others do not take the ones with “broken” language and make fun of them.

Author background and appeals to ethos

6. How does the writer’s personal history, education, gender, ethnicity, age, class, sexual orientation, and political leaning influence the angle of vision? How much does the writer’s angle of vision dominate the text?	The writer’s personal history is that it is showing the forms of English. Also, the education is showing others that English isn’t bad and that it can be diverse language. The writer’s angle of the vision is to spread the story of English and to show the world that the forms of English are part of our language.
7. What ethos does the writer project? How does the writer try to seem credible and trustworthy to the intended audience? How knowledgeable does the writer seem in recognizing opposing or alternative views and how fairly does the writer respond to them?	The writer is trustworthy since her audience is kids that were listening to her speech of the English language. The writer even dislikes calling some of the English “broken.”

Assumptions, values, and appeals to pathos

8. What assumptions, values, and beliefs would readers have to hold to find this argument persuasive?	The values would be that to not give bad negative talk of how English would be bad.
9. How well does the text suit its particular audience and purpose? How would this argument be received by different audiences?	The text suits that it is showing kids that English is not any different and that it is part of our speech language in order to communicate with each other. Also, it would be received by others that will understand that the English language is good to understand.
10. How does the writer use concrete language, word choice, narrative, examples, and analogies to tap readers’ emotions, values, and imaginations?	The writer uses emotions showing the dislike of using the term “broken” for a English Language.

Writer’s style

11. How do the writer’s language choices and sentence length and complexity contribute to the impact of the argument? How well does the writer’s tone (attitude toward the subject) suit the argument?

The writer’s language choices is that they used 3 pages to explain the forms of English in their story. The writer’s tone is very serious and it is straight forward.

Rhetorical context: Genre

12. How does the genre and the argument’s place of publication influence its content, structure, and style? Might the text/approach be radically different if a different genre or publication was used?

The Genre and argument is showing how some others don’t agree with the ways of English and that they think it is a waste of time to even communicate with. The text would approach if there was a disagreement of not using the term “broken” English.

Overall persuasiveness of the argument

13. What features of this argument contribute most to making it rhetorically interesting, memorable, effective, disturbing, or problematic for its target audience and for you yourself?

The features of this argument make this story effective in order to make others not talk negative of the forms of English. Also, it can be memorable since the writer wrote this story to show others of this English language.

Your brainstorms

14. Freewrite here what rhetorical features you’re thinking of focusing on in your Rhetorical Analysis Essay.	I am thinking that I can put more connecting evidence to help me with the essay.
15. Freewrite here some of the points you want to make by analyzing the above features.	I would say that to show more connections towards the points the writer was making and to make it more stronger.

Jordan Rhetorical Situation Worksheet – Phase 1

Your name:

Hayley Pena

Completing this worksheet may take more time than you think. It’s worth the time. The information you gather will help you later when writing up assignments. But more importantly, the process of addressing each of the questions below will slowly work to change how you read texts. Keep in mind that some answers will not be obvious or even observable in the text, and so you may have to do some critical thinking and, at times, even some online research. Use full sentences. Take as much space as you need.

Context & Exigence: What topic/conversation is this text responding to? What year is the text published? What is the exigence–that is, what motivating occasion/issue/concern prompted the writing? The motivating occasion could be a current or historical event, a crisis, pending legislation, a recently published alternative view, or another ongoing problem.

The Topic is about the author telling her experiences of under graduate in black English. Her students face these forceful challenges of examining critically values and world views. I would feel like this would be a segregation revolution all over again. It would because white people would be aggressive to black people because of their color.

Author: Who is the author of this text? What are the author’s credentials and what is their investment in the issue?

The author is June Jordan. She is a teacher while experiencing the black English along with her students. She wrote this to show other people that black people were being treated unfairly and that a student’s brother was shot by white police.

Text: What can you find out about the publication? What is the genre of the text (e.g., poem, personal essay, essay, news/academic article, blog, textbook chapter, etc.)? How do the conventions of that genre help determine the depth, complexity, and even appearance of the argument? What information about the publication or source (magazine, newspaper, advocacy Web site) helps explain the writer’s perspective or the structure and style of the argument?

The text is about that English is no longer a specific matter of geography or an element of the class privilege. However, English cannot function inside thirty-three discrete societies on the basis of the rules and of the values that can determine somewhere else in thirty-four other countries.

Audience: Who is the author’s intended audience? What can you infer about the audience (think about beliefs and political association but also age, class, race, ethnicity, sexual orientation, profession, education, geographic location, religion, etc.)? Look for clues from the text (especially the original publication) to support your inference.

The audience are the students because June Jordan is teaching them the experiences of Black English. They are a bit confused of why the Black English is funny sounding and they find it not sounding right. However, the author finds their language marveled and patiently listened to what her students had to say about it.

Purpose: What is the author trying to accomplish? To persuade, entertain, inform, educate, call to action, shock? How do you know?

The author is trying to accomplish that Black English is produced and is trying to show us that it will be deleted by white people who show anger and hatred towards the language and black people. I would be against however because Black People are human too because they have feelings like all people do. This would cause a war and protest if it doesn’t get resolved right away.

Argument: What do you believe is the main claim/idea/argument that the author is trying to communicate? What stance does s/he take?

The main argument is that black English can’t be translated from the standard English. People must first change the standard English sentences into ideas consistent with the person-centered as-summations of the black English.

Evidence: How is the argument supported? Types of support include reasons and logical explanations as well as evidence. Types of evidence include anecdotes, examples, hypothetical situations, (expert) testimony, quotes, citing sources, statistics, charts/graphs, research the author or another source conducts, scientific or other facts, general knowledge, historical references, metaphors/analogies, etc.

The evidence is in the guidelines for black English and it is for people to understand this and to figure out to even understand it. People would be finding it annoyed and not sounding right or even looking at it but others will find the language of black English guidelines easy to decipher.

Rhetorical Strategies: What aspects of this text stand out for you as a rhetorical reader? In other words, what do you observe about what the author strategically does (consciously or not) in hopes of appealing to their audience? List here as many observations as you can make about what the text does.

The aspects would be that black English would be a new thing for me to learn and it would take some lessons for me to fully understand it. I observe how the author explained to her students of the black English of how it was created and how people used its guidelines.

Citation: Add the correct MLA or APA bibliographic entry for this text. Use easybib.com if you prefer.

June Jordan is wanting people to learn the ways of Black English.

Notes: What do you want to remember about this text?

I want to remember of how people manage to decipher the Black English guidelines to fully understand it. I also want to learn this Black English to help with any future sentences. I will appreciate this Black English language so I can share this with my friends.

Hayley Pena 9/12/22

WLLN Assignment – Phase 1

Before my sweet sixteen’s place was planned, my mother had me to do a dedication for it and it was to include my family members and what I found special about them in my life since I gotten older. Also, she told me I would have to read the dedication I create to everyone she invited.

That made my heart sunk because I never read anything in front of an audience this big especially at my sweet sixteen. I was having bad thoughts about like if I messed up and I would be embarrassed for life. My mother even said that she would have a professional cameraman be recording my sweet sixteen dedication. I was really a nervous wreck because now I would see myself messing up my whole dedication which would ruin me for life.

However, I didn’t let that stop me from doing my dedication, so I pushed that out of my head and began to do my dedication. Then during the night of my sweet sixteen, I began to read my dedication and tried my best to not mess this up. I felt everyone was watching me, but it made me feel proud of myself that I made it to my sweet sixteen.

I also had a money box which people putted their money in to congratulate me. I had a memory box where people put their messages and names on little butterflies and hearts and I would read to see what they have said.

I felt my sweet sixteen was very stunning and it was beautifully decorated and I loved it extremely since I picked out the best spot to even have my sweet sixteen. It was at the Fiesta Banquet Hall at New Jersey.

I had a VIP Court which allowed me to come down the balcony to make my sweet sixteen entrance beautiful and dazzling. I even had a good beautiful dance with my mother and father that some of my friends cried from the beauty and emotional dance.

I had a great time dancing with my friends and the guests. They really had great food to eat and they had cocktails. I even had a toast with my other family that came from far away. I would never forget the moment I walked down from the balcony and felt like a real queen.

After I finished my dedication, I felt relived, and I knew everyone was happy to be at my sweet sixteen and then I had fun with my friends in the rest of my sweet sixteen.

Rhetorical Situation Worksheet Amy Tan – Phase 1

Your name:

Hayley Pena

The topic is about how some people do not speak English very well and how people try hard to speak perfect English.

Author: Who is the author of this text? What are the author’s credentials and what is their investment in the issue?

Amy is the author of this text. However, she is not a scholar of English or of literature because she is a writer. In the definition as she says, she is someone who loved language. Also, she says language is her tool.

The text is about that English isn’t always perfect for some people to find easy to learn. Some Spanish people want to understand English and they always practice in order to understand and learn to speak it.

The audience is the people that have different language and would sometime judge others for having broken language and won’t take them very seriously. This would make that person feel offended and think these people would be taking them as a joke and wouldn’t give them the proper respect.

Purpose: What is the author trying to accomplish? To persuade, entertain, inform, educate, call to action, shock? How do you know?

The Author is trying to accomplish that people can still be smart even if they can’t speak perfect English or any language. I know this because her mother has Amy on the phone to speak for her since she can talk perfect English and the mother can’t not speak English perfectly.

Argument: What do you believe is the main claim/idea/argument that the author is trying to communicate? What stance does s/he take?

The main argument is trying to prove that people can still be smart however some people keep judging others for their broken language. As she said, her mother wasn’t good at speaking English and others were judging her and not giving her the respect/not taking her seriously at all. The stance the mother takes is using Amy to talk on the phone and having Amy pretend that she is her mother speaking on the phone to make other people think she has perfect English.

The evidence is that her mother was waiting for the check and it was two weeks late and her mother was late and the person was not caring. Then in the mother’s appointment to the hospital the staff told her they couldn’t find the CAT scan.

What I observe is that they want to educate that language is for everyone and it can be used to practice for anyone that wants to learn any language to talks to different people. Also, people should be respected for what language they are practicing on. Therefore, no one can’t be treated differently whatever language they are speaking in.

Citation: Add the correct MLA or APA bibliographic entry for this text. Use easybib.com if you prefer.

Amy tan is wanting people to learn to respect other people who is struggling to learn new language.

Notes: What do you want to remember about this text?

I want to remember that people are always trying to speak new languages.

Hayley Pena

Date: 10/20/22

Instructor: S.E Hamlet

Class: Engl 110

Title assignment: Full Draft RAE – Phase 2

Amy Tan wrote this story to tell others what kinds of English she has learned in her life. This means that people should not be treating others differently just because they have a different English language. They are people too and it is normal for them to have a different English language because they grew up with it. Also, Amy Tan’s goal was to show people that there is not a correct way to speak English because it is a diverse language that can be spoken in different ways.

The “broken or “fractured” English Amy Tan refers of Chinese or Asian American having difficult times of trying to communicate in English since they are not accustomed to speaking it. Amy Tan was seeing her mother’s English as “limited.” However, today Amy Tan is not feeling embarrassed to her mother’s English. Amy Tan also allows her mother to read her early drafts in order to improve her own English.

Amy Tan describes these four types of different types of English she would use at home and outside her home. She would use “simple,” “broken,” “limited,” and “proper” English, but did not like to use the word broken because broken means there is something that needed to be fixed.

Although Tan is conscious of not only her own English skills, but also her mother’s English skills. The broken English shows that she acknowledges cultural diversity since she is also raising awareness that most Asian American or Chinese people struggle with knowing decent English in the process.

Also, Amy Tan provides a look into how she adapted her language to assimilate into American culture. She made changes to her language because her mother heavily relied on her for translation. She was the voice of her mother, relaying any information in standard English to those who were unable to understand her mother’s “broken” English. Amy Tan also talks about her mother’s “broken” English and its impact on her communication to those outside their culture. Her mother’s “broken” English limited others’ perception of her intelligence.

However, Amy Tan does not like the use of “broken” to describe her mother’s English; to her the mother’s English was fine, she could understand her perfectly, on the other hand could not. Tan is describing how she felt towards the language barrier others had towards her mother.

Especially, it was hard for Amy Tan growing up because it was a regular thing. She would always have to go back and forth between speaking like an American and speaking like her mother, a Chinese-American. Amy Tan felt when she would speak “proper” English, she was breaking away from her mother who did not know how to speak that way.

Amy Tan is conscious of not only her own English skills, but also her mother’s English skills. This “broken” English shows that she acknowledges cultural diversity since she is also raising awareness that most immigrants struggle with knowing decent English in the process. Also, Amy witnessed firsthand examples of how her mom was being mistreated repeatedly. Therefore, fact that people did not take her seriously, they did not give her good service, they pretended not to understand her, or even acted as if they did not hear her in many places was a clear sign she was being taken advantage of this. Yet, Tan realized that she was using a different type of English to talk to her mother than when she was talking to the younger kids she was giving speeches too.

Although, Amy Tan points out that she uses the same language with her mother and her husband. It is of their “language of intimacy,” even though he is a native English speaker. Even as a writer, she used a more forceful, vivid English that was spoken by her mother.

Amy Tan’s purpose for writing “Mother Tongue” is that Americans can be unaccepting of different languages and often lead to stereotypes or misconceptions being created. She demonstrates this purpose through use of personal experiences while using a critical or disheartened tone. She also expands on this concept by examining her mother’s language, her own English usage, and society’s reaction to various people’s English usage. Also, it to show how challenging it can be if an individual is raised by a parent who speaks “limited English”, as Tan’s mother does, partially because it can result in people being judged poorly by others.

However, Amy Tan’s main claim of Mother Tongue is to persuade people so respect people who struggle with English because she has serval personal connections, she has fact-based proof, and she is an experienced writer on this topic. Also, she demonstrates this purpose through use of personal experiences while using a critical or disheartened tone. The audience in Amy Tan’s essay would be people that were of 20-35 years old and who are culturally diverse. So, she focuses on this audience in order reach out to those who are in her past situation. By writing this story Amy Tan uses her own way, which is writing, to make a bridge between these two cultures, because she thinks that language has power that we cannot imagine. During this, Amy Tan also builds the central idea of her story by describing a realization she makes while with her husband to support the idea that nonstandard forms of English are important forms of communication.

Others would be not accepting to the English language because they think would not be able to speak it which would be very reasonable if they were from a different state or country. However, that should not give them the idea to just start treating others who are new at English with such disrespect and ignorance. That would make them feel so neglected that they would want to just lash out at the person who is just giving them this harsh cold treatment. They should be respecting others who are having trouble with this English language and help them to get them to understand it a bit better so they can be able to communicate with anyone else who uses the English language.

Also, including medical locations should not be neglecting their patients even if they have broken English because it would be responsible of the doctors of what happens to their patients’ conditions and they would be charged for the consequences. It can charge that medical location of to shut down of the staff’s neglect to help any “broken” English patients that try to apply for an appointment. Such as Amy Tan’s mother received such neglect from the staff of wanting to apply for a CAT scan appointment for a brain tumor. Yet, the staff neglected her for the broken English she has and told her that they lost the CAT scan. This angered the mother into thinking that she came to the appointment for nothing.

Others prefer the “perfect” English since they could make sense of it and would take it more seriously than the “broken” English. They would be enjoying this perfect English because it would be easier for them to communicate with one another and enjoy any conversation they would have to enjoy that said perfect English thus leaving the ones with broken English left out of the conversation. In broken English others would speak slowly and often make a lot of mistakes of attempting to talk the English language.

However, the reason is that there is no such thing as “perfect” English is that even the experts do not always agree about usage and pronunciation. Unlike other languages, English has no governing authority that allows or denies how words are spelled, used, and pronounced.

In Amy Tan’s story, she says she dislikes using broken in the English language and in a particular paragraph of her story she says “Not waste money that way.” Yet, it is a pejorative term for the limited register of English. While it is a name for a non-standard, non-traditionally spoken or alternatively-written version of the English language. It is somewhat derogatory when used to describe non-native English and can be insulting.

Cover Letter Phase 2

The story helped others to understand that English is part of our speech language so we can communicate with each other and have fun saying anything with that language. Also, some of the concepts are that it has impacted anyone new with “broken” English language which makes others take them not seriously and will never give them real help even if it was an emergency. This could impact any one that has a patient with an appointment and the staff would never pay any attention to the patient and the situation of them will be critical if not treated.

The purpose was that everyone should not neglect the ones with “broken” English because it does not make them any different and they are still a person like anyone else. The audience would be young people like students from a school to learn of these forms of English and the rhetorical choices would be for them to decide either do not believe English is a diverse language or believe that English is a diverse language. It could show them that they should not judge the English language if it would look so complicated to them and their teachers or parents could help them with this language.

Also, the argument would convince others that English is not that hard to learn and it can be easy to understand with the help of a tutor or teacher that knows the English language. Some would say it is hard to learn but if they are new and from a different country, they would not know any plan of how to speak it. In the author’s story their mother could not speak English properly so it could relate others that are not familiar with it in their country’s language they speak in.

The context would be of learning to understand this English language so we could communicate freely without any struggle of it. In my young years, I was starting to speak English and I grew very strong of saying many things using this English language. I also kept learning new words from the English language and I usually forget a bit of how to pronounce of the hard English words that I often say it a little “broken” and “confusing.”

The way I tailor with the English language is that I have a tutor that often tutors me to learn any of the words that I cannot pronounce properly and it did get a little frustrating. However, I was grateful to have help in these hard English words like “nonetheless or “extinction,” I was able to keep learning new words with a tutor’s help.

Yet the outcome was that now that I do not have a tutor anymore, I start to use a dictionary to find what any new English words mean and how to even pronounce them correctly so I would sometimes use any interesting English words I would find to add to my assignments to make them stronger and sound very intriguing nonetheless. I would keep doing this so I could have my assignments seem very perfect and have no errors so I won’t be stress of having to do it all over again.

Name: Hayley Pena

Date: 11/16/22

Instructor: Hamlet

Class: English 11000

Title: Researched Essay – Phase 3

Questions: Covid-19, how are the covid vaccine boosters are marketed,

easy to understand language?

Dear Unvaccinated Student,

I know you are anti-vaccine or are not deciding to get a vaccine so I am writing this letter to show you why it is important to get a vaccine in order to protect yourself against the Covid-19 Pandemic.

You may be thinking that the covid vaccine would bring it into your immune system and not help protect you from the pandemic.

I assure you that it is ok to be thinking that but the vaccine can save your life from the pandemic so you would be able to live another day without having to fear this dreadful covid-19 disease. However, such

as with other vaccine-preventable diseases, others are protected best from COVID-19 when they stay up to date with the recommended vaccinations, including any recommended boosters.

Yet, the pandemic as we know is Covid-19 and is having outbreaks in China and is spreading to other parts of the world which can be a serious problem for others and the world.

The effects of getting covid-19 would be fever, shortness of breath, fatigue, loss of taste and smell, nausea, vomiting, and body aches.

There are emergency warning signs for covid-19 which are trouble breathing, persistent pain or pressure in chest, confusion, an inability to wake or stay awake, and pale, gray, or blue-colored skin, lips, or nail beds, depending on skin tone. SARS-CoV-2 is a member of the coronavirus family and there are also hundreds of coronaviruses according to the national institute of allergy and infectious diseases. These include four that can cause the common cold, as well as the coronaviruses that sparked the SARS, or severe acute respiratory syndrome, epidemic in 2002 and the emergence of MERS, or Middle East respiratory syndrome, in 2012.

In order to help protect yourself and others from covid-19 is to wear a mask and cover nose and mouth, test yourself to see if your negative or positive, wash your hands often or carry hand sanitizers, cover when you cough or sneeze to not spread germs, disinfect any touched surfaces, and most of all monitor your health daily.

However, if you do have possible signs or confirmed of covid-19 just stay home and get medical treatment, monitor your symptoms, get tested as soon as possible when your symptoms have begun, get rest and stay hydrated, call ahead before visiting your doctor, and mostly wear a mask when you are sick to avoid spreading covid-19 to your family members.

There are currently 649,868,034 confirmed cases in 228 countries and territories. The fatality rate is still being assessed. Sadly, 6,646,175 people have died so far from the coronavirus COVID-19 outbreak on December 04, 2022. This pandemic can wipe out an country is not taken seriously and it will endanger us all. Also, a hallmark of COVID-19 is its ability to get worse quickly and aggressively. While the 10 to 12 days after a positive COVID-19 test are when many patients are hospitalized, researchers do not understand what changes occur early in the disease and how they may predict hospitalization later.

Creating a vaccine in under 1 year is no small feat. While the coronavirus pandemic made a new normal of mask-wearing and physical distancing, it also spurred global cooperation for vaccine research and distribution. However, a vaccine is only effective if people are willing to receive it. With such rapid research in development, some may be concerned that the vaccine was rushed, and with these concerns comes vaccine hesitancy. Also, researchers found that only 71.5% of the respondents would consider taking a COVID-19 vaccine and that only 48.1% would take it if their employer recommended it.

COVID-19 vaccines are available in the United States are effective at protecting anyone from getting seriously ill, being hospitalized, and dying.

The updated (bivalent) boosters are called “bivalent” because they protect against both the original virus that causes COVID-19 and the Omicron variant.

However, previous boosters are called “monovalent” because they were designed to protect against the original virus that causes COVID-19.

They also provide some protection against the Omicron, but not as much as the updated (bivalent) boosters.

However, the risks of getting a Covid Vaccine are that adults and children may have some side effects from a COVID-19 vaccine, including pain, redness or swelling at the injection site, tiredness, headache, muscle pain, chills, fever, and nausea.

Serious side effects are rare, but may occur which will need to be rushed urgently to medical care so it cannot get any worse or will be gravely harmful.

Upon receiving the vaccine, a person should be requested to stay for 15–30 minutes at the vaccination site so health workers are available in case of any immediate reactions.

Individuals should alert their local health providers following vaccination if they experience any unexpected side effects or other health events such as side effects lasting more than three days.

Over seven effective vaccines/boosters have shown promising results in protecting people against COVID-19.

Also, these vaccines are made of assorted components and strengths to help any illness like many competing medical products in the market.

Governments must critically evaluate which product/vaccine offers the best protection at the cheapest possible rate.

This presents an emerging global implication for the marketing of the COVID-19 vaccines and public health implications.

However, some vaccine marketing is not ineffective if not fully tested but once refigured the proper vaccines can have a greater effect.

Another way to market the vaccines is social marketing.

Social marketing can help promote vaccine acceptance and uptake.

It offers a systematic approach to developing interventions that lead to measurable behavioral change to the benefit of individuals and society at large.

Also, social marketing combines tactics from commercial marketing with theories from social and behavioral science to identify and address the motivations and barriers to change within a particular audience or audiences.

In other ways, dating apps and social media platforms, like Bumble and Instagram, could join the effort by providing users with virtual “I’m vaccinated” badges.

While the social media is rife with vaccine disinformation, popular and accessible platforms, like YouTube, could also provide a channel to create and distribute any valuable, shareable content with tremendous potential to increase vaccination rates among the most hesitant or resistant populations, particularly young people.

Hundreds of millions of doses of COVID-19 vaccines have been given in the United States, and according to the CDC, serious safety problems have been rare.

The safety monitoring systems have found three, very rare types of health problems after vaccination.

These are thrombosis with thrombocytopenia syndrome (TTS), which is linked to the Johnson and Johnson vaccine, severe allergic reactions, which have occurred on very rare occasions with all COVID-19 vaccines, and myocarditis and pericarditis (inflammation of the heart and lining of the heart), which has been associated with the mRNA vaccines (Pfizer and Moderna) and the Novavax (a protein subunit vaccine).

The TTS is rare and occurs at a rate of less than two per 1 million vaccinated people, and so far, only in women between 18 and 49 years old. According to the CDC, for women 50 years and older and men at any age, this adverse event is even more rare.

Due to concerns about TTS, CDC recommends that people who are starting their vaccine series get either Pfizer-BioNTech or Moderna (mRNA COVID-19 vaccines) or the Novavax vaccine.

These vaccines are preferred over Johnson & Johnson’s Janssen COVID-19 vaccine in most circumstances.

Yet, there is other cases which is myocarditis that are also extremely rare and have been reported primarily in adolescents and young adults.

The CDC and its partners are monitoring these reports and reviewing data and medical records to learn about what caused the illnesses and to determine if there is a link to vaccination.

Luckily, most patients who received care responded well to treatment and rest and quickly felt better.

COVID-19 vaccination has an important role in mitigating the transmission and severity of COVID-19. Vaccination showed 50% efficacy in reducing the incidence of COVID-191 and limiting the disease trajectory.

Frequently reported hesitancy factors related to the vaccine delivery program included underlying diseases and other barriers to COVID-19 vaccination among older adults.

These barriers can be divided into structural- and attitude-related barriers. Common structural barriers included cost, time, transportation, and clinic location.

Attitude-related barriers included individuals’ beliefs or perceptions that may have reduced their willingness to seek out or accept vaccination.

Misinformation and misconceptions of vaccination because of lack of knowledge about COVID-19 vaccine and vaccine literacy could lead to negative attitudes.

Negative attitudes about vaccines have a significant link to vaccine hesitancy14 where as positive attitudes significantly increase vaccination intention.

Attitudes toward COVID-19 vaccination remain one of the most important factors affecting vaccination intention.

Previous studies on COVID-19 vaccination have shown that inadequate health or vaccine literacy was significantly associated with attitudes towards COVID-19 vaccination and an unwillingness to get vaccinated against COVID-19.

In addition, vaccine literacy has been shown to be a significant factor that influences vaccination intention and reduces vaccine hesitancy.

Recently, a COVID-19 vaccine literacy scale was developed to measure and assess a person’s ability to understand, appraise, and apply existing information about the COVID-19 vaccine to make an appropriate decision about vaccination.

This highlighted that vaccine literacy is an essential factor affecting vaccination intention.

This study aimed to explore COVID-19 vaccine literacy, attitudes toward COVID-19 vaccination, and intention to receive the COVID-19 vaccine among older adults.

In general, health literacy is defined as the motivation, knowledge, and competence used to access, understand, appraise, and apply health information and make health-related decisions

Health literacy can facilitate distinguishing between reliable information on COVID-19 on the topic, it helps navigating sources of health information and health services, and health literacy empowers people to make informed health decisions and to practice healthy and protective behaviors in the time of the coronavirus and COVID-19 pandemic. Also, the Health literacy is a key factor for enhancing healthy behaviors, choices, and the is the ability to access, understand, appraise, and apply health information, making it crucial for navigating coronavirus and COVID-19 information environments.

Population-based studies on health literacy have shown that great proportions of European, North American, and Asian populations have difficulties dealing with health-related information. The European Health Literacy Survey (HLS-EU), which was conducted in eight countries, found that almost 50% of all adults have “problematic” or “inadequate” health literacy, meaning that it is potentially difficult for them to access, understand, appraise, and apply information to promote or protect their health.

Hayley Pena

Instructor: S.E Hamlet

Class: English 11000

Date: 12/11/22

Title: Self-Assessment Essay – Phase 4

As a writer, I developed strong skills and formatting my evidence and to plot the point of a paragraph and bring out the strong thesis statements to provide the story I created on. I also use the writing center to help with my writing assignments and give me the encouragement to never give up even in the hardest understanding of an assignment I am not certain of or feel stressed about it.

I also look up any resources to know how to sharpen my writing skills and to have strong statements for my essays. However, I do go to my instructor to show them my assignment and to make sure if I am missing or did something wrong to always go to the writing center to fix it and improve it more often. I will use this strategy to help me overcome these assignments and to keep improving in any writing classes.

In Phase 1 of my English semester, I begun on the writing language and literacy language assignment to start on this semester class and I have found the start of it easy for my liking. I wrote in the assignment of my past and the struggles of the Spanish language I had in my young age.

I used this of advantage to complete the questions with much detail and information that helped me plot ideas.

I remember the tutoring and I could recall that it is useful for any new words I see and had a hard time pronouncing it or even trying to say it. It really infuriates me and I find it annoying but with the help from the tutor I start to memorize the word and say it slowly and write it down so I could remember it.

After I finished that assignment, I moved on to the spoken language & literacy narrative. I had started to use the article “mother tongue” and I took great interest in it. I started to place information and format it to show the evidence of the point of the story is about and how to theorize what is happening for the audience to understand it. I was intrigued that in this article tells that some others can have a hard time to learn English and struggle to understand it while also communicate in the language of it.

I felt that this article has inspired my own troubles of Spanish and that I also had a hard time understanding and trying to communicate in the Spanish language. In the assignment, I answered the questions and provided strong information of the article “mother tongue.” I also found it very interesting and had a great liking for this article and fun doing this assignment.

In my Cover Letter, I start to reflect on who is my audience and how I would tailor my language and choices to appeal to them. I used my evidence to strengthen my cover letter paragraph in order to make it longer and wrote in my insights that I gained in phase 1. I explained in my cover letter of how the outcome in phase 1 had gone and I found it smooth and easy to work with other students in the peer review. I also added a picture and a title in my WLLN to show the audience. I also described the time of my dedication of my sweet sixteen. I found this assignment a little busier of writing and with longer sentences of almost a 4 page.

In Phase 2 of my English semester, I had started on my Rhetorical analysis essay of the article Amy tan “mother tongue”. I used evidence from the article to help provide my answer for the questions and to set my example of the article’s passage. I also used some words from the article like “broken” and “English language” to show the expressions of what the author has placed in the article. I used the writing center for some advice on how to get strong sentences and to show how English is a different language.

They also helped me extend it to make a full draft and I was grateful to have their help for this assignment. I found this assignment relaxing to write and to express how I know about it so much of this article.

In my Rhetorical analysis essay cover letter, I started the full draft on “mother tongue” and described in it of how the author would use the four different types of English. I had help from the writing center to improve my draft and it really helped me a lot and I am thankful for that. They had given me good advice for this draft and I used this advantage to make it stronger and to get a good grade.

I also used evidence from my rhetorical analysis essay to help make my cover letter be more argumentative. I also added some words in the essay like “simple,” “broken”, “fractured”, “limited”, and “proper”, to make it unique than the article. I found this assignment easy to do along with the writing center’s help.

In Phase 3 of my English semester, I started on my researched essay which was on the topic of how covid vaccine boosters are marketed and its literacy language. I began my research using the city college library databases and used a site called “Gale Health and Wellness” and I used its advanced search to find the sources I need for my researched essay.

I found a source site which was called “EMA recommends conditional marketing of Pfizer-BioNTech COVID 19 vaccine” and then I used its information to add to my researched essay and citation it. I found it a bit hard to find the research sources alone but the writing center helped me with the advanced search and now I finally know how to do it by myself.

I also used JSTOR in the city college libraries for further information of how covid vaccine boosters are being marketed and it helped me with some interesting information. Yet, I had to fix the introduction of the researched essay because it looked not really getting into the beginning sense so I had the writing center to help me bring out the great intro and to give me advice on how to make my research essay be more convincing and argumentative. I used some examples of the language covid literacy to find useful passage for it and I putted it in my own words. It was hard trying to get to 5 or 6 pages though and I felt sad.

In my Researched Essay Presentation, I described the essay with strong words and explained how I done it. I also explained my thesis statement which is: such as with other vaccine-preventable diseases, others are protected best from COVID-19 when they stay up to date with the recommended vaccinations, including any recommended boosters. It provides the point that covid vaccines are more effective when they are not rushed and need time to make sure there are no side effects.

Also, I putted citation and putted in evidence to explain my essay and thesis statement to make it look strong. I found it a little nerve wrecking because I thought my essay was not strong and would not make any sense.

In my Research Cover Letter, I would be making it as if I was making a latter to an unvaccinated student who would fear deciding whether to get a covid vaccine booster. I explained in my essay what covid-19 is and how it is bad for the unvaccinated and how badly it can spread to others when in contact. I also putted the side effects of covid-19 and the different types of covid vaccine so it can be more specific since there are hundreds of covid-19 variants.

I wrote the explanation why getting a covid-19 vaccine booster was so important and how it can keep us safe from the pandemic.

I then included what will happen to those who do not get the covid vaccine booster and yet get infected by it would have to be quarantined and hospitalized before they have critical statis in their immune system and they could suffer massively.

I then wrote the common side effects of a covid vaccine booster like soreness at the injection site, headache, and fever. However, I explained in the letter that it was a good sign for the vaccine to be working into the immune system so it is nothing to be afraid of. I began to write the suggestions when anyone has been infected by covid-19 is to do not get close to anyone else so it does not spread any further.

In the conclusion of the letter, I wrote the final information how good the covid-19 vaccine booster can protect others from the pandemic. I found this assignment a bit difficult to pretend to write to a student that I have not met or know their name.