RWS 305 San Diego State Unive

please complete those three different assignments

one page for each

For this discussion forum I’d like you to discuss what you’ve learned about Personal Statements and Cover letters in about 200 words. Once you’re done, comment on one (1) posts from other students.

Things to discuss:

  • What’s the difference between a cover letter and a personal statement?
  • Have you ever written one of these documents before? If so, is there anything you’ll do differently this time?
  • Why should you create a tailored document for each position/program you’re applying to?
  • What are some things you shouldn’t do when writing a cover letter or a personal statement?
  • What are some of the best tips you read about for writing a cover letter or a personal statement?
  • Or just give us your notes on each
  • second assignment
  • n order to prepare for this assignment, you now need to pick your path, and find a specific job ad or grad school program that you want to apply to. Once you’ve found a job/program, analyze the text and identify key elements and words you can use in your documents, and tell us about the position before responding to at least one (1) other student’s work.

    1. Find a specific job ad or grad school program.
    2. Analyze the text to identify key words and a description of the type of person they’re looking for.
    3. Provide a link to the job ad or program website.
    4. Write a brief (100 words) description of the job or grad program summarizing what you found in your analysis
    5. .For the Journal

    For this dual journal, I want you to reflect on the things you’ve learned about finding and seeking a job/grad school.

    • What are some new things you learned that you’ll take with you?
    • Is there anything new you’re going to try (video resume, digital resume/cv, etc.)
    • Have you realized you need to do more to prepare for life after university (internships, classes, etc.), or do you feel prepared?
    • Or just reflect on anything we covered over the past two weeks.

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RWS 305 San Diego State Unive

In your RWS 305W class this semester you have read and discussed four texts concerning observations of the labor market in general and the workplace in particular. These readings, intended to provide sociocultural filters through which the work place can be viewed and evaluated, include the following:

    • “The “Three Jobs of the Future,” by Robert Reich (in the course reader available from the Aztec bookstore)
    • “The Big Earners and the Big Losers,” by Tyler Cowen (in the course reader available from the Aztec bookstore)
    • “Serving in Florida,” by Barbara Ehrenreich (in the course reader available from the Aztec bookstore)
    • “Class in America—2012,” by Gregory Mantsios (in the course reader available from the Aztec bookstore)

Instructions

1. Read “The Three Jobs of the Future,” by Robert Reich.

2. Write an analysis of Reich’s chapter, making sure you cover all the following questions, although not necessarily in the order they appear here.

    • Introduce Reich and title of his chapter. Describe briefly what the chapter is about and explain Reich’s purpose in writing it.
    • What is Reich’s main claim—stated in your own words? What reasons does he give to support this claim?
    • Who is Reich’s audience?
    • What does Reich want the audience to do or feel as a result of reading this chapter (for example: change their minds/opinions, vote in a certain way, broaden their understanding of a subject, give money to a cause, take some other action?)
    • Explain the rhetorical situation/context/larger discussion of Reich’s topic: the diversity and changing nature of the global labor market and its influence on the American work place. What are the key concerns regarding this issue? Use the other chapters you have read in class to help you understand the context of this topic as you explain each of the other authors’ claims, the supporting ideas they use to develop their arguments, and how their arguments relate to Reich’s arguments.
    • Identify at least two (2) rhetorical techniques/strategies/appeals Reich uses to persuade his intended audience. Provide examples from his chapter and explain why he uses these strategies. Does he more heavily rely on one type of technique over others? Why does he do this?

3. In the second part of your rhetorical analysis paper evaluate the extent to which all four of these readings have influenced your views about the diversity and changing nature of the global labor market and its influence on the American work place. Evaluate the credibility and sufficiency of the evidence used to support each argument as you address the following questions:

    • How have your views changed as a result of reading these chapters?
    • Which argument(s) most influenced your views?
    • Do not simply talk about how you feel about the American labor market. You must explain your views in reference to how they have been influenced by the arguments and information in the readings.

Assignment Specifications

Length: The paper should be 4-6 pages, double-spaced

Due Date: Refer to the class assignment shcdule for submission date

Format: Follow MLA guidelines for line spacing, margins, headers, page numbering, and documentation of sources. Your paper must be typed using a font no larger than 12 point.

Audience: Your peers, instructor, and other college-educated readers

Purpose: Analysis/argument

Key 305W Outcomes Met with This Assignment

Students will:

    • Analyze the details of a wide variety of writing situations (textual elements such as tone, evidence, organizational patterns, diction, even visuals) according to the author’s purpose as well as the audience’s needs and tastes
    • Respond effectively in writing to issues and arguments raised in a variety of disciplinary, popular, and professional texts and/or contexts
    • Actively read texts using a variety of reading strategies such as annotation, visual organizers, questioning, and discussion
    • Identify how a writer uses rhetorical strategies in various genres of writing
    • Interpret, analyze, and evaluate demanding texts
    • Apply critical thinking skills and reading strategies to evaluate their own writing and the writing of fellow students
    • Reflect on their own progress as a working writer in relation to critical thinking and reading strategies
    • Develop flexible strategies for creating, revising, and editing texts
    • Critique their own and others’ texts
    • Write with an awareness of audience and purpose
    • Identify how discourse communities employ particular strategies for conveying, researching, evaluating, and presenting information
    • Analyze and choose the appropriate conventions for a range of audience expectations
    • Integrate a variety of appropriate sources into their writings in a way that accurately reflects the writer’s meaning and purpose
    • Document sources appropriately
    • Sustain reasonable correctness in grammar and mechanics to perform well in a variety of writing contexts and professional settings
    • Work collaboratively and cooperatively to achieve defined goals
    • Respect the diverse points of view that characterize our multi-cultural classroom community
    • Critically analyze a variety of texts produced for public and individual readers
    • Participate confidently in public discussion on issues of importance to the workplace and the community
    • Address issues in writing

Rubric

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RWS 305 San Diego State Unive

The goal of this module is for you to apply all of the rhetorical analysis skills you refined during Modules 2 and 3, and practice your new skill of framing analysis in order to effectively produce a real world document relevant to your future career goals.

Motivation. Based on your personal purpose (e.g. finding a job, shaking down a company, entering graduate school, or saving time and doing what’s easiest) select one task from the following four that will make your “Q2” a better place [ Smile ]:

(1) Business letter of application {official name for cover letter} and two résumés (one complete generic {laundry list resume} and one targeted to a specific job (see Key 27 in Keys for Writers, or a resource of your choice (find a site tailored to your career), or begin at http://career-advice.monster.com/resumes-cover-letters/resume-writing-tips/resume-writing-help/article.aspx (Links to an external site.))
(2) Consumer oriented business letter or business plan (i.e. complaint or compliment letter; advocacy letter) (see Key27b, download, and more at https://consumerist.com/tag/complaint-letters/ (Links to an external site.) ///for advocacy letter advice.
(3) One each of the 30-minute “Analyze an Issue” task and the 30-minute “Analyze an Argument” task for the Graduate Record Examination (GRE), {or some LSAT prep-analyze test questions or a personal statement}. See http://www.ets.org/gre/revised_general/prepare/analytical_writing/ (Links to an external site.) (click on the link called Pool of Issue/Argument Topics); also peruse the other pages on the GRE website. See helpful grad related documents.
(4) Extension of your other Module 3 project for a business plan, personal statement, etc. that you and I agreed upon via e-mail or your Module 3 Journal entry.

Part I.
Your first task is to select which of the four above documents you will compose. For the résumé and cover letter, identify an actual company & job to apply for (include the link on your first page when you upload your final version). Do framing analysis as relevant to your goal.

Part II .
Identify your audience characteristics as relevant to your rhetorical situation {age, gender, background, education, occupation, political affiliation, beliefs, subject area knowledge, and discourse community (see Key 1d and Key 28b, or the end of Module 2 K+B CRQ#2

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Part III.
List and discuss the rhetorical strategies you will use to engage your targeted audience {document structure, document format, diction, sentence structure, organization, development types, appeals (ethos, logos, pathos), purpose strategy, avoiding or analyzing fallacies}. Discuss these relevant to your framing analysis.

Part IV.
Demonstrate your audience analysis and selected rhetorical strategies to fit the target frame in your composed document selected from the types in Part I. This means to actually do in your documents what you say you will do from your analysis.

Prompt: Craft documents corresponding to one of the four tasks you chose. On page one, write a reflection/plan covering Parts I through III above. The next pages will be your actual documents. Construct a single PDF or Word file with your documents. Your reflection should come first. If you are doing the résumé/cover letter, make your targeted letter and résumé pages 2 & 3, and put your generic résumé last. For example, a resume option for Module 4 will look like:

Page 1: Reflection about parts I-III above. Who did you target? What is their frame? What strategies did you use to match their frame? etc.
Page 2: Cover Letter
Page 3: Targeted Resume
Page 4: Generic Resume

If you have documents other than the resume/cover letter, replace the above pages with the relevant document(s). For example, a personal statement would replace pages 2-4.

Criteria for Evaluation: Successful projects earning a “C” will accomplish the following tasks:

(1) Reflect thoughtful rhetorical strategies for your targeted audience based on your thoughtful framing analysis.
(2) Reflect depth and breadth of preparation, such as what you did in Module 3.
(3) Produce a realistic text that will lead toward accomplishment of your goal.
(4) Use appropriate language, structure and grammar for your writing situation.

Learning Outcomes:

→→Evaluate complex print, digital, and multimodal texts that engage significant academic, professional, or civic issues;
→→Analyze and apply rhetorical principles appropriate to different purposes and goals, within specific disciplinary, professional and civic communities;
→→Research and contribute to specific areas of inquiry by evaluating, synthesizing, and integrating strategies and sources appropriate to genre;
Adapt and employ conventions to communicate with diverse audiences who are members of or affected by a specific area or discipline;
Compose texts reflecting the above descriptors, working individually and collaboratively, through processes of drafting, critiquing, reflecting and editing.

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