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CONTENTS
Thinking About My Thinking 3
Media Analysis: Wizof.Biz Pitch 6
Ethos Builder 1 9
Ethos Builder 2 11
Ethos Builder 3 12
Exit Reection 14
3
Nov 13th, 2011
Tim Heng
THINKING ABOUT MY THINKING
1. According to Nick Crossley, Social agents are able, reexively, to recognize that their way of
seeing and thinking about the world is derived from a social structure (a discourse) that they have
learnt and that they habitually rely on (61). What ideologies or belief systems (cultural, intellectual,
disciplinary) do I subscribe to? How do these affect my thinking, my actions, or other ways of
engaging in the world?
I am a Christian, so I believe that Jesus Christ, the son of God, died on the cross to forgive every man
on earth. I think that this belief has inuenced the way I think because this belief that God created man in His
own image, that roots deep in the Christianity, has changed my negative self-image in the past. I used to be very
insecure about my appearance but now I am no longer obsessed about my looks, more condent around other
people, and able to see other people in the same way. Christians are called as disciples of Jesus, and Gods sons
and daughters. They are taught through Bible to believe that the disciples of Jesus should love neighbours and
God and it is the most important commandment that God gave to their sons and daughters. I think this spiritual
belief that I rely on has made me become a more positive person. As a daughter of God, I am not easily broken
or damaged by outside inuences and the word of God gives me comfort and counsel. (180 words)
2. What is a good idea? Explain by establishing your criteria for a good idea and by giving a concrete
example. What factors inuence my ability to generate good ideasupbringing, creative practice,
professional or disciplinary approach, commitment to a skill, or something else?
In my denition, good ideas concern with correct usage of idea within the writing context, creative
thesis, and the level of satisfaction the idea can give to its target group. In my opinion, generating ideas
efciently comes from being a good thinker, who is efcient in note-taking when brainstorming, and retrieving
memory because writing reects the writers thinking. I think that the factors that inuenced my thinking habits
are practice, and disciplinary approach. Also, I believe that constant practice of note taking has made me a
better note-taker. For example, I used to just memorize things I hear instead of writing but I noticed that there
are many gaps and holes when I was trying to remember every details. When I started to carry my own little
notebook to jot down every idea I have and sometimes for drawing my own sketches, diagrams and doodles on it
Self Reection: Thinking about Social Agency
Eunice Lee
Mar 24, 2014
4
helped me retrieve memories and ideas that I had more quickly and efciently. These factors inuence in
generating a good idea by helping me become a good thinker and a note-taker. (178 words)
3. What artist, designer, creative professional or discourse community has inuenced my academic
interests or my creative work? What is it about their work that makes them appealing to me?
The performance artist called Teching Hsieh has greatly inuenced my artworks. Teching Hsieh is
recognized for his 5 series of one-year long performances that captured art and life with such a perseverance
and dedication. It has inuenced the way I treat my artwork. One of my favorite works from him is the One Year
Performance, Time Clock, that captures his decision to portray his social and cultural isolation from the
mainstream society. He makes a statement before pursuing his plan to do a one year performance piece, and
then he begins his performance on April 11, 1980 at 7 P.M., punching a Time Clock in his studio every hour for
one year. Before I encountered his artworks, I was always eager to nish my art projects in the quickest time
possible without too much effort. But seeing him voluntarily putting himself in a harsh environment, limiting
the freedom, conversation, and technology for the creation of art, made me realize that creation of beautiful art
must come with a price and that art is the act of capturing life. So, I often go outside to capture life in camera
and integrate it into the artwork as a prelude to my creative work. (202 words)
4. Following through on John Ruskins ideas, Sharples states, there can be no ideal view of the
world, free of perception, only different ones. There is no single truth for a reader to unpack from the
text (156). How do I know what I know is true? Who or what do I dene as a credible source?

In his book, How we write: writing as creative design (1999), Sharples makes an analysis that there
are only different truths for the readers because words are lled with meaning drawn from human culture
(Sharples, 1999, p. 158) that the dialogue and communication between the writer and reader change the way
the reader interprets the words. The only group of people that I dene as credible sources are well-known
specialists who have established their ethos creditably and publicly. I check on whether or not the source is
credible by looking at the educational background information about the writer or speaker. If he/she is an
author, academic, historian, or an expert, then I trust their paper or speech. I do not easily dene a source to be
credible unless I see the background information of the journalist. The background information of the writer
5
Nov 13th, 2011
Tim Heng
helps with building their ethos through their professional works done previously or through their educational
background. The reliable sources come from reliable writer who are professionals in the eld of writing and
seeing their background is important to make sure what I subscribe to is actually true. (190 words)
Revision Strategies
For question 2, I had many struggles in providing specic examples and evidence as seen in my rst writing. In
my revision, I dened what the correct usages, and claritied the introduction sentense of the question 2. And
then, I dened what a good thinker is and generating idea comes from a good thinker. I removed sentences
that were irrelevant in the paragraph. Also, I provided an evidence of how note-taking skills affect the thinking
skills by retriving memory quickly. I provided justication for the assertions to promote understanding.
(Sharples, 1999, p165) For question 3, I have gotten the feedback from the professor that I have provided a very
good explanation as to how the artists performances inuenced me. However, in the revision paragraph,I have
xed some grammatical and spelling errors present in the rst writing in order to present the text in a form
that is designed to assist, not mislead, the reader (Sharples, 1999, p165). Secondly, I have strengthened this
paragraph with a specic example of how by giving an example of how I applied the artists ideology in creating
my own artwork. (186 words)
References
Crossley, N. (2005). Key Concepts in Critical Social Theory. SAGE Publications Ltd.
FACT. (2011). Tehching hsieh - one year performance 1980 1981 (time clock piece) [Video le]. Retrieved from
http://vimeo.com/16280427
Sharples, M. (1999). How we write: writing as creative design. Routledge.
6
MEDIA ANALYSIS : Wizof.Biz
In the video presentation, Wizof.Biz, the team of entrepreneurs from Toronto, came out to ask for
investment of $50,000 in a TV show. The purpose of the pitch was to persuade the investors, inform the public
about their company, and also entertain the audience. The main argument of this essay may be that the
entrepreneurs of Wizof.Biz were unsuccessful in getting attention from the TV audiences. Their cause of failure
was that their ethos were not presented well, delivery of message were weak, and made claims that were
misleading and broad. Also, the statements they made during the pitch were not referenced to credible sources.
As Sharples indicates, there is a set of principles to follow as a writer (or presenter). He states that presenter
should not (1) present unwarranted belief as fact; (2) provide justication for assertions; (3) reference the
sources of ideas; (4) selectively ignore facts; (5) acknowledge the limitations of an argument; (6) present the text
in a form that is designed to assist the reader (Sharples, 1999, p 165). This paper will analyze the presentation
according to the principles of Sharples.
Firstly, the team failed to present the justication or evidence for their assertions, and did not reference
their ideas. The Wizof.Biz team says that the only way that sustainable academic renewal is for the success
of entrepreneurs and small businesses to thrive across in Canada and the world (Armitage, 2013). When they
make statements such as this, they never back it up with references and it is against Shaples second and
third principles. The team could have enhanced their ethos by presenting compelling evidence from credible
sources and showing how this business can succeed in the future and why this business is important in the
21st century. In the pitch, they say that their company is the rst and only entrepreneurial based extraordinary
advice networking hub in the worldwhere they can interact, dialogue in a sounding board (Armitage, 2013).
However, their claim that this company is the only networking hub that gives advice to the businessmen is not
supported by evidence. If they presented the reason why this business is unique and worth investing, they had
better chances of winning the money because the Dragons are doubtful in terms of how this business can make
money when there is nothing special or different about this company.
Secondly, the team did not present sufcient information about their business to the audience. The CEO
of Wizof.Biz said that they are going to hire advisors who are well known or well qualied (Armitage, 2013), but
they could not provide reasoning behind this. They failed to present the method to make the well-known experts
to use this networking hub. To some extent, they explained how they will attract customers. They mentioned
that a viral campaign or special event activity will be launched to the press (Armitage, 2013) in order to expose
A Continual Dance of Mutual Interpretation
Eunice Lee
Mar 24, 2014
7
Nov 13th, 2011
Tim Heng 7
this network hub to the public. However, they could not provide what kind of special activity or campaign they
are planning on having. And this revealed the aw in reasoning, logical fallicy, and was against Shaples rst
principle that presenters should not present unwarranted belief as fact.
The pitch failed to present the text in a form that is designed to assist and not mislead the [audience]
to promote understanding (Sharples, 1999, p. 165) because they kept on talking about something and then just
suddenly changing the topic and not directly answering the questions from the Dragons. It made it look like the
team did not have the answer and intentionally avoiding answering, not condent enough about their business,
and hiding some facts about their business. Also, the term they used to describe the status of their business
was commercialization mode (Armitage, 2013) which is euphemism and that is where the pitch started to
sound insincere. The languages such as this mask the true meaning and make the speech to sound dishonest
(Allan & Keith, 1991). They were concerned that this business has no solid plan on advertising and making
money.
Their claims during the pitch were not referenced to credible sources and the speech was confusing to
the audiences because they kept on pivoting. In this essay, the Sharples rst, second, and sixth principle were
used to identify the mistakes the entrepreneurs have made in building their ethos during the pitch that led to
the failure in getting money from the Dragons. As Sharples said, The message is not in the bottle, but in the
interaction (Sharples, 1999, p.156) between the speaker and audience. The businessmen may have had clear
image about their business and sufcient evidence for their claims in their minds, but their delivery had failed
because of the lack of evidence presented, lack of reference to professional gures and avoidance in answering
the questions directly.
Revision Strategies
The rst and the revised version both uses Sharples for analyzing and supporting the claims made in the essay.
However, there were some grammatical errors, insufcient examples on the claims and lack of reasoning in
the rst essay. Following are the revisions that I have done to the rst essay in order to enhance the essay.
Firstly, I got rid of the run-on sentence in the rst paragraph. Instead, I made space to introduce Shaples design
principles and only stated the necessary parts. Secondly, I provided example for how the team failed to present
in terms of Sharples second and third principles by inserting a quote and explanation. Thirdly, I expanded upon
the claim that the team could have enhanced their ethos by presenting how it can be done. Also, I have provided
8
the reason why presenting the uniqueness of the business could have enhanced their chances of winning the
money. Then, I connected the example that I presented in the third paragraph to the design principles, and logi-
cal fallacies. Furthermore, I have presented why euphemism sounds insincere, provided citation to a reading
and removed unnessary supporting sentences in the fourth paragraph. Lastly, I have indicated which Sharples
principles were stated in the essay in the last paragraph. (208 words)
References
Allan, K., & Burridge, K. (1991). Euphemism & dysphemism: Language used as shield and weapon (Vol. 199).
New York: Oxford University Press.
Armitage. M (2013). Wizof.Biz. Dragons Den. Sony Pictures Television in association with CBC-TV. Retrieved
from http://www.cbc.ca/dragonsden/2012/09/wizofbiz-1.html
Sharples, M. (1999). How we write: writing as creative design. Routledge.
9
Nov 13th, 2011
Tim Heng
ETHOS BUILDER 1
One of the taekwondo master in Pheonix Taekwondo asked me to edit a taekwondo academys
advertising poster as a favor. So, I was handed over the poster they have designed. The contact information
was going over to another page, the Pheonix Taekwondo Academy logo was big enough that there was no
need to restate the name of the academy, and the visual hiearchy was poor as there was unclear chunking of
information and random orientation of texts. (gure 1)
gure 1. The poster before being edited by me
At rst, I sketched many designs before working on computer. Then, made a rough outline of the design. And
then, I created nalized version of the poster through the adobe InDesign application. It was edited a multiple
times to meet the need of the targeted audience.
Centred text is symmetrical...often appears on invitations, title pages, certicates and tombstones.
(Lupton, 2010, p 112) Lupton describes that centred tets are formal and classical that it can often look staid and
mournful like a tombston. I used the left-alignment of text so that the design respects the ow of language
(Lupton, 2010, p 113) and looks unsymmetrical(gure 2,3). Also, the nalized version uses golden section to
present the contact information, the most important information in the design. Some graphic designers are
fascinated with the golden section and use it to create various grids and page formats (Lupton, 2010, p 176).
The golden section is used to create effective grid structures in graphic design. Also, I drew a diagonal line right
across the middle section of the nalized version of poster (gure 3) to guide the eye movement of the audience.
Describing your work to a professional audience
Eunice Lee
Mar 24, 2014
10
as said, the oblique lines pop out and it programs an eye movement so that it becomes the center of xation
(Ware, 2008, p 28). The diagonal line starts from the top right side of the poster where the contact informations
are, and then guide the audiences eyes down to the details about what kind of classes are taught in the acad-
emy. (330 words)
gure 2. rst revision gure 3. nalized version
References
Lupton, E. (2010). Thinking with type : A critical guide for designers, writers, editors, and students (2nd
edition). New York, NY, USA: Princeton Architectural Press.
Ware, C. (2008). Visual Thinking. Burlington, MA, USA: Morgan Kaufmann Publishers.
Chief Master 604 349 9369
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A-931 Brunette Ave. CoquitlamBC V3K 6T5
TEACH RESPECT, SELF CONTROL, SELF DEFENSE
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Many Demonstrations performed in Night market & City halls!
It begins and ends with respect.
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CHIEF MASTER
Since 2007
11
Nov 13th, 2011
Tim Heng
ETHOS BUILDER 2
During my second year of SIAT, I took a Spacial Design class where I worked with 6 people as a team.
We had a team member who was constantly nervous about the deadline. She could not stop walking back and
fourth during the team meeting, and ordering other members to come up with an idea, not herself.
At rst, we, the rest of the team members, thought that her behaviour was helpful to nish the project
quickly. However, it turned out to be the opposite. She was constanly making other members nervous with her
nervous behaviour and started to annoy some of the members because she did not do nearly as much work as
other members.
For example, she would randomly draw a sketch and tell us to just use it during the brainstorming
process of coming up with the form for our parti-statement. There was no reasoning behind her design. So, we
did not use the design, and later on she would constantly complain to other members that the project would
have been better if we used her idea. We took longer time than other teams as our discussions were never
ending.
There was a need for a team leader, but she was not the right person to be the leader. So, I stepped up
and gave everybody a chance to speak equally and assigned tasks that was reasonable to each team members
including myself. But, I always gave a room for other team member to step up and become a team leader.
At last, every team member was a leader of their own assigned tasks and none of the team members
complained about other members. As a result, we managed to nish our project on time and received a
feedback from the professor that our presentation improved so much from the past. (304 words)
Getting your stories straight
Eunice Lee
Mar 24, 2014
12
ETHOS BUILDER 3
Writing like a photo-journalist : Japanese Ramen
Lee, E. (Photographer). (2013). Hokkaido Ramen Santouka, Vancouver
Eunice Lee
Mar 24, 2014
13
Nov 13th, 2011
Tim Heng
I was saved from the winters wind when I was going into the Japanese ramen restaurant called
Hokkaido Ramen Santouka. It happened like this. My friend introduced me a famous japanese ramen
restaurant in Vancouver on Boxing Day. So, we went to the restaurant with an aching feet. Of course,
there was a huge line-up. Every minute the aching grew, feeling no need for staying any longer. Then
just before I could not bear this pain, the line-up ended and it was our turn to go in. Me and my friend
ordered right away. Two spicy Salt Flavored Shio Ramen! We shouted. Surprisingly, the noodle soup
came out almost instantly.
That night I was escorted to the front row of ramen heaven. My friend told me that when you
were saved you saw a light, and something happened to you inside! And that wrinkly noodle cooked in
a thick starcy, and spicy sauce came into your life! And the taste was with you from then on! She said
you could see and hear and feel the ramen in your soul. I believed her. I had seen many reviews saying
the same thing and it seemed to me they ought to know. So I sat there calmly in the hot, crowded
restaurant, waiting for Ramen to come into me. Even now, I can still taste that spicy sauce watering
inside the mouth almost instantly as I shoved it in. (238 words)
14
EXIT REFLECTION
A semester in IAT309W class has taught me a lot of things about writing. Unlike other previous
writing classes, I improved in many areas in critical thinking and writing skills, most notably, the
establishing of ethos. For example, the Activity 1 required a self-reection of myself and writing.
However, I did not know how to establish my ethos in my writing at rst. Now, I know that the writing
I have done in the Activity 1 was poorly written because I based the writing almost completely on my
plain opinions and often without any supporting examples. The area that I had most problem with was
supporting with specic examples. I always thought that I had enough examples for the statements I
made. But, the feedback I have gotten from the professor and the TA helped me see the aws I have in
the writing as well as why the writing needs more specic examples.
In the assignment 2, I had to write short persuasive argument after watching a CBC show, I took
a different approach in establishing my ethos by providing more examples and references from the lm
and the readings I have done for the class. Ive also improved my research skill by learning to use the
library resources efciently, and learned to to analyze the 3 Rs that helped me to pick credible sources
for my paper to establish my ethos.
On the other hand, one of the areas that needs to be improved is the essay structuring. I still
nd it difcult to structure my paragraphs effectively.
In conclusion, IAT309W has greatly inuenced my writing and critical thinking skills in the way
different from other writing classes focus solely on the grammatical errors, argument and evidence
while ignoring the important writing strategies such as the establishing of ethos, logos, and pathos.
(304)
Eunice Lee
Mar 24, 2014
Evaluating your ethos