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Jonah Tucker

Lynn Taylor

ENGL 1010-032

13 February 2017

Self-Study

While evaluating my own style of writing in order to find patterns and commonalities, I

must first look at it objectively. I have found that in my writing there are certain patterns that I

tend to stick to. Through this Self-Study of my writing, I have learned that I have a specific way

of writing that makes me different from a lot of people. This project has helped me realize

everyone has a distinct type of writing which makes their writing unique. In this paper, I will

discuss my thought processes and analyze various different techniques I use in my writing. To do

this, I must introduce my artifacts.

The artifacts I am researching are academic papers. All of these papers were written in

my previous English class. The first paper I wrote was “The Scarlet Letter,” followed by

“Sinners in the Hands of an Angry God,” and finishing off with “The Crisis No. 1.” These papers

were written about essays, sermons, and books. Since I wrote, “The Scarlet Letter,” first, I will

now explain the thoughts behind the making of the paper.

While I was creating my essay about The Scarlet Letter by Nathaniel Hawthorne

(Appendix A), I had to read the book and decide which of the three main characters --

Chillingworth, a doctor, Dimmesdale, a Puritan minister, or Hester Prynne, a woman condemned

by her Puritan neighbors -- had committed the greatest sin. In the end, I chose Chillingworth,

because he carried out his sin with the intent of revenge. In my essay, I wrote that Chillingworth
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was “already being consumed by revenge and has the intent to harm and control another.” I

decided that this was the worst sin, not just because of the act, but also because of the intention

behind it. Through Logos -- the logical appeal -- I tried to convey my understanding of each of

the sins in the book. The next artifact I will look at is my paper on the sermon, Sinners in the

Hands of an Angry God, by Jonathan Edwards.

Through my paper titled, “Sinners in the Hands of an Angry God”(Appendix B), I

write about the different techniques Jonathan Edwards uses to “persuade his audience of their

need to repent.” In this piece, I had a prompt to identify and write about the different devices

Jonathan Edward used in his sermon. The best devices I found in the sermon were his consistent

imagery and his repetition. Edwards uses imagery by stating that good works have as much sway

in God’s eyes as a “spider's web would have to stop a falling rock”(98). In my essay, I again

explained through my usage of Logos, that Edwards likewise used repetition to provoke fear into

his audience, giving them yet another reason to need to repent. My final artifact is about a

pamphlet written by Thomas Paine during the American Revolution.

In my essay about, The Crisis No. 1, by Thomas Paine(Appendix C), I wrote that

“Thomas Paine’s pamphlets were written to inspire change and forethought surrounding the

colonists’ situation and the impact that they could make on an independent level.” To effectively

write about this pamphlet, I had to research it thoroughly. After I perused it, I then needed to

figure out what the most important parts of his argument were, and decide whether he was using

mostly Pathos, Ethos, or Logos. I came to the conclusion that the most powerful part of his

pamphlet was written in pathos. It spoke about how colonists were being treated like slaves

because the monarch is the law that the colonists must abide by. Even though Paine mostly used
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Pathos, I wrote my paper in a logical manner explaining the emotions he extracted from the

colonists. Now that I have given you an understanding of my artifacts, let’s go into the research I

conducted for this project.

The first research I conducted started with a freewrite(Appendix D) explaining when I

write and the audience I usually write to. In this, I explained that the only time I really write is in

English class. Of course, I write in my day-to-day life about many things, but I don’t really

consider this true writing because when I write an English paper, I have to deeply think and

analyze both my thoughts and the thing of which I am writing about. In most of my other

writing, I do not have to think very deeply. The second research I administered was an

interview(Appendix E). In this interview, I asked about my writing, my commonalities, and the

Aristotelian Appeals I most often used in my papers.

Through these researches, I realized that I often tend towards using Logos, or the logical

appeal. My style completely focuses on Logos rather than Pathos or Ethos. This is completely

different than some of my family members, who write mostly in Pathos. I found this interesting

because I always thought I would mostly focus on emotions, but even when I used Pathos, I

backed it up with Logos. I found this to be true with all of my writing. Whether I am writing an

academic paper, or otherwise, my writing style of using Logos stays the same. Although I never

noticed, it makes sense with my personality. When I am trying to prove a point, I always have to

do so with logic, whether that be with facts or the way I organize my thoughts.

With these researches and artifacts, it illustrates characteristics about me as a writer and

communicator. I have found that I use Logos a lot more than I had previously realized. The way I

communicate through writing -- and possibly even while talking -- is fact-driven and
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organizationally based. Looking at my writing, and researching through pre-write, interviewing,

and explaining my habits before I write, has helped me realize that even down to the way I

prepare to write is largely Logos-based. I believe that because of this Self-Study, I will better

understand my writing and how I should implement certain aspects of writing to engage my

readers more fully.

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Works Cited

Hawthorne, Nathaniel. ​The Scarlet Letter​. 1850

Edward, J.Gallagher. ​The New England Quarterly​. 2000

Paine, Thomas. ​The Crisis No. 1. ​ 1776

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Jonah Tucker

Lynn Taylor

ENGL 1010-032

20 February 2017

Reflection

In the review of the process it I used to write my “Self-Study,” I have gained insights as

to how I write. Insights I might not have ever realized had I not created this project. I believe that

this will continue to help me throughout my life as I continue to write. I have developed an

understanding of my writing that I had previously not experienced. This includes, but is not

limited to; my use of Logos; the way I write to a particular audience; and what makes my writing

unique. This essay has challenged me as a writer.

The challenge began when I had to find three artifacts. At first, I couldn’t think of the

artifacts that I wished to use, but after a bit of thinking, I decided to go with academic papers. I

chose academic papers because they are an example of when I am truly writing. The next

challenge I faced was examining my own writing. This was a challenge to me because I feel as

though I am not very good at self-examination. Although it was a struggle, I believe that it will

be useful in future writing.

The Self-Study will allow me to better incorporate Logos into my papers. Since I know

that I tend towards using logical based reasoning, I am able to focus more on my strengths. This

will allow to weed out my weaknesses, and enhance my ability as a writer. Once I rid my papers

of my weaknesses and emphasize my strengths, I believe that I will become a great author.
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In conclusion, I am glad I was able to spend this time working on a Self-Study. It has

given me Insights I didn’t know I needed. I believe that everyone should take a look at their own

writing. Not only does it help you become a better writer, it helps you understand your way of

thinking.
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Appendix A

In​ The Scarlet Letter ​by Nathaniel Hawthorne, the three main characters are all guilty of a
major sin. However, Chillingworth’s sin of revenge is greater than both Hester’s sin of adultery,
and Dimmesdale’s sin of cowardice. This is true because Chillingworth’s sin of revenge --
despite his oath as a doctor -- is specifically targeted at making Dimmesdale’s life a living hell,
and ultimately causes his death.
“Chillingworth’s first sin is one committed against Nature”(Dibble). Chillingworth, being
young and seeking education, spent much of his life in the pursuit of knowledge and was very
much ignorant of others. And so, feeling “terribly alone”(Hawthorne 26) he convinced himself of
the lie that Hester would begin to love him because of his intellect; despite Hester saying that
she would never love him. Although this sin “committed against Nature”(Dibble) can simply be
seen as naive, this is not Chillingworth’s greatest sin.
Chillingworth’s greatest sin begins when he meets Hester in prison, he speaks to her
trying to get Hester to tell him what the name of the man is who she conceived a child with. After
failing to get the answer he wanted, Chillingworth says, “Thou mayest cover up thy secret from
the common masses, or even from ministers. But I bring skills and knowledge to the search
which they lack. And while they have other priorities, I have but one priority. And it is a small
village. He has nowhere to hide. Oh, Hester, I will find him out!”(Hawthorne 27). Notice,
Chillingworth says he only has one priority, that means he is already being consumed by
revenge and has the intent to harm and control another. But why is revenge worse than adultery
or cowardice?
To understand the answer to this question, perhaps one should refer to the Spark Notes
Editors for further guidance. “​Any harm that may have come from the young lovers’ deed was
unanticipated and inadvertent, whereas Chillingworth reaps deliberate harm.” The sin of
Hester’s adultery, and Dimmesdale’s sin of cowardice, though perhaps wrong in the eyes of
many, does not change their basic nature; whereas Chillingworth’s sin of revenge changes him
to the very core.”Evil is not found in Hester and Dimmesdale’s love, nor even in the cruel
ignorance of the Puritan fathers. Evil, in its most poisonous form, is found in the carefully plotted
and precisely aimed revenge of Chillingworth, whose love has been perverted.” Like wearing a
shirt that is dirty and able to be washed as compared to a cancer that continues to grow and
changes the body. Dimmesdale and Hester’s sin allowed them to keep their original nature,
values, and even moral compass intact, while Chillingworth’s sin tainted his very nature and
values, making him a malicious and evil man (Spark Notes Editors).
Based on these evidences, Chillingworth’s sin against nature, and his sin of revenge, it
can be concluded that Chillingworth’s sin is the greatest of the three. Despite the fact that both
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Hester and Dimmesdale’s sins were the only sins that were socially punished, Chillingworth’s
sin of revenge is the only sin that darkened his values, and in the end, turned him into an evil
man.
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Appendix B

Jonah Tucker

Mrs. Robinson

English, Period 4

14 November 2016

Sinners in the Hands of an Angry God

In the sermon, “Sinners in the Hands of an Angry God,” Jonathan Edwards tries to save

his audience from the fire and brimstone they will inevitably face if they don’t change their

ways. Using consistent imagery and repetition, Edwards engulfs his audience’s attention by

explaining what happens when they face the will of a wrathful God.

Edwards’s depiction of Hell gives him the imagery he needs to persuade his audience of

their need to repent. As he states in his sermon, good works have as much sway in God’s eyes, as

a “spider’s web would have to stop a falling rock”(98). This imagery gives his audience the fear

of having such a frail barrier between certain damnation and having a small chance to be in

God’s favor.

Not only does Edwards capture the attention of his audience with imagery, he also uses

carefully thought out repetition. “[I]t is a great furnace of wrath, a wide and bottomless pit, full

of the fire of wrath, that you are held over in the hand of that God, whose wrath is provoked and
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incensed as much against you, as against many of the damned in hell”(98-99). Notice how often

Edwards uses the word, “wrath,” he emphasizes the fire of “wrath”. Edwards cleverly uses this

fear provoking word to make his audience change their wicked ways.

It can be concluded, throughout the sermon, Edwards uses attention catching imagery and

repetition. He uses imagery to show his audience the necessity to change their ways in hopes of

saving them from falling into an eternal flame, and he skillfully uses repetition to plant the idea

of a wrathful God, tossing his subjects into a flame of wrath.

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Appendix C

Jonah Tucker

English

Mrs. Robinson

December 6, 2016

“The Crisis No.1”

Foremost, Thomas Paine’s pamphlets were written to inspire change and forethought

surrounding the colonists’ situation and the impact that they could make on an independent level.

The pamphlets were written in the vein of change. This can again be seen in “The Crisis, No. 1.”

“The Crisis, No. 1,” created by Thomas Paine, motivates the colonists to assert their

independence by using pathos and the device of contrast. Through this, he inspires the colonists

to fight for what they believe in.

The fight for independence may be difficult, that makes the victory all the more

“glorious.” Essentially, there are no fights in this world worth fighting if they are easy. The

things most important are also those which are hardest to obtain. As the colonists attempt to

oppose England’s rule, Paine speaks to the colonists through the pathos of anger, vindication,

justice, and instills a belief in their individual importance and the goal they wish to achieve:

Paine utilizes contrast to simply demonstrate risk versus reward and reminds the colonists the
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reason they fight or should fight. Paine weaves pathos in his language. He demonstrates that the

colonists are, “being bound.” Even though the method in which they are being bound is not

physical, it is no less real. The monarch is the law that the colonists must abide by. In this

manner, are they bound. Paine states that if “being bound in that manner is not slavery, then there

is not such a thing as slavery upon earth.” Paine explains how the unquestioned rule of the

English monarchs is much like that of a master to a slave. Paine encourages the colonists to fight

for their independence. Through contrast Paine also claims, “The harder the conflict, the more

glorious the triumph.” This contrast shows that even though he reminds the colonists that

worthwhile fights are no less worthwhile because they are difficult in nature.

In Paine’s famous pamphlet, he emphasizes the importance of independence through both

pathos and contrast. Doing so, causes the colonists to have the courage they needed to separate

from England, which at that time, seemed impossible. Due to Thomas Paine’s instilled courage,

driven by pathos and contrast, a country was created, a country that focuses on the individual

rights. That country is the United States of America.

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Appendix D

Freewrite

For my textual artifacts, I have chosen three academic papers that I have written. They

exist for the sole purpose of improving the way I think and write. These particular papers

respond to a prompt I was given by my previous english teachers, all of these are written about

another author’s works. By writing them, I hoped to be able to convey my ideas about various

different books, and essays. These texts support in the english classes that I have participated

in, and they are meant for my teachers. Although I wrote all of these for my teacher, my

classmates also read them each time after the first few drafts in order to provide feedback to

better my paper. When I finish the final draft, my teacher administers a grade based on my

performance. Because I am writing this as an academic paper for a teacher -- and not writing a

text for a friend -- I need to use more sophisticated language and imagery to better support my

case. I also use a lot less pronouns regarding myself or others to be more specific. As an

example, if I were to say, “You should think about these points,” in a paper, I would write, “One

should think profusely about these points being made.” While I write differently for academic

papers, I feel as if it allows me to think more deeply about the topic, and to better explain my

thoughts in a dignified manner. The reason I chose these academic papers to analyse rather

than emails or texts I have sent, is because I think academic papers -- to a certain point -- call

for long and deep thinking to be able to produce, while a text is a quick way to respond to a

friend, so it loses a little bit of the art of writing.

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Appendix E

Interview

What patterns and commonalities do you see in my papers?

You always start your sentences with different word usages to make it entertaining and educational.
Your paragraph structures always have an introduction, a middle, and an end. And you use multiple
verbs and verb-usage to help the paper flow better. You sometimes end your sentences with a
prepositional phrase rather than completing it with an object or noun.

How do I portray my identity in my writing for a particular purpose and for particular audiences?

Your papers are specifically intended for audiences who have knowledge or have read the topic.

If you didn’t know or my type of writing what would you think about my paper?

I would think that you have an advanced writing style, and that you have had multiple English classes or
understand word usage and flow, which allows you to convey the message appropriately to the reader.

What would you suggest I do to improve my papers or make it more interesting?

You can improve your papers by having them follow standard English practices with spacing, your
paragraphs seem to be off from normal English practices.

How do my papers engage the reader?

You seem to engage the reader by utilizing different words, changing sentence structures, and
appropriately transitioning the reader to the next subject, so they are not lost.

Which appeals do I tend to use towards my readers?

You tend to use Logos as the primary source of evidence for your papers.

Do I write in such that way that distinguishes my papers from other papers you have read?

Yes, you write in a logical matter-of-fact manner which tends to give your paper an authoritative air.

How does my writing differ from my speech, and how is it the same as my speech patterns?

Your writing is more directed and you use better word usage in your writing. However, it is not unlike
your thought processes or when you are trying to project a scholarly idea in conversation. So, when you
are discussing scholarly things, I can see it is your thought processes even though it is presented in a
more educated manner. As I would expect to see in a formal writing.

Where do I potentially stand in need of improvement?

I think that you may have to watch shortening the idea of your argument to such a degree as to be
difficult to understand. So, in other words, you may have to watch being too direct in a topic of a
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paragraph so as to assume your reader understands more than they do. You tend to assume your reader
is more educated of the topic and therefore may not extrapolate enough for the reader to conceptualize
your meaning in depth.