P: Analyze and Characterize Science

A: Scientists

C: Influenza epidemic 2008

E: After the influenza pandemic, scientist must be well prepared for uncertainty.

Message: Scientists must be well prepared, disciplined, and ambitious in order to face uncertainty.

In his passage, The Great Influenza, John M. Barry utilizes imegary, anaphora, and establishes criteria that all work to define what a scientist is and how they must operate.

Purpose: To show that "real scientists" are rare

Audience: Scientists/people who are invested in health

Context: 1918 Flu Pandemic

Exigence: Uncertainty about scientist's research process

Message: There a lot of requirements that it takes to be a scientist

Thesis: In his passage from "The Great Influenza," author John M. Berry analyzes the difficult standards that must be met to be a scientist by vividly describing the procedures that a scientist must follow, alluding to great scientists in history, and notes that it is rare for a person to possess traits that are diverse.

S: John M. Barry

P: To exemplify that science is a thorough process

A: Population affected by influenza

C: At the time in 1918 the influenza virus, following WW1

E: The cure for influeza was being rushed

I think the author's message is insightful as it demonstrates the life of a scientist from a scientist

In his essay, scientist, John Barry, effectively characterizes the failure in science, incorporates metaphors, and alludes to past scientists in order to demonstrate why science is not a simple process, ultimately inclining his audience to be patient for the cure.

P Characterize scientific research.

A Scientists.

C 1918 flu epidemic.

E

Message: Scientists must be disciplined, innovative, and willing to confront uncertainty in an orderly way.

Thesis: In author John M. Barry's essay, "The Great Influenza," he investigates the characteristics of a scientist by referencing an infamous scientist, contrasting certainty and uncertainty, and situating the audience in order to ultimately claim that a proper scientist must be ambitious and disciplined in the uncertainty of scientific discovery.

S: John M. Barry

P: Characterize scientific research and scientists as complex/difficult but rewarding

A: Those weary of the current epidemic or regular Joes in general

C: During the 1918 flu epidemic

E: Possibly experiencing the uncertainty of the epidemic

Message:

Scientific research is accompanied by inevitable uncertainties, yet taking the right procedures may help one explore and push past these uncertainties.

Thesis:

In his book of accounts of the 1918 flu epidemic, author John M. Barry utilizes metaphors depicting the difficulty of research, exemplifies the many strong traits a scientist must possess, and juxtaposes the expectations of an experiment with its results in order to highlight that although scientists may fail to bring desirable results for the people, their work is uncertain and complex, yet it is still rewarding, ultimately urging his readers to trust in the capabilities of scientists, regardless of initial failure.

P: To reveal his own journey and values in life

A: Lord Chesterfields Son

C: 18th Century. Father far away from son

E: Son is heading

Message: As a young adult, Lord Chesterfield recommends to wield his education to achieve greatness

Thesis: In his letter to his son, Lord Chesterfield utilizes personification to depict his struggles, glorifies education and compares himself ass a noble friend that all work to convince his son to use his education to achieve greatness.

P Reveal his own values.

A Lord Chesterfield's son.

C Letter from eighteenth century.

E His son traveled far away from home.

Message: He does not want to confine his son with his values but still wants him to strive for success.

Thesis: In author Lord Chesterfield's letter, he concedes his status, exaggerates his experiences, and glorifies achievement in order to persuade his son to share or at least acknowledge his value of being successful.

Purpose: writing to inform his son on his values

Audience: his son

Context: age of exploration I beleive

Exigence:

Message

Thesis: In the excerpt from Lord Chester's heartfelt letter to his son, he successfully utilizes an anaphora to understand his son, vividly describes his parental role over his son, and implores him to follow in his values to ultimately find success in his travel.

P: To demonstrate that even though he is his father and is not exactly the right person to give advice, his son should figure out what he does best and excel at it.

A: The son of Lord Chesterfield

C: His son leaving away to travel far from home

E: The need for him to give advice to his son, even if far away

Message: To encourage his son that despite the uncertainty that may lay ahead and the complexity of his home life, he should take advantage of the life that he has experienced and should use it to the fullest extent, even if Lord Chesterfield is seen in a less-than-perfect lighting.

Thesis: In his heartfelt letter to his son, Lord Chesterfield portrays himself as a modest person, consistently praises his son for his triumphs and achievements, and exemplifies the father-son bond that is apparent to highlight that as domineering as fathers may be, he is one willing to stay back and let his son pursue his life with purpose.

P: Guide his son through childhood

A: His son

C: Adressing his son who is traveling away from home in 1746

E: Fearing for the safety of his son as he traverses the world without his parents

Message: It is important to listen and learn from whoever offers advice, as they are usually lessons they have learned that serve you as knowledge helping you avoid living a difficult life.

In his letter to his son, author, Lord Chesterfield expresses his life in a series of metaphors, humanizes his seemingly apprehensive personality, and emphasizes the power of knowledge in order to allow his son to learn from others ultimately inclining his son to place a greater emphasis on learning.

P:to give his child his last bits of effort of advice to help his journey 

A:Young son

C: His son is away from him and he wants him to do well

E: He wants his son to view him as someone else so he takes the advice

In his letter to his young son, Lord Chester exemplifies his feeling about how he wants his son to do great in his adventures by incorporating anaphora, credentials himself, and brings call to action as another in order to encourage his son to listen to his advice.

P: to provide his son with the knowledge that Lord Chesterfield has learned throughout his life

A: the son of Lord Chesterfield/readers of him (18th century)

C: the son of Lord Chesterfield is going away, meaning he is separating from his father and subsequently becoming more independent

E: a fear that his son will lose values that Chesterfield deems necessary

Message:

In the text by author Lord Chesterfield, he applies imagery to vividly display the values that he wishes his son carries with him, juxtaposes a "mean parent" with the kind actions that they perform, and questions underlying assumptions about the successes that his son can achieve to ultimately guide his son through the journey that awaits him.

S: Lord Chesterfield

P: Give life advice for son

A: Son 💔

C: Son was travelling far from home

E: He probably misses the kid and wants to give him advice that will surely better him.

Message:

Thesis:

In his letter for his far-from-home son, Lord Chesterfield exemplifies his intentions to simply serve as a guide, juxtaposes the pleasure of success with the regrets of failure, and clarifies the value of excelling in things in order to highlight that, although the letter may be a bother for the son, who has already received so many, it possesses genuine life advice, ultimately urging his son to reflect on and apply the advice to his life.