Alas, My First English Class

English 103 was my first English class as a college student. At first, I was prepared for a grueling semester with many papers and lots of critical analysis on novels and essays. I was prepared for the type of English class that I had in high school. Instead, I felt I was not being challenged as much as I thought I would be in college. I felt like the work was beneath me and I feel that is the reason I did not consider this class my top priority. I also was really disappointed when I could not read my scary Halloween story (it was an epic poem.) I think I would have enjoyed having an English class that did not just focus on papers, but also had some discussion. I felt like most of the class just sat there and did not engage, and to me that was very disappointing. Hearing my classmate’s views on subjects and knowing what my peers were taking out of the assignments would have brought us closer as a class, and would have improved the overall environment. Not to say that Ms. Britenburg did not try to break us out of our silence, it was just that only some people would always speak up in the beginning and that made it hard to get to know one another. A suggestion I would make for breaking this silence would have been to have us all read our papers in a circle and make everyone ask at least one question about another person. I think this would have allowed us to get to know one another and it would have created a closer and friendlier environment.

            Of course, I did not dislike everything about the class. Although we had a very rough and quiet start, after a while more people gained the confidence to speak up. The atmosphere changed and the tension in the room dwindled. I was always really excited to get a new paper assignment. I thought the assignments were creative and I felt like I finally had the option to write about anything I wanted. I especially liked the multimedia project; it let us explore other ways to get our arguments across, instead of just in essay form. I really liked the assignment at the beginning of the year as well. It made me rethink my Facebook page and since then I have tried to make an effort to occasionally have a funny status letting people know that I am still alive. Having Ms. Britenburg as a teacher also made it easier to get through the class, she always had really funny power points and a fresh outlook on life. Even if it was not her day, she came into class and was determined to let it not affect her teaching style.

            If I am going to take anything away from my first English class as a college student, it would be the art of writing a thesis. I have learned so much about one sentence that I could create a whole paper just on that. I also learned that going to the writing center and asking for help is not because you are admitting defeat, but because you are in need of a fresh outlook on a paper that you have spent six hours staring at. I am glad that I had Ms. Britenburg for a teacher, and that English 103 was my first college English class.

Final Blog Post of the Semester

For this final blog post, write up a 500, yes 500 word, analysis of this class. Please include an honest evaluation of elements which you liked and disliked, things which you would have wanted to pursue further or not at all, *something you took away from this class* (hopefully there is something that you learned or thought about in a different way, and things you wish you could quickly forget. I appreciate your honesty in this evaluation as it will ultimately help me construct a more effective class next semester.

This is due Friday, December 7th by 10am.

Thanks for being such sweet sour patch kids.
Ms. B

Teenage Alcohol Abuse

I watched the multimedia project on teenage alcohol abuse.   I think their argument was that excessive drinking does not have good consequences, especially in when you are trying to balance you’re school work and responsibilities in college.  They portrayed their argument very well, contrasting a student who did not drink the night before a big test and two other students, along with a group of friends, who drank too much the night before the test.  At the end, the non-drinker got a really good test grade while one of the drinkers got a bad grade and the other didn’t even show up.  The music that they played in the background was effective because it was party music the night before the test but the next day there was no music. 

They did a similar set up to the movie “The Hangover.” The type of music they had and the editing made it comparative to the movie where a group of guys drink way too much the night before a big day.  This similarity can connect to the teenage audience because it is a very popular movie.  The audience is kids in college, specifically targeting new college students who have to balance their school work and their desire to go out and party.  The fact that it was made by teenagers helps connect the incoming college students to the video. Watching the video and seeing how silly the girls were acting binge drinking, going out a 3 am, and sleeping with guys, made you realize how irresponsible they are being.  It makes you not feel sorry for them when they get a bad grade on the test or a zero or not showing up.  You feel proud and a sense of justice that the non-drinker who went to bed and woke up on time got the good grade.

The Squirrel Menace

I chose to watch the Clemson 103 video: “Squirrels- The Final Cut”. This video took the issue of the overpopulation of squirrels and made it extremely comical. They did this by making the squirrels evil and showed a long interlude of pictures of the squirrels with weapons. The video claimed that the squirrels attack and terrorize the student population. The video then went and tried to attack the squirrels in various ways such as hitting them and sneaking up on them. All attack attempts were failures and the fail meme was used. A final stand was made with Nerf guns against the squirrels. The video highly dramatized this fight and funnily ended in defeat. The video also made a highly comical stab at how the campus is nearly devoid of students on non-football game weekends. This stab was done in a very discreet way making it seem funnier.

The video was clearly intended for those who are on Clemson’s campus. It had enough information for those who only visit occasionally to understand the issue though. The video was told from the point of view of other students as well as a news source. It was extremely successful in communicating the argument that the campus is overrun with squirrels and that the problem needs to be dealt with. Also, the video used some facts on the havoc the squirrels wreak in non-factual way. This strategy was extremely useful in making the video interesting and appealing to watch. The music accompaniment added an element of drama to the video and helped the video reach it’s point.

The video was interesting in the way it was put together. It used both pictures not taken on campus and videos taken on campus. The video, for being filmed and made by college students, was decently put together and was highly entertaining to watch.

 Video Link

Problems with Clemson dining halls

The video I watched talked about the problems with the dining halls here at Clemson. These included Harcombe and Schilleter. The argument of the video was how there were still problems with the dining halls even though they are nice and taken care of. The video first included the positives of the dining halls such as the good food, friendly staff, and cleanliness for the most part. The video then switched to the negative side this included the sometimes inconvenient hours of the dining halls. Also, how Schilleter is closed on weekends and how that inconveniences the students who live in the high rises. Another topic was when a lot of people go to the dining hall at the same time; the staff usually becomes lack luster and start to cut the cleanliness short. This was demonstrated by video show a dining hall with a large amount of food on the ground and a messy condiment stand. The video expands on how the dishes and counters are not always clean which can lead to health problems.

I noticed during the video that the authors did not really support their argument of the problems with the dining halls. They spent more time praising the dining halls and telling the positives. They even concluded by saying at the end of the video the dining halls are still a good place to eat. It was almost like the counter argument was stronger than the argument itself.

The authors did a good job at interviewing other students to get different perspectives on the topic. They did not only choose students who had the same opinion as they did. Some had no problem with the dining halls and did not mind them at all. Others had some problems with the dining and some did not like them at all.

I believe the target audiences were multiple groups of people. It targeted students, staff, and school officials. The authors were trying to inform each group of the flaws of the dining halls, but try not to shut down the dining halls saying that they are horrible.

http://www.youtube.com/watch?v=zyakVf_bYTE

Texting and Driving

     The video that I chose to write about was titled “English 103 Multimedia Project” with the  subtitle “Texting and Driving.” This video was trying to get the point across to the audience that texting while driving can be a serious issue. Even though the group made sure to make the video more appealing to the audience through humor, it still made some very valid points. 

     The group took on the advertisement technique of the commercials from two years ago about SC drunk driving. This commercial took actual statements made by drivers that were for drunk driving. Similarly, this multimedia display uses that same idea with texting. By asking people from Clemson if they text and drive, they allowed the audience, mainly Clemson students, to see actual data from people that could be their friends and therefore created a video with a more profound affect. The logos used throughout occurred through small insertions of facts about texting and driving. The authors even included information such as the fact that 85 percent of the 50 people surveyed said that they texted while driving. 

     After this, the authors of the video included mock results of what could happen as a result of texting while driving by giving a visual demonstration. Two of the examples that they gave included getting pulled over by the cops and then hitting somebody. Through these two examples they used pathos to make people fear the consequences of what could happen if you text and drive. Many people hate getting pulled by cops, and feel even more strong about killing someone on accident. The authors of the video even included things that might make the driving experience worse such as smoking and drinking. This is something that is common in college and by saying that these things added with texting could make things worse, some people might be deterred from texting and driving. 

     Overall, I think that this short video was interesting and that it got its point across. 

lifestyles at clemson

I watched the "Lifestyles at Clemson" video and it applies to every student here at Clemson.  The video represents Clemson University very well.  The video portrays a "gym rat", "lazy kid", and a "normal kid" and follows them around to see their daily routine.  The daily routine of each person is completely different but each does represent a sample of the Clemson population.  The overall message that the video conveys is that no matter the difference of each student that are all a part of something greater.  That greatness is enrollment at Clemson University.  Clemson students share a special bond with each other and that bond is only shared by a select few.  For a couple of college kids, the video was done well.  It had background music, captions, themes, and a decent job by the actors.  The music is a popular genre of music and is recognizable by many students.  The music made the mood relaxing and fun.  Logos and Pathos were mostly used by the videos.  It talked about a popular issue and made it clear for the audience.  The video mostly focused on eating, studying, free time habits.  Each one had a different habit, but all seemed to get their work done and helped them enjoy Clemson.  Each part of the video was like a new chapter to a book.  With this method, the differences were easy to see.  This allowed me to see they differences, yet they are all still successful.  There are different stereotypes at Clemson, however each person is different and can be successful in each way.   

"The Procrastinator- A Tale of Impending Doom"

The English 103 video I found on YouTube was called “The Procrastinator- A Tale of Impending Doom”. This video made the argument that procrastination is a bad habit in school. Rather than showing the typical negative outcome that comes from procrastination that leaves the procrastinator with a substandard piece of school work; the video shows a different representation of poor procrastination. The video opens with a project being assigned with the main character keeping a cool attitude towards the assignment. The point of view is focused on this main character that becomes known as the procrastinator. This attitude expressed by the main character appeals to the audience of students who would rather have a chill life not doing work. There is also a second character that takes the role of the other students who do their work before the assignment is almost due. This shows a comparison between procrastinating and not procrastinating. As time goes on, the assignment is due the next day and the procrastinator has done nothing while the other student has already completed the assignment. Logically, this shows the audience that the student who has already completed the assignment is in a better position than the procrastinator. The video takes the situation to the extreme personifying procrastination as a serial killer on the loose. Making procrastination take the form of a serial killer can show the audience that you are just doing yourself wrong by not doing the work. This can appeal to emotion because you don’t want to die just from not completing an assignment. Taking the video to the extreme by having the serial killer attack the student shows how bad procrastination can be and how it will eventually catch up with you in the end. Like the title of the video says, procrastination can lead to your doom in the classroom.

There's a Time and Place for Everything

The video that I watched was called Hung Over and was a video for a previous English 103 assignment. The video was based on the negative effects on drinking or partying the day before a test. For the video, the group made it comical/satirical which is a strong rhetorical strategy. The target audience for the video is college students so a satirical video would be appropriate. The basis for the video was the movie The Hangover and from that the group made a spoof of the movie related to college life. They attended a “Fraternity Party” that night and because of that they became intoxicated with alcohol which led to a hangover the next morning. Although one student resisted because he had a test the next day, he was convinced by his fellow students in to attending the party and becoming intoxicated. This could argue the fact that peer pressure has a large impact on college students as well. Because of the party and the alcohol, they were unable to find their friend who had a test the next day. Although eventually finding him and sparing 5 minutes before the test he ultimately did not do well on the test and this directly resulted from the party and peer pressure. The amount of alcohol consumed also played a part in the situation because if a minimal amount of alcohol was consumed then he wouldn’t have had such a bad hangover and would’ve had time to study before the test. Although this may be part of the argument the main argument is that there’s a time and place for everything. It’s ok to have fun sometimes but when crunch time for a test comes, you need to buckle down, study, and go out later. The video proved this very effectively by showing the negative consequences of what would happen when you don’t manage your time wisely and realize there’s a time and place for everything.

"Lifestyles of Clemson"

I watched a video that was done showing how there are all different kinds of lifestyles at Clemson. The three featured types of kids were "the gym rat", "the average joe" and "Hefty Lazy Kid". The video showed different times of the day for each student and the differences they had in their lifestyles. The overall message conveyed was that although all of the boys were completely different they were all still Clemson Tigers. This video attempted rhetorically to show that everyone is different in college and there are a lot of different lifestyles that people have. This video comically showed three stereotypical lifestyles and given the limited resources in my opinion did a good job. The music used was very popular at the time of the video and added a fun feeling to the video. The rhetoric strategies used were mostly logos and pathos because the message conveyed is pretty straight forward but at the same time relays the message by mostly using comical strategies.
The way that the video is split up into different sections reminds me of the comic book type style that our class is doing. By comparing each stereotype doing what they normally do at the same time of the day makes it easier to compare and point out the obvious differences in the characters. The ways that the kids were compared mostly had to do with eating and exercise habits which makes this video also have a message that has to do with a happy medium between too healthy and not healthy enough. So this video has messages, to maintain a healthy balance and to realize that everyone is different. This video has a lot to do with showing stereotypes compared with one another and will help my group figure out how to compare stereotypes in an effective way.

The Problems with Scheduling Classes

The video I watched was title “English 103 project Sh!t Clemson students say when scheduling classes,” This video was about the system that students at Clemson University use to register for classes. Mainly using humor, the authors attempt to ridicule the registration system. The video begins with a short scene of a man breaking his computer out of frustration. This creates a very relaxed environment since the audience is exposed to humor before anything else. Even before the argument is presented the viewer understands that the authors a making fun of an issue instead of taking a serious approach towards it. The background music that played throughout the video added to the humor and kept the video interesting.

While the intended audience is Clemson students, the music allows others to understand the feelings that the students in the video have. Ethos is used the most to convey the argument due to the amount of frustration that is expressed in the video. Pathos and logos are used as well but to a much smaller extent. The director of scheduling is made to look lazy, implying that some of the frustration involved in scheduling is his or her fault. In addition, logos is used when the authors make fun of the fact that a student can register early if they can convince the school that they have a disability.

Students that go to Clemson University can easily relate to the authors argument and understand each point made. For someone who is not a student though, many of the authors point will not make any sense. This video is intended for a student to watch since they can easily relate to the problems presented in this film. Frustration in not getting classes or having to get up early to register is easier to understand if an individual has gone through these experiences. Overall while the authors put more effort into making a humorous video there message is very strong. They obviously do not like the registration system and find it to be ineffective. Even if the audience does not agree with their argument they can still enjoy the video and understand the authors perspective due to the humorous nature of the video. 

http://www.youtube.com/watch?v=0uH4JtZahqA

Dining Hall Experience

The video I watched was called problems with the Clemson dining halls. The video was of Schilletter and Harcombe, the two dining halls in Clemson. The argument was how even though the dining halls are nice, they still have many problems. They said in the video that the positive side of the dining halls are that they have friendly staff. Also, they said the food is generally pretty good, and the cleanliness of the dining halls are usually good. They said that the negative parts of the dining halls are that they have bad hours. They emphasized how it is inconvenient that Schilletter is not open on the weekends, causing students that live by the horseshoe to have to walk all the way across campus to eat. Another point that was made was that when the dining halls get really busy, the staff cuts corners and doesn't do their job to the fullest. They leave food on the ground and dont clean the dishes all the way. Part of the video was the student walking through the dining hall and showing the ground when it was busy. There was almost food everywhere on the ground, which proved the student's argument.
The argument was that their are a lot of problems with the dining halls. I felt that the video clearly showed a good argument, however I felt that the title should have been "the positive sides of dining halls of Clemson." I felt that their counter-argument was better and had more points than their argument. It seemed as though they had a lot more positive things to say then they did about negative things.
The video was intended for two different audiences. I felt as though it was intended for the students so they could learn more about the dining halls and learn what is bad and good about them. But I also felt that it was for the staff of the dining halls so they know what to do better in the eyes of students.
One thing I did like about the video was how they interviewed other students to get some outside opinions. This showed that more than just the students doing the project had the same opinions. Some of the students had different opinions. Some said the food was bad all the time, while others said it was so bad to the point where all they ate was waffles and peanut butter. Some students gave their opinion on which dining hall was better and why.

http://www.youtube.com/watch?v=zyakVf_bYTE

Sleep for Exam or Party your choice

The below video from a previous year is a Clemson English 103 project and it is to show the negative effects of drinking the night before a test.  The audience supposed to watch this was college students because it brings to though how much can one party the night before an exam.   Overall, it seemed effective in their strategy.    It was effective in how it compared three different ways to party the night beforehand and the consequences that followed. 

                Simply put the video showed a correlation between the amount one drank and the grade they would receive on an exam.  It is easy to see the negative effects of drinking the night before an exam.  They appeal to the viewer because the viewer can relate to the problem that is present.  The video is also effective because the content is presented in a story line format, making it easy to follow and to understand.  Also the music choices helped with the mood of the video.  The music seems to be loud and annoying over all during the parties to show that parties are loud and annoying .

One thing the video does fall a little short on is it’s a very example in a larger problem.  It only shows the negative effects of drinking before an exam.  It doesn’t account for the externalities that can follow.  Also I don’t feel that showing the effects of drinking the night before an exam was the most effective.  Most students would be smart enough not to drink the night before something as important as an exam.  I feel that the argument would have been stronger if it showed greater negative effects. 

Overall, the video was effective in displaying the message that drinking is bad in a witty and humorous way.  And it is an easier video too watch because the negative effects are minor.  Which this allows the appeal to a greater audience. 

http://www.youtube.com/watch?v=YKnlf3SndAU

"What ya gonna do?"

I watched a Clemson 103 project called “Cops” that portrayed a day in the life of the Clemson Police Department. At the beginning of the short film, there are clips of cops carrying children out of hostile situations and busting drug rings with the song, “Bad Boys” playing in the background. The song lyrics and photos suggest the “everyday hero” quality that cops are attributed to by society, and when Jermaine Dupree is introduced he seems positive an excited to start his ride with the police officers. Even the title is similar to cop shows on television that portray the cops as crime fighting good guys.

 Soon after the cops are introduced and their day begins, it becomes apparent that the cops are not all that wonderful. Jermaine acts as the voice of reason throughout the film as the cops arrest a kid for drinking an energy drink because they claim it is alcoholic, as well as for reading the statue in front of Tillman because he was not a senior, and finally the same boy was arrested for looking at a stain on his hall carpet that resembled cocaine. The short film soon develops the argument that the campus cops are not really doing anything from day to day except bringing money into campus through parking tickets. By making the arrests very ridiculous and humorous their argument that the campus police are power hungry and act foolishly towards the kids on campus is supported.

The video concludes with a questionnaire from Jermaine as he asks if all of the arrests were necessary, if the cops felt that they were overreacting, and what the campus would be like without them. The cops’ answer that without them Clemson students would be out of control and people would be shot. Jermaine does not seem convinced by this answer and the video concludes with the idea that Clemson Police are overbearing and usually wrong. Overall their video did a good job conveying their point, but without evidence the video was not as convincing as it could have been.

Not Your Grandfather's Television

For this week’s blog post, I watched an English 103 multimedia video that focused on the way television has changed in the past decade. The creators of this composition chose to pair the changes in television content with a music that also displays a changing of the times. The video begins with a series of stills from the shows that aired in the infancy stage of television. A song selection of the 1950’s that reminds the viewer of a simpler time as it is paired with jovial scenes of indicative of the era at hand. As the group transitions into their interpretation of modern day television, the music makes a similar shift to the more popular music of the decade. Through these pairings, the group seems to suggest a comparable loss of substance within the music and the content of television in the current day and age and by extension the current generation.

            They attempted to incorporate a humor into their parodies of various reality shows that can only be classified by weak at best. And while it adds nothing to the entertainment aspect that they were no doubt aiming for, it does manage to serve a significant purpose. Their claim that there has been a drastic change in modern television when compared to its wholesome counterparts is actually more easily identifiable because of the jokes that are otherwise lacking. Where over dramatizations and dressing in drag fail to convey the high caliber of mockery that accompanies these travesties, poorly crafted plot lines and one-liners do more than over compensate.

            Overall they are able to convey their message to the viewer, albeit halfheartedly. They are able to show the audience just how television has changed for the worse, becoming a source of mindless stimulation that simultaneously suggests that drama is necessary for one’s life to be interesting or valuable. Whether or not they are advocates of this new reality television lifestyle is still unclear but they are able to somewhat chronicle the changes that have occurred in recent years.

http://www.youtube.com/watch?v=sV6UN1HR8TQ

Blog Post: Analysis of old English 103 project

For this week's blog, find a Clemson 103 video project from years past on youtube and in 300-400 words, analyze its rhetorical effectiveness. How did the author(s) use the different rhetorical appeals of logos, ethos, pathos? What was the argument? Did the video succeed in communicating it clearly--how so or why not? Who was the video intended for, from what point of view was it told? Don't limit your post to these questions, feel free to include other observations and analysis.

Analysis from Writing Center tips

            I made my visit to the writing center just before class on Wednesday so that I would have time to make edits to my paper before we began our peer reviews in class.  I met with Cameron at the writing center and the two of us proceeded to go through my paper.  Cameron had me read it out loud so that I would be able to catch any grammatical errors or typos I may have made in the paper.  I was able to correct several of these errors thanks to this method and I will probably make use of it more in the future when I look over a finalized project. 

            Overall my trip was not very fruitful in regards to changing the substance of my paper.  Cameron helped me find when sentences did not flow well together and when I needed to make a better transition between paragraphs.  He also advised me on the elimination of one of my paragraphs because it did not pertain to the argument very well.  At the time I disagreed with him, but after my peer review session and visiting you in office hours I decided that perhaps I could be wrong considering how many people commented on it.  After deleting that paragraph I went over my thesis and made sure I tied back to it in every paragraph and then proofed my paper one more time.

            After finishing that proof I looked at changing another aspect of my paper that was commented on during both my peer review and in my meeting with you during office hours.  The critical analysis of my second visual was rather sparse in comparison to my first.  I had done this intentionally in order to highlight the importance of the first as my main argument but came to realize that I needed to elaborate a bit on the second visual.  This is where I ran into some difficulty.  Chuck Asay’s cartoon to the left depicts a convicted murderer being dragged into a gas chamber complaining about how his life is sacred.  The guard helps to identify how hypocritical it would be for a justice system to condone a mass murderer’s right to live when he has taken the lives of many.  This allowed me to analyze the hypocrisy in a justice system that condones a murderer’s right to live.  I had to do more analysis.

            I analyzed the dialogue more closely and realized the use of the word sacred implied religious context.  I do not want my paper to be about the religious arguments of the death penalty.  It was this realization along with the realization that I would have to incorporate my thesis somehow into this religious argument that convinced me to leave the word sacred unanalyzed.  I believe my paper is better off without this analysis because it was too large a topic with little relation to my thesis.   

Faith in my Rough Draft

For everyone their first draft is not their best work, and neither was mine. After my meeting with the writing center I had to make some major changes to my argument paper. In my paper I was arguing that Darwinism and Creationism could coexist as one theory instead of contradicting each other the way most people think when they think of the two theories. One of the problems I had when arguing my paper was that I used most of my paper to point out the holes in the two theories instead of comparing the two; which was the main objective for writing my paper. It was also difficult for me to organize my argument and let it flow because I pretty much tried to talk about both topics at the same time. This also made it difficult for me to come up with the minimum number of words I needed for this paper.

 My advice from the writing center was to briefly write about the two theories and then write about the different topics I have in multiple paragraphs so I organize them better and make the topics flow easier. The writing center also gave me information that I could research on that could make comparing the two theories in my argument easier. This will help my argument because pointing out holes in the two theories will not convince my audience to accept them as one instead of contradicting the two.  Another problem in my rough draft was my thesis. Instead of making a solid claim my thesis kind of suggested a weak generalization and was not at the end of my introductory paragraph. My visit to the writing center helped me come up with a stronger thesis and helped me come up with a solid claim, and putting my thesis at the end of my introduction paragraph helped strengthen my claim.

First Draft Analysis

My research paper on the death penalty has gone through some major revisions since the first draft I wrote.  Initially, I was arguing that the death penalty was necessary in the justice system but I soon realized that the only reason I believed this was my own views on crime and punishment making it difficult to develop good arguments.  Additionally, every source I was able to find on JSTOR advocated for the abolition of the death penalty on the grounds that it was a highly ineffective system and the margin for error was too great given how a life was in the balance.  I soon became swayed to agree with these authors on the effectiveness of the death penalty in our current justice system.  That being said, I do maintain my belief that the death penalty is a necessary aspect in justice.  I was forced to revise my thesis to deal with the theoretical, ideal justice system that our current justice system strives to emulate.  

After rewriting my thesis and trashing a paragraph or two I began to analyze my sources for appropriate quotes to use in the paper.  I met with some difficulty here because all my sources were against the death penalty.  I think I managed to incorporate my sources pretty well given the difficulties I met with.  I had to throw out some sources in favor of more unbiased ones over the course of the paper.  This was by far the largest difficulty I encountered over the course of my work.  

I think I managed to analyze my visual very well.  I made sure to look at every aspect of the visual and relate it back to my thesis constantly in order to show how perfectly it matched my claim.  I used the visual both as a source and as a focal point of the paper.  Roughly half of my arguments stem from my analysis of the Lady Justice picture I used.  The other half of my arguments built on conclusions drawn about justice from my visual.  This format allowed me to analyze the visual very well and also to build around it in order to make a solid argument.