wrote versions of everything

cover essay is very partial (needs 1200 words) and the reading response
essays are limited in the analysis

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+<!--Title: Cover Essay-->
+<p>This English 1102 course asked students to consider how health functions
+as a social ideal and regulates our actions based on the norms,
+attitudes, and ideas that prevail in our culture.
+In addition to this course-specific theme, there is a <a href="https://
+sites.gatech.edu/wcppolicies/engl-1101-and-1102-common -policies-fall
+-2020/">set of common objectives</a> that this course was designed to
+teach, developing a Writing Process with revision, synthesis, and
+drafting and rhetorically effective presentation for distinct audiences
+and contexts.
+Revision and research play a large role in developing ideas and
+arguments and making the arguments robust.
+While this recursive, iterative process played a role in every
+assignment, the digital reading journal is the primary source of process
+documents.</p>
+<iframe src="https://classblogs20.iac.gatech.edu/holdenr/" width=800
+height=400 frameborder=0></iframe>
+<p>Assigned prompts in the reading journal correspond to class readings
+and ask students to develop arguments and ideas based on course
+material.
+Sourcing and eventual finetuning of these ideas both play a role in the
+journal: in most entries, we were asked to use quotes and references
+from both class material and pop culture or general research.
+This is especially visible in the final post ("Medical Devices, the
+DMCA, and the corporate profit motive"), where I used links to other
+websites to make it a better document to refer back to later.
+Images and analysis also emphasized the role of the digital reading
+journal as a process document for my analysis of specific works or
+the overall health theme.
+But each entry also marks my progress in the general skills of analysis
+and rhetoric, especially.
+The electronic form factor has unique norms and options to elaborate,
+like a less formalistic style and heavy image presence, and these can
+change the rhetorical strategy I use when sectioning and emphasis are
+much more fluent than an essay.
+</p>
+<p>
+The use of images actually enhances my analysis, too, because I'm
+responding to the ideas that another work provides, and if I can
+directly include that work, it becomes much easier to speak about since
+the audience is meant to refer back to it and familiarize themselves.
+When the audience is me, this anchors my ideas to a specific factual
+reference, like the timeline in "HeLa and Henrietta."
+</p>
+<iframe src="https://classblogs20.iac.gatech.edu/holdenr/2020/10/23/
+hela-and-henrietta/" width=800 height=400 frameborder=0></iframe>
+<p>
+Quotes and the use of photos to highlight what's important is particular
+to the electronic medium, and it's particularly valuable when creating a
+personal reference piece.
+This is one example of shifting language and presentation towards the
+desired audience and situation, which is one of the major points of the
+<a href="https://sites.gatech.edu/wcppolicies/engl-1101-and-1102-common
+-policies-fall-2020">Rhetoric Learning Outcome.</a>
+</p>
+<table>
+<thead><tr>
+    <td width=158><p><strong>Category</strong></p>
+    <td width=158><p><strong>Outcomes by the USG Board of Regents</strong></p>
+    <td width=158><p><strong>Outcomes by the Council of Writing Program
+    Administrators</strong></p>
+    <td width=158><p><strong>Additional Expectations of the GTWCP
+    </strong></p>
+</tr></thead>
+<tbody><tr>
+<td width="158" valign="top">
+<p style="text-align: left;"><strong>Rhetoric</strong></p>
+<p style="text-align: left;">Rhetoric focuses on available means of
+persuasion, considering the synergy of factors such as context,
+audience, purpose, role, argument, organization, design, visuals, and
+conventions of language.</p>
+</td>
+<td width="158" valign="top">
+<ul>
+<li style="text-align: left;">Adapt communication to circumstances and
+audience.</li>
+<li style="text-align: left;">Produce communication that is
+stylistically appropriate and mature.</li>
+<li style="text-align: left;">Communicate in standard English for
+academic and professional contexts.</li>
+<li style="text-align: left;">Sustain a consistent purpose and point of
+view.</li>
+</ul>
+</td>
+<td style="text-align: left;" width="158" valign="top">
+<ul>
+    <li>Use a variety of technologies to address a range of
+    audiences.</li>
+    <li>Learn common formats for different kinds of texts.</li>
+    <li>Develop knowledge of genre conventions ranging from structure
+    and paragraphing to tone and mechanics.</li>
+    <li>Control such surface features as syntax, grammar, punctuation,
+    and spelling.</li>
+</ul>
+</td>
+<td width="158" valign="top">
+<ul>
+
+<li style="text-align: left;">Create artifacts that demonstrate the
+synergy of rhetorical elements.</li>
+<li style="text-align: left; background-color: yellow">Demonstrate
+adaptation of register, language, and conventions for specific contexts
+and audiences.</li>
+<li style="text-align: left;">Apply strategies for communication in and
+across both academic disciplines and cultural contexts in the community
+and the workplace.</li>
+</ul>
+</td>
+</tr>
+</tbody>
+</table>
+
+