Composition II Portfolio
My name is Ashton Dudley, and this portfolio represents my growth as a writer over the course of this semester. Here, you’ll find my reflective essay and two major projects I completed for this class: an argument proposal and a rhetorical analysis.
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Argumentative Essay
Ashton Dudley
English 1302
Professor Hammet
Formatting and Skills Review
Word Count- 1003
1/27/2025
Binge Drinking Trends and Consequences in the United States
Binge drinking defined by the National Institute on Alcohol Abuse and Alcoholism (NIAAA) as a pattern of alcohol consumption that brings blood alcohol concentration (BAC) to 0.08% or higher, typically occurring after five or more drinks for men and four or more drinks for women within about two hours remains a significant public health concern in the United States (NIAAA, "Binge Drinking"). Despite ongoing prevention efforts, binge drinking persists across various demographics, leading to numerous health and societal issues.
Data from the 2023 National Survey on Drug Use and Health (NSDUH) indicates that approximately 61.4 million individuals aged 12 and older (21.7% of this age group) reported binge drinking in the past month (NIAAA, "Binge Drinking"). This behavior is notably prevalent among young adults, with "28.7% of individuals aged 18 to 25 reporting binge drinking in the past month" (NIAAA, "Binge Drinking"). Among full-time college students aged 18 to 22, "27.9% engaged in binge drinking during the same period" (NIAAA, "Binge Drinking"). These statistics underscore the widespread nature of binge drinking, particularly within younger populations, raising concerns about its normalization in social settings.
Additionally, binge drinking rates are not uniform across different demographics. Studies have found that men are more likely to engage in binge drinking than women, though the gender gap has been narrowing in recent years (NIAAA, "Binge Drinking"). Socioeconomic status and geographic location also play significant roles, with higher binge drinking rates reported among individuals with higher incomes and those living in urban areas. Furthermore, cultural factors influence drinking behaviors, with certain social groups and communities exhibiting higher acceptance of binge drinking as a social norm. These variations indicate that while binge drinking is a nationwide issue, targeted interventions may be necessary to address specific populations more effectively.
Binge drinking poses significant health risks, both acute and chronic. In the short term, it can lead to unintentional injuries such as motor vehicle accidents, falls, drownings, and burns. According to a study published in the American Journal of Preventive Medicine, "binge drinking accounts for more than half of all alcohol-related deaths in the U.S., with an estimated 95,000 deaths annually" (AJPM.). Additionally, binge drinking increases the risk of violence, including homicide, intimate partner violence, and sexual assault. The National Institutes of Health (NIH) warns that "alcohol poisoning is a serious and sometimes deadly consequence of consuming large amounts of alcohol in a short period" (NIAAA, "Binge Drinking"). The severe and sometimes fatal consequences of binge drinking highlight the need for intervention and education.
Beyond individual health concerns, binge drinking imposes substantial societal and economic burdens. The Centers for Disease Control and Prevention (CDC) states that "excessive alcohol use cost the U.S. economy $249 billion in 2010, with binge drinking accounting for 77% of these costs" (AJPM.). These costs include healthcare expenses, law enforcement costs, and lost workplace productivity. Moreover, binge drinking contributes to alcohol-related violence and crime. According to research published in the National Library of Medicine, "frequent binge drinkers are more likely to engage in risky behaviors, including drunk driving, which remains a leading cause of alcohol-related fatalities" (AJPM.). This evidence supports the argument that the consequences of binge drinking extend beyond the individual and affect broader societal structures.
The discourse on binge drinking encompasses various perspectives, including cultural, social, and policy-related arguments. Some argue that binge drinking is ingrained in certain social and cultural practices, particularly among young adults and college students. "Social events, celebrations, and peer pressure can contribute to higher alcohol consumption, making binge drinking a normalized behavior in specific contexts" (AJPM.). Additionally, some individuals use binge drinking as a means to cope with stress, anxiety, or other negative emotions. "For many young adults, alcohol serves as a temporary escape from academic and social pressures" (AJPM.). While proponents argue that alcohol consumption is a personal choice, opponents emphasize the numerous negative consequences that arise from excessive drinking.
Critics highlight the numerous health risks associated with binge drinking, including chronic diseases, increased risk of accidents, and the potential for developing alcohol dependence. "The long-term effects of binge drinking include liver disease, heart disease, and increased cancer risk, making it a serious public health concern" (NIAAA, "Binge Drinking"). Additionally, the economic costs of binge drinking are substantial. "The financial burden placed on the healthcare system and law enforcement agencies due to binge drinking-related incidents is unsustainable and requires urgent policy interventions" (AJPM.). Lastly, opponents stress that binge drinking can lead to behaviors that harm others, such as drunk driving, violence, and neglect of responsibilities. "The ripple effects of binge drinking extend beyond the individual, affecting families, friends, and communities at large" (AJPM.).
Efforts to mitigate binge drinking include a combination of public health campaigns, policy initiatives, and community-based programs. "Increasing alcohol taxes, limiting the hours of alcohol sales, and enforcing minimum drinking age laws have been shown to reduce excessive alcohol consumption and related harms" (AJPM.). Additionally, educational initiatives targeted at college students and young adults help raise awareness about the risks of binge drinking. Implementing campus-based intervention programs that promote responsible drinking habits and provide alternative social activities has also proven effective in reducing binge drinking among students.
Moreover, healthcare providers play a crucial role in screening for alcohol misuse and offering early interventions. "Brief interventions conducted by healthcare professionals have been found to reduce excessive drinking and help individuals develop healthier drinking habits" (AJPM.). Expanding access to treatment for alcohol use disorders, including counseling and support groups, is another critical strategy in addressing the issue at both individual and community levels.
Binge drinking in the United States remains a pressing issue with far-reaching health, societal, and economic implications. While some view it as a culturally accepted social activity or a coping mechanism, the overwhelming evidence points to its detrimental effects. Addressing this issue requires a multifaceted approach, including public education, policy interventions, and support systems to promote healthier behaviors and mitigate the adverse consequences associated with binge drinking. Strengthening prevention strategies and expanding access to treatment can help curb this widespread problem and improve public health outcomes.
Works Cited
American Journal of Preventative Medicine “Binge drinking and alcohol problems among moderate average-level drinkers” - American Journal of Preventive Medicine, American Journal of Preventative Medicine. Available at: https://www.ajpmonline.org/article/S0749-3797(22)00178-7/fulltext (Accessed: 27 February 2025).
Krieger, Heather et al. “The Epidemiology of Binge Drinking Among College-Age Individuals in the United States.” Alcohol research : current reviews vol. 39,1 (2018): 23-30.
National Institute on Alcohol Abuse and Alcoholism. “Understanding Binge Drinking.” National Institute on Alcohol Abuse and Alcoholism, U.S. Department of Health and Human Services, Jan. 2025, www.niaaa.nih.gov/publications/brochures-and-fact-sheets/binge-drinking.
Rhetorical Analysis Essay
Ashton Dudley
Beth Hammett
ENGL 1213
Essay 2 Rhetorical Analysis
4/24/2025
Rhetorical Analysis: Albert Camus and the Absurdity of Political Misinformation
Albert Camus, a philosopher and novelist known for his exploration of the absurd, argued that human beings are trapped in a perpetual struggle to find meaning in a meaningless world. His works, such as The Myth of Sisyphus and The Plague, emphasize the inevitability of uncertainty and the dangers of false hope. In the modern era, political misinformation functions as an extension of this absurdity, offering individuals deceptive narratives that provide an illusion of control and certainty. Camus would likely interpret political misinformation as a futile attempt to impose order on chaos, reinforcing his belief that true freedom comes from rejecting comforting falsehoods and embracing the absurd reality of uncertainty. This essay explores how Camus’ philosophy critiques political misinformation and advocates for intellectual rebellion in the face of deception.
At the core of Camus’ philosophy is the concept of the absurd: the tension between humanity’s desire for rationality and the world’s indifference. In The Myth of Sisyphus, Camus describes the absurd as "the divorce between man and his life, the actor and his setting" (Camus, 1942/1991, p. 6). He argues that people instinctively search for meaning and coherence, but the universe offers only silence. This silence, this irresponsiveness to human hopes, is the absurd condition. Camus believed that much of human suffering arises from this conflict, and that people often attempt to resolve it through self deception, ideology, or false hope. Political misinformation thrives on this exact impulse, offering emotionally satisfying answers to complex realities and giving people the illusion of control.
In the digital age, misinformation plays a critical role in shaping public perception and behavior. Social media platforms, for instance, create echo chambers where false information can spread unchecked, reinforcing existing biases and shielding users from opposing viewpoints. Camus would likely interpret these platforms as modern manifestations of the absurd condition. Rather than confronting the ambiguity of modern political life, individuals retreat into simplified narratives constructed by misinformation. These narratives function as "myths" that protect people from the discomfort of uncertainty, much like religion or ideology served as protective myths in Camus' era.
This dynamic is also evident in Camus' novel The Plague, which allegorizes the human reaction to crisis and the temptation to deny reality. The citizens of Oran initially refuse to accept the evidence of the plague’s presence, clinging to their ordinary lives and routines even as the death toll mounts. Camus writes, “They fancied themselves free, and no one will ever be free so long as there are pestilences” (Camus, 1947/1991, p. 37). This refusal mirrors the way misinformation allows modern societies to avoid confronting difficult truths about politics, social injustice, and global crises. Denial, whether in the form of misinformation or silence, is a coping mechanism against fear and powerlessness.
Scholars have observed similar psychological mechanisms in how misinformation spreads. According to Lewandowsky et al. (2012), misinformation persists even after it has been debunked, largely because it often serves a deeper emotional or ideological need. In other words, people believe false information not because it is factually convincing, but because it fits neatly into their worldview and offers psychological comfort. This tendency is directly aligned with Camus' understanding of absurdity: people cannot tolerate randomness and ambiguity, so they construct stories even false ones to maintain a sense of meaning and control.
Yet Camus does not advocate for despair. On the contrary, he suggests a defiant form of acceptance known as "revolt." In The Myth of Sisyphus, Camus concludes that the absurd hero is one who lives fully in spite of meaninglessness. “The struggle itself toward the heights is enough to fill a man’s heart. One must imagine Sisyphus happy” (Camus, 1942/1991, p. 123). This idea has profound implications for how people might resist misinformation. Rather than succumbing to comforting lies, Camus’ model of revolt calls for intellectual honesty, skepticism, and critical thinking even when the truth is uncertain or difficult.
Modern cognitive science reinforces this call for vigilance. Sperber et al. (2010) introduce the concept of “epistemic vigilance,” a mental toolkit that helps individuals detect unreliable information. This aligns closely with Camus’ notion of rebellion against false hope. Both approaches encourage an active, questioning mindset that resists passive consumption of information. Just as Camus’ absurd hero refuses to submit to despair, modern citizens must refuse to submit to misinformation, even if the truth offers no easy answers.
In essence, Camus’ philosophy encourages individuals to develop the courage to live without illusions. Political misinformation flourishes precisely because people are uncomfortable with the limits of their knowledge and the instability of modern life. By embracing the absurd accepting that certainty is often impossible and that life is inherently unpredictable people can break free from the seductive lies of misinformation. Camus’ absurd hero is not a cynic, but someone who refuses to look away from the world’s indifference while continuing to seek meaning through action and integrity.
In conclusion, Camus' exploration of absurdity offers a compelling framework for understanding the social and psychological appeal of political misinformation. His philosophy exposes the ways in which false narratives shield people from facing life's uncertainties, and it urges a defiant intellectual rebellion in their place. Rather than offering simplistic solutions to complex problems, Camus advocates for an honest reckoning with the limits of knowledge and the permanence of uncertainty. In doing so, he equips modern readers with both a philosophical critique and a moral imperative: to live authentically in a world saturated with deception.
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Works Cited
Camus, A. (1991). The Myth of Sisyphus and Other Essays (J. O’Brien, Trans.). Vintage International. (Original work published 1942)
Camus, A. (1991). The Plague (S. Gilbert, Trans.). Vintage International. (Original work published 1947)
Lewandowsky, S., Ecker, U. K. H., Seifert, C. M., Schwarz, N., & Cook, J. (2012). Misinformation and its correction: Continued influence and successful debiasing. Psychological Science in the Public Interest, 13(3), 106–131. https://doi.org/10.1177/1529100612451018
Sperber, D., Clément, F., Heintz, C., Mascaro, O., Mercier, H., Origgi, G., & Wilson, D. (2010). Epistemic vigilance. Mind & Language, 25(4), 359–393. https://doi.org/10.1111/j.14680017.2010.01394.x
Reflective Essay
Ashton Dudley
Beth Hammett
Reflective Essay
ENGL 1213
Word Count: 963
5/5/2025
Reflective Essay
When I began English 1213, I approached writing with a basic understanding of structure, grammar, and analysis. Like many students fresh out of high school, I was confident in my ability to write clearly but had not yet learned how to write academically, with purpose, structure, and critical thought. Over the course of this semester, however, I’ve developed not only stronger technical writing skills but also a deeper understanding of how to build arguments, analyze texts, and express ideas with clarity and conviction.
Looking back at my first major assignment, the diagnostic essay, I can clearly see how limited my early writing was. While it expressed my thoughts, it lacked organization and depth. My paragraphs often drifted without strong transitions, and I relied too heavily on generalizations instead of concrete evidence. For instance, in that piece I used vague phrases like “things have changed” or “stuff I’ve learned,” both of which I now recognize as examples of weak academic vocabulary. At that point, I was unaware of how such word choices weakened the credibility and clarity of my writing.
Through the semester’s major assignments, especially the rhetorical analysis essay and the comparative essay, I learned to engage with texts more critically and write with stronger structure and evidence. The rhetorical analysis essay was particularly transformative for me. In that assignment, I examined how Albert Camus’ existential philosophy could be applied to the modern issue of political misinformation. I had to analyze not just what Camus wrote, but how and why he wrote it, and apply that analysis to a contemporary context. It was challenging, but I found myself excited by the process of breaking down his arguments and connecting them to current events. I learned to identify rhetorical strategies like ethos, pathos, and logos, and to explain how they impacted the audience. That essay taught me how to read between the lines and interpret a writer’s deeper purpose.
Another key growth area for me was learning the importance of essay structure. Early in the semester, my essays often lacked a clear thesis or followed an inconsistent flow. By practicing the PEE (Point, Evidence, Explanation) structure, I learned how to build stronger body paragraphs that clearly support my main argument. In my comparative essay, for example, I compared my rhetorical analysis and argument essays to reflect on my development. I made a point about how I had improved in integrating sources, provided examples from each essay, and then explained how those examples demonstrated growth. That structure helped me stay focused and made my writing more persuasive and easier to follow.
Citation and formatting were other areas where I improved significantly. At the beginning of the semester, I didn’t fully understand how to cite sources using MLA format, and my Works Cited pages often had errors. However, after reviewing MLA citation rules, practicing in peer workshops, and using class materials, I now feel confident in citing sources accurately, using in-text citations, and formatting a proper Works Cited page. These skills are not just important for English class but will help me in future college courses and professional writing.
Peer workshopping was another valuable part of this course. Receiving feedback from classmates helped me see issues in my writing that I might have missed on my own. It also allowed me to read other students’ work, which gave me new ideas and perspectives. For example, after a peer review of my rhetorical analysis, I realized I needed to clarify my thesis and tighten my conclusion. The suggestions I received were specific and actionable, and implementing them made a real difference in the final draft.
In addition to content-related skills, I also grew in my ability to write with proper grammar, punctuation, and mechanics. I became more aware of sentence variety, comma usage, and avoiding fragments and run-ons. For instance, I used to write long, complicated sentences that often lost clarity, but now I understand how to balance complexity with precision. I also learned the importance of avoiding filler words and using active voice to make my writing more direct and effective.
One unexpected skill I developed was the ability to work with both primary and secondary sources. Before this course, I rarely used outside research in my writing, and when I did, I wasn’t sure how to blend it into my own argument. Now, I know how to summarize, paraphrase, and quote effectively while maintaining my own voice and analysis. In my argument essay, I used scholarly research to support my position on media literacy education, and I integrated it in a way that strengthened my argument without overshadowing my ideas.
Overall, I’m proud of the progress I’ve made in English 1213. I entered this course with a surface-level understanding of academic writing and left with a toolkit of skills that I can apply across disciplines. Writing is no longer just about getting my thoughts down; it’s about crafting a clear, compelling argument supported by evidence and structured in a logical way. I now approach each writing task with a clearer sense of purpose and a more strategic mindset.
This course has not only helped me grow as a writer but also boosted my confidence in academic environments. Professor Hammett’s feedback was always constructive and clear, and the structured assignments allowed me to track my progress. I appreciated the balance between creative freedom and academic rigor, and I feel well-prepared to take on more advanced writing assignments in future courses.
In conclusion, English 1213 has been a transformative experience. Through the various assignments and peer workshops, I’ve sharpened my analytical thinking, learned to structure arguments effectively, and mastered the tools of academic writing. This course has laid a strong foundation for future academic success, and I am grateful for the growth I’ve experienced throughout the semester.