The Syllabus for this course says, "Coursework guides students toward understanding themselves as authors of texts that hold meaning." Think about writings you have produced in school that are special, rich, powerful, beautiful, provocative, controversial, and memorable. Think about how you have touched people with your words, perhaps in a poem, story, letter, or essay. Consider all that you bring to this writing course. Using a 3-4 paragraph structure, discuss your ability to write "texts that hold meaning."  Focus on a specific skill or talent you possess; how you are able to effectively communicate with others. Support your position with sound reasoning, experience, examples, and observations. Your purpose is to convince your audience (instructor) that your position is valid and/or true. Therefore, the essay must include the following: A suitable title that indicates the topic (Hint: Diagnostic Essay is not a suitable title.) An introduction paragraph establishing a context for your argument, i. e., why it is important, who it affects, controversies, etc. A thesis statement, i. e., a clearly stated position/major claim at the end of your introduction 1-2 body paragraphs that provide sound evidence and/or reasoning to prove your position   A suitable conclusion paragraph that brings the essay to a satisfying close ​

Kwan gazed out at her brother and heard his shrieks of delight as he tried to direct their marvelous flying creation. she watched it wheel, spin, and dive—a wild, colorful bird putting on an aerial display. its gold and red crepe-paper wings fluttered in the air, mimicking the flight of a predatory bird surveying the landscape for prey. it swooped and dived, perhaps discovering a possible meal, and then went airborne again to avoid the rocky terrain below. min was the falconer, guiding his bird on its path through the sky, not yet ready to call it back to the ground. but kwan grew concerned when she looked out at the dark, threatening clouds beginning to roll in off the water. when she saw the streaks of lightning within the cloud formation, she pointed to the distant storm and called out to her little brother to bring in the kite. min nodded and rolled in the kite string, bringing his bird home. “let’s go,” kwan told her brother and put her arm around him to fold him safely under her wing as they both held onto the kite. “it’s time to go home.” how does the extended metaphor in paragraph 3 affect the mood of this passage? a-it creates a feeling of silliness that captures the absurd humor of the situation. b- it creates a sense of tranquility to match the feelings of min at this point. c-it creates a feeling of fear over what may happen if the kite crashes. d-it creates a sense of awe and wonder at min's mastery of the kite.