Here is the assignment for your first paper, a 750-word Rhetorical Analysis. The first draft is due next Wednesday; the final draft is due the following Friday. See the post below for further information.
Before we can write well, we must read well. Before we can practice rhetoric skillfully, we must be able to identify, understand, and analyze the skills of other rhetoricians. This assignment asks you to apply the rhetorical concepts learned so far to one of three recent student editorials from The Ithacan:
--“Haitians still need help one year after earthquake” by Shamika Edwards
Before we can write well, we must read well. Before we can practice rhetoric skillfully, we must be able to identify, understand, and analyze the skills of other rhetoricians. This assignment asks you to apply the rhetorical concepts learned so far to one of three recent student editorials from The Ithacan:
--“Haitians still need help one year after earthquake” by Shamika Edwards
Your task is to choose an essay and analyze its rhetorical techniques in order to make a statement about its effectiveness and meaning. Begin by reading each essay carefully, studying the text as well as the context.
Your consideration should include:
--the argument’s rhetorical situation (audience, occasion, and purpose)
--the author’s use of rhetorical appeals (logos, ethos, and pathos)
--the parts of the argument (claim, reasons, evidence)
--the argument’s consideration of other views (acknowledgement and response)
Choose the essay that you think is the strongest and most engaging argument and analyze it. Ask yourself what you think makes it an effective essay. (It’s okay to point out rhetorical weaknesses in the essay—no essay is perfect—but keep in mind that your purpose is not to dispute the claim of the argument. You will be doing that in your next assignment, the Rebuttal Argument.) What techniques stand out to you as being particularly noteworthy? A strong essay will not simply list the essay’s techniques in an obligatory way, but focus on one or two of the essay’s most significant effects or areas. You will have to decide what structure would best suit your analysis, and how you are going to dispense your attention to each of the elements you are required to analyze. In order to provide a close reading, a strong essay might zero in on only one or two paragraphs, as long as it analyzes all of the necessary elements in some way.
At the beginning of the analysis, you should introduce the essay you have chosen by providing the context surrounding it (who wrote it, what it is, where it was published, when it was published, and why it was written). You should also give your essay a title that not only points to your subject but to your point of view on the subject. Academic papers often begin with a title that suggests the point of view on the subject, followed by a colon and a subtitle explaining what it is you are analyzing (“Building Bridges: A Rhetorical Analysis of Martin Luther King’s Letter from Birmingham Jail”).
And your essay should have a point of view. A strong rhetorical analysis doesn’t just operate with the claim “This is a good essay because...” How is the essay good? What would be a more accurate adjective to describe it? What particular effect does it render?
No additional sources are required for this assignment. At the end of your paper, skip a few lines and include the words “Work Cited” followed by a single listing, formatted like this:
Robinson, Becky. “DIII policy needs to balance classes with sports.” The Ithacan. 1 Dec. 2010. Web. 2 Feb. 2011.
Your consideration should include:
--the argument’s rhetorical situation (audience, occasion, and purpose)
--the author’s use of rhetorical appeals (logos, ethos, and pathos)
--the parts of the argument (claim, reasons, evidence)
--the argument’s consideration of other views (acknowledgement and response)
Choose the essay that you think is the strongest and most engaging argument and analyze it. Ask yourself what you think makes it an effective essay. (It’s okay to point out rhetorical weaknesses in the essay—no essay is perfect—but keep in mind that your purpose is not to dispute the claim of the argument. You will be doing that in your next assignment, the Rebuttal Argument.) What techniques stand out to you as being particularly noteworthy? A strong essay will not simply list the essay’s techniques in an obligatory way, but focus on one or two of the essay’s most significant effects or areas. You will have to decide what structure would best suit your analysis, and how you are going to dispense your attention to each of the elements you are required to analyze. In order to provide a close reading, a strong essay might zero in on only one or two paragraphs, as long as it analyzes all of the necessary elements in some way.
At the beginning of the analysis, you should introduce the essay you have chosen by providing the context surrounding it (who wrote it, what it is, where it was published, when it was published, and why it was written). You should also give your essay a title that not only points to your subject but to your point of view on the subject. Academic papers often begin with a title that suggests the point of view on the subject, followed by a colon and a subtitle explaining what it is you are analyzing (“Building Bridges: A Rhetorical Analysis of Martin Luther King’s Letter from Birmingham Jail”).
And your essay should have a point of view. A strong rhetorical analysis doesn’t just operate with the claim “This is a good essay because...” How is the essay good? What would be a more accurate adjective to describe it? What particular effect does it render?
No additional sources are required for this assignment. At the end of your paper, skip a few lines and include the words “Work Cited” followed by a single listing, formatted like this:
Robinson, Becky. “DIII policy needs to balance classes with sports.” The Ithacan. 1 Dec. 2010. Web. 2 Feb. 2011.
You should also use MLA format for in-text citations, but because you are only using one source, you do not need to include the author’s name in parentheses every time you refer to or quote from a line in the essay; you only need to include the paragraph number(s). For example:
In her editorial, Robinson expresses disappointment that students’ course schedules often conflict with sports practice times (par. 1).
(As in this example, you should write about arguments in the present tense. Also, after initially introducing the author, you should refer to her by her last name only.)
For more details about MLA format, see the class blog’s link to the MLA Formatting and Style Guide at OWL. Please note that essay titles are formatted in quotation marks, and book titles are formatted in italics. OWL includes a special page on the 2009 MLA update. We will cover MLA documentation in detail before your write your second paper.
The minimum length for the final draft of the Rhetorical Analysis is 750 words (about 3 typewritten pages).
A strong paper is built on many stages, so this class places a value on the entire process of your writing, not just the final product. The online “portfolio” for your Rhetorical Analysis will include prewriting, first draft, first reflection, second draft, and second reflection.
In her editorial, Robinson expresses disappointment that students’ course schedules often conflict with sports practice times (par. 1).
(As in this example, you should write about arguments in the present tense. Also, after initially introducing the author, you should refer to her by her last name only.)
For more details about MLA format, see the class blog’s link to the MLA Formatting and Style Guide at OWL. Please note that essay titles are formatted in quotation marks, and book titles are formatted in italics. OWL includes a special page on the 2009 MLA update. We will cover MLA documentation in detail before your write your second paper.
The minimum length for the final draft of the Rhetorical Analysis is 750 words (about 3 typewritten pages).
A strong paper is built on many stages, so this class places a value on the entire process of your writing, not just the final product. The online “portfolio” for your Rhetorical Analysis will include prewriting, first draft, first reflection, second draft, and second reflection.
The first draft is due on your blog on Wednesday, February 9 at 8 a.m. (note that class will not be held on that day) and the final draft is due on your blog on Friday, February 18 by the time class meets.
To post your drafts:
--Compose your draft in a Word document and copy it.
--Go to “New Post” in the upper right-hand corner of your blog.
--In the “Title” box, type the essay number followed by a colon and the working title of your essay. For example:
Essay 1.1: Logos with a Conscience: A Rhetorical Analysis of Henry David Thoreau’s “Civil Disobedience”
--Paste the text of your paper into the text box. Do not include a header on your paper (with your name, date, etc.). All identifying information is already included on your blog.
--Click “Publish Post.” (You can also choose to “Save,” “Draft,” or “Preview” first.)
GRADING CRITERIA
An “A” paper (90–100):· advances a clear and insightful claim
· analyzes a full range of rhetorical techniques, placing emphasis on the most important
· supports the analysis with sufficient, compelling, and well-selected evidence from the text
· offers strong insight into the significance of the argument’s context
· exhibits confidence in the use of proper rhetorical terminology
· is constructed of unified, well-developed paragraphs in logical order with clear transitions
· demonstrates mastery of documentation, grammar, mechanics, and usage
· shows sophistication, originality, and creativity with style, diction, and voice
A “B” paper (80–89):
· advances a clear argumentative purpose, but may lack the insight of an “A” paper
· analyzes a full range of rhetorical techniques, but perhaps without emphasis, or analysis may lack development
· supports the analysis with evidence from the text, but support may be limited
· offers some insight into the significance of the argument’s context
· exhibits some comfort with use of proper rhetorical terminology
· progresses logically, for the most part, and shows some attempt at transition
· exhibits few documentation and grammar errors
· provides evidence of an evolving, but perhaps underdeveloped, individual voice
A “C” paper (70–79):· demonstrates an attempt, though perhaps inconsistent, at an argumentative purpose
· analyzes several rhetorical techniques, but in a perfunctory way
· provides support, but may contain generalizations or overlook relevant examples
· offers perfunctory insight into the significance of the argument’s context
· exhibits some uncertainty in use of proper rhetorical terminology
· orders paragraphs logically and coherently, with perhaps a few lapses
· exhibits lapses in documentation and patterns of grammatical error, but they do not significantly impede meaning
· may be simplistic in style or reliant on clichés; may lack sentence variety
A “D” paper (60–69) may lack any of the following:· an argumentative purpose
· consideration of important rhetorical techniques
· sufficient and relevant support
· analysis of evidence
· attention to context
· proper use of rhetorical terminology
· logical paragraph order or clearly defined paragraphs
· understanding of grammar or documentation
An “F” paper fails to meet most requirements and/or the writing exhibits serious deficiency.
The Rhetorical Analysis accounts for 10 percent of your final grade.
To post your drafts:
--Compose your draft in a Word document and copy it.
--Go to “New Post” in the upper right-hand corner of your blog.
--In the “Title” box, type the essay number followed by a colon and the working title of your essay. For example:
Essay 1.1: Logos with a Conscience: A Rhetorical Analysis of Henry David Thoreau’s “Civil Disobedience”
--Paste the text of your paper into the text box. Do not include a header on your paper (with your name, date, etc.). All identifying information is already included on your blog.
--Click “Publish Post.” (You can also choose to “Save,” “Draft,” or “Preview” first.)
GRADING CRITERIA
An “A” paper (90–100):· advances a clear and insightful claim
· analyzes a full range of rhetorical techniques, placing emphasis on the most important
· supports the analysis with sufficient, compelling, and well-selected evidence from the text
· offers strong insight into the significance of the argument’s context
· exhibits confidence in the use of proper rhetorical terminology
· is constructed of unified, well-developed paragraphs in logical order with clear transitions
· demonstrates mastery of documentation, grammar, mechanics, and usage
· shows sophistication, originality, and creativity with style, diction, and voice
A “B” paper (80–89):
· advances a clear argumentative purpose, but may lack the insight of an “A” paper
· analyzes a full range of rhetorical techniques, but perhaps without emphasis, or analysis may lack development
· supports the analysis with evidence from the text, but support may be limited
· offers some insight into the significance of the argument’s context
· exhibits some comfort with use of proper rhetorical terminology
· progresses logically, for the most part, and shows some attempt at transition
· exhibits few documentation and grammar errors
· provides evidence of an evolving, but perhaps underdeveloped, individual voice
A “C” paper (70–79):· demonstrates an attempt, though perhaps inconsistent, at an argumentative purpose
· analyzes several rhetorical techniques, but in a perfunctory way
· provides support, but may contain generalizations or overlook relevant examples
· offers perfunctory insight into the significance of the argument’s context
· exhibits some uncertainty in use of proper rhetorical terminology
· orders paragraphs logically and coherently, with perhaps a few lapses
· exhibits lapses in documentation and patterns of grammatical error, but they do not significantly impede meaning
· may be simplistic in style or reliant on clichés; may lack sentence variety
A “D” paper (60–69) may lack any of the following:· an argumentative purpose
· consideration of important rhetorical techniques
· sufficient and relevant support
· analysis of evidence
· attention to context
· proper use of rhetorical terminology
· logical paragraph order or clearly defined paragraphs
· understanding of grammar or documentation
An “F” paper fails to meet most requirements and/or the writing exhibits serious deficiency.
The Rhetorical Analysis accounts for 10 percent of your final grade.
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