English 101 Indiana University Bloomington Cover Letter

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Question Description

CORE READING: https://www.thenation.com/article/the-government-s...

TOTAL WORD COUNT: 1,150

Tutor.com Session: http://lhh.tutor.com/Tools/PreviousSessionViewer/S...

Assessment Specifics

Cover Letter

  • Minimum 150 words (successful cover letters are often longer)
  • Address letter to your instructor
  • Answer at least 3 of the 6 questions below; (where applicable) provide brief, specific examples of the following in your cover letter:
    • What is your primary motivation or purpose for writing your draft? Who is your intended audience? What revisions did you make in order to improve how you accomplish this purpose and/or appeal to this audience?
    • What feedback did you receive from your peers? How did you use this feedback to revise your draft? How do these revisions improve your draft?
    • What feedback did you receive from other sources, such as your instructor or tutors? How did you use this feedback to revise your draft? How do these revisions improve your draft?
    • What have you decided to revise in your draft, apart from feedback you received? Why? How do these revisions improve your draft?
    • What problems or challenges did you encounter while writing or revising your draft? How did you solve them?
    • What valuable lessons about writing effectively have you learned as a result of composing this project?
  • Place the cover letter at the beginning of your final draft, before the first page of your actual essay draft; delete your purpose statement.

Your Final Draft (if your instructor assigned the Rhetorical Analysis). Be sure to check in Module 6 which analysis assignment your instructor requires.

  • A Rhetorical Analysis of the core reading you wrote about for Writing Project 1
  • Clear identification, early in the draft, of the core reading by full author name and full article title (following MLA or APA style for formatting titles) and brief overview of the article’s content (This is usually part of the introduction.)
  • Clearly developed thesis statement making a claim about the purpose or effectiveness of rhetorical features of the core reading
  • Well-reasoned analysis of the core reading’s rhetorical strategies, supported with evidence
  • Use of at least one additional source found using the Ivy Tech Virtual Library databases
  • Use of at least 10 quotes (words, phrases, or key sentences) and/or paraphrases (key details or ideas rephrased in your own words), of the core reading and/or your additional outside source, cited using correct in-text citations
  • APA or MLA manuscript style, as specified by your instructor, with in-text citations and a References or Works Cited list that includes ALL sources used. (References or Works Cited list does not count in the minimum word-count requirement)
  • Observation of the conventions of Standard English
  • 1000 words minimum for final draft (the minimum 150 words for the cover letter is not included in this count)


Rubric

Writing Project 2 Analysis Final Draft Rubric

Writing Project 2 Analysis Final Draft Rubric

CriteriaRatingsPts

This criterion is linked to a Learning OutcomeCover LetterEffective cover letter, describing peer feedback, explaining how peer feedback was implemented, and explaining how these changes improved the draft

10.0 pts

This criterion is linked to a Learning OutcomeThesisRhetorical Analysis: Clear thesis that makes a claim about the purpose or effectiveness of rhetorical features analyzed in the core reading Comparative Analysis: Clear thesis that makes a significant claim comparing the core readings

10.0 pts

This criterion is linked to a Learning OutcomeIntroduction / ConclusionRhetorical Analysis: Introduction attempts to express relevance of the analysis to the audience. Conclusion effectively summarizes the content and conveys the significance of the analysis to the audience. Comparative Analysis: Introduction attempts to express relevance of the comparison to its audience. Conclusion effectively summarizes the content and conveys the significance of the comparison to the audience.

10.0 pts

This criterion is linked to a Learning OutcomeOrganizationOrganization is supported with helpful and effective transitions and with coherent arrangement.

15.0 pts

This criterion is linked to a Learning OutcomeAnalysisRhetorical Analysis: Effective rhetorical analysis of core reading demonstrated, with sufficient evidence used to support the thesis Comparative Analysis: Effective analysis of core readings demonstrated, using well-developed, relevant, and complex points of comparison and supplying sufficient evidence to support the thesis

30.0 pts

This criterion is linked to a Learning OutcomeStyleVoice, tone, and stance are appropriate and effective for material, purpose, and audience. Style is clear, consistent, and cohesive, appealing appropriately to the intended audience.

10.0 pts

This criterion is linked to a Learning OutcomeConventionsClear control of language conventions with few distracting typos or errors

10.0 pts

This criterion is linked to a Learning OutcomeEvidence and CitationsAppropriate use of at least 10 quotes (words, phrases, or key sentences) and/or paraphrases (key details or ideas rephrased in your own words) from the core readings and/or additional outside source, cited using correct in-text citations

10.0 pts

This criterion is linked to a Learning OutcomeOutside SourceUse of at least one relevant additional source found using the Ivy Tech Virtual Library databases. The writer’s voice is discernible from the author of the source and discussion of source information is discernible from source information itself.

10.0 pts

This criterion is linked to a Learning OutcomeDocument StyleCorrect document format in APA or MLA style, as specified by your instructor, including correct References page (APA) or Works Cited page (MLA)

10.0 pts

Total Points: 125.0


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Heller 1 Purpose Statement The purpose of this paper is to provide a rhetorical analysis of the article "The Government Should Guarantee Everyone a Good Job," so as to enlighten my colleagues of the current burning issue in the United States. It is also meant to demonstrate how much the author of the mentioned article. The article talks about a very sensitive issue in the United States using various styles of language to pass on information and express himself in a way that is captivating and moving to the readers. It is my hope that this rhetorical analysis would provide the audience with more knowledge the issue of government guaranteeing individuals job opportunities. Through this rhetorical analysis, I plan to express the various emotions of the author that he transmits to his readers. Using this rhetorical analysis, I hope that I will be able to shape the opinions of the readers or cause them to rethink their earlier formed decisions or beliefs about the topic at hand. None the less, the actual purpose of this project is to describe the success and the path to success that the author described in the article and emphasize on the idea that the government should guarantee everyone a good job. Using clear description, summary, and finally responding to various issues in the article, I will espouse how this article has affected readers. Heller 2 Ady Barkan in his article “The Government Should Guarantee Everyone a Good Job," writes to express the importance of, and the ups and downs of the "good job Guarantee agenda," The author does in fact engage in the use of effective rhetorical characteristics including imagery, facts, and different writing styles to make clear his argument to the audience. The authors begin by tracing the role of a citizen as a patriot in nation building and development. He further links the American Dream of having everyone access to equal job opportunities to the role of the government in helping every citizen to realize their full potential. Using this interrelation, the author argues that it is the role of the government to guarantee everyone a good job. For all those who share the American Dream, this article provides more insight into how to achieve that dream. The first rhetoric that comes out in this article is the use of images in the article to provide more insight into the need for the Government to guarantee everyone a good job. The author has used many images to give a description of the nature of good job which according to him should be provided to each citizen by the government. (Paul, Darity Jr, & Hamilton, 31). By engaging in a descriptive analysis of the nature of the struggle and economic need in each individual, the author is simply trying to point out to the benefits of a good job and the implications of the job to the citizen and the economic development of the government. For instance, the author argues that "popular-education campaign" would make individuals productive (Barkan, nd). A careful study of these images would provide a more understanding of the nature of the job that the author considers to be a good one in the perspective of the citizens of the United States. The authors move to spill the facts on why he feels that the government should guarantee everyone a good job also comes out as a rhetorical issue in the article. He tries to depict the Heller 3 nature of success that an individual would have in the event that a good job was available to the individual. Further, the author goes ahead to give a contrast of what would befall an individual who is not guaranteed any good job upon struggle through academic life. The picture portrayed by the contrast of statement "Progressives have begun to dream more boldly," gives factual reasons why indeed there is a need for each individual to be guaranteed of a job to alleviate the adverse implications of the predicaments of lack of a job in the future (Barkan, nd). The author has also provided a detailed narration of facts arranged in a chronological order which provides a credible justification for his argument on the need for the government to guarantee every citizen a good job. Reading through this article and a careful perusal of the facts gives a better feeling about how the significance of a good job in shaping the future of an individual. Further, the argument that job guarantee “can prevent individuals from fighting sexual harassment, discrimination, corporate abuse, and anti-union activity,” is a factual point that enlist the path that an individual would follow and the possible success that the individual would enjoy once the individual gets a guarantee for the job (Barkan, nd). To further justify his argument on job guarantee, the author uses the facts surrounding job and its role in ensuring social and economic wellbeing of an individual to persuade the readers to embrace his argument. A close look at the statement that "over 8 million people" stand to benefit from the initiative is clear that the author is using facts as a rhetorical strategy to depict how a good job would lead to a radical transformation of the life of an ordinary citizen as opposed to an individual who has no guarantee for a good job. In his own words, the author is simply linking the social and economic success of an individual to the perception that there is a guarantee for a good job after the completion of any formal training in a particular field of study. This is evident when the author promotes a "good-job guarantee agenda," in the article (Barkan, nd). Heller 4 The third rhetorical issue that comes out in this article is the type of writing style that the author chose to pass his ideas and message to the readers. The author begins the story by espousing the role of the government in job creation and then precedes to link jobs to the social and economic development of the nation. Towards the end of the article, the author links the perception of an individual on the guarantee of a good job. This chronological analysis of the need for a government to guarantee people a good job is an illustration of how one story is linked to another story to create a perception of the mind that indeed the arguments have a basis and thus should be embraced. Reading the article from the beginning to the end thus provides more knowledge of rationale for a job guarantee due to the connection of issues and ideas in the article. The use of rhetoric in this article has a significant impact on the manner in which the readers and audience would perceive the thoughts, ideas, and opinions in the article. To begin with, the use of imagery in this article is used to give a visual and sense of feel of the reality depicted by the need for the government to guarantee everyone a good job (Paul, Darity Jr, & Hamilton, 29). Using the imagery, the author hoops to have the audience and the readers to place themselves in the position of the job seekers who have despaired due to lack of a job that has been partly attributed to the lack of job guarantee form the government. For instance, the authors claim that "the 1978 Full Employment and Balanced Growth Act." is a visual illustration of how a job guarantee to an individual would have a positive impact on the perception, attitude, commitment, and focus on achieving both social and economic development in future (Barkan, nd). The use of factual analysis and narration in the article provide a proof to the audience and readers of this article that indeed the arguments contains in the author in respect to the need Heller 5 for the government to guarantee jobs to each individual is a credible argument. The readers get a sense of credibility from the use of actual statistics and facts which have been lifted from authentic sources and agencies. For instance, the observation by the author that “good-job guarantee agenda,” is an illustration of how credible the facts are and thus the readers can rely on them to make a judgment on his arguments (Barkan, nd). These facts give the article more weight when it comes to the debate over the issue of the government guaranteeing individuals job opportunities. The influence of the style of writing employed by the author to the readers is to give the author a sequence of events that would follow once an individual gets a job guarantee to form the government. This is evident by the argument that "one of the richest nations in human history" (Barkan, nd). The author used imagery rhetorical strategies in this article to create a feeling and connection with the article in its entirety. The author was specific that he intended to provide the readers with an opportunity to relate to the issue of job guarantee to all individuals and the possible implications of either scenario (Paul, Darity Jr, & Hamilton, 28). For the use of the factual and proof analysis, the author intended to make the reader more knowledgeable through ought the article and focus on the credibility of the various sources of information. For the use of writing style as a rhetorical strategy, the author intended to create a seamless flow in the story using sequence and chronological arrangement of scenes and events. Heller 6 Conclusion In conclusion, Ady Barkan in his article “The Government Should Guarantee Everyone a Good Job," has used three effective rhetorical strategies of writing styles, imagery, proofs, and facts that can help the audience have a better understanding of the ideas in the article. The use of the rhetorical strategies helps the audience understand the article which will allow them to help America achieve its dream. This would influence the knowledge, opinion, attitude, feeling, and perception of the audience to practice the ideas postulated in the article. Heller 7 Works Cited Barkan, A. (2019). The Government Should Guarantee Everyone a Good Job. Retrieved from https://www.thenation.com/article/the-government-should-guarantee-everyone-a-goodjob/ Paul, M., Darity Jr, W., & Hamilton, D. (2018). The Federal Job Guarantee–A Policy to Achieve Permanent Full Employment. Washington: Center on Budget and Policy Priorities. A. Analyze the thesis statement. Rhetorical Analysis assignment only: Does the thesis statement provide a clear claim about the rhetorical purpose or effectiveness of the selected text (the CORE READING)? Comparative Analysis assignment only: Does the thesis statement provide a clear claim comparing the selected texts (the CORE READINGS)? Both assignments: Identify the thesis (main point) and restate it in your own words. If you can’t identify a single thesis statement, what main claim do you think your peer is trying to make? The thesis statement was clearly stated in Will’s purpose statement. He wrote about the audience, setting and time and introduced the main idea well. The main claim the author is making is how social and economic success is linked with the process forming a nation. You supported the main idea with details from the core reading. B. Analyze the topic of the analysis, using questions in Step 7 in CHAPTER 8 (Rhetorical Analysis assignment) or CHAPTER 7 (Comparative Analysis assignment) under “A relevant topic worthy of analysis.” What works best? What is missing? I think you did a really good job with your analysis, very detailed. I do not think you are missing much of anything in your topic and it was very organized rhetorically. C. Analyze the complexity of the analysis, using questions in Step 7 in CHAPTER 8 (Rhetorical Analysis assignment) or CHAPTER 7 (Comparative Analysis assignment) under “Complexity.” What works best? What is missing? I think this analysis was complex and detailed I enjoyed your quotes and evidence. You did a good job supporting the author, I think you overall succeeded. D. Analyze the evidence and support, using questions in Step 7 in CHAPTER 8 (Rhetorical Analysis assignment) or CHAPTER 7 (Comparative Analysis assignment) under “Appropriate and sufficient support.” What works best? What is missing? Will you did a good job supporting your details from the author while expressing his evidence he provided throughout the core reading. I think you supported the analysis with appropriate evidence, I do not think anything is missing in your analysis. E. Analyze the conclusions of the analysis, using questions in Step 7 in CHAPTER 8 (Rhetorical Analysis assignment) or CHAPTER 7 (Comparative Analysis assignment) under “Reasonable conclusions.” What works best? What is missing? Your conclusion is very well expressed I think your draft is nicely organized. It is reasonable and you also supported your conclusion with evidence. I do not think anything is missing in your conclusion, just fix your MLA style on the start of the draft. Brocklehurst 1 Cover Letter Dear Professor Burbage, I am writing this cover letter to notify you of changes I have made to my final draft of Writing Project 2, Rhetorical Analysis. I received peer feedback from Loretta Cornhill and she addressed that I should shorten my introduction to really “drive home” my thesis statement. Loretta also mentioned that I should reword my second to last sentence of my conclusion as she stated that it read “awkwardly”. I have reviewed my paper and have decide to make a couple of changes. Personally, I feel that my introduction wasn’t too long. I wanted to start out discussing the importance of the issue by telling my audience that even President Obama has addressed the issue of environment sustainability, which led into my thesis statement that Leyla Acaroglu aims to educate and inspire her audience to think about the factors that contribute to climate change and what the world population can do to decrease the effects of it. I didn’t actually make any changes to the introduction that Loretta suggested because I feel that what led into the thesis statement was used for additional backup to support my thesis statement. I did add a couple examples of products that Acaroglu addresses in my introduction to make my thesis a little stronger, based off of feedback from you. I am not sure that this is what you were looking for, but it was my understanding of what you said. I did word the second to last sentence of my conclusion differently because, as Loretta stated, it did read awkwardly, and I could see how it could be cause some confusion. I think I felt rushed as the assignment neared its deadline and I didn’t have enough time to go back over my paper. I read through section 8 of chapter 8 again for revision. I asked myself the questions the textbook offers and feel that I did address and answer each question with the use of supportive citations that do reflect Acaroglu’s purpose. I also reworded some sentences to make them flow more fluidly. As far as voice in my paper is concerned, I feel like the voice I use appropriately expresses the urgency that Leyla Acaroglu’s words need to be heard to make changes in our choices and environment. With that being said, I hope you agree. Sincerely, Mandy Brocklehurst Brocklehurst 1 Mandy Brocklehurst Professor Burbage ENG 111 82N 15 February 2015 Environmental Sustainability: A Global Concern Environment sustainability is a well know topic these days. Many political figures, including our current President, Barack Obama, have addressed the issues of the rising levels of pollution, the increasing level of greenhouse gas emissions, “fracking”, and many other environmental “carcinogens” that take a toll on the world around us, as well as the alarming and devastating results of these practices globally. It is such a popular topic that ignoring what is right under our noses is becoming considerably harder to do. So, it really comes as no surprise that someone like Leyla Acaroglu, multiple award-winning educator and sustainable design strategist, would take this opportunity to educate people on the effects of these globally damaging factors and also make the general masses think deeper about their own personal effects on the environment around them through the use of everyday products. In the TED presentation given by Leyla Acaroglu, “Paper Beats Plastic? How to Rethink Environmental Folklore,” filmed in February 2013, Acaroglu dissects the “life cycle stages” of products that are used every day by the majority of consumers, like cellphones and refrigerators, to give us a broader perspective of how our seemingly simple life processes can have unhealthy effects on our environment over time. Her purpose throughout the presentation is to give her audience a look into the research that she encounters daily that proves the need for a more informed society. For instance, simply throwing out an “outdated” cellphone has negative global effects that most consumers are unaware of, and Acaroglu portrays knowledgeable and visual information Brocklehurst 2 showing the gruesome details of trashing it, rather than recycling it. She also stresses the need for designers to produce “behavior-changing products” that “solve these problems upfront” (Acaroglu, par. 13). Designing smaller refrigerators to reduce the waste of uneaten foods going to landfills, which creates more greenhouse gases harmful to the environment, and implying that composting could greatly reduce this problem are just a couple topics Acaroglu addresses. In conclusion, by sharing her expert knowledge, Leyla Acaroglu hopes to inform and inspire her audience, from product designers to the average consumer, to think differently about their everyday life and work cycles. She gives very clear reason to make better decisions that leave less of a carbon footprint on the environment. Leyla Acaroglu is a multi-award winning sustainability educator and creator. Named as one of Melbourne’s Top 100 People of Influence in 2010, Acaroglu is a well-known international speaker at many top Universities and is the founder of two design agencies; Eco Innovators, based in Melbourne, and Disrupt Design in New York. She is also the founder of The Un-School of Disrupt Design and is the creative director of the award-winning educational project ‘The Secret Life of Things.’ Acaroglu is the author of two published works; Good Design Guide and Make Change: a Handbook for creative rebels and change agents. Stepping onto the TED stage, Acaroglu radiates her ethos, or ethical appeals to the audience just by simply being Leyla Acaroglu. In her introduction, Acaroglu establishes her credibility of speaking about environmental sustainability as she tells her audience that she works in design. Acaroglu says, “I advise designers and innovators around sustainability, and everyone always says to me, ‘Oh Leyla, I just want the eco-materials’ “(par.3). This proves to the audience that her opinion is well-respected and shows her intelligence when it comes to sustainable design. The fact that designers want to use eco-materials also establishes the main point that people are aware of Brocklehurst 3 negative changes in the environment and want to help make a difference producing better products for it. They are seeking the expertise of advisors like Acaroglu to help them produce environmentally sustainable products. This helps Acaroglu establish a trust with her audience that the topic of sustainable design is an extremely important one. In the body of her presentation Acaroglu gives many different examples of daily processes and uses mostly logos appeals speaking to her audience in a way that easy to understand. She breaks down the stages of a products life when she discusses what happens when food goes to a landfill as opposed to getting rid of the food in a natural environment such as by composting. Acaroglu states, “When something natural ends up in the natural environment, it degrades normally. Its little carbon molecules that it stored up as it was growing are naturally released back into the atmosphere as carbon dioxide, but this is ...
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Tutor Answer

TutorAR
School: Duke University

Hi, Find attached the paper for your review.Let me know if you need anything edited or changed.Looking forward to working with you again in future.Thank you.
Attached.

Heller 1
Students Name
Professors Name
Course Title
Date
Purpose Statement
The purpose of this paper is to provide a rhetorical analysis of the article "The
Government Should Guarantee Everyone a Good Job," so as to enlighten my colleagues of the
current burning issue in the United States. It is also meant to demonstrate how much the author
of the mentioned article. The article talks about a very sensitive issue in the United States using
various styles of language to pass on information and express himself in a way that is captivating
and moving to the readers. It is my hope that this rhetorical analysis would provide the audience
with more knowledge about the issue of government guaranteeing individuals job opportunities.
Through this rhetorical analysis, I plan to express the various emotions of the author that he
transmits to his readers. Using this rhetorical analysis, I hope that I will be able to shape the
opinions of the readers or cause them to rethink their earlier formed decisions or beliefs about the
topic at hand. None the less, the actual purpose of this project is to describe the success and the
path to success that the author described in the article and emphasize on the idea that the
government should guarantee everyone a good job. Using a clear description, summary, and
finally responding to various issues in the article, I will espouse how this article has affected
readers.

Heller 2

Ady Barkan in his article “The Government Should Guarantee Everyone a
Good Job," writes to express the importance of, and the ups and downs of the "good job
Guarantee agenda," The author does, in fact, engage the use of effective rhetorical characteristics
including writing styles, imagery proofs and symbols to make clear his argument to the audience.
The authors begin by tracing the role of a citizen as a patriot in nation building and development.
He further links the American Dream of having everyone accesses to equal job opportunities to
the role of the government in helping every citizen to realize their full potential. Using this
interrelation, the author argues that it is the role of the government to guarantee everyone a good
job. For all those who share t...

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