Essay Assignment: Rhetorical Analysis Prompt: In English 101, you had to write expository essays. A rhetorical analysis is an expository piece of writing that evaluates and explains how a writer/composer communicates, maybe even influences, an audience. Locate a visual/oral/verbal text that you deem interesting and analyze it according to the way the text uses rhetorical effects and strategies to make its argument. Use specific textual evidence to establish a general argument (i.e., thesis) about how the text “works.” You should not simply paraphrase or summarize what the writer/composer says or composes; rather, your goal is to provide a way of understanding the measure of persuasive effect by analyzing the rhetorical situation. To do this, first identify the maker, intended audience, message, and intended purpose of the text. You can take your cues from the readings included in the book, class discussions, or discussions with your instructor. This information will set the foundation for the rest of your analysis. Next, explain how (and how effectively) the text • • appeals to its intended audience; employs the available means (the rhetorical appeals of ethos, logos, pathos; the rhetorical methods of development; and visual and/or aural elements, if applicable). Process: Before proceeding with your work on the assignment you must present your topic and text for your instructor’s review and explain what makes this text an interesting subject (i.e., what is not rhetorically obvious) for rhetorical analysis through through a 1-page Statement on Planned Research. This statement will layout the topic and three questions about the topic you want to study. It will also layout why you are interested in studying the topic and what you expect to learn through this analysis. The topic must be approved by your instructor. Doing research is fundamental to putting together an effective paper. To this end you must conduct research on your topic and develop an Annotated Bibliography of at least four sources (see Annotated Bibliography Assignment Sheet). The bibliography can be changed in the final paper, but the annotated bibliography text you submitted will be a graded assignment separate from your Essay Assignment. As you are drafting, consider how you are supporting your claims about the text. Refer to specific moments in the text (using quotes and other concrete details) as evidence for your explanation of how the writer/composer uses rhetorical strategies. At the same time, consider the balance between description and analysis in your writing. Describe moments in the text in order to make your argument, but remember that your job is not to summarize the text for your readers. Your job is to evaluate the text by analyzing these details and making an argument about their rhetorical effect. After drafting, revise and edit the Final Draft. Consider carefully the organization and coherence of your piece. Develop clear paragraphs that support your thesis. It is essential you incorporate feedback (from peers, from the SVWC, or Smartthinking) at this step off the process based on two completed Feedback Sheets. You must also reflect on this process and develop a Review Memo laying out your steps. The Review Memo is meant to make you cognizant about the writing process. Based on the feedback you received, lay out your process of incorporating feedback and what you learned about the writing process as such in a 1-page memo. Your answers will not be graded for grammar, but you should try to answer as specifically and clearly as possible. The memo should explicitly answer these four questions: • What did you understand about the changes asked for in your essay by your reviewers? Be specific. • What changes did you make during the revision process and why? • What changes did you not make and why not? • What did you learn about the research process and how will you use it in the next assignment? Format: Your final draft should be three to four pages (double-spaced, TNR font, 1” margins). When citing your outside source(s), follow MLA format (see IC Part 6 or Bowie State Course Library Guide for English 102.). Deliverables: 1) Statement of Planned Research, 2) Annotated Bibliography, 3) Rough Draft 4) 2-Completed Feedback Sheets, 4) Final Draft , and 6) Revision Memo Suggested Themes and Topics • Music videos • Media campaigns by politicians • Ad campaigns by athletic gear companies • Presidential campaigns • Ad campaigns by fashion • Amazon ad campaigns • Speeches by famous social activists • Marijuana policies • Speeches by presidents • Specific topics in Hip Hop • Movie analysis • Objectification of women in advertising • Social movement campaigns • NFL protests • Essay by authors • Black Lives Matter • Historical figures and their writings • Immigration controversies Additional Topics: Rhetorical Analysis Argument Rubric – 100 points A B C D F Introduction 10-9 It does a great job of connecting to the prompt, setting the context, and stating the audience. 8 It does a good job of connecting to the prompt and stating the audience. 7 It does not do an adequate job of connecting to the prompt and stating the audience. 6 It does not connect to the prompt, the subject or state the audience. 5-0 It does not fulfill either function regarding the prompt or audience. Thesis 5 A very specific 3-point thesis that provides a clear position and outlines the structure of the paper. 4 A closed 3-point thesis that presents a position being talked about in the paper. 3 It does not present an position or the outline of the paper. 2 No thesis. 1-0 No thesis. Content of Argument 20-18 Uses appropriate, relevant, and compelling content to illustrate profiency of the topic and analysis; explains using the appropriate terminology and with sourced evidence. 14-13 Illustrates competence of the topic and analysis; use of appropriate terminology and with sourced evidence needs to be stronger. 12-11 Inadequate handling of the topic and analysis; no use of appropriate terminology. 10-0 Poor handling of the topic and analytical process. Organization 10-9 Presents ideas in a logical and cohesive sequence, with paragraphs using topic sentences and transition words or phrases well and reflecting the assigned argument. 17-15 Uses appropriate, relevant, and compelling content to illustrate competence of the topic and analysis; explains using the appropriate terminology and with sourced evidence. 8 Presents ideas in a cohesive sequence, with paragraphs using topic sentences and transition words or phrases that need to be strengthened; logic of sequence is not explicit but argument type is clear. 7 Presents ideas in a sequence of pars with vague transitions. Topic sentences are present but need to be revised for clarity. 6 Ideas are not presented in a sequence; transitions and topic sentences are not effectively used. 5-0 The essay does not represent the required argument in either sequence or ideas. Transitions and topic sentences are missing. Mechanics and Style 20-18 The essay demonstrates mastery in grammar and mechanics of SAE conventions. Essay has only 12 major errors and only 1-2 minor errors in its use of SAE 17-15 The essay demonstrates proficiency over grammar and mechanics of SAE conventions. Essay has 3-4 major errors and 3-4 minor errors in its use of SAE. 14-13 The essay demonstrates some competence over grammar and mechanics of SAE conventions. Essay has 5 major errors and 5 minor errors in its use of SAE. 12-11 The essay displays a lack of competence over grammar and mechanics of SAE conventions. Essay has 6 or more major errors and 6 or more minor errors in its use of SAE. 10-0 The essay displays no competence over grammar and mechanics of SAE conventions. Essay demonstrates a lack of control over SAE in both major and minor errors. Conclusion 10-9 It does a great job summing up the points of the arguments, restating the position, and articulates what it means for future work. 8 It does a good job summing up the points of the arguments, restates the position, and articulates what it means for future work. 7 It does a adequate job summing up the points of the arguments and position. But it does not talk about significance to future work. 6 It does not sum up the points of the arguments, restates the position, and articulates what it means for future work. 5-0 It does not fulfill any of the functions of the conclusion or is missing one completely. MLA Citations and Formatting 5 All sources are introduced and cited. Essay is formatted in Times New Roman, 12 pt. type. Includes a properly formatted Work Cited Page. 4 Most sources are introduced but all of them are cited. Essay is formatted in Times New Roman, 12 pt. type. Includes a properly formatted Work Cited Page 3 Only a couple of sources are introduced but all are cited. Essay is formatted in Times New Roman, 12 pt. type. Work cited page is not satisfactory. 2 Sources are introduced and most of them are cited. Margins are not consistent and pars are not clearly delineated. Essay may be in a type face other than Times New Roman, 12 pt. No work cited page. 1-0 Sources are neither introduced nor cited. Portions of the paper are plagiarized. No Work Cited page. Review Memo 20-18 The memo clearly lists the changes made on the basis of reviewer’s feedback. It lists why the changes were made and reflects on the process. It also articulates how future work will build-off what was learned. 17-15 The memo lists the changes made. It lists why the changes were made and reflects on the process. 14-13 The memo lists the chances made. 12-11 Does not list any changes or reflections. 10-0 Memo is too brief or no memo Annotated Bibliography Due: Genre/Medium: Annotated Bibliography Prompt: The writer of an annotated bibliography complies a list of sources to build research. The form includes a brief summary of the source and your own critical assessment of its relevance, objectivity, appropriateness, and usefulness. This write-up will be similar to the writing activities you had to do in English 101. To do this assignment use the currency, relevance, authority, accuracy, and purpose (CRAAP) framework in evaluating your resources. It is a tool that helps you keep an organized and thoughtful record of the research process and relevant information about the topic. To this end, you will put together an annotated bibliography of four sources in preparation for Assignment 1. The bibliography will include three types of textual information: 1) Two mainstream and accredited news/ magazine article, 2) One scholarly/academic “peer reviewed” article, 3) One legitimate web-based multimedia or blog-style article. Format: Your annotated bibliographies must paragraphs must contain a topic sentence, clear evidence from the reading, and coherent sentences on a topic. It will use transitions affectively to cohere the overall piece together. It must answer: 1) What is the information in the article you are summarizing?, 2) What is your critical assessment of the article?, and 3) How you will use it in your assignment? Instructions: 1. Cite in MLA-citation format the name of the article. 2. Draft one or two paragraphs for each of the sources you list in your annotated bibliography. 3. Review the information in the bibliographies with your classmates to improve the grammar of the text and consider points that might help you build your argument in Assignment 3. Grading Rubric (50 Points): Content & evidence Information Literacy 25-21 Excellent annotated bibliographies. It lays out the aspects of the topic well, evaluates the sources effectively, and/or lays out how it will be used in the argument. Citation is correct. It also provides specific evaluations about the appropriateness of the medium and the information for academic research. 20-16 Good annotated bibliographies. It lays out the aspects of the topic well, evaluates the sources, and/or lays out its use in the argument. 15-11 It is an adequate annotated bibliographies. It lays out the aspects of the topic, but does not evaluates the sources or lay out its use in the argument. 10-6 Does not fulfill the requirements of an annotated bibliographies. 5-0 Paragraphs are too poorly written to be useful or no paragraphs presented. Citation is correct. It provides specific evaluations about the appropriateness of the medium. Citation is correct. Citation is accurate. It needs to speak to the appropriateness of the medium and the information for academic research. Citation is not correct. Does not include any information about the medium and appropriateness for academic research. Citation and assessment are not adequate or no citations provided. I chose this speech because of the interesting words that say: "I have a dream this afternoon that my four little children will not come up in the same young days that I came up within, but they will be judged on the basis of the content of their character, not the color of their skin."The Reverend Martin Luther Ruler Jr. pronounced these words in 1963, but this was not the speech that would become one of the main imperatives of US history. The American civil rights activist Martin Luther King Jr. delivered a speech on August 28, 1963, in which he called for a conclusion on racism, in which he pronounced the words "I have a dream". These four words would be one of the best-known expressions in the African American history of the United States. Martin Luther Lord Jr. delivered the address to an audience of over 250,000 supporters of respectful rights on the steps of the Lincoln Memorial. He delivered this talk in mid-March on Washington for Employment and Freedom, in which he shared his dreams of uniformity and flexibility that he accepted could result from contempt and submission to the United States. Despite the fact that submission had been canceled 100 years ago, African Americans continued to be treated unfairly and were not truly free. Martin Luther King Jr. fought hard until he was killed to alter the way African Americans were treated in society. Several members of the King staff he really tried to weaken him from using the same "I have a dream", refrain from doing it again. As we all know, this did not happen. But the way this important speech was created is one of the few curious realities of what is one of the most important twentieth-century minutes in the United States. king had proposed the recognizable "Dream" speech he used in Detroit for his march, but his adviser, Reverend Wyatt Tee Walker, called it "hackneyed and trite." Then, the night before the march, King's staff made a new speech, "Normalcy Never Again." It was as it were after pressure from Anna Arnold Hedgeman, the as it were a lady on the national planning committee, that a "Tribute to Negro Women Fighters for Freedom" was included to the official program. There is no doubt that King's speech was the most important part of March in Washington. it continues to be educated at school and memorized by children, half a century later.
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