Project #1: Rhetorical Analysis In class we’ve been examining how writers use certain techniques to make their writing more persuasive. For instance, writers might emphasize their own authority or credibility (ethos); they might appeal to an audience’s values, emotions, or experiences (pathos); they might base their argument on careful reasoning (logos); or they might take advantage of opportunity or timing (kairos). These techniques are part of what is known as rhetoric—the effective use of language. Analyzing the rhetorical choices writers make allows us to evaluate their arguments more effectively and respond appropriately. This assignment asks you to conduct such a rhetorical analysis of a text. Begin by selecting one of the following texts from Remix: Reading and Composing Culture that we have read this semester in our “Identity” unit. ! ! ! ! ! ! ! “High School’s Secret Life,” pp. 14-18 “Identity Crisis: Sign Your John Hancock Here. Or is it your Lady Gaga?” pp. 19-21 “Tokens and Totems,” pp. 23-28 “The Fifth Flavor,” pp. 42-49 “Color Lines,” pp. 59-66 “How to Tame a Wild Tongue,” pp. 70-76 “The ‘F Word,” pp. 77-81 Your main objective in this essay will be to [page numbers refer to Rules for Writers]: • Read and write critically [pp. 66-75] • Analyze effectively [pp. 76-77] By way of helping you think about an overall structure for your paper here are some steps to follow: ! Begin with an objective summary of the argument you are analyzing (1-3 sentences). ! In your thesis, assert which lines of argument help the essay succeed (or not). ! Develop paragraphs around specific claims [assertions] that the author makes, as well as the evidence [facts, reason, etc.] that he or she provides to support those claims, and for each Claim + Supporting Evidence, spend some time judging how well [or not well] the author succeeds in connecting his or her assertions to persuasive pieces of evidence. Your focus should be on logos, ethos, and pathos. Use quotations from the article to support your analysis. ! "Connection" is really the key here: it is not just a matter of whether or not the evidence provided is "true" or "valid" or not, but whether or not the evidence really fully supports the assertion that supposedly depends upon it. You might also look for assertions that don't seem to be supported by anything--those are assumptions and you can note those as weaknesses in any argument. ! Conclude with an overall assessment of the argument's strengths and weaknesses. IMPORTANT NOTE: It is NOT your job in this paper to argue for or against the opinion being argued by the essay you choose to analyze. In fact, I explicitly advise you to not do that. Instead, it is your job to evaluate the effectiveness of the author's argument [its persuasive power, or lack thereof], based on your analysis of how compelling [or not] your author's assertions and supporting evidence are. Please be sure, throughout your paper, to always FULLY EXPLAIN the reasoning behind your critical points, whether positive or negative or both. Refer, also, to pp. 78-80 in Rules for Writers for an example of a student's analysis of an argument by Emilia Sanchez about big-box stores and American communities. Tips on MLA-style citation can be found in Chapters 53-57, "Writing Papers in MLA Style” in Rules for Writers. Length/format: 5-7 pages typed text, double-spaced with 1” margins in 12 pt Times New Roman, and MLA documentation. Composition Folder: Your composition folder must include your final draft, all of your rough drafts, your outline, any notes, and anything else that will help me understand your writing process. Electronic Copy: In addition to a hard copy of all of your materials that you must submit in your composition folder, you are also required to submit your assignment on Canvas. This file will be due at midnight on the day it is due. If you do not submit your file electronically, you will not receive a grade for your paper. So, make sure that you are completing all components of this assignment to get full credit for your work. Rhetorical Analysis Rubric Writer _____________________________________ Evaluator __________________________________ Criteria Rating – Well Done Rating – Needs Work Rating – Not Done Points Possible Introduction introduces the topic (selected article) of the paper. Introduction includes and objective summary of the article selected (1-3 sentences) Introduction explicitly states the author and title of the article Introduction ends with a thesis statement (one sentence) that states a topic + an opinion and that asserts which rhetorical appeals help the essay succeed (or not) Body Paragraphs are developed around specific claims + supporting evidence that the author presents, and these are analyzed in terms of logos, ethos, and pathos Evidence (direct quotes, summary, and paraphrase) from the article is used to support the thesis statement Conclusion presents an overall assessment of the argument’s strengths in weaknesses—especially as they relate to the rhetorical appeals Paper meets assignment length requirements: 5-7 pages (1250-1750 words) of typed text, doublespaced with 1” margins in 12 pt Times font Essay is free from mechanical and grammatical errors, ideas are clearly expressed, conforms to MLA rules for formatting and citation of sources Writer participated in all steps of the writing process (outline, peer editing, revision, final revised draft). Revision on the peer reviewed rough draft is significant and evident; it goes beyond surface editing, handling main ideas and other major aspects of the writing beyond grammar/mechanics. 5-4 3 2-0 5 5-4 3 2-0 5 5-4 3 2-0 5 15-13 12-11 10-0 5 20-16 15-14 13-0 20 15-13 12-11 10-0 15 10-8 7 6-0 10 10 5 0 10 5-4 3 2-0 5 10 5 0 10 A = 100-90 Demonstrates superior writing ability. The essay is distinguished by its fully and effectively developed content and by its rhetorical sophistication. Comments: B = 89-80 C = 79-70 D = 69-61 F = 60-0 Demonstrates strong writing ability. The essay may be less thoughtful or less polished than the “A” essay, but it will be solid in content and development and will employ an effective style. It is clearly a “passing” essay. Demonstrates adequate college-level writing ability. The essay’s content, structure, and style indicates that the writer is ready for English 1A. Language weaknesses do not significantly limit the writer’s ability to develop and communicate ideas. Reflects inadequate college-level writing. The essay is marked by significant weaknesses in content, development, or expression, indicating that the writer is not yet prepared to handle English 1A. Language weaknesses interfere with the writer’s ability to develop and communicate ideas clearly and effectively. Represents very weak writing. This essay has a combination of weaknesses in development and expression that severely limit the writer’s ability to develop and communicate ideas. It is clearly not a “passing” essay. Score FINAL SCORE (out of 100) GRADE
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