Rhetorical Analysis

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Please follow the file "RA Assignment Sheet Sp18". writing a Rhetorical Analysis base on the document which is the news from BBC. Here is the link: "http://www.bbc.com/news/business-42904758"

The file "100a shazia RA essay" is the example of the essay.

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ENG / LLD 100A Rhetorical Analysis Assignment Spring 2018 Purpose & Audience Purposes: • • To develop your understanding of rhetoric by investigating how a writer constructed a professional document or text in your major field To practice analytical thinking and clear writing1 Audience: Your instructor, your classmates, and other faculty members on the ENGL & LLD 100A review committee. Writing Steps Step 1: Select a document to analyze Choose a piece of writing that was written by a professional in your major or a field that is closely related to your major. The text should be at least 3 pages long so that you will have enough material to analyze and write about. These writings may include, but are not limited to: • Academic and trade publications (journals, newsletters, articles) • Company web sites (Internet and Intranet) • Professional society web sites (e.g., Federal or State Bar Association, the National Association of State Foresters, Society for Technical Communication, etc.) • Internal correspondence (the audience is within the same company or organization as the writer), for example: memos, policy & procedure documents, reports such as audit reports, project status reports, proposals, lab reports, etc. • External correspondence (the audience is outside the same company or organization as the writer), for example: letters or reports to customers or vendors, sales or marketing materials, external blogs, newsletters, etc. Note: There are many sample documents available on the web. Use a Google search to find these in your discipline. You can also ask people you know who are working in your major field for a document they may have written. Ask your professors in your major courses for suggestions as well. Step 2: Analyze the paper you selected As a preliminary step, before you actually write the first draft of your paper, try to answer the following questions about the document you are analyzing: • • • • • • • What do you think was the author’s purpose in producing this writing? Who was the intended audience? What genre does it represent? What style and tone did the author use? (formal, informal) What rhetorical appeals did the writer use? (ethos, pathos, and logos—these terms will be explained in class) What strategies were used to develop ideas? (description, narration, process analysis, compare and contrast, cause and effect, etc.) How is the text organized, and why do you think the author chose this particular organizational pattern? Is there a particular format that is used? 1 This assignment has been adapted from a similar one developed by Julian Heather and Fiona Glade at CSU Sacramento. 1 ENG / LLD 100A • • Rhetorical Analysis Assignment Spring 2018 Why do you think the author included or omitted particular information? What kinds of evidence did the author include to support his/her point of view, and how was that evidence used? Step 3: Decide which rhetorical appeals and strategies you will focus on in your paper. A writer might use many appeals and strategies, but some are more important than others in achieving the writer’s purpose. So you need to be selective; choose those that you think are the most important (or most interesting) and write about them in your body paragraphs. Step 4: Write your first draft (see “Suggested Organization”). Step 5: Participate in Peer Review of First Draft On the day of the peer review, bring to class the following: • • • A copy of your first draft (approximately 1300 words single-spaced; see “Suggested Organization”) A copy of the document that you analyzed A copy of the peer review form Step 6: Write the Second Draft for Teacher Conference Use the feedback from your peer reviewer to guide you as you revise and create a second draft. When you come to the conference, bring the following: • • • A copy of the paper that you analyzed Your second draft (aim for 1500 words) Your peer reviewer’s comments Step 7: Write and submit the Third Draft (in most cases, this will be the Final Draft) Using the feedback you got from your instructor, revise your paper and submit it to Turnitin.com or Canvas (depending on your instructor). Please follow the format guidelines given below. Suggested Organization of your Paper Introduction Write an introductory paragraph with several sentences that do the following: • • Introduce the paper you plan to analyze. Identify the author and describe the circumstances under which the paper was written. (You may have to guess based on the content and purpose.) Give the full title of the paper, when it was written and who was the intended audience. Describe what you think was the writer’s purpose: What did he/she want to achieve? What do you think the author wanted the reader to think or do after reading this paper? Identify the rhetorical appeals and strategies used by the author, and identify those that you plan to discuss in your analysis (preview statement). Note that you do not have to discuss in depth all of the strategies the author uses. Analysis Each paragraph in the body should have its own topic sentence and a unified focus. For this analysis, you could write one paragraph on each of the rhetorical appeals/strategies you 2 ENG / LLD 100A Rhetorical Analysis Assignment Spring 2018 mentioned in the introduction. In each of these body paragraphs, it is useful to: • • • Define the rhetorical appeal/strategy you are going to write about (you may quote or paraphrase from your course readings) Quote or paraphrase 2-3 examples from the paper that illustrate the use of that appeal/strategy Explain how or why the example illustrates the appeal/strategy and how the appeal/strategy contributed to author’s purpose Conclusion The purpose of the conclusion is to (a) summarize briefly the main points of your analysis and (b) explain the significance of your analysis by considering the following questions: • • • What conclusions can you draw about the role in general of rhetorical appeals and strategies in producing clear communication through writing? Was the author successful in using the various rhetorical appeals and strategies for the intended audience and purpose? Give examples. What changes might you recommend to the author to better achieve his/her purpose? Format Guidelines • Your final draft should be approximately 1500 words, with 1-inch margins and 12 point font, single spaced, Times Roman font. Double space between paragraphs; use headings and subheadings for the sections to guide the reader. Please number your pages. • The final draft of the report is to be submitted on Turnitin.com (or Canvas). • Make sure you save your document as a Word document. The file name should be as follows: Last Name, First name – RA.doc, e.g. Jones, Mary – RA.doc (or instructor’s preference) Things to Keep For Your Portfolio • • • • • A copy of this assignment sheet A copy of the document that you chose to analyze. All drafts produced for this assignment. A copy of instructor comments and peer reviews on your earlier drafts. A clean (unmarked) copy of your final draft Important Dates First draft due (1300 words min); Mandatory peer review Mandatory conference with instructor and bring a 2nd draft based on peer review (1400 words min) Semi-Final draft due on Canvas or Turnitin (1500 words) 3 LLD 100A- Section 11 December 1, 2013 Word Count: 1,989 Rhetorical Analysis Introduction There are many different ways to communicate with others. Rhetorical analysis is one way to examine how effectively communication achieves its goals. The components in a rhetorical analysis are introduction, rhetorical situation, analysis of rhetorical strategies, analysis of rhetorical appeals, and conclusion. Writers use rhetorical analysis to be able to understand the genre of writing that is being used. I hope to learn the genre of writing in the field of nursing by writing this rhetorical analysis. Marjorie Rutherford (2008) used rhetorical writing when she wrote the document Standardized Nursing Language: What Does It Mean for Nursing Practice? which will be the document that will be analyzed in this essay. Rutherford is formally a doctoral student at the University of South Florida and studied nursing informatics with a focus on the Nursing Intervention Classification (NIC) system and the Nursing Outcome Classification (NOC) system (Rutherford, 2008, p. 7). Rutherford uses many different rhetorical appeals and rhetorical strategies in the document that I will be analyzing. The rhetorical appeals that Rutherford uses in this document are logos and ethos. With the use of these appeals, Rutherford is able to explain her point through rhetorical strategies such as narration, definition, and exemplification. I will be discussing the use of these rhetorical appeals and strategies in my analysis. Rhetorical Situation Audience The intended audience is nurses, people interested in the field of nursing, patients, nurse educators, researchers, and administrators. A standardized nursing language affects all of these groups in some way. Rutherford discusses the benefits of a standardized nursing language. She mentions “Implications of Standardized Language for Nursing Education, Research, and Administration.” Rutherford believes that nurse educators can use a standardized nursing language to educate future nurses. She feels that by having a standardized nursing language nurse educators will be able to teach future nurses how to use certain systems. Moreover, Rutherford mentions that the data stored in a data warehouse by bedside nurses allows administrators and researchers to discover trends in patient care. Therefore, it is vital to have a standardized nursing language. One example of how Rutherford is able to connect with her audience is when she claims, “Use of a standardized language is not something that is done just because it will be useful to others. Use of a standardized language has far reaching ramifications that will help in the delivery of nursing care and demonstrate the value of nursing to others” (Rutherford, 2008, p. 5). The author wants the reader to be able to realize that not only is a standardized nursing language beneficial to others, but it also is beneficial to the field of nursing itself. Purpose 1 Rutherford clearly states the purpose of a standardized nursing language in the abstract, explaining that it applies to the healthcare environment and has many benefits. She states that “The benefits include: better communication among nurses and other health care providers, increased visibility of nursing interventions, improved patient care, enhanced data collection to evaluate nursing care outcomes, greater adherence to standards of care, and facilitated assessment of nursing competency; implications of standardized language for nursing education, research, and administration” (Rutherford, 2008, p.1). Furthermore, Rutherford wants current and future nurses to know why having a standardized language in nursing is significant. I think Rutherford wants readers to think about how a standardized nursing language can impact nurses, people interested in the field of nursing, patients, nurse educators, researchers, and administrators. Context This document would be used in a journal related to the healthcare field. Health professionals and students would use this document to learn about what it means to have a standardized language for nurses and the benefits of it. Also, they can learn about the disadvantages there are by not having a standardized nursing language. Style/Tone The style used in this document is APA. The following shows an example of how Rutherford presents the style APA: “Rutherford, M., (Jan. 31, 2008) "Standardized Nursing Language: What Does It Mean for Nursing Practice? "OJIN: The Online Journal of Issues in Nursing. Vol. 13 No. 1. Available: www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/Tableof Contents/vol132008/No1Jan08/ArticlePreviousTopic/StandardizedNursingLanguage.” The APA style of writing is common in the nursing profession. Furthermore, the tone Rutherford uses in this document is formal. She expresses, “Most articles in the nursing literature that reference standardized nursing languages are related to research or are scholarly discussions addressing the fine points surrounding the development or evaluation of these languages” (Rutherford, 2008, p.1). By using the phrase “addressing the fine points,” she demonstrates a formal tone. Organization Rutherford structures the document into an abstract, definition of a standardized language, current standardized nursing languages and their applications, and the benefits of standardized languages (Rutherford, 2008, p.1-2). She ends the document with a summary, restating her main points addressed in this document. Rhetorical Appeals Logos One use of rhetorical appeals that Rutherford believes is important to use in this document is logos. Logos, also known as rational or logical appeals, is the use of logical reasoning (Sunderman, 2011, p.25). Rutherford believes that a standardized nursing language is important 2 and gives many reasons why she believes this. One example of her use of logos is, “A standardized nursing language should be defined so that nursing can be communicated accurately among nurses and other health care providers” (Rutherford, 2008, p.1). Rutherford illustrates logos in this example by using logical reasoning. She feels that there needs to be a common ground when it comes to communication amongst nurses and health professionals. This is so that they can all understand each other without miscommunication taking place. Another example Rutherford uses to show the logos appeal is by stating Norma Lang, an authority’s opinion, of the effects of not having a standardized nursing language. In this document Lang states, “If we cannot name it, we cannot control it, practice it, teach it, finance it, or put it into public policy” (Clark and Lang, 1992, p. 109; Rutherford, 2008, p.1). Lang is correct in that not having a standardized nursing language can lead to many negative effects. Rutherford uses the rhetorical appeal logos effectively in this document. Ethos Another use of rhetorical appeals used by Rutherford in this document is ethos. Ethos, also known as ethical appeals, is based on the character or personality of the author (Sunderman, 2011, p.25). Rutherford feels that a standardized nursing language will allow nurses to communicate globally. She says, “By using one standardized nursing language, nurses from all over the world will be able to communicate with one another, with the goal of improving care for patients globally” (Rutherford, 2008, p.5). This statement shows the author’s character in that she is analyzing how a standardized nursing language will be significant locally as well as globally. Also, the author is analyzing the benefits patients will gain from a standardized nursing language. Another example of ethos the author uses in this document is when she states, “Use of standardized nursing languages promises to enhance communication of nursing care nationally and internationally. This is important because it will alert nurses to helpful interventions that may not be in current use in their areas” (Rutherford, 2008, p.3). Once again, this illustration shows Rutherford’s persona in that she finds that having a standardized nursing language can be beneficial locally as well as globally. Rutherford presents the rhetorical appeal ethos well in this document. Rhetorical Strategies Narration Rhetorical strategies are “patterns of organization” (Henze, 2010, p.3). The first rhetorical strategy Rutherford uses to communicate her point effectively in this document is narration. Narration is a method used to express a purpose by using storytelling. In this document, Rutherford made a visit to the labor and delivery unit of a local community hospital to observe the nurses’ recent implementation of systems for nursing care documentation within their electronic health care records system (Rutherford, 2008, p.1). One nurse made a statement that she found shocking, saying, “We document our care using standardized nursing languages but we don’t fully understand why we do.” By stating this, Rutherford shows the reader that many people do not understand why it is necessary to have a standardized nursing language and the benefits of having one. The author draws the reader in immediately by starting this article with the use of storytelling. 3 Definition The second rhetorical strategy Rutherford uses in this document is definition. Definition is the explanation of unfamiliar terms or ideas (Porter, 2011, p.23). The definition of a standardized nursing language is a “common language, readily understood by all nurses, to describe care” (Keenan, 1999, p.12). Rutherford uses Keenan’s definition of a standardized nursing language to explain the importance of why it is needed. Another example Rutherford uses is the definition from The Association of Perioperative Registered Nurses (AORN). AORN defines a standardized nursing language as “[providing] nurses with a common means of communication” (Rutherford, 2008, p.2). Rutherford explains, “Nurses from different units, hospitals, and geographic areas, or countries will be able to use commonly understood terminology to identify the specific problem or intervention implied and the outcome observed” (Rutherford, 2008, p.2). By defining what a standardized nursing language is, the author helps us understand why it is vital to have a standardized nursing language. Exemplification The third rhetorical strategy the author uses in this document is exemplification. “Exemplification is the use of examples to explain or elaborate an idea” (Porter, 2011, p.23). In this document, Rutherford uses exemplification multiple times. One example of exemplification Rutherford uses is a “documentation related to vaginal bleeding for a postpartum, obstetrical patient” (Rutherford, 2008, p.2). She emphasizes that nurses document the amount of bleeding as small, moderate, or large, but there is no method as to how the amount of blood is determined. Rutherford believes that not only precision is needed in documentation but a standardized nursing language is needed as well in order to treat patients properly. Another example of exemplification that Rutherford uses is when she reports the following: “A NOC outcome that labor nurses frequently use is pain level (moorehead et al., 2004), related to severity and intensity of pain a woman experiences with contractions. The pain level can be assessed before and after the use of coping techniques such as breathing exercises and repositioning. Indicators for this specific pain outcome include: reported pain, moaning and crying, facial expressions of pain, restlessness, narrowed focus, respiratory rate, pulse rate, blood pressure, and perspiration (p.421) and are rated on a scale from severe (1) to none (5)” (Rutherford, 2008, p. 4). The author represents strong examples of the importance of a standardized nursing language in order to document effectively. Conclusion Authors use rhetorical strategies and appeals to communicate effectively in order to achieve their goals. Rutherford does a commendable job of using a variety of rhetorical strategies and appeals in order to prove her point. In this document she uses logos, ethos, narration, definition, and exemplification. I believe that logos and definition in this document were successful for Rutherford’s purpose. This is because this document is about the need for a common language that can be understood among nurses and other health professionals. Therefore, Rutherford uses logic in order to explain how not having a standardized nursing language could create confusions and misunderstandings. With all due respect to the author, I would suggest Rutherford include more real world examples from health care professionals and patients and to bring in the 4 rhetorical appeal pathos. Rutherford can use the pathos appeal in this article by mentioning how not having a standardized nursing language has affected patient’s health negatively. I feel that the use of emotions will connect the audience to Rutherford’s purpose more effectively. This document was very insightful and helped me understand the importance of why a standardized language is necessary in the nursing field. 5 References Rutherford, M., (2008). Standardized Nursing Language: What Does It Mean for Nursing Practice?. OJIN: The Online Journal of Issues in Nursing, 13, 1. Retrieved from http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/O JIN/TableofContents/vol132008/No1Jan08/ArticlePreviousTopic/StandardizedNursingLa nguage 6
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Running Header: RHETORICAL ANALYSIS

Rhetorical Analysis
Institutional Affiliation
Date
13th February 2018

RHETORICAL ANALYSIS

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The BBC article by Carmen Roberts seeks to reach people in the textile industry which
would include fashion lovers and people in the apparel businesses such as designers. The article
however also appeals to common people who are interested in purchasing textile and apparel
products which are very basic and popular products. To these audiences, the author's main purpose
is to familiarize them with the company that has changed the common outlook of polyester and
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To effectively achieve this goal the author has therefore chosen to incorporate different
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catchy and appears to contrast to the common concept of polyesters not being very desirable as a
textile it catches the reader’s attention and keeps them hooked.
As the author continues, she uses the strategy of using opposition a...


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