1 Essay Project 2: Rhetorical Analysis Essay 2 Due Dates □ Friday, Oct 12: Thesis Proposal □ Friday, Oct 19: Rough Draft for Peer Review □ Monday, Oct 22: Final Draft The purpose of this assignment is to: Help students practice the following Student Learning Objectives, as stated on the course syllabus and outlined below. Student Learning Objectives 1. Use active/critical reading strategies to produce accurate, concise summaries of college level/academic texts. 2. Synthesize researched material from texts to create and support an argument in response to a prompt. Draw direct evidence from texts in support of claims and analyze how that evidence supports the claim. 3. Utilize the various phases in the writing process— prewriting, writing revision, and proofreading—to produce clear, articulate, wellsupported, well-organized essays. 4. Avoid plagiarism by properly citing quoted, summarized, and paraphrased material using MLA format. Assignment Overview This assignment requires Engl 120 writers to: 1. Read and respond to a college-level text. 2. Compose college-level writing. 3. Respond to a topic with an original argument. Required Text • Mailhot, Therese Marie. Heart Berries. (or) • Satrapi, Marjane. Persepolis. (or) • Shakespeare, William. Macbeth. Overview: For this particular assignment, you have two essay prompt, and the section choice is a more creative one. 2 Traditional Essay Prompt (Choice No. 1): Compose an essay where you provide a close reading analysis of the text of your choice and the author’s use of at least two rhetorical strategies. If you are stuck, please use the provided Close Reading Worksheet. In your thesis, you should make a claim about the effectiveness of these strategies. Components to Include: In your introduction, include: 1. 2. Make sure you show examples from the text that connects to the point/claim you want to make and support your thesis. (These examples form the I or Illustration of PIE format.) Also, make sure to explain how the illustration proves your claim to be correct. (This will form part of your E or Explanation in PIE format.) 3. Specific Requirements • □ Your essay must include an academic summary of your chosen text. □ Your essay must also include your argument about the effectiveness of the author’s rhetoric. ▪ That means you need a thesis and topic sentences which state your claim and reasons why. You also need support for your argument in the form of cited material from the text itself. ▪ Remember, your thesis needs to contain both your limited subject and your attitude (claim) about your limited subject. ▪ For this essay, your limited subject is the specific rhetorical strategies you choose to focus on, and your attitude is whether or not the author is successful in their implementation of these strategies. □ You must include a total of at least SIX direct quotes in your essay. □ You are required to cite your sources using proper MLA format, so don’t forget your Works Cited page. □ Length: 5-6 pages □ Your essay needs to have a creative title. • 4. a hook or attention grabber; background information on the topic Academic summary of your chosen text your thesis statement – your thesis should state your limited subject and attitude In your body paragraphs, include: • • PIE Format Topic sentences/Points that make a claim about the effectiveness of a rhetorical strategy Information that is directly quoted from the text Explanation/Evaluation of each quote that does the following: • Explains what the quote means in your own words • Connects the quote to your point/claim. Shows how the quotes supports the point. • Explains the significance of the quote. In your conclusion, include 1. 2. A brief summary of your key points Restate your thesis 3. Final thoughts about your topic 3 Visual Argument Prompt (Choice No. 2): This assignment encourages you to go beyond only considering the words in a text -its linguistic content- and to also observe how visual elements, such as graphics, typography, color, and placement, contribute to meaning and persuasion. Visual arguments surround us in life and online. In our daily lives, we are frequently confronted by advertising with very little linguistic content that is still highly persuasive. This project will help you to: • • • Come to understand that your audiences, your purposes, and your contexts should motivate your linguistic and visual choices Cultivate your visual literacy Learn some of the basic elements of design Prompt: This project has two parts: a visual argument and a project assessment reflection. Specific Requirements Your visual argument must include: □ Be primarily visual rather than linguistic. It can take almost any form: a painting, an advertisement, a poster (for movie, concert, or app), a comic strip, a sculpture, a photograph, a video, a computer generated image or animation, a collage, etc. □ Consider: an emotional appeal, an appeal to credibility, an appeal to logic □ A visual representation of that purpose and claim which communicates not only the overall idea, but employs the strategies we discussed in class □ Support your claim through evidence, visual choices, such as typography, color, placement, graphics, etc. □ Appeal to a specific audience. Write about translating linguistic claims into visual claims. How does your visual support your project and purpose? You will also compose a short essay reflection (2-3 pages) in which you analyze the process you used to compose your visual argument, composed of answers to the questions below. Use essay format for this. For your project assessment reflection, you must: □ Write about the context. In what ways does your visual argument appeal specifically to the audience you identified? That is, how do your design choices persuade your audience? Components to Consider: Assignment Possibilities: 1. Photographic Essay: Create a series of photos serving your purpose; must present images that appeal to one of the Aristotelian appeals. 2. Movie or Concert Poster: Create a poster staring your choice of text. 3. Ad Campaign: Develop an advertisement campaign for your specific text. 4. Editorial Cartoons: Design a series of cartoons and captions for the text of your choice. Requirements for Essay Reflection: 1. MLA Format 2. Length: 2-3 pages 3. If you include sources, they must be cited properly in MLA format, and be included on a works cited page. 4 □ Write about how you used Ethos, Pathos and Logos. Remember these? How did you appeal to ethos, logos, and/or pathos in your visual? Which of these appeals is the strongest? Why? □ Ethos: What does your choice of medium say about your ethos? How are does your design reflect your character? Do you convey your ethos through typography? Color? Some other way? □ Logos: How does your visual rely on logos? Can your readers easily understand your visual? Does your visual convey information efficiently? In what ways do you appeal to logos? Through typography? Color? Placement? Some other way? □ Pathos: How does your visual appeal to emotion? Do you convey emotion through typography? Color? Some other way? □ Write about the process. What was the most challenging part of composing your visual argument? Why was it so challenging? Briefly describe and explain one of the significant revisions you made to your visual argument after your initial draft. What is the most effective aspect of your project? Have you deliberately adapted a standard form in an unusual or creative way? If so, why? 5 Grading Rubric for Essay Final Draft To grow as a writer, you must place close attention to feedback and note areas for growth. Please do not interpret a “Well Done” or “Outstanding” as meaning that you no longer need to develop that aspect of your writing. There is always room for growth! Critical Thinking: Inadequate Developing Skillful Outstanding Adequate Skillful Outstanding Adequate Skillful Outstanding Adequate uses a critical voice to answer all parts of the essay prompt and show that you have thought critically about the topic. discusses complexities and does not make things seem more simple than they are. considers multiple perspectives. Central Idea: Inadequate Developing has one controlling idea, stated in a thesis statement early in the paper that answers the prompt and contains both limited subject and attitude. has multiple paragraphs with a topic sentences that develop the thesis Support: Inadequate Developing cites relevant support from the text—direct quotation and/or paraphrase—to illustrate the main point. introduces cited information as specified in MLA style. explains the connection between the citation and the point by analyzing information. ≈ 6 summarizes and explains the ideas in the text(s) for your readers who are unfamiliar with them. Organization: Inadequate Developing Adequate Skillful Outstanding Adequate Skillful Outstanding organizes ideas logically and follows a clear pattern of development. contains a clear introduction, body, and conclusion. Utilizes effective transitions between and within paragraphs. Mechanics: Inadequate Developing has limited proofreading and spelling errors. (Errors MUST NOT impede clarity and comprehension of text) uses a variety of sentence structures. demonstrates correct MLA format and citations. has a complete Works Cited page that demonstrates a working understanding of MLA citation requirements. Final Essay Packet is Complete with Rough Draft Copies and Brainstorm OVERALL SCORE Yes No Close Reading Worksheet For example, look at diction. What kinds of words does the author use? Look up any that are unfamiliar. Does she or he aim for lofty diction (used for special occasions) or common diction? Are the words long or short, Latinate or Anglo-Saxon, specialized (i.e. legalistic, medical, jargon, elite) or ordinary? Remember that the rules for diction are different at different times in history. The PowerPoints for this week: Rhetorical Strategies and Rhetorical Devices can help you narrow down what you want to focus on for your close reading. 3. Next, look at sentence structure. Can you map the sentences (find the subject and verb, locate phrases and clauses)? Does the author use active or passive verbs? What rhythms or patterns does the sentence structure create—long flowing ones, short choppy ones—and how do these relate to the meaning? 4. Does the passage contain figurative language? What sensory images or metaphors or similes do you observe? What is the significance or effect of the author’s use or lack of figurative language? 5. What do you notice about the structure of the passage overall? Does it have a climax or significant turning point? How does it organize or develop its ideas, impressions, or themes? 6. You can also analyze tone. Is the narrator being straightforward, factual, open? Or is he taking a less direct route toward his meaning? Does the voice carry emotion? Or is it detached from its subject? Do you hear irony? If so, what do you make of it? 7. Once you have a grasp of the language, you can begin to look for problems or complications in your reading of the passage, to move beyond description to interpretation. What are the effects of the technical features of the passage? In the example above, you may discover some difference between what the author appears to be doing (giving you a complete, unbiased narrative) and what she also accomplishes (raising doubts about the narrator’s point of view, whether he fully understands the implications of what he’s seen, whether this narrator can be trusted, etc.). You can now begin to talk about the ways Shelley’s language, which seems to invite our confidence, is also raising these doubts. 8. At this point, you can propose a generic hypothesis, something like, “In this passage, Shelley raises questions about Victor Frankenstein’s character through her contrast between the violence Frankenstein witnesses and his seemingly bland, even inappropriate response to it.” You can proceed to fill in the outlines of this point by explaining what you mean, using details and quotations from the passage to support your point. 9. You still need an argument and will need to go back to your opening to sharpen the thesis. The question is Why? Or to what effect? Your thesis might build on what you’ve already written by suggesting the larger implications of your observations and by structuring your paper more rigorously. 10. Using this method to get started, you will have achieved some very important things, namely: 1) you have chosen a specific piece of the text to work with, hence avoiding generalizations and abstractions that tend to turn a reader off; 2) you have moved from exposition (explaining or summarizing what’s there) to arguing a point, which will involve your reader in a more interactive and risky encounter; 3) you have carved out your own reading of the text rather than taking the more well-worn path; 4) you have identified something about Shelley’s method that may well open up other areas of the text for study and debate. Bravo! 11. With your more refined thesis in place, you can go back and make sure your supporting argument explains the questions you’ve raised, follows through on your argument, and comes to a provocative conclusion. By the end, you may be able to expand from your initial passage to a larger point, but use your organization to keep the reader focused all the way. Student Name Professor Name ENGL 205 Date Due Rhetorical Devices Used In Macbeth Imagine how dull a Shakespearean play would be without the ingenious literary devices and techniques that contribute so much to the fulfillment of its reader or viewer. Macbeth, by William Shakespeare, is a tragedy that combines fact and legend to tell the story of an eleventh century king. Shakespeare uses numerous types of literary techniques to make this tragic play more appealing. Three literary devices that Shakespeare uses to make Macbeth more interesting and effective are irony, symbolism, and imagery. One technique that Shakespeare uses is irony. Verbal irony is when a character says one thing but means the opposite. When a reader understands the irony of what a character is saying, then he can truly understand the nature and intentions of the character. An example of verbal irony is when Macbeth says to Banquo, “Tonight we hold a solemn supper, sir,/ And I ll request your presence” (Macbeth 3.1.13-14). The reader soon discovers that Banquo never makes it to the banquet because he is brutally murdered by order of Macbeth. Shakespeare also uses situation irony. This occurs when the results of an action or event are different than what is expected. An example of situation irony occurs when Macduff talks to Malcolm and discusses the tragedies that are taking place in Scotland. Without knowing that his own family has been slain Macduff says, ” Each new morn/ New widows howl, new orphans cry, new sorrows/ Strike heaven on the face” (4.3.4-6). Ironically, Macduff comments about widows, while he is completely unaware that he is a widower himself. Irony, a key element to a tragic play like Macbeth, has the ability to make the tragic hero appear more villainous or the down-fall seem even more tragic. The second type of literary device that Shakespeare uses in Macbeth is symbolism. The predominant symbol is blood and is used as an effective method to describe the theme of the play. Not only does blood symbolize bravery, it is also a means of showing treachery and treason and probably most importantly, guilt. One example of bravery occurs when the captain says, “For brave Macbeth well he deserves that name– /Disdaining fortune, with his brandished steel,/Which smoked with bloody execution”(1.2.16-18). Soon after this blood changes into a representation of treachery and treason. Lady Macbeth asks the spirits to “Make thick my blood,/ Stop up th access and passage to remorse” (1.5. 43-44). She asks the spirits to take away compassion and make her remorseless for the actions she is about to take. Also, when Ross asks, “Is t known who did this more than bloody deed?” (2.4.22), he tries to figure out who performed the disloyal act of murdering the king. Blood is also used many times to express the guilt-ridden consciences of the characters. For instance, Macbeth says, “What hands are here? Ha! They pluck out mine own eyes!/ Will all great Neptune s ocean wash the blood/ Clean from my hand?” (2.3.58-60). Macbeth obviously feels guilty for killing Duncan in cold blood. Later in the play, Lady Macbeth reveals her guilt while sleepwalking. She walks through the castle carrying a candle. She often sits the candle down and begins to rub her hands as if she is trying to wash them. In her somber state, she cries out: “What need we fear / who knows it, when none can call our pow r to accompt? Yet who would have thought the old man to have so much blood in him?” (5.1.38-41). Lady Macbeth feels as though she cannot wipe clean her blood stained hands. This is a bit ironic since earlier she told Macbeth, “A little water clears us of this deed” (2.2.66). Lady Macbeth has many dreams and fantasies about blood, which shows that she cannot clear her conscience of this brutal act. Another literary technique that is used in Macbeth is word imagery. Word imagery is a term for a metaphor, a comparison that does not use the words “like” or “as”. One of the best examples of this is clothing imagery. For instance, Ross tells Macbeth that he has been named Thane of Cawdor, and Macbeth says, “The Thane of Cawdor lives. Why do you dress me in/ Borrowed robes?” (1.3.108-109). Macbeth asks why Ross is telling him this. This title is like new clothes to him, but this title and these clothes should still belong to the former Thane of Cawdor. Another example of clothing imagery occurs when Macbeth tells his wife that he has second thoughts of killing Duncan. He says, “I have bought/ Golden opinions from all sorts of people,/ Which would be worn now in their newest gloss” (1.7.32-34). Lady Macbeth thinks he is being irrational. Macbeth knows that he is the center of attention now because he saved the country. He also knows that if he kills Duncan everyone would be more interested in the death of their king than in their hero, Macbeth. Shakespeare s work reveals that he knew how to make a play a work of art. Through his use of irony, symbolism, and imagery he is able to grab the reader or the viewer s attention and keep it. These elements have contributed to the endurance of his works for centuries, and they will help it to endure for centuries to come. Without the use of these techniques, Macbeth would not be the tragic play that it is. This play would lack very important methods that help idealize the characters in the play. THE COMPLETE PERSEPOLIS Pye S 68 Nawa Major Motion Per Winner of the Own Film Festival Jury Prom MARJANE SATRAPI
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