rs082: 庄三岁 1 paragraph

UNIT 1: RHETORICAL ANALYSIS Instructions: 1 – Choose an article from a peer-reviewed journal. You can locate one using JSTOR or another database on the library website. The article should be in the field you’ve selected for this course. It does not need to be on the topic you’ve selected (although it can be), but make sure it’s an article you’re able to read and understand. 2 – Perform a rhetorical analysis of the document. First, you need to identify the author, the audience, and the author’s goals and purpose. A rhetorical analysis means identifying the rhetorical strategies the author is using, considering how they impact the audience, and considering how that impact relates to the purpose or goals of the article. Some possible strategies may include: - structure/organization

- use of evidence/examples - language/word choice - tone - imagery - visuals/visual organization

- You may consider appeals to logos, ethos, and pathos, but keep in mind that these are broad categories, not specific strategies. It would not be sufficient to say “this author uses an appeal to pathos.” What is the appeal? How does it work? It would be more appropriate to say something like “this author uses an appeal to pathos by including a very sad anecdote that makes the audience sympathize with the topic.”

Note: some of these characteristics may reflect the journal’s requirements or field conventions rather than the writer’s individual choice. However, these conventions are also rhetorical choices, so you can consider their effects as well. 3 – Make an argument about the article’s rhetorical strategy. What is this article doing and how? This question is different from what the article is about. Your argument should be your opinion about the rhetorical strategies you’ve observed in the article. 4 – Compose an essay using specific examples from the text. Your essay should assert your claim about the article by discussing your rhetorical analysis and the observations you have made. The information or content in the article are not the focus of this paper. Remember, we’re focusing on the why? and the how? not on the what? How do the elements of this article function? How do they relate to the purpose? You probably won’t have space in your essay to discuss all of the observations from your analysis, so choose the most important aspects – what you find most interesting, effective, or important. ! Audience: Me and your classmates Purpose This assignment serves as the foundation for our class. In addition to demonstrating the rhetorical skills we will work on in class, the purpose of this assignment is to develop your awareness of rhetorical strategies and strengthen your analytical muscles. For rest of this semester, we’ll be trying out various genres and, in order to adapt to a new genre, you have to understand how it works. The rhetorical analysis provides you with a method – a set of questions to ask – that will help you in approaching a new document or genre and figuring out how it works. The assignment is therefore designed to increase your awareness about the rhetorical nature of all the texts (and other forms of human communication) you encounter. ! Evaluation: Drafts will be graded on timeliness and completion. Your final paper will be evaluated according to the rubric below.

Requirements: 1000-1500 Words MLA or APA Citations Resources: I encourage you to come to my office hours (or make an appointment). You may also visit the Writing Center at any point in the process. !

ASSIGNMENTS AND DATES Draft 1: 2/5 - This draft must include an introduction and 2-3 complete body paragraphs Draft 2: 2/12 - This is a complete draft of the entire essay. It should be as finished as possible. Final Draft: 2/19 ! INTRODUCTIO N

0-9 10-11 12-13 14-15

- The introduction does not attempt to draw the reader’s attention ! - The introduction provides no context or summarizes irrelevant information ! -The purpose is unclear - The paper does not accomplish the assignment - The purpose is inconsistent - The paper has no identifiable goal

- The introduction is ineffective in drawing the reader’s attention ! - The introduction either lacks necessary contextual information or provides an excess of unnecessary information ! -The purpose is unclear or does not correspond with the assignment - The purpose is inconsistent or varied - The paper attempts a particular goal

- The introduction attempts to draw the reader’s attention but is perhaps less effective or disconnected from the purpose. ! - The introduction provides contextual information, but some may be missing or unnecessary ! - The purpose is apparent and corresponds with the assignment - The purpose is mostly consistent throughout - The paper mostly or nearly accomplishes its goal !!

- The introduction draws the reader’s attention effectively ! - The introduction clearly explains necessary contextual information ! - The purpose is readily apparent and corresponds with the assignment - The purpose is consistent throughout - The paper accomplishes its goal

BODY PARAGRAPHS

Leads 0-5 6-7 8 9-10

- Lead sentences are missing or unrelated to the paragraph - Arguments are difficult to discern - Arguments do not support or may be unrelated to the essay’s overall purpose

- Lead sentences are vague or lack a specific argument - Arguments are redundant - Some arguments are not clearly supporting the essay’s overall purpose

- Paragraphs have lead sentences that state the argument - There may be some similarity among paragraphs’ arguments - Arguments support the essay’s overall purpose

- Paragraphs have effective lead sentences that clearly state the argument - Each argument is distinct from the others - Arguments clearly and logically support the essay’s overall purpose

Evidence 0-12 13-15 16-17 18-20

- Evidence is missing, inappropriate, or merely taking up space - Evidence may be entirely lacking in integration, explanation, or analysis - The paper never provides commentary - Evidence is often misread or misrepresented

- Evidence may be lacking, inappropriate or appears intended to take up space - Evidence may be poorly integrated, explained, or analyzed - The paper rarely provides commentary - Some evidence is misread or misrepresented

- Evidence is appropriate, but may not be sufficient - Evidence is not fully integrated, explained, or analyzed (1 of the 3) - The paper comments on evidence - There may be minor misreadings or oversimplification of evidence

- Evidence is appropriate and sufficient - Evidence is integrated, explained, and analyzed - The paper engages with evidence in discussion, extension or critique

Analysis 0-12 13-15 16-17 18-20

- Arguments are neither supported nor investigated - Analysis missing or links from evidence to analysis are illogical ! - The paper demonstrates little to no critical thinking - The paper does not use or misunderstands rhetorical analysis

- Arguments are not/poorly supported or not/ poorly investigated - Links from evidence to argument are difficult to discern or poorly explained - The paper demonstrates minimal critical thinking - The paper attempts to use tools of rhetorical analysis

- Arguments are supported and investigated - Some links from evidence to argument may be weak or not fully explained ! - The paper demonstrates some critical thinking - The paper accurately uses tools of rhetorical analysis

- Arguments are fully supported and investigated - Analysis clearly and logically links the evidence to the argument ! - The paper demonstrates rigorous, in- depth critical thinking - The paper uses tools of rhetorical analysis well to arrive at insightful observations

Finishers 0-5 6-7 8 9-10

- Finishers are disconnected from the paragraph or main idea of the essay

- Finishers are vague or ineffective

- Finishers are clear but lack sufficient connection to the main idea of the essay

- Paragraphs have clear, effective finishers linking back to the main idea of the essay !!!!

CONCLUSION 0-9 10-11 12-13 14-15

- Conclusion is disconnected from the main purpose of the essay ! - Discussion of the significance is absent or entirely disconnected from the main purpose of the essay

- Conclusion re- explains the main points OR contains material unrelated to the rest of the essay ! - Discussion of the significance is ineffective or unrelated to the main purpose of the essay

- Conclusion reminds the reader of the main points, but may delve into greater detail than necessary ! - Discussion of the significance is less effective, somewhat underdeveloped, or less closely tied to the main purpose of the essay

- Conclusion concisely reminds the reader of the main points ! - Conclusion develops an effective discussion of the significance that is closely tied to the main purpose of the essay

Grammar/ Style

0-1 2 3-4 5

- The writing has many grammatical problems - The problems disrupt the meaning ! - Many of the sentences are not clear - Language is very choppy and difficult to read

- The writing has frequent grammatical problems - The problems may disrupt the meaning at times ! - Most of the sentences are clear - The language may be choppy or difficult to follow at times

- The paper is mostly free from grammatical problems - The problems don’t disrupt the meaning ! - Sentences are clear - Most of the paper reads smoothly !!

- The paper is (nearly) free from grammatical problems ! - Sentences are clear - The paper reads smoothly

Citation 0-1 2 3-4 5

- In-text citations are incorrect or absent - Works cited list is incorrect or absent

- In-text citations are sometimes incorrect -Works cited list is sometimes incorrect

- In-text citations are mostly correct - Works cited list is mostly correct

- In-text citations are correct - Works cited list is correct, including formatting

TOTAL POINTS