Writing 3

insdr.docx

Instructions:

Please use the link below to read the article once you have read the article use the example below to create a soapstone analysis.

LINK TO ARTICLE-https://www.jpanafrican.org/docs/vol5no9/5.9Caribbean.pdf

I will also attach a soapstone example in file sharing

SPEAKER - STEP 1: DETERMINE THE SPEAKER.

Identify who is telling the story or giving the information. Is it an omniscient narrator, a character in the story, or the actual author? Why do you think the author chose that person to be the speaker? What details about this person are important to know?

Students should identify and analyze the Speaker's background, credibility, and perspective. Students should go beyond merely identifying the Speaker by name (occasionally, none will be given. They should be able to apply outside knowledge to Speaker (i.e., do some research using a search engine or a similar resource), or infer traits from the text itself.

OCCASION - STEP 2: RECOGNIZE THE OCCASION (Not the same as reason or motive).

The occasion refers to the time and place of the story, written document, video, or song. When and where do the events take place? From what geographical and chronological context is the speaker thinking and acting? How does the time and place affect and inform the text? What details are given about the occasion (time and place) in the text itself?

Students should identify and analyze thoroughly the historical, cultural, and contextual factors surrounding the text/video/music's creation/production. Students should contextualize historical events or the “environment of ideas” that led to a text/video/music being produced.

AUDIENCE - STEP 3: DESCRIBE THE AUDIENCE.

Consider the primary, secondary, and even tertiary audiences of the text/video/music. Who was the text/video/music written/produced for? Why was it written/produced for them? What characteristics do you know about the audience and how do you know that the text/video/music was written with them in mind? If possible, provide some evidence from the analyzed piece to support your hypothesis.

Students should identify and analyze the target audience(s), considering their characteristics, needs, and expectations. There may be multiple audiences, and the audience(s) may need to be discovered through student's inference of the level of discourse in the text/video/music, the diction, the connotation of chosen words, and the traits of the Speaker.

PURPOSE - STEP 4: ESTABLISH THE PURPOSE.

Why would the author write this particular text or produce this particular video/music for the audience(s) you noted above? Determine the meaning and message underlying the text/video/music and ask yourself: what value does this give to my audience(s)? What does the author think or hope the audience(s) will think about or do as a result of the text/video/music? How does the author effectively (or ineffectively) make his or her purpose clear and realize the purpose’s goals?

Students should articulate clearly and analyze deeply the author's intent and the text/video/music's intended impact on the audience(s). Students should apply social, cultural, historical, etc. perspectives to the text/video/music to discover what the author/Speaker is attempting to reveal about those perspectives. They should be able to examine the logic of the argument and/or the themes and interpretations being presented.

SUBJECT - STEP 5: INVESTIGATE THE SUBJECT.

Knowing the audience and purpose of the analyzed material, in conjunction with the occasion and speaker allows you to better understand the subject or topic of the text. What are the main topics being addressed/discussed/analyzed by the author/speaker of the text/video/music? What underlies the story being told or the topics being discussed in the text/video/music, possibly providing a deeper meaning? What does the author reveal (or not reveal) when addressing the subject/topic?

Students should identify and analyze the main ideas, themes, and arguments presented in the text/video/music, demonstrating a nuanced understanding of the analyzed piece.

TONE - STEP 6: DISSECT THE TONE.

Evaluate the word choice, organization, and rhetorical/persuasion patterns in the text/video/music. How do the textual and/or audiovisual elements make the audience feel? How does the author feel about the subject/topic? Is the message heavy-handed, or is it subtle? How to you know that (Provide some evidence from the analyzed piece to support your hypothesis)? What can you say about the syntactical construction and structure of the text/video/music in regards to tone?

Students should identify and analyze the tone by considering the author's attitude, along with their rhetorical choices such as diction, syntax, connotation, and imagery, to ascertain the conveyed attitude. Whenever possible, provide examples to support your statements.

SOAPSToneAnalysis_Example.pdf

First Name and Last Name

Title of the Analyzed Material

Speaker:

The People’s National Party is a political party in Jamica. This website was created as a representative of the party. The “speaker” of this would be the president, which is Mark Golding. Golding has had a significant career in Jamaican Politics and became president in 2020. Golding studied law before he got into politics and is an attorney by profession. Golding has been known for being a social issue and economic development advocate in Jamaica. He has fought for job creation and opportunity for those who live in Jamaica.

Occasion:

The People’s National Party was founded in 1938. During this time, there was huge political and social changes occurring in Jamaica. There were huge economic challenges in the 1930s, labor conditions were horrific as people worked long hours and received very little wages, there was social inequality between the wealthy and the poor and there were also racial tension as they were still under British rule. This party represented change and opportunity for those that wished to change their circumstances. The PNP has been one of Jamica’s major political parties and has had a lasting impact on the country.

Audience:

The main audience of this political party is everyone who resides in Jamaica, as these are the people who will be directly affected. These people may be seeking change and reform in their communities. PNP is about positive change and helping those in Jamaica. More so, the PNP is traditionally social-democratic and so those who identify with this may support them. They are also working-class people. Those who work long hard hours and are of lower income would support the PNP as well. While the people described would already coincide with this party, the PNP is obviously wanting to reach as many people as possible in Jamaica.

Purpose:

The purpose of the People’s National Party is to govern Jamaica first and foremost. They do this by advocating for social justice, equality and fairness, as these are their main focuses. They aim to fight poverty, improve healthcare and education. They are “the people’s party” and work for the people. They strive for economic development and want to create policies that will further their economy. The PNP’s main purpose is to be representative of what the people of Jamaica want and need. They fight for everything that may be a problem for those living there.

Subject:

The main subject of this party and their website is politics. They are a political party and therefore, the main subject is political, social and economic change. (Not much left to say about the subject)

Tone:

The tone of this website and party is very optimistic. They are a political party, so they obviously want to receive votes and maybe win voters who are on the fence between two parties. They do this by remaining optimistic and professional. They state their mission and talk about everything that they stand for. They have a very positive and future driven mindset which is all optimistic. This may sway voters and get people to vote for them if they want change.

insdr.docx

Instructions:

Please use the link below to read the article once you have read the article use the example below to create a soapstone analysis.

LINK TO ARTICLE-https://www.jpanafrican.org/docs/vol5no9/5.9Caribbean.pdf

I will also attach a soapstone example in file sharing

SPEAKER - STEP 1: DETERMINE THE SPEAKER.

Identify who is telling the story or giving the information. Is it an omniscient narrator, a character in the story, or the actual author? Why do you think the author chose that person to be the speaker? What details about this person are important to know?

Students should identify and analyze the Speaker's background, credibility, and perspective. Students should go beyond merely identifying the Speaker by name (occasionally, none will be given. They should be able to apply outside knowledge to Speaker (i.e., do some research using a search engine or a similar resource), or infer traits from the text itself.

OCCASION - STEP 2: RECOGNIZE THE OCCASION (Not the same as reason or motive).

The occasion refers to the time and place of the story, written document, video, or song. When and where do the events take place? From what geographical and chronological context is the speaker thinking and acting? How does the time and place affect and inform the text? What details are given about the occasion (time and place) in the text itself?

Students should identify and analyze thoroughly the historical, cultural, and contextual factors surrounding the text/video/music's creation/production. Students should contextualize historical events or the “environment of ideas” that led to a text/video/music being produced.

AUDIENCE - STEP 3: DESCRIBE THE AUDIENCE.

Consider the primary, secondary, and even tertiary audiences of the text/video/music. Who was the text/video/music written/produced for? Why was it written/produced for them? What characteristics do you know about the audience and how do you know that the text/video/music was written with them in mind? If possible, provide some evidence from the analyzed piece to support your hypothesis.

Students should identify and analyze the target audience(s), considering their characteristics, needs, and expectations. There may be multiple audiences, and the audience(s) may need to be discovered through student's inference of the level of discourse in the text/video/music, the diction, the connotation of chosen words, and the traits of the Speaker.

PURPOSE - STEP 4: ESTABLISH THE PURPOSE.

Why would the author write this particular text or produce this particular video/music for the audience(s) you noted above? Determine the meaning and message underlying the text/video/music and ask yourself: what value does this give to my audience(s)? What does the author think or hope the audience(s) will think about or do as a result of the text/video/music? How does the author effectively (or ineffectively) make his or her purpose clear and realize the purpose’s goals?

Students should articulate clearly and analyze deeply the author's intent and the text/video/music's intended impact on the audience(s). Students should apply social, cultural, historical, etc. perspectives to the text/video/music to discover what the author/Speaker is attempting to reveal about those perspectives. They should be able to examine the logic of the argument and/or the themes and interpretations being presented.

SUBJECT - STEP 5: INVESTIGATE THE SUBJECT.

Knowing the audience and purpose of the analyzed material, in conjunction with the occasion and speaker allows you to better understand the subject or topic of the text. What are the main topics being addressed/discussed/analyzed by the author/speaker of the text/video/music? What underlies the story being told or the topics being discussed in the text/video/music, possibly providing a deeper meaning? What does the author reveal (or not reveal) when addressing the subject/topic?

Students should identify and analyze the main ideas, themes, and arguments presented in the text/video/music, demonstrating a nuanced understanding of the analyzed piece.

TONE - STEP 6: DISSECT THE TONE.

Evaluate the word choice, organization, and rhetorical/persuasion patterns in the text/video/music. How do the textual and/or audiovisual elements make the audience feel? How does the author feel about the subject/topic? Is the message heavy-handed, or is it subtle? How to you know that (Provide some evidence from the analyzed piece to support your hypothesis)? What can you say about the syntactical construction and structure of the text/video/music in regards to tone?

Students should identify and analyze the tone by considering the author's attitude, along with their rhetorical choices such as diction, syntax, connotation, and imagery, to ascertain the conveyed attitude. Whenever possible, provide examples to support your statements.

SOAPSToneAnalysis_Example.pdf

First Name and Last Name

Title of the Analyzed Material

Speaker:

The People’s National Party is a political party in Jamica. This website was created as a representative of the party. The “speaker” of this would be the president, which is Mark Golding. Golding has had a significant career in Jamaican Politics and became president in 2020. Golding studied law before he got into politics and is an attorney by profession. Golding has been known for being a social issue and economic development advocate in Jamaica. He has fought for job creation and opportunity for those who live in Jamaica.

Occasion:

The People’s National Party was founded in 1938. During this time, there was huge political and social changes occurring in Jamaica. There were huge economic challenges in the 1930s, labor conditions were horrific as people worked long hours and received very little wages, there was social inequality between the wealthy and the poor and there were also racial tension as they were still under British rule. This party represented change and opportunity for those that wished to change their circumstances. The PNP has been one of Jamica’s major political parties and has had a lasting impact on the country.

Audience:

The main audience of this political party is everyone who resides in Jamaica, as these are the people who will be directly affected. These people may be seeking change and reform in their communities. PNP is about positive change and helping those in Jamaica. More so, the PNP is traditionally social-democratic and so those who identify with this may support them. They are also working-class people. Those who work long hard hours and are of lower income would support the PNP as well. While the people described would already coincide with this party, the PNP is obviously wanting to reach as many people as possible in Jamaica.

Purpose:

The purpose of the People’s National Party is to govern Jamaica first and foremost. They do this by advocating for social justice, equality and fairness, as these are their main focuses. They aim to fight poverty, improve healthcare and education. They are “the people’s party” and work for the people. They strive for economic development and want to create policies that will further their economy. The PNP’s main purpose is to be representative of what the people of Jamaica want and need. They fight for everything that may be a problem for those living there.

Subject:

The main subject of this party and their website is politics. They are a political party and therefore, the main subject is political, social and economic change. (Not much left to say about the subject)

Tone:

The tone of this website and party is very optimistic. They are a political party, so they obviously want to receive votes and maybe win voters who are on the fence between two parties. They do this by remaining optimistic and professional. They state their mission and talk about everything that they stand for. They have a very positive and future driven mindset which is all optimistic. This may sway voters and get people to vote for them if they want change.

insdr.docx

Instructions:

Please use the link below to read the article once you have read the article use the example below to create a soapstone analysis.

LINK TO ARTICLE-https://www.jpanafrican.org/docs/vol5no9/5.9Caribbean.pdf

I will also attach a soapstone example in file sharing

SPEAKER - STEP 1: DETERMINE THE SPEAKER.

Identify who is telling the story or giving the information. Is it an omniscient narrator, a character in the story, or the actual author? Why do you think the author chose that person to be the speaker? What details about this person are important to know?

Students should identify and analyze the Speaker's background, credibility, and perspective. Students should go beyond merely identifying the Speaker by name (occasionally, none will be given. They should be able to apply outside knowledge to Speaker (i.e., do some research using a search engine or a similar resource), or infer traits from the text itself.

OCCASION - STEP 2: RECOGNIZE THE OCCASION (Not the same as reason or motive).

The occasion refers to the time and place of the story, written document, video, or song. When and where do the events take place? From what geographical and chronological context is the speaker thinking and acting? How does the time and place affect and inform the text? What details are given about the occasion (time and place) in the text itself?

Students should identify and analyze thoroughly the historical, cultural, and contextual factors surrounding the text/video/music's creation/production. Students should contextualize historical events or the “environment of ideas” that led to a text/video/music being produced.

AUDIENCE - STEP 3: DESCRIBE THE AUDIENCE.

Consider the primary, secondary, and even tertiary audiences of the text/video/music. Who was the text/video/music written/produced for? Why was it written/produced for them? What characteristics do you know about the audience and how do you know that the text/video/music was written with them in mind? If possible, provide some evidence from the analyzed piece to support your hypothesis.

Students should identify and analyze the target audience(s), considering their characteristics, needs, and expectations. There may be multiple audiences, and the audience(s) may need to be discovered through student's inference of the level of discourse in the text/video/music, the diction, the connotation of chosen words, and the traits of the Speaker.

PURPOSE - STEP 4: ESTABLISH THE PURPOSE.

Why would the author write this particular text or produce this particular video/music for the audience(s) you noted above? Determine the meaning and message underlying the text/video/music and ask yourself: what value does this give to my audience(s)? What does the author think or hope the audience(s) will think about or do as a result of the text/video/music? How does the author effectively (or ineffectively) make his or her purpose clear and realize the purpose’s goals?

Students should articulate clearly and analyze deeply the author's intent and the text/video/music's intended impact on the audience(s). Students should apply social, cultural, historical, etc. perspectives to the text/video/music to discover what the author/Speaker is attempting to reveal about those perspectives. They should be able to examine the logic of the argument and/or the themes and interpretations being presented.

SUBJECT - STEP 5: INVESTIGATE THE SUBJECT.

Knowing the audience and purpose of the analyzed material, in conjunction with the occasion and speaker allows you to better understand the subject or topic of the text. What are the main topics being addressed/discussed/analyzed by the author/speaker of the text/video/music? What underlies the story being told or the topics being discussed in the text/video/music, possibly providing a deeper meaning? What does the author reveal (or not reveal) when addressing the subject/topic?

Students should identify and analyze the main ideas, themes, and arguments presented in the text/video/music, demonstrating a nuanced understanding of the analyzed piece.

TONE - STEP 6: DISSECT THE TONE.

Evaluate the word choice, organization, and rhetorical/persuasion patterns in the text/video/music. How do the textual and/or audiovisual elements make the audience feel? How does the author feel about the subject/topic? Is the message heavy-handed, or is it subtle? How to you know that (Provide some evidence from the analyzed piece to support your hypothesis)? What can you say about the syntactical construction and structure of the text/video/music in regards to tone?

Students should identify and analyze the tone by considering the author's attitude, along with their rhetorical choices such as diction, syntax, connotation, and imagery, to ascertain the conveyed attitude. Whenever possible, provide examples to support your statements.

SOAPSToneAnalysis_Example.pdf

insdr.docx

SOAPSToneAnalysis_Example.pdf

insdr.docx

insdr.docx

SOAPSToneAnalysis_Example.pdf

insdr.docx

SOAPSToneAnalysis_Example.pdf

insdr.docx

writing 2