...On October 14, 2016, Mr. Benjamin Haas, a J.D. Candidate at Stanford Law School, published the piece “Gathering Intelligence Is Dangerous. So Is Not Reading It”. Starting with a claim of fact, President-elect Donald Trump has chosen to receive only one intelligence briefing each week, Haas states the problem. Haas then transition to a claim of value depicting Trump’s choice as a bad decision plus a departure from the expected for a president. Haas ends with a claim of policy explicitly stating Mr. Trump should be able to listen to a daily briefing with ease. Haas argues that Trump shouldn't limit his intelligence briefings to once a week due to Trump’s inexperience and to honor sacrifices made to obtain information for his use. The piece begins having a diplomatic tone as Haas evaluates the situation. In his evaluation, Haas notes that Trump’s decision was only made by a former president, Richard M. Nixon, with extensive foreign policy experience before his election. This comparison has an appeal to logic as Nixon had been a lawyer, congressman, and vice president before...
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...|SLO |Traditional Assessment |Scoring Dimensions |Timing | |Students will be able to |Close Reading Quiz--presents students with a short passage from a written text and asks students to mark |Project will be worth 10 points based on thorough |This quiz would ideally assess students' progress| |identify and analyze |the passage, identifying any issues of rhetoric--both logic and style--as discussed in class readings and|identification of rhetorical devices and use of |in rhetorical analysis before the first formal | |rhetorical devices in written |conversations. The quiz then asks students to write three or so paragraphs analyzing how the rhetorical |appropriate vocabulary to define those devices; thorough |essay is due. | |texts. |devices are connected to the text as a whole. |analysis of those devices in relation to the ad as a | | | | |whole; competent grouping of ideas and use of academic | | | ...
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...Rhetorical analysis, according to Susan-miller Cochran, Roy Stamper, and Stacey Cochran, is a form genre that analyze the text’s rhetoric context (30). Susan-miller Cochran, Roy Stamper, and Stacey Cochran states “In a rhetorical analysis, the writer uses rhetorical framework to understand how the context of the text help create meaning,” (30). The rhetorical framework writers use is rhetorical context that is; the author, the audience, the topic and the purpose (21,30). This is a key component in success for college because analyzing the text to understand the essential elements in the text, helps identify and “create” meaning (30). Rhetoric analysis will allow students to achieve a deeper comprehension of the text, contributing to students...
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...Draft of a Rhetorical Analysis of a Public Document Assignment Goal Write a 750-1,000-word essay that analyzes the rhetorical situation of a public document. This public document is the Centers for Disease Control’s (CDC) website on Attention Deficit/Hyperactivity Disorder (ADHD) found at: http://www.cdc.gov/ncbddd/adhd/facts.html. Your analysis should include at least TWO scholarly sources outside of class texts. Directions Complete a close reading of the assigned public document. Then, write a cohesive essay that: 1. Introduces and summarizes the CDC website on ADHD. 2. Analyzes the rhetorical tools used on the site (here, you will want to incorporate ideas from your preanalysis below). For instance, your essay could analyze the CDC’s use of ethos, pathos, and logos. 3. Evaluates the site’s effectiveness (again, ideas from your preanalysis below will be helpful). This essay is NOT simply an expository or descriptive essay or an analysis of ADHD. It is an analysis of the site and how effectively the site uses rhetorical tools to get its point across. First Draft Grading * You will receive completion points for the first draft based upon the successful submission of your draft. * Because your first draft is a completion grade, do not assume that this grade reflects or predicts the final grade. If you do not consider your instructor’s comments, you may be deducted points on your final draft. Final Draft Grading The essay will...
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...Draft of a Rhetorical Analysis of a Public Document Assignment Goal Write a 750-1,000-word essay that analyzes the rhetorical situation of a public document. This public document is the Centers for Disease Control’s (CDC) website on Attention Deficit/Hyperactivity Disorder (ADHD) found at: http://www.cdc.gov/ncbddd/adhd/facts.html. Your analysis should include at least TWO scholarly sources outside of class texts. Directions Complete a close reading of the assigned public document. Then, write a cohesive essay that: 1. Introduces and summarizes the CDC website on ADHD. 2. Analyzes the rhetorical tools used on the site (here, you will want to incorporate ideas from your preanalysis below). For instance, your essay could analyze the CDC’s use of ethos, pathos, and logos. 3. Evaluates the site’s effectiveness (again, ideas from your preanalysis below will be helpful). This essay is NOT simply an expository or descriptive essay or an analysis of ADHD. It is an analysis of the site and how effectively the site uses rhetorical tools to get its point across. Use Chapter 2 in The Call to Write and the sample rhetorical analysis on pages 57-60 as a guide. First Draft Grading * You will receive completion points for the first draft based upon the successful submission of your draft. * Because your first draft is a completion grade, do not assume that this grade reflects or predicts the final grade. If you do not consider your instructor’s...
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...My weaknesses in writing are specifying and using transitional words. These are the things that affect my score on the essays and they are things I need to improve at for college and I am eager to find new ways of doing so. These errors are noticeable in my nerd's analysis and rhetorical analysis essays. In my Samuel Johnson rhetorical analysis, I wrote “In addition to that, Johnson’s tone in the letter helped him create an emotional appeal”, which is great but I did not specify the emotional appeal that Jackson was able to create through this use of pathos. I often think that I am using too many words to describe a situation which pushed me away from further explaining what I am stating.Another thing I have a terrible time using are transitional words, I never seem to know when to use them and what counts as a transitional word or phrase. I obviously know the basic first, second third, last but I feel as if those transitional words aren’t strong enough which is why I choose not to use them. I do struggle with this, I am more than willing on researching new transitional words to use in my future essays. One evidence of my poor usage of transitioning is my nerd’s analysis essay, where I started “Something else that was mentioned in the article is…”, which doesn’t sound bad except for the fact that I had just explained the concept of not ostracizing...
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...You have been working on short writing assignments and exercises that practice the three individual parts of a rhetorical analysis—identification of the rhetorical situation, close analysis of the parts of the work, and a critical evaluation of the author’s moves and effectiveness. Now you will be putting it all together. You will write a rhetorical analysis on one of the speeches found on this website: http://www.americanrhetoric.com/top100speechesall.html You will identify the rhetorical situation, do a close analysis of a principle or strategy being used, and draw a conclusion on how well the author has accomplished his or her objective. Make sure you do NOT use the same speech as your peers. Assignment: Choose one of the articles. Write...
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...√ Argument & Analysis. Students write persuasively and analytically. Student writing contains convincing arguments and is supported with evidence. √ Critical Reading. Students read to inquire, learn, think, and communicate. Student writing demonstrates understandings of assigned readings, and when requested, incorporates outside readings. √ Rhetorical Knowledge. Student writing meaningfully engages with writing, language, and/or rhetoric-related topics. √ Research. Student writing evidences understandings of citation and website validity, and avoids plagiarism. At the intermediate level, student writing integrates credible academic research. √ Technology & Multimodality. Students function in electronic writing spaces, and use technology to compose, revise, and present their writing. At the intermediate level, students analyze and/or produce visual, audio, and online texts, while must be 400-500 words long. This section of the “letter” will be 4 paragraphs. |Excellent (4) |Satisfactory (3) |Unsatisfactory (1) | |Examination of critical reading and writing |Although the reflection does reveal that |The reflection does not show that the student has| |The reflection shows thoughtful examination of |the student has thought about his/her own |thought critically about his/her own reading and | |the student’s critical reading and writing...
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...dependent and audience specific. Students must engage with a variety of ideas and learn how to synthesize those in college level essays. Core Objectives • Critical Thinking Skills: To include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information • Communication Skills: To include effective development and expression of ideas through written, oral, and visual communication • Teamwork: To include the ability to consider different points of view and to work effectively with others to support a shared purpose or goal • Personal Responsibility: To include the ability to connect choices, actions and consequences to ethical decision-making ENGL 1301 Expected Learning Outcomes. By the end of ENGL 1301, you should be able to demonstrate the following: Rhetorical Knowledge • Use knowledge of the rhetorical situation—author, audience, exigence, constraints—to analyze and construct texts • Compose texts in a variety of genres, expanding your repertoire beyond predictable forms • Adjust voice, tone, diction, syntax, level of formality, and structure to meet the demands of different rhetorical situations Critical Reading, Thinking, and Writing • Use writing, reading, and discussion for inquiry,...
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...In this memorandum, you will find our individual analyses of four different documents that we found to be well designed. We have also included our group analysis of the document that we found to be the best designed overall. I. Connor’s Document Analysis: This document is effective for a multitude of reasons, other than just being aesthetically pleasing to look at. A fraternity posted this advertisement in one of my classes last year, and it achieved its rhetorical purpose effectively. The fact that I remembered this document in the first place out of the hundreds of other greek-life advertisements speaks to its design. Immediately the eyes are drawn to the title “ Phi Chi Theta”. This is due to fact that the title is the biggest typeface...
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...In my rhetorical analysis of the CoverGirl advertisement I analysis three rhetorical tools that are strongly conveyed to me. The advertisement uses these rhetorical tools to further persuaded audiences to buy the CoverGirl product and even stick with the brand. In this analysis I will cover the rhetorical appeals that try to convince viewers that the product is superior, the use of myth and how it is used to strengthen the persuasiveness of the advertisement, and the rhetorical situation of the advertisement. Let us move onto rhetorical appeal Rhetorical appeal is a very good way to structure any persuasive document and when used correctly it can service its purpose well. Let’s analysis how this persuasive advertisement uses rhetorical appeal. Pathos in this advertisement is very straight forward; it wants the view to be curious but also excited with a hint of wonder or in other words it wants “to raise emotions” (Aristotle, n.d. p. 146) within a viewer. The use of Taylor Swift along with the mention of more bang for your buck, since this cream can beat ones that cost $180, would draw on a viewer’s emotion and cause them to be persuaded because their idol is advertising a product that she, Taylor Swift, is using daily to perfect her skin and it isn’t an expensive designer brand. Next we will focus on logos and its use in this advertisement. Logos is the “logical appeals [that] stress the reasonableness” (Aristotle, n.d p. 146). This advertisement relies heavily on...
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...reflection, narration and description, critical analysis, comparison and contrast, problem and solution, and persuasion and argument. ▪ Students review annotation acronyms, how to do a close reading, literary elements and rhetorical devices. Students also review the SOAPSTONE (subject, occasion, audience, purpose, speaker, tone, organization, narrative style and evidence) strategy for use in analyzing prose and visual texts along with three of the five cannons of rhetoric: invention, arrangement and style. ▪ Students learn the format of the AP test, essay rubric and essay structure. ▪ Students take a full-length AP test for comparison purposes in the spring. Reading: The Scarlet Letter – Nathaniel Hawthorne Writing: Answer the following question in one paragraph. Use quotes from the novel as evidence. Some readers believe that the elaborate decoration that Hester embroiders on the scarlet letter indicates her rejection of the community’s view of her act. Do you agree or disagree? Explain your position using evidence from the text. (test grade) Writing: Write a well-developed essay addressing the following prompt. Document all sources using MLA citation. Compare Hester to a modern day person who has been shunned. Provide at least two research sources for the other person. (project grade) Reading: “Sinners in the Hands of an Angry God” Jonathan Edwards Analyzing: SOAPSTONE and cannons of rhetoric Reading: Teacher Introduction Essay Writing: Students...
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...John Bean’s article, “Reading Rhetorically”, presents the different strategies of reading rhetorically and the reason why it is important to read rhetorically as an academic. As a rhetorical reader, you must be able to understand the content of the text along with understanding the author’s perspective as a writer. From an exert alone you should be able to make several assumptions about the context of the writing. An idea of the audience the piece was written for should be deductible, along with the language of the author. How the argument is presented and what the authors stance is, makes up the language the author is using in their writing. Reading rhetorically allows people to analyze and conclude several aspects of a writing piece that...
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...University of Phoenix Material Rhetorical Modes Matrix Rhetorical modes are various methods for effectively communicating through language and writing. Complete the following chart to identify the purpose and structure of the various rhetorical modes used in academic writing. Provide at least two tips for writing each type of rhetorical device. | |Purpose |Structure |Tips | |Rhetorical mode |Explain when or why each |Explain what organizational method works |Provide two tips for writing in | | |rhetorical mode is used. |best with each rhetorical mode. |each rhetorical mode. | |Narration | | | | | |Narration is used to tell/retell|We feel that when you are narrating a |Be sure you know whether your | | |stories, and can be used at any |story to anyone it is best to place your |narration is factual or fictional| | |time. (Between friends, |ideas in chronological order. That way | | | |colleagues, family.) |the details of the story are in place and| | | | |you are...
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...the Brainstorming task, the China train collision has happened. This task helps me to extend my perspective behind the accident. My research topic idea ‘Why China society is riddled with corruption and immoralities?’ is come from this accident.The peer and self-review task help me to develop critical and objective thinking via reading my partner brainstorming and my partner feedback. The source justification task helps me to assess the material appropriate or not and do the correct reference. And the Literature Review task helps me to form the final essay argument and use the sources to support my argument. In The Interpretation Analysis Task I learned how to focus on the analysis writing. Also learn how to interpret, evaluate and compile my argument. In the Collaborative Critical reading task and presentation I learn how to form an argument via analysis the advertisement. In the online activities I have made a poster and analysis the poster. In this task I learned how to use the rhetorical strategies such as three rhetorical appeals (ethos, pathos and logo). It helps me to build a pervasive argument in my essay. This course not only provides rhetorical knowledge but also the technique of critical writing. The most important is that I know how to build pervasive argument. It helps me build up more competitive skill and confident in my writing and thinking direction. It is very useful in my future career and my...
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