...course: 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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...September 5, 2012 English 015 – Section 056 Rhetorical Analysis Proposal The article that I have chosen to read and analyze for the rhetoric analysis paper is called “Death Penalty and Sentencing Information” by Dudley Sharp, the Death Penalty Resources Director of Justice for All. After reading through the document, the position is clearly in opposition of the death penalty. The paper is written to alert and educate students and adults of the violation of human rights that exist within the code of capital punishment. The author wrote the article in an attempt to make the reader consider their own personal beliefs on the death penalty, and also encourages the reader to delve further into the controversy that has been existent for quite some time. The rhetorical situation in this case is in the form of a well-backed, very detailed position paper about a highly controversial topic. The paper opens up the idea that there are more than just two opposing views, and offers a great deal of factual evidence in support of why the death penalty should not be a viable option of criminal justice. In reading this paper, I was able to identify several types of rhetorical elements. The logos present aree in the form of detailed, well-researched factual evidence that is brought to not only help the position of the author, but intrigue the reader and spur the reader to think about their own position on the matter. Pathos is used in the paper when the author turns to the moral, religious argument...
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...easy for an international student. It is a big challenge to write an academic paper by using the second language. The argument, thesis, word choices and grammar always bother me. However, I know that writing is the most important skill for a college student, so I never stop practicing and improving it. I took a writing class 20C and 39A in my first year. Both of them helped me a lot to improve writing skills. Last quarter, I took 39B, which was my first time to know rhetorical writing. When I take writing 39C this quarter, I learn deeply about the rhetorical and research...
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...Mr. Macomber English 3 AP Syllabus 1.5 English 3 AP Course Overview Students in this introductory college-level course read and carefully analyze a broad and challenging range of nonfiction prose selections, deepening their awareness of rhetoric and how language works. Through close reading and frequent writing, students develop their ability to work with language and texts in order to establish greater awareness of purpose and strategy, while strengthening their own composing abilities. C16 Students examine rhetoric in essays, images, movies, novels, and speeches. They frequently confer about their writing by conferencing in class. C 14 Feedback is given both before and after students revise their work to help them develop logical organization, enhanced by specific techniques to increase coherence. Rhetorical structures, graphic organizers, and work on repetition, transitions, and emphasis are addressed. I comment on individual drafts, and I write memos to the class in a blog about whole-class concerns such as specificity of quotations, parallelism, and transitions. C13 Simultaneously, students review the simple, compound, complex, and compound-complex sentence classifications. We examine word order, length, and surprising constructions. Loose and periodic sentences are introduced. We examine sample sentences and discuss how change affects tone, purpose, and credibility of the author/speaker. In addition, feedback on producing sentence structure variety...
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...A Rhetorical Analysis on Nike.com Tony Rashad Walker, Jr. DeVry University A Rhetorical Analysis on Nike.com Well known for its athletic apparel, Nike, Inc. widespread slogan “just do it” shows their target audience, adults; adolescents; and teenagers, “how to take it to the next level”. (Hill, 2011, para 2) To showcase their apparel, Nike classic “swoosh/check” trademark is displayed on all clothing, shoes, jerseys, socks, and sports even display Nike banners during games. (Id.) Being that Nike.com advertised brandish are first and foremost used to irradiate physical health and fitness and the improving of athletic ability, the current theme of Nike.com is “Don’t break resolutions… Beat Them. Get better with us this year in our latest looks, layers, and innovation”. (Nike Women’s Spring Style Guide, 2015) Inasmuch, this rhetorical analysis is on NikeFuel, a Nike, Inc. brand advertised effectively and convinces Nike.com target audience that this brandish is the next level to their physical health and fitness and athletic endurance and abilities. (Explore the Power of NikeFuel, 2015) Insofar as Nike.com empowers through their themes and slogans, many of us look at this as Nike.com “battle cry.” These themes and slogans have become the essence of Nike, Inc.; therefore, Nike.com sets the mood and there slogans are the crux of the company. These slogans and themes are “the company identity, the corporate motto, and the battle cry”. (Forsythnov, 2014, para 5) Nike.com “just...
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...NOTE: All matters associated with this course are subject to change at the instructor's discretion. Any and all changes will be communicated to students in writing. Course Description RHET 1302 will prepare you for college-level writing while helping you develop your critical thinking skills. Rhetoric is the study and practice of how people communicate messages, not only in writing and speech, but also through visual and digital mediums. In this class, you will develop skills to analyze the way rhetoric, in its various forms, addresses audiences. By paying attention to the strategies that good writers and speakers use to persuade their particular audiences, you will learn to reason better and to persuade others in your own writing, both through rhetorical appeals and through analysis of audience, purpose, and exigency that is at the heart of the study of rhetoric. For RHET 1302, you will read and reread texts and write multi-draft essays. Practically speaking, you will learn skills that you can use in your future course work regardless of your major. Student Learning Objectives • Students will be able to write in different ways for different audiences. • Students will be able to write effectively using appropriate organization, mechanics, and style. • Students will be able to construct effective written arguments. • Students will be able to gather, incorporate, and interpret source material in their writing. Required Texts Rosenwasser, David and...
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...When I walked into the cereal aisle in Meijer on Tuesday, September the eighth, I was confronted by a aisle packed with colors. Upon further examination however, I noticed many different things about not only the colors, but also how they were displayed throughout the aisle. Just like my visit to Meijer, this paper will not only look at the surface of the cereal aisle and my box of cereal, but also delve into the meaning behind their fronts and how the box I chose is marketed. The box I chose, “Kellogg’s Avengers: Age of Ultron Sweetened Cereal with Marshmallows”, is marketed at Meijer to children through character appeal, which displays ethos as its strongest rhetorical appeal. Throughout this paper I will show you how I came to this conclusion. The cereal aisle in Meijer is located in the middle of the center section of the store with the oatmeal, granola bars, fruit snacks, and candy across from the cereal. The cereal was set up so that you have the bags of the off-brand cereal in a section, then...
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...Jason Francis Herbert Pimlott Rhetorical Analysis November 13, 2012 This essay argues that the Globe and Mail (G&M) article, ‘Don’t Teach Until You See the Whites of Their Eyes’ (18 August 2012), is persuasive with its primary target audience of G&M readers. Clifford Orwin, the author of this article, is a professor of political science at the University of Toronto. Furthermore, the main focus of this article deals with the fact that: “Real education requires real teachers and students, not disembodied electronic wraiths.” Through the rhetorical analysis of this editorial, this paper will demonstrate that its persuasiveness can be attributed to four key aspects: through an emphasis on the use of deliberative stasis; its use of ethos and logos; and through its effective use of rhetorical imagery. Before the case can be made for understanding how and why this article is persuasive, we need to begin with setting the context of the issue or exigence to which the article was responding and whether that response was timely and appropriate. To understand the exigence of this article, the interpretation of Orwin’s implied audience is necessary to grasp how the two concepts within exigence, kairos and phronesis, both link text, context and audience together. Through an extensive analysis of the assumptions made by Orwin, the implied audience consists predominantly of instructors. Moreover, Orwin’s motto: “Don’t teach until you see the whites of their eyes.” Also used as...
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...Rhetorical Analysis Paper Martin Luther King Jr.: I Have a Dream According to Aristotle, there are three ways for a speaker to persuade his audience: ethos, logos, and pathos ("American rhetoric: Aristotle's rhetoric - selected moments," n.d.). Aristotle noted that a speech should “engage both the rational and non-rational elements of the listener's soul” (Wardy, 1996, p. 63). The speaker must have credibility with their audience and appear fair, open-minded, honest, and knowledgeable (ethos). He/she must also have logical appeal with strong, valid arguments based on facts and, perhaps, with personal experience and observations (logos). And, finally, the speaker must emotionally appeal to the audience and create a personal connection to draw and hold their attention (pathos). Of the three, Aristotle believed that ideally arguments should be made with reason, or logic, alone (McKay & McKay, 2010). However, it is often a speaker’s emotional appeal that creates the personal connection, as well as captivates and motivates the audience … and few have done that better than the Reverend Martin Luther King, Jr. If you say the words “I have a dream”, Americans from age 18 to 80 immediately think of Martin Luther King Jr. They may not know the words achieved notoriety from a speech given at an equal rights march on Washington, DC in August 1963. They may not know that 250,000 blacks gathered at the National Mall to demand "jobs and freedom" (Hampson, 2013). Additionally, they...
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...University of Wollongong Research Online Faculty of Business - Accounting & Finance Working Papers 2006 Faculty of Business The Critique of Accounting Theory M. Gaffikin University of Wollongong, gaffikin@uow.edu.au Publication Details This working paper was originally published as Gaffikin, M, The Critique of Accounting Theory, Accounting & Finance Working Paper 06/25, School of Accounting & Finance, University of Wollongong, 2006. Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: research-pubs@uow.edu.au 06/25 University of Wollongong School of Accounting & Finance The Critique of Accounting Theory Working Papers Series Michael Gaffikin School of Accounting & Finance University of Wollongong Wollongong NSW 2522 Australia Tel +61 (2) 4221 3718 Fax +61 (2) 4221 4297 eMail george@uow.edu.au www.uow.edu.au/commerce/accy/ The Critique of Accounting Theory Michael Gaffikin* School of Accounting and Finance, University of Wollongong, NSW 2522 In previous papers (Gaffikin 2005a, 2005b, 2005c, 2006) the discussion has examined accounting as a science, with attempts to employ a scientific methodology; as a purely technical expression of economic theory, heavily dominated by research in finance; and as part of “law”, albeit law (regulation) heavily influenced by dominant economic and political ideology. That discussion revealed that all these perspectives...
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...the modern actions of students and university administration regarding the Utes nickname, and similar university mascot controversies. In no place did she show a lack of familiarity with any source texts surrounding these topics. Her command of the facts was only tempered by two aspects: her conspicuous usage of notes during the talk and her lack of reference to specific rhetorical analysis of the source texts. During her talk, she seemed mostly to be reading directly from prepared notes, rather than relating these facts off the top of her head. This did not distract from the...
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...John Fitzgerald Kennedy is credited as being one of America’s greatest speakers. That is why, when asked to choose a speech to do a rhetorical analysis on from the Top 100 American Speeches on www.americanrhetoric.com, I had to choose his “Inaugural Address” from January 20, 1961. This speech is ranked second, under Martin Luther King Jr.’s, “I Have a Dream.” President Kennedy utilized many of the tools typically used in rhetorical or persuasive writing. He took full advantage of Aristotle’s three areas of rhetorical speech writing: Ethos, Pathos, and Logos, paired along with other literary tools such as repetition, rhythm, and comparison. President Kennedy opens his speech by establishing credibility, or ethos, “For I have sworn before you and Almighty God the same solemn oath our forebears prescribed nearly a century and three-quarters ago.(Americanrhetoric.com)” This excerpt tells the American people that he has followed the rules and has a legitimate responsibility to the American public as did the Presidents in the past. He is official. Then, a few moments later, JFK begins to capitalize on the emotions of the people, tying himself to them, identifying with them by using words such as “we.” This is the pathos part of his speech, “the torch has been passed to a new generation of Americans -- born in this century, tempered by war, disciplined by a hard and bitter peace, proud of our ancient heritage, and unwilling to witness or permit the slow undoing of those human rights...
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...A Comparative Study of Metaphor in British and United States of America (US) Political Discourse Student’s Name University Affiliation Comparative Study of Metaphor in British and United States of America (US) Political Discourse Abstract This study offers a research on the application of metaphor in the discourse of cultural and political aspects between these two countries; The United States of America and Great Britain. As a result, this is an analysis of the various factors related to the perspective in terms of the cultural and socio-political phenomenon, in which a lot of attention is placed on the elements ascertaining the pragmatic, variable, and cognitive details of the British and US's political discourses: The inaugural speeches of four US presidents and party political manifestos of two British political parties during the period between 1974 and 1997 are analysed. The main purpose of undertaking this kind of comparative study of the British and the American political discourses is quite evident, these discourses symbolize intriguing and complex methods of cultural values and political differences as depicted in the respective linguistic contexts. The key findings are that metaphors from the domains of conflict, journey and buildings are general across the divide. However, the British corpus contain metaphors that draw on the source domain of plants whereas the American corpus hugely draws on source domains like fire and light and the physical environments that are...
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...Ellie Bretzman April 15, 2013 Interviewing Anne Strahle Bold and Fresh: A Look into Bill O’Reilly Interviewing Style Introduction “Your humble correspondent” is what he calls himself with a smile. Bill O’Reilly, host of the “O’Reilly Factor,” is not doubt one of the most loved, hated, criticized, praised, and controversial television commentators of all time. For ten years, O’Reilly has hosted the number one rated show of all cable news. With his unique style, people seem to be drawn to him whether they agree with him or not. Background Bill O’Reilly has quite an impressive background. Born in Manhattan and raised in Long Island, O’Reilly found himself studying history at Marist College and earning his bachelor’s degree. He went on to Boston University to receive his master’s in broadcast journalism. He did not stop there as he got another master’s degree in public administration from Harvard’s Kennedy School of Government ("Bill O'Reilly Biography”). His broadcasting career began in Scranton, Pennsylvania. He then moved around reporting and anchoring in Dallas, Boston, and New York. His national exposure started with CBS and ABC News. In 1996 he landed at FOX News ("Bill O'Reilly Biography") . Other than hosting the number one cable news program, Bill still finds time to write a weekly column that appears in more than 300 newspapers. O’Reilly is also a respected author. He has written books about his political opinions and has also begun to...
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...John Fitzgerald Kennedy is credited as being one of America’s greatest speakers. That is why, when asked to choose a speech to do a rhetorical analysis on from the Top 100 American Speeches on www.americanrhetoric.com, I had to choose his “Inaugural Address” from January 20, 1961. This speech is ranked second, under Martin Luther King Jr.’s, “I Have a Dream.” President Kennedy utilized many of the tools typically used in rhetorical or persuasive writing. He took full advantage of Aristotle’s three areas of rhetorical speech writing: Ethos, Pathos, and Logos, paired along with other literary tools such as repetition, rhythm, and comparison. President Kennedy opens his speech by establishing credibility, or ethos, “For I have sworn before you and Almighty God the same solemn oath our forebears prescribed nearly a century and three-quarters ago.(Americanrhetoric.com)” This excerpt tells the American people that he has followed the rules and has a legitimate responsibility to the American public as did the Presidents in the past. He is official. Then, a few moments later, JFK begins to capitalize on the emotions of the people, tying himself to them, identifying with them by using words such as “we.” This is the pathos part of his speech, “the torch has been passed to a new generation of Americans -- born in this century, tempered by war, disciplined by a hard and bitter peace, proud of our ancient heritage, and unwilling to witness or permit the slow undoing of those human rights...
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