Rhetorical Analysis Essay

Rhetorical Analysis Essay Assignment

Prompt: In English 101, you had to write expository essays. A rhetorical analysis is an expository piece of writing that evaluates and explains how a writer/composer communicates, maybe even influences, an audience. Locate a visual/oral/verbal text that you deem interesting and analyze it according to the way the text uses rhetorical effects and strategies to make its argument. Use specific textual evidence to establish a general argument (i.e., thesis) about how the text “works.” You should not simply paraphrase or summarize what the writer/composer says or composes; rather, your goal is to provide a way of understanding the measure of persuasive effect by analyzing the rhetorical situation.

To do this, first identify the maker, intended audience, message, and intended purpose of the text. You can take your cues from the readings included in the book, class discussions, or discussions with your instructor. This information will set the foundation for the rest of your analysis. Next, explain how (and how effectively) the text

appeals to its intended audience;

employs the available means (the rhetorical appeals of ethos, logos, pathos; the rhetorical methods of development; and visual and/or aural elements, if applicable).

Process: Before proceeding with your work on the assignment you must present your topic and text for your instructor’s review and explain what makes this text an interesting subject (i.e., what is not rhetorically obvious) for rhetorical analysis through through a 1-page Statement on Planned Research. This statement will layout the topic and three questions about the topic you want to study. It will also layout why you are interested in studying the topic and what you expect to learn through this analysis. The topic must be approved by your instructor.

Doing research is fundamental to putting together an effective paper. To this end you must conduct research on your topic and develop an Annotated Bibliography of at least four sources (see Annotated Bibliography Assignment Sheet). The bibliography can be changed in the final paper, but the annotated bibliography text you submitted will be a graded assignment separate from your Essay Assignment.

As you are drafting, consider how you are supporting your claims about the text. Refer to specific moments in the text (using quotes and other concrete details) as evidence for your explanation of how the writer/composer uses rhetorical strategies. At the same time, consider the balance between description and analysis in your writing. Describe moments in the text in order to make your argument, but remember that your job is not to summarize the text for your readers. Your job is to evaluate the text by analyzing these details and making an argument about their rhetorical effect.

After drafting, revise and edit the Final Draft. Consider carefully the organization and coherence of your piece. Develop clear paragraphs that support your thesis. It is essential you incorporate feedback (from peers, from the SVWC, or Smartthinking) at this step off the process based on two completed Feedback Sheets. You must also reflect on this process and develop a Reflection Memo laying out your steps.

The Reflection Memo is meant to make you cognizant about the writing process. Based on the feedback you received, lay out your process of incorporating feedback and what you learned about the writing process as such in a 1-page memo. Your answers will not be graded for grammar, but you should try to answer as specifically and clearly as possible. The memo should explicitly answer these four questions:

What did you understand about the changes asked for in your essay by your reviewers? Be specific.

What changes did you make during the revision process and why?

What changes did you not make and why not?

What did you learn about the research process and how will you use it in the next assignment?

Format: Your final draft should be three to four pages (double-spaced, TNR font, 1” margins). When citing your outside source(s), follow MLA format (see IC Part 6 or Bowie State Course Library Guide for English 102.).

Deliverables: 1) Statement of Planned Research, 2) Annotated Bibliography, 3) Rough Draft 4) 2-Completed Feedback Sheets, 4) Final Draft , and 6) Reflection Memo

Suggested Themes and Topics

Music videos

Ad campaigns by athletic gear companies

Ad campaigns by fashion

Speeches by famous social activists

Speeches by presidents

Movie analysis

Social movement campaigns

Essay by authors

Historical figures and their writings

Media campaigns by politicians

Presidential campaigns

Amazon ad campaigns

Marijuana policies

Specific topics in Hip Hop

Objectification of women in advertising

NFL protests

Black Lives Matter

Immigration controversies

Social Media campaigns

Video Essays on Youtube Additional Topics:

A B C D F

Thesis 10-9 8 7 6 5-0

A very specific thesis (closed or open) that provides a clear position and outlines the structure of the paper. A clear thesis that presents a position being talked about in the paper. It does not present a position or the outline of the paper. No thesis. No thesis. Or no assignment submitted.

Content of Essay 30-26 25-22 21-19 18-16 15-0

Uses appropriate, relevant, and compelling content to illustrate profiency of the topic and analysis; explains using the appropriate terminology and with sourced evidence. Uses appropriate, relevant, and compelling content to illustrate competence of the topic and analysis; explains using the appropriate terminology and with sourced evidence. Illustrates competence of the topic and analysis; use of appropriate terminology and with sourced evidence needs to be stronger. Inadequate handling of the topic and analysis; no use of appropriate terminology. Poor handling of the topic and analytical process. Or assignment submitted.

Organization of Essay 25-23 22-19 18-16 15-12 12-0

Presents ideas in a logical and cohesive sequence, with paragraphs using topic sentences and transition words or phrases well and reflecting the assigned argument.

The introduction and the conclusion connect to the prompt and topic very well. It presents the points and takeaways in a superior manner. Presents ideas in a cohesive sequence, with paragraphs using topic sentences and transition words or phrases that need to be strengthened; logic of sequence is not explicit but argument type is clear.

The introduction and the conclusion connect to the prompt and topic. It presents the points and takeaways in an adequate manner. Presents ideas in a sequence of pars with vague transitions. Topic sentences are present but need to be revised for clarity.

The introduction and the conclusion somewhat connect to the prompt and topic. It presents the points and takeaways competently. Ideas are not presented in a sequence; transitions and topic sentences are not effectively used.

The introduction and the conclusion does not connect to the prompt and topic. It presents the points and takeaways inadequately. The essay does not represent the required argument in either sequence or ideas. Transitions and topic sentences are missing.

Introductions and conclusions are incoherent. Or no assignment submitted.

Mechanics and Style 25-23 22-19 18-16 15-12 12-0

The essay demonstrates mastery in grammar and mechanics of SAE conventions. Essay has only 1-2 major errors and only 1-2 minor errors in its use of SAE The essay demonstrates proficiency over grammar and mechanics of SAE conventions. Essay has 3-4 major errors and 3-4 minor errors in its use of SAE. The essay demonstrates some competence over grammar and mechanics of SAE conventions. Essay has 5 major errors and 5 minor errors in its use of SAE. The essay displays a lack of competence over grammar and mechanics of SAE conventions. Essay has 6 or more major errors and 6 or more minor errors in its use of SAE. The essay displays no competence over grammar and mechanics of SAE conventions. Essay demonstrates a lack of control over SAE in both major and minor errors. Or no assignment submitted.

MLA Citations & Formatting 10-9 8 7 6 0

All sources are introduced and cited. Essay is formatted in Times New Roman, 12 pt. type. Includes a properly formatted Work Cited Page. Most sources are introduced but all of them are cited. Essay is formatted in Times New Roman, 12 pt. type. Includes a properly formatted Work Cited Page Only a couple of sources are introduced but all are cited. Essay is formatted in Times New Roman, 12 pt. type. Work cited page is not satisfactory. Sources are introduced but not cited. Essay is not appropriately formatted and may be in a type face other than Times New Roman, 12 pt. No Work Cited. Sources are neither introduced nor cited. Portions of the paper are plagiarized. No Work Cited page. Or no assignment submitted.

Annotated Bibliography

Due:

Genre/Medium:Annotated Bibliography

Prompt:The writer of an annotated bibliography complies a list of sources to build research. The form includes a brief summary of the source and your own critical assessment of its relevance, objectivity, appropriateness, and usefulness. This write-up will be similar to the writing activities you had to do in English 101. To do this assignment use the currency, relevance, authority, accuracy, and purpose (CRAAP) framework in evaluating your resources. It is a tool that helps you keep an organized and thoughtful record of the research process and relevant information about the topic.

To this end, you will put together an annotated bibliography of four sources in preparation for Assignment 1. The bibliography will include three types of textual information:

1) Two mainstream and accredited news/ magazine article,

2) One scholarly/academic “peer reviewed” article,

3) One legitimate web-based multimedia or blog-style article.

Format:Your annotated bibliographies must paragraphs must contain a topic sentence, clear evidence from the reading, and coherent sentences on a topic. It will use transitions affectively to cohere the overall piece together. It must answer: 1) What is the information in the article you are summarizing?, 2) What is your critical assessment of the article?, and 3) How you will use it in your assignment?

Instructions:

Cite in MLA-citation format the name of the article.

Draft one or two paragraphs for each of the sources you list in your annotated bibliography.

Review the information in the bibliographies with your classmates to improve the grammar of the text and consider points that might help you build your argument in Assignment 3.

Grading Rubric (100 Points):

50-41 40-36 35-31 30-26 25-0

Content & evidence Excellent annotated bibliographies. It lays out the aspects of the topic well, evaluates the sources effectively, and/or lays out how it will be used in the argument. Good annotated bibliographies. It lays out the aspects of the topic well, evaluates the sources, and/or lays out its use in the argument. It is an adequate annotated bibliographies. It lays out the aspects of the topic, but does not evaluates the sources or lay out its use in the argument. Does not fulfill the requirements of an annotated bibliographies. Paragraphs are too poorly written to be useful or no paragraphs presented.

Information Literacy 50-41 40-36 35-31 30-26 25-0

Citation is correct. It also provides specific evaluations about the appropriateness of the medium and the information for academic research. Citation is correct. It provides specific evaluations about the appropriateness of the medium. Citation is correct. Citation is accurate. It needs to speak to the appropriateness of the medium and the information for academic research. Citation is not correct. Does not include any information about the medium and appropriateness for academic research. Citation and assessment are not adequate or no citations provided.

Rhetorical Analysis Essay

The RA Essay is probably different from other Rhetorical Analysis assignments you may have been asked to do in other classes, so it’s important that you read the general prompt carefully and pay attention to the directions I’ll give and the examples we’ll look at in class.

While the general prompt tells you what is expected in the essay, I’ve written more specific prompts that apply to our readings to give you stronger guidance in terms of what you should write about. You will choose one of these prompts to base your essay upon. Note that the essay is something we’ll work to build starting in Week 3 with drafts due in Weeks 4/5/6. This also gives you some time to think about which prompt(s) appeal to you and decide on a prompt you’d like to focus on.

For whichever prompt you choose, you’ll want to make sure that your argument discusses WHAT you see happening, HOW you see it operating, and (most importantly) WHY this is important, and/or WHAT the EFFECT of these rhetorical choices is! Your argument should, of course, be arguable.

AGWR Chapter 8 has some great examples of various kinds of rhetorical arguments—and the thesis statements that summarize them. Please read through these—we spent a lot of time collecting them for you because we thought they’d help you out. A lot of these will seem threateningly complex—but they’re the result of a lot of thought and a ton of revision over time.

STORIES YOU CAN FOCUS ON FOR THE RA (choose one):

Saunders: Civilwarland In Bad Decline

Saunders: Pastoralia

Saunders: My Chivalric Fiasco

RA PROMPTS:
1. Choose one story that we’ve read and that you would like to discuss in this essay. When this story was written, what kind of societal conversation or debate was taking place (and what kinds of changes had taken place recently) surrounding the issue of working conditions in the United States? How did George Saunders write his story in such a way as to provide a strong argument/commentary upon these trends or conversations? In other words, how does he add his own voice to this conversation, and what does he have to say about these issues?
[As an example: how does George Saunders use this story to create a statement or call to action about depersonalizing aspects of the contemporary workplace?]
This prompt will require you to look not only at WHAT HAPPENS in the story, but more precisely will ask you examine HOW the story is written in such a way as to provide commentary on the issues at this time. This means you’ll need to examine Saunders’s style choices to find meaning in the story that would not be obvious to a smart reader on their first read of the story.
2. Choose one story that we’ve read and that you would like to discuss in this essay. What message does this story seem to be sending about the way that we interact with (and learn from) history? How does the style of the story (not just WHAT HAPPENS) construct this message? What societal conversation, debate, event, trend, etc is this message responding to or challenging, and how is it doing that? In other words, how does the author add his own voice to an ongoing conversation, and how is the way that the story is written pivotal in letting the author respond in this way?

This prompt will require you to look not only at WHAT HAPPENS in the story, but more precisely will ask you examine HOW the story is written in such a way as to provide commentary on the issues at this time. This means you’ll need to examine the author’s style choices to find meaning in the story that would not be obvious to a smart reader on their first read of the story.
3. Choose one story that we’ve read and that you would like to discuss in this essay. When this story was written, what kind of societal conversation or debate was taking place (and what kinds of changes had taken place recently) surrounding masculinity in the United States? What did it mean to be “manly” or “masculine”, and how did George Saunders write his story in such a way as to provide a strong argument/commentary upon these trends or conversations? In other words, how does he add his own voice to this conversation, and what does he have to say about these issues?
This prompt will require you to look not only at WHAT HAPPENS in the story, but more precisely will ask you examine HOW the story is written in such a way as to provide commentary on the issues at this time. This means you’ll need to examine Saunders’s style choices to find meaning in the story that would not be obvious to a smart reader on their first read of the story.
4. Choose one story that we’ve read and that you would like to discuss in this essay. Each of these stories takes place at some sort of theme park (or place of public amusement) where things aren’t as perfect as they could be. When this story was written, what kind of societal conversation or debate was taking place (and what kinds of changes had taken place recently) surrounding the ways that Americans entertained themselves? What were the conversations surrounding modern amusement, and how did George Saunders write his story in such a way as to provide a strong argument/commentary upon these trends or conversations? In other words, how does he add his own voice to this conversation, and what does he have to say about these issues?
[As an example: how does George Saunders use this story to create a statement or call to action about violence in contemporary entertainment?]
This prompt will require you to look not only at WHAT HAPPENS in the story, but more precisely will ask you examine HOW the story is written in such a way as to provide commentary on the issues at this time. This means you’ll need to examine Saunders’s style choices to find meaning in the story that would not be obvious to a smart reader on their first read of the story.
5. Choose one story that we’ve read and that you would like to discuss in this essay. Each of these stories could be argued to represent a dystopian world. What dystopian genre conventions are present in the story you’re examining, and what dystopian genre conventions are absent (or are subverted)? What larger purpose do you think George Saunders’s achieved by including/disincluding these conventions in his text? Was he sending a certain message? How was that message sent, and what is that message about?

This prompt will require you to look not only at WHAT HAPPENS in the story, but more precisely will ask you examine HOW the story uses its genre conventions (or subverts its genre conventions) to achieve some larger effect. It is not enough to simply identify conventions that you do or do not see in the text. You’ll need to use the presence or absence of those conventions to make a bigger argument about the effect that Saunders achieved by doing this.
6. This prompt asks you to analyze the story “Pastoralia,” a story in which the narrator and his cave-roommate have numerous conversations about their children (and numerous interactions with their children), and where a family with a young child is the catalyst for the climax of the story’s action. When this story was written, what kind of societal conversation or debate was taking place (and what kinds of changes had taken place recently) surrounding the issue of parenting? What were the conversations surrounding the way that children were raised, and how did George Saunders write his story in such a way as to provide a strong argument/commentary upon these trends or conversations? In other words, how does he add his own voice to this conversation, and what does he have to say about these issues?
This prompt will require you to look not only at WHAT HAPPENS in the story, but more precisely will ask you examine HOW the story is written in such a way as to provide commentary on the issues at this time. This means you’ll need to examine Saunders’s style choices to find meaning in the story that would not be obvious to a smart reader on their first read of the story.
7. Choose one story that we’ve read and that you would like to discuss in this essay. What message does this story seem to be sending about simulation and/or simulacra? How does the style of the story (not just WHAT HAPPENS) construct this message? What societal conversation, debate, event, trend, etc is this message responding to or challenging, and how is it doing that? In other words, how does the author add his own voice to an ongoing conversation, and how is the way that the story is written pivotal in letting the author respond in this way?
This prompt will require you to look not only at WHAT HAPPENS in the story, but more precisely will ask you examine HOW the story is written in such a way as to provide commentary on the issues at this time. This means you’ll need to examine the author’s style choices to find meaning in the story that would not be obvious to a smart reader on their first read of the story.

Note for this prompt that it will be very easy to point out that around the time Saunders was writing, computers and computer simulations were on the rise around the world as technology progressed. Ideally you’ll go much further than that. Remember the readings we’ve done surrounding this concept and try to find a more creative approach to your conceptualization of simulation in this time period!

0 replies

Leave a Reply

Want to join the discussion?
Feel free to contribute!

Leave a Reply