English 1301 Week 10SECTION # 56, 60 &70

• WHAT DID YOU NOTICE IN THE TWO RHETORICAL ANALYSIS DRAFTS YOU COMPARED AND EVALUATED FOR BA6?

• WHAT INFORMATION WAS STATED IN THE INTRODUCTION? HAVE YOU WRITTEN YOUR INTRODUCTION YET?

• HOW ARE THE BODY PARAGRAPHS ORGANIZED? HAVE YOU LOOKED AT YOUR BA5 COMMENTARY TO SEE WHAT YOU NEED TO WORK ON IN TERMS OF SUPPORTING YOUR ANALYSIS OF EACH RHETORICAL DEVICE LISTED IN YOUR THESIS?

Free Write

Notes on Drafts: Good Things I Saw

*Having topic sentences that start each body paragraph with a statement about the specific rhetorical choice being analyzed.

*Incorporating at least one quote in each body paragraph to support claims.

*Introducing and discussing audience with depth: For example, “Because this article was published in ___________(a _______ which is arguably read by ________ and _______) in [month] [year] , [the author’s] intended audiences are _________.” If you are specific like this in your descriptions of audience, your graders can give you better feedback.

Notes on Drafts: Good Things I Saw

*Incorporating research on author and context in introduction to set up analysis.

*Explaining quotes and supporting claims. For example, “The preceding quotation is useful in explaining the author’s intention on writing the article. In this particular quote, [the author] uses [rhetorical choice] to _______. The quote gives readers an insight on [the author’s position regarding____________.”

Notes on Drafts: BAD Things I Saw

*Starting paper off with thesis statement. (Where should thesis go?)

*Making claims about the content of the article instead of HOW it is being written.

*Describing same rhetorical choice in different ways. For example, listing the choice as formal diction, but talking about it as complex language and theoretical language.

Notes on Drafts: BAD Things I Saw

*Quote integration. Make sure you are writing complete sentences. If you are having trouble introducing a quote, try to establish a model. When I introduce quotes, I typically use this model: “For example, [author] says, “quote” in order to _______.

*INCLUDING MLA-FORMATTED WORKS CITED ENTRY. Only 4/7 drafts I received via email on Wednesday night had a Works Cited Entry. Even though this is a rough draft, YOU MUST have a works cited entry.

Notes on Drafts: BAD Things I Saw

*Using words whose meanings you don’t quite understand well enough to use.

*Explaining quotes with empty and vague language. 

Draft 1.1: Rhetorical Analysis Objective: To demonstrate your ability to rhetorically analyze

texts. Purpose: In the first half of the course, you have been honing

your writing skills so as to prepare you for college level writing. You will use all of these skills, (summarizing, paraphrasing, critical reading, constructing thesis statements, and using supporting material via quotations) throughout your writing of this assignment.

Description: To complete this assignment, you will begin by selecting a text to analyze. You may select one of the four articles we’ve discussed in class. After selecting your text and critically reading it, you will determine the writer’s purpose and intended audience for the text.

Draft 1.1: Rhetorical Analysis 1. Look at such elements as the types of evidence a writer puts

forward and how he or she does so. Ask yourself if the writer uses evidence from sources, or if he or she tells stories from personal experience.

2. Examine the sentence structures and word choice. How do these contribute to the author’s purpose?

3. Evaluate the overall tone of the text, and determine how it does or does not contribute to the way in which it communicates to its audience.

4. After you determine what these strategies are, consider how well these strategies actually work.

Draft 1.1: Rhetorical Analysis Although this is an initial draft, it should be carefully edited

and written in a professional tone. Please use MLA format for both your in-text citations and your works cited in this draft.

Your draft should be 1200 words in length. Related Course Readings: St. Martin's Handbook: Ch. 2, 3f-g

Draft 1.1: Rhetorical AnalysisGrading Rubric:

Issue I.D. and Focus: 15 Understands context, audience, and purpose?

Context and Assumptions: 15 Uses quotes to identify and explain author’s choices?

Sources and Evidence: 20 Makes connections between choices and aud/pur?

Own Perspective: 20 Specific, accurate thesis? Paper reflects thesis?

Conclusion: 15 Specific and accurate conclusions about success of choices, text overall?

Communication: 15 Analysis, not informative paper? (10) Organized? Sound mechanics? (5)

St. Martin’s eHandbook Notes

From eHandbook, section 4d: Make sure that you have a main point, and state it directly. (4f

) The rest of the paper will need to support the main point, too—this problem cannot be corrected by adding a sentence or two.

Use concrete language and details, and make sure that you have something specific and interesting to say. If not, reconsider your topic.

Read the sentence containing the quotation aloud; revise it if it does not make sense as a sentence. Introduce every quotation with information about the source. Explain each quotation’s importance to your work.  

Check the citations to be sure that you include all of the required information, that you punctuate correctly, and that you omit information not required by the documentation style

St. Martin’s eHandbook Notes From Section 27c:

Most of your grader comments so far have asked you to be SPECIFIC with your claims.

GENERAL LESS GENERAL SPECIFICMORE SPECIFIC

Book dictionary abridged dictionary my 2004 edition of The

American Heritage College

Dictionary

ABSTRACT LESS ABSTRACT CONCRETEMORE CONCRETE

Culture visual art paintingvan Gogh’s Starry Night

Final ThoughtsDont’ be afraid to email your instructor

Ask specific questions:Are my rhetorical choices specific enough?Am I describing audience and purpose well enough?Do my explanations of rhetorical choices connect back to audience and

purpose? For example, I’m looking at “informal tone” as it appeals to the audience. In my body paragraph number two, do I need to add any support?

Can I set up a meeting with you?

Staley’s office hours: Monday 10/28 9:30-11:00

Tuesday 10/29 11:30-1:00