Visual Analysis
Rhetorical Rationale
“Having experiences and doing activities are important aspects of your life, but it is the thought you give to those experiences that helps you learn and grow as a person. Putting things into perspective, fitting your experiences, as well as the ideas you encounter, into the larger context of your life, is what your education is all about.” Bridgewater College, Personal Development Portfolio
For your final portfolio assignment, write a reflection on what you have learned in English 1010. Use the quote to help focus your thoughts. What elements were particularly important to you and to your writing and learning process? Think about the class as a whole and what your learning process was. Spend some time thinking about the experience and how it will assist you in your further academic and work related goals. Minimum 2 pages.
For your final portfolio assignment, write a reflection on what you have learned in English 1010. Use the quote to help focus your thoughts. What elements were particularly important to you and to your writing and learning process? Think about the class as a whole and what your learning process was. Spend some time thinking about the experience and how it will assist you in your further academic and work related goals. Minimum 2 pages.
Public Genre Presentation
Genre Translation Oral Presentation Grading Sheet
Audience (who is the intended audience--specific name and/or group--do NOT say, “anyone” or “everyone” and how this determined your choice of genre, etc.) 20 points
Genre (what genre you chose, why you think it will be effective.) 20 points
Document Design (use of elements from Chapter 11, discussion of your use of ethos, pathos and logos) 20 points
Genre Distribution (how you will get this to your audience) 20 points
Quality of Presentation (length between 5-7 minutes, use of visual aids, smoothness of speech, etc.) 20 points
Total 100 points
Audience (who is the intended audience--specific name and/or group--do NOT say, “anyone” or “everyone” and how this determined your choice of genre, etc.) 20 points
Genre (what genre you chose, why you think it will be effective.) 20 points
Document Design (use of elements from Chapter 11, discussion of your use of ethos, pathos and logos) 20 points
Genre Distribution (how you will get this to your audience) 20 points
Quality of Presentation (length between 5-7 minutes, use of visual aids, smoothness of speech, etc.) 20 points
Total 100 points
Chapter 6
Chapter 6 “Doing Research: Joining the Scholarly Conversation”
Think back to some academic research you’ve done in the past . First identify a positive research experience, and write a paragraph about it. What made this research satisfying and productive?
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Now write a paragraph about a research experience that was frustrating, unproductive, or in other ways difficult. Why do you think it went the way it did?
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Finally, consider what you have learned by thinking and writing about these two experiences. Jot down a few pointers you should follow to improve your future research efforts.
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Think back to some academic research you’ve done in the past . First identify a positive research experience, and write a paragraph about it. What made this research satisfying and productive?
__________________________________________________________________________________________________
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Now write a paragraph about a research experience that was frustrating, unproductive, or in other ways difficult. Why do you think it went the way it did?
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Finally, consider what you have learned by thinking and writing about these two experiences. Jot down a few pointers you should follow to improve your future research efforts.
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ePortfolio Grading Form
1010 Midterm Peer Edit for ePortfolio
Edited by:_______________________
Created by:_____________________
_____/10 Are there five tabs on the opening page (Welcome, Goals and Outcomes, Coursework, Outside the
Classroom and Resume)?
_____/10 Does the Welcome page introduce the student and his/her portfolio? Check for grammatical errors/typos.
5 Extra points if the student included a picture of him/herself.
_____/20 Does the Goals and Outcomes explain BOTH short and long-term goals? Does it discuss HOW
SLCC’s Learning Outcomes can help achieve these goals?
_____/10 Is the Coursework tab formatted correctly? (English 1010 should be a link under “General
Education.” There should be an “Elective” subheading as well as a “Major Coursework” subheading).
_____/10 Does the English 1010 Link take you to the assignments? Are there four assignments posted? Each
assignment should have the title and the opening paragraph. Is there a “read more” button/link at the end of the
opening paragraph? There should be NO downloads.
_____/10 How does the Outside the Classroom look? Is it interesting, and does it represent the student?
What service is listed? What about leadership positions/opportunities? Are there pictures/videos and
an explanation for each activity (include responsibilities, etc.)
_____/20 Look at the Resume tab. Is the resume listed on the page (no download)? Is it representative of the
student? Does it do more than list the basics? Check to make sure that personal information (nothing
more than an email address for the student) is listed. No references should be posted—it should say,
“References available upon request.”
_____/10 Has the student personalized the website? Does it represent the student’s interests and personality?
Is credit given where it is due (ex: if the title picture is one that the student took, has it been noted
that this is the student’s work? If the student is in the photograph, is the student correctly identified?).
List two suggestions you have for the student to improve his/her ePortfolio.
Edited by:_______________________
Created by:_____________________
_____/10 Are there five tabs on the opening page (Welcome, Goals and Outcomes, Coursework, Outside the
Classroom and Resume)?
_____/10 Does the Welcome page introduce the student and his/her portfolio? Check for grammatical errors/typos.
5 Extra points if the student included a picture of him/herself.
_____/20 Does the Goals and Outcomes explain BOTH short and long-term goals? Does it discuss HOW
SLCC’s Learning Outcomes can help achieve these goals?
_____/10 Is the Coursework tab formatted correctly? (English 1010 should be a link under “General
Education.” There should be an “Elective” subheading as well as a “Major Coursework” subheading).
_____/10 Does the English 1010 Link take you to the assignments? Are there four assignments posted? Each
assignment should have the title and the opening paragraph. Is there a “read more” button/link at the end of the
opening paragraph? There should be NO downloads.
_____/10 How does the Outside the Classroom look? Is it interesting, and does it represent the student?
What service is listed? What about leadership positions/opportunities? Are there pictures/videos and
an explanation for each activity (include responsibilities, etc.)
_____/20 Look at the Resume tab. Is the resume listed on the page (no download)? Is it representative of the
student? Does it do more than list the basics? Check to make sure that personal information (nothing
more than an email address for the student) is listed. No references should be posted—it should say,
“References available upon request.”
_____/10 Has the student personalized the website? Does it represent the student’s interests and personality?
Is credit given where it is due (ex: if the title picture is one that the student took, has it been noted
that this is the student’s work? If the student is in the photograph, is the student correctly identified?).
List two suggestions you have for the student to improve his/her ePortfolio.
SLCC Learning Outcomes
SLCC's Learning OutcomesStudents, on your My Goals page, you should reflect on how SLCC/s learning outcomes for all students (see below) are/are not relevant to you and your educational and career goals. For example, what do "effective communication" and "critical thinking" mean in the context of your plans? How are SLCC's courses preparing you to collaborate professionally with others? What have you done/will you do in your education to make sure you attain these important learning outcomes?
The Short Version
After completing any program at SLCC, students will be able to:
The Detailed Version
The Short Version
After completing any program at SLCC, students will be able to:
- Acquire substantive knowledge in the discipline of their choice sufficient for further study, and/or demonstrate competencies required by employers to be hired and succeed in the workplace.
- Communicate effectively.
- Develop quantitative literacies necessary for their chosen field of study.
- Think critically.
- Develop the knowledge and skills to be civically engaged, and/or to work with others in a professional and constructive manner.
The Detailed Version
- Acquire substantive knowledge in the discipline of their choice sufficient for further study, and/or demonstrate competencies required by employers to be hired and succeed in the workplace.
- Communicate effectively.
A. Develop critical literacies - reading, writing, speaking, listening - that they can apply in various contexts.
B. Organize and present ideas and information orally and in writing according to standard usage.
C. Understand and use the elements of effective communication in interpersonal, small group, and mass
settings.
D. Gather and analyze information and communicate effectively using technology, library resources, and other
media. - Develop quantitative literacies necessary for their chosen field of study. A. Approach practical problems by choosing and applying appropriate mathematical techniques.
B. Use and interpret information represented as data, graphs, tables, and schematics in a variety of disciplines.
C. Apply mathematical theory, concepts and methods of inquiry appropriate to program-specific problems. - Think critically. A. Reason effectively using available evidence, and are aware that knowledge is dynamic and builds on new
evidence and alternative perspectives. B. Demonstrate effective problem solving.
C. Engage in creative thinking, expression, and application.
D. Engage in reflective thinking and expression.
E. Demonstrate higher-order skills such as analysis, synthesis, and evaluation.
F. Make connections across disciplines.
G. Apply scientific methods to the inquiry process. - Develop the knowledge and skills to be civically engaged, and/or to work with others in a professional and constructive manner. A. Understand the natural, political, historical, social and economic underpinnings of the local, national, and
global communities to which they belong.
B. Develop the awareness of both civil rights and civil responsibilities for individual and collective action in a
democracy.
C. Engage in service-learning for community building and an enhanced academic experience.
D. Develop the awareness and skills to take leadership roles in classrooms, the broader college, and the
community.
E. Engage in principled and vigorous dialogue.
F. Interact competently across cultures.
G. Understand and appreciate human differences.
H. Understand and act on standards of professionalism and civility, including the requirements of the SLCC
Student Code.
ePortfolio Peer Edit
Name_____________________________
Peer Edit for ePortfolio Edited by:_______________________
Are there five tabs on the opening page (Welcome, Goals and Outcomes, Coursework, Outside the Classroom and Resume)?
Does the Welcome page introduce the student and his/her portfolio? Check for grammatical errors/typos.
Does the Goals and Outcomes explain BOTH short and long-term goals? Does it discuss HOW SLCC’s Learning Outcomes can help achieve these goals?
Is the Coursework tab formatted correctly? (English 1010 should be a link under “General Education.” There should be an “Elective” subheading as well as a “Major Coursework” subheading).
Does the English 1010 Link take you to the assignments? Are there four assignments posted? Each assignment should have the title and the opening paragraph. Is there a “read more” button/link at the end of the opening paragraph? There should be NO downloads.
How does the Outside the Classroom look? Is it interesting, and does it represent the student? What service is listed? Are there pictures/videos and an explanation for each activity (include responsibilities, etc.)
Look at the Resume tab. Is the resume listed on the page (no download)? Is it representative of the student (does it do more than list the basics)?
What suggestions can you give to the writer of the blog?
Peer Edit for ePortfolio Edited by:_______________________
Are there five tabs on the opening page (Welcome, Goals and Outcomes, Coursework, Outside the Classroom and Resume)?
Does the Welcome page introduce the student and his/her portfolio? Check for grammatical errors/typos.
Does the Goals and Outcomes explain BOTH short and long-term goals? Does it discuss HOW SLCC’s Learning Outcomes can help achieve these goals?
Is the Coursework tab formatted correctly? (English 1010 should be a link under “General Education.” There should be an “Elective” subheading as well as a “Major Coursework” subheading).
Does the English 1010 Link take you to the assignments? Are there four assignments posted? Each assignment should have the title and the opening paragraph. Is there a “read more” button/link at the end of the opening paragraph? There should be NO downloads.
How does the Outside the Classroom look? Is it interesting, and does it represent the student? What service is listed? Are there pictures/videos and an explanation for each activity (include responsibilities, etc.)
Look at the Resume tab. Is the resume listed on the page (no download)? Is it representative of the student (does it do more than list the basics)?
What suggestions can you give to the writer of the blog?
Tuesday, January 15, 2013
Read "The Other Half of the Story" (under the "Readings" tab) and answer the following questions. Where it says, "you," replace with "the author".
Questions for Evaluating Focus, Content, and Organization
Focus
· What do you hope to accomplish in this essay? How clearly have you defined—and communicated—your working thesis?
· How well does your essay respond to your rhetorical situation? If it is an academic essay, does it fulfill the requirements of the assignment?
· Have you tried to do too much in this essay? Or are your goals too limited or inconsequential?
· How does your essay respond to the needs, interests, and expectations of your readers?
Content
· How effectively does your essay fulfill the commitment stated or implied by your working thesis? Do you need to develop it further?
· What supporting details and evidence have you provided? Do they relate clearly to your working thesis and to each other?
· What additional details, evidence, or counterarguments might strengthen your essay?
· Have you included any material that is irrelevant to your working thesis?
· How could your introduction and conclusion be more effective?
Organization
· What overall organizational strategy does your essay follow?
· Does your essay follow the appropriate conventions for this kind of writing?
· What is the relationship between the organization of your essay and your controlling purpose or thesis? Is this relationship clear to readers? What cues have you provided to make the organization easy to follow?
Questions for Evaluating Focus, Content, and Organization
Focus
· What do you hope to accomplish in this essay? How clearly have you defined—and communicated—your working thesis?
· How well does your essay respond to your rhetorical situation? If it is an academic essay, does it fulfill the requirements of the assignment?
· Have you tried to do too much in this essay? Or are your goals too limited or inconsequential?
· How does your essay respond to the needs, interests, and expectations of your readers?
Content
· How effectively does your essay fulfill the commitment stated or implied by your working thesis? Do you need to develop it further?
· What supporting details and evidence have you provided? Do they relate clearly to your working thesis and to each other?
· What additional details, evidence, or counterarguments might strengthen your essay?
· Have you included any material that is irrelevant to your working thesis?
· How could your introduction and conclusion be more effective?
Organization
· What overall organizational strategy does your essay follow?
· Does your essay follow the appropriate conventions for this kind of writing?
· What is the relationship between the organization of your essay and your controlling purpose or thesis? Is this relationship clear to readers? What cues have you provided to make the organization easy to follow?
Monday, January 14, 2013
Final Visual Analysis DUE. No late work accepted.
Discuss Chapter 10 in class and complete "Writer's Block" assignment. This is due tomorrow (Tuesday).
Read Chapter 12 tonight. We'll discuss it Tuesday in class.
Writer's Block Prompt:
Think of a time when you simply couldn’t get started writing. What did you do to move beyond this block? How well did your efforts work—and why? After reflecting on your experience, write a short essay (humorous or serious) about how you cope with writer’s block. Bring a draft on ______________.
Discuss Chapter 10 in class and complete "Writer's Block" assignment. This is due tomorrow (Tuesday).
Read Chapter 12 tonight. We'll discuss it Tuesday in class.
Writer's Block Prompt:
Think of a time when you simply couldn’t get started writing. What did you do to move beyond this block? How well did your efforts work—and why? After reflecting on your experience, write a short essay (humorous or serious) about how you cope with writer’s block. Bring a draft on ______________.
Writing a Visual Analysis
Writing a Visual Analysis
We are bombarded by images on a daily basis. They compete for our attention, urge us to buy things, and guide us on our way home from work. These visual texts frequently attempt to persuade us; to make us think, feel, or act a certain way. Yet we rarely stop to consider how they do their work.
Visual texts leave room for the audience to interpret to a greater degree than many verbal texts, which make them particularly rich subjects for analysis. For an example of visual analysis, see Angela Yamashita’s “Got Roddick?”
Components of a visual analysis
What kind of visual is it?
Describe what you see
Is it a single image, part of a series, a sign, a building, or something else? What are the conventions for this kind of visual?
What is the image about?
Consider the subject
What does the image depict? What is the setting? What is the purpose? Are words connected with the image?
How is the image arranged?
Analyze the composition
What elements are most prominent? Which are repeated? Which are balanced or in contrast to each other? Which details are important?
What is the context?
Examine the context
Who created the image? When and where did it first appear? Can you determine why it was created?
What visuals are like it?
Look for connections
What is the genre? What kind of visual is it? What elements have you seen before? Which remind you of other visuals?
Keys to visual analysis
Choose a visual text that you care about
If an image or other visual text means something to you, you will find it easier to analyze.
Pay close attention to details
Identify the key details that keep the viewer’s attention and convey meaning. Also, examine the point of view—the viewer’s perspective of the subject.
Provide a frame for understanding
You will need to provide a context for understanding a visual text, giving a sense of how it is a response to events and trends going on at the time and how it was initially understood.
Go beyond the obvious
A successful visual analysis gets readers to make connections and see aspects that they otherwise would not have noticed.
Read Angela Yamashita's "Got Roddick?" for an example of visual analysis (under the "Readings" section of this website).
Faigley, Lester. Writing: A Guide for College and Beyond. New York: Pearson, Longman,
We are bombarded by images on a daily basis. They compete for our attention, urge us to buy things, and guide us on our way home from work. These visual texts frequently attempt to persuade us; to make us think, feel, or act a certain way. Yet we rarely stop to consider how they do their work.
Visual texts leave room for the audience to interpret to a greater degree than many verbal texts, which make them particularly rich subjects for analysis. For an example of visual analysis, see Angela Yamashita’s “Got Roddick?”
Components of a visual analysis
What kind of visual is it?
Describe what you see
Is it a single image, part of a series, a sign, a building, or something else? What are the conventions for this kind of visual?
What is the image about?
Consider the subject
What does the image depict? What is the setting? What is the purpose? Are words connected with the image?
How is the image arranged?
Analyze the composition
What elements are most prominent? Which are repeated? Which are balanced or in contrast to each other? Which details are important?
What is the context?
Examine the context
Who created the image? When and where did it first appear? Can you determine why it was created?
What visuals are like it?
Look for connections
What is the genre? What kind of visual is it? What elements have you seen before? Which remind you of other visuals?
Keys to visual analysis
Choose a visual text that you care about
If an image or other visual text means something to you, you will find it easier to analyze.
Pay close attention to details
Identify the key details that keep the viewer’s attention and convey meaning. Also, examine the point of view—the viewer’s perspective of the subject.
Provide a frame for understanding
You will need to provide a context for understanding a visual text, giving a sense of how it is a response to events and trends going on at the time and how it was initially understood.
Go beyond the obvious
A successful visual analysis gets readers to make connections and see aspects that they otherwise would not have noticed.
Read Angela Yamashita's "Got Roddick?" for an example of visual analysis (under the "Readings" section of this website).
Faigley, Lester. Writing: A Guide for College and Beyond. New York: Pearson, Longman,
Visual Analysis Assignment
Visual Analysis Essay
The first step in writing this essay is to pick a visual text. Make sure that you choose a text that attempts to influence readers in significant ways (whether by appealing to logic, emotions/values and/or credibility). This essay will be form 2-3 pages, typed and double-spaced with 1” margins.
You might choose to focus on any one of the following types of visual texts for this assignment:
· Advertisement
· Photograph
· Architecture
· Consumer product/product packaging
· Work of art
· Political cartoon
· Billboard
· Etc.
Once you have selected an image to focus on for your visual analysis essay, consider the following general questions as you begin the process of analyzing it:
1. What is your general impression of the design and presentation of the image (including any written text that may be part of the image)?
2. What are the important design elements?
3. What is the relationship between image and written text?
4. In what ways does the design appeal to your logic/reason/emotion?
5. Does the credibility of a company or an individual play a role in this image?
6. Does the image assume people have prior knowledge about what it represents?
7. How would you describe the message/impact of the text?
8. Do you feel like the image achieves its intended impact?
As you begin writing the first draft of your visual analysis, please use the following outline to help you get started:
· Briefly describe the image you are analyzing
o Describe the medium & genre
o Who produced it? When/where did it first appear?
· Make a claim about the image
· Analyze the image’s context (the bigger picture/history/events surrounding the image)
· Analyze the text of the image (the different parts of the image, including any written text)
· Build a strong conclusion
Refer to the Rhetorical Writing from “Writing for College and Beyond” by Lester Faigley PDF for additional notes about writing a visual analysis essay. We will discuss this document in class during Week 3; please make sure that you’ve read it before you come to class. Thanks!
The first step in writing this essay is to pick a visual text. Make sure that you choose a text that attempts to influence readers in significant ways (whether by appealing to logic, emotions/values and/or credibility). This essay will be form 2-3 pages, typed and double-spaced with 1” margins.
You might choose to focus on any one of the following types of visual texts for this assignment:
· Advertisement
· Photograph
· Architecture
· Consumer product/product packaging
· Work of art
· Political cartoon
· Billboard
· Etc.
Once you have selected an image to focus on for your visual analysis essay, consider the following general questions as you begin the process of analyzing it:
1. What is your general impression of the design and presentation of the image (including any written text that may be part of the image)?
2. What are the important design elements?
3. What is the relationship between image and written text?
4. In what ways does the design appeal to your logic/reason/emotion?
5. Does the credibility of a company or an individual play a role in this image?
6. Does the image assume people have prior knowledge about what it represents?
7. How would you describe the message/impact of the text?
8. Do you feel like the image achieves its intended impact?
As you begin writing the first draft of your visual analysis, please use the following outline to help you get started:
· Briefly describe the image you are analyzing
o Describe the medium & genre
o Who produced it? When/where did it first appear?
· Make a claim about the image
· Analyze the image’s context (the bigger picture/history/events surrounding the image)
· Analyze the text of the image (the different parts of the image, including any written text)
· Build a strong conclusion
Refer to the Rhetorical Writing from “Writing for College and Beyond” by Lester Faigley PDF for additional notes about writing a visual analysis essay. We will discuss this document in class during Week 3; please make sure that you’ve read it before you come to class. Thanks!
Literary Reflection
Review Chapter 2 for help in writing the Literacy Reflection essay. Page 21 is especially helpful to begin your essay. Bring 2 typed copies of your rough draft to school on Monday for peer review. The final Literary Reflection is due on Tuesday, December 19.
"New Eyes"
Name__________________________________Date___________________________Period__________
Ralph Waldo Emerson observed that “the writer is an explorer. Every step is an advance into a new land.” Walking in a strange city or hiking in a forest for the first time is exciting because each step reveals something new. But you can experience the same excitement in places you know well if you see them with new eyes.
Assignment: Take a 10 minute walk around our school’s campus looking at things with “new eyes” and answer the following questions.
· Look at the architecture of the buildings (look at the new athletic building as well). What details do you notice? What can you infer about the history of these buildings?
· What do you think visitors first notice about our school? Why?
· Can you find traces of older or changed designs?
· What familiar sights become different as you look at them with “new eyes?”
· How can looking at familiar sights or subjects with “new eyes” help you as a writer?
Ralph Waldo Emerson observed that “the writer is an explorer. Every step is an advance into a new land.” Walking in a strange city or hiking in a forest for the first time is exciting because each step reveals something new. But you can experience the same excitement in places you know well if you see them with new eyes.
Assignment: Take a 10 minute walk around our school’s campus looking at things with “new eyes” and answer the following questions.
· Look at the architecture of the buildings (look at the new athletic building as well). What details do you notice? What can you infer about the history of these buildings?
· What do you think visitors first notice about our school? Why?
· Can you find traces of older or changed designs?
· What familiar sights become different as you look at them with “new eyes?”
· How can looking at familiar sights or subjects with “new eyes” help you as a writer?
Assignment for "Two Ways to Belong to America"
Novelist Bharati Mukherjee moved to the United States when she was 21 to study at the University of Iowa, and she later became a professor at the University of California at Berkeley. She wrote the following opinion piece in response to changes in federal immigration law in the 1990s. The article originally appeared in The New York Times in 1996.
Analyzing and Connecting
Return to these questions after you have finished reading.
1. What does Mukherjee reveal or explain in this essay that is new to you? How does this essay change or add to your feelings about immigration?
2. How is the focus of her reflection revealed in the essay’s title?
3. Mukherjee is an obvious choice to author an editorial on immigration, since she herself is an immigrant to America. But why did Mukherjee choose to write this piece about herself and her sister? How does the wealth of detail about their lives contribute to the impact of the essay?
4. Why do you think Bharati Mukherjee’s sister Mira clung to her Indian identity while Bharati was not interested in preserving her Indian roots?
Analyzing and Connecting
Return to these questions after you have finished reading.
1. What does Mukherjee reveal or explain in this essay that is new to you? How does this essay change or add to your feelings about immigration?
2. How is the focus of her reflection revealed in the essay’s title?
3. Mukherjee is an obvious choice to author an editorial on immigration, since she herself is an immigrant to America. But why did Mukherjee choose to write this piece about herself and her sister? How does the wealth of detail about their lives contribute to the impact of the essay?
4. Why do you think Bharati Mukherjee’s sister Mira clung to her Indian identity while Bharati was not interested in preserving her Indian roots?
Assignment for "Seeking Truth in Journalism"
Using the two column note taking method (detailed below), read the article "Seeking Truth in Journalism" (found under the "Readings" section of this website) and take notes on the main ideas and details.
Review your notes, and write an academic summary of the article. Make sure to include attributive tags. The notes (hand written) and typed summary are due at the beginning of class on Tuesday.
Review your notes, and write an academic summary of the article. Make sure to include attributive tags. The notes (hand written) and typed summary are due at the beginning of class on Tuesday.
Two Column Notes
The two-column note-taking method requires active reading, that is, processing must occur for the notes to be taken. Two-column notetaking is an especially useful method for detailed and technical information. The act of separating main ideas from details strengthens the understanding and memory of the content area. However, like just about any strategy for learning, students need to understand the point of the exercise. Thus, it is up to the classroom teacher to demonstrate the need for the two-column note method.
There are a number of ways for students to use the set-up of two-column notes in and outside of the classroom. First, two-column notes can provide an excellent outline for use as a writing tool. The student can use the notes as an outline for a summary by turning main ideas into topic sentences and adding key details as supports. (It is important to note at this point the necessity of paraphrasing.) Also, the notes can later be used as a study sheet. For example, the students can fold their paper, turn the main ideas into questions, and then use the main ideas to recall the details as well as use the details to generate the main ideas. Finally, during the process of learning and using the two-column note method there can be many opportunities where students work together. For example, one student can locate the main ideas, while another can identify the details. Students can also work together to discuss why some details might be more important to document than others. Cooperative learning can be a useful way to teach just about any skill.
by Brigitta Allen, Study Skills Department Head, Landmark High School Faculty
There are a number of ways for students to use the set-up of two-column notes in and outside of the classroom. First, two-column notes can provide an excellent outline for use as a writing tool. The student can use the notes as an outline for a summary by turning main ideas into topic sentences and adding key details as supports. (It is important to note at this point the necessity of paraphrasing.) Also, the notes can later be used as a study sheet. For example, the students can fold their paper, turn the main ideas into questions, and then use the main ideas to recall the details as well as use the details to generate the main ideas. Finally, during the process of learning and using the two-column note method there can be many opportunities where students work together. For example, one student can locate the main ideas, while another can identify the details. Students can also work together to discuss why some details might be more important to document than others. Cooperative learning can be a useful way to teach just about any skill.
by Brigitta Allen, Study Skills Department Head, Landmark High School Faculty
Final Portfolio
The final portfolio is due IN CLASS (not at 3:00, not during lunch, but at the beginning of class). Please resolve all printer issues, internet issues, etc. tonight. You can print at the public library--both Whitmore and Sandy library are open until 9:00 tonight. Please come to class prepared. Late work will not be accepted.
This is what you need tomorrow:
*Final draft of the IEP. The original assignment has been reposted below. Double check to ensure that you have followed the requirements. This is NOT a research paper. It is NOT a position paper, where you argue one point of view. You are to look at a minimum of three different points of view and provide evidence through paraphrasing, direct quotes or summarizing each point of view. The essay should flow smoothly from one point of view to another.
*Works Cited page for sources used in the IEP. Check format and make sure everything is documented correctly. Look at revisions and suggestions made by your peers and me on your Annotated Bibliography. Questions? Refer to the O.W.L. Purdue website or the MLA section in the textbook.
*Final draft of the Genre Translation. If you created a website, email me the link. I will respond and let you know I received it and can open it.
*Final draft of Reflection Essay (see below for requirements)
*Post copies of the IEP, the Genre Translation, the Reflection Essay and your 8 Annotated Bibliographies to your ePortfolio by Friday, 11:59 p.m. Each post should have the opening paragraph and a "read more" link. There should be no downloads.
*Make sure you have linked your S# to your ePortfolio. Part of your final grade (50 points) is posting to your ePortfolio. If you haven't linked your S# to your ePortfolio, I won't be able to view your ePortfolio, and you won't get the 50 (easy!) points. Questions on linking your S# to your ePortfolio? Look at SLCC.edu for links to ePortfolio tutorials.
Overview of the Issue Exploration Project
The Issue Exploration Project (IEP) is the final writing project for English 1010. In the IEP, you will explore an issue of public (and personal) concern as you practice some of the skills you were introduced to earlier in the semester (ex. reflection, summary, analysis, etc.). Specifically, your work for the IEP will include the following assignments:
· a notebook/research journal (this is the daily journal we do at the beginning of each class period).
· an annotated bibliography (total of 8--these have been graded and returned to you. They do not need to be resubmitted)
· an issue exploration essay
· a brief self-assessment
The main focus of the IEP is threefold: 1) Take time to investigate an issue that you really care about; 2) Investigate conflicting viewpoints about this issue; and 3) Learn to analyze and summarize viewpoints that you both agree and disagree with. Additionally, this assignment aims to help you:
· Learn how to conduct research, including evaluating sources
· Begin to learn and practice using MLA format, including citation/documentation
You will turn in part of your work for the Issue Exploration Project (IEP) as we go. Refer to your calendar for due dates. Part of the IEP is to submit your final essay and reflection to your ePortfolio.
As you work on the Issue Exploration Project (IEP), you will work on several different assignments: a notebook/research journal, an annotated bibliography, and the issue exploration essay.
· Annotated Bibliography: This assignment should illustrate your work with MLA format (author, title, publication info, dates, site addresses, etc.). Focus will also be placed on your evaluation of the sources and your rationale for choosing them. The annotated bibliography should include notes on at least 4-5 sources; you may use more if you’d like. You will submit the rough draft of your annotated bibliography in class; a revised draft will be part of your ePortfolio submission.
· Issue Exploration Essay
This is a comprehensive summary (4-6 pages, typed and double-spaced) of the issue you have chosen to study for the IEP. It should highlight what you have learned about the subject based on your research and you should include at least three different perspectives on the issue to avoid a strictly pro/con approach. You will submit a revised draft of the Issue Exploration Essay along with the revised annotated bibliography and a brief self-assessment, to your SLCC ePortfolio site.
Due Date:________________________________________No late work will be accepted.
This is what you need tomorrow:
*Final draft of the IEP. The original assignment has been reposted below. Double check to ensure that you have followed the requirements. This is NOT a research paper. It is NOT a position paper, where you argue one point of view. You are to look at a minimum of three different points of view and provide evidence through paraphrasing, direct quotes or summarizing each point of view. The essay should flow smoothly from one point of view to another.
*Works Cited page for sources used in the IEP. Check format and make sure everything is documented correctly. Look at revisions and suggestions made by your peers and me on your Annotated Bibliography. Questions? Refer to the O.W.L. Purdue website or the MLA section in the textbook.
*Final draft of the Genre Translation. If you created a website, email me the link. I will respond and let you know I received it and can open it.
*Final draft of Reflection Essay (see below for requirements)
*Post copies of the IEP, the Genre Translation, the Reflection Essay and your 8 Annotated Bibliographies to your ePortfolio by Friday, 11:59 p.m. Each post should have the opening paragraph and a "read more" link. There should be no downloads.
*Make sure you have linked your S# to your ePortfolio. Part of your final grade (50 points) is posting to your ePortfolio. If you haven't linked your S# to your ePortfolio, I won't be able to view your ePortfolio, and you won't get the 50 (easy!) points. Questions on linking your S# to your ePortfolio? Look at SLCC.edu for links to ePortfolio tutorials.
Overview of the Issue Exploration Project
The Issue Exploration Project (IEP) is the final writing project for English 1010. In the IEP, you will explore an issue of public (and personal) concern as you practice some of the skills you were introduced to earlier in the semester (ex. reflection, summary, analysis, etc.). Specifically, your work for the IEP will include the following assignments:
· a notebook/research journal (this is the daily journal we do at the beginning of each class period).
· an annotated bibliography (total of 8--these have been graded and returned to you. They do not need to be resubmitted)
· an issue exploration essay
· a brief self-assessment
The main focus of the IEP is threefold: 1) Take time to investigate an issue that you really care about; 2) Investigate conflicting viewpoints about this issue; and 3) Learn to analyze and summarize viewpoints that you both agree and disagree with. Additionally, this assignment aims to help you:
· Learn how to conduct research, including evaluating sources
· Begin to learn and practice using MLA format, including citation/documentation
You will turn in part of your work for the Issue Exploration Project (IEP) as we go. Refer to your calendar for due dates. Part of the IEP is to submit your final essay and reflection to your ePortfolio.
As you work on the Issue Exploration Project (IEP), you will work on several different assignments: a notebook/research journal, an annotated bibliography, and the issue exploration essay.
· Annotated Bibliography: This assignment should illustrate your work with MLA format (author, title, publication info, dates, site addresses, etc.). Focus will also be placed on your evaluation of the sources and your rationale for choosing them. The annotated bibliography should include notes on at least 4-5 sources; you may use more if you’d like. You will submit the rough draft of your annotated bibliography in class; a revised draft will be part of your ePortfolio submission.
· Issue Exploration Essay
This is a comprehensive summary (4-6 pages, typed and double-spaced) of the issue you have chosen to study for the IEP. It should highlight what you have learned about the subject based on your research and you should include at least three different perspectives on the issue to avoid a strictly pro/con approach. You will submit a revised draft of the Issue Exploration Essay along with the revised annotated bibliography and a brief self-assessment, to your SLCC ePortfolio site.
Due Date:________________________________________No late work will be accepted.
Final Reflective Essay
“Having experiences and doing activities are important aspects of your life, but it is the thought you give to those experiences that helps you learn and grow as a person. Putting things into perspective, fitting your experiences, as well as the ideas you encounter, into the larger context of your life, is what your education is all about.” Bridgewater College, Personal Development Portfolio
For your final portfolio assignment, write a reflection on what you have learned in English 1010. Use the quote to help focus your thoughts. What elements were particularly important to you and to your writing and learning process? Think about the class as a whole and what your learning process was. Spend some time thinking about the experience and how it will assist you in your further academic and work related goals. Post your final reflective essay to your ePortfolio.
For your final portfolio assignment, write a reflection on what you have learned in English 1010. Use the quote to help focus your thoughts. What elements were particularly important to you and to your writing and learning process? Think about the class as a whole and what your learning process was. Spend some time thinking about the experience and how it will assist you in your further academic and work related goals. Post your final reflective essay to your ePortfolio.
Chapters 6 and 7
Reading Assignments
After reading Chapters 6 and 7, complete #1 on page 215 of “For Thought, Discussion, and Writing.”
1. After reviewing this chapter’s discussion of paraphrasing and summarizing, select one of the sample essays that appear in Chapter 7, “Writing in the Disciplines: Making Choices as You Write.” Choose a paragraph from the essay—one that strikes you as particularly interesting or informative. After reading this paragraph carefully, first write a paraphrase of it, and then summarize the same passage. Finally, write a paragraph explaining why your paraphrase and summary of this passage are effective.
After writing the paraphrase and summary, complete #4 on page 216.
4. Go to ScienceBlogs (http://scienceblogs.com) or ResearchBlogging (http://researchblogging.org). Find a post about an article written by a scholar in your major discipline or a post about an article on a topic discussed in one of your classes. Read the blog post and any responses to it. Take note of important issues or any points of controversy, and try to determine where this scholarly discussion fits within the larger field.
Now, find and read the original article. (If the article is not available for free online—that is, if the link provided takes you to a fee-based site—search for the article through your library instead.) Compare the discussion on the blog about the article to the article itself. What information is available in both places? What information is available only in the post, or only in the article3? How might each source be useful in an academic research process?
Typed answers to questions 1 and 4 are due __________________________________________.
After reading Chapters 6 and 7, complete #1 on page 215 of “For Thought, Discussion, and Writing.”
1. After reviewing this chapter’s discussion of paraphrasing and summarizing, select one of the sample essays that appear in Chapter 7, “Writing in the Disciplines: Making Choices as You Write.” Choose a paragraph from the essay—one that strikes you as particularly interesting or informative. After reading this paragraph carefully, first write a paraphrase of it, and then summarize the same passage. Finally, write a paragraph explaining why your paraphrase and summary of this passage are effective.
After writing the paraphrase and summary, complete #4 on page 216.
4. Go to ScienceBlogs (http://scienceblogs.com) or ResearchBlogging (http://researchblogging.org). Find a post about an article written by a scholar in your major discipline or a post about an article on a topic discussed in one of your classes. Read the blog post and any responses to it. Take note of important issues or any points of controversy, and try to determine where this scholarly discussion fits within the larger field.
Now, find and read the original article. (If the article is not available for free online—that is, if the link provided takes you to a fee-based site—search for the article through your library instead.) Compare the discussion on the blog about the article to the article itself. What information is available in both places? What information is available only in the post, or only in the article3? How might each source be useful in an academic research process?
Typed answers to questions 1 and 4 are due __________________________________________.
Issue Exploration Essay
Overview of the Issue Exploration Project
The Issue Exploration Project (IEP) is the final writing project for English 1010. In the IEP, you will explore an issue of public (and personal) concern as you practice some of the skills you were introduced to earlier in the semester (ex. reflection, summary, analysis, etc.). Specifically, your work for the IEP will include the following assignments:
· a notebook/research journal (This part of the IEP will be graded as part of your work for the Notebook Assignment portion of the course. For details, refer to the assignment description outlined on the course syllabus.)
· an annotated bibliography
· an issue exploration essay
· a brief self-assessment
The main focus of the IEP is threefold: 1) Take time to investigate an issue that you really care about; 2) Investigate conflicting viewpoints about this issue; and 3) Learn to analyze and summarize viewpoints that you both agree and disagree with. Additionally, this assignment aims to help you:
· Learn how to conduct research, including evaluating sources
· Begin to learn and practice using MLA format, including citation/documentation
You will turn in part of your work for the Issue Exploration Project (IEP) as we go. Refer to your calendar for due dates. Part of the IEP is to submit your final essay and reflection to your ePortfolio.
As you work on the Issue Exploration Project (IEP), you will work on several different assignments: a notebook/research journal, an annotated bibliography, and the issue exploration essay.
· Annotated Bibliography: This assignment should illustrate your work with MLA format (author, title, publication info, dates, site addresses, etc.). Focus will also be placed on your evaluation of the sources and your rationale for choosing them. The annotated bibliography should include notes on at least 4-5 sources; you may use more if you’d like. You will submit the rough draft of your annotated bibliography in class; a revised draft will be part of your ePortfolio submission.
· Issue Exploration Essay
This is a comprehensive summary (4-6 pages, typed and double-spaced) of the issue you have chosen to study for the IEP. It should highlight what you have learned about the subject based on your research and you should include at least three different perspectives on the issue to avoid a strictly pro/con approach. You will submit a revised draft of the Issue Exploration Essay along with the revised annotated bibliography and a brief self-assessment, to your SLCC ePortfolio site.
The Issue Exploration Project (IEP) is the final writing project for English 1010. In the IEP, you will explore an issue of public (and personal) concern as you practice some of the skills you were introduced to earlier in the semester (ex. reflection, summary, analysis, etc.). Specifically, your work for the IEP will include the following assignments:
· a notebook/research journal (This part of the IEP will be graded as part of your work for the Notebook Assignment portion of the course. For details, refer to the assignment description outlined on the course syllabus.)
· an annotated bibliography
· an issue exploration essay
· a brief self-assessment
The main focus of the IEP is threefold: 1) Take time to investigate an issue that you really care about; 2) Investigate conflicting viewpoints about this issue; and 3) Learn to analyze and summarize viewpoints that you both agree and disagree with. Additionally, this assignment aims to help you:
· Learn how to conduct research, including evaluating sources
· Begin to learn and practice using MLA format, including citation/documentation
You will turn in part of your work for the Issue Exploration Project (IEP) as we go. Refer to your calendar for due dates. Part of the IEP is to submit your final essay and reflection to your ePortfolio.
As you work on the Issue Exploration Project (IEP), you will work on several different assignments: a notebook/research journal, an annotated bibliography, and the issue exploration essay.
· Annotated Bibliography: This assignment should illustrate your work with MLA format (author, title, publication info, dates, site addresses, etc.). Focus will also be placed on your evaluation of the sources and your rationale for choosing them. The annotated bibliography should include notes on at least 4-5 sources; you may use more if you’d like. You will submit the rough draft of your annotated bibliography in class; a revised draft will be part of your ePortfolio submission.
· Issue Exploration Essay
This is a comprehensive summary (4-6 pages, typed and double-spaced) of the issue you have chosen to study for the IEP. It should highlight what you have learned about the subject based on your research and you should include at least three different perspectives on the issue to avoid a strictly pro/con approach. You will submit a revised draft of the Issue Exploration Essay along with the revised annotated bibliography and a brief self-assessment, to your SLCC ePortfolio site.
Annotated Bibliography
The Annotated Bibliography is a formal, typed assignment that illustrates your work with MLA format (author, title, publication info, dates, site addresses, etc.). It is formatted using current MLA conventions (alphabetical order by author’s last name OR by the first main word of the title if no author is listed). The main difference between this assignment and a regular list of works cited is the inclusion of brief annotations for each source that you’ve used in your Issue Exploration Essay. This means that in addition to evaluating your use of proper MLA citation, focus will also be placed on your evaluation of each source and your rationale for choosing them.
The Annotated Bibliography portion of the IEP is designed to illustrate three things:
1. A collection of your research for the IEP
2. Your ability to document research using MLA format (author, title, publication info, dates, site addresses, etc.)
3. Your ability to effectively and succinctly evaluate your research and your rationale for choosing the different sources
Overall, the final annotated bibliography should include notes on at least 5 sources; you may certainly include more if you’d like.
------------------
As part of your work for the IEP, you will create the following documents:
1. A rough draft of the Annotated Bibliography (thus should include around 9 preliminary sources) which are due in class.
2. A revised draft of the Annotated Bibliography (pared down to around 5 sources) which, along with your revised Issue Exploration essay and a brief self-assessment, you will submit to your SLCC ePortfolio site.
Refer to the information that follows for a sample annotated bibliography entry.
------------------
Sample Annotated Bibliography Entry
Kristof, Nicholas. “Girls for Sale.” New York Times. New York Times, 17 January
2004. Web. 15 November 2010.
Many people believe that slavery was only an issue during the American Civil War, that is does not happen today. This is not true. In this article, Nicholas Kristof discusses the problem of modern-day slavery. This article focuses on the stories of two young girls: Srey Neth, who was sold into the slave-trade in Cambodia by a female relative, and Srey Mom, a young girl who wants to return to her village and see her family. Kristof ends his article by promising to try and buy the freedom of these two girls ($150 and $70, respectively) and promising to write more the following week about his attempts to free them. Because I am focusing on the sex trade here in the USA, I wanted to also see how this issue affected other parts of the world. Mr. Kristof has travelled and written extensively on this issue, so we can trust his article as a credible source.
Overview of an annotated bibliography entry:
MLA Citation (correct form counts here!! If you use an electronic source generator, it is still your responsibility to make sure the formatting is correct)
Brief academic summary (include attributive tags, main points only, do not include any of your responses to the article here). Evaluate how useful it is. Next, analyze it briefly, then say how you will use it.
The Annotated Bibliography portion of the IEP is designed to illustrate three things:
1. A collection of your research for the IEP
2. Your ability to document research using MLA format (author, title, publication info, dates, site addresses, etc.)
3. Your ability to effectively and succinctly evaluate your research and your rationale for choosing the different sources
Overall, the final annotated bibliography should include notes on at least 5 sources; you may certainly include more if you’d like.
------------------
As part of your work for the IEP, you will create the following documents:
1. A rough draft of the Annotated Bibliography (thus should include around 9 preliminary sources) which are due in class.
2. A revised draft of the Annotated Bibliography (pared down to around 5 sources) which, along with your revised Issue Exploration essay and a brief self-assessment, you will submit to your SLCC ePortfolio site.
Refer to the information that follows for a sample annotated bibliography entry.
------------------
Sample Annotated Bibliography Entry
Kristof, Nicholas. “Girls for Sale.” New York Times. New York Times, 17 January
2004. Web. 15 November 2010.
Many people believe that slavery was only an issue during the American Civil War, that is does not happen today. This is not true. In this article, Nicholas Kristof discusses the problem of modern-day slavery. This article focuses on the stories of two young girls: Srey Neth, who was sold into the slave-trade in Cambodia by a female relative, and Srey Mom, a young girl who wants to return to her village and see her family. Kristof ends his article by promising to try and buy the freedom of these two girls ($150 and $70, respectively) and promising to write more the following week about his attempts to free them. Because I am focusing on the sex trade here in the USA, I wanted to also see how this issue affected other parts of the world. Mr. Kristof has travelled and written extensively on this issue, so we can trust his article as a credible source.
Overview of an annotated bibliography entry:
MLA Citation (correct form counts here!! If you use an electronic source generator, it is still your responsibility to make sure the formatting is correct)
Brief academic summary (include attributive tags, main points only, do not include any of your responses to the article here). Evaluate how useful it is. Next, analyze it briefly, then say how you will use it.
Rhetorical Analysis
Writing to Analyze
Critical reading and viewing are essential skills for all kinds of writing. Analysis is a more specific aim where those critical reading and viewing skills are applied to particular subjects. Analysis involves dividing a whole into parts that can be studied both as individual entities and as parts of the whole.
Rhetorical analysis is a kind of analysis that divides a whole into parts to understand how an act of speaking or writing conveys meaning. Thus the goal of a rhetorical analysis is to understand how a particular act of writing or speaking influenced particular people at a particular time.
Visual analysis is closely related to rhetorical analysis. The tools of rhetorical analysis have been applied to understanding how other human creations make meaning, including art, buildings, photographs, dance, memorials, advertisements—any kind of symbolic communication.
Literary analysis takes into account elements of literature such as plot, character, and setting, paying particular attention to language and metaphor. The goal of literary analysis is to interpret a literary text and support that interpretation with evidence or, more simply, to make a discovery about a text that you share with your readers.
Text and context
A rhetorical, visual, or literary analysis may be concerned with either text or context, but often it examines both. Textual analysis focuses on the features of a text—the words and evidence in a speech, the images and patterns in a picture, and so on. For a textual analysis, ask
· What is the subject?
· What is the author’s claim or what are the main ideas?
· What is the medium of the text? A newspaper? Web site? Scholarly journal? A photograph? A short story?
· What appeals are used? What are the author’s credentials, and how does he represent himself? What facts or evidence does he present? What values does he share with you and the rest of his audience? What emotions does he try to evoke?
· How is the text organized?
· What kind of style does the author use? Formal or informal, satirical or humorous? Are any metaphors used?
Contextual analysis reconstructs the cultural environment, or context, that existed when a particular rhetorical event took place, and then depends on that recreation to produce clues about persuasive tactics and appeals. For a contextual analysis, ask
· Who is the author? What else has she written or said on this subject? Who does she borrow from or quote? What motivated her to address this issue?
· Who is the audience? What are the occasion and forum for writing? Would the argument have been constructed differently if it had been presented in a different medium? What motivated the newspaper, magazine, or other venue to publish it?
· What is the larger conversation?
When did the text appear? Why did it appear at that particular moment? Who or what might this text be responding to?
Writing a Rhetorical Analysis
People often use the term rhetoric to describe empty language. “The Governor’s speech was just a bunch of rhetoric,” you might say, meaning that the Governor offered noble-sounding words but no real ideas. But rhetoric originated with a much more positive meaning. According to Aristotle, rhetoric is “the art of finding in any given case the available means of persuasion.” Rhetoric is concerned with producing effective pieces of communication.
Rhetoric can also be used to interpret or analyze. Students of rhetoric know not only how to produce effective communication, but also how to understand communication. The tow skills complement each other: Becoming a better writer makes you a better analyst, and becoming a better analyst makes you a better writer.
Components of a rhetorical analysis
What is the author’s purpose?
Identify the purpose
Some texts have an obvious purpose; for example, an ad wants you to buy something. But texts can have more than one purpose. A politician who accuses an opponent of being corrupt may also be making a case for her own honesty.
Who is the audience?
Examine the audience
The most effective texts are ones that are tailored specifically for an audience. What can you determine about the actual audience’s values, attitudes, and beliefs? How does the author create an audience in the text by making assumptions about what the audience believes?
Who is the author of my text?
Examine the author
How did the author come to this subject? Is the author an expert or an outsider?
What is the background of my text?
Examine the context
What else has been said or written on this topic? What was going on at the time that influenced this text?
Which rhetorical appeals are used in my text?
Analyze rhetorical appeals
Aristotle set out three primary tactics of argument: appeals to the emotions and deepest held values of the audience (pathos), appeals based on the trustworthiness of the speaker (ethos), and appeals to good reasons (logos).
How does the language and style contribute to the purpose?
Examine the language and style
Is the style formal? Informal? Academic? Does the writer or speaker use humor or satire? What metaphors are used?
Keys to rhetorical analysis
Choose a text that you care about
Your paper will require close multiple readings of the text. Your interest (or lack of interest) in your text will come through in your paper.
Write a descriptive title
The title of your essay should indicate the focus of your analysis.
Check your thesis
Make sure your thesis is sensible and realistic as well as being supported by evidence and examples in the text.
Interrogate evidence
Look closely at the evidence supporting the writer’s claims. Is it convincing? Are there gaps? Can it be interpreted in a different way? Is counterevidence acknowledged?
Examine underlying values, attitudes, and beliefs
When a writer or speaker neglects the audience’s values, attitudes, and beliefs, the text is rarely persuasive.
Identify fallacies
Be aware when only one side of the story is being presented, when claims and accusations are grossly exaggerated, and when complex issues are oversimplified.
Identify relationships
An effective rhetorical analysis makes connections, showing how strategies in the text are responses to other texts and the larger context.
Recognize complexity
Many texts cannot be reduced to a sound bite. Successful rhetorical analyses often read between the lines to explain why a statement may be ironic or what is not being said. Readers appreciate being shown something they may not otherwise have noticed.
How to write a rhetorical analysis
These steps for the process of writing a rhetorical analysis may not progress as neatly as this chart might suggest. Writing is not an assembly-line process. As you write, be open to new insights about the subject you are analyzing. Writing often generates new ideas that you can use to strengthen your analysis.
1Select a text to analyze
· Examine the assignment
· Find a text
· Make an analytical claim
· Research the context
· Research the author and audience
2Analyze context and text
· Consider the medium and genre
· Identify the main claim or claims
· Consider the evidence
· Analyze the appeals
· Situate the text in its context
· Consider the style and tone
3Write a Draft
· Select vivid details and dialog
· Decide on an organization
· Craft a strong beginning
· Conclude by inviting further reflection
· Consider your voice and tone
· Choose a title that will interest readers
4Revise, revise, revise
· Check that your paper or project fulfills the assignment
· Make sure that the subject is focused
· Add details, description, or dialog
· Make sure your voice and tone will engage readers
· Examine your organization and think of possible better ways to organize
· Review the visual presentation
· Proofread carefully
5Submitted version
· Make sure your finished writing meets all formatting requirements
Critical reading and viewing are essential skills for all kinds of writing. Analysis is a more specific aim where those critical reading and viewing skills are applied to particular subjects. Analysis involves dividing a whole into parts that can be studied both as individual entities and as parts of the whole.
Rhetorical analysis is a kind of analysis that divides a whole into parts to understand how an act of speaking or writing conveys meaning. Thus the goal of a rhetorical analysis is to understand how a particular act of writing or speaking influenced particular people at a particular time.
Visual analysis is closely related to rhetorical analysis. The tools of rhetorical analysis have been applied to understanding how other human creations make meaning, including art, buildings, photographs, dance, memorials, advertisements—any kind of symbolic communication.
Literary analysis takes into account elements of literature such as plot, character, and setting, paying particular attention to language and metaphor. The goal of literary analysis is to interpret a literary text and support that interpretation with evidence or, more simply, to make a discovery about a text that you share with your readers.
Text and context
A rhetorical, visual, or literary analysis may be concerned with either text or context, but often it examines both. Textual analysis focuses on the features of a text—the words and evidence in a speech, the images and patterns in a picture, and so on. For a textual analysis, ask
· What is the subject?
· What is the author’s claim or what are the main ideas?
· What is the medium of the text? A newspaper? Web site? Scholarly journal? A photograph? A short story?
· What appeals are used? What are the author’s credentials, and how does he represent himself? What facts or evidence does he present? What values does he share with you and the rest of his audience? What emotions does he try to evoke?
· How is the text organized?
· What kind of style does the author use? Formal or informal, satirical or humorous? Are any metaphors used?
Contextual analysis reconstructs the cultural environment, or context, that existed when a particular rhetorical event took place, and then depends on that recreation to produce clues about persuasive tactics and appeals. For a contextual analysis, ask
· Who is the author? What else has she written or said on this subject? Who does she borrow from or quote? What motivated her to address this issue?
· Who is the audience? What are the occasion and forum for writing? Would the argument have been constructed differently if it had been presented in a different medium? What motivated the newspaper, magazine, or other venue to publish it?
· What is the larger conversation?
When did the text appear? Why did it appear at that particular moment? Who or what might this text be responding to?
Writing a Rhetorical Analysis
People often use the term rhetoric to describe empty language. “The Governor’s speech was just a bunch of rhetoric,” you might say, meaning that the Governor offered noble-sounding words but no real ideas. But rhetoric originated with a much more positive meaning. According to Aristotle, rhetoric is “the art of finding in any given case the available means of persuasion.” Rhetoric is concerned with producing effective pieces of communication.
Rhetoric can also be used to interpret or analyze. Students of rhetoric know not only how to produce effective communication, but also how to understand communication. The tow skills complement each other: Becoming a better writer makes you a better analyst, and becoming a better analyst makes you a better writer.
Components of a rhetorical analysis
What is the author’s purpose?
Identify the purpose
Some texts have an obvious purpose; for example, an ad wants you to buy something. But texts can have more than one purpose. A politician who accuses an opponent of being corrupt may also be making a case for her own honesty.
Who is the audience?
Examine the audience
The most effective texts are ones that are tailored specifically for an audience. What can you determine about the actual audience’s values, attitudes, and beliefs? How does the author create an audience in the text by making assumptions about what the audience believes?
Who is the author of my text?
Examine the author
How did the author come to this subject? Is the author an expert or an outsider?
What is the background of my text?
Examine the context
What else has been said or written on this topic? What was going on at the time that influenced this text?
Which rhetorical appeals are used in my text?
Analyze rhetorical appeals
Aristotle set out three primary tactics of argument: appeals to the emotions and deepest held values of the audience (pathos), appeals based on the trustworthiness of the speaker (ethos), and appeals to good reasons (logos).
How does the language and style contribute to the purpose?
Examine the language and style
Is the style formal? Informal? Academic? Does the writer or speaker use humor or satire? What metaphors are used?
Keys to rhetorical analysis
Choose a text that you care about
Your paper will require close multiple readings of the text. Your interest (or lack of interest) in your text will come through in your paper.
Write a descriptive title
The title of your essay should indicate the focus of your analysis.
Check your thesis
Make sure your thesis is sensible and realistic as well as being supported by evidence and examples in the text.
Interrogate evidence
Look closely at the evidence supporting the writer’s claims. Is it convincing? Are there gaps? Can it be interpreted in a different way? Is counterevidence acknowledged?
Examine underlying values, attitudes, and beliefs
When a writer or speaker neglects the audience’s values, attitudes, and beliefs, the text is rarely persuasive.
Identify fallacies
Be aware when only one side of the story is being presented, when claims and accusations are grossly exaggerated, and when complex issues are oversimplified.
Identify relationships
An effective rhetorical analysis makes connections, showing how strategies in the text are responses to other texts and the larger context.
Recognize complexity
Many texts cannot be reduced to a sound bite. Successful rhetorical analyses often read between the lines to explain why a statement may be ironic or what is not being said. Readers appreciate being shown something they may not otherwise have noticed.
How to write a rhetorical analysis
These steps for the process of writing a rhetorical analysis may not progress as neatly as this chart might suggest. Writing is not an assembly-line process. As you write, be open to new insights about the subject you are analyzing. Writing often generates new ideas that you can use to strengthen your analysis.
1Select a text to analyze
· Examine the assignment
· Find a text
· Make an analytical claim
· Research the context
· Research the author and audience
2Analyze context and text
· Consider the medium and genre
· Identify the main claim or claims
· Consider the evidence
· Analyze the appeals
· Situate the text in its context
· Consider the style and tone
3Write a Draft
· Select vivid details and dialog
· Decide on an organization
· Craft a strong beginning
· Conclude by inviting further reflection
· Consider your voice and tone
· Choose a title that will interest readers
4Revise, revise, revise
· Check that your paper or project fulfills the assignment
· Make sure that the subject is focused
· Add details, description, or dialog
· Make sure your voice and tone will engage readers
· Examine your organization and think of possible better ways to organize
· Review the visual presentation
· Proofread carefully
5Submitted version
· Make sure your finished writing meets all formatting requirements
English 1010
Required Text
The Academic Writer: A Brief Guide (2nd edition) by Lisa Ede
Course Description
This course examines concepts of rhetoric, research, and argumentation placing a strong emphasis onthe writing process, including invention, drafting, peer review, and revision.
Course Outcomes
the English Department lists the following as its desired outcomes for student writers, who at the comletion of English 1010 will be able to demonstrate through writing:
1. Rhetorical Strategies, including adapting to differences in purpose, audience and genre
2. Critical Thinking Processes, including summary, analysis, synthesis, and argumentation
3. Composing Processes such as invention, drafting, revision, editing, peer feedback, and self-assessment
4. Conventions of Writing, especially the conventions of citing multiple texts and incorporating them into one's own writing.
Expectations
The English Department has established a set of responsibilities that are expected of all students enrolled in English 1010:
The Academic Writer: A Brief Guide (2nd edition) by Lisa Ede
Course Description
This course examines concepts of rhetoric, research, and argumentation placing a strong emphasis onthe writing process, including invention, drafting, peer review, and revision.
Course Outcomes
the English Department lists the following as its desired outcomes for student writers, who at the comletion of English 1010 will be able to demonstrate through writing:
1. Rhetorical Strategies, including adapting to differences in purpose, audience and genre
2. Critical Thinking Processes, including summary, analysis, synthesis, and argumentation
3. Composing Processes such as invention, drafting, revision, editing, peer feedback, and self-assessment
4. Conventions of Writing, especially the conventions of citing multiple texts and incorporating them into one's own writing.
Expectations
The English Department has established a set of responsibilities that are expected of all students enrolled in English 1010:
- Be fully prepared for each class so that you can engage in the discussions and activities for that day; complete all assigned writing, reading and/or research assignments before class begins.
- Participate in the daily class meetings by actively engaging with the class discussions; listen attentively to what others are saying; respond respectfully, even if you disagree with someone's ideas.
- Turn in all assignments on time (you will need to negotiate any exceptions with your instructor as quickly as possible).
- Give thoughtful peer feedback during class discussions, peer review workshops and other collaborative tasks.
- Make thoughtful, substantive revisions when the assignment is to revise (e.g. not just editing or touching up).
- Copy-edit all final revisions of main assignments.
- Be on time consistently for the weekly class meetings.
Rhetorical Analysis Essay
Rhetorical Analysis Essay
The third major writing assignment for EN 1010 is a rhetorical analysis of a written text. Make sure that you choose a text that you are interested in and one that is long enough to warrant a 2-3 page analysis (typed and double-spaced, with 1” margins). Please make sure to clearly identify the author, title, and publication information (place and date) for the source you plan to analyze.
As you brainstorm ideas for your rhetorical analysis, please be sure to include the following elements (not necessarily in this order!):
*A paragraph or two that establishes the context of the written text you will focus on in your essay. (When was it written? By whom? Where was it published? What is the larger conversation? What was the call to write? Etc….)
*An objective summary of the text (about 100 words).
* A thesis statement that is focused on the written text. This means that your thesis should focus specifically on the TEXT, not the subject/issue that it discusses. (Hint: your thesis should include the title of the text and make some claim about it.)
*Several main points of rhetorical analysis. (Think about how the text uses logos, pathos, and ethos. Think about how the text is organized. Think about the type of language used. Think about the tone and voice used. Think about the main claim of the text. Think about the kind of evidence that is used. Etc….)
*A statement about the intended audience of the text
When you begin writing the first draft of your rhetorical analysis essay, please use the following outline to help you get started:
· Briefly describe the text you are analyzing
o Describe the medium & genre
o Who produced it? When/where did it first appear?
· Make a claim
· Analyze the context (the bigger picture/important events surrounding the text)
· Analyze the written text
· Build a strong conclusion
The third major writing assignment for EN 1010 is a rhetorical analysis of a written text. Make sure that you choose a text that you are interested in and one that is long enough to warrant a 2-3 page analysis (typed and double-spaced, with 1” margins). Please make sure to clearly identify the author, title, and publication information (place and date) for the source you plan to analyze.
As you brainstorm ideas for your rhetorical analysis, please be sure to include the following elements (not necessarily in this order!):
*A paragraph or two that establishes the context of the written text you will focus on in your essay. (When was it written? By whom? Where was it published? What is the larger conversation? What was the call to write? Etc….)
*An objective summary of the text (about 100 words).
* A thesis statement that is focused on the written text. This means that your thesis should focus specifically on the TEXT, not the subject/issue that it discusses. (Hint: your thesis should include the title of the text and make some claim about it.)
*Several main points of rhetorical analysis. (Think about how the text uses logos, pathos, and ethos. Think about how the text is organized. Think about the type of language used. Think about the tone and voice used. Think about the main claim of the text. Think about the kind of evidence that is used. Etc….)
*A statement about the intended audience of the text
When you begin writing the first draft of your rhetorical analysis essay, please use the following outline to help you get started:
· Briefly describe the text you are analyzing
o Describe the medium & genre
o Who produced it? When/where did it first appear?
· Make a claim
· Analyze the context (the bigger picture/important events surrounding the text)
· Analyze the written text
· Build a strong conclusion
Visual Analysis Essay
The first step in writing this essay is to pick a visual text. Make sure that you choose a text that attempts to influence readers in significant ways (whether by appealing to logic, emotions/values and/or credibility). This essay will be form 2-3 pages, typed and double-spaced with 1” margins.
You might choose to focus on any one of the following types of visual texts for this assignment:
· Advertisement
· Photograph
· Architecture
· Consumer product/product packaging
· Work of art
· Political cartoon
· Billboard
· Etc.
Once you have selected an image to focus on for your visual analysis essay, consider the following general questions as you begin the process of analyzing it:
1. What is your general impression of the design and presentation of the image (including any written text that may be part of the image)?
2. What are the important design elements?
3. What is the relationship between image and written text?
4. In what ways does the design appeal to your logic/reason/emotion?
5. Does the credibility of a company or an individual play a role in this image?
6. Does the image assume people have prior knowledge about what it represents?
7. How would you describe the message/impact of the text?
8. Do you feel like the image achieves its intended impact?
As you begin writing the first draft of your visual analysis, please use the following outline to help you get started:
· Briefly describe the image you are analyzing
o Describe the medium & genre
o Who produced it? When/where did it first appear?
· Make a claim about the image
· Analyze the image’s context (the bigger picture/history/events surrounding the image)
· Analyze the text of the image (the different parts of the image, including any written text)
· Build a strong conclusion
You might choose to focus on any one of the following types of visual texts for this assignment:
· Advertisement
· Photograph
· Architecture
· Consumer product/product packaging
· Work of art
· Political cartoon
· Billboard
· Etc.
Once you have selected an image to focus on for your visual analysis essay, consider the following general questions as you begin the process of analyzing it:
1. What is your general impression of the design and presentation of the image (including any written text that may be part of the image)?
2. What are the important design elements?
3. What is the relationship between image and written text?
4. In what ways does the design appeal to your logic/reason/emotion?
5. Does the credibility of a company or an individual play a role in this image?
6. Does the image assume people have prior knowledge about what it represents?
7. How would you describe the message/impact of the text?
8. Do you feel like the image achieves its intended impact?
As you begin writing the first draft of your visual analysis, please use the following outline to help you get started:
· Briefly describe the image you are analyzing
o Describe the medium & genre
o Who produced it? When/where did it first appear?
· Make a claim about the image
· Analyze the image’s context (the bigger picture/history/events surrounding the image)
· Analyze the text of the image (the different parts of the image, including any written text)
· Build a strong conclusion
Literacy Narrative
After reading Chapter 2 and answering the questions on page 21, think about your own writing processes.
*Using a childhood memory of reading and/or writing, think about how the experience impacted your life.
*What did you learn?
*Think about what literacy is and why it's important
*SHOW (don't tell) what's important to you
*Consider your audience and purpose BEFORE you start writing
*Think about how to move around in time ("I now . . ." and "I then . . .")
Bring 3 copies of your rough draft to class for peer editing.
*Using a childhood memory of reading and/or writing, think about how the experience impacted your life.
*What did you learn?
*Think about what literacy is and why it's important
*SHOW (don't tell) what's important to you
*Consider your audience and purpose BEFORE you start writing
*Think about how to move around in time ("I now . . ." and "I then . . .")
Bring 3 copies of your rough draft to class for peer editing.
Summary
1. Your first sentence should include the title of the essay, the author's full n ame, an active verb (like argues, discusses, explains), and the thesis or main claim of the essay.
2. Your summary should be objective, meaning that it does NOT include your opinion of the essay but merely a factual representation of what the essay says.
3. Your summary should be accurate, should include all relevant points and eliminate unimportant details or examples, and should fairly represent the author's ideas.
4. Your summary should use attributive tags ("he says" or "he writes" or "Diamond explains"). Make it clear that the ideas you are presenting belong to the author.
5. Your summary should be in your own words. No quotations. If you want to use a word or phrase that the author invents or uses, put it in quotation marks (like "sunk cost"), but then be sure to define what the author means by that phrase or word.
6. Your summary should be free from basic errors, such as spelling or punctuation. You should focus on using active verbs (such as "Diamon explains") rather than passive verbs (such as "He is telling us").
2. Your summary should be objective, meaning that it does NOT include your opinion of the essay but merely a factual representation of what the essay says.
3. Your summary should be accurate, should include all relevant points and eliminate unimportant details or examples, and should fairly represent the author's ideas.
4. Your summary should use attributive tags ("he says" or "he writes" or "Diamond explains"). Make it clear that the ideas you are presenting belong to the author.
5. Your summary should be in your own words. No quotations. If you want to use a word or phrase that the author invents or uses, put it in quotation marks (like "sunk cost"), but then be sure to define what the author means by that phrase or word.
6. Your summary should be free from basic errors, such as spelling or punctuation. You should focus on using active verbs (such as "Diamon explains") rather than passive verbs (such as "He is telling us").