Blog Post 34: Thesis statement for rhetorical analysis

Blog Post 34: thesis statement for rhetorical analysis

Post your thesis statement for your rhetorical analysis of your third project. Argue that “I have used the best available means of persuasion for this rhetorical situation.” Examples we came up with in class:

• “I argue that the most effective way for me to reach  the UA student body was through the student paper the Daily Wildcat;  I used primarily an emotional appeal with personal quotation and experiences to refute those who are ignorant towards the severe life-threatening mental illness, depression.” 

• “Because my paper would be published in a science magazine, I used formal diction, concise sources, pictures, statistics and graphs, to maximize my efficiency in conveying my message about forest management to ecologists and politicians.”  

Grades posted on d2l for essay #2

I have posted your grade for paper #2, with comments in the grademark area, and also the attached rubric.  

Please remember that you have the opportunity to rewrite one of the first 2 papers for a better grade, to turn in with your final portfolio. I will also be offering another extra credit opportunity shortly. 

Grade distribution paper #2:

5 As
7 Bs
5 Cs

Your rhetorical analysis of project #3

Please recall that, in addition to your public argument, you are also writing a rhetorical analysis of your argument.

You will write a 5-6 page essay in MLA format [150 pts] about your public speech act. You are persuading me that you have employed the “best available means of persuasion in your chosen rhetorical situation.” Shoot for 5-6 pages including a works cited page.  You will probably be writing in the first person:  Explain in detail your rhetorical choices and how you decided on them:

1. the background context of the project (including the background information you researched for the project proposal)
2. your ethos/authority as the speaker
3. who your specific audience is, and why you chose them (include the research you did about your audience)
4. the type of argument you are making, and why this is the most effective type for your audience and purpose
5. the main appeals you are using, and why these are most effective for your audience
6. specific purpose: what do you want your audience to believe and/or do as a result of your argument?
7. use specific examples from your public argument as illustrations for your points (yes, you are quoting yourself!). Your public argument will be one of the entries on your works cited page, and you will need to cite and quote your project just like you would any other source.

For Friday: Project Presentations Continued; workshop

PRESENTATIONS: We can take time from Friday's class to do the last three presentations, or you can sign up for a conference slot, or both.

On Friday, we are scheduled also to workshop your rhetorical analysis of your public argument (recall the project has two parts!!)  If you don't have a complete draft, you can take the time to work on the draft.

Next week:

• Monday: Workshop the rhetorical analysis - you must bring a complete draft to class!
• Wednesday: in-class activity
• DEADLINE: Wednesday at 11:59PM in the dropbox. 
• Happy Thanksgiving!!!

Venn Diagram for Public Argument

It may help you to narrow your argument by making a Venn Diagram. For example, I made a simple one below using Gabi Dodson's example. Let's say that she wants to write an article in Freestyle Magazine addressed to snowboarders, arguing that a particular ski area should be reserved for skiers. The area where the three circles intersect is her argument.

SIGN-UPs for next week

==>>Here is the link to the sign-up sheet for next week's in-class presentations (M,W) and group conferences (T,TH). These are opportunities for you to get feedback about your public argument. 

You must sign up for a presentation or a conference; preference for in-class presentations will be given to student projects that are visual in nature. 

(Visual) in-class presentations take the form of a "lightning talk." Depending on how many students sign up, you will have three-five minutes to describe your project and show a few slides/clips/visuals (or show the whole thing if it fits into that time frame). Your classmates will fill out a feedback form to give you, or if there is enough time you can answer questions. This is especially appropriate if your public argument is mainly visual: a powerpoint, a video, a website, a blog, a poster. 

One-hour group conferences will meet at my office in a conference room, with me and 2-3 other students. You will each have approximately 15 minutes to talk about your project and get feedback. This is especially appropriate if your public argument is a written one (speech, article, letter to a public official) and you want feedback on your writing. If you want feedback on your writing, bring 3-4 printed copies of your public argument to the conference. 

For Friday

We will be having workshop time in class on Friday. Bring the latest version of your project to class.