9: Thesis Statements and the Rhetorical Analysis Paper by Angelica Davila
- Page ID
- 315856
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)This chapter builds on the following previous chapters:
· “Introduction to Genres”
· “Introduction to Claims”
· “Introduction to Rhetorical Appeals and Rhetorical Analysis”
· “Analyzing a Text for a Rhetorical Analysis Paper”
· “Structure of a Rhetorical analysis Paper”
This chapter’s content focuses and builds on the following English 101/97 Student Learning Outcomes:
· Writing Outcome: Analyze how audience and purpose dictate an essay’s content, structure, and style
· Writing Outcome: Generate a manageable topic that addresses the writer’s purpose
· Writing Outcome: Write a thesis statement that clearly communicates the focus of an essay
· Critical Thinking and Reading Outcome: Analyze texts for main ideas, supporting details, rhetorical strategy, and point of view
· Critical Thinking and Reading Outcome: Evaluate texts (e.g., purpose, claims, evidence, objectivity, vocabulary)
This chapter will demonstrate the structure of a general thesis statement and demonstrate how a thesis statement may work in multiple writing genres. You will get a chance to also identify a thesis statement in an introduction paragraph, as well as evaluate it during the classroom activity. You will also get to write your own thesis statement for a Rhetorical Analysis Paper.
- 9.1: Thesis Statements and the Rhetorical Analysis Paper -- Reading
- This page provides guidance on crafting a thesis statement for a Rhetorical Analysis paper, emphasizing its role in summarizing the author's claim and analysis. It defines key attributes of an effective thesis, including specificity and arguability, and stresses evaluating rhetorical strategies instead of expressing personal opinions. The text concludes by underlining the necessity of connecting body paragraphs to the thesis for a coherent argument.
- 9.2: Thesis Statements and the Rhetorical Analysis Paper -- Classroom Activity
- This page summarizes an in-class activity focused on analyzing an introduction from a rhetorical analysis of Michael Shermer's chapter "Can We Be Good Without God?". Students identify the thesis, evaluate arguments and support, and assess their strength. The thesis claims Shermer effectively argues that morality is independent of religious belief, while the analysis highlights his use of ethos and audience connection through evidence and humor.
- 9.3: Thesis Statements and the Rhetorical Analysis Paper -- Assignment
- This page outlines an assignment where students select a TED Talk for rhetorical analysis. They must watch the video, note the speaker's arguments and rhetorical appeals (logos, pathos, ethos, kairos), reflect on their effectiveness, and create a working thesis statement. This task lays the groundwork for a Rhetorical Analysis Paper in their course.