13.3: The Assignment Writing a Rhetorical Analysis
- Page ID
- 248695
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Now that you have learned how to analyze a documentary, it's your turn to try it.
Rhetorical Analysis of Documentary
Purpose: For this assignment, you will be doing a rhetorical analysis of an argumentative documentary. As you dive deeper into finding sources you may have already realized that some of these sources will be visual, more specifically, many of the sources will be visual arguments.
SLOs-Employ a voice, style, and tone appropriate to the topic selected and the rhetorical situation -Summarize, analyze, and evaluate the arguments, counterarguments, and evidence in the writing of others
Writing Prompt: Choose an argumentative documentary. Evaluate the source for credibility and type of bias and analyze the source for rhetorical appeals: ethos, pathos, logos, and kairos. Write an essay breaking down the source into the above properties and supporting your analysis with evidence from the text.
Tasks
Step #1 Watch the film twice, if possible, and take notes to extract the most from it that you can, looking for target audience, claims, rhetorical appeals, and logical fallacies. Pause the film to write out possible quotes to use and timestamps (if possible).
Step #2 Make an outline for your essay.
Here is a sample way to organize a Rhetorical Analysis. If there is more than one point you want to make under an appeal, you can start a new paragraph.
- Introduction
Introduce general film information. Summarize film. Write a thesis that contains your claim about the overall bias and whether the film used rhetorical appeals successfully or unsuccessfully for the chosen audience.
- P1 Bias What was the overall bias or perspective of the film, film maker or film company?
- P2 Ethos- Authority
Overall, how effective is the film in establishing authority?
- P3 Reliability
Overall, can the viewer rely on the information (primary and secondary) obtained from the film?
- P4 Logos
Overall, what is the argument, and is it presented in a logical way that makes sense? Which logical fallacies, if any, does it use?
- P5 Pathos
Overall, what emotional appeals are being made, and how does this affect the way the viewer processes the information? How are the emotional appeals achieved? (This is an example of an appeal that may require 2 paragraphs.)
- Conclusion Final thoughts. Film recommendation. How can this documentary be useful?
Step #3 Write a rough draft. Remember that you are evaluating the source as a whole. Do not respond directly to the content of the essay. In other words, do not turn your essay in to a typical argument.
Step #4 Go to the Writing Lab
Step #5 Add to your essay, revise, edit.
Here are some things to think about as you continue to draft your essay.
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- Does your thesis statement encompass your main points?
- Do you have an example from the text (documentary) for each point?
- Have you used description and dialogue?
- Have you included at least 3 direct quotes?
- Have you used transitions to move from paragraph to paragraph and to connect ideas from sentence to sentence?
- Have you included the rhetorical categories to analyze each source?
Step #6
Edit, Edit, Edit. Don’t lose all your grammar points.
Step #7 Check the minimum requirements
- Follow MLA formatting: 12 pt font, typed, double-spaced, 1-inch margins all around, and proper in-text citations that point the reader to a correct Works Cited page.
- Your essay must have a title.
- Your purpose and audience (rhetorical situation) should be easily identifiable.
- All essays should be at least 4 full pages 1250/wds, but no more than 5 pages please.
- This essay must use at least 3 direct quotes.
- This essay must use 1 source.
Step #8 Turn in final draft of essay on by the due date posted on Brightspace.
Assessment Tool (Summative): Here is an example of a rubric that can used to assess the assignment.
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Focus and Purpose |
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Excellent |
Purpose to analyze is clear. Excellent ability to write a detailed, nuanced thesis with clear rhetorical devices and strategies mentioned and argument sustained throughout the essay that uses evidence from the text. |
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Adequate |
Generally, presents clear main points that are sustained throughout the essay. At times purpose to analyze is unclear but has a clear thesis. |
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Emerging |
May occasionally present main points that lack clear purpose or distract the reader from the analysis. Has thesis but needs details. |
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Lacking |
Lacks clear thesis statement but does have a few main points. Essay has several tangents. Does not have a thesis statement. Overall, essay has no clear purpose. Does not attempt to answer prompt. |
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Development and Analysis |
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Excellent |
Excellent use of detailed examples, instances, and evidence to fully support analysis. Evaluates the text for credibility, bias, and informal fallacies. |
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Adequate |
Generally, offers adequate support for main points; incorporates evidence from the text in a responsible way that clearly furthers student's ideas. |
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Emerging |
May occasionally include information that strays from otherwise consistently supported main points. May contain some confusing explanations but has an attempt at analysis. At attempts evaluation. |
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Lacking |
Main points are not matched with supported examples, instances, or evidence. Some examples are confusing. Explanations do not work. Constant Repetition. Lacking information. |
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Writing Fluency |
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Excellent |
Correct grammar, spelling, and punctuation shows evidence of editing. Appropriate vocabulary with complex sentence structure. 0-2 major errors |
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Adequate |
Generally, presents smooth, |
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Emerging |
May occasionally contain wordy or awkward prose with some grammatical and mechanical problems, though errors do not frequently inhibit readability. 4-6 major errors |
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Lacking |
Some confusing language. Clear lack of editing and punctuation. Overuse of simple sentences. Frequent grammatical and mechanical errors in each sentence that inhibit readability. Uses other weak stylistic choices that do not reflect awareness of a reader and/or purpose. |
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Organization and Structure |
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Excellent |
Uses a structure that promotes clarity of expression, effective seamless transitions with paragraphing order that highlights the rhetorical mode. |
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Adequate |
Generally, uses organizational choices that foster sense that essays are cohesive units with a purpose; and some ineffective transitions and focused, ordered paragraphing |
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Emerging |
May occasionally present paragraphs that lack clear purpose, focus, or logical breaks. Repetitive transitions. |
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Lacking |
Uses organizational choices that frequently disrupt clarity; presents paragraphs that often lack logical breaks, purpose, or focus. Does not have ordered paragraphs. |
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Documentation and Synthesis |
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Excellent |
Integrates all source material correctly and smoothly. Source information supports ideas and do not overpower student’s ideas. Excellent synthesis and connection between ideas if textual or sources contextual analysis. Offers correctly formatted Works Cited page that reflects cited sources. |
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Adequate |
Generally, integrates sources smoothly. Demonstrates the ability to distinguish student’s ideas from source’s ideas and to distinguish student’s words from source’s words. Adequate Synthesis throughout. Has Work Cited page with minor errors. |
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Emerging |
May occasionally include errors in citations, but errors do not interfere with reader’s ability to identify textual evidence. An attempt at synthesis is visible. Has in-text citations but there are errors. Has Work cited page with missing sources or extra sources. |
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Lacking |
Overuse or underuse of sources, errors in citations, and inability to distinguish students’ ideas from sources used. Shows inability to use sources correctly or does not use sources. Plagiarism or clear over use of sources. |
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