ENGLISH 1301 WEEK 9 OCTOBER 23 2017 THE

ENGLISH 1301 WEEK 9 OCTOBER 23, 2017

THE COUNTDOWN BEGINS AFTER TODAY, YOU WILL MEET WITH ME ONLY 6 MORE TIMES.

LET’S FINISH THIS SEMESTER STRONG CHECK YOUR GRADES ON BLACKBOARD. THEY ARE ALWAYS AVAILABLE TO YOU.

FINAL DROP DATE AT THE END OF OCTOBER FALL 2017: LAST DAY TO DROP WITH ACADEMIC PENALTY (COUNTS AGAINST DROP LIMIT): OCTOBER 30

HOW DID BRIEF ASSIGNMENT 6 GO? • HOW DID IT GO? • THOUGHTS? • CONCERNS? • QUESTIONS?

ISSUES WITH BA 5 ALBERTSON EFFECTIVELY PERSUADES HIS AUDIENCE THAT FRACKING IS DANGEROUS TO THE ENVIRONMENT THROUGH THE USE OF STATISTICS, APPEAL TO EXPERTS, AND EMOTIONAL PERSONAL ANECDOTES. • IF YOU LIST “STATISTICS” AS YOUR FIRST RHETORICAL CHOICE IN YOUR THESIS STATEMENT, YOUR FIRST BODY PARAGRAPH WILL NEED TO TALK ABOUT STATISTICS. • YOUR SECOND BODY PARAGRAPH WOULD BE ABOUT “APPEAL TO EXPERTS” AS A RHETORICAL CHOICE. • YOU CAN TAKE MORE THAN ONE PARAGRAPH TO DISCUSS A CHOICE (STATISTICS, FOR EXAMPLE), BUT THE PARAGRAPHS MUST FOLLOW EACH OTHER. YOU CANNOT DISCUSS TWO DIFFERENT CHOICES IN ONE PARAGRAPH.

CLARIFICATION ON NAUGHTON’S ARTICLE • YES, YOU CAN LIST RHETORICAL CHOICES IN SOME OF THE LISTED EXPERTS. • HERE IS THE HARDEST THING TO ANSWER: HOW DOES THIS CHOICE HELP THE AUDIENCE CONSIDER THE OTHER SIDE OF THE DEBATE? DOES IT POSSIBLY PERSUADE THEM TO BE OBJECTIVE LIKENAUGHTON? FOR THOSE WHO DID NAUGHTON’S ARTICLE, THERE WERE PLENTY OF ISSUES THE GRADERS BROUGHT UP. PLEASE REFER TO THE HIGHLIGHTED COMMENTS SECTION OF BRIEF ASSIGNMENT 5 BEFORE YOU ATTEMPT YOUR RHETORICAL ANALYSIS.

Brief Assignment 1: Introduction to audience, purpose, and rhetorical choices. Brief Assignment 2: We learned how to condense other writers’ ideas into our own words through summarizing and paraphrasing. Brief Assignment 3: Through critical reading, we learned how to find and discuss rhetorical choices. Rhetorical Analysis: Using all of these skills (summarizing, paraphrasing, critical reading, constructing thesis statements, and using supporting material via quotations), you will write a rhetorical analysis. Brief Assignment 4: The first step to writing a successful essay is thesis statement. Brief Assignment 5: Evaluate connections between rhetorical choices and quotations. Brief Assignment 6: How to find errors in a draft and give advice on how to improve.

RHETORICAL ANALYSIS: IDENTIFY THE PARTICULAR STRATEGIES (RHETORICAL CHOICES) THAT AN AUTHOR IS USING TOAPPEAL TO OR PERSUADE A GIVEN AUDIENCE. YOU WILL DISCUSS HOW THE AUTHOR USES THOSE DEVICES TO ACHIEVE (OR DO NOT ACHIEVE)THE AUTHOR’S PURPOSE AND HELP PERSUADE THE AUDIENCE.

YOU NEED TO KNOW… YOU CAN DO THIS. YOU CAN WRITE THE RHETORICAL ANALYSIS.

QUESTIONS? • WHAT QUESTIONS DO YOU HAVE ABOUT THE RHETORICAL ANALYSIS? • WHAT PROBLEMS ARE YOU HAVING WITH YOUR WRITING PROCESS?

DRAFT 1. 1 • OBJECTIVE: TO DEMONSTRATE YOUR ABILITY TO RHETORICALLY ANALYZE TEXTS. • PURPOSE: IN THE FIRST HALF OF THE COURSE, YOU HAVE BEEN HONING YOUR WRITING SKILLS SO AS TO PREPARE YOU FOR COLLEGE LEVEL WRITING. YOU WILL USE ALL OF THESE SKILLS (SUMMARIZING, PARAPHRASING, CRITICAL READING, CONSTRUCTING THESIS STATEMENTS, AND USING SUPPORTING MATERIAL VIA QUOTATIONS) THROUGHOUT YOUR WRITING OF THIS ASSIGNMENT. • DESCRIPTION: TO COMPLETE THIS ASSIGNMENT, YOU WILL BEGIN BY SELECTING A TEXT TO ANALYZEY. OU MAY CHOOSE FROM THE FOLLOWING: “ "NOTHING IS MISSING" TOM MUNNECKE "LOST IN TRANSLATION" LERA BORODITSKY "THE INTERNET: IS IT CHANGING THE WAY WE THINK? "JOHN NAUGHTON • AFTER SELECTING YOUR TEXT AND CRITICALLY READING IT, YOU WILL DETERMINE THE WRITER’S PURPOSE AND INTENDED AUDIENCE FOR THE TEXT. • ONCE YOU HAVE DETERMINED THESE ELEMENTS, YOU WILL BEGIN TO ANALYZE THE TEXT SO AS TO DETERMINE THE SPECIFIC STRATEGIES (RHETORICAL CHOICES) THE WRITER USES TO ACHIEVE HIS OR HER PURPOSE AND TO MEET THE NEEDS OF THE AUDIENCE FOR EXAMPLE. , YOU MIGHT CHOOSE TO LOOK AT SUCH ELEMENTS AS THE TYPES OF EVIDENCE A WRITER PUTS FORWARD AND HOW HE OR SHE DOES SO ASK. YOURSELF IF THE WRITER USES EVIDENCE FROM SOURCES, OR IF HE OR SHE TELLS STORIES FROM PERSONAL EXPERIENCE E. XAMINE THE SENTENCE STRUCTURES AND WORD CHOICE. HOW DO THESE CONTRIBUTE TO THE AUTHOR’S PURPOSE? EVALUATE THE OVERALL TONE OF THE TEXT, AND DETERMINE HOW IT DOES OR DOES NOT CONTRIBUTE TO THE WAY IN WHICH THE AUTHOR COMMUNICATES TO HIS OR HER AUDIENCE. AFTER YOU DETERMINE WHAT THESE STRATEGIES OR RHETORICAL CHOICES ARE, CONSIDER HOW WELL THESE STRATEGIES (RHETORICAL CHOICES) ACTUALLY WORK. AS A RESULT OF THIS ASSIGNMENT, YOU SHOULD BE ABLE TO TAKE THESE SKILLS AND TRANSFER THEM TO ANY READING YOU ARE ASKED TO DO IN COLLEGE, AND YOU SHOULD SEE AN IMPROVEMENT IN YOUR ABILITY TO READ AND COMPREHEND ANY TEXT. • ALTHOUGH THIS IS AN INITIAL DRAFT, IT SHOULD BE CAREFULLY EDITED AND WRITTEN IN A PROFESSIONAL TONEP. LEASE USE MLA FORMAT FOR BOTH YOUR IN-TEXT CITATIONS AND YOUR WORKS CITED IN THIS DRAFT. • YOUR DRAFT SHOULD BE 1200 WORDS IN LENGTH. • PLEASE USE MLA FORMAT FOR YOUR WORKS CITED AND YOUR IN-TEXT CITATIONS. •

BREAKING DRAFT 1. 1 DOWN TODAY, YOU WILL LEARN: 4 STEPS TO WRITING A STRONG INTRODUCTION 3 STEPS TO WRITINGSTRONG BODY PARAGRAPHS 3 STEPS TO WRITING ASTRONG CONCLUSION PARAGRAPH

INTRODUCTION PARAGRAPH ON DRAFT 1. 1, WE ARE LOOKING FOR THE FOLLOWING COMPONENTS IN YOUR INTRODUCTORY PARAGRAPH (IN THIS ORDER): 1. A ONE-SENTENCE SUMMARY OF THE ARTICLE. BEGIN YOUR INTRODUCTORY PARAGRAPH WITH A ONE-SENTENCE SUMMARY AND MAKE SURE THAT YOU IDENTIFY THE AUTHOR AND ARTICLE BY NAME. REFER BACK TO YOUR BA 2 COMMENTARY FOR HELP REVISING THE ONE-SENTENCE SUMMARY YOU ALREADY WROTE EARLIER THIS SEMESTER. 2. DISCUSS BRIEFLY THE AUTHOR’S CREDENTIALS AND THE ORIGINAL CONTEXT IN WHICH THE ESSAY WAS FIRST PUBLISHED. 3. IDENTIFY THE AUDIENCE AND PURPOSE OF THE ESSAY. 4. CONCLUDE YOUR INTRODUCTORY PARAGRAPH WITH A THESIS STATEMENT. REFER BACK TO YOUR BA 4 AND BA 5 COMMENTARY FOR IDEAS ON HOW TO REVISE YOUR THESIS STATEMENT.

SAMPLE OF “B”-TIER INTRODUCTORY PARAGRAPH IN “HOW TO THINK LIKE SHAKESPEARE , ” AUTHORSCOTT NEWSTOCK URGES HIS AUDIENCE TO ADOPT SHAKESPEAREAN ATTITUDES TOWARDS EDUCATION SO THAT THEY CAN BE SUCCESSFUL IN COLLEGE AND BEYOND. NEWSTOCK IS PROFESSOR OF ENGLISH LITERATURE AT RHODES COLLEGE WHO SPECIALIZES IN ENGLISH RENAISSANCE LITERATURE. HE PUBLISHED THIS ESSAY INTHE CHRONICLE OF HIGHER EDUCATION, A PUBLICATION THAT PROVIDES HIGHER-EDUCATION NEWSTO COLLEGE AND UNIVERSITY FACULTY MEMBERS, ADMINISTRATORS, ANDSTUDENTS. ACCORDING TO NEWSTOCK, PRIMARY AND SECONDARY EDUCATION HAS FAILED INCOMING COLLEGE STUDENTS THANKS TO THE NO CHILD LEFT BEHIND ACT. CONSEQUENTLY, THE AUTHOR BELIEVES THAT IT IS UP TO HIS AUDIENCE TO TAKE MATTERS INTO THEIR OWN HANDS SO THAT THEY CAN HAVE AN ENLIGHTENING COLLEGE EXPERIENCE. THROUGHOUT THE ESSAY, NEWSTOCK USES PARADOX, ANTICIPATING OBJECTION, AND APPEAL TO PRIDE TO EFFECTIVELY CONVINCE HIS AUDIENCE TO ADOPTSHAKESPEAREAN ATTITUDES TOWARDS EDUCATION THAT ARE STILL RELEVANT IN THE 21 ST CENTURYB. Y USING THESE RHETORICAL CHOICES, NEWSTOCK ARGUES THAT IF NEW COLLEGE FRESHMAN CAN LEARN TO THINK LIKE SHAKESPEARE, THEY CAN IMPROVE THEIR CRITICAL THINKING, CREATIVITY, COMMUNICATION, AND COLLABORATION SKILLS, ALL OF WHICH ARE NECESSARY FOR

WHY WAS THIS INTRODUCTION CONSIDERED B-TIER? • THERE IS NO SPECIFICATION OF ASPECIFIC, INTENDED AUDIENCE. • THE PURPOSE IS A LITTLE VAGUEW. HAT DOES THE WRITER MEAN WHEN HE SAYS THAT THE AUDIENCE MUST “TAKE MATTERS INTO THEIR OWN HANDS ? ” • THESIS STATEMENTS CAN BE 1 -2 SENTENCES LONGI. N THIS CASE, IT WOULD BE BETTER TO COMBINE BOTH FINAL SENTENCES INTO ONE CLEAR STATEMENT.

BODY PARAGRAPH(S) EACH BODY PARAGRAPH WILL EVALUATE THE EFFECTIVENESS OF A RHETORICAL CHOICE IN RELATION TO THE AUTHOR’S INTENDED AUDIENCE AND PURPOSE. EACH BODY PARAGRAPH MUST CONTAIN THE FOLLOWING COMPONENTS I(N THIS ORDER): 1. ) A TOPIC SENTENCE STATES THE MAIN IDEA OF THE PARAGRAPH. IT’S HELPFUL TO THINK OF A TOPIC SENTENCE AS BEING A “MINI THESIS” FOR THE PARAGRAPH. THIS TOPIC SENTENCE SHOULD MENTION THE RHETORICAL CHOICE YOU PLAN TO ANALYZE IN THE BODY PARAGRAPH. O ( NLY ONE RHETORICAL CHOICE DISCUSSED PER BODY PARAGRAPH AND MUST DISCUSS RHETORICAL CHOICES IN THE ORDER IN WHICH YOU LIST THEM IN YOUR THESISSTATEMENT) 2. ) AT LEAST ONE QUOTE DEMONSTRATING THIS RHETORICAL CHOICE. THIS QUOTE SHOULD COMPRISE NO MORE THAN 10 -15% OF YOUR ENTIRE BODY PARAGRAPH. 3. ) LOGICAL CONNECTIONS (ANALYSIS) BETWEEN THE AUTHOR’S RHETORICAL CHOICES, AUDIENCE, AND PURPOSE. HOW DOES THIS RHETORICAL CHOICE HELP THE AUTHOR PERSUADE HIS/HER

WHAT GRADE DID THE FOLLOWING BODY PARAGRAPH GET? AT THE BEGINNING OF HIS ESSAY , DIAMOND SAYS, “MY CAR MECHANIC MUST HAVE SEEN MY EYES GLAZE OVER, JUST ASI HAD SEEN MY PHYSIOLOGY STUDENTS’ EYES GLAZE OVER WHENI TRIED TO EXPLAIN OSMOTIC DIURESIS TO THEM IN MY LECTURE THAT SAME MORNING LAST MONTH. IT’S HUMILIATING TO FEEL LIKE AN IGNORAMUS, AS I DO ABOUT CARS. AT LEAST I FEELOK IN MY OWN AREAS OF SCIENTIFIC EXPERTISE. ”DIAMOND TALKS ABOUT HOW DIFFICULT IT IS TO SPEAK TO A CAR MECHANIC IF ONE DOES NOT UNDERSTAND THE LANGUAGE OF CAR MECHANICS. THIS PROVES THAT THE AUTHOR’S POINT THAT PEOPLE NEED TO UNDERSTAND EXPERTS BEFORE THEY TALK TO THEM. THE QUOTE IS EFFECTIVE IN PERSUADING DIAMOND’S AUDIENCE TO RESEARCH

THE BODY PARAGRAPH ON THE PREVIOUS SLIDE RECEIVED A GRADE OF A 67. WHY?

WHY WAS THIS BODY PARAGRAPH GRADED SO LOW? • THERE IS NO TOPIC SENTENCE. • THE QUOTE IS TOO LONG. (69% OF THE ENTIRE ( BODY PARAGRAPH) • THERE IS BRIEF MENTION OF AUDIENCE/PURPOSE, BUT THERE IS NO CLEAR CONNECTION BETWEEN THE AUTHOR’S RHETORICAL CHOICE AND HOW IT HELPS PERSUADE THE AUDIENCE.

CONCLUSION PARAGRAPH • ON DRAFT 1. 1, WE ARE LOOKING FOR THE FOLLOWING COMPONENTS IN YOUR CONCLUSION PARAGRAPH I(N THIS ORDER): • 1. YOUR THESIS STATEMENT RESTATED. RATHER THAN COPYING AND PASTING THE SAME THESIS FROM YOUR INTRODUCTION, FIND A NEW WAY TO RESTATE YOUR THESIS STATEMENT. • 2. SUMMARIZE THE MAIN POINTS OF YOUR RHETORICAL ANALYSIS. IN OTHER WORDS, IF SOMEONE ONLY READ YOUR CONCLUSION PARAGRAPH, WHAT IMPORTANT CONCLUSIONS WOULD YOU WANT THEM TO UNDERSTAND? • 3. TAKE-AWAY MESSAGE: WHAT IDEA/THOUGHT DO YOU WANT THE READER TO CONSIDER AFTER READING YOUR RHETORICAL

A STRONG CONCLUSION PARAGRAPH IN “THE ETHNOBIOLOGIST’S DILEMMA, ” DIAMOND SUCCESSFULLY CONVINCES HIS AUDIENCE OF EDUCATED LAYPEOPLE TO RESEARCH COMPLEX TOPICS BEFORE CONSULTING WITH EXPERTS ON THOSE TOPICS. HE ACHIEVES THIS THROUGH THE EFFECTIVE USE OF A TONE THAT SHIFTS BETWEEN SELF-DEPRECATING HUMOR AND KNOWLEDGEABLE CONFIDENCE, UNCONVENTIONAL WORD CHOICE, AND PERSONAL ANECDOTES. PROBLEMS ARISE WHEN A NOVICE WHO IS UNEDUCATED ON A SUBJECT GOES TO AN EXPERT FOR ADVICE ONLY FOR THE NOVICE TO BE TURNED AWAY. DIAMOND MAINTAINS THAT IT IS IMPORTANT TO REALIZE THAT ALL EXPERTS REQUIRE RESPECT NO MATTER THEIR FIELD OF EXPERTISE. THUS, DIAMOND PERSUADES CONVINCINGLY THAT NOVICES NEED TO APPROACH EXPERTS WITH SOME KNOWLEDGE ON A TOPIC BEFORE THEY CAN RECEIVE ADEQUATE ANSWERS. BY FOLLOWING DIAMOND’S ADVICE, THE NOVICE WILL FIND IT EASIER TO OBTAIN KNOWLEDGE FROM EXPERTS, INSTEAD OF STRUGGLING TO LEARNFROM

INTEGRATING EFFECTIVE QUOTES HERE ARE SOME POSSIBLE SIGNAL PHRASES: • ACCORDING TO MUNNECKE, “…” • AS LERA BORODITSKY GOES ON TO EXPLAIN, “…” • AS NAUGHTON POINTS OUT, “…” • BORODITSKY BELIEVES THAT “…” • TOM MUNNECKE CLAIMS THAT “…” • IN THE WORDS OF JOHN NAUGHTON, “…”

NEED EXAMPLES OF EFFECTIVE QUOTE INTEGRATION? DOWNLOAD THE ENGL 1301_EFFECTIVEQUOTEINTEGRATIONHANDOUT FROM MY COURSE WEBSITE: HTTPS: //ENGLISH 1301 JB. WORDPRESS. COM/POWERPOINT/

WORKSHOP INTRODUCTIONS • MAKE SURE YOUR NAME IS WRITTEN ON THE TOP OF YOUR PAGE SO THAT YOU CAN GET IT BACK AFTER WORKSHOP. • IF YOU DID NOT BRING A WRITTEN INTRO PARAGRAPH, PLEASE SPEND THIS TIME WRITING ONE.

EXTRA INFORMATION ON DRAFT 1. 1 • YOUR DRAFT SHOULD BE 1200 WORDS IN LENGTH. • PLEASE USE MLA FORMAT FOR YOUR WORKS CITED PAGE AND YOUR IN-TEXT CITATIONS. • BE SURE TO REFER TO GRADER COMMENTS ON OLD BRIEF ASSIGNMENTS AS WELL AS OLD CLASS POWERPOINTS.

DRAFT 1. 1 DUE DATE: FRIDAY, OCTOBER 27, 2017 BY 11: 59 PM

READ, READ: “WHERE DO I START? ” ST. MARTIN'S HANDBOOK: • CHAPTER 4 A, 4 C-E, "REREADING YOUR DRAFT, " "GETTING THE MOST FROM PEER REVIEWERS' COMMENTS, " "LEARNING FROM INSTRUCTOR COMMENTS, " "REVISING WITH PEER AND INSTRUCTOR COMMENTS"; • CHAPTERS 27, 28, 30, "WRITING TO THE WORLD, " "LANGUAGE THAT BUILDS COMMON GROUND, " "WORD CHOICE" FIRST-YEAR WRITING: • CHAPTER 6 PP. 124 -126