Harvard Extension School Expo E-25; Section 6 (7:30PM-9:30PM) Instructor: Julie Anne McNary 1. Please check your Elluminate Audio Wizard; 2. We will begin at 7:30PM.

Harvard University Extension School Spring Semester 2012 Expository Writing E25: Introduction to Academic Writing and Critical Reading Analyzing the Short Story

Our Book and Chapters Chapters we’ve read so far: Chapters we’ve read so far: –1: Reading a Story –2. Point of View –3. Character –4. Setting –5. Tone and Style –6. Theme –13. Writing about A Story Chapters assigned: Chapters assigned: –7. Symbol –8. Evaluating a Story

Overview  Writing Center – Quick Comment  Second Grammar Quiz  Workshop on Plagiarism  Samples of Essay 1 Outlines  Samples of Essay 1 First Drafts  The Aristotelian Appeals – how can we use this material when analyzing short stories  Your own rhetoric exercises  Class Discussion and in-class writing exercise: The Things They Carried by Tim O’Brien  Moving from your 1.3 outline to Exercise 1.4, First Draft of Essay #1, now extended deadline to 3/3– revised syllabus to follow.

Second Grammar Quiz – 10 Minutes First, and once again on the honor system, I want you to go to the following web-based quiz: – – – –Please take this quiz and come back to class willing to share the results thereof. – –Cautionary note: this site is slow, so don’t worry if it sticks a bit when you all flock to it at the same time.

Plagiarism Workshop – 15 min Please go back to our iSite and pick up the two documents from the Plagiarism Workshop Folder Please read the Student Sample first, and then, please read the Storm Sample. In comparing the two, please outline what you think is directly quoted versus what is paraphrased. Return to class ready to discuss.

Quick Overview Moving from your Outline to your First Draft

Essay 1 – Intro and outline Samples – 20m Please go to our iSite and download the three samples of Essay 1 Outlines Please go to our iSite and download the three samples of Essay 1 Outlines Please read them careful and rank them in order of preference. Please read them careful and rank them in order of preference. Please come back to class ready to discuss. Please come back to class ready to discuss.

Essay 1 First Draft Samples, 20m Please go back to our iSite and pick up the two Essay 1 First Draft Samples you find there. Please read the two essays and rank them in order of preference. Please return to class ready to discuss.

Strong Paragraph Structure…Again Clear, direct topic sentence that states some sort of claim; Clear, direct topic sentence that states some sort of claim; Evidence and examples from the text that respond to and/or support that claim; Evidence and examples from the text that respond to and/or support that claim; Transitions and coherent explication if you are addressing a complex claim with several points of connection; Transitions and coherent explication if you are addressing a complex claim with several points of connection; YOUR ANALYSIS OF THAT EVIDENCE!!! YOUR ANALYSIS OF THAT EVIDENCE!!! A sentence that both provides closure and helps transition into the next paragraph. A sentence that both provides closure and helps transition into the next paragraph.

Classical Rhetoric and the Aristotelian Appeals Lecture: A slightly different way to think about stories. See Rhetoric Exercises on our Website – you may complete them at any time, and there is no need to pass them in.

A Quick Primer on the Aristotelian Appeals ETHOSPATHOS Audience & Purpose LOGOS 12 Your Author Your Characters You, as the Reader

The Ethical Appeal (Ethos): How we use it: Defining and assuming a leadership role. Establishing our own authority, citing other related authorities or institutions of excellence, connecting to leaders in our professional field(s), sharing knowledge, making strong claim(s), presenting a fair-minded, balanced demeanor, conceding to the opposition when appropriate etc. How we use it: Defining and assuming a leadership role. Establishing our own authority, citing other related authorities or institutions of excellence, connecting to leaders in our professional field(s), sharing knowledge, making strong claim(s), presenting a fair-minded, balanced demeanor, conceding to the opposition when appropriate etc. Purpose: to gain trust, establish credibility and authority, earn respect, and in a sense, establish the marketable identity of the organization, etc. Purpose: to gain trust, establish credibility and authority, earn respect, and in a sense, establish the marketable identity of the organization, etc. Potential Abuse thereof: Name-dropping, grand- standing, lecturing, strong-arming, some quid pro quo, etc. Potential Abuse thereof: Name-dropping, grand- standing, lecturing, strong-arming, some quid pro quo, etc. 13

The Pathetic Appeal (Pathos): How we use it: Relationship-building through the use of charismatic connection, accessibility, empathy, humor, story-telling, networking, emotional connections, common ground, even eye contact, etc. How we use it: Relationship-building through the use of charismatic connection, accessibility, empathy, humor, story-telling, networking, emotional connections, common ground, even eye contact, etc. Purpose: to connect, to establish intimacy, to move the audience, evoke an emotional response, also to gain trust, etc. Purpose: to connect, to establish intimacy, to move the audience, evoke an emotional response, also to gain trust, etc. Potential Abuse thereof: Florid or exploitative language or activity, flattery, cliché, sentimental or sappy tactics, some quid pro quo behavior, overwhelming our audience with emotional embroidery, etc. Potential Abuse thereof: Florid or exploitative language or activity, flattery, cliché, sentimental or sappy tactics, some quid pro quo behavior, overwhelming our audience with emotional embroidery, etc. 14

The Logical Appeal (Logos): How we use it: Establish the core of the argument with data, evidence, reasoning, scientific facts, statistics; prove our thesis, demonstrate results, etc. How we use it: Establish the core of the argument with data, evidence, reasoning, scientific facts, statistics; prove our thesis, demonstrate results, etc. Purpose: Evokes a cognitive response, teaches, allows the audience to respond intellectually to the base of the matter Purpose: Evokes a cognitive response, teaches, allows the audience to respond intellectually to the base of the matter Potential Abuse thereof: overloading one’s audience with too much information, not making the connection between purpose and evidence, boring us to tears, etc. Potential Abuse thereof: overloading one’s audience with too much information, not making the connection between purpose and evidence, boring us to tears, etc. 15

In Class Exercise For the next twenty minutes, please think about one character you have read about in the various texts I have assigned in this course thus far. For the next twenty minutes, please think about one character you have read about in the various texts I have assigned in this course thus far. If you were going to conduct a rhetorical analysis of that character, how would you go about doing so? Is that character an ethos- driven character? Does the character employ the pathetic appeal? the logical appeal? Does he/she abuse any of the appeals? If you were going to conduct a rhetorical analysis of that character, how would you go about doing so? Is that character an ethos- driven character? Does the character employ the pathetic appeal? the logical appeal? Does he/she abuse any of the appeals?