1. Week 9: Rhetorical Analysis/1.1 Draft
Writing is a dreadful labor, yet not so dreadful as Idleness. –Thomas Carlyle

2. 5 Minute Free Writing What is a rhetorical analysis?
And what is its function?

3. Steve Almond
All writers have to make decisions. Good writing, then, is when an author makes all of the right ones.

4. Draft 1.1: Preliminary Draft of Rhetorical Analysis
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 analyze. You may choose from the following:  
“The New Sovereignty,” Shelby Steele 450
“My Pedagogic Creed,” John Dewey 460
“The American Scholar,” Ralph Waldo Emerson 468
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. Examine 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 it communicates to its 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 tone. Please use MLA format for both your in-text citations and your works cited in this draft.
Your draft should be 1200 words in length.

5. Introductions

6. Example on pages
The first sentence states the current problem, paying attention specifically to a potential cause and the people concerned.
Plagiarism has become a rising issue in today’s technologically advanced society, and many English professors are desperate to stop it.
In Scott Jaschik’s “Winning Hearts and Minds in War on Plagiarism,” Jaschik addresses this issue of plagiarism, and what teachers can do to rid it in their classrooms.
In his article, Jaschik recognizes multiple teaching methods, which would help stop plagiarism, and looks to persuade his readers to use these methods within their own teaching environments.
The second sentence introduces the actual article to be rhetorically analyzed; it also offers very briefly Jaschik’s scope and audience.
The third sentence clarifies the previous sentence, suggesting that there are various ways to prevent it as well as lets us know of the intent of the piece: “…looks to persuade.”

7. Example on pages
The fourth sentence adds an additional statement (notice the word “also”), again clarifying, now, the “specific reasons students plagiarize.”
Jaschik also looks to recognize the specific reasons why students plagiarize to further help his readers teach them.
Jaschik’s target audience in his article are professor’s involved in higher education levels, particularly in the writing field, as well as people against the rising issue of plagiarism, such as teachers and lawyers.
Jaschik successfully uses shared values with his audience, as well as illustrations to explain unknown topics, and gives credibility through sourcing to show his audience new and specific approaches professors have taken to inform students on the issue of plagiarism, in the hope that the reader will use these approaches in their own teaching environments.
The fifth sentence states clearly the targeted audience, which goes beyond professors.
The sixth sentence—the thesis statement—has all of the requisite components for the rhetorical analysis: author, rhetorical choices, brief summary of scope, etc.

8. Body Paragraphs
The topic sentence of the 1.1 will clearly note a rhetorical choice.
The next few sentences will situate examples to support what you’re saying.
Remember, while the rhetorical analysis is concerned with the why, it pays particular attention to the how, in “how did the author do X…”
The concluding sentence will usually restate the main idea and or transition to the next idea/paragraph.

9. Body Paragraph 1
Topic sentence that clearly relates back to the thesis; though briefly, it also mentions the audience.
Firstly, in order to relate with his readers, and spark their interest, Jaschik begins his article using shared values with his audience.
In the first sentence of his article, Jaschik directly speaks about his audience, writing professors, and how determined they have become to inform their student’s about plagiarism through new teaching methods (Jaschik 261..
By relating to his audience in the first sentence of his article, Jaschik not only captures his readers’ interest, further establishing a relationship with them, but also introduces the topic of the entire essay- the issue of plagiarism and how teachers are trying to stop it.
This sentence chooses to state the audience Jaschik is writing to, focusing on the very first sentence of the Jaschik’s essay.
This sentence offers why he’s done that: to connect to the audience. Remember, the rhetorical focus here is shared values.

10. Body Paragraph 1
In another instance of shared values, Jaschik is speaking about the members at the instructor’s meeting and states “As much as other faculty members, they resent the plagiarism by their students- and in fact several of the talks featured frank discussion of how betrayed writing instructors feel when someone turns in plagiarized work” (Jaschik 262).
The quote specifically speaks to English professors who feel the same way about plagiarism in their own classrooms, and relate to the feeling of betrayal Jaschik mentions.
By relating to what Jaschik is saying, this allows readers to trust Jaschik, further convincing them to use the teaching methods described later in the essay in their own classrooms.
Notice the reiteration of the rhetorical choice here as well as the directly quoted material.
This sentence analyzes the previously quoted material.
This sentence continues with the how Jaschik is connecting to his audience through the rhetorical choice of shared values.

11. Body Paragraph 1
This ties back to the purpose that Jaschik is looking to persuade to his audience; to actually use specific teaching methods in their own teaching environments.
Without using shared values in his article, Jaschik would not get that connection with his readers needed to persuade them later on.
By presenting himself as a relatable author, and actually giving his audience something to relate to, Jaschik is opening a door to his audience that would not be possible without shared values.
This sentence discusses the purpose of the rhetorical choice and connects it to the audience.
This sentence has more at stake. Consider the dependent clause: Without using shared values in his article… Shows the necessity of the choice.
This sentence discusses choice in regards to ethos as well as restates the main idea: the rhetorical choice of shared values.

12. Group Work
Exchange your introduction and first body paragraph with a classmate. ***If we have time, we’ll try to get two rounds in.
First, read the text carefully, without any pen or pencil.
Then, reread the text. Consider the function of each sentence.
Then reflect on the piece as a whole. Consider fluidity, style, interest, coherency, confusion, etc.
Last, engage your classmate for a few minutes, explaining your critique. Help them make it a stronger rhetorical analysis.
***If you don’t have your introduction and first body paragraph, you will need to annotate the sample 1.1 draft on pages and show me before you leave class.

13. Draft 1.1: Preliminary Draft of Rhetorical Analysis
Remember, there is a study session tonight in room 352 from 5:00-7:00pm.
The 1.1 Draft is due on Monday, October 27 by 11:59pm.
Office hours are M: 1:30pm-3:30pm and W: 11:00am-12:00pm.