RHETORICAL ANALYSIS ASSIGNMENT
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Lee Torda, PhD Interim Dean of Undergraduate Studies 200 Clement C. Maxwell Library 508.531.1790 Teaching Website: www.leetorda.com |
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Introduction: As we will discuss in class, Rhetorical Analysis has a lot in common with a kind of analysis that you are all very familiar with–literary analysis. Essentially, you are understanding a text through a particular lens and trying to explain to an audience what you, and the rhetorician, is meaningful about it.
There are, however, differences between literary and rhetorical analysis. It’s not just that the “text” you are looking at might not be literary (though it might be). The theorists you use, the lens through which you conduct your analysis, and, perhaps, most importantly, the implications for the analysis feel different. In class, we will look at examples of rhetorical analysis and, together, we will consider the component parts of it and how it works together as an argument.
Learning to write a rhetorical analysis is an important part of being in the writing and writing studies concentration. The way we will learn to do that work is by using archival materials as our text. For this assignment, we are working with the BSU archives. We’ll look at some samples of archives in class–and you will be able to use those sources to produce your analysis. We will also go to the archives as well for you to grow your sources for this assignment. Your goal will be to identify something meaningful about a BSU education–historically–from the materials you collect.
Do keep in mind that this is a modest introductory experience. I don’t expect you to produce the kind of work we will see in the article in class. But this assignment will give you practice in the component parts of the work.
Details
The Rhetorical Analysis is worth 15% of your final grade. To earn a B for that 15% you must
To earn an A for that 15% you must
If you don’t earn at least the C grade, you will fail this15% of your final grade.
There are, however, differences between literary and rhetorical analysis. It’s not just that the “text” you are looking at might not be literary (though it might be). The theorists you use, the lens through which you conduct your analysis, and, perhaps, most importantly, the implications for the analysis feel different. In class, we will look at examples of rhetorical analysis and, together, we will consider the component parts of it and how it works together as an argument.
Learning to write a rhetorical analysis is an important part of being in the writing and writing studies concentration. The way we will learn to do that work is by using archival materials as our text. For this assignment, we are working with the BSU archives. We’ll look at some samples of archives in class–and you will be able to use those sources to produce your analysis. We will also go to the archives as well for you to grow your sources for this assignment. Your goal will be to identify something meaningful about a BSU education–historically–from the materials you collect.
Do keep in mind that this is a modest introductory experience. I don’t expect you to produce the kind of work we will see in the article in class. But this assignment will give you practice in the component parts of the work.
Details
- For this paper, consider the materials available on the syllabus for our 1 October 2024 class. Additionally, you can also consider any of the materials viewed during our 8 October 2024 class, available below. Begin by being curious and open. See what there is to see. Track patterns, significant observations, commonalities and differences across the material.
- Determine your approach to your analysis. This is so broad and a list might make it seem like these are the only options. But consider some of the things we talked about in class: race, gender, rules, role of education, professionalization of teaching, religion. That’s just stuff that’s obvious. You might find something totally different to focus in on. Have at it.
- Draft a 1500 word rhetorical analysis. Bring it to class for workshopping. Bring hard copies, enough for everyone in the class (see syllabus for dates).
- Revise as needed and turn in (see syllabus for dates).
- Bonus five: like our sample rhetorical analysis, if you locate and include outside source materials I will be impressed beyond measure, but it’s not required for this assignment.
- 1500 words, double-spaced.
- Have a title. A good title
- When you turn in your final revision, include your workshop draft, the workshop worksheet, and the revision plan we’ll do in class.
- You’ll have the chance to revise this for the final portfolio, if you chose to do so.
The Rhetorical Analysis is worth 15% of your final grade. To earn a B for that 15% you must
- Come to the workshop with a draft
- Participate in the workshop as both a reader of other’s work and a writer of your own
- Complete the workshop worksheet, the revision plan, and the reflection (all in-class)
- Turn in the draft, the workshop materials, the reflection and the final revision.
To earn an A for that 15% you must
- Do all of the things that you are required to do for the B grade
- Be a really thoughtful and useful contributor in the workshop both as reader and writer
- Demonstrate an understanding (however cursory and new) of rhetorical terms/ideas in your essay
- Attempt the inclusion of an outside source with your analysis of any kind
- Turn in a final draft of your rhetorical Analysis.
If you don’t earn at least the C grade, you will fail this15% of your final grade.