Invention and Rhetorical Analysis (15-30 min)
Review the prompt for the rhetorical analysis assignment on Brightspace.
Spend the next 15 minutes or so looking through text examples if you have not already done so.
Once ready, (or if you have already chosen your text prior to today’s class), start making observations like we did at the end of last class about the Google CEO speech to the UN.
Make as many observations as you can about:
- word choice
- organization
- imagery
- chosen arguments taken up
- chosen stories taken up
- stories or arguments left out
- who the audience was for the writing
- what the purpose might have been for the writer/speaker
- other important contextual information about why this was written and under what conditions
Invention Exit Ticket: Fill out this brief survey about your progress so far.
NOTE: Is it registration time yet? Let me know when it is, if not now.
Writing with Other Voices: Contextualizing Your Analysis (30-45 min)
Review you and your classmates’ annotations of “Writing with Other Voices.”
Why paraphrase?
Why quote?
How do you make things fit with your own writing? What tools do you have to do this?
In your rhetorical analysis groups, choose a paragraph from either Bender et al. (2021) or your group’s assigned reading.
As a group, write 2-3 sentences that would help contextualize your group’s perspective on doing rhetorical analysis using that paragraph (much like Tristen Chau’s opening paragraph that we looked at last week on page 127).
You must direct quote something and use MLA format citation style for now where there is simply the author last name and page number in between two parentheses.
Paste your group’s writing on this Google Doc
Next, change your use of a direct quote to paraphrase. Paste that also in the same Google Doc in the paraphrase column.
As a group, talk about which version you like better and why.
Let’s talk about what you all came up with!
Besides these readings, will there be other texts you quote and paraphrase? If so, how will that be different?
Let’s try it out…
Grading Contract Revisit (15-30 min)
Let’s look back at the Grading Contract…how can we find it again?
Some of you have started grade boosts with the extra peer review letters. Take the next 5-10 minutes and think about what your own plan is. Review especially the grade boost section, of course.
When ready, fill out this survey that tells me what you think your plan is and if you have any questions. I also ask about your permission to share writing in future classes, but no pressure here at all to do that!
Next Time (5 min)
-Reading Response 4. Using the article or advertisement you worked on during class on October 23 OR another article/advertisement you chose, try to use your group’s “lens” from what your group drafted on October 23 to analyze at least one component of that article/advertisement. If you have already started your draft for your rhetorical analysis, you can simply copy/paste some element of analysis work in that draft as a submission for Reading Response 4. If you haven’t started your rhetorical analysis essay yet…well, get started! And use what you have done so far in Reading Response 4. Write at least 250 words.
-Your weekly private writing is due next class, too: What are you more confident about at this stage of your college career? Something about academic performance? Something about social or emotional intelligence (e.g., building relationships, being a good listener)? Something about relationships with family or loved ones? Something about your goals or interests? Something else? Explain why you are now more confident about that. What are you less confident about? Why? Is that a good or bad thing (e.g., it could be a good thing to be less confident in what you know as it means you are learning the limits of what you thought you knew)? Why?
-Your first draft of your rhetorical analysis is due November 4! A week from today. You should be writing now.