Structure of a Rhetorical Analysis Essay (30-45 min)
Let’s look at Tristan Chau’s essay again (page 127). Read/skim it again for the next few minutes.
Take out journals so I can give you credit for this week’s journal.
I’m going to put you into groups and I want each group to come up with a labels for their assigned paragraphs. That is: what is this paragraph *doing*? What purpose does it serve as part of the larger essay?
Let’s do 6 groups.
Group 1: Paragraphs 1-3: Providing Context on Subject, Framing Main Argument, Providing Expert Perspectives Supporting Main Argument
Group 2: Paragraphs 4-5: Summarizing First Text and Providing Positive Elements, Analyzing Text to Support Main Argument
Group 3: Paragraphs 6-7: Analyzing Text to Support Main Argument From Another Perspective, Transitioning to New Topic Important For Analysis of Next Text
Group 4: Paragraphs 8-9: Expert Evidence About Analyzing Media Surrounding Next Text, Analyzing Next Text to Support Main Argument
Group 5: Paragraphs 10-11: Analyzing Context of Text to Support Main Argument, Analyzing Text From Another Perspective to Support Main Argument
Group 6: Paragraphs 12-13: Providing Counterarguments Before Setting Up Concluding Paragraph, Concluding Argument by Placing it in Larger Historical Context
I’m going to pass out some papers and you are going to write on it what your paragraph labels are. We will hold them up at the end and see what we think.
Let’s share.
Okay, now return to your paragraphs. In your groups, discuss the following:
- What evidence from the text analyzed is used to help support claims made in your paragraphs?
- Is the evidence summary, paraphrase, and/or direct quote?
- How is the evidence linked to a claim? Pay close attention to specific language used.
- What is most persuasive about at least one link between claim and evidence in your paragraphs?
When ready, fill out this Google Doc that reports on your group’s answers to these questions.
Writing with Other Voices: Contextualizing Your Analysis (30-45 min)
Review you and your classmates’ annotations of “Writing with Other Voices.” What sticks out to you as far as the pros and cons of paraphrasing vs. direct quoting?
Why paraphrase?
- Fits into the writer’s language / flow more easily
- Can make the quote more efficient
- Context and argument could be better fit with paraphrase
- Just big picture
- Can help efficiently include context where quote comes from
Why quote?
- Ensures accuracy
- Maintain tone and attitude
- Rhetorical value in showing other perspectives via quote because it is their exact words
How do you make things fit with your own writing? What tools do you have to do this?
- Signal words and phrases
- Introducing sources
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…
Reading Response 4 (10-20 min)
Read these sample Reading Responses.
What sorts of things are they doing related to what we talked about today?
What lessons learned can you apply to them to make them stronger?
Next Time (5 min)
-Submit your rhetorical analysis draft. Remember to fill out the AI survey.
-As always, I like to let you know the prompt for the Wednesday journal entry. Here is the one for November 6: In at least 10 minutes of private writing in your journal, write about a time since the semester began where you used something you have learned or thought about in college when in a conversation with a family member or friend. You could also write about reading or watching the news, a TV show, a film, playing video games, etc. when you used something you learned or thought about from a college class. How did you use that thing you learned or thought about? If you can’t think of anything, instead write about something else in relation to the usefulness or excitement you have felt about something you’ve learned so far.