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Group: Yemilen Bravo, Jaimie Eubanks, David Frisch, Oscar Gonzalez
CONTENTS
ENC 1101 Syllabus ........................................................................................................................... 3
Rhetorical Analysis Essay Assignment Sheet .................................................................................. 7
Rhetorical Analysis Rubric ............................................................................................................... 9
Unit Plan ........................................................................................................................................ 10
Daily Lesson Plans ......................................................................................................................... 16
If you are curious about your standing in this class, please speak with me. Addressing your questions and
concerns is part of my job. In the unlikely event that we can't resolve an issue, you can contact Kimberly
Harrison, director of writing programs, or Mike Creeden, associate director.
This essay should be written using the closed-form, thesis-based style we have been studying this
semester. Your analysis should address the authors rhetorical context (purpose, audience, and
message) and which rhetorical strategies the author uses to persuade the reader. Keep in mind,
the purpose of your essay is not to agree or disagree with the articles topic. Rather, your
purpose is to analyze how the author has written the article, and how effective the author was in
employing the rhetorical strategies weve discussed in class.
Audience
Your audience for this essay is your ENC 1101 classmates and me, your ENC 1101 instructor.
Keep in mind that your classmates may have selected a different article than you, and thus will
not have as clear memory of the article as you. In fact, assume that kid who sits in the back
hasnt done his homework, and include a 150-200 word summary of the article.
Grading Criteria
For more details on the grading criteria, please review the rubric.
Does the essay remain focused on its purpose of rhetorical analysis?
Does the writer demonstrate a clear understanding of his or her audience?
Does the essay include a compelling title and introduction that hooks the reader?
Does the conclusion of the essay clearly summarize the essays central argument?
Does the thesis address how the analyzed article works rhetorically?
Does the analysis demonstrate the authors command of rhetorical concepts? The analysis
must address use of rhetorical appeals and other rhetorical strategies in the article.
Does the essay clearly identify the analyzed articles rhetorical context?
Is the analysis supported by considerate examples from the analyzed text? Demonstrate an
understanding of how to use summary, paraphrasing, and quotes effectively.
Does the essay show evidence of revision? (This will be judged by comparing the final
submission to earlier drafts.)
Does the essay demonstrate thorough proofreading and editing strategies? Do paragraphs
flow well and have strong topic sentences? Are all sources cited according to MLA style
including a Works Cited page?
Format
This essay must be 1500 words, double-spaced using a standard 12 point font such as Times
New Roman or Arial. Citations must be made using MLA format, and included both in the body
of the text and on a separate Works Cited page.
Goal
At the end of the unit, students should
Demonstrate familiarity with/understanding of rhetorical concepts including rhetorical
situation, rhetorical purpose/aim, audience, rhetorical appeals, genre, angle of vision;
reading against the grain;
Recognize the rhetorical strategies and stylistic choices made by experienced
communicators;
Read and summarize another writer's argument succinctly;
Articulate a clear perspective on the way the assigned text works rhetorically;
Purposefully incorporate quotations, summary, and paraphrase using attributive tags,
quotation marks, and appropriate citation style;
Employ revision and editing strategies appropriate to the audience and purpose.
Points
Comments
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UNIT PLAN
Week 1 Unit Concepts (Rhetorical context/situation, reading with and against the grain)
M: Introducing the Unit- Difference from Visual and the rhetorical analysis
Goal: Students will be able to identify and discuss the difference between Visual and Rhetorical
Analysis
Goal: Students will understand how rhetorical appeals work in writing.
Activities:
10 Minutes- Introduce Rhetorical Analysis, as a class discuss the major
differences between visual and rhetorical analysis, review pathos, ethos, and
logos.
30 Minutes- Read a paragraph to the class that presents an issue, something
contemporary, maybe Ebola. Have the students respond to that issue using each of
the rhetorical appeals; 5 minute response to pathos, 5 to ethos, 5 to logos. Share
what was written for each response, and why they made the choices that they
made.
10 Minutes- Turn that into a teaching moment, explaining my expectations for
what they should be doing for the essay, going over the assignment sheet.
o Homework: Read pages 87-98, MAKE SURE TO READ THE ESSAY
BY GARY POLLAN. Review concepts 8 and 9 of chapter 3.
W: Define Purpose, Audience, and Genre in Writing, how it relates to Appeals
Goal: Students will be able to identify the rhetorical context of a piece
Goal: Students will be able to discuss the relationship between the rhetorical appeals and the
rhetorical context
Activities:
5 Minutes- Open class, explain what theyll be doing for the day
5 Minutes- In groups of 2, students will identify the purpose, audience, and genre
of Pollans essay.
5 Minutes- Students will share with the class what they found
5 Minutes- Mini-Lecture on how Context and Appeals relate
20 Minutes- Students will take 10 minutes at a time to write two paragraphs.
Based on the information they read in Pollans essay, they will write to persuade
1) The CEO of a major food distributor and 2) Their friend who drives a Hummer
(or large gas guzzling car), why they should Go green and plant their own
garden.
10 Minutes- Students share what they wrote and how until the end of class.
o Homework: Read pages 99-106, and essay 30 Little Turtles (not strong
response). Pick an essay from the essay pool and write a 1 paragraph
summary for that essay. Make sure to use attributive tags and follow
Criteria on page 102. Bring to class.
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*emphasizing that the critique is of the rhetorical situation, not the point the authors making.
Goal: students will have written an effective summary
Goal: students will be able to discuss flaws and successes of an essay
Activities:
5 Minute intro, Housekeeping
10 minutes peer-reviewing the summary they wrote
5 Minutes to read Strong Response to 30 Little Turtles
10 Minutes to discuss what author did right in terms of the rubric.
20 Minutes, Students will be grouped by which essay they picked. They will
identify the Purpose, Audience, and Genre of the piece they are working with, as
well as 3 examples for each ethos, pathos, and logos. In last 5 minutes of class,
students will share what they came up with.
o Homework: Select one essay for rhetorical analysis, write a thesis
statement for Next Monday.
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b. Connect homework with the days class session and next class session.
o Homework:
a. Read Allyn and Bacon Pg. 454-463 (Thesis and Topic Sentences)
b. Use the thesis statement developed in class and summarize 4 examples
from the essay youre analyzing that support your thesis. Include
relevant quotes and attributive tags.
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Week 3 Meeting the Word Count- What to do when youre sure youve said it all
Wednesday
Goal: Students will be able to read with/against the grain of their own writing
Goal: Students will be able to unpack critical points in their essay that have not been fully
explained
1. Housekeeping (2-3 min.): Review the homework that was due today, and open the floor
for any questions. Introduce the days goals.
2. Journal (3-5 min.)- Look at the Unpacking List you created. How do you plan to
expand your analysis? Whats the difference between identifying something and
analyzing something? Do you have any strategies for making the leap from identifying to
analyzing? Are there key points in your paper where you think youre doing a good job
analyzing?
3. Discuss in groups (5-10 min.)- Compare the strategies from your unpacking list to the
strategies your peers came up with. What do your strategies have in common? What ideas
do your peers have that could help you with your draft?
4. Class Discussion (15-20 min.)a. Why does the word count matter? What does it indicate?
b. How can we avoid re-stating or being redundant? (The answer Im looking for:
analysis.)
c. What is analysis? How can we make sure were analyzing and not just identifying
examples to support our thesis? (Goal: Get students to identify that explaining
how an example supports the thesis is the key to good analysis.)
d. How can you make sure that the analysis you have in your head is coming across
clearly on the page? (Possible Answers: Highlighting How It Works passages,
reading aloud, peer review, etc.)
5. Individual Drafting Time (10 min.)- Take one item from your Unpacking List and
expand your analysis using some of the strategies weve discussed in class.
a. Have you clearly connected this supporting point to your thesis statement?
b. Do you have a quality example (or examples) to support this key point?
c. Have you explained how your example connects to this supporting point? How it
connects to your thesis?
6. Housekeeping (2-3 min.): Review upcoming homework, and open the floor to questions.
o Homework:
a. Read: Plot Treatment by Anne Lamott.
b. Write a brief reflection discussing how this creative writing
revision strategy might be used to develop a closed-form essay.
c. Continue to add to your rough draft.
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using the old/new argument structure. If you havent, your audience may have a
difficult time understanding those passages.
5. Class Discussion (Time Permitting)
a. What did you learn about your essay by completing this exercise?
6. Housekeeping (2-3 min.): Review upcoming homework, and open the floor to
questions.
Homework:
3. Use your Unpacking List to help you as you work on your draft.
4. A rough draft of 1500 words is due Monday.
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