The document outlines an agenda for analyzing the structure of an argument and planning a rhetorical analysis. It includes discussing the writing prompt, outlining the rhetorical analysis, and presenting an introduction. Deadlines are provided for submitting the rhetorical analysis and an outline for a research paper. Guidance is given on how to structure an introduction, discuss the audience, analyze the structure of the essay, and discuss the strengths and weaknesses.
Presentation is about How to write a Literary Essay: Literary Essay Format and Tips. If you don't know how to write an literary essay this presentation will give you useful information about it.If you want to know more about this follow this link http://www.literaryessay.org/
Presentation is about How to write a Literary Essay: Literary Essay Format and Tips. If you don't know how to write an literary essay this presentation will give you useful information about it.If you want to know more about this follow this link http://www.literaryessay.org/
riting About LiteratureGenerally, the essays you write in litera.docxdaniely50
riting About Literature
Generally, the essays you write in literature courses attempt to answer interesting questions about works of literature. These questions are interesting for at least two reasons: a) their answers are not obvious, and b) their answers (or at least the attempt to answer them) can enrich other readers’ understanding and experience of those works of literature. Often works of literature seem to be intentionally posing these questions to us; they require us to do some work to get them to work.
Readers have asked many different types of questions of works of literature, for example:
What did the author want to communicate in this work?
What does the work reveal about the author’s feelings, opinions, or psychology?
What does the work reveal about the society in which it was written?
What can we learn from this work about the issues or topics it deals with?
What motivates the characters in the work to behave as they do?
How are literary devices used in the work?
How does the work create emotional or intellectual experiences for its readers?
Is this work good or bad?
Is this work good or bad for its readers?
Some of these questions require information from outside the text itself; for example, to argue that a work reveals a writer’s psychological condition, it would be helpful to have some other evidence of that condition to corroborate your interpretation of the work of literature. Some of these questions ask about the world outside the work—about the author, his/her society, or our own society, for example—while others try to focus more on the features of the work itself.
Analyses which try to make statements about the work itself
is often called
formalist
criticism: it attends more to the structures and strategies employed in the work. Ultimately, such arguments generally do try to move beyond the work, to claim, for instance, that it is likely to create certain effects in its readers, or that readers will understand the writer’s intent more clearly if they pay attention to its formal characteristic.
In LIT 100, we are going to be paying attention primarily to these formal features of literary works. In fiction, some of these features include tone, point of view, setting, character, etc. We will be paying less attention to extra-textual features, such as the author’s biography or the historical contexts in which the literature was produced and/or read; these elements are not less important than formal features, but they naturally vary greatly from one work to another and often require in-depth study to truly appreciate. To understand how Shakespeare’s social situation in London in the 1590s might have been reflected in his plays would require a whole course in Elizabethan history. On the other hand, the formal features we will be studying in this course can be found in literature of all eras and genres, though they may often be used to different effect by different writers at different times. Almost all fict.
riting About LiteratureGenerally, the essays you write in lite.docxjoellemurphey
riting About Literature
Generally, the essays you write in literature courses attempt to answer interesting questions about works of literature. These questions are interesting for at least two reasons: a) their answers are not obvious, and b) their answers (or at least the attempt to answer them) can enrich other readers’ understanding and experience of those works of literature. Often works of literature seem to be intentionally posing these questions to us; they require us to do some work to get them to work.
Readers have asked many different types of questions of works of literature, for example:
· What did the author want to communicate in this work?
· What does the work reveal about the author’s feelings, opinions, or psychology?
· What does the work reveal about the society in which it was written?
· What can we learn from this work about the issues or topics it deals with?
· What motivates the characters in the work to behave as they do?
· How are literary devices used in the work?
· How does the work create emotional or intellectual experiences for its readers?
· Is this work good or bad?
· Is this work good or bad for its readers?
Some of these questions require information from outside the text itself; for example, to argue that a work reveals a writer’s psychological condition, it would be helpful to have some other evidence of that condition to corroborate your interpretation of the work of literature. Some of these questions ask about the world outside the work—about the author, his/her society, or our own society, for example—while others try to focus more on the features of the work itself. Analyses which try to make statements about the work itself is often calledformalist criticism: it attends more to the structures and strategies employed in the work. Ultimately, such arguments generally do try to move beyond the work, to claim, for instance, that it is likely to create certain effects in its readers, or that readers will understand the writer’s intent more clearly if they pay attention to its formal characteristic.
In LIT 100, we are going to be paying attention primarily to these formal features of literary works. In fiction, some of these features include tone, point of view, setting, character, etc. We will be paying less attention to extra-textual features, such as the author’s biography or the historical contexts in which the literature was produced and/or read; these elements are not less important than formal features, but they naturally vary greatly from one work to another and often require in-depth study to truly appreciate. To understand how Shakespeare’s social situation in London in the 1590s might have been reflected in his plays would require a whole course in Elizabethan history. On the other hand, the formal features we will be studying in this course can be found in literature of all eras and genres, though they may often be used to different effect by different writers at different times. A ...
Dr. C. Carney
Essay # 2: Literary Analysis of a Short Story with Light Research
This assignment requires you to
analyze a work of fiction from my list of options (see link on Canvas assignment page). This essay requires you to
develop a focused and opinioned thesis about the story, as this assignment is not asking you to write a mere “book report” which is only a re-telling of the story. It also requires you to
find and use three sources to support your ideas:
one source that needs to be from a peer-reviewed, scholarly journal in literature that pertains to the story and/or the author (this source must be obtained through the HCC library databases) AND another source (website preferably) that DOES NOT pertain directly to the story nor to the author, but rather to
the theme presented in your thesis statement and discussed throughout your essay (you cannot pursue this second source until you’ve established your thesis and know what “angle” you are pursuing) AND a third source that is entirely your choice.
I. The Purpose of a Literary Analysis:
A literary analysis is not merely a summary of a literary work. This kind of analysis analysis, like any analysis, is just that:
ANALYTICAL! It is intended to reveal and/or explain meaning. Thus, the assumption is that meaning exists, and it is the job of a (close/active) reader to ferret it out and offer a response to it!
Far from being a mere summary, it is an argument, essentially, about the work that expresses the essay writer’s personal perspective, interpretation, judgment, or critical evaluation. This is accomplished by examining the literary devices, word choices, or writing structures the author uses within the work first, followed by a critical analysis of content. Another purpose of a literary analysis is to demonstrate why the author used specific ideas, word choices, or writing structures to convey his or her message.
II. How to Create a Literary Analysis:
1. Select (and ideally
print) one of the stories listed on my Learning Web page (linked on the Canvas assignment page for this essay assignment). The stories listed here are the only acceptable stories for this assignment, and they are all in full text so there’s no need to find them elsewhere.
2. Read the text closely at least a couple of times. Focus on the ideas that are being presented. Think about the characters’ development and the author’s writing technique. What might be considered interesting, unusual, or important?
3. Brainstorm a list of potential topics. Highlight important passages in the text and take notes on these passages. Think of the ideas/concepts that strike you as you read. Later, when writing the paper, these notes should help a writer to .
6The Key to a Mental Map for Exploring the LiteratureKeyworomeliadoan
6
The Key to a Mental Map for Exploring the Literature
Keywords
assumptions; concepts; ideologies; mental map; metaphors; models; perspectives; theories
In
Part Two
, we further develop the ideas from
Part One
by demonstrating how to critically analyse texts in greater depth. As you embark on reading a range of literature using the Critical Synopsis Questions in
Part One
, you will probably identify a small number of texts as being particularly central for your topic. These are the texts with the greatest potential to inform your thinking and your subsequent writing. So it will be a good investment of time to scrutinize these texts in greater depth. Doing so successfully and efficiently requires a refined grasp of how academic enquiry works and a more extensive array of questions to guide your critical engagement.
To help you sharpen your in-depth critical analysis skills, we show you how to develop a
mental map
that can guide your thinking as you explore the social world. The map will enable you to find patterns in the ways that authors discuss their topics and in how they develop their argument in trying to convince their target audience. For many of our illustrations, we draw on the abridged version of the journal article by Wallace (2001) in
Appendix 2
.
The present chapter introduces the mental map, which consists of a key and four components, by exploring the key in detail.
Chapter 7
discusses the first component: the detailed warranting of arguments. We pay special attention to checking how well the claims made in the conclusion of an argument are matched by the warranting employed to try and make them convincing.
Chapter 8
sets out the three other components in turn: the main kinds of knowledge that authors may claim to have, the types of literature they produce and their ‘intellectual projects’ or reasons for studying the social world. We show how, in principle, they can be used to inform an analysis. Then, in
Chapter 9
, the mental map is put to work on a real example. We use it in demonstrating a structured approach to the Critical Analysis of Wallace’s article, inviting you to try it out for yourself. In
Chapter 10
, we provide our own completed Critical Analysis of this article as an illustration. It includes an accompanying commentary explaining our reasons for each step we have taken. Finally, in
Chapter 11
, we begin by exploring how a Critical Analysis of this kind can be used as the platform for writing a Critical Review of a particular text. By way of illustration, we offer our own Critical Review of Wallace’s article, drawing on the earlier Critical Analysis. Thus, we mirror, with an in-depth analysis, the procedures we illustrated in
Part One
using the five Critical Synopsis Questions to create a less-detailed Critical Summary. As in
Part One
, the approach that we first describe and illustrate for one text can be expanded to cover multiple texts. We end the chapter with structured advice on how to ...
Essay 2 Comparative Literary AnalysisENGL 2327 Survey of AmeTanaMaeskm
Essay 2: Comparative Literary Analysis
ENGL 2327: Survey of American Literature I
Overview
For this assignment you will write a comparative analysis of three or more works by different authors (from the list below) and develop a narrowly-defined argumentative thesis that reflects an analysis of the literary devices employed in each piece. You will want to build paragraphs around specific points you would like to explore that require a critical synthesis of the works and support a larger thesis related to the prompt. As you develop your analysis, make sure to support your critical assertions with specific evidence from the texts. Avoid unnecessary plot summary; plot summary is not a substitute for critical analysis.
The most important thing about this paper, in addition to having a critical analytical synthesis and an arguable thesis statement for the prompt and literary works you have selected, is to make sure that you ground your analysis in a CLOSE reading of the literary works, including concrete details and explanation to engage the audience. No matter which elements you choose to explore (and you have free reign to develop any critical analysis you like that is appropriate to the literary works; there are no “right” or “wrong” interpretations in this course, only stronger and more weakly developed ones), just be sure to connect your main observations and ideas to each other and support them with textual evidence. Move beyond summary and interpretation and into analysis to critically examine your selected literary texts.
Important Note: One of the pitfalls of the comparative analysis is that students will sometimes write a paper in which the essay simply compares “similar” and “dissimilar” aspects of a work. An example of this might be a paper that compares and contrasts “A Young Housewife” and “Marriage” as examples of a feminine perspective of a relationship (pointing out how they are similar, and how they are also different in certain ways), or that describes all the ways in which mythological allusions are "important" in both “Venus Transiens” and “Leda” in similar and different ways. This is what we call a straight "compare and contrast"-type essay, but it does not necessarily have anything interesting to say beyond listing certain obvious features of both works. The important thing to remember is to have a debatable (and hopefully creative and interesting) point you want to argue (and this requires judgment and analysis on your part--you have to have some sort of critical edge in which you are adopting a particular opinion that requires persuading your reader to understand your point of view, even if they don't ultimately agree with it). Your thesis should be a point you want to make that could be contested; it should also pass the "why does it matter?" test. In other words, what is ultimately interesting about the point you want to make, and how does it go beyond just a literal reading of the surface details of the poetry itself ...
English 102 Rhetorical Analysis Writing Project 2 R.docxSALU18
English 102 Rhetorical Analysis Writing Project 2
Relevant course readings:
Laura Bolin Carroll: “Backpacks vs. Briefcases: Steps toward Rhetorical Analysis” Kerry Dirk:
“Navigating Genres”
Keith GrantDavie: “Rhetorical Situations and Their Constituents”
Due dates:
Response draft (at least 1300 words for full credit) due: (one copy uploaded to Moodle; two hard
copies brought to class for exchange):
Feedback letters/response groups meet: (letters uploaded and brought to class):
Polished draft (at least 1600 words for full credit): (in hard copy, delivered in class):
For the second major writing project of the semester, you’ll produce a comparative rhetorical
analysis by choosing between two different options—scientific or political discourse—and
finding and comparing two instances of rhetorical discourse. Whatever option you select, you’ll
need to address the same questions as you develop your understanding of rhetorical discourse
and the way different discourses address differences in rhetorical situation:
1. The question of exigence: What is the discourse about? What need or purpose does the
discourse address? What fundamental values are at stake? What is the discourse trying to
accomplish—and how successful is it?
2. The question of the rhetor: Who is—or are—the rhetor or rhetors? Who is responsible for the
discourse? Who created it? Does the rhetor successfully establish ethos? Why or why not? How
does the discourse itself invoke a particular rhetor? Who sponsored the discourse, and how?
3. The question of audience: For whom is the discourse intended? To whom would this
discourse appeal? Who is the actual audience, and who is the audience invoked or imagined by
the discourse itself? Does the discourse invite the audience to adopt a new role, a new identity?
4. The question of constraints: What constraints did the rhetor have to take into account—what
factors outside of the discourse and beyond the rhetor’s control might influence the audience’s
response to the discourse? Are they negative or positive constraints? How did the rhetor
accommodate those constraints? Was the rhetor successful?
5. The question of genre: What is the genre of the text, and what purpose does this genre
typically serve? How do audience expectations of the genre contribute to our understanding of
the exigence, the intended audience, and the rhetor? What constraints does the genre
introduce?
These constituents of rhetorical situations aren’t an outline for your project; you won’t march
through each of them in succession in the body of your project. Rather, they’re your initial
research questions that will help you to analyze thoroughly the rhetorical dimensions of the texts
you select.
The form and structure of your project will depend, finally, on a refined research question that
will develop out of your research and your understanding of how your chosen texts work.
Project Options:
...
Today we are going to talk about a type of writing that is currently considered a literary genre like poetry, drama or fiction.
Like any genre, there is a structure or format that must be followed when writing an essay. In turn, this scheme must have certain parts to be considered as such.
For More: https://myassignmenthelp.com
How to Write A Research Paper? - Useful Tips For Successful Academic WritingResearchLeap
Academic writing is a style of writing that makes your work easier to read and understand. No matter how well versed you are with grammar, punctuation and other areas that come into play for writing papers, making a mistake with the content hurts your overall academic writing.
The purpose of academic writing is to make your work clear and understandable to whoever is reading and/or evaluating it. Another important part of academic writing is ensuring that your work is fully and correctly referenced. The tips in Research Leap Manual on Academic Writing contain practical methods of creating an academic paper which your readers will easily follow. With this guide, you will learn how to:
Choose a topic
Think (brainstorm)
Build an organized text
Write good introduction, thesis, body and conclusion parts
Format your writing
Reference your work
Get expert academic writing tips straight to your inbox, and become a better academic writer. Download our PDF manual right now from the attachment.
Your comment and feedback are highly appreciated. To receive other tips and manuals, and to expand your research network and access research opportunities, join us on Linked In or FB.
How to Write A Research Paper? - Useful Tips For Successful Academic WritingAlina Stepanova
Academic writing is a style of writing that makes your work easier to read and understand. No matter how well versed you are with grammar, punctuation and other areas that come into play for writing papers, making a mistake with the content hurts your overall academic writing.
The purpose of academic writing is to make your work clear and understandable to whoever is reading and/or evaluating it. Another important part of academic writing is ensuring that your work is fully and correctly referenced. The tips in Research Leap Manual on Academic Writing contain practical methods of creating an academic paper which your readers will easily follow. With this guide, you will learn how to:
Choose a topic
Think (brainstorm)
Build an organized text
Write good introduction, thesis, body and conclusion parts
Format your writing
Reference your work
Get expert academic writing tips straight to your inbox, and become a better academic writer. Download our PDF manual right now from the attachment.
Your comment and feedback are highly appreciated. To receive other tips and manuals, and to expand your research network and access research opportunities, join us on Linked In or FB.
The Review For this assignment, you will be required to w.docxssusera34210
The Review
For this assignment, you will be required to write a scholarly review of Cormac
McCarthy’s The Road. In this review, you will be required to interpret The Road within a
larger conversation (based on the themes you have been developing throughout the past
few weeks). Your review will need to include supplemental information from two of our
previous texts.
750 Word Minimum. Posted to your Class Blog. Legible font, images, sound, etc. strongly
recommended.
Why Write and How to Write a Review:
The purpose of a scholarly review is to summarize, analyze, evaluate, and place within a
field of scholarship whatever is being reviewed. Often, the audience of the scholarly
review has some familiarity with the text (book, movie, TV show, etc) that is being
reviewed. Even if this is not the case, the audience will have some background and/or
interest in the discipline and the subject. Consequently, the scholarly review is less a
summary and more a critical evaluation or commentary.
The type of review that you will engage in is often referred to as a critique, a critical
analysis, or a critical review. Whatever it’s called, the scholarly review tells an educated
audience of the significance of a text or film within the context of a discipline, field of
study, or particular subject or course.
Looking at reviews published in various magazines, newspapers, and scholarly journals
will give you a good idea of the differing audiences and forms of review. You can find
current book/movie reviews using the same library tools that you use to find any other
type of academic source. Using the advanced search option, choose “book review” as
your preferred document type to limit your search to only reviews.
What a Review is Not
• A review is not a research paper. Some students, instead of writing about a book or
a film when they are asked to write a review, write a research paper on the subject
of the book or film.
• A review is not a summary. While it is important to summarize the contents and
significance of whatever you review, you are not merely informing your audience
of the basic plot or events. Instead, you are writing towards a different audience
that will be interested in a critical evaluation, analysis, and/or commentary on the
material.
• A review is not an “off-the-cuff,” personal response. Writing a review will involve
communicating a personal view on the material, but flippant statements that don’t
express your understanding of what you have read do not further the conversation.
Comments like: “I thought the book was interesting” or “The book was boring”
are not sufficient. Instead, you should strive to explain why the book was
interesting (not only for yourself, but potentially for others). Did the text reveal
some new data/thoughts? In order to be effective, a reviewer must be fair and
accurate. You will need to work hard to express the underlying reasons for your
first reactions. ...
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
1. AGENDA
MAIN OBJECTIVE: ANALYZING THE
STRUCTURE OF OUR CH. 21 ARGUMENT AND
PLANNING THE STRUCTURE OF OUR
RHETORICAL ANALYSIS
WRITING PROMPT
DISCUSSION
OUTLINING YOUR RHETORICAL ANALYSIS
PRESENTATION – INTRODUCTION
CLOSING
HW: FINISH OUTLINE, COMPOSE INTRO
2. DEADLINES
TUESDAY, NOV. 12
1) RHETORICAL ANALYSIS
2) BASIC OUTLINE – RESEARCH PAPER
TOPIC
TENTATIVE, WORKING CLAIM
SECTION A SUBTOPIC
SECTION B SUBTOPIC
SECTION C SUBTOPIC
3. WRITING PROMPT
READ THE ANN ROIPHE RHETORICAL
ANALYSIS. WHAT CAN YOU LEARN ABOUT
ANALYZING AN ARGUMENT’S STRUCTURE BY
READING THIS PIECE?
5. INTRODUCTION
A. __Contextualize the essay: discuss its context, give a
little background on the issue, paint a quick picture of the
cultural climate into which the argument was introduced.
B. __Introduce the author and essay: mention the essay’s
title and discuss briefly the author’s background,
occupation, other writings, etc.
C. __Describe/summarize briefly the essay’s subject/gist
D. __Identify briefly the author’s main claims/goals
E. __Identify briefly the author’s intended audience
F. __State thesis: How persuasive or unpersuasive you find
this argument, listing briefly some of its greatest
strengths and weaknesses
6. AN INTRO CAN LOOK
LIKE THIS:
“Anne Roiphe’s “Confessions of a Female Chauvinist Sow”
first appeared in the magazine New York in 1972. In this
essay Roiphe aims to convince her readers that women must
put faith in the idea that they are equal to men, not superior:
“Women who want equality must be prepared to give it and
believe in it…” (Roiphe). Personal anecdotes, contrast, and
comparison are techniques Roiphe skillfully uses to create a
strong, convincing essay.
7. AUDIENCE
(This can be part of a single introduction paragraph, or it can
be broken into a separate paragraph that is still part of the
introduction section. We haven’t talked a lot about audience
yet, so listen up (-:
__Identify author’s intended audience – the likely readers of
the publication.
__Describe how else we know – from the essay’s subject
matter, argument, etc. – that this is the likely intended
audience.
__Discuss why the author likely chose this audience and how
you know this.
8. WHAT THIS CAN LOOK
LIKE:
(Second paragraph)
“Judging by the author’s persuasive pleas, this article is
written mainly to people who do not already share the
author’s views entirely or in part. The Journal, Social
Research, Is primarily written to scholars and learned
individuals, but I think the general population just does not
have enough information on wild species and/or the direness
of their situations to feel greatly motivated to act. Here, he
could have supplied more information for the less
knowledgeable majority, though it is not really necessary
because of the journal’s target audience.”
9. DISCUSS THE
STRUCTURE OF THE
ESSAY
Provide a roadmap of the of the essay’s organization and/or
logic for your readers.
__Do so by describing how the essay opens, how it unfolds,
and how it concludes.
__Also, you can describe any major shifts in the argument’s
reasoning.
__Evaluate the argument’s structure. In other words, you can
comment on how the structure of the essay itself might
persuade (or fail to persuade) the audience.
(Some of you are already doing this, especially if your claim
says that the author is successful with one part of the essay
but not another part)
10. WHAT THIS CAN LOOK
LIKE:
“Roiphe begins her essay with a personal anecdote describing
the “horrifying” realization that she married a man exactly like
her father. This technique immediately establishes the essay as
informal and personal. It is a great way to capture the reader’s
interest…”
“Shortly after capturing the reader’s interest with the
introductory anecdote, Roiphe begins using contrast…”
“About midway through the essay, Roiphe makes a transition
from contrast to comparison…”
“More important than the functions of the techniques she uses
independently is how Roiphe uses them together…It is obvious
that Roiphe purposely used the techniques in a planned way.
This allowed her to create a specifically designed essay that
helped convince her readers…”
11. DISCUSS THE
STRUCTURE OF THE
ESSAY
__Provide a roadmap of the of the essay’s organization
and/or logic for your readers.
__Do so by describing how the essay opens, how it unfolds,
and how it concludes.
__Also, you can describe any major shifts in the argument’s
reasoning.
__Evaluate the argument’s structure. In other words, you can
comment on how the structure of the essay itself might
persuade (or fail to persuade) the audience.
(Some of you are already doing this, especially if your claim
says that the author is successful with one part of the essay
but not another part)
12. WHAT THIS CAN LOOK
LIKE…
“Roiphe begins her essay with a personal anecdote
describing the “horrifying” realization that she married a man
exactly like her father. This technique immediately
establishes the essay as informal and personal. It is a great
way to capture the reader’s interest…”
“Shortly after capturing the reader’s interest with the
introductory anecdote, Roiphe begins using contrast…”
“About midway through the essay, Roiphe makes a transition
from contrast to comparison…”
“More important than the functions of the techniques she
uses independently is how Roiphe uses them together…It is
obvious that Roiphe purposely used the techniques in a
planned way. This allowed her to create a specifically
designed essay that helped convince her readers…”
13. DISCUSS THE
STRUCTURE OF THE
ESSAY
__Provide a roadmap of the of the essay’s organization
and/or logic for your readers.
__Do so by describing how the essay opens, how it unfolds,
and how it concludes.
__Also, you can describe any major shifts in the argument’s
reasoning.
__Evaluate the argument’s structure. In other words, you can
comment on how the structure of the essay itself might
persuade (or fail to persuade) the audience.
(Some of you are already doing this, especially if your claim
says that the author is successful with one part of the essay
but not another part)
14. WHAT THIS CAN LOOK
LIKE…
“Roiphe begins her essay with a personal anecdote
describing the “horrifying” realization that she married a man
exactly like her father. This technique immediately
establishes the essay as informal and personal. It is a great
way to capture the reader’s interest…”
“Shortly after capturing the reader’s interest with the
introductory anecdote, Roiphe begins using contrast…”
“About midway through the essay, Roiphe makes a transition
from contrast to comparison…”
“More important than the functions of the techniques she
uses independently is how Roiphe uses them together…It is
obvious that Roiphe purposely used the techniques in a
planned way. This allowed her to create a specifically
designed essay that helped convince her readers…”
15. DISCUSS THE
STRUCTURE OF THE
ESSAY
__Provide a roadmap of the of the essay’s organization
and/or logic for your readers.
__Do so by describing how the essay opens, how it unfolds,
and how it concludes.
__Also, you can describe any major shifts in the argument’s
reasoning.
__Evaluate the argument’s structure. In other words, you can
comment on how the structure of the essay itself might
persuade (or fail to persuade) the audience.
(Some of you are already doing this, especially if your claim
says that the author is successful with one part of the essay
but not another part)
16. WHAT THIS CAN LOOK
LIKE…
“Roiphe begins her essay with a personal anecdote
describing the “horrifying” realization that she married a man
exactly like her father. This technique immediately
establishes the essay as informal and personal. It is a great
way to capture the reader’s interest…”
“Shortly after capturing the reader’s interest with the
introductory anecdote, Roiphe begins using contrast…”
“About midway through the essay, Roiphe makes a transition
from contrast to comparison…”
“More important than the functions of the techniques she
uses independently is how Roiphe uses them together…It is
obvious that Roiphe purposely used the techniques in a
planned way. This allowed her to create a specifically
designed essay that helped convince her readers…”
17. STRENGTHS AND
WEAKNESSES
After discussing the chronological
structure of your essay, you will
discuss first the strengths of the
essay you are analyzing, and then its
weaknesses.
18. STRENGTHS
From Milena Ateya:
“The author earns the reader’s
respect because of his knowledge and
through his logical presentation of the
issue.”
“The author also emphasizes the
danger of the slippery slope of
censorship…”
19. WEAKNESSES
From Milena Ateya:
“Overall, however, Bok’s work lacks
the kinds of evidence that statistics,
interviews with students, and other
representative examples of
controversial conduct could provide.”
“Throughout, Bok’s personal feelings
are implied but not stated directly.”
