Sources for rhetorical analysis
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This document provides guidance on choosing sources for a rhetorical analysis paper. It recommends including at least one primary source, such as an artifact or news article that is being analyzed, as well as at least one secondary source to provide additional context. Primary sources are the main focus of the analysis, while secondary sources help strengthen the analysis by providing outside perspectives on the topic. The document describes in detail how to analyze different types of primary sources, including artifacts, news articles, and provides tips on incorporating relevant secondary sources into the analysis.
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Step 1:
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Step 4:
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from the library or online journals from the library’s online databases. For journal articles, go to UD’s Library database section. For the databases section, articles on U.S. History can be found through Jstor and Project Muse.
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Step 5:
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1
Step 6:
Write your paper! Keep in mind the following:
1) Papers must be typewritten, double-spaced in 12 pt font, and 1-inch margins. Papers should be at least
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thesis
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Similar to Sources for rhetorical analysis
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Step 1:
Pick a topic. What topic are you most interested in pertaining to this course? What is a topic you would be interested in writing a paper on? Your topic should not be too broad. For example, the Harlem Renaissance, is too broad. Focusing on a specific cause of the downfall of Reconstruction is a possible topic.
Step 2:
Research the internet and the library for primary sources, or first hand accounts of documents that relate to your topic. Analyze at least
at least ONE
primary source for your paper, you may use more than 1, but you must use at least 1.
Step 3:
Analyze.
When analyzing your document, thoroughly scrutinize the document, what it says, and the argument. Look through “
Guidelines for Analyzing a Primary Source
” (below) to help you come up with a complete analysis of your primary source(s).
Step 4:
Choose at least 4 books and/or articles
from the library or online journals from the library’s online databases. For journal articles, go to UD’s Library database section. For the databases section, articles on U.S. History can be found through Jstor and Project Muse.
*Do not use any encyclopedia sources or the class readings as a
secondary
source. If you use a website, it must be approved by the Instructor. You may use them as a reference, but these do not count towards your secondary sources.
Step 5:
Make sure you have a
thesis
statement
. This is the most important sentence in your paper. The thesis should be located in the first paragraph of your paper. The statement should be
concise
and not too broad. A thesis is the argument or point of view for your paper. It is something that you and someone else can
debate
. Your thesis statement should start out by stating something such as “This paper argues that...” The thesis statement is the statement that guides you throughout the paper. All of your main ideas should connect to your thesis statement.
1
Step 6:
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1) Papers must be typewritten, double-spaced in 12 pt font, and 1-inch margins. Papers should be at least
5 full pages plus a Works Cited page (6 total)
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ENG 112 ResearchProject Annotated Bibliography=10 ([emai.docx
ENG 112 Research
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Annotated Bibliography=10% ([email protected]%ea.)
Research Paper=15%
Research Project Presentation=10%
This assignment is intended to familiarize you with engaging academic research.
Through researching a particular topic that is recent and examining it from multiple
perspectives you will create a fresh perspective and original findings that you can share
with your peers and our college community.
• Consider context. Make sure that you are clear about your purpose and
assess who your audience is and might be in the future.
• Make sure that your topic is something that you’ll be interested in and
curious about. If you know a great deal about the topic you will be less
likely to explore all of the perspectives that are being explored. You are
also less likely to be biased when approaching the topic if it is unfamiliar
to you.
You will have FOUR options for your paper. Options:
1. Choose a topic relevant to the themes in the stories that we have discussed
in class. The topic must be current. However, try not to choose a topic that
will have very few sources for you to research. SOME possible options
include, but are not limited to:
a. Power
b. Faith
c. Guilt
d. Remorse
e. Gender Roles
f. Surveillance
g. Identity
h. Race
i. Tradition
j. Authority
i. Examples for the above include:
1. An examination of how power
has been viewed throughout
history
2. A discussion about tradition
and how local traditions can
help to define a community
or culture
3. A discussion about authority
and how it can and/or
should/should not apply
https://learn.vccs.edu/bbcswebdav/pid-83699290-dt-content-ri…NG%20112%20Research%20project-Spring%202015%281%29.doc 4/8/16, 8:16 PM
Page 1 of 4
when thinking about
universalism versus cultural
relativism
2. Write an in-depth examination of one of the central issues in one of the
stories that we have read. Some possible options include:
a. What are some possible interpretations of the ending of "The
Yellow Wallpaper"?
b. What is the primary focus of "The Lottery"? (tradition,
gender roles, authority, etc.)
c. What is the primary reason for Othello's jealousy?
d. What makes Iago such a successful manipulator?
3. Write about overlapping issues in two or more of the texts that we read this
semester. Possible ideas include, but are not limited to:
a. Write a paper in which you take a Feminist Theory approach
to two or more texts we have read, such as "The Yellow
Wallpaper," Othello, and/or "The Lottery."
b. Write a paper that analyzes the narrator's role in a text. In
such a paper, you might discuss the narrators in "Cask of
Amontillado," "What You Pawn I Will Redeem," and/or
"The Yellow Wallpaper."
4. Choose one of the stories that we have read in class and research how
different literary critics have discussed the story under the veil of their
approach. For example, research how feminist theorists, psycho-analytic
theorists, queer theorists, etc., approach Othell ...
Annotated BibliographyDue Nov 2829GenreMediumAnnotated .docx
Annotated Bibliography
Due: Nov 28/29
Genre/Medium: Annotated Bibliography
Purpose: The writer of an annotated bibliography uses the bibliography to compile a list of sources to build research. The form includes a brief summary of the source and your own critical assessment of its relevance, objectivity, appropriateness, and usefulness. It is a tool that helps you keep an organized and thoughtful record of the research process and relevant information about the topic.
To this end, you will put together an annotated bibliography in preparation for Assignment 3. In addition to the primary text (Whistling Vivaldi) the bibliography will include three types of textual information: 1) a mainstream news/ magazine article, 2) a scholarly/academic “peer reviewed” article, and 3) a web-based multimedia or blog-style article.
Format: Your annotated bibliographies must paragraphs must contain a topic sentence, clear evidence from the reading, and coherent sentences on a topic. It will use transitions affectively to cohere the overall piece together. It must answer: 1) What is the information in the article you are summarizing? and 2) What is your critical assessment of the article?
Instructions:
1. Cite in MLA-citation format the name of the article.
2. Draft one or two paragraphs for each of the sources you list in your annotated bibliography.
3. Review the information in the bibliographies with your classmates to improve the grammar of the text and consider points that might help you build your argument in Assignment 3.
Grading Rubric:
25-20
20-15
15-10
10-5
5-0
Content & evidence
Excellent annotated bibliographies. It lays out the aspects of the topic well and evaluates the sources effectively.
Good annotated bibliographies. It lays out the aspects of the topic well and evaluates the sources.
It is an adequate annotated bibliographies. It lays out the aspects of the topic well, but does not evaluates the sources.
Does not fulfill the requirements of an annotated bibliographies.
Paragraphs are too poorly written to be useful.
Information Literacy
Citation is correct. It also provides specific evaluations about the appropriateness of the medium and the information for academic research.
Citation is correct. It provides specific evaluations about the appropriateness of the medium.
Citation is correct. Citation is accurate. It needs to speak to the appropriateness of the medium and the information for academic research.
Citation is not correct. Does not include any information about the medium and appropriateness for academic research.
Citation and assessment are not adequate.
Summary Questions – Aristotle, Confucius
Put things in your own words unless the question asks for a direct quote.
Answer each question in 8-12 sentences.
1. How does Aristotle describe the relation between virtue and pleasure? Give and
explain one direct quote from the reading as part of your response.
2. Think of a famous person (politician, celebrity.
Elit 10 essay 1
This document provides instructions for writing an essay analyzing LGBT fiction written before 1960. Students are asked to choose one of the primary texts provided and analyze an aspect of it in a 2-3 page paper. The essay should have a clear thesis and use evidence from the chosen text and optional secondary sources to support an original interpretation. The document provides guidance on formulating a thesis, writing an introduction, composing the body paragraphs with close reading analysis, and concluding the essay. Students are expected to closely read the text, ask analytical questions, and avoid simply restating information without intrinsic support from the source material.
Elit 10 essay 1
This document outlines an assignment to analyze LGBT fiction written before 1960. Students are asked to write a 3-4 page essay analyzing one of the primary texts provided in terms of its politics, poetics, contributions to queer history, or how queer experiences are coded. The essay should have a clear thesis and be supported with evidence from the text. It provides guidance on formulating a thesis, writing an introduction, composing the body with analysis, and concluding the essay. Students are also instructed on proper formatting, citation style, and expected learning outcomes.
Analytical Writing
This document provides guidance on developing an analytic essay. It explains that an analytic essay requires making an argument through a clear thesis statement. The thesis should be a debatable claim about a non-obvious interpretation of the literature being analyzed, supported by evidence from the text. Good evidence includes analyzing patterns, ideas, rhetoric, assumptions in the text by closely examining language, structure, and quotations. The document offers tips for structuring the essay with a strong introduction, topic sentences, transitions between paragraphs, and an conclusion.
Responding to a text
This document provides guidance on analyzing texts. It discusses reading texts carefully and considering the context, purpose, and arguments made. The key aspects of textual analysis are summarizing the text, interpreting it based on evidence and reasoning, and relating it to larger issues. Analyses can be organized thematically or by examining each part separately. Close reading, annotating, outlining ideas, and revising are important for developing a clear and well-supported analysis.
The Review For this assignment, you will be required to w.docx
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. ...
Honors student assignment
This document outlines the honors assignment requirements for an English literature course. Students must complete an advanced library workshop, an annotated bibliography of at least eight sources on one assigned text, and a longer final paper that incorporates outside research sources. The annotated bibliography assignment provides guidelines on formatting bibliographic entries in MLA style and writing annotations that summarize, assess, and reflect on each source. Additionally, several FAQs address common questions about the requirements and expectations for the bibliography and final paper.
scientific_lit_review_workshop_ug.pdf
This document provides guidance on writing a scientific literature review. It begins by defining a scientific literature review as a critical account of published research on a topic. It then discusses the purpose of literature reviews in communicating and advancing scientific knowledge. The key elements of a coherent literature review are described as having a clear scope, providing a range of research while critically analyzing and identifying areas needing further research. The document provides tips for writing scientifically with precision, clarity and objectivity. It outlines a four stage process for reviewing literature including problem formulation, searching, critical analysis and evaluation. Guidance is given on structuring reviews with introduction, main body and conclusion sections.
Annotated Bibliographies 1, Fall 2015
An annotated bibliography is a list of citations to sources on a particular topic that includes a brief summary and evaluation of each source. The document discusses the key components of annotations, including a descriptive summary and a critical evaluative paragraph. It emphasizes that the primary audience for an annotated bibliography is the creator, as it allows them to organize their thoughts on sources and see patterns in the literature. Examples of annotations are provided to illustrate the expected structure and content.
Methodology ProjectThis project will be completed in steps wi.docx
This document outlines the steps and requirements for a methodology project. It will involve writing an annotated bibliography, developing hypotheses, operationalizing variables, creating survey questions, and designing an interview guide. The project will be completed in stages with specific guidelines for each deliverable. The annotated bibliography must summarize five scholarly sources based on their hypotheses and major findings. Later steps will involve stating hypotheses, defining variables, designing survey questions related to the hypotheses, and proposing an interview guide and research questions for a qualitative approach.
Advice on academic writing
This document provides advice on various aspects of academic writing. It discusses general topics like formulating a thesis, organizing an essay, and developing a provisional hypothesis. It also covers planning and organizing, including choosing a genre, breaking an essay into subparts, and being aware that genres are not fixed. Additional sections provide guidance on critical reading, researching, using sources, specific types of writing like book reviews and comparative essays, and style/editing considerations. The overall document offers a comprehensive overview of the academic writing process from developing a thesis to finalizing style and structure.
How to write exposition
This document provides an overview of exposition writing. It defines exposition as longer works like memoirs and histories, as well as shorter works like essays and letters. The purpose of exposition is to state an assertion and support it with evidence. It discusses specific uses of exposition like informing, explaining, and persuading. The document then offers guidance on choosing a point of view, developing a thesis statement, organizing evidence, citing sources, and revising writing.
Responding to a text
This document provides guidance on analyzing texts. It discusses the importance of carefully analyzing what is read in order to understand different interpretations of the same story. The document outlines key aspects of textual analysis, including summarizing the text, considering the context, forming an interpretation, and providing evidence to support conclusions. It also provides tips for generating ideas, organizing analyses, writing drafts, and reading strategically.
L2-Evaluating-Written-Texts-by-Analyzing-Claims.pptx
This document provides guidance on critically analyzing written texts by evaluating claims. It discusses identifying explicit and implicit claims, distinguishing between claims of fact, policy, and value. Techniques for critically reading a text are outlined, including keeping a reading journal, annotating, summarizing, and questioning the text. The document also covers determining a text's evidence and context, formulating counterclaims, and paraphrasing information from the text.
bblio
An annotated bibliography includes:
1) A list of citations for resources on a topic
2) Annotations that provide an evaluative description for each citation to inform readers of the relevance, accuracy, and quality of the sources
Annotations should summarize topics and main arguments, assess the source, and reflect on the point of view, accuracy, currency and how helpful the source is. When assessing journal articles, one should consider factors like the author's credentials, when the article was published, the intended audience, and research methods used. Databases and the library website can help find additional sources to support ideas or use as evidence. Sources need to be properly referenced following styles like Harvard referencing. Students should seek help from information skills
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Annotated BibliographyDue Nov 2829GenreMediumAnnotated .docx
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This document provides guidance on writing cover letters, letters of interest, and personal statements. It compares the purpose and typical length of each document type. The document then discusses the key content sections of a cover letter, including the introduction, body, and closing. It provides examples of each section and tips for outlining the letter body. Finally, it reviews standard formatting conventions for business letters, such as including a letterhead, date, salutation, and signature.
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2. Make a clear claim that the paragraph will argue or prove. Each paragraph should advance the overall thesis.
3. Contextualize any evidence from sources by explaining how it relates to the claim.
4. Quote, paraphrase or summarize evidence, being careful to distinguish it from your own words.
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Ch 6 ppt
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Sources for rhetorical analysis
- 1. WRIT 1301: Choosing Sources for the Rhetorical Analysis Prof. Brian Malone University of Houston Clear Lake
- 2. What kinds of sources should I use in my paper? Primary and Secondary Sources
- 3. How many sources do I need? You should have at least two types of sources including one primary source and at least one secondary source.
- 4. Primary Source • This is what you’re analyzing! Your primary source for this assignment can be an artifact or a news article. This is the source you will build your entire paper around. You will consider the rhetorical context and how the rhetorical appeals affect the viewer/reader.
- 5. Primary Source: Artifact Option • By artifact, I mean you are allowed to analyze “a thing.” Pick a monument, piece of art, song, poem, building (ie. architecture), a letter, etc. • If you choose this option, you might find the textbook page CL-63 on “Analyzing Visual Rhetoric” especially helpful, depending on your artifact.
- 6. Analyzing an Artifact • Be sure to describe the artifact. What does it look like? Sound like? What distinct features does it have? • You might describe line breaks in a poem, rhythm in a song, materials in a building, etc. • Then analyze by asking how those features work rhetorically to affect the audience. Here, you will think about rhetorical context – author, audience, topic, purpose – and rhetorical appeals – to logic, to emotion, to credibility (logos, pathos, ethos, etc.).
- 7. Primary Source: News Article Option • Articles can be primary sources or secondary sources depending on how you use them. If your goal is to analyze how an author develops an argument or contextualizes an event for their audience, then you are using that article as a primary source. However, if you are making you are citing the article alongside others to offer a different perspective or to contribute to a much larger conversation about a topic, you are using the article as a secondary source.
- 8. Analyzing a News Article • Summary is an important part of the analysis. You can summarize central components of the news article as you progress through your analysis, or you can write a paragraph of summary before you begin your analysis.
- 9. Analyzing a News Article (Cont.) • Summary is an important part of the analysis. You can summarize central components of the news article as you progress through your analysis, or you can write a paragraph of summary before you begin your analysis. • The summary should fairly represent the rhetorical context – author, genre, topic, purpose – without judging it.
- 10. Analyzing a News Article (Cont.) • Summary is an important part of the analysis. You can summarize central components of the news article as you progress through your analysis, or you can write a paragraph of summary before you begin your analysis. • The summary should fairly represent the rhetorical context – author, genre, topic, purpose – without judging it. • To analyze, you should then look at how the article moves. What kinds of examples, language, stories, etc. does the author use? How is the article structured (ie. long/short paragraphs, lots of exclamation points, are images incorporated along with text, etc.)? Why is the text structured this way? Here, you are linking rhetorical appeals to rhetorical context. As in, “[Author] does/says X because it will [appeal to audience’s emotions by… / establish their credibility by…]” etc.
- 11. Secondary Sources • When you write about your primary source, it is helpful to bring in outside perspectives to better contextualize or prove your own argument. These secondary sources can be scholarly articles, news articles, descriptions, social media comments, videos, etc.
- 12. Secondary Sources • When you write about your primary source, it is helpful to bring in outside perspectives to better contextualize or prove your own argument. These secondary sources can be scholarly articles, news articles, descriptions, social media comments, videos, etc. • Please use at least one secondary source in your rhetorical analysis, although truthfully you should plan on using more than one!
- 13. Secondary Sources • When you write about your primary source, it is helpful to bring in outside perspectives to better contextualize or prove your own argument. These secondary sources can be scholarly articles, news articles, descriptions, social media comments, videos, etc. • Please use at least one secondary source in your rhetorical analysis, although truthfully you should plan on using more than one! • Strong integration of secondary sources demonstrates your ability to understand the breadth of conversation about your topic.
- 14. Secondary Sources (Cont.) • Imagine you are analyzing a poem and you learn that the poet was a Modernist. Maybe a secondary source that defines Modernism will help! • Imagine you are analyzing a controversial image posted to social media. Maybe citing some of the comments to show different peoples’ reactions will help! • Imagine you are analyzing a song off an artists’ most recent album. Maybe citing some articles written by music critics will help! • The possibilities for secondary sources and how they can strengthen your analysis are wide- ranging. Email me or visit my office hours to brainstorm how these secondary sources can help you!