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This document provides instructions for writing a 3-4 page rhetorical analysis of a text by an underrepresented author. The analysis should introduce the context of the text, provide a brief summary, and state a thesis about the author's rhetorical strategies. It should then analyze the specific strategies used to construct the argument and elicit an emotional or logical response from the audience. Examples from the text should be used to support the main points about how rhetorical devices are used to engage the audience and further the overall message.
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Rhetorical AnalysisYour third major paper for this class will be.docx
Rhetorical Analysis
Your third major paper for this class will be a rhetorical analysis of two texts of your choice. In order for you to write effectively, you must be able analyze how these texts work to achieve their purposes. This assignment gives you the opportunity to analyze the argument and rhetorical context of these texts, compare how they work in relation to their rhetorical settings, and discuss their effectiveness in their own contexts.
In order to conduct the comparative rhetorical analysis, you need to choose two texts that are related to each other in some way. You could, for example, choose two advertisements for the same product that are located in different magazines (or different cultures), or, you could choose two speeches on the same topic that are delivered to different audiences (these are just examples – there are many possibilities). In your paper you will be analyzing the texts in terms of their overall purpose, argument, and structure (including ethos, pathos, and logos), paying close attention to how the text relates to the context of the text (audience, purpose, context, author).
In your analysis you should:
1. Write a brief summary of both of the texts you are analyzing. The summaries should contain a description of the features of both texts as well as a description of the main goal/purpose/argument of both texts.
2. Identify and explain the rhetorical situation of the text by focusing on the type of text, the target audience, the author, and the purpose. Remember that texts may have more than one audience and purpose. Use examples and evidence from the text to show how author of the text is relating or not relating to the rhetorical situation.
3. Identify and analyze how the author uses rhetorical strategies (ethos, pathos, logos) to connect with and support his claim for his target audience. Also, pay attention to how the author uses language, format, word choice, and organization to present information, inform/mislead/flatter/etc. (as we have read about in the texts for the class). Use evidence and examples from the text to show how the author uses rhetorical strategies.
4. Discuss what parts of the text are effective in reaching the audience and what parts of the text are not effective in light of the texts audience/context.
5. Submit both the analysis and the texts you are analyzing to me with your first and final drafts.
You will be graded on:
· your ability to accurately describe the text and the rhetorical situation of the text.
· your ability to analyze the rhetorical strategies, including ethos, pathos, and logos and other language and rhetorical strategies used to persuade the reader.
· your use of examples and evidence from the text to support your claims.
· your ability to construct a coherent analysis.
· your ability to construct effective paragraphs and sentences/grammar and mechanics.
Your paper should be 4-6 pages long (excluding the title page and works cited page), 12pt font, double- ...
Getting close to the text to read closely handout
This handout was used for my Southern Regional Education Board Summer Session presentation. I presented methods of integrating literacy strategies and technology to engage students.
adapted from Erec TosoFREY 102 1.11.16Grading Guid.docx
adapted from Erec Toso
FREY 102 1.11.16Grading Guide – Public Argument Essay
your name:______________
Content: Focusing Idea
A: Central idea is independent, complex, intellectually and/or emotionally challenging, showing that the writer thoroughly engaged with his or her chosen topic and a context that increases understanding of some aspect of that topic. Content has been divided into logical and comprehensible order that contributes to the evolution of the central idea.
B: Central idea is clear, precise, and engaging. Understanding of some aspect of the chosen topic and a context is above average. Main idea has been divided and arranged into a logical, meaningful order.
C: Central idea is clear. It runs through the essay but is not narrow enough or developed enough to fully teach something about what the writer sees at work in his or her chosen topic. Central idea has been broken into arbitrary parts.
D: Very little of writer’s thoughts about the chosen topic and how it is better understood through some context. The writer may argue some idea or fail to focus the discussion around some aspect of that topic. Essay rambles with little sense of order to the discussion of the main idea.
Development: Evidence and Analysis
A: Writer supports ideas with numerous texts and uses them to support his or her thinking about the topic. There is plenty of cogent commentary, explanation, analysis and inferential discussion that seamlessly connect quotes and/or paraphrases with controlling ideas.
B: Writer controls numerous texts to illustrate ideas through paraphrase, summary and direct quotes. Citations are skillfully incorporated.
C: Writer uses quotes and/or paraphrases correctly to support ideas. Quotes and/or paraphrases may be awkwardly incorporated, under-explained or followed up on, sometimes disrupting the flow of ideas.
D: Quotes and/or paraphrases used but sometimes incorrectly, awkwardly, or not incorporated. They sometimes stand by themselves.
Expression/Mechanics: Style, Active Prose, Readability, MLA format, Works Cited
A: Ideas are expressed in a way that reveals a thoughtful, independent discussion. Explanations are thorough, polished, and eminently reader-friendly. Word choice shows attention to precision and smooth progress. Sentences are varied and used for rhetorical effect.
B: Sentence structure and progression of ideas is correct, even sophisticated, but are not yet fully reader-based. Moments of clarity, even brilliance, mix with gaps and/or abrupt shifts from one idea to the next.
C: Wording is adequately precise and grammatically correct but wanders or falls short of elaborating on the specifics of controlling idea. Sentence structure tends to be repetitive and simple.
D: Wording is imprecise and doesn’t name concepts accurately. Sentences are overly simple or incorrect in ways that interfere with the conveyance of ideas.
Reflection Writing Exercise #3
1) What did you learn about applying the rhetorical situa.
Essay One Rhetorical Analysis of a TextYour first formal essay fo.docx
Essay One: Rhetorical Analysis of a Text
Your first formal essay for the semester will be to write a rhetorical analysis on a text. For this assignment, you should select one of the following texts we’ve read and/or viewed together as a class to analyze rhetorically:
·
“The Danger of a Single Story” by Chimamanda Ngozie Adichie => the one I chose
·
“My Life As an Undocumented Immigrant” by Jose Antonio Vargas
·
Donald Trump campaign speech and press release from December 7, 2015
·
“Letter from Birmingham Jail” by Martin Luther King, Jr.
As Lunsford, Ruszkiewicz, and Walters write in
Everything’s an Argument
, to analyze a text rhetorically means to perform “a close reading of a text to find how and whether it persuades” (91). As we’ve practiced in class, more than discussing in detail
what
the argument is, your rhetorical analysis should focus on the details of
how
each text makes its argument and ultimately how effective that argument is. Some things you’ll want to consider are the text’s language, rhetorical situation and context, audience, rhetorical techniques, organization/structure, and purpose (i.e., to convince, to persuade, to propose/call to action, to inform, or to explore).
You may also want to consider:
·
Ethos—How does the writer establish trust with the audience? How does the writer establish his/her authority to speak on the topic? Does s/he handle the argument fairly or only present one side? Does the biography and background of the writer make him/her more or less credible?
·
Logos—How logical and well supported is the argument? What types of evidence does the author use—quotations, allusions to other texts or historical/cultural references, statistics, laws, step-by-step logical reasoning, narratives/testimonies?
·
Pathos—In what way(s) does the author attempt to connect with his/her audience emotionally? How does s/he use personal stories to make emotional connections? What moments can you pinpoint where the writer is trying to draw out a particular emotion from the audience? Are these emotional appeals effective, ineffective, overplayed? Explain how/why.
·
Opposing arguments—Did the author address counterarguments or alternative points of view? And was s/he effective at fairly engaging with them and shooting them down?
·
Style (word choice, sentence structure, details, imagery, tone/voice)—What are the elements of this author’s style and do they add to the argument or detract from it? If you are looking at a speech, here you may also examine how the speaker presents him/herself.
·
Is there a clear thesis? What is it? Does the author state it explicitly or implicitly? Why do you think s/he made such a choice?
Likely, you will not (and, arguably should not) answer all of these questions in your final paper. It’s up to you to focus on just the ones that you find most relevant to your assessment of your chosen text. You must be sure to ground your analysis in specific examples from the text. This means you ...
Recommended
Rhetorical AnalysisYour third major paper for this class will be.docx
Rhetorical Analysis
Your third major paper for this class will be a rhetorical analysis of two texts of your choice. In order for you to write effectively, you must be able analyze how these texts work to achieve their purposes. This assignment gives you the opportunity to analyze the argument and rhetorical context of these texts, compare how they work in relation to their rhetorical settings, and discuss their effectiveness in their own contexts.
In order to conduct the comparative rhetorical analysis, you need to choose two texts that are related to each other in some way. You could, for example, choose two advertisements for the same product that are located in different magazines (or different cultures), or, you could choose two speeches on the same topic that are delivered to different audiences (these are just examples – there are many possibilities). In your paper you will be analyzing the texts in terms of their overall purpose, argument, and structure (including ethos, pathos, and logos), paying close attention to how the text relates to the context of the text (audience, purpose, context, author).
In your analysis you should:
1. Write a brief summary of both of the texts you are analyzing. The summaries should contain a description of the features of both texts as well as a description of the main goal/purpose/argument of both texts.
2. Identify and explain the rhetorical situation of the text by focusing on the type of text, the target audience, the author, and the purpose. Remember that texts may have more than one audience and purpose. Use examples and evidence from the text to show how author of the text is relating or not relating to the rhetorical situation.
3. Identify and analyze how the author uses rhetorical strategies (ethos, pathos, logos) to connect with and support his claim for his target audience. Also, pay attention to how the author uses language, format, word choice, and organization to present information, inform/mislead/flatter/etc. (as we have read about in the texts for the class). Use evidence and examples from the text to show how the author uses rhetorical strategies.
4. Discuss what parts of the text are effective in reaching the audience and what parts of the text are not effective in light of the texts audience/context.
5. Submit both the analysis and the texts you are analyzing to me with your first and final drafts.
You will be graded on:
· your ability to accurately describe the text and the rhetorical situation of the text.
· your ability to analyze the rhetorical strategies, including ethos, pathos, and logos and other language and rhetorical strategies used to persuade the reader.
· your use of examples and evidence from the text to support your claims.
· your ability to construct a coherent analysis.
· your ability to construct effective paragraphs and sentences/grammar and mechanics.
Your paper should be 4-6 pages long (excluding the title page and works cited page), 12pt font, double- ...
Getting close to the text to read closely handout
This handout was used for my Southern Regional Education Board Summer Session presentation. I presented methods of integrating literacy strategies and technology to engage students.
adapted from Erec TosoFREY 102 1.11.16Grading Guid.docx
adapted from Erec Toso
FREY 102 1.11.16Grading Guide – Public Argument Essay
your name:______________
Content: Focusing Idea
A: Central idea is independent, complex, intellectually and/or emotionally challenging, showing that the writer thoroughly engaged with his or her chosen topic and a context that increases understanding of some aspect of that topic. Content has been divided into logical and comprehensible order that contributes to the evolution of the central idea.
B: Central idea is clear, precise, and engaging. Understanding of some aspect of the chosen topic and a context is above average. Main idea has been divided and arranged into a logical, meaningful order.
C: Central idea is clear. It runs through the essay but is not narrow enough or developed enough to fully teach something about what the writer sees at work in his or her chosen topic. Central idea has been broken into arbitrary parts.
D: Very little of writer’s thoughts about the chosen topic and how it is better understood through some context. The writer may argue some idea or fail to focus the discussion around some aspect of that topic. Essay rambles with little sense of order to the discussion of the main idea.
Development: Evidence and Analysis
A: Writer supports ideas with numerous texts and uses them to support his or her thinking about the topic. There is plenty of cogent commentary, explanation, analysis and inferential discussion that seamlessly connect quotes and/or paraphrases with controlling ideas.
B: Writer controls numerous texts to illustrate ideas through paraphrase, summary and direct quotes. Citations are skillfully incorporated.
C: Writer uses quotes and/or paraphrases correctly to support ideas. Quotes and/or paraphrases may be awkwardly incorporated, under-explained or followed up on, sometimes disrupting the flow of ideas.
D: Quotes and/or paraphrases used but sometimes incorrectly, awkwardly, or not incorporated. They sometimes stand by themselves.
Expression/Mechanics: Style, Active Prose, Readability, MLA format, Works Cited
A: Ideas are expressed in a way that reveals a thoughtful, independent discussion. Explanations are thorough, polished, and eminently reader-friendly. Word choice shows attention to precision and smooth progress. Sentences are varied and used for rhetorical effect.
B: Sentence structure and progression of ideas is correct, even sophisticated, but are not yet fully reader-based. Moments of clarity, even brilliance, mix with gaps and/or abrupt shifts from one idea to the next.
C: Wording is adequately precise and grammatically correct but wanders or falls short of elaborating on the specifics of controlling idea. Sentence structure tends to be repetitive and simple.
D: Wording is imprecise and doesn’t name concepts accurately. Sentences are overly simple or incorrect in ways that interfere with the conveyance of ideas.
Reflection Writing Exercise #3
1) What did you learn about applying the rhetorical situa.
Essay One Rhetorical Analysis of a TextYour first formal essay fo.docx
Essay One: Rhetorical Analysis of a Text
Your first formal essay for the semester will be to write a rhetorical analysis on a text. For this assignment, you should select one of the following texts we’ve read and/or viewed together as a class to analyze rhetorically:
·
“The Danger of a Single Story” by Chimamanda Ngozie Adichie => the one I chose
·
“My Life As an Undocumented Immigrant” by Jose Antonio Vargas
·
Donald Trump campaign speech and press release from December 7, 2015
·
“Letter from Birmingham Jail” by Martin Luther King, Jr.
As Lunsford, Ruszkiewicz, and Walters write in
Everything’s an Argument
, to analyze a text rhetorically means to perform “a close reading of a text to find how and whether it persuades” (91). As we’ve practiced in class, more than discussing in detail
what
the argument is, your rhetorical analysis should focus on the details of
how
each text makes its argument and ultimately how effective that argument is. Some things you’ll want to consider are the text’s language, rhetorical situation and context, audience, rhetorical techniques, organization/structure, and purpose (i.e., to convince, to persuade, to propose/call to action, to inform, or to explore).
You may also want to consider:
·
Ethos—How does the writer establish trust with the audience? How does the writer establish his/her authority to speak on the topic? Does s/he handle the argument fairly or only present one side? Does the biography and background of the writer make him/her more or less credible?
·
Logos—How logical and well supported is the argument? What types of evidence does the author use—quotations, allusions to other texts or historical/cultural references, statistics, laws, step-by-step logical reasoning, narratives/testimonies?
·
Pathos—In what way(s) does the author attempt to connect with his/her audience emotionally? How does s/he use personal stories to make emotional connections? What moments can you pinpoint where the writer is trying to draw out a particular emotion from the audience? Are these emotional appeals effective, ineffective, overplayed? Explain how/why.
·
Opposing arguments—Did the author address counterarguments or alternative points of view? And was s/he effective at fairly engaging with them and shooting them down?
·
Style (word choice, sentence structure, details, imagery, tone/voice)—What are the elements of this author’s style and do they add to the argument or detract from it? If you are looking at a speech, here you may also examine how the speaker presents him/herself.
·
Is there a clear thesis? What is it? Does the author state it explicitly or implicitly? Why do you think s/he made such a choice?
Likely, you will not (and, arguably should not) answer all of these questions in your final paper. It’s up to you to focus on just the ones that you find most relevant to your assessment of your chosen text. You must be sure to ground your analysis in specific examples from the text. This means you ...
Writing Literature Reviews
This presentation is for research writers, both advanced undergraduate writers and graduate students (even junior faculty needed writing support!). It assumes that the reader is familiar with the basic purpose of the literature review, and delves deeply into *how* the writer might compose this part of the research article. It also assumes that the technical features of this difficult genre are underestimated, and thereby approaches the literature review as a *drama.* Research writers should feel free to draw on the presentation for strategies that will enable them to articulate their understanding of how their research problem influences the way their field talks about and acts in regards to this problem. Specifically, an examination of grammar as code for drama is explored.
Select a museumI have already went to the Museum the work selecte.docx
Select a museum:
I have already went to the Museum the work selected is The cradle by John Biggers please see photos attached.
Select a work of art:
This is a general suggestion and not a required outline.
Identification:
At the museum or museum site, select a work of art. You may select a piece that you like or dislike. Copy down all the information provided; Artist, title, medium, year, etc. Write down your initial responses. How do you respond to the work? Does it invoke an emotional response? What do you think the artist was trying to communicate? It is helpful to bring a notebook to record your responses.
Describe
the piece and review it carefully. What do you see? Note all the details about the work. How would you describe it to someone you were talking to on the phone who can’t see it?
Analyze
the visual elements and design principles as you did in the short paper. Think about the relationship between form, content and subject matter in your analysis. This will be helpful in your 'interpretation' of the work. Use the terminology you have learned in class, particularly terms in Chapters 2 -5. Your analysis should be based your own observations while viewing the work.
Interpretation
Follow your analysis with a subjective interpretation of the meaning of the work. How does the work make you feel? What do you think the content is? Go beyond “I like it” or “I don’t like it.”
Research
the artist. Historical and biographical information on the artist often provides clues into a works intended meaning. Carefully consider the purpose and context of the piece. Did the piece you selected have any particular political or cultural message? Was the artist making a statement?
Value Judgement
What do you think the artist's intentions were? Was this communicated? Does it have value? Can you recognize the aesthetic quality in the work?
Write the Final Paper:
The following will help you write your paper. It should be used as a guideline, not an outline for approaching your paper. This is very similar to the process used by art critics.
Identification:
Note the title of the work, the date, the artist (if known), medium, and size.
Description:
What do you see? As fully as possible, describe what you see.
What medium is used? What is it made of?
How big is it?
Go into detail about what you see. How would you describe it, in detail, to someone who had never seen it?
What subjects are represented?
It can be helpful to begin looking at a work of art from the middle and work your way out.
Analysis:
Describe the form of the work Explain how visual elements and principles of design are used in the work. The terms in chapters 2, 3 & 4 will be very helpful. Go back and look at the chapter outlines or Short Paper assignment. Use them to:
Describe the use of visual elements such as line, shape, color & space used in the pieces. For example: In what way is it balanced? Is it asymmetrical or symmetrical? What is emphasized? What seems to be the dominating vi.
Select a museumI have already went to the Museum the work selecte.docx
Select a museum:
I have already went to the Museum the work selected is The cradle by John Biggers please see photos attached.
Select a work of art:
This is a general suggestion and not a required outline.
Identification:
At the museum or museum site, select a work of art. You may select a piece that you like or dislike. Copy down all the information provided; Artist, title, medium, year, etc. Write down your initial responses. How do you respond to the work? Does it invoke an emotional response? What do you think the artist was trying to communicate? It is helpful to bring a notebook to record your responses.
Describe
the piece and review it carefully. What do you see? Note all the details about the work. How would you describe it to someone you were talking to on the phone who can’t see it?
Analyze
the visual elements and design principles as you did in the short paper. Think about the relationship between form, content and subject matter in your analysis. This will be helpful in your 'interpretation' of the work. Use the terminology you have learned in class, particularly terms in Chapters 2 -5. Your analysis should be based your own observations while viewing the work.
Interpretation
Follow your analysis with a subjective interpretation of the meaning of the work. How does the work make you feel? What do you think the content is? Go beyond “I like it” or “I don’t like it.”
Research
the artist. Historical and biographical information on the artist often provides clues into a works intended meaning. Carefully consider the purpose and context of the piece. Did the piece you selected have any particular political or cultural message? Was the artist making a statement?
Value Judgement
What do you think the artist's intentions were? Was this communicated? Does it have value? Can you recognize the aesthetic quality in the work?
Write the Final Paper:
The following will help you write your paper. It should be used as a guideline, not an outline for approaching your paper. This is very similar to the process used by art critics.
Identification:
Note the title of the work, the date, the artist (if known), medium, and size.
Description:
What do you see? As fully as possible, describe what you see.
What medium is used? What is it made of?
How big is it?
Go into detail about what you see. How would you describe it, in detail, to someone who had never seen it?
What subjects are represented?
It can be helpful to begin looking at a work of art from the middle and work your way out.
Analysis:
Describe the form of the work Explain how visual elements and principles of design are used in the work. The terms in chapters 2, 3 & 4 will be very helpful. Go back and look at the chapter outlines or Short Paper assignment. Use them to:
Describe the use of visual elements such as line, shape, color & space used in the pieces. For example: In what way is it balanced? Is it asymmetrical or symmetrical? What is emphasized? What seems to be the dominating vi.
ELEMENTS OF TEXTS for Advanced Subsidiary Students Cambridge University .pptx
Useful pptx for AS English Language and Literature students
Final Project 5 page essay....Paper Your first research essay .docx
Final Project: 5 page essay....
Paper:
Your first research essay should be a fully completed work of 5 pages. Your topic may be related to the development of any idea that has already been expressed as part of the course; your thesis should be a synthesis of carefully documented research and critical analysis of this topic. The essay should incorporate the general parts of an academic essay—an introduction and thesis, a body of specific evidence/support/analysis, and a conclusion that emphasizes the answers to questions you may have asked within your research.
Your writing should address the Core Learning Outcomes of the course and the Instructor Specific Learning Outcomes, as specified on the syllabus. I have included them here for your convenience:
Analyze the disciplinary content in its own context and in relationship to the issues, questions, and positions of other disciplines.
Compare and contrast differences and similarities among the disciplines in terms of central concerns, values, methodologies, and relationships to public life.
Synthesize diverse perspectives to achieve an interdisciplinary understanding.
Analyze the relationships among academic knowledge, professional work, and the responsibilities of local and global citizenship.
3. Interpret and critique the possible “real world” connections or behaviors associated with the viewing or playing of media violence.
Instructor Learning Outcomes:
Identify, discuss and critique the representations of serial killers as heroes, celebrities, and icons in modern media forms. Explain the characteristics of the media forms, genres, and methods for each subject.
Describe and analyze the popular culture forms that encourage audience identification or participation through violence or vicarious experience.
Evaluate multiple perspectives, modes of inquiry and expression, and processes for decision-making in the disciplines.
Specifics
Your essay should conform to the MLA format for citations within the text and in your works cited. Therefore, your writing should be double-spaced, with one-inch margins, in a 10-12-pitch font. The grading of this essay will be based upon the objective skills we have focused upon in our course lectures and discussions—incorporating your research sources seamlessly within your own writing, building upon your skills as a “close-reading” expert and analysis of your topic, and answering the larger questions about “why” we are studying serial killers as heroes (as well as, “why” your topic is popular? important? significant? worthy of study? definitive of its audience?)
...
A guide for conducting a textual analysis.pptx
Research in arts and humanities heavily relies on textual analysis. Researchers in these domains regard media and cultural resources as texts to be analysed, such as music videos, social media material, and billboard advertising. The primary objective of a textual analysis is to gain a deeper understanding of the underlying messages, themes, and contexts within the text. Students specialising in arts and humanities and social sciences are often requested to conduct textual analysis as a part of their coursework or dissertation. While a qualitative approach is used in literature, a more quantitative method is employed in arts.
Essay 2 Argument - A Social Topic Viewed Through the Media .docx
Essay 2: Argument - A Social Topic Viewed Through the Media
Assignment: A social issue is on that concerns everyone in any given society. Subsequently,
these issues concern each and every one of us to some degree. Therefore, we each have a stake in
various issues listed in chapters 19-24. Your assignment is to choose a social issue, read the
essays in that section of the text, identify the issues discussed and join in on “the conversation”
that takes place. Write an essay in which you (1) unpack and define a social issue of your
choice, (2) demonstrate your mastery of analysis, synthesis, evaluation, critical thinking, and
reasoning, (3) explore how this particular social issue is treated by, represented in,
exacerbated through, or perpetuated via the media, and, lastly, (4) detail what your role in all
of this will be in the years to come: what will you do in the face of this issue? How will you
address this issue as it manifests itself in your social sphere? Consider carefully what readers
may already know about the particular social injustice you select to explore and define (or
redefine), and how your essay can effectively add to their knowledge. Please keep your focus
narrow by exploring and writing about detailed and specific examples. Keeping your topic as
narrow as possible helps keep your essay on track. Also, please consider the social impact
involved in this topic. Why should it matter to your reader? In what ways are you as the writer
advancing our knowledge of ourselves and what is going on around us, and that we, in effect,
may be contributing to the issues in our society. How are you going to reconcile truth and
perception?
Objectives: As the writer, you will be able to—
—Ameliorate your diction and avail yourself of locution suitable for a scholar entering into “The
Conversation” that transpires at this institution. (Improve your word choice)
—Gain insight into a concept, issue, event, and field in which members of society or a society
find themselves to be losing something or to be severely lacking in some way
—Gain further experience in conducting academic research
—Analytically examine subject matter, think critically about your topic, and utilize a variety of
rhetorical strategies
—Write thoughtfully with thorough detail and supporting examples to substantiate the claims
you state
—Write with purpose and direction that demonstrates mastery in the rhetorical technique of
argument
—Inform a reader of something new and/or surprising that they may not have previously known
about your subject of investigation
—Persuade the reader of the need to consider your opinion as valid and true
—Affect the reader emotionally through use of compelling situational examples and case studies
—Use language cleverly and charmingly, with an eye to sustaining reader interest throughout the
length of your essay
Research:
Our class readings, videos, discussions and lectures provide a springboard ...
The poem analysis updated 2023 document 9.docx
Poem analysis
Poem analysis refers to the process of examining a poem closely, dissecting its various elements, and interpreting its meaning, themes, structure, language, and poetic devices. It involves a detailed study and critical analysis of the poem’s content and form to gain a deeper understanding of the poet’s intentions and the poem’s significance.
When analyzing a poem, there are several key aspects to consider:
Theme: The central idea or message conveyed by the poem. It can be explicit or implicit and often explores universal human experiences, emotions, or philosophical concepts.
Structure: The organization and arrangement of the poem’s lines, stanzas, and overall form. It includes examining the poem’s rhyme scheme, meter, rhythm, and any unique patterns or repetitions.
Language and Imagery: The specific words, phrases, and figures of speech used by the poet to create vivid imagery, evoke emotions, or convey complex ideas. Metaphors, similes, personification, and other literary devices are often employed to enhance the poem’s impact.
Active ReadingWhy Good Readers Make Better Writers.by An.docx
Active Reading
Why Good Readers Make Better Writers.
by Anthony Starros, M.F.A.
1. Strategies for Active Reading
2. The Four Stages of Active Reading
3. Writing a Critique
This Lecture Will be in Three Parts:
Don’t Read Homework Like You Read a Magazine.
Reading for pleasure is often done passively, without the need to organize the
writer's ideas or your responses to those ideas. For college writing, though, it is
your responses to writing that is important.
Passive Reading: reading done without an active, critical mindset.
Active Reading: using techniques to more fully engage with a text.
What a writer means can be interpreted different ways by different people, so
meaning is important because it clarifies the writer’s Main Idea from the General
Topic.
Keep Your Focus on the Meaning
When it comes time to write your essays, it’s your own meaning that’s important.
• Main Idea: the key concept of the topic (meaning, sometimes opinion).
• General Topic: the general subject of a passage (objective, just the facts).
The best way to read actively is to annotate. Annotating is simply writing notes
in the margins of a text as you read.
The Benefits of Annotating:
• Annotations provide a variety of points to keep in mind while looking
for ideas to include in your own essay.
• Annotating will help you locate and interpret the meaning of any text.
• Annotating will save you time since you won’t have to read something
over and over again to understand the author’s meaning.
http://www.csupomona.edu/~crsp/handouts/marking_textbook.html
Here is what annotating looks like:
There is, though, such a thing as bad annotating:
http://homologue.wordpress.com/2008/11/02/flat-stanley-and-utensils/
Helpful Hints for Annotating:
If you've annotated well, you can simply go back and read your notes to help
gather your thoughts on the author's main idea and start formulating meaning.
1. the topic (what is the subject being talked about?)
3. supporting details (evidence or examples used)
2. the main idea (what is the writer’s point about the subject?)
There are key points to look out for in a passage. These 3 key elements to
comprehension are:
4. your responses (Do you agree/disagree? Why?)
Strategies for Active Reading:
1. Always read with a pen or pencil in hand!
2. Use that pencil to annotate
3. Listen to what you're reading -- consider yourself in a dialogue with the author
4. Compare authors' ideas with what you know
5. Question statements made by the author
6. Identify important ideas and respond with your own
7. Look up words you don't know immediately
The Four Stages of Active Reading:
1. prep (access prior knowledge -- what do you know about the subject?)
2. read (annotate)
3. re-read (annotate)
4. review (further develop your own responses from your notes)
Yes, read it twice.
Just like listening to music or watching a movie, the more often you hear
or see it, th.
Active Reading - SOAPSTone
PowerPoint that describes how to actively read documents in order to make them more useful and instructional. Close reading.
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Writing Literature Reviews
This presentation is for research writers, both advanced undergraduate writers and graduate students (even junior faculty needed writing support!). It assumes that the reader is familiar with the basic purpose of the literature review, and delves deeply into *how* the writer might compose this part of the research article. It also assumes that the technical features of this difficult genre are underestimated, and thereby approaches the literature review as a *drama.* Research writers should feel free to draw on the presentation for strategies that will enable them to articulate their understanding of how their research problem influences the way their field talks about and acts in regards to this problem. Specifically, an examination of grammar as code for drama is explored.
Select a museumI have already went to the Museum the work selecte.docx
Select a museum:
I have already went to the Museum the work selected is The cradle by John Biggers please see photos attached.
Select a work of art:
This is a general suggestion and not a required outline.
Identification:
At the museum or museum site, select a work of art. You may select a piece that you like or dislike. Copy down all the information provided; Artist, title, medium, year, etc. Write down your initial responses. How do you respond to the work? Does it invoke an emotional response? What do you think the artist was trying to communicate? It is helpful to bring a notebook to record your responses.
Describe
the piece and review it carefully. What do you see? Note all the details about the work. How would you describe it to someone you were talking to on the phone who can’t see it?
Analyze
the visual elements and design principles as you did in the short paper. Think about the relationship between form, content and subject matter in your analysis. This will be helpful in your 'interpretation' of the work. Use the terminology you have learned in class, particularly terms in Chapters 2 -5. Your analysis should be based your own observations while viewing the work.
Interpretation
Follow your analysis with a subjective interpretation of the meaning of the work. How does the work make you feel? What do you think the content is? Go beyond “I like it” or “I don’t like it.”
Research
the artist. Historical and biographical information on the artist often provides clues into a works intended meaning. Carefully consider the purpose and context of the piece. Did the piece you selected have any particular political or cultural message? Was the artist making a statement?
Value Judgement
What do you think the artist's intentions were? Was this communicated? Does it have value? Can you recognize the aesthetic quality in the work?
Write the Final Paper:
The following will help you write your paper. It should be used as a guideline, not an outline for approaching your paper. This is very similar to the process used by art critics.
Identification:
Note the title of the work, the date, the artist (if known), medium, and size.
Description:
What do you see? As fully as possible, describe what you see.
What medium is used? What is it made of?
How big is it?
Go into detail about what you see. How would you describe it, in detail, to someone who had never seen it?
What subjects are represented?
It can be helpful to begin looking at a work of art from the middle and work your way out.
Analysis:
Describe the form of the work Explain how visual elements and principles of design are used in the work. The terms in chapters 2, 3 & 4 will be very helpful. Go back and look at the chapter outlines or Short Paper assignment. Use them to:
Describe the use of visual elements such as line, shape, color & space used in the pieces. For example: In what way is it balanced? Is it asymmetrical or symmetrical? What is emphasized? What seems to be the dominating vi.
Select a museumI have already went to the Museum the work selecte.docx
Select a museum:
I have already went to the Museum the work selected is The cradle by John Biggers please see photos attached.
Select a work of art:
This is a general suggestion and not a required outline.
Identification:
At the museum or museum site, select a work of art. You may select a piece that you like or dislike. Copy down all the information provided; Artist, title, medium, year, etc. Write down your initial responses. How do you respond to the work? Does it invoke an emotional response? What do you think the artist was trying to communicate? It is helpful to bring a notebook to record your responses.
Describe
the piece and review it carefully. What do you see? Note all the details about the work. How would you describe it to someone you were talking to on the phone who can’t see it?
Analyze
the visual elements and design principles as you did in the short paper. Think about the relationship between form, content and subject matter in your analysis. This will be helpful in your 'interpretation' of the work. Use the terminology you have learned in class, particularly terms in Chapters 2 -5. Your analysis should be based your own observations while viewing the work.
Interpretation
Follow your analysis with a subjective interpretation of the meaning of the work. How does the work make you feel? What do you think the content is? Go beyond “I like it” or “I don’t like it.”
Research
the artist. Historical and biographical information on the artist often provides clues into a works intended meaning. Carefully consider the purpose and context of the piece. Did the piece you selected have any particular political or cultural message? Was the artist making a statement?
Value Judgement
What do you think the artist's intentions were? Was this communicated? Does it have value? Can you recognize the aesthetic quality in the work?
Write the Final Paper:
The following will help you write your paper. It should be used as a guideline, not an outline for approaching your paper. This is very similar to the process used by art critics.
Identification:
Note the title of the work, the date, the artist (if known), medium, and size.
Description:
What do you see? As fully as possible, describe what you see.
What medium is used? What is it made of?
How big is it?
Go into detail about what you see. How would you describe it, in detail, to someone who had never seen it?
What subjects are represented?
It can be helpful to begin looking at a work of art from the middle and work your way out.
Analysis:
Describe the form of the work Explain how visual elements and principles of design are used in the work. The terms in chapters 2, 3 & 4 will be very helpful. Go back and look at the chapter outlines or Short Paper assignment. Use them to:
Describe the use of visual elements such as line, shape, color & space used in the pieces. For example: In what way is it balanced? Is it asymmetrical or symmetrical? What is emphasized? What seems to be the dominating vi.
ELEMENTS OF TEXTS for Advanced Subsidiary Students Cambridge University .pptx
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Final Project 5 page essay....Paper Your first research essay .docx
Final Project: 5 page essay....
Paper:
Your first research essay should be a fully completed work of 5 pages. Your topic may be related to the development of any idea that has already been expressed as part of the course; your thesis should be a synthesis of carefully documented research and critical analysis of this topic. The essay should incorporate the general parts of an academic essay—an introduction and thesis, a body of specific evidence/support/analysis, and a conclusion that emphasizes the answers to questions you may have asked within your research.
Your writing should address the Core Learning Outcomes of the course and the Instructor Specific Learning Outcomes, as specified on the syllabus. I have included them here for your convenience:
Analyze the disciplinary content in its own context and in relationship to the issues, questions, and positions of other disciplines.
Compare and contrast differences and similarities among the disciplines in terms of central concerns, values, methodologies, and relationships to public life.
Synthesize diverse perspectives to achieve an interdisciplinary understanding.
Analyze the relationships among academic knowledge, professional work, and the responsibilities of local and global citizenship.
3. Interpret and critique the possible “real world” connections or behaviors associated with the viewing or playing of media violence.
Instructor Learning Outcomes:
Identify, discuss and critique the representations of serial killers as heroes, celebrities, and icons in modern media forms. Explain the characteristics of the media forms, genres, and methods for each subject.
Describe and analyze the popular culture forms that encourage audience identification or participation through violence or vicarious experience.
Evaluate multiple perspectives, modes of inquiry and expression, and processes for decision-making in the disciplines.
Specifics
Your essay should conform to the MLA format for citations within the text and in your works cited. Therefore, your writing should be double-spaced, with one-inch margins, in a 10-12-pitch font. The grading of this essay will be based upon the objective skills we have focused upon in our course lectures and discussions—incorporating your research sources seamlessly within your own writing, building upon your skills as a “close-reading” expert and analysis of your topic, and answering the larger questions about “why” we are studying serial killers as heroes (as well as, “why” your topic is popular? important? significant? worthy of study? definitive of its audience?)
...
A guide for conducting a textual analysis.pptx
Research in arts and humanities heavily relies on textual analysis. Researchers in these domains regard media and cultural resources as texts to be analysed, such as music videos, social media material, and billboard advertising. The primary objective of a textual analysis is to gain a deeper understanding of the underlying messages, themes, and contexts within the text. Students specialising in arts and humanities and social sciences are often requested to conduct textual analysis as a part of their coursework or dissertation. While a qualitative approach is used in literature, a more quantitative method is employed in arts.
Essay 2 Argument - A Social Topic Viewed Through the Media .docx
Essay 2: Argument - A Social Topic Viewed Through the Media
Assignment: A social issue is on that concerns everyone in any given society. Subsequently,
these issues concern each and every one of us to some degree. Therefore, we each have a stake in
various issues listed in chapters 19-24. Your assignment is to choose a social issue, read the
essays in that section of the text, identify the issues discussed and join in on “the conversation”
that takes place. Write an essay in which you (1) unpack and define a social issue of your
choice, (2) demonstrate your mastery of analysis, synthesis, evaluation, critical thinking, and
reasoning, (3) explore how this particular social issue is treated by, represented in,
exacerbated through, or perpetuated via the media, and, lastly, (4) detail what your role in all
of this will be in the years to come: what will you do in the face of this issue? How will you
address this issue as it manifests itself in your social sphere? Consider carefully what readers
may already know about the particular social injustice you select to explore and define (or
redefine), and how your essay can effectively add to their knowledge. Please keep your focus
narrow by exploring and writing about detailed and specific examples. Keeping your topic as
narrow as possible helps keep your essay on track. Also, please consider the social impact
involved in this topic. Why should it matter to your reader? In what ways are you as the writer
advancing our knowledge of ourselves and what is going on around us, and that we, in effect,
may be contributing to the issues in our society. How are you going to reconcile truth and
perception?
Objectives: As the writer, you will be able to—
—Ameliorate your diction and avail yourself of locution suitable for a scholar entering into “The
Conversation” that transpires at this institution. (Improve your word choice)
—Gain insight into a concept, issue, event, and field in which members of society or a society
find themselves to be losing something or to be severely lacking in some way
—Gain further experience in conducting academic research
—Analytically examine subject matter, think critically about your topic, and utilize a variety of
rhetorical strategies
—Write thoughtfully with thorough detail and supporting examples to substantiate the claims
you state
—Write with purpose and direction that demonstrates mastery in the rhetorical technique of
argument
—Inform a reader of something new and/or surprising that they may not have previously known
about your subject of investigation
—Persuade the reader of the need to consider your opinion as valid and true
—Affect the reader emotionally through use of compelling situational examples and case studies
—Use language cleverly and charmingly, with an eye to sustaining reader interest throughout the
length of your essay
Research:
Our class readings, videos, discussions and lectures provide a springboard ...
The poem analysis updated 2023 document 9.docx
Poem analysis
Poem analysis refers to the process of examining a poem closely, dissecting its various elements, and interpreting its meaning, themes, structure, language, and poetic devices. It involves a detailed study and critical analysis of the poem’s content and form to gain a deeper understanding of the poet’s intentions and the poem’s significance.
When analyzing a poem, there are several key aspects to consider:
Theme: The central idea or message conveyed by the poem. It can be explicit or implicit and often explores universal human experiences, emotions, or philosophical concepts.
Structure: The organization and arrangement of the poem’s lines, stanzas, and overall form. It includes examining the poem’s rhyme scheme, meter, rhythm, and any unique patterns or repetitions.
Language and Imagery: The specific words, phrases, and figures of speech used by the poet to create vivid imagery, evoke emotions, or convey complex ideas. Metaphors, similes, personification, and other literary devices are often employed to enhance the poem’s impact.
Active ReadingWhy Good Readers Make Better Writers.by An.docx
Active Reading
Why Good Readers Make Better Writers.
by Anthony Starros, M.F.A.
1. Strategies for Active Reading
2. The Four Stages of Active Reading
3. Writing a Critique
This Lecture Will be in Three Parts:
Don’t Read Homework Like You Read a Magazine.
Reading for pleasure is often done passively, without the need to organize the
writer's ideas or your responses to those ideas. For college writing, though, it is
your responses to writing that is important.
Passive Reading: reading done without an active, critical mindset.
Active Reading: using techniques to more fully engage with a text.
What a writer means can be interpreted different ways by different people, so
meaning is important because it clarifies the writer’s Main Idea from the General
Topic.
Keep Your Focus on the Meaning
When it comes time to write your essays, it’s your own meaning that’s important.
• Main Idea: the key concept of the topic (meaning, sometimes opinion).
• General Topic: the general subject of a passage (objective, just the facts).
The best way to read actively is to annotate. Annotating is simply writing notes
in the margins of a text as you read.
The Benefits of Annotating:
• Annotations provide a variety of points to keep in mind while looking
for ideas to include in your own essay.
• Annotating will help you locate and interpret the meaning of any text.
• Annotating will save you time since you won’t have to read something
over and over again to understand the author’s meaning.
http://www.csupomona.edu/~crsp/handouts/marking_textbook.html
Here is what annotating looks like:
There is, though, such a thing as bad annotating:
http://homologue.wordpress.com/2008/11/02/flat-stanley-and-utensils/
Helpful Hints for Annotating:
If you've annotated well, you can simply go back and read your notes to help
gather your thoughts on the author's main idea and start formulating meaning.
1. the topic (what is the subject being talked about?)
3. supporting details (evidence or examples used)
2. the main idea (what is the writer’s point about the subject?)
There are key points to look out for in a passage. These 3 key elements to
comprehension are:
4. your responses (Do you agree/disagree? Why?)
Strategies for Active Reading:
1. Always read with a pen or pencil in hand!
2. Use that pencil to annotate
3. Listen to what you're reading -- consider yourself in a dialogue with the author
4. Compare authors' ideas with what you know
5. Question statements made by the author
6. Identify important ideas and respond with your own
7. Look up words you don't know immediately
The Four Stages of Active Reading:
1. prep (access prior knowledge -- what do you know about the subject?)
2. read (annotate)
3. re-read (annotate)
4. review (further develop your own responses from your notes)
Yes, read it twice.
Just like listening to music or watching a movie, the more often you hear
or see it, th.
Active Reading - SOAPSTone
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Physiology of Special Chemical Sensation of Taste
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journey
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
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These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
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write a rhetorical analysis of a or by an Uns.docx
- 1. you’ll write a thesis-driven rhetorical analysis of a text, or source, by an Uns you’ll write a thesis-driven rhetorical analysis of a text, or source, by an Unsung Master who is a womxn and/or gender non binary person. 4 pages 12 pt Times New Roman font double spaced.A successful essay will:-Bring readers into the context of the reading. In what larger conversation is the piece participating? Why is it important? What’s at stake? Introduce the text to the reader, briefly summarize its main idea, and make your own claim (thesis) for the author’s rhetorical strategies. A strong claim is both contestable – reasonable people might disagree – and predictive – it will set up expectations for your reader.-Develop your main points around specific rhetorical strategies. Consider how the author/painter/musician ect. constructs their argument and encourages your emotional/logical response to the piece. For what purpose? Analysis relies on judgments conferred by how the work has encoded itself to be read—we usually respond to these encoded details subconsciously and it produces some kind of response within us. What are the salient details that stick out to you when you read/listen/see the person’s work more closely for the second time? What are the clockwork mechanisms accomplishing the emotional or logical response? If your selected work is music, a question you might ask yourself is how does the beat change to suit, contrast, or enhance the lyric? And why? If it’s a painting, how does the artist use color to elicit emotion? How is this work, as a masterpiece, contributing to a larger conversation?- Why do the details of the work matter in the context of the piece as a whole? Remember that rhetoric encompasses any tools available for persuasion. For example, would it be valuable to talk about the text on the basis of purpose, audience, and/or genre?-Support your main points with concrete examples (evidence) from the text. To develop and support your own points, you will need to include specific examples in the form of paraphrase, short direct quotations, or descriptions of visual imagery.