Examine the CHOICES the author/speaker makes.

English 101- Analyzing Rhetoric
Essay 1 Writing Guidelines and Information
Requirements
The essay should be at least 900 words in length.
Make sure that you have a strong, argumentative thesis statement that clearly lays out what you will discuss in your paper.
Use the scholarly tone for writing a formal paper.
Support your argument with evidence from the text.
Include proper MLA in-text citations and Work(s) Cited page
Note: Check under content in D2L for more information about how to write a strong thesis, what the scholarly tone means, how to include quotes in paragraphs, and how to properly cite quoted material. I strongly recommend using the checklist provided for revising your own paper.
Make sure to also consider the following:
Use a 12 point font. No fancy fonts.
Be sure to double space the entire paper.
Include your name, date, and course number in the upper left-hand corner.
Create an original title.
Note: All work submitted must be original. If you need help understanding plagiarism, please check out some of the material under content or ask me directly. You can not submit work that has previously been submitted for another class.
What is a rhetorical analysis?
Essentially you are analyzing the choices an author makes and judging the effectiveness of those choices. A rhetorical analysis focuses on HOW a text presents an argument.
What steps should you take?
Carefully examine the text (read, listen, or watch – depending on the text).
Determine the context (who, when, where, and why). This basic information is often presented in the introduction of your essay. Who is giving the speech? Who is the audience? When is the speech given? Where is the speech given? Why is the speech given?/ What is the purpose of the speech? What does the speaker/author hope to achieve?
Decide if you think the text is successful. Did the author/speaker successful achieve his or her purpose? This will be the foundation of your thesis. The success (or lack thereof) of the piece is the backbone of your argument.
Examine the CHOICES the author/speaker makes. Here are some examples of choices: Does the author use ethos? Does the author use pathos? Does the author use logos? What word choices does the author make? What examples does the author give? Then, consider the effects of these choices on the audience. This is the information that will make up the body paragraphs. How do the author’s choices contribute to the success (or failure) of the text? Make sure to find quotes/ specific evidence of these choices to use in your paper.
Essay 1 Topics
Texts:
“Perils of Indifference” Wiesel https://www.americanrhetoric.com/speeches/ewieselperilsofindifference.html
Use the above text to analyze and then construct an argument concerning whether or not the text is successful in achieving its goal.
To do this, the first point you must establish is what you consider the purpose of the text? (You will likely include this in your introduction) Then decide if the text is successful? Why or why not? What rhetorical techniques does the author use to achieve their goal?
General Expectations:
Generally, ENG 101 papers should be analytical, rather than mere summary. Summarizing material may play a role in your papers, but it should be a small role that seeks to briefly inform readers of the background of an argument. The argument should be stated as the paper’s thesis or central idea. This thesis statement should be clear and concise, neither too obvious (in no need of argumentative support) nor outlandish (unable to be supported by the text). The analysis, then, should consistently support this thesis. This structure will demonstrate your ability to comprehend a text and demonstrate how it works . . . or doesn’t.
Though these papers should be, by and large, argumentative, the purpose of such “arguments” is, of course, to persuade the reader, which requires some understanding of audience and appropriate language. The paper should have the authoritative tone expected of a formal essay. The use of the personal pronoun “I” tends to undermine this (though some accept the plural “we”), as does the 2nd person “you.” Generally, the 3rd person will characterize these papers (though the individual instructor should judge what is appropriate for the assignment). The organization of these papers may follow the rudimentary, though solid, three point argument, but the goal should be the natural synthesis of ideas beyond a mechanical listing of related points.
The paper should follow the MLA format and include internal citations of quoted material and a Works Cited page.
Content and Structure:
A paper may be completely error free grammatically and still say nothing. This is obviously unbalanced and reflects a fixation solely on the superficial aspects of composition. The goal is a balance between style and substance. In fact, a substantive paper that lacks style is often preferable to a paper that is all style and no substance!
There are various strategies for structuring a paper, and the requirements may differ from assignment to assignment. But a paper, whatever its purpose, should be logically structured according to that purpose. Your instructor may prescribe a clear structure for you to follow, but, generally, one scheme of organization will not necessarily fit all assignments. In the end, however you structure a paper, it should be appropriate for achieving the goal of the paper the instructor has set.
Grading Expectations
A: The “A” essay thoroughly develops a significant and well-considered central idea from a consistent point of view. Organization of sentences and paragraph is effective, and smooth transitions connect ideas. The presentation is unified, clear, coherent, and concise and has varied sentence structure. The paper demonstrates mastery of formal elements of essay writing, and meets all special stipulations of the assignment. The “A” essay is outstanding in its synthesis of these characteristics.
B: The “B” essay has a sound and clearly stated main idea which is logically and adequately developed. Organization is clear, and writing is unified, clear, coherent, and concise. The paper exhibits few mechanical and grammatical errors and meets all special stipulations of the assignment. Although indicating above-average competence, the “B” essay lacks the refinement in thought, style, and/or expression which characterizes the “A” essay.
C: The “C” essay has a sound central idea stated clearly enough to convey its purpose to the reader. Organization is also clear, although often mechanical. Paragraphs are unified and adequately developed. Sentences are clear, although sometimes lacking in variety or emphasis. Major mechanical and grammatical errors are not prevalent, and an attempt to meet each special stipulation is evident. The “C” essay demonstrates competence in composition.
D: The “D” essay is marginal in its presentation of clear or thoughtful central idea, its organization of supporting ideas, or its use of language in expressing these ideas. It may contain serious mechanical or grammatical errors. It may be marginal in meeting one or more special stipulations of the assignment.
F: The “F” essay may fail to state and develop a main idea, to provide and organize sufficient supporting details, or to use language appropriately in expressing its ideas. It may contain mechanical or grammatical errors which significantly diminish the quality of the essay. It may fail to meet specific stipulations of the assignment.

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