Is google making us stupid tone

Rhetorical Analysis

Rhetorical Analysis Prompt and Rubric

Length: 3-5 full pages. Your "Works Cited" page does not count. Due dates: First draft due by Wednesday September 13 @ 11:55 PM (Online Peer Review) Second draft due Friday September 22 @ 11:55 PM All optional drafts of all essays are due by December 8 @ 11:55 PM. Select and closely read one of the following essays from your textbook: "Is Google Making Us Stupid?" by Nicholas Carr; page 735 "Our Fear of Immigrants" by Jeremy Adam Smith; page 750 “Anti-Intellectualism: Why We Hate the Smart Kids” by Grant Penrod; page 759 After selecting one, please follow the guidelines below, and articulate your argument of the essay’s effectiveness. Use the following questions for analyzing an argument on pages 115-116 in your textbook as a guide:

• What is the claim? What is the main point the writer is trying to make? How does the author qualify his/her thesis?

• What support does the writer offer for the claim? What reasons are used to support the claim? What evidence does author use to back up those reasons (e.g., anecdotes, data, statistics, etc.)? Are the reasons and evidence convincing?

• How does the author appeal to the audience? These discussions will require you to demonstrate your knowledge of the rhetorical appeals we discussed in class.

o pathos – appeal to emotion o ethos – appeal to credibility o logos – appeal to logic o kairos/“kairotic moment” – “of the time;” what motivated the author to write

the argument at the time? • Is the argument balanced? Does the author address potential counterarguments? If so,

how? Does he/she respond to them reasonably and with respect, or is he/she dismissive of them?

Be sure to properly cite your article, both in-text and on a "Works Cited" page. See the Purdue OWL resource at the top of our Moodle page and/or pages 496-548 of your textbook for MLA rules/guidelines. Getting Started: Consider the following organization:

Paragraph One: Summary Begin your essay with an effective, brief summary of the source text. The key here is brevity. Paragraph Two: Introduction of Purpose, Audience, Effectiveness of Source

Follow your summary paragraph with another brief paragraph that transitions from your summary to your thesis and rhetorical analysis. This paragraph should introduce two key components: the author’s intended purpose and intended audience. Most importantly, this paragraph must end with a well-developed thesis statement arguing the effectiveness or ineffectiveness of the source author’s argument. Your thesis should clearly state whether the source essay was effective or ineffective (use the "because clause") and should be the last sentence of your second paragraph. Here are a few models:

Although [author]’s essay was intended to [purpose of essay], “[title of essay]” is ultimately ineffective because [forecast major points of your analysis (reasons for ineffectiveness)]. [Author’s] essay was intended to [purpose of essay] and is ultimately effective because [forecast major points of your analysis (reasons for effectiveness)].

Body Paragraphs While creating your body and conclusion paragraphs please be sure to

• analyze the source’s argument using terms/concepts from the course outlined above

• use strong essay-level and paragraph-level organization, and adhere to a logical, focused structure

• show competence with the fundamentals of sentence-level writing • avoid simply summarizing the article (this will result in a low grade) • use the source (summary, paraphrase, and/or direct quotation) to support your

claims regarding the argument’s effectiveness • avoid expanding on the topic

Conclusion Simply revisit/review your thesis and your stance regarding the effectiveness of the argument. Again, brevity is key here.

IMPORTANT NOTE: Your life experiences, your personal stance on the issue, and your enjoyment of the essay are nonessential to this assignment and should not be included. Your goal here is to dissect the source and discuss its effectiveness based on the elements of an argument we learned in class. Use the questions listed in your textbook and on this prompt as a guide, and STAY FOCUSED.

Rubric for Rhetorical Analysis

Characteristics of the A Paper

• The analysis never strays from its purpose. • The content and tone are appropriate and effective for a general audience. • The writer’s analysis is skillfully supported with evidence and examples, while also

expertly distinguishing any necessary qualifications. • The paper follows the pre-determined organization outlined in the essay prompt. • The article is cited accurately and correctly, both in-text and on the works cited page. • The paper is logically organized without feeling mechanical or formulaic. • Sentences are varied in length and structure, according to the author’s purpose and

emphasis. • Mechanically, the paper is correct except for very few excusable errors of inadvertence

and violations of extremely technical rules.

Characteristics of the B Paper • The analysis may not always affect the audience as the writer expects it to, but it is

focused and interesting. • The content and tone are appropriate for a general audience. • The writer’s analysis is supported with evidence and examples, while also distinguishing

necessary qualifications. • The paper follows the pre-determined organization outlined in the essay prompt with only

minor lapses in accuracy and/or correctness. • The article is cited, both in-text and on the works cited page, with only minor lapses in

accuracy and/or correctness. • The paper is logically organized without feeling mechanical or formulaic, but transitions

are sometimes strained. • Sentences are usually varied in length and structure to suit the author’s purpose and

emphasis. • Mechanically, the paper is generally correct except for some problems with complex

grammar and punctuation conventions.

Characteristics of the C Paper • The purpose of the analysis is not always clear. • For the most part, the content and tone are appropriate for a general audience. • The writer’s analysis is mostly supported with evidence and examples, while also

distinguishing some necessary qualifications. • Writer attempts to follow the prompt guidelines, but there are inconsistencies with

accuracy and/or correctness. • Writer attempts to cite the article, both in-text and on the works cited page, but there are

inconsistencies with accuracy and/or correctness. • The paper is organized through mechanical or formulaic methods; transitions are

sometimes strained or missing. • Even though there are few errors in sentence structure, sentences are not varied in length

and structure.

• The essay contains a few major errors, and there are several mistakes in spelling, grammar, and punctuation.

Characteristics of the D Paper

• Only in a few places does the analysis find its purpose; mostly, the paper is an unfocused exercise.

• At times, the content and tone are inappropriate for a general audience. • The writer’s analysis is inconsistently supported with evidence and examples and may or

may not distinguish necessary qualifications. • Writer doesn’t follow the prompt guidelines very well, and there are consistent problems

with accuracy and/or correctness. • Writer infrequently attempts to cite the article, both in-text and on the works cited page,

and there are consistent problems with accuracy and/or correctness. • Some principle of organization is apparent, but it is not successfully followed. • Errors in sentence structure are frequent enough to distract the reader. • The essay contains several major errors, and there are frequent and/or consistent mistakes

in spelling, grammar, and punctuation.

Characteristics of the F Paper • The analysis has no purpose and lacks focus. • The content and tone are inappropriate for a general audience. • The writer’s analysis is not supported with evidence and examples and does not

distinguish any necessary qualifications. • Writer makes no attempt to follow the guidelines issued in the prompt. • Writer makes no attempt to cite the article. • There is no apparent organization. • Errors in sentence structure are distracting to the reader and make it difficult to follow the

writer’s points. • Some errors include failure to understand the basic grammar of the sentence. Simple

words are frequently misspelled.