I need it by Tuesday by 1:00pm (California’s time) on March 12th, 2019. requirement attached.

I need it by Tuesday by 1:00pm (California’s time) on March 12th, 2019. requirement attached.


Due: March 19th by midnight on Blackboard
PROJECT #2: ANALYZING RHETORICAL
STRATEGIES IN TWO TEXTS
CONTEXT:
For your previous essay, you walked through Shulevtiz’s argument and analyzed her claims and evidence. For this
paper, you will still analyze; however, you will focus your analysis on the rhetorical strategies that two writers use
to progress their arguments. After reading “Dear Class of 2020,” “Don’t Blame Students for Being
Hypersensitive,” “Students Deserve Safe Spaces,” “I’m Northwestern’s President,” and “College Campuses Should
Not Be Safe Spaces,” your job is to choose two texts and analyze how they appeal to ethos, pathos, logos, and/or
kairos to advance their arguments. You can think of this essay as a compare/contrast.
ASSIGNMENT:
You will need to account for the following elements (though they do not need
to be approached in this particular order. Additionally, your essay should not
read as though you are simply answering these questions.




Identify both authors & their texts
o Who are they? What is their credibility?
▪ What do we know about their texts?
Identify both authors’ overall argument
o What is the argument?
▪ How do you know? Is it stated directly? Implicitly?
Identify the audience for each text
o How do you know?
▪ What details from the text point to the type of audience the author has in mind?
o How does the audience influence how the text is written and perceived?
Analyze & Evaluate the rhetorical strategies each author uses to advance their claims & overall argument
o What types of evidence does each author use? Logic, emotional, credible, timely?
▪ Why does the rhetorical strategy advance/hinder their overall argument?
• How?
IMPORTANT DETAILS:



4-5 pages
MLA Format
MLA Works Cited Page
EVALUATION CRITERIA:
→ Comprehension
o Effectively addresses all aspects of the prompt
o Fully grasps both articles and showcases knowledge cogently
→ Development
o Details/analyzes chosen texts thoroughly and thoughtfully
Due: March 19th by midnight on Blackboard
o
Writer thoroughly address elements of the argument, including author, context, audience,
purpose, claims, and evidence.
o Analysis of rhetorical strategies is thorough
→ Organization
o Essay flows logically from introduction → body → conclusion
o Sentence level organization is strong
→ Expression/Mechanics/Grammar
▪ Writer uses appropriate syntax, grammar, punctuation
IMPORTANT DATES:

02.19: Intro to Project/Reading “Dear Class of 2020”/Rhetorical Appeals

02.26: In class reading/charting activities/synthesizing texts

03.05: Drafting Activities

03.12: Peer Review Workshop—Must complete in class

03.19: Final Draft Due on Blackboard by midnight
SLOS:
→ Develop an effective process of reading for comprehension
→ Develop an effective writing process—including prewriting, drafting, revision, and self-evaluation
→ Analyze the elements of academic texts—particularly argument, genre, audience, context, purpose, and
strategies
→ Articulate in writing key rhetorical concepts.
Dear Class of 2020 Student:
Welcome and congratulations on your acceptance to the College at the University of Chicago. Earning a
place in our community of scholars is no small achievement and we are delighted that you selected
Chicago to continue your intellectual journey.
Once here you will discover that one of the University of Chicago’s defining characteristics is our
commitment to freedom of inquiry and expression. This is captured in the University’s faculty report on
freedom of expression. Members of our community are encouraged to speak, write, listen, challenge
and learn, without fear of censorship. Civility and mutual respect are vital to all of us, and freedom of
expression does not mean the freedom to harass or threaten others. You will find that we expect
members of our community to be engaged in rigorous debate, discussion, and even disagreement. At
times this may challenge you and even cause discomfort.
Our commitment to academic freedom means that we do not support so-called “trigger warnings,” we
do not cancel invited speakers because their topics might prove controversial, and we do not condone
the creation of intellectual “safe spaces” where individuals can retreat from ideas and perspectives at
odds with their own.
Fostering the free exchange of ideas reinforces a related University priority—building a campus that
welcomes people of all backgrounds. Diversity of opinion and background is a fundamental strength of
our community. The members of our community must have the freedom to espouse and explore a wide
range of ideas.
I am enclosing a short monograph by Dean John W. Boyer, the Martin A. Ryerson Distinguished Service
Professor in History and Dean of the College, which provides a helpful primer. This monograph, entitled
Academic Freedom and the Modern University: The Experience of the University of Chicago, recounts the
history of debate, and even scandal, resulting from our commitment to academic freedom.
If you are interested in some of the source material mentioned in Dean Boyer’s book, you can find links
to the important reports (e.g. the Kalven report, the Stone report, etc.), at the website maintained by
our University Provost at http://freeexpression.uchicago.edu/.
Again, welcome to the University of Chicago. See you in September!
Sincerely,
Jay
John (Jay) Ellison, PhD
Dean of Students in The College
COMMENTARY
JANUARY 17, 2019
Julia Wall, The News & Observer via AP
Part of the pedestal of the Confederate statue known
as Silent Sam is lifted during its removal on Tuesday
from the U. of North Carolina at Chapel Hill.
 PREMIUM
© 2019 The Chronicle of Higher Education

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