File Finding myself is I choosed Student story This is for your Essay 1 paper, so read that assignment before you do this! Your controlling idea does not have to be the first paragraph in your paper, but it can be! Or it can be, partially! 1. Your controlling idea should include: Something about how the Student Story uses EACH OF the appeals: Emotional (pathos) – Compelling or shocking language or plot? Sad or upbeat or inspiring tone? Strong language? Humor? Other methods to stir the audience’s emotions? Logical (logos) – statistics, data, charts, maps, percentages, personal experience as evidence? Credibility (ethos) – How does the Student Story create or lose trust for the person or people behind it? Also include: Audience/target audience – Who is the story geared toward appealing to? It has to be more than “everyone” or “anyone.” Purpose(s) – What does the Student Story hope to achieve? Note: Due dates are on The Real Course Schedule This first essay is an analysis of a Student Story using rhetoric. If you don’t know what this (“rhetoric”) is, DON’T PANIC! I am here to help! Rhetoric is a technique of using language effectively and persuasively in spoken or written form. It is an art of discourse, which studies and employs various methods to convince, influence, or please an audience (in this case, your reader). Your goal is to do a close reading of the Student Story you choose to see what rhetorical strategies and moves are made within a story. Rhetorical analyses look at Ethos, Pathos, and Logos and see how well they are used. You learned about Ethos, Pathos, and Logos in EN 101, but it’s probably been a while. For a refresher, look here: https://pathosethoslogos.com (please do this, it will help!!) Why is understanding how rhetoric works important? Let’s look at a piece of the University of Iowa’s website for its required class, Rhetoric: “Have you ever bargained with a car salesperson to lower a price, wanted to negotiate a raise with your boss, needed to give a presentation in front of a group, had an argument with a friend over a controversial topic, or made a complaint over the phone? Have you ever written an essay, composed a letter applying for a job, read a book, watched an advertisement, or contributed to a blog? What do you need to do these things well? Rhetoric. Rhetoric is not just empty words or fine political speeches. Rhetoric is the study and art of writing and speaking well, being persuasive, and knowing how to compose successful writing and presentations. Rhetoric teaches us the essential skills of advanced learning and higher education. In Rhetoric classes, students learn to think logically, to discover wrong or weak arguments, to build a good case on a controversial topic, and to overcome the all-too-common fear of speaking in public so that they can deliver crisp and well-prepared speeches.” So, there you have it. Back to your assignment. Here is what the paper needs to have: 1. The analysis needs to be between 3-5 pages, double spaced. It needs to contain a Controlling Idea in the first paragraph, which we will work on. 2. Please include the says/does statements after your analysis, but within the same file. Choose from any of the student stories for your analysis essay. In other words, the story you originally found and posted on the DB does not need to be the story you choose for Essay #1. The best way to begin is to write a says/does for each paragraph in the legacy story you are analyzing. Please see below and this link for details: Says/Does Analysis Introduction to Says/Does Analysis—an Important Close Reading Routine Borrowed from https://bestofaplanguage.wordpress.com/soapstone-a-method-for-analyzing-discourse/saysdoes-analysis/ When reading text closely, consider what it does as well as what it says. When you do this, you are thinking about how language functions, a dimension that’s distinct from what language says. “Says statements” summarize the content of text. “Does statements” describe construction, organization, and form with as little reference to content as possible. Important note: Your “does” statement should begin with a signal verb: https://department.monm.edu/english/mew/signal_phrases.htm Basically, says/does analysis involves grappling with the difference between the content (says) and the function and form (does) of a text as represented by its language. While exploring the distinction between form and content may seem challenging (and even artificial), it is a useful tool during close reading and analysis of text. Conducting a says/does analysis can prove especially valuable during the revision of your own writing, helping you account for coherence (or the lack of it). Here’s a hint: Often, language functions can be related to how a writer (including you) conveys his or her thesis, central idea, claim, or proposition. So ask yourself—what is my (or the author’s) claim (and/or what’s my aim?) and what am I (is he or she) doing to get it across, in all its glory, to my (his or her) audience? It’s often harder to write does statements than says statements. Most of you have been asked to write content summaries, so says statements probably won’t seem too odd or strange. Note: The following says/does template is only a template. The student story you choose to write about might only have two paragraphs, etc. so you might have to have a larger number of paragraphs in your paper than exists in the story. SAYS/DOES P 1 Says: Does: P 2 Says: Does: P 3 Says: Does: P 4 Says: Does: P 5 Says: Does: P 6 Says: Does: P 7 Says: Does: P 8 Says: Does: P 9 Says: Does: P 10 Says: Does: Crafting the Essay: Using the skills you learned in First-Year Writing, craft an essay using your completed says/does. I recommend working on the paragraphs of the body of the essay, follow with a conclusion, and finish with the introduction. Looking over your says/does, can you group paragraphs into sections? In other words, are there: introduction paragraphs, paragraphs which describe the speaker’s journey, paragraphs which paraphrase a lesson learned or piece of wisdom? This strategy results in an analysis with a more complex form, versus simply beginning each of your essay’s paragraphs with, “[Author’s] next paragraph . . . .” It is ideal to have at least four paragraphs after the introduction paragraph and before the conclusion paragraph–one for each section–but might need two or three more. Outline: Introduction First Section of Student Story Second Section of Student Story . . . Conclusion How the says / does helps With your says/does, you can take your text and shape it into your essay. For example, let’s say the Legacy Story you are analyzing uses its first two paragraphs to introduce the theme of the story: P1: Says: Sims [Author’s last name] asks rhetorical questions about reader’s memories Does: Introduces the audience to the theme of being practical about making good memories P2: Says: Sims previews the story’s theme by describing the interviewee’s experience as a nurse Does: Establishes who and what the story is about: Nursing across the world For the paragraph, one can begin the “does” as a topic, and the “says” as the example.
The post File Finding myself is I choosed Student story This is for your Essay 1 paper, s appeared first on versedwriters.
Commentaires