Reading Analysis Questions: Fiction

Reading Analysis #2

Guidelines for Reading Analysis Presentation 1

Sign-up for one of two chapters on the presentation calendar. Make a note of the article title and presentation date that you sign up for below.

Reading analysis 1 article: __________________________  Presentation date: _______________

You will be presenting your analysis in class along with two to five of your classmates. The class will be counting on you to be on top of the chapters you are covering, so please be prepared!

This assignment is worth 40 points – to receive credit, you must participate in the presentation of your analysis. You will be graded primarily on your written analysis (breakdown of scoring below), but outstanding presentations will be rewarded.

Read the chapters that you will be analyzing carefully. If possible, read them twice. On your first reading, just try to identify the main idea(s) and get a feel for the writer’s approach and the flow of the chapter. On your second reading, go over the text more carefully; notice how the writer creates characters and tells the story. 

To prepare your written analysis:

Identify the author’s name and the title of the book. Answer the following questions. Put your answers in outline form (see sample analysis on the reverse side of this sheet).

1.     What is the central theme of the selection? Your answer should be a complete sentence in your own words (not a quote!). Be as specific as possible, but remember that your claim should cover the whole chapter(s). 

2.     Why is the subject of this story is a compelling theme for a writer to explore?

3.     Do you think this is a true story? In a certain way, could something like this happen?

4.     Is the central theme expressed explicitly or implicitly? The claim is explicit if the writer spells out what it is. The claim is implicit if the writer only implies the claim but does not state it outright. 

5.     What is the tone – the feel – of the story?

6.     What things in the story give the most insight into human nature?

7.     Does the writer leave the opinions and feelings to the readers? If so, why? Is this approach effective?

More on rhetorical analysis essay

San José State University Writing Center
www.sjsu.edu/writingcenter

How to Write a Rhetorical Analysis Essay
This handout is designed to assist you in writing your rhetorical analysis paper. Some of the instruction given here comes from the course prompt to ensure that you meet the assignment requirements. Use the background information given here to understand the assignment. Then use the questions that follow as a supplement to the course prompt, to generate both the content and an outline for your draft.
What Is a Rhetorical Analysis?
The purpose of the rhetorical analysis essay is not to summarize a piece of writing, but to

•   explore how rhetoric works;
  
•   explore how ideas are argued and presented;
  
•   analyze how the strategy is working to help the writer achieve his or her purpose.
  What Is Rhetoric?
  Rhetoric is the art or skill of speaking or writing formally and effectively, especially as a way to persuade or influence people. To analyze a writer’s rhetoric, you need to investigate how the writer composed the writing to achieve his or her goal. The prompt outlines questions you can use to brainstorm the rhetoric of the sample you are studying.
  

From the Prompt: Questions to Think about before Writing

•   What do you think was the author’s purpose in producing this writing?
  
•   Who was the intended audience and how do they affect the writing?
  
•   What style and tone did the author use? Why?
  
•   What rhetorical appeals did the writer use? (ethos, pathos, and logos)
  
•   What logical schema were used to develop ideas? (description, narration, process
  analysis, compare and contrast, cause and effect, etc.)
  
•   How is the text organized, and why do you think the author chose this particular
  organizational pattern? Is there a particular format that is used?
  
•   Why do you think the author included or omitted particular information?
  
•   What kinds of evidence did the author include to support his/her point of view, and
  how was that evidence used?
  

How Do I Write a Rhetorical Analysis?
Take the following four steps to develop content and plan your rhetorical analysis essay draft.

1. Analyze the rhetorical appeals.
   
2. Brainstorm your introduction.
   
3. Develop your body paragraphs.
   
4. Draw a Conclusion.
   

How to Write the LLD/ENGL 100A Rhetorical Analysis Essay, Spring 2014. 1 of 4

Analyze the Rhetorical Appeals
Analyzing rhetorical appeals can seem daunting. However, you can approach this analysis as a simple matrix for outlining the contents of your paper.

Definition	How does the writer use each strategy to develop his or her purpose?
Ethos: Ethical appeals establish the credibility and goodwill of the author or of the sources used to support an argument. Where and how does the author explain his or her related background or establish the credibility of the sources used?
Pathos: Emotional appeals draw on the readers’ emotional response to the subject and on shared beliefs and values. Where does the author use language and/or create images that are emotionally charged?
Logos: Logical appeals use reasoning and evidence to support an argument. Logical appeals draw on facts, statistics, research, financial costs, observations, and experiments to reach conclusions using logical schema. Where and how does the author use evidence? What kinds of evidence are used? What logical schema does the author draw on to interpret the evidence?

Brainstorm Your Introduction
Once you have answered the prompt’s questions and filled out the rhetorical appeals table, you will have generated a lot of specific information for your rhetorical analysis. You are now ready to start drafting your paper. You can begin with the introduction.
In a rhetorical analysis essay, the purpose of the introduction is to provide information about what is to come.

1. How do writers use rhetorical writing to achieve their purpose?
   
2. Introduce the paper you are analyzing.
   

3. What a. b.
   
4. What
   

a. b. c.

Who is the writer?
What were the circumstances under which the paper was written?
Give the full title of the paper, indicate when it was written, and identify the intended audience.
do you think was the writer’s purpose?
What did the writer want to achieve?
What did the writer want the reader to conclude?
are the rhetorical appeals and strategies used by the author? Which appeals will you discuss in your analysis? This is your preview statement.

How to Write the LLD/ENGL 100A Rhetorical Analysis Essay, Spring 2014. 2 of 4

5. What is your central argument? How did the writer use the rhetorical strategies and appeals to accomplish his or her purpose? Was the writer successful? The answers to these questions can be summarized as a thesis statement.
From this example, can you identify which rhetorical strategies and appeals the student will likely discuss?
Develop Your Body Paragraphs
Make sure to analyze instead of summarize your chosen piece of writing. Each paragraph in the body should have its own topic sentence and a unified focus. You should write one paragraph on each of the rhetorical strategies and appeals that you mention in the introduction.

Rhetorical Analysis Thesis Statement Example
The author’s emphasis on her first-hand experience as a mother who lost her son to E. coli and use of evidence that is descriptive and data-driven make her argument about FDA policy reform persuasive.

Questions to Consider for Your Outline
You can use the following questions as you begin to outline your paper.

•   What is the definition of the rhetorical strategy or appeal you are writing about?
  
•   What is your evaluation of the writer’s use of that rhetorical strategy or appeal in
  regard to his or her purpose?
  
•   How do two to three examples from the paper illustrate the use of that strategy or
  appeal?
  
•   How do the examples contribute to the writer’s purpose?
  
•   How does the strategy or appeal contribute to the writer’s purpose?
  

Draw a Conclusion
In the conclusion to your rhetorical analysis essay, summarize briefly the main points of your analysis to explain its significance and to draw a clear and specific conclusion.

Questions to Consider for Your Conclusion

1. What conclusions can you draw about the role in general of rhetorical appeals and strategies in producing clear communication through writing?
   
2. Was the author successful in using the various rhetorical appeals and strategies for the intended audience and purpose?
   
3. What changes might you recommend to the author to better achieve his/her purpose?
   
4. How does this assignment help improve your writing, help your critical thinking skills,
   and help you become a better reader?
   
5. What lessons have you learned by writing a rhetorical analysis?
   

How to Write the LLD/ENGL 100A Rhetorical Analysis Essay, Spring 2014. 3 of 4

How Do I Edit My Draft?
When editing your writing, consider how your writing looks to someone else. What is clear to you may not be clear to others. You are writing for someone who is unfamiliar with your topic, and your instructor is evaluating you on your understanding of the rhetorical strategies and appeals as well as the clear presentation of your analysis. As you work through the following editing worksheet, assume the role of your intended audience: 100A instructors and the portfolio committee.
Editing Worksheet
Thesis Statement

1. Does the thesis statement provide an evaluation of the sample text?
   
2. Does the thesis statement provide reasoning behind that idea?
   

Content

1. Does the draft explain why each strategy was important to the audience of the text and
   explain how the strategy is working to help the writer achieve his or her purpose? Does
   the draft do more than summarize the article?
   
2. Do any of the claims remain vague? Where might the 100A audience need more
   illustration, evidence, or discussion of evidence to follow the conclusions drawn?
   

Structure

1. Does the paper provide cues at each paragraph opening and closing to help the reader
   follow the reasoning of the paper?
   
2. Does each paragraph have a clear central idea? Is evidence tied to a clear conclusion at
   the end of the paragraph?
   
3. Does the conclusion briefly summarize your main points and explain the significance of
   your analysis?
   

References
Lunsford, Andrea A. The Everyday Writer. 5th ed. Boston: Bedford / St. Martin’s, 2013. Print.

How to Write the LLD/ENGL 100A Rhetorical Analysis Essay, Spring 2014. 4 of 4 

How to write (and analyze) a rhetorical analysis

How to Write a Rhetorical Analysis

Four Parts:Gathering InformationWriting the IntroductionWriting the BodyWriting the Conclusion

A rhetorical analysis can be written about other texts, television shows, films, collections of artwork, or a variety of other communicative mediums that attempt to make a statement to an intended audience. In order to write a rhetorical analysis, you need to be able to determine how the creator of the original work attempts to make his or her argument. You can also include information about whether or not that argument is successful. To learn more about the right way to write a rhetorical analysis, continue reading.

Part 1 of 4: Gathering Information

1. 
   1
   Identify the SOAPSTone. The SOAPSTone of a text include its Speaker, Occasion, Audience, Purpose, Subject and Tone.
   • The speaker refers to the first and last name of the writer. If the writer has any credentials that lend to his or her authority on the matter at hand, you should also briefly consider those. Note that if the narrator is different from the writer, though, it could also refer to the narrator.
   • The occasion mostly refers to the type of text and the context under which the text was written. For instance, there is a big difference between an essay written for a scholarly conference and a letter written to an associate in the field.
   • The audience is who the text was written for. This is related to the occasion, since the occasion can include details about the audience. In the example above, the audience would be a conference of scholars versus an associate in the field.
   • The purpose refers to what the writer wants to accomplish in the text. It usually includes selling a product or point of view.
   • The subject is simply the topic the writer discusses in the text.
2. 
   2
   Examine the appeals. Appeals are the first classification of rhetorical strategy and involve the ethos, logos, and pathos.^[1]
   • Ethos, or ethical appeals, rely on the writer's credibility and character in the garnering of approval. Mentions of a writer's character or qualifications usually qualify as ethos. For instance, if a family therapist with 20 years of practice writes an article on improving familial relations, mention of that experience would be using ethos.
   • Logos, or logical appeals, use reason to make an argument. Most academic discourse should make heavy use of logos. A writer who supports an argument with evidence, data, and undeniable facts uses logos.
   • Pathos, or pathetic appeals, seek to evoke emotion in order to gain approval. These emotions can include anything from sympathy and anger to the desire for love. If an article about violent crime provides personal, human details about victims of violent crime, the writer is likely using pathos.
3. 
   3
   Note style details. Style details are the second rhetorical strategy and include a wide variety of elements, such as imagery, tone, syntax, and diction.^[2]
   • Analogies and figurative language, including metaphors and similes, demonstrate an idea through comparison.
   • Repetition of a certain point or idea is used to make that point seem more memorable.
   • Imagery often affects pathos. The image of a starving child in a third-world country can be a powerful way of evoking compassion or anger.
   • Diction refers to word choice. Emotionally-charged words have greater impact, and rhythmic word patterns can establish a theme more effectively.
   • Tone basically means mood or attitude. A sarcastic essay is vastly different from a scientific one.
   • Addressing the opposition demonstrates that the writer is not afraid of the opposing viewpoint. It also allows the writer to strengthen his or her own argument by cutting down the opposing one. This is especially powerful when the author contrasts a strong viewpoint he or she holds with a weak viewpoint on the opposing side.
4. 
   4
   Form an analysis. Before you begin writing your analysis, determine what the information you gathered suggests to you.
   • Ask yourself how the rhetorical strategies of appeals and style help the author achieve his or her purpose. Determine if any of these strategies fail and hurt the author instead of helping.
   • Speculate on why the author may have chosen those rhetorical strategies for that audience and that occasion. Determine if the choice of strategies may have differed for a different audience or occasion.

Evaluating Arguments

Aristotle’s categories for basic appeals in arguments:

Pathos: Emotional appeals (also known as pathos) play to the reader’s feelings and values.
    Example: In an argument for health care reform, the writer presents a story about one family suffering under the current system that evokes the reader’s sympathy and sense of fairness.

Ethos: Ethical appeals (also known as ethos) seek to establish the credibility of the writer as trustworthy.
    Example: The writer cites a source that the reader trusts; the writer gives the reader a sense that complete facts are being presented and/or all sides of an issue are being treated fairly.

Logos: Logical appeals (also known as logos) use reasoning and logic to make their points.
    Example: The writer makes strong logical connections between steps of her argument, such as clearly explaining how a cause produces a particular effect. The writer supports her claim with convincing factual evidence.


Toulmin’s Model of Arguments

Stephen Toulmin, a 20th century British philosopher, developed a model for evaluating arguments. This is a simplified version of his model.

The three major elements of Toulmin’s argument model are:
Claim – the statement, position, or idea that the author wants the reader to accept.
    Example: The sales and operation of most SUVs should be banned.
Your claim should be a complete sentence that expresses an arguable (not a factual) statement.

Reason – the reasoning or logical connection between the evidence and the claim. The reason explains why, according to the argument, the claim is true.
    Example: SUVs contribute to global warming.
Remember: Your reason should be an idea, not a specific piece of evidence. You can think of the reason as a generalization of the evidence.

Evidence / data – the facts, examples, authoritative opinions, statistics, etc. that the author presents to support the claim
    Example: Studies show that SUVs emit significant levels of greenhouse gases.

Test your claim, reason, and evidence by inserting them in the following questions and answers.
What is the author’s argument?
Answer: Claim because Reason.    
Answer: The sales and operation of most SUVs should be banned because SUVs contribute to global warming.
Your claim should specifically and precisely express the author’s main argument, and your reason should make sense as a “because” clause to your claim.
How do we know?
Answer: Evidence
Answer: Studies show that SUVs emit significant levels of greenhouse gases.
Your evidence should make sense as the answer to the question, “How do we know?

Thoughts On The Thesis Statement

THE THESIS STATEMENT

The thesis is the ONE sentence that contains

the foundation, the premise, the argument

you are presenting to your readers.

It is the core of the essay.

Strive to make it strong and clear.

ELEMENTS OF THESIS:

• It must be ARGUABLE.

This means it presents an opinion, an argument, or an illustration of a view or experience.  It is not a mere statement of fact. 

• It must ADDRESS the TOPIC.

While this element seems obvious too, writers often get going and one thought leads to another and another and the topic gets left behind. Re-read the prompt several times to make sure you haven’t gone off topic beyond the parameters of the assignment. 

• It must be specific enough to be covered in the paper.

What is the length of the assignment: two pages? ten pages? The length determines how broad or narrow the scope of your thesis will be. Adjust accordingly. 

• It must MAKE SENSE.

This is the catch-all element that asks you to re-consider your wording, syntax, diction, and grammar. 

Guidelines for Reading Analysis Presentation 1

English 100

Guidelines for Reading Analysis Presentations 1

Each student must complete a written and oral analysis five times. Each presentation is worth 4% of your grade.

Make a note of the article titles and presentation dates that you sign up for below. To receive credit, you must complete the written section of the assignment and participate in the presentation of your analysis. You will be graded primarily on your written analysis (breakdown of scoring below), but outstanding presentations will be rewarded. If you fail to hand in the written analysis when you present – or if you fail to present when you deliver your written work – you will not receive credit. If you forget you signed up, you will not receive credit. There are no makeup exceptions.

You will be presenting your analysis in class along with two to five of your classmates. The class will be counting on you to be on top of the article you are covering, so please be prepared!

Read the article you will be analyzing carefully. If possible, read it twice. On your first reading, just try to identify the main idea(s) and get a feel for the writer’s approach and the flow of the piece. On your second reading, go over the text more carefully; notice how the writer constructs his or her argument. You will probably want to mark up your text and/or take notes.

To prepare your written analysis:

Identify the author’s name and the title of the article. Answer the following questions. Put your answers in outline form (see sample analysis on the reverse side of this sheet).

1.     What is the central claim (or thesis) of the selection? Your answer should be a complete sentence in your own words (not a quote!). Be as specific as possible, but remember that your claim should cover the whole article. (25%)

2.     Is the central claim expressed explicitly or implicitly? The claim is explicit if the writer spells out what it is. The claim is implicit if the writer only implies the claim but does not state it outright. (5%)

3.     What reasons link the evidence to the claim? In other words, why does the evidence support the claim? Reasons may be presented explicitly or implied. (20%)

4.     What evidence does the writer present to support his or her claim? Specify and categorize the evidence (e.g. examples, personal experiences, analogy, authoritative opinion, facts, statistical data, cause-effect reasoning, results of scientific experiments, comparison, interviews, etc. – see sample on back). Do not answer this question with detailed quotes or paraphrases from the article! For additional guidance, see the table of Kinds of Evidence on pp. 91-4 of your textbook Writing Arguments. (25%)

5.     Comment briefly on the persuasiveness of the article by answering one or more of the following questions.  (25%)

·       Is the argument convincing? Does it rely on emotional, ethical, and/or logical appeals?

·       Are there flaws in the reasoning of the argument? Does it rely on questionable sources?

·       Does understanding the argument require knowledge of the historical or cultural context in which it was written?

·       How do the style, organization, and/or tone contribute or detract from the persuasiveness of the argument?

·       What is your personal reaction to the article?

HERE IS A SAMPLE ANALYSIS of “The Myth of ‘Practice Makes Perfect’” by Annie Murphy Paul. Read this to see how a good paper is prepared.

Central claim: Mastery of a skill demands deliberate practice, focusing on improving weak areas, rather than just spending time repeating the activity (Explicit).

Reason: Improvement at a skill only occurs when the practitioner works to notice and eliminate errors through practice.

Evidence:

• Authoritative opinion from cognitive psychologist Gary Marcus argues that deliberate practice is much more effective than unfocused just-for-pleasure practice.
• Marcus cites studies that show that working to improve weaknesses is more likely to result in improvement than just spending more time practicing.
• Authoritative opinion from a 1993 Anders Ericsson paper suggests that although practice focusing on fixing errors may not be the most enjoyable, it is probably the most effective.
• Research on practice sessions of pianists published in the Journal of Research in Music Education indicates that the best pianists put a stronger focus on immediately fixing
• errors so they do not occur again. 

Comment: The argument is fairly persuasive because, as presented, it makes good logical sense (logos = logical appeal) and basically validates my personal experiences. The results of the studies on the musicians’ practices made the argument much more credible (ethos = ethical appeal) and convincing to me. In fact, I would have liked hearing about the studies in more detail. I liked the author’s use of the example of learning to play an instrument because I could relate to it (pathos = emotional appeal) and it made the argument more “real” for me. Perhaps, for the same reason, the article might be less interesting and compelling to someone without any formal musical experience.

Prompt for Essay 1: Rhetorical Analysis

Essay 1 – Rhetorical Analysis

“To analyze an argument rhetorically means to examine closely how it is composed and what makes it an effective or ineffective piece of persuasion. A rhetorical analysis identifies the text under scrutiny, summarizes its main ideas, presents some key points about the text’s rhetorical strategies for persuading its audience, and elaborates on these points.”                               -- Ramage, Bean, and Johnson in Writing Arguments

Read the essay “How Can We Address the Shortage of Organ Donars?” (605-606) Then write a rhetorical analysis essay of 4-5 pages on one of the articles listed below from our textbook, Patterns:

·        “The Case for Mandatory Organ Donation,” by Scott Carney, 614-619

·        “Yes, Let’s Pay for Organs,” by Charles Krauthammer, 620-624

·         “The Surgery Was Simple: the Process Is Another Story,” by Virginia Postrel, 625-629

Your essay should explain the argument presented in the article and evaluate its effectiveness in persuading its audience of its central claim and reasons. Your essay should identify at the outset the audience at which the piece is aimed, its argumentative purpose, and its central argument.  Once you have identified these concerns, evaluate the rhetorical effectiveness of the given text.  A rhetorical analysis examines 1) the writer’s use of the three rhetorical appeals (ethos, pathos, and logos); 2) the arrangement and style of the piece; 3) the context (kairos) of the piece (use what you know and what is in the textbook about the piece only, as research is not a component of this assignment).

To earn a passing grade, your essay should include:

1.     A title!

2. An introduction that identifies your article and sets up your argument about the article.
3. A thesis that evaluates the effectiveness of the article based on the author’s use of rhetorical appeals (ethos, pathos, logos), style, and context.
4. Effectively organized paragraphs with strong topic sentences and transitions.
5. Analysis of examples from the article (summaries and paraphrases in your own words and sentence structure, as well as some brief, correctly integrated direct quotations).

6.     A conclusion that provides closure to the essay and considers the implications of the argument.

7.     Consistent, correct use of MLA style, including

1. Proper MLA in-text citations for all paraphrases and direct quotations from the article (see pp. 384-7) and
2. A Works Cited page in correct MLA format (which does NOT count towards your page minimum) since you will be quoting from your article (see pp. 387-96). Your only source will be your article. No other research is allowed.

8.     Adherence to the conventions of standard written English.

Prewriting:

1. Choose an article and read it over carefully a few times.
2. Free write on your response to the argument made in the article.  What is the argument? Did the author convince you of the argument? Why or why not?  Be specific.
3. Free write or brainstorm responses to each of the following questions:

a.     How does the author present her- or himself as credible (ethos)?  Does this strategy work? Why or why not?

b.     How does the author use emotional appeals (pathos)?  Are such appeals effective?  Why or why not?

c.     Does the author use sound reasoning (logos) to present the argument?  Identify and discuss a few examples. Be specific.

d.     How is the argument organized? Is this effective? Why or why not?

e.     How would you describe the style of the article? Is it aimed at a particular audience? Is the style effective?

f.      What does the author do to frame the context (kairos) of the piece?  Is this effective? Explain.

4.     List 4 quotes you might use in your essay, and explain how each one relates to your assessment of the author’s use of ethos, pathos, logos, or kairos.

5.     Write a possible thesis for your essay.

Due Dates:

Prewriting/Outline (5%): Due January 21 - To receive full credit, you must bring your prewriting to class and participate in the prewriting/outline workshop. No credit for late prewriting!

Rough Draft (5%): Due January 26 - Your rough draft must be typed and double-spaced (Be sure to save it somewhere you can easily find it. If you don’t have your own computer, email it to yourself!).  To receive full credit, you must bring your draft to class and participate in the draft workshop. No credit for late drafts!

Final Draft (90%): Due January 28 – Bring a paper copy in class and uploaded to Turnitin.com before class. Please put your final draft in this order: (1) clean, revised draft of your essay, (2) rough draft with peer comments on it, (3) the peer review sheets your group gave you, and (4) your prewriting. Please do not put your paper in any kind of folder. A corner staple will be fine.

Before you turn in your essay, you will be given 5-10 minutes to write a brief cover letter for your paper (you may prepare your cover letter in advance, if you wish). In your cover letter, you should reflect on your writing process and identify issues you especially want your reader to respond to. You may explain what you were trying to achieve with your essay, what you feel you did well, and/or what you had trouble with.