Rhetorical Analysis of an Argument

In this paper, you will be analyzing and evaluating an argument, focusing on the rhetorical situation, the structure of the argument, and the use of language. In the end, you will produce an academic essay that includes both your detailed analysis and final evaluation of the piece that answers TWO questions:

How does the argument work?

What makes it effective (or not effective) for its rhetorical situation?

Parameters:

You may choose one of the following:

Any essay in the Bad Ideas about Writing text, except the essays we have already read for class or those represented in the sample essays (Wardle or Giovanelli).

An editorial, white paper, or argument from your discourse community. To be effective, you should pick an argument that has a named author, includes at least 1000 words, and appears in a recognized publication from the discourse community.

Your final paper should be 1250-2000 words (not including works cited list).

You will include a list of works cited at the end. Your target argument should be properly summarized, paraphrased, or quoted, with in-text citations in MLA (8th edition, 2016) style. See the document guidelines in the syllabus.

You will be using Hyland and Carroll in this paper as supporting sources.

Thesis: Your thesis for this paper will be your analysis and evaluation of the argument’s effectiveness for its particular rhetorical situation. In other words, your thesis will answer these two questions:

What’s the basic structure of the argument?

Are the structure and language of the target text effective for its rhetorical context? (Why or why not?)

Purpose of the Assignment:

To learn and apply rhetorical and linguistic concepts (exigence, audience, constraint, claim, logos, pathos, ethos, fallacy, counterargument, concession, rebuttal, stance, engagement,etc.). We are using these concepts to analyze an academic essay, but you can use them to analyze any text rhetorically!

To practice close and careful reading.

To build skills in explaining and supporting assertions about a text.

Schedule of Development:

11/2: Submit your selection for the argument analysis (email to Dr. Moore with link or attachment)

11/4-9: Read and annotate your selected piece

11/11: Complete an outline of your project; drafting in class

11/16: Complete first draft due in conference AND initial grade.

11/30: Revisions due (Peer Review); first draft of writer’s memo due.

11/30-12/7: Writing Fellows conferences

12/9: Portfolio due (final version, no further revisions)

How to Cite a Text from Bad Ideas about Writing

Last Name, First Name. “Title of Chapter for Anchor Text.” Bad Ideas About Writing, edited by Cheryl E. Ball and Drew M. Loewe, West Virginia University Libraries, 2017, pp. #-#. West Virginia University Open Access Textbooks, https://textbooks.lib.wvu.edu/badideas/badideasaboutwriting-book.pdf.

Assessment:

FOUR QUESTIONS (If the answer is yes to all four, the paper will earn at least a C (70%)

1. Does the paper analyze and evaluate a reading from Bad Ideas about Writing, with appropriate citations and a Works Cited list?

2. Does the paper include an analytical and evaluative thesis that organizes and controls the entire paper?

3. Does the paper identify and explain elements of the rhetorical situation, argument structure, and language use, with appropriate supporting quotes?

4. Does the paper show evidence of editing for college-level grammar and mechanics?

Rubric

If the paper meets the minimal benchmarks, it will be assessed according to the following:

18-20

The A paper offers a thoughtful thesis that evaluates the overall effectiveness of the argument. The paper provides substantive details to illustrate the thesis, using the language of argumentation effectively and providing evidence for assertions. Source material from the target argument is integrated and used ethically and effectively. The paper reflects awareness and strategic application of academic writing conventions, and one section of the paper flows logically and smoothly to the next.

16-17

The B paper offers a thesis that evaluates the overall effectiveness of the argument. The paper provides details to illustrate the thesis, using the language of argumentation and providing evidence for assertions. Source material from the target argument is integrated and used ethically . The paper reflects awareness and careful application of academic writing conventions, and one section of the paper flows logically to the next.

14-15

The C paper offers a thesis that addresses the overall effectiveness of the argument. The paper provides some details to illustrate the thesis. Source material from the target argument is used ethically . The paper reflects awareness of academic writing conventions, and most sections of the paper flow logically to the next.

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