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Archive for September 2010

This survey will count as your blog prompt 4. That means, if you take the survey on time, you win! You win in the book of life, that is.

Here is the link:

ENGL121171 Survey

I will be posting some sample RAs for you to peruse in the next few days. The samples I post will be just that: samples. They are not the exact form or format that I am expecting of you. You should refer back to your Essay Prompt and to me for the specific way to put your RA together. In fact, the samples posted here are RAs of advertisements, not of texts, which is already a huge difference.

Still, to give you just a general idea of what a thorough RA looks like,  I have selected a few samples you should check out:

Rhetorical Analysis of a YM advertisement:


Rhetorical Analysis of a Saturn advertisement:


NEW: Sample Rhetorical Analysis Outline

Sample Rhetorical Analysis Outline

Hi Class,

When posting a blog, please remember to read the blogging requirements I posted as part of your first blog prompt. These requirements still apply to ALL your blog posts and your blog grades are based on how well you fulfill them.
Namely, you should be responding sufficiently to each blog prompt, and you should be meeting the blogging standards I set out originally. This means that I am checking the word count, the content, and how well you execute the response. I am not deducting points if you misinterpret the prompt or the reading, but I am checking to see if you put forth a good faith effort as reflected by whether you are at least following the directions for blogging.
If you would like to edit your last blog post (prompt #3), you can do so until Monday afternoon, 2pm.

Choose a film, music, or book critique online, and link it to your blog. Then write a blog post responding to the following points:

1. Perform a brief Rhetorical Analysis of the critique based on the elements we discussed in class. In your analysis, you should mention the following:

2. What is the critic’s judgment? Is it favorable or not? What clues signal his opinion? (Think: tone, word choice, content)

3.  What is the critic’s criteria for evaluation? Can you tell what it is?

4.  What evidence does the critic use to support his/her evaluation? Does the critic use patterns of development like Comparison/Contrast or Definition to make his judgment?

5.   Does the critic discuss the intended audience for this work?

I’m an English professor. I get excited about correct semi-colon use, strong thesis statements, and–gosh darn it–really good diction!

The other thing I get excited about? Graphic organizers of essays! In the one I posted on your CE6 and here, you are given two simple ways to construct an Illustration Essay.

The first way, using 3 examples, is pretty standard and probably needs no further explanation other than: your examples better be darn good! By “good,” I mean all of the things I mentioned on the powerpoint on your CE6.

The other way, using one extended example over multiple paragraphs, allows for more flexibility. You can also get really specific on that one thing, instead of trying to cover too much ground and not going in-depth with 3 separate examples.

For instance, say you want to write about how you identify with the Riot Grrl subculture. You could discuss 3 aspects of that subculture that make it uniquely appealing to you, such as how it emphasizes “girl” art in the form of music, writing, and visual media, and explain these elements using illustration/examples for each.

OR, you might take your thesis, which could discuss how the Riot Grrl subculture’s main message is to empower girls, and use one extended example of that (let’s say the music scene). You could arrange the examples/illustrations from most important (or even interesting) to least: lyrics, the style of music, the musicians’ images, and finally the concerts. You could also arrange these details from least-to-most.

What organization will you choose? That depends on the Rhetorical Situation for your essay. Remember that in writing, ALL things are interconnected. So, the essay subject you choose will dictate what organization you want to choose, which will dictate your paragraph structure, which will allllll be dictated by the pattern of organization your thesis will layout….which will be dictated by your subject…see what I mean?

Okay, enough of my prattle. Time (for you) to write!

In class today you should have received at least 1 of your peers’ essays to look over and review. In order to write your peer review, you will need to respond to the following prompts (only the ones that are majorly applicable) on the actual essay, AND in letter format. Please type up your peer review and bring it with you to class.Your peer review should be 1-2 pages, double spaced.

Then, when we meet in class Thursday, you will conduct a workshop where you discuss, with your workshop group, the paper you have reviewed . You must be present for both classes in order to receive full credit.

Peer Review Prompts for the FIRST DRAFT of Essay 1:

1. Thesis: Identify, underline, and label the thesis statement on your copy of the writer’s essay. Once you’ve identified the thesis, comment on its strength and weaknesses. If you don’t know what the thesis is, make a note of that in the margins.

2. Structure: Observe the ordering of the paragraphs in the essay. Can you detect a logical reason for why the paragraphs are arranged in that order? If so, what is that reason? If not,  how might the writer structure the essay more logically?

3. Coherence: Is the essay coherent? In other words, are all the paragraphs supporting and relating to the main idea stated in the thesis? Within paragraphs, are all the sentences on the same topic/idea?

4. Strengths: Note at least one positive aspect about the essay. Be as specific as possible in describing this positive aspect and suggest how the writer might build on his or her strengths.

5. Improvements: Note at least one way in which the writer could improve the essay. Be as specific as possible in suggesting a revision strategy.

PS: A sample peer review is posted in your CE6 WebCT. You can access it under “learning modules>sample peer review”

Nikki S. Lee is an artist whose photographs, generally referred to as Projects (with specific titles for each project), captures different subcultures such as  skateboarders,  militant southerners, etc.

Lee inserts herself in each of these photos and alters her appearance so that she “fits in.” However,  she does not base these photos on the stereotypes associated with each group. Instead, Lee spends weeks with each of them, “infiltrating” them & learning about the unique aspects & identities of each subculture.  Her work has appeared in a wide variety of mediums and places, including the Museum of Modern Art (description adapted from Seeing and Writing 4).

In-Class Discussion/Writing Prompt:

What are some of the first things you notice in Lee’s photographs?

What do you think is the main issue(s) in Lee’s Projects?

How is that issue similar/different to Stew’s performance and King’s letter?(Think about the rhetorical situation for each)

What can we learn about identity in these photos?

Brainstorm a list of five other groups and write about how Lee might photograph each of them.

Now start brainstorming ideas for an essay you will write based off of this topic, and in response to the Essay 1 Prompt on CE6.

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