General
Directions:
·
You will
write this Student Argument Analysis on another WR122 student’s Essay #2 (argument using at
least 3 sources). Feel free to
annotate (write on) the copy of the student essay that you are given to analyze.
·
Note
well: I am
NOT asking you to evaluate the student Essay #2. Your main goals center in summarizing what the essay says,
analyzing and illustrating how the essay says it, and showing how well
you can apply what you have been learning about methods of
analysis from Aims
of Argument reading assignments, class discussions and handouts.
Please give this essay the same
thoughtful, respectful, honest but tactful reading
and analysis
that you would like another analytical student
reader
to
give your own argument Essay
#2.
·
You will
have in-class workshop opportunities to meet with student author to discuss your
summary & analysis
notes, as well as questions and impressions about her/his essay.
·
This Analysis assignment is NOT an essay
(e.g., it does NOT require a thesis, unity, etc.) Rather,
follow the directions given below for each of the sections, number
and subtitle each section of your Analysis as they are given below, and use
complete well-formed sentences throughout.
·
Suggested length of the Final Draft of your Student Argument Analysis is 3-to-4
typed/wordprocessed double-spaced pages or as long as your
Analysis needs to be to get the required tasks described below done well.
·
You will
need to prepare two copies of the Final Draft of your Student
Argument Analysis: (1) one copy is for the student author; (2)
the other copy is for Cora (to be graded).
Please attach your Analysis notes and the annotated student
argument essay to Cora’s copy.
·
The Final
Draft of your Student Argument Analysis is due on Wed.,
March 13, 2002; and it is worth 10% of your course grade. If you turn the final draft in on time, you’ll have the
opportunity to revise the final draft to try to improve your analysis
skills and your grade on this assignment before the end of Winter 2002 term.
1.
Summary
a.
Identify the problem or issue under
discussion in the student's argument essay.
b.
Summarize the student author's thesis and main supporting points.
Tip:
Use your Formal Academic Summary reading & writing skills to help
you!
2.
Classification (of type/s of argument)
a.
Classify the student's Essay #2 by aim(s) and type(s)of argument
that is,
--to inquire: an exploratory essay (see Ch. 4)
--to convince (see Ch. 5 and Ch. 3)
--to persuade (see Ch. 6)
Note: evaluation and problem-solution essays are
typically intended to persuade;
--to negotiate: a mediatory essay (see Ch. 7)
Tip:
The student essay may combine elements of more than one aim and type of
argument; if so, please identify which aims/types seem to be combined —then,
in part 2.b below, explain why you think so.
b.
Support your classification of this student argument by
identifying/citing those elements of the student essay that best “fit” your
understanding of major features of type(s) of argument that you identified in
2.a.
Tip:
Use relevant chapter(s) of AofA, and take into consideration
features such as the aim, author, audience, content, emphasis, appeals, etc., to
help you classify the type/s of argument represented by the student's Essay #2.
3.
Structure
Analyze
the structure and/or organization the student argument, and be sure to
support and
illustrate your audience points by citing and analyzing specific examples
from the student's Essay #2.
- Break
down the
essay into its major sections and identify those major sections.
Tips:
1. Number the paragraphs in the student essay so that you can group
and cite sections by paragraph numbers); 2. Group paragraphs and
ideas that seem closely related in content and/or function—e.g. start by
identifying the major sections expected to be found in an essay: e.g., Introduction,
Body, Conclusion.
- Describe
the function(s) of each major section, with special attention to the
arrangement and functions of the Body paragraphs.
Tips:
1. Speculate on the reasons why the student author chose to
organize the essay this way: try to identify an organizational “logic”
to the way/order in which ideas are arranged and progress;
2. Consider how each section contributes to supporting the
essay thesis and/or achieving its argumentative purpose(s), taking into
account the type(s) of argument that you have classified this essay to be (see
2 above).
- Cite
key ideas, passages, paragraphs to clarify, illustrate, and support your analysis of
the essay organization/structure.
4.
Audience
Analyze
the audience(s) for the student's argument, and be sure to support and
illustrate your audience analysis points by citing and analyzing specific
examples from the student's Essay #2.
- Describe
how the author generally seems to envision the readers of her/his
argument: that is, what
implicit and explicit assumptions does the author seem to make about:
·
who
his/her audience/s are
·
how much
readers will already know (or not know) about the topic issue
·
what
range and kinds of pre-existing views his/her readers have on the topic issue;
·
what
readers are likely to have in common with the student author, and/or on what
points they are likely to agree with the student author;
·
how
readers are likely to differ from the author, and/or on what points some readers
will disagree with the student author.
- Identify
any targeted audience(s) to whom the argument makes special or explicit appeals for support;
- Profile
audience(s)
with whom you think that this argument (1) is likely to be most
successful, and (2) is likely to be least successful.
5.
Types of Appeals
Analyze the types of appeals used in the student essay:
a.
Appeal(s) to Reason (Logic, Logos): Identify
(cite) and analyze one or two examples of reasons and/or evidence that appeal to
the reason/logic of readers.
b.
Appeal(s) to Emotions (Pathos) and Values: Identify/cite
at least one example in which the student author appeals to emotions and/or
values (whether her/his own, the readers’, and/or those of the sources
introduced) in the process of inquiring, convincing, persuading, and/or
mediating. Then analyze the
emotion(s) or value(s) evoked in each example identified, and identify what kind
of reader would most likely be affected by this type of appeal.
c.
Appeal(s) to Character (Ethos): Identify/cite
and analyze one or two passages in the argument that give(s) you a definite
impression of the author’s character (ethos, persona) and/or establish
the tone of the essay. Describe
your impression, and identify what in the example passage(s) cited shaped your
impression. (Note: an author
may present him/herself differently and/or vary her/his tones in different parts
of an argument.)
d.
Optional – but important if you want an “A” on this assignment:
Appeal(s) to
Style: Identify/cite
and analyze at least one example that either
(1) characterizes the dominant style of this essay, or that (2)
represents a particularly effective use of word choice/sentence structure.
6. Use of Sources and Treatment of
Opposing Viewpoints
a.
Identify/cite and analyze at least one example of how the student uses
her/his sources.
Tips: Consider how this address serves the
student essay’s aim(s) and type(s) of argument - see your classification and support in
part 2 above - Some possible uses of sources are
to support the student author’s
position, to introduce an opposing view (to be refuted), to inquire into and evaluate others’
positions, and/or to mediate among opposing viewpoints.
b.
Identify/cite
and analyze at least one example of how the student author explicitly addresses
opposing or alternative viewpoints--i.e. viewpoints different from the student
author’s own position.
Tips:
Consider the tone of the example(s), consider whether the student author is using
refutation or concession, and consider how this address might serve the student essay’s
aim(s) and type(s) of argument
7. Personal Response
a.
Briefly explain your own pre-existing knowledge and/or
opinion/bias on the topic issue addressed in this essay.
b.
Comment on whether or not your opinion has been influenced by
reading this essay--and, if so, briefly explain why and/or how.
c.
Identify one aspect of this essay that you find particularly effective
and that you might like to use in your own writing--then briefly explain why
you think it is effective.
