Rhetorical Analysis and Researched Argument Essay Assignments

Lesson Plan Template WCSD Writing Program Teacher’s name: Marie Affinito, MATE Teacher’s school: Reno High School Writing Type/Genre: Argument: rhetorical analysis and argument essay assignments Lesson Title: Rhetorical Analysis and Researched Argument Essay Assignments: Using Rhetorical Analysis as a Scaffold to Craft More Purposeful Arguments Standards-based Outcomes: W.11-12.a-e. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.11-12.7. Conduct short as well as more sustained research projects to answer a question (including self-generated questions) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.11-12.8. Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Student Outcomes:  Students will learn how to recognize and utilize rhetorical devices such as elements of diction, syntax, imagery, tone, irony, satire, and various persuasive appeals.  Students will write arguments that identify and analyze the purpose of rhetorical strategies they recognize in essays, letters, and/or speeches.  Students will introduce precise, knowledgeable claim(s), establish the significance of claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.  Students will develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both

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in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

Students will use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Students will establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Students will provide a concluding statement or section that follows from and supports the argument presented.

Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Students will conduct research to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Students will gather relevant information from multiple authoritative print and digital sources using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; interpret information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Students will utilize rhetorical strategies in journal writings and argument essays and defend their choices by describing them within the rhetorical situation of their chosen subject, purpose, and audience.

Audience and Purpose for Lesson: Peers and teacher for the Rhetorical Analysis; Peers and teacher, or as indicated by the student for the Argument Essay.

Lesson Focus Skill(s): The focus skill for the rhetorical analysis essay is to write an argument to support a precise claim in an analysis of a nonfiction passage by identifying and analyzing rhetorical strategies; The focus skill for the argument essay is to introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

Brief Overview of Lesson: This unit is designed to facilitate student awareness of rhetorical situations ranging from everyday conversations to argument essays. Students begin by learning how to recognize and explain the use of rhetorical devices such as elements of diction, syntax, imagery, tone, irony, satire, persona, and various persuasive appeals. The unit concludes with students writing a rhetorical analysis essay, which is a fairly routine assignment in first year college composition courses. The rhetorical analysis instruction provides a scaffold for the researched argument essay assignment, increasing student awareness of audience, purpose,

and the effects of rhetorical choices as they support their claims, while also preparing them to explain and defend their choices.

Prerequisite Skills/Background Knowledge: I teach the rhetorical analysis at the beginning of the year, so no background knowledge in rhetorical analysis is necessary.

Steps in Implementation: Rhetorical Analysis Essay Instruction Step 1: The first step is to define “rhetoric” and help students understand what it is and how it works in their everyday lives. Rhetoric is the art of speaking and writing effectively – the “art of persuasion.”

Many assert that every act of communication with others is essentially an act of persuasion because we want to be believed and perceived as credible. Even in a regular day, we often make conscious choices about how we communicate with others. We may choose certain words with certain people, or choose to leave out or add information. Ask students to raise their hands if they find this to be true, and then ask them to offer examples.

Step 2: To help students see how they make intentional communication choices every day, especially when trying to persuade or “manipulate” others (students tend to immediately get the word manipulate because they acknowledge that they do it every day), have them do a journal write by responding to the following prompt: “Write your ‘Best Pitch’ – an argument you would (or have) used to convince someone of something.

Consider an argument you’ve used this month, this week, or even today or in the past few hours. Have you had to convince a friend, boyfriend/girlfriend, parent, coach, teacher, boss, etc. of something? Write out the argument you used. On the back, explain who your audience was and list and explain any and all choices or strategies you used in order to be persuasive.”

Have students share their journals with at least two peers by exchanging journals. Peers should attempt to guess what strategies the writer uses to try to be persuasive, which the writer may or may not affirm.

Sometimes adept peers point out strategies that writers are unaware they’re using. Ask for volunteers to read journal entries aloud, and then have the class identify strategies. Lots of rhetorical strategies can emerge from this activity, whether these strategies have names or not.

Once students see that they use rhetorical strategies every day, explain to them that they will be practicing using rhetorical strategies while also learning to identify and explain common strategies used in speeches and writing to communicate messages.

Step 3: Have students take notes (or provide a handout) from the list “Rhetorical Strategies Include the Following” (A1), then give students the “Language/Literary and Rhetorical Terms” handout (A2) and read it aloud. For the next several weeks, I spend 5-10 minutes per day (in a 50-minute period) reviewing

some of these terms and practicing using them in our own writing. I focus on some of the “Figures of Rhetoric” terms, using writing activities as a sponge or at the end of a class to break up the current literature unit. The terms you choose to focus on will depend on the level and needs of your students.

Read each handout aloud, beginning with “Using Parallel Structure to Form Periodic, Balanced and Cumulative Sentences” (A3). Give students a few minutes to write. (Let them know that the topic they’re writing about doesn’t matter -- they could write about what they’re wearing or what they ate for breakfast). When they finish, have them share their writing, and then ask for volunteers to share aloud.

Sharing aloud reinforces the technique because students are hearing additional examples. Sharing also inspires students because they see how simple it is to purposely use rhetorical strategies to improve their writing. Continue with the remainder of the exercises, and also incorporate lessons on levels of diction, tone, etc., depending on the needs of your particular students. Most of the terms on these handouts (and many more terms) are listed in the “Handbook of Literary Terms” in the Holt Elements of Literature, Fifth Course text (pp.1169-1188), and useful web sites include http://humanities.byu.edu/rhetoric/silva.htm and http://web.cn.edu/kwheeler/resource_rhet.htm. A good companion assignment is to have students create “Rhetorical Vocabulary Posters.” Provide construction paper and have students sign up for a term. Their poster must include the term, the definition, an original example, and a supporting graphic. Students can share these in groups on the day they are due, and posting them around the room reinforces instruction.

Step 4: Students need modeling and practice prior to being able to write a rhetorical analysis on their own. I do rhetorical analysis instruction early in the year, so it aligns well with readings in the Holt Elements of Literature, Fifth Course text, which guide students through rhetorical analysis. Throughout this lesson, references to the text are provided only as a teacher resource; it is understood that all teachers should and will adapt this lesson for their own students. Teachers may, for example, consider rhetorical strategies in advertisements, graphics, comic strips, etc. Ideally, the writing and genres chosen should appeal to students. A good activity is to eventually have students bring in material for analysis that they feel is persuasive in some way. I bring in essays, editorials, and letters published in newspapers and magazines that connect to themes in literature.

Class practice: Begin with the excerpt From “Sinners in the Hands of an Angry God” by Jonathan Edwards. After reading the essay and responding to and discussing the guiding questions, have students create a prewrite using the “Rhetorical Analysis Prewrite” handout” (A4). Strategies students list should include appeals to fear, metaphors and similes, parallelism, repetition, and his “fire and brimstone” tone. Students should discuss and take notes on the effect each of these strategies may have had on readers. A rhetorical analysis thesis statement might read, In his sermon “In the Hands of an Angry God,” Jonathan Edwards attempts to awaken unconverted persons through his use of parallelism, frightening figures of speech, and repetition.

Group or individual practice: Have students go through the same process with Patrick Henry’s “Speech to the Virginia Convention” on pp. 78-83. Rhetorical strategies students list should include Henry’s use of courtesy, anticipating and acknowledging potential objections, either/or fallacy, appeals to emotion and logic, and rhetorical questions. Strategies he uses to further support these strategies include

allusions, metaphors, word choices with strong emotional connotations, repetition, and anaphora. This speech is an especially effective one for students to work with and discuss because there are so many strategies, and it’s worthwhile to read the speech aloud or listen to it using the Holt Audio CD Library. An effective thesis statement might read, “In his ‘Speech to the Virginia Convention,’ Patrick Henry uses a courteous approach, Biblical allusions, and appeals to logic and emotion to convince listeners that they have no choice but to take up arms against the British.” Since students need to be able to go beyond mere identification, use peer and class discussion to help students analyze the effect of rhetorical strategies, and have them add these to their notes on the “Rhetorical Analysis Prewrite” handout.

Students should see, for example, how rhetorical questions are used to address counterarguments, and how Biblical allusions and word choices create emotional appeal.

Writing Practice: Repeat the same exercise for the excerpt “from The Crisis, No. 1” by Thomas Paine (pp.

86-91), but this time have them write an actual essay that begins with a thesis, and then goes on to analyze the strategies. Allow students to prewrite in groups, taking notes on strategies and their effect.

Other essays from the text you could use include “Heaven is Under Our Feet” by Don Henley (p. 205) “Nonviolent Resistance” by Mohandas L. Gandhi (p. 219), or “Letter from Birmingham Jail” by Martin Luther King, Jr. (p. 221).

To help students organize their essays, students should discuss the strategies as they appear, beginning with what they notice in the first paragraph. (ie., Patrick Henry begins with a respectful tone toward his audience in order to gain their trust by appealing to their sense of fairness and their desire to consider what’s best for the people.” To support their arguments as they discuss strategies, students should incorporate quotes, so you will need to review or teach this skill as necessary. Even adept advanced placement students often struggle with this skill, and I find that modeling and sharing good examples, especially ones written by students, works well.

To help students move away from summarizing and into analyzing strategies, encourage students to use “Verbs that Analyze Rhetorical Purpose” (A5). After reviewing the “Revised Rhetorical Analysis Scoring Rubric” (A6), students can self-score their first practice essay, sharing effective sentences in groups.

Their second practice essay can be peer scored in groups, which will give students a chance to see a range of peer writing. Share aloud top-scored essays, or at least sections of them, to give students an opportunity to learn from their peers. An effective way to hold students accountable at this point is to have them turn in their peer-scored essays, along with a self-reflection where they should score themselves and explain what they would need to do next time in order to receive a higher score.

Since scored models of this type of writing are necessary and helpful for students to see, consider saving a range of student writing to share with future classes, and allow students to find and discuss the strengths and weaknesses of these models. The attached student models that analyze Henley’s “Heaven is Under Our Feet” (A7) and King’s “Letter from Birmingham Jail” (A8) are student scored and include student prewriting.

Although it is an appropriate and important task in the English classroom to have ongoing discussions of the rhetorical choices writers and speakers make, students other than Advanced Placement students

should have a great enough awareness of rhetorical strategies at this point to be able to utilize them in their own arguments.

Argument Essay Instruction Step 1 – Topic Selection: Read aloud the “Argument Essay Assignment” (A9) which outlines the writing process for this essay. Topic selection is generally the most difficult and yet one of the most important stages for students because it’s what determines student buy in and, ultimately, the quality of the overall process and eventual writing. Initial topic selections are often dull and too broad for students to be able to handle effectively in a short paper, so they need help with this. Brainstorm topics as a class, then give students time to consider potential topics, and encourage students to write essays for any current contests they may be published.

Have students write three declarative statements to share with peers, and give them a due date. I generally give my students several days to a week (or more) to do this while completing another unit.

On the day the statements are due, have students share their statements with peers and get feedback.

They should talk about which statements are most interesting and how they might go about proving them. This also gives them a chance to hear a range of other possible topics.

Have the students choose their favorite declarative statement and write it on the “Class Pass” handout (A10). Read the instructions and have them do this in rows to get feedback, preferably from peers they haven’t shared with already. Let students know that if nobody disagrees with their statement, then it’s probably not a good topic for an argument essay. Ideally, students should obtain feedback that will help them anticipate potential objections. Once students know what they plan to write about, have them begin signing up for their topics.

Have students write their working title or focus question on large posters, one poster per class period.

This gives me an opportunity to advise or question students on their topics and gives students an opportunity to see what others are writing about. Their working title/focus question should engage their audience. Effective student examples include “Civil Disobedience: Mightier than the Sword,” “Assuming a Pleasing Shape: The Benign Racism of Affirmative Action,” “Technology: The People’s Opiate,” “The Effects of Video Games: A Virtual Lie,” and “The Right to Bare Butts: Why Nudism is a Good Idea.”

Step 2 – Gathering Information: Hand out and read aloud the “Annotated Bibliography Assignment” (A11). Show students the “Annotated Bibliography Student Model” (A12) so they won’t be intimidated by the name of the assignment. An additional student example is included with the final student argument essay model. Depending on the needs of your students, you will have to determine how much instruction to offer on summarizing sources, providing analysis, evaluating sources, and MLA citations.

The Holt “Writing Workshops” are good resources (See “Reporting Historical Research” pp. 528-549), and useful online MLA resources include www.citationmachine.net and www.easybib.com, both of which help students create perfect citations. To teach analysis of sources, encourage students to have

an imaginary dialogue with the source where they discuss with which points they agree or disagree and why.

Remind students that audience needs should direct their research as they consider what types of evidence will be engaging, credible, and persuasive. This means that at this point, they must already be considering their “rhetorical moves,” and how they might best be able to convince their audience.

Students can complete this assignment as homework (I give mine a week) or in class if students need access to the internet and computers. On the day it is due, they present their Focus Question and research in groups, getting any necessary feedback from peers as to what other types of information they should provide or what, if any, counterarguments still need to be addressed. To hold them accountable, as students present, group members can take notes listing the presenter’s name, topic, interesting points, and whether they agree or disagree and why. Students will need their Annotated Bibliographies and peer feedback to begin the next stage of the writing process.

Step 3 -- Reading and Annotating Good Argument Models: As students work through the writing process, it is invaluable for students if you continue to read and annotate good essays and arguments, especially student models, noting rhetorical strategies writers use to engage and persuade an audience.

The Holt Writing Workshops “Writing an Editorial” (pp.114-121) and “Presenting and Evaluating Speeches” (pp. 122-125) provide student models to get you started while also reviewing rhetorical strategies, common fallacies, and propaganda techniques.

Step 4 – Writing the essay: Referring to their Annotated Bibliographies and feedback from peers, students should complete the “Argument Essay Worksheet” (A13). Students should then create a detailed outline of their argument, which should include their thesis statement, topic sentences, and the evidence they plan to use. You could provide a guided handout, but the handout might also restrict them if it feels too formulaic. At this point, they must also consider their audience and the rhetorical strategies they plan to use. For example, do they want to begin by addressing counterarguments? Are facts and a logical examples going to be most effective to engage, or perhaps an anecdotal emotional appeal? Do they need to do more research? Explain to students that this step should be the most challenging and important part of the assignment because it is where they are attempting to organize a solid argument.

Although five paragraph and other “formulas” are discouraged, since many students find them helpful as a way to begin organizing their material, you could share one or more of several approaches. The article “Star-Quality Speeches” published in Writing! Magazine in the February/March 2004 edition is a good article that reviews common rhetorical devices while also giving students a way to organize arguments (A14). This article can be accessed on EBSCO using the Washoe County School District’s Data Base subscription. The “Controversial Issue Paper” handout (A15) is also helpful to many students, as is the “Writing an Editorial” Writing Workshop in the Holt text. Ideally, though, argument should be “fluid” rather than formulaic, and students should be encouraged to do original research and to use personal anecdotes as evidence if it’s appropriate for the subject and audience.

On the day the outlines are due, students should meet with peer groups of three to share outlines, explain and defend the strategies they plan to use, and get feedback from peers as to whether or not their argument will be persuasive. Students can meet to simply discuss, or if they need more guidance, use the “Argument Essay Outline Peer Response” form (A16).

Assign a deadline for the first draft, which will only be self-assessed, but you may want to withhold that information from your students. Hand out the “Argument Rough Draft Self-Assessment” (A17), and have the students answer all the questions. Note: So as not to overwhelm students, you may want to revise this handout so it focuses on only a few key points. I have found “Tip #1” to be especially helpful as a way to teach students what does and does not need parenthetical documentation. Give students ample time to complete this self-assessment and talk with peers about it. You can do a walk-around check for points, collect it, or have students include it in their final packet, but its purpose is to guide students as they move on to their second drafts. Hand out the “Argument Essay Requirements” (A18) and review it so students know how they will be evaluated. All of these handouts, of course, should be modified as necessary based on your preferences or student needs.

On the day the second draft is due, students should bring three copies. Make this worth a lot of points to discourage students from bringing only one. Hand out the “Argument Rough Draft Peer Response” directions and review it aloud (A19), and then have students work in groups of three. In addition to their written responses, students should discuss the essays. Students who don’t bring essays to class may benefit by sitting in and listening to what others have written. This activity should easily consume a 55 minute period. Following the peer response session, ask for volunteers (or ask students to nominate others) to read sections of their essays aloud, especially opening lines and introductions.

Assign a due date for the third draft if you would like to give students another opportunity to improve their essay prior to its due date. For the third draft, students can exchange papers with two responders who haven’t already read their paper. Responders can write notes or letters to the writers, explaining what they like, asking questions, and offering any relevant feedback based on the Focus Skill objectives.

On the day the final draft is due, hand out the “Argument Essay Cover Sheet Rubric and SelfAssessment” (A20) and have the students assess themselves. To further the self-assessment process and to support teacher assessment, you could ask students to annotate their own essays, pointing out the Focus Skill Objectives and rhetorical strategies they chose to use. If time allows, students can present their essays to the class or in groups so they have a final audience other than the teacher. A “Student Argument Essay Process Model” is attached (A21) that includes everything from the Annotated Bibliography to the final draft (multiple drafts and peer responses are not included).

Revision Strategy: To teach grammar and punctuation in the context of writing, require

students to revise graded essays for mechanics. Teaching students common editing symbols and common errors, and requiring students to correct and explain errors when they make them in their own writing, will help them begin to understand and eliminate errors, especially those then tend to repeat.

Rubric: Refer to the “Revised Rhetorical Analysis Scoring Rubric” (A6) and the “Argument Essay Cover Sheet Rubric and Self-Assessment” (A20).

Student Samples: To see samples of rhetorical analysis with annotations and prewriting, refer to attachments A7 & A8. To see samples of an Annotated Bibliography and a completed Argument Essay with prewriting, refer to attachments A12 and A21.

Credit: I owe much of my original rhetorical analysis instruction to Allan Buster, an AP Consultant and instructor at Harvard-Westlake School in North Hollywood, who was the Language and Composition presenter at my first Advanced Placement Institute at Notre Dame de Namur University in 2002. The handouts of rhetorical terms and exercises and use of verbs (A2, A3, & A5) were given at this seminar. Candy Carter, retired McQueen High School Advanced Placement English teacher and one of my lead teachers during my student teaching, provided much support over the years as well as many useful handouts, including several used in this lesson (A10, A13 & A15). I have also learned much and continue to do so from my current and former colleagues at Reno High School. And, of course, I credit my students for the ongoing lessons I learn from them about the teaching of writing.

Rhetorical Analysis Lesson Attachments: A1. “Rhetorical Strategies Include the Following” A2. “Language/Literary and Rhetorical Terms” A3. “Using Parallel Structure to Form Periodic, Balanced and Cumulative Sentences” A4. “Rhetorical Analysis Prewrite” handout” A5. “Verbs that Analyze Rhetorical Purpose” A6. “Revised Rhetorical Analysis Scoring Rubric” A7. “Heaven is Under Our Feet” (rhetorical analysis student prewriting and essay) A8. “Letter from Birmingham Jail” (rhetorical analysis student prewriting and essay) Argument Essay Lesson Attachments: A9. “Argument Essay Assignment” A10. “Class Pass” A11. “Annotated Bibliography Assignment” A12 “Student Model Annotated Bibliography” A13. “Argument Essay Worksheet” A14. “Star-Quality Speeches” A15. “Controversial Issue Paper Format” A16 “Argument Essay Outline Peer Response” A17 “Argument Rough Draft Self-Assessment” A18 “Argument Essay Requirements” A19 “Argument Rough Draft Peer Response” A20 “Argument Essay Cover Sheet Rubric and Self-Assessment” A21 “Student Argument Essay Process Model”

Rhetorical Strategies include the following:            

All syntactic devices All diction techniques All types of imagery Tone, if used to create effect Level of language Empathy techniques Appeals to ethos, pathos, logos Persona and methods used to create credibility Point of view and stance Paragraphing Punctuation Anything else that appears to have been deliberately chosen to establish credibility and create an effect

A.P. LANGUAGE/LITERARY AND RHETORICAL TERMS Every A.P. English student should be familiar with the basic terms used to describe style – imagery, diction, syntax, figures of speech, structure and tone. In addition, here are some more relatively useful terms used to describe techniques of language and argument.

Figures of speech Metaphor Simile Personification Apostrophe Allusion Hyperbole Irony Understatement Paradox Oxymoron Epithet Bathos Euphemism Synecdoche

Figures of rhetoric parallelism periodic sentence cumulative sentence balanced sentence rhetorical question antithesis inversion anaphora anathema aphorism/epigram

Methods of development cause and effect classification process analysis definition comparison/contrast analogy and metaphor dialectic

Forms and genres Modes of discourse: -narration -exposition -description -persuasion Satire Parody Mock heroic Allegory Fable Myth Parable

Persuasive appeals logos pathos ethos

Miscellaneous point of view audience voice literal/figurative denotation/connotation theme/motif elegy/elegiac clichĂŠ

Devices in logic argument syllogism major/minor premise induction/deduction rebuttal qualify/qualifier Sound devices essential/operational alliteration Fallacies in logic: onomatopoeia -hasty generalization -faulty causality -begging the question -equivocation -non sequitur -either/or choice -ad hominem

Some terms you may rarely need to know but which stand for useful stylistic practice for your own writing, especially sentence variety: Anadiplosis—a technique whereby the concluding word of a sentence or clause becomes the first word of the next sentence or clause. It is used partly for emphasis but mostly to secure a sense of continuity from thought to thought.

(There are many variations on this.)

Ex: He talked at length about war games. “Games,” however, seems an inappropriate term for strategies that lead to destruction and death.

Epanalepsis—opening and closing a sentence with the same word or phrase for surprise and emphasis.

Ex: Buster is deeply concerned to promote the well-being of Buster.

Antimetabole—repeating words in reverse order for surprise and emphasis. [Many simply include this with chiasmus; see below.]

Ex: Pleasure’s a sin, and sometimes sin’s a pleasure.

Chiasmus—similar to antimetabole, but reverses grammatical elements rather than just words, again for emphasis.

Ex: He was wise and compassionate as a counselor, but as a teacher inefficient and ineffectual.

Ellipsis—omission of one or more words for conciseness and drama.

Ex: Youth is a blunder; manhood a struggle; old age a regret.

Asyndeton—omission of conjunction before last item in a series.

Ex: … government of the people, by the people, for the people…

Anaphora—repetition of the initial word or phrase in a series of clauses or phrases for emphasis and rhythm.

Ex: War is the enemy. War is the murderer of children. War is the ravager or marriages.

War is the destroyer of culture.

Extended parallelism—repetition of words or grammatical elements to achieve cumulative force and rhythm.

Ex (in single sentence): I photographed the living things of the Mojave desert: cactus flowers in yellow bloom, an indigo bush with dark blue flowers, kangaroo rays hopping frantically over the sand, a vulture circling overhead, a rattlesnake basking in the sun.

Ex (in multiple sentences or clauses): We shall go on to the end, we shall fight in France, we shall fight on the seas and oceans, we shall fight with growing confidence and growing strength in the air, we shall defend our island, whatever the cost may be, we shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the hills; we shall never surrender.

Periodic sentence—one in which the writer builds suspense by beginning with subordinate elements and postponing the main clause (but watch out for anti-climax).

Ex: Throwing her prom dress out the window and burning her yearbook, she vowed to spend the rest of her life as a welder.

Ex: His confidence broken, his limbs shaking, his collar wet with perspiration, he doubted whether he could ever again appear before an audience.

Cumulative or loose sentence—one in which the subordinate elements come at the end to call attention to them.

Ex: He learned to fix cars from Alice McMahon, an elderly spinster who used to spend her spare time partying with Volvo mechanics.

Ex: He cares about only two things – his page on the Internet and his collection of Beanie Babies.

Interrupted sentence—one in which the subordinate elements come in the middle, often set off by dashes.

Ex: These students – selfish, deceitful, and sadistic—were evidence of their parents’ muddled values.

Ex: The teacher – what could he have been thinking? – gave all the students As on the exam.

Balanced sentence—one in which two parallel elements are set off against each other like equal weights on a scale. Both parts of the sentence have the same form; that is, they are equal grammatically.

Ex: Faulkner’s imagery is richly evocative, but his syntax is often opaque.

Ex: If a free society cannot help the many who are poor, it cannot save the few who are rich. (J.F. Kennedy) [As in the second example, balanced sentences lend themselves to antithesis and related figures.]

(This material, including the examples, comes mostly from two very useful texts: Prose Style: A Contemporary Guide (2nd ed.) By Miles, Bertonasco, and Karns. Prentice-Hall, 1991; and Everything’s an Argument by Lunsford and Ruszkiewicz, Bedford/St. Martin’s, 1999.)

SOME SELECTED EXAMPLES OF CHIASMUS FROM PERIODS 4 & 7 He worries about pain, but pain causes his worry.

Dr. B. has much to teach students, but students have much to teach Dr. B. A moment is but time; time is but a moment.

Home is where the heart is, but the heart is where home is.

(How would this be different if the conjunction were “and�?)

Sometimes when you win, you really lose; sometimes when you lose, you really win.

Time ends life, but life also ends time. (In what senses might this be true?)

My religion is looking for the truth in life and for life in truth. (Unamuno) He loved many, and many loved him.

Life is the pursuit of happiness, and happiness is the pursuit of life.

If you respect others, others will respect you.

Power attracts wealth, and equally wealth attracts power.

Love your mother, and mother your love.

People define a nation, and the nation defines its people.

Using Parallel Structure to Form Periodic, Balanced and Cumulative Sentences What is parallel structure?

First: The simple parallel She looked tired, frustrated and disgusted.

In the sentence above, the three underlined words are arranged in a series. These words all have the same form and the same function in the sentence (adjectives which show how “she looked”.)

Because of this similarity of form and function, they are said to be parallel. Parallel structure is simply repetition of the same form and function in groups of words. Authors use it to create emphasis and to write economically – to say a lot in a few words.

Second: The more complex parallel More complex parallel sentences may deliberately emphasize their own repetitions by using longer parallel phrases. Any sentence containing two or more such phrases may be said to be parallel; but this kind of parallelism goes beyond stylistic economy and emphasis to achieve rhythm and cadence through the deliberate repetition of parallel elements.

Robert E. Lee was A foe without hate, A friend without treachery, A soldier without cruelty…

(Caton)

…a new generation of Americans Born in this century, Tempered by war, Disciplined by a hard and bitter peace, Proud of their ancient heritage…

(Kennedy) Throughout our nation, the major cities are in trouble-Scarred by slums and ghettos, Threatened by racial strife, Crippled by inadequate finances…

The average American citizen is Apathetic to the political process, Confused by legislative deviousness, Manipulated by the power structure And ignorant of what all this can mean to his Or her life.

(Yorkin) Note: If you extend one of the parallels, or break the rhythm, keep that parallel for last.

The Parallel Paragraph Parallelism is an excellent way to build a paragraph, as well as a sentence. When parallelism is extended through a paragraph, each sentence becomes an element in the series and states one aspect of the idea being explored. In this example, Dr. King creates parallelism through the repetition of the phrase “there is nothing” at the beginning of several sentences. This is a particular kind of parallelism called anaphora; the repetition of the phrase gets more powerful as the paragraph builds to a climax.

America, the richest and most powerful nation in the world, can well lead the way in this revolution of values. There is nothing a but a lack of social will to prevent us from paying adequate wages to schoolteachers, social workers and other servants of the public to insure that we have the best available personnel in these positions which are charged with the responsibility of guiding our future generations. There is nothing but a lack of social vision to prevent us from paying an adequate wage to every American citizen, whether he be a hospital worker, laundry worker, maid or day laborer. There is nothing—except a tragic deathwish—to prevent us from re-ordering out priorities so the pursuit of peace will take precedence over the pursuit of war. There is nothing to keep us from remolding with bruised hand a recalcitrant status quo until we have fashioned it into a brotherhood.

Martin Luther King, Jr. Where Do We Go from Here?

Write your own parallel paragraph below:

Balanced Sentences In a balanced sentence two parallel clauses or phrases are set off against each other like equal weights on a scale. In reading the sentence aloud, one tends to pause between the balanced parts, each seeming equal. When writing a balanced sentence, be certain that both parts of the sentence have the same form, that they are parallel grammatically. (Some balanced sentences achieve a sense of parallel grammar, even though the two balanced sections are not quite parallel. Look below, for instance, at the second sentence by John F. Kennedy.)

George Bernard Shaw said of writers:

The ambition of the novice is to acquire the Literary Language; the struggle of the adept is to get rid of it.

[Each part of the sentence follows the same pattern: subject, verb, complement.]

Antithesis in a Balanced Sentence Balanced sentences are particularly effective if you have an idea that has a contrast or antithesis.

Balanced sentences can emphasize the contrast so that the organization of the sentence supports its point in a witty way.

No man has ever seen anything that Burne-Jones cannot paint, but many men have painted what Burne-Jones cannot see. (Shaw) And so my fellow Americans—ask not what your country can do for you, ask what you can do for your country. (Kennedy) [These two examples illustrate not only balanced sentences but also a device called “chiasmus,” in which the order of words is reversed in one of the parallel structures to produce a clever effect.]

If a free society cannot help the many who are poor, it cannot save the few who are rich.

(Kennedy) Both parties deprecated war; but one of them would make war rather than let the nation survive; and the other would accept war rather than let it perish. (Lincoln) The Balanced Paragraph One can also develop an entire paragraph with balanced sentences. This is particularly useful if you are developing a series of contrasts.

I felt myself in rebellion against the Greek concept of justice. That concept excused Lauis of attacking Oedipus, but condemned Oedipus for defending himself. It tolerated a king’s deliberate attempt to kill his baby son by piecing the infant’s feet and abandoning it on a mountain, but later branded the son’s unintentional killing of his father as murder. It held Oedipus responsible for his ignorance, but excused those who contributed to that ignorance. (Krutch) Write your own balanced sentence here:

The Periodic Sentence A periodic sentence builds through one or more dependent words, phrases, or clauses to a main clause. Most periodic sentences employ parallel structure, using three or more parallel phrases to build up the main idea. Remember, in a periodic sentence, the main clause (or the main idea) comes last.

But if life hardly seems worth living, If liberty is used for subhuman purposes, If the pursuers of happiness know nothing about the nature of their Quarry or the elementary techniques of hunting, These constitutional rights will not be very meaningful. (E. Warren) As long as politicians talk about withdrawal while they attack, As long as the government invades privacy while it discusses human rights, As long as we act in fear while speaking of courage, There can be no security, There can be no peace.

If students are absorbed in their own limited worlds, If they are disdainful of the work of their teachers, If they are scornful of the lessons of the past, Then the great cultural heritage which must be transmitted from Generation to generation will be lost.

Create some examples of periodic sentences and write them here:

The Periodic Paragraph A writer can create a periodic paragraph by employing the same principle of building to the main point through introductory parallel phrases or clauses. Count the sentences in the following passage; then note how Dr. King uses repeated “when” clauses in the second sentence to stir the reader’s emotions. Notice inside the “when” clauses how many other parallel forms he uses.

I guess it is easy for those of you who have never felt the stinging darts of segregation to say wait. But when you have seen vicious mobs lynch your mothers and fathers at will and drown your brothers and sisters at whim; when you have seen hate filled policemen curse, kick, brutalize and even kill your black brothers and sisters; when you see the vast majority of your twenty million Negro brothers smothering in an air-tight cage of poverty in the midst of an affluent society; when you suddenly find your tongue twisted and your speech stammering as you seek to explain to your six-year-old daughter why she can’t go to the public amusement park that has just been advertised on television, and see tears welling up in her little eyes when she is told that Funtown is closed to colored children, and see the depressing clouds of inferiority begin to form in her little mental sky, and see her begin to distort her little personality by unconsciously developing a bitterness towards white people; when you have to concoct an answer for a five-year-old son asking in agonizing pathos: Daddy, why do white people treat colored people so mean?; when you take a cross country drive and find it necessary to sleep night after night in the uncomfortable corners of your automobile because no motel will accept you; when you are humiliated day in and day out by nagging signs reading “white men” and “colored men”; when your first name becomes “nigger” and your middle name becomes “boy” (however old you are) and your last name becomes “John,” and when your wife and mother are never given the respected title of “Mrs.”; when you are harried by day and haunted by night by the fact that you are a Negro, living constantly at tiptoe stance never quite knowing what to expect next, and plagued with inner fears and outer resentments, when you are forever fighting a degenerating sense of ‘nobodiness’—then you will understand why we find it difficult to wait.

Martin Luther King, Jr. Letter from a Birmingham Jail

The Cumulative or Loose Sentence A cumulative or loose sentence is a type of parallel sentence which builds through parallel constructions (dependent phrases or clauses) after a main clause.

Remember: in the cumulative sentence, the main clause (with the subject and verb) comes first.

The brilliant assembly filed past us, The marshals with their batons and ceremonial red hats, The professors draped in their doctoral hoods, The graduates in somber black that contrasted with their Jubilant mood.

Nothing could deflect that wall of water, Sweeping away trees and boulders, Engulfing streets and villages, Churning and roaring like a creature in pain.

Then I saw that the child had died, Never more to enjoy getting into trouble with his friends, Never again to tell innocent lies to his parents, Never to look with hopeful shyness at a girl he desires.

Let the word go forth from this time and place, to friend and foe alike, that the torch has been passed to a new generation of Americans— Born in this century, Tempered by war, Disciplined by a hard and bitter peace, Proud of our ancient heritage— And unwilling to witness or permit the slow undoing of those Human rights To which this nation has always been committed, and to which we are committed today at home and around the world.

(Kennedy)

Create a cumulative sentence of your own and write it here

Rhetorical Analysis Prewrite Title of passage: Author (and any details about him/her that are important to know): Genre (essay, letter, sermon, speech, editorial, etc.): Context (When was it written and why?): Audience: Purpose of passage: Rhetorical Strategies and their effect (list and explain at least 3): 1.

2.

3.

4.

5.

Write a thesis statement that identifies the main purpose of the passage and three or more rhetorical strategies that you will be analyzing.

A SAMPLING OF VERBS THAT IMPLY RHETORICAL PURPOSE (To use in place of words like “says” or “writes” that imply summary)

Claim asserts, affirms, persists, emphasizes, maintains, strengthens, explains Negation rebuts, refutes, denies, condemns, refuses, disallows, contradicts, attacks Concession allows, recognizes, concedes, defers, acknowledgments, yields, grants, agrees Strategy appeal, assumes, compares, contrasts, excuses, reiterates, reminds, encounters Resolution determines, concludes, evaluates, finds, deduces, decides, judges, derives

Rhetorical Analysis Scoring Rubric (Adapted from an Advanced Placement Language and Composition Rubric)

In general, students should be rewarded for what they do well. Thus, the more substance and analysis a paper contains the higher it will be scored. Papers with many distracting errors in writing should be scored no higher than 3. This assignment was for an in-class essay, so students had only 40 minutes to write. Therefore, the essay is not a finished product and should not be judged by standards that are appropriate for out-of-class writing assignments.

8-9 papers effectively analyze the rhetorical strategies the writer uses to convey his or her purpose. They refer to the passage, illustrating points with numerous textual references and/or quotations and explaining the function of specific strategies. The writing style indicates flexibility and control. A 9 paper indicates particularly impressive control of language. The writing need not, however, be free from errors.

6-7 papers adequately analyze the rhetorical strategies the writer uses to achieve his or her purpose. They refer to the passage, illustrating points with textual references and/or quotations, but explanations of how specific strategies work is less effective or less developed than higher scoring papers. A 7 paper provides more complete analysis or demonstrates a more mature prose style than a 6. The writing is forceful and clear, but need not be free from errors.

5 papers analyze rhetorical strategies the writer uses to achieve his or her purpose, but may provide uneven, inconsistent, or limited explanations of how strategies work. They may use textual references and/or quotations sparingly or without clearly enough supporting their points.

The writing style provides adequate clarity and organization, but may be mechanical or banal.

3-4 papers misrepresent the writer’s purpose, analyze the strategies inaccurately, fail to offer minimal textual support, offer little discussion of specific strategies, or rely too much on paraphrase. Nevertheless, these essays normally present one or more incisive points among others of less value. The writing may be similarly uneven in development, with lapses in organization or clarity.

1-2 papers demonstrate little success in analyzing rhetorical strategies. These essays may offer vague generalizations, merely list techniques, seriously misread the passage, or simply summarize. The writing may be especially simplistic or weak.

The best papers answer the question directly, often in the first sentence. Papers without examples and/or quotations are almost always lower half.

Argument Essay Assignment Focus Skill: You will be writing an essay that introduces a precise, knowledgeable claim(s), establishes the significance of the claim(s), distinguishes the claim(s) from alternative or opposing claims, and creates an organization that logically sequences claims, counterclaims, reasons, and evidence. In doing so, your essay must be convincing and must include deliberately chosen rhetorical strategies that are appropriate for your topic and audience.

Step 1: Choosing a Topic The first and most important step is to choose a topic you care about. If you could change something in your life, at your school, in your community, or in our world, what would it be? Do you feel strongly about certain issues or ideas? At the same time, consider who your potential audience might be and how you might most effectively be able to persuade them. What might they already know about your topic or issue? What might they need to know? These questions should direct you in your next step, which is to gather information that will help you in your argument.

Step 2: Gathering Information You will be writing a Focus Question on your topic and completing an Annotated Bibliography as you gather information. Consider what type(s) of information will be useful to your argument.

Some arguments lend themselves to facts and logic while others are more effective with anecdotal evidence and emotional appeals. Your evidence, examples, and/or support should be credible and engaging.

Step 3: Reading and Annotating Examples of Good Arguments We will read and discuss models of both good and bad arguments, determining their effectiveness by examining their claims, evidence, and rhetorical strategies. These models will guide you in your own writing.

Step 4: Writing the Essay This will be a full-process essay where you will create a detailed outline, a rough draft, a second draft, and a final draft. At each step in the process there will be time to share progress and obtain feedback from peers. Your essay should be ________ in length and must include purposely chosen rhetorical strategies, parenthetical documentation, and a works cited page. Completed essays are due, with all prewriting, on _________________ and must be submitted to turnitin.com.

Name_________________________________________________ Period_____

Class Pass In the space marked “statement,” you are to write a controversial statement that is probably what you will use for your controversial issue paper. Word your statement in such a way that you will get the reactions of your classmates. Make sure that your statement is a statement, NOT a question. YOU DON’T HAVE TO AGREE WITH YOUR OWN STATEMENT! Statement:_____________________________________________________________________ ______________________________________________________________________________ When your teacher says, “Pass,” you are to pass this sheet to a person as directed. You will always pass to the same person.

Now, examine the statement which you have. Select the letter of the answer below which most nearly represents your answer to the statement which you have received.

A-Very strongly agree with the statement D-Disagree with the statement B-Strongly agree with the statement E-Strongly disagree with the statement C-Agree with the statement F-Very strongly disagree with the statement

Put the letter of your reaction into the space marked by your number. Then give a reason why you put the letter which you did. Then, pass to the same person you passed to the first time. # Answer Letter

Comments:

1 ____

______________________________________________________________________

2 ____

______________________________________________________________________

3 ____

______________________________________________________________________

4 ____

______________________________________________________________________

5 ____

______________________________________________________________________

Annotated Bibliography Assignment You will be preparing an Annotated Bibliography that focuses on an issue, idea, or event that you feel strongly about. Your first step is to write a focus question so you can begin to explore your topic, preferably from diverse perspectives.

The general purpose of an annotated bibliography is to provide readers with publication information and brief summaries of complete books on a given topic. For example, if you were to read ten books on presidential elections in the United States and then cite each book (MLA style) and write a review of each (which would include summary, analysis, and an evaluation of your source), you would be creating an annotated bibliography on this topic. Annotated bibliographies are useful tools because they provide reading guidance for those interested in learning more about a subject.

Your assignment is to annotate a minimum of five sources. Choose sources that provide good evidence for both sides of your argument. Remember, evidence includes facts, statistics, examples, anecdotes, observations, expert testimony, etc., and consider accessing as many primary sources as possible. Primary sources include historical documents, literary works, eyewitness accounts, interviews, field reports, diaries, letters, and lab studies. Secondary sources include scholarly books and articles, reviews, biographies, textbooks, and any writing that discusses primary sources. Carefully evaluate the reliability and validity of your sources, and do take advantage of subscription Data Bases. Common questions to consider when evaluating the reliability of a source include the following: Is the source relevant? What are the author’s credentials? Is there any bias? (What is the stance or point of view? Who is the publisher or sponser?)

Submission Requirements: On the first page, put your name, class, date, etc., in the upper left corner, center your focus question, then begin your annotations. These should be single-spaced and listed alphabetically. For each annotation, begin with the MLA citation, and then offer three paragraphs, some of which may be very brief. Label them as follows:  Summary -- A simple summary of the main points and arguments or evidence provided.  Analysis -- Your opinions/insights of the material. You should provide the inner “conversation/dialogue” you had with the author while reading the material. With which points or evidence do you agree or disagree and why.  Evaluation of source –Explain any bias your source may have.  Staple your articles or research to your annotations (in the same order as they are listed in the A.B.).

You will be meeting in groups to share your focus question and present your material. You should know your material well enough to present it without having to read it.

Due Date: __________________________ Annotated Bibliography Rubric

Name _______________________

Points possible Name in upper left corner 1 Research Focus Question 2 Five annotations Correct citation format (5 @ 1 point each) 5 Alphabetized entries 2 Annotations (5 @ 6 points each) 30 Summary (2 points each) Analysis (2 points each) Evaluation/Notes on source (2 points each) Attached articles (1 pt. Each) 5 Group discussion notes 5 Total

50

Points earned

Argument Essay Worksheet Will the claim of your paper be pro or con?____________ List at least six supporting arguments on either the pro or con side: 1.

2.

3.

4.

5.

6.

Now circle your three best supporting arguments List at least four to six counterarguments 1.

2.

3.

4.

5.

6.

Now, circle your three best counterarguments.

Write your claim in the space below.

Controversial Issue Paper Argument essays must:  Make a claim and establish its significance  Acknowledge opposing claims fairly  Supply relevant evidence for both claim(s) and counterclaims  Logically sequence claim(s), counterclaims, reasons, and evidence There are many ways you might organize your argument. Consider your subject, your purpose, and your audience to determine what will be most effective. What appeals will you use and how will you incorporate them? Read models of good arguments and pay attention to how other writers engage and attempt to persuade an audience.

This format may help you begin to organize your argument, but avoid using it as a “formula” for an argument essay.     

Paragraph #1: Paragraph #2: Paragraph #3: Paragraph #4: Paragraph #5:

Intro with thesis Opposing arguments Your side, first major point Your side, second major point Concluding paragraph

Visual Example Paragraph #1

Intro with thesis

Paragraph #2

Opposing Arguments

Paragraph #3

Your side, first major point

Paragraph #4

Your side, second major point

Paragraph #5

Concluding paragraph

Writer’s Name ___________________

Argument Essay Outline Peer Response Peer responder #1 ______________________ What is the writer’s claim?

Which evidence is the strongest and most credible?

Which evidence is the weakest and least credible?

Which counterclaims are addressed?

Are there any important counterclaims that the writer fails to address? Explain.

What rhetorical strategies does the writer plan to use and why?

Does it appear that the writer will have relevant and sufficient evidence to be persuasive?

Peer responder #2 ______________________ What is the writer’s claim?

Which evidence is the strongest and most credible?

Which evidence is the weakest and least credible?

Which counterclaims are addressed?

Are there any important counterclaims that the writer fails to address? Explain.

What rhetorical strategies does the writer plan to use and why?

Does it appear that the writer will have relevant and sufficient evidence to be persuasive?

Argument Essay

Writer’s Name _______________________

Argument Rough Draft Self-Assessment Form Who is your audience?

Does your claim take a definite side?

How have you established the significance of your claim?

How have you anticipated audience needs?

Are counterarguments addressed and refuted?

Read your topic sentences. Do they offer opinions that support your claim?

How many sources have you cited or referred to in your paper? Why did you choose to use them (or, why have you chosen not to cite any sources)?

Is the argument convincing? Yes or no? Why or why not?

What rhetorical strategies are you using and why? (appeals to logic, emotion, ethos; use of tone; transitions in thought; structure, organization, or use of a distinct rhetorical mode; use of stylistic features—syntax, imagery, diction, figures of speech, etc.)

Would you describe this as an engaging read with lots of lively examples?

What is the strongest point about your argument?

What is the weakest aspect of your argument?

What do you need to do in order to improve your next draft?

Other tips:  Underline or highlight everything in your paper that you didn’t know before you began researching. Does any of this need to be cited? Would some of the “common knowledge” information be more credible attributed to a source?  Do all of your citations match sources listed on your “Works Cited page?  If you have used “you” anywhere in the paper, cross it out.  If you have used “I” unnecessarily, cross it out.  If you have used numbers, have you consulted rules to see if you’re using them correctly and consistently throughout your text?  Have you avoided overusing contractions if you’re writing for a more formal audience?

Argument Essay Requirements

The Rubric and self-assessment is based on the following criteria: 1. Overall quality of writing  Engaging read  Clearly stated issue and position  Well-supported arguments with appropriately chosen examples and adequate analysis; correct use of parenthetical documentation where appropriate  Credible sources  Effective use of rhetorical strategies -- Addresses counterarguments --Intentional use of at least 3 rhetorical strategies  Organized and easy to follow with smooth transitions and leads-ins to quotes, etc.  Mechanically clean 2. Correct submission format  Name, class, assignment, and date in upper left corner  Centered title  Double spaced  Works cited and/or consulted page 3. Process  Multiple drafts that show improvement  An ability to reflect on your own writing process and changes made  Participating in peer response groups 4. Self assessment 5. Presenting 6. Submission to turnitin.com

Writer’s Name_____________

Responder #1____________

Target Audience_____________

Responder #2____________

Argument Rough Draft Peer Response

Directions: You will be sharing in groups of three, which is why you need three typed copies of your essay. Read your essay aloud as your responders follow along.

Responders, using the guidelines listed below, mark directly on your copy of the writer’s essay.

Focus on the ideas and the argument as the writer reads, and then take a few minutes to consider the guidelines below. Whenever possible, ask the writer questions instead of telling him/her what to do (ie., How does this support your claim? Can you think of a stronger example? Have you considered this counter argument? What do you mean by this?) Sign your name at the bottom of the essay before returning it to the writer. Discuss your comments with the writer.

Peer Response Guidelines:  Is the argument an engaging and persuasive read? Why or why not?  Is the claim and its significance clearly established?  Has the writer anticipated audience needs and possible objections by explaining, defining, and offering any necessary context?  Does the writer cite relevant and credible evidence, experience, and/or information and offer adequate analysis?  Has the writer chosen effective rhetorical strategies for the audience and purpose?

Identify the strategies you notice.  Is the writing organized and easy to follow, with no unnecessary information? Check to see: Do the topic sentences offer opinions that support the claim?  Lastly, is parenthetical documentation handled correctly, and is the essay mechanically clean?

Argument Essay Cover Sheet Rubric and Self Assessment

Name _____________________________ Date ___________ Period _____________

Focus Skill: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternative or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

Self-Assessment/Teacher Assessment FOCUS SKILL LETTER GRADE ______/______ Overall Quality of Writing: The essay should be engaging and persuasive with a clearly stated claim, well-supported arguments with appropriately chosen examples, and adequate analysis.

The argument should address counterarguments, use parenthetical documentation effectively, be organized and easy to follow, be mechanically clean, offer a works cited and/or works consulted page, and should follow the correct submission format.

Self-Assessment/Teacher Assessment OVERALL QUALITY OF WRITING LETTER GRADE _____/_____

Process: The process for this assignment has included the Focus Question Annotated Bibliography; argument essay model readings and annotations; argument essay outline or free write, outline peer response time; rough draft read aloud peer response session; 2nd draft selfreflection and peer review; final reflection and self-assessment; peer presentation; submission to turnitin.com.

(Points have been entered on due dates for each step of the process.)

Final Draft Point Values Focus Skill Final Draft Works Cited/Works Consulted Correct Submission Format Final Reflection and assessment Turnitin.com

Self-Assessment/Teacher Assessment 50 200 25 10 15

/ / / / /

TOTAL POINTS _____/_____

Final Reflection 1. How did you improve your writing as you progressed from your first to final draft?

2. List and explain the rhetorical strategies you chose to use.

3. What do you feel is most and/or least effective about your final paper?

4. Share anything you feel I should know about your paper and writing process.