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Rhetorical Analysis

This category contains 8 posts

Teaching the Rhetorical Situation

I use this helpful poster from CCC to define and discuss “rhetorical situation” with Basic Writing (ENG 1010) students. In particular, we make liberal use of the diagram below (from the poster) by (a) fleshing out each of the words represented and (b) plugging multiple examples into the diagram to see how it pans out. With regard to … Continue reading

Style in Rhetorical Analysis

It was one of those weekends that befall every composition instructor. A weekend of grading final drafts. Maybe you have a settling in routine—or maybe you don’t. Sometimes I fluff and rearrange pillows and grade in bed, or grab a blanket and read at my dinner table. Perhaps you’re a coffee house grader, or a … Continue reading

Don’t Ask for Questions – Ask for Answers (That ARE Questions)

Quiz time: which of the following is the single hardest question for an ENG 1020 student to answer? * How is ethos different from logos? * What strategies does this author use to persuade her reader? * What do you hope to accomplish by writing this paper? The correct choice is – none of the … Continue reading

Incorporating Piper Pathos into Freshman Composition

During the winter term, multiple events have caught me by surprise. Within the first few weeks of the semester, I had a police officer commandeer my classroom key and I had a student just appear both on my Blackboard roster and in my class during week three. Both of those events led me to wonder … Continue reading

Early Effective Examples: Showing Content *and* Context

I was uncertain what to write for this blog at first; I’ve only been teaching 1020 for a few weeks, haven’t strayed too far from the model wiki/syllabus, and haven’t been asked to try any unconventional or freeware-based teaching tools as part of the practicum. But I did find a great, somewhat unconventional example for … Continue reading

Take a Shot in the Dark: An Unguided Approach to Rhetorical Analysis

The most troubling part of teaching rhetoric, for me, has been making the shift from analyzing rhetoric to creating it. The best strategy I’ve come up with is to be aware of this future hurdle and lay the groundwork in the early part of the course. For example, this year, before explaining the concept of … Continue reading

Teaching Rhetorical Analysis with Music Videos

The past three semesters I’ve been teaching a modified version of the Rhetorical Analysis Project in my 1020 class. Based on my interests in the genres of music video and Hip Hop (ones often shared by my students), I teach a hybrid of projects 1 and 2 that asks students to perform an analysis of … Continue reading

Rhetorical Analysis in Three Easy Steps

I remember feeling somewhat dumbfounded when I was first tasked with teaching the rhetorical analysis assignment. Sheepishly, I had to admit to myself that despite being a graduate student in an English department, I really had no idea what the devil a rhetorical analysis was, let alone how to write one. However, many years later, … Continue reading