Essay #2: Rhetorical Analysis

Our work in Unit One was focused on content, comprehension, and application, linking concepts found throughout your readings on the Myth of Educational Opportunity, and inviting you to craft your own criteria for effective education. In Unit Two, we’re taking a step beyond WHAT the texts argue, focusing instead on HOW they get their point across. How does the author help the readers understand the content? How do they ensure readers trust their authority? How make the readers care about the topic? What makes their arguments persuasive?

This 4-6 pg. paper asks you to rhetorically analyze one essay from Chapter 4: Money and Success in Rereading America to understand how the authors attempt to persuade their audience through appeals, framing techniques, and rhetorical devices. I recommend reading through the short abstracts at the beginning of each article to see which one actually interests you!)

This paper is not a summary—while you may want to briefly review the main arguments, your paper should focus on the stuff “under the hood” instead of just overall comprehension and meaning. Your goal is to pick this rhetorical artifact apart and explain how it works, using the new toolbox of rhetorical terms learned over the unit.

Here’s what your paper should contain:

Introduction (1 paragraph) – Employs a relevant hook – Introduces full author and article name – Includes a 1-2 sentence summary of the author’s main purpose – Finishes with an argumentative thesis, answering the research question: What does this author attempt to

persuade their audience, and most importantly, how?

Context Paragraph (1 paragraph) – Explains, in more detail, the author’s main arguments and suggested goal (what do they want their

readers to do/think after reading? – Discusses author’s positionality/subjectivity—how are they connected with their argument? How might

this influence their perspective?

Argumentative/Analytical Paragraphs (5-8 paragraphs) Each paragraph contains a complete, mini-argument, providing a “reason” to support the thesis. These should cover some of the rhetorical terminology discussed in class, such as use of logos, pathos, and ethos (Note: DO NOT mention these appeals by name! How is this appealing to pathos? What emotion? What common human experience?), connotation/juxtaposition of language, and/or rhetorical strategies. Each paragraph needs: – Claim: A summarizing topic sentence, stating a specific claim (this should “answer” the research question

above) – Evidence: At least one (preferably more) pieces of quoted, cited evidence – Contextual understanding of the quote (so we know what happened surrounding this quote) – Reasoning: Explanation of how the quote(s) help prove your claim

Conclusion (1 paragraph)