Research Studies: Is the source of the study credible, meaning both are they experts in this field and are they unbiased? Was the study well-designed? How is the study relevant to the claim it supports? Are there other ways to interpret the research findings that have been ignored and that contradict or fail to support the author’s claim? Is the research recent relative to the time the argument was written? Expert Testimony: Is the source credible, that is, are they experts in a relevant and do they seem to be unbiased? Dose the expert’s opinion appear to be itself founded on strong evidence? Anecdotal Evidence and Personal Anecdotes: Is the anecdote detailed enough to persuade a reader that it actually occurred? Does the anecdote appear to be representative of the experiences of a significant number of other people? How is the anecdote relevant to the claim being supported? Over the course of the semester, you will be asked to describe arguments, what they are, and how they are constructed. In order to do so, you will identify and discuss rhetorical concepts. This type of writing is called rhetorical analysis. Rhetorical analysis looks not only at what a text says, but at what it does. It includes consideration of the claims, devices and strategic “moves” an author makes in hopes of persuading an audience. Many claims and arguments within texts are implied rather than explicit; performing rhetorical analyses on texts helps us to get a better sense of how, why, and to what extent an argument is effective. Consider how a text works to convince its audience of the argument at hand. What, besides simply using logic, do authors use to help win a
What are you being asked to believe, think, or do? (persuasion) How is the text organized? Why do you the author organized the text this way? What effect does it have? Does the author respond to other arguments, and if so, are they treated fairly? How do the author’s stylistic choices reinforce or advance the argument? How do word choice, imagery, metaphor, design, etc. help persuade? How does the author frame the issues? Does the author’s representation of the issue or problem invite the audience to see things from a particular perspective? How does this help persuade? How does the author define the central terms being discussed? How does this help persuade? What assumptions can you identify? What does the author take for granted, and what does this tell you about her argument? What implications follow from the author’s argument? Does the author use metadiscourse? Are there moments when the author talks about what he is doing, or addresses the audience directly? Is this persuasive? How? “I know what it says, but what does it do?” that can be used to describe what a text does, whether you are articulating the project, the argument, or the claims. Verbs are also used to describe the ways evidence and strategies support claims and arguments. Acknowledges Advises Advocates Amplifies Analyzes Argues Asks (Constructs an) Analogy Asserts Assumes Attacks Challenges Claims Clarifies Compares Complicates Concedes Concludes Connects Contrasts Contradicts (Presents) Counterarguments Criticizes (Presents) Critiques Defends Defines Denies Describes Disagrees Divides/Distinguishes (between) Dramatizes Elaborates Emphasizes Exaggerates Examines Exemplifies/presents examples Explains Extends Generalizes Forecasts Faults Frames/reframes Illustrates Implies Insists Introduces Investigates Justifies Maintains Narrates Opposes Parodies Predicts Problematizes Proposes (Sets up a) parallel Qualifies Questions Rebuts Refines Repeats Resolves Ridicules Satirizes Speculates Suggests Summarizes Supports Synthesizes
Counterexamples Try to AVOID: thinks, believes, says, etc.! Consider using the following construction: This paragraph [VERB] [IDEA] by [EXPLAIN HOW] . Also see They Say/ I Say for verbs organized by use for when authors make claims, are in agreement, question or disagree, and when they make recommendations (see page 37). Charting a Text Charting involves annotating a text in order to show the “work” each paragraph, group of paragraphs, or section is doing. Charting helps identify what each part of the text is doing as well as what it is saying—helping us move away from summary to analysis. There are two strategies for charting that we’ll look at: macro-charting and MACRO-CHARTING How do we do macro-charting? Break text down into sections--identify “chunks” or parts of the text that seem to work together to DO something for the overall argument. Draw lines between sections and label each one, annotating them with “doing” verbs: providing context, making a claim, supporting a claim, rebutting counter argument, illustrating with personal anecdote, describing the issue, etc. Why do we do Macro-charting helps with understanding structure of argument, as well as locating claims, supporting evidence, and main argument. Macro-charting guides students toward identifying relationships between ideas. Macro-charting brings awareness that behind every sentence there is an author with intent who makes rhetorical choices to achieve his/her aims. MICRO-CHARTING How do we do micro-charting? Break down sections of text by paragraph to analyze what each paragraph is doing for the overall argument. Detail the smaller “moves” and strategies made within paragraphs: note when, where, and how and author makes a claim, cites evidence, and/or supports his/argument using a rhetorical strategy. Why do we do micro-charting?
You will see the page below, “Create your site today!” Select the “Writing & Books” or “Education & Organizations” link You will then be asked what kind of education or writing site you want. Choose whichever you prefer. Next you will see the screen below asking you how you want your homepage to appear. Please select the first one, “A list of my latest posts.” You will then be asked to select a theme. Select any one (you can change it later). Next you will be asked to select a domain name for your site, enter your email address and create a password for your blog. Type in a blog name you like (e.g. awesomews100blog). Wordpress will let you know if this is available (make sure you select the free option – you may need to play around with names to find one that has not been taken.) Make sure you write down the domain name you create, the email address you use, and the password you create for your blog. Wordpress will send a confirmation to your inbox (may need to check spam or “updates” folder). Open this email, and click on the “confirm now” button in the email message. It will look like this: You will be taken to page like this inviting you to create your first blog post. You will need to post something to create the blog. It can be a test message (or your first piece of homework). Click on the “edit” button, then start writing. You can select and delete the existing test, and enter your own. To create new click on the image of a pen and paper at the top right of the page: To publish your post, look for the “Publish” button on the top left of the page: