A​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​ Practice Sequence: Analyzing a Text Rhetorically To prac

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A​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​ Practice Sequence: Analyzing a Text Rhetorically
To practice the strategies of rhetorical analysis, read an excerpt from “Education Isn’t Enough,” an article by Nick Hanauer, using these questions as a guide:
What appeals to ethos, pathos, and logos does Hanauer make?
What motivates Hanauer as a writer?
What does he want readers to think about?
What is Hanauer’s main point?
Given the language Hanauer uses, who do you think his main audience is?
Preparation:
Before writing a rhetorical analysis, review “Chapter 2 From Reading as a Writer to Writing as a Reader” which gives us a detailed look into how to analyze a writer’s rhetoric. As Greene and Lidinsky explain, rhetoric is the “means of persuasion” (53) used by any writer in an essay, chapter, or book. In this chapter, the focus is on what writers do with the language in their essays to persuade their readers. Think of their readers as their audience – those most likely to accept or respond to the message in their essay. Consequently, rhetorical analysis (the analysis of how a writer tries to persuade readers), identifies the features or characteristic parts of an argument (or essay) and shows how their “argument works to persuade a reader” (Greene and Lidinsky 53). Our textbook then demonstrates how to analyze an essay by E.D.Hirsch. Jr. to understand his attempts to persuade readers. They analyze his rhetoric by analyzing five features they look for in it:
1) identifying the situation (issue, problem, context, or controversy) that motivates a writer to write (Greene and Lidinsky 57-58),
2) identifying the writer’s purpose (what the writer wants to accomplish with the essay, and wants us (readers) to do about it (Greene and Lidinsky 58-59),
3) identify the writer’s claims (assertions, conclusions, thesis, controlling idea, or solution) that are supported by the writer’s evidence (Greene and Lidinsky 59),
4) identify the writer’s approach or appeals to ethos, pathos, and logos. Using these as ways to persuade (Greene and Lidinsky 60-61).
Ethos refers to how a writer establishes credibility – what the writer is or does that make us trust what he or she does. This could be their education, credentials, experiences, expertise, or position of authority.
Pathos refers to what a writer says o​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​r vocabulary he or she uses to make us feel sympathy with the issue or relate to it. When we feel sympathy or relate to an idea, we become more likely to agree with it.
Logos refers to a writer’s use of evidence (facts, statistics, examples, experiences) to convince us that his or her claims must be true.
5) Identify the writer’s audience – the readers that the writer especially wants to influence or convince. A writer’s audience can be figured out or guessed from the vocabulary used in an essay, the structure or organization of information, and the tone or bias of the writer’s language (Greene and Lidinsky 61-62). Simple words and phrases can indicate a more general or ordinary audience of readers. More sophisticated vocabulary can indicate a more educated audience or readers. Using a lot of medical vocabulary can indicate an audience of people who work in the medical field. Angry words and phrases can indicate a bias or prejudice in the writer that might be shared by his or her readers, and so on.
Hopefully, you have practiced looking for these five features in Hanauer’s essay “Education Isn’t Enough” (Greene and Lidinsky 63-67). And, you have been studying an example of how Quentin Collie analyzes the rhetoric in David Tyack’s essay “Whither History Textbooks?” (Greene and Lidinsky 68-74).
Annotation and discussion:
Also, you should prepare for a class discussion of Sherry Turkle’s essay “The Flight from Conversation” by annotating her approaches to rhetoric to support her claims, gain sympathy for her situation, achieve her purpose, and convince her audience
Writing:
When you are ready to write your rhetorical analysis essay, review the directions for #1 in “A Practice Sequence: Writing a Rhetorical Analysis.” Use what you discovered from annotating Sherry Turkle’s essay “The Flight from Conversation,” our class discussions about her rhetoric, and your answers to the last two bullet points on page 79 to write your own rhetorical analysis of Turkle’s ideas.
Because it must also be an MLA-style documented essay, review the MLA Resources module in Canvas before writing your essay, since it must also include parenthetical citations of the evidence you present, accurate works cited of them, and all your notes pasted after the end of yo​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​ur essay.

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