Project #3: Rhetorical Analysis: Visual and Textual Rhetoric

For this project, you are asked to create a rhetorical analysis of two types of compositions: written texts and visual elements (photograph or moving images) focusing on/related to the same topic (example: the Presidential debate, the War on Terror, the BCS playoff system, etc.). The topic itself is not important; you are not being asked to comment on or argue about a topic, but rather to compare and contrast two separate types of texts that have been created about a similar topic. The central purpose of this project is to see how well you can critically analyze multiple texts to determine their rhetorical effectiveness. Using what we have discussed in class about rhetoric and the rhetorical appeals, this assignment asks you to think about how and why a piece of communication is or isnt rhetorically effective. Another central aim of this project is to see how well you can craft a clear thesis statement that takes a strong stance about the effectiveness of one of these texts over the others, while giving sufficient evidence to justify your argument. In order to create a strong critical view of a text, you will need to be able to describe the rhetorical situation (the context) of a composition and summarize the argument presented in it. You will need to be able to explain and critically analyze how the author builds and presents their argument, as well as how well he/she connects with their intended audience. You are also being asked to find multiple examples of textual and visual compositions, so that you can observe and report on differences/similarities between them. For your project, you are asked to find 3 textual examples (one of which must be a scholarly peerreviewed source, one from a peer-reviewed source, and the other which should be a personal opinion piece) and 2 visual-based examples. Keep in mind that your focus is not on your own opinion about the topic being discussed in the texts/compositions, but on explaining how the texts argument is not/effective and how the author uses the rhetorical appeals to affect the audience. In other words, if you were writing about an essay that discusses the changes in the Indiana public school system, what you think about the issue is not be the focus. Instead, you should explore how effective the author is at arguing his/her point. Your five compositions for analysis are due October 24 (if online, I will need the URLs).

Rough drafts for this project will be due November 2. The final deliverable for this project is a 5-7-page essay, due on Blackboard by 8:00 AM, November 14. Project Guidelines: Proper Header Information (single spaced) APA in-text citations and Works Cited Page (4 sources) 5-7 pages, double-spaced, Microsoft Word document, 12 point, standard margins

Project #3 Rubric (200 points)

proficient Argument is generally Argument is clear and clear and is maintained complex, is maintained throughout the writing, consistently throughout is fairly complex, and Argument the writing, and uses uses logic, claims, (75 points) sound logic, claims, evidence, and evidence, and creativity. creativity. Writing has a central purpose, shows general audience-awareness, and appropriately addresses audience's needs and expectations; design and media are used adequately. highly proficient not yet proficient Argument is unclear and/or unfocused throughout the writing and lacks complexity, sound logic, claims, evidence, or creativity.

Writing has a clear purpose, shows deep audience-awareness, and addresses audience's audience & needs and expectations purpose effectively; design and (50 points) media are used to drive the argument.

Writing may lack purpose and audienceawareness, and does not adequately address the audience's needs or expectations; design and media are not used effectively.

Sources are selected, integrated, and cited properly, are of high quality and validity, and Sources/ work to further the Citations (30 points) overall argument with purpose. Convention s/ Grammar/ Mechanics (20 points) Writing shows deep understanding of genre conventions and expert use of appropriate design and media; proper format, style, syntax, and mechanics work together

Sources are selected, integrated, and cited adequately, are valid, and generally work to further the overall argument.

Sources are not properly selected, integrated, or cited, lack in quality or validity, or do not work to further the argument.

Writing shows general Writing shows lack of understanding of genre understanding of genre conventions, including conventions, including adequate use of design, use of design, media, media, proper format, format, style, syntax, style, syntax, and and mechanics. mechanics.

to forward the argument. Writing shows close engagement with the writing process and Revisions substantial revisions (25 points) based on personal reflection and peer and/or instructor feedback. Writing shows engagement with the writing process and contains some revision based on personal reflection and peer and/or instructor feedback. Writing shows little to no revisions since the first draft and does not show understanding of revision based on personal reflection and peer and/or instructor feedback.