28 Mar this is only a draft and does not need to be per
this is only a draft and does not need to be perfect
Follow the instructions in the attachment to do the draft
there are 3 links to click on that are articles you need to read to do the draft
The articles are on the second page of the attachment is the "ASSIGNMENT" box
Writing Project 3: Analysis in Place
Image credit: Paul Hanaoka
Background
Your primary goal in this assignment is to further understand the importance of adjusting your rhetorical choices* for the particular audience, purpose, and context** each time you write, by examining how other authors make choices for their own audience, purpose, and context. You’ll also engage with our course theme by reading about local environmental issues for various rhetorical situations.
*”Rhetorical choices” are any choices a writer makes to use language/images most effectively, especially when their goal is to persuade.
**Audience, purpose, and context are part of the “rhetorical situation.” I’m trying not to get too deep into rhetoric here, but you might come across this term in other English classes. This is a simplified version of an assignment you’re likely to come across in other classes called “rhetorical analysis.”
You’ll practice this by analyzing the three articles below:
· “I ’m a Young Environmentalist Battling Climate Change through Tiny Actions”
· “Why is California Still Drilling for Oil Despite its Ambitions Climate Goals?”
· “Sustainable Communities for Whom?: Cultural Tactics in the Pursuit of Ecological Sustainability”
Writing Process
First, read the articles multiple times. As you read, keep a Metacognitive Reading Log and annotate with a focus on the writer’s techniques. The assignment “3 Article Analysis” helps you to read with this type of focus.
A note: The first two assignments on these readings (“Pollution/Los Angeles” and “Sustainable Communities”) were included to allow you to reflect on your own thoughts and feelings about the content. Now, the essay asks you to focus only on the writers’ choices and techniques, and not on the content.
Pre-writing: As you read the three articles, read closely. Notice details, and notice what you notice by keeping a Metacognitive Reading Log . Try to “read” those details to develop an interpretation: Why did the writer make this choice, and what does this reveal about the audience, purpose, and context? The writing choices could be word choice, complexity of the vocabulary, length and complexity of sentences, types of evidence use, how the document is formatted, the length of the text, etc.
As your ideas begin to develop, work on drafting a thesis statement, and then perhaps consider the organization of your ideas by creating an outline. As you pre-write, consider how you can shape your essay around the basic elements of an argument .
Drafting: When you have a clear picture of where your essay is going, develop a first draft. To make the best use of your revision process, your draft should be as complete as possible, and over 1,000 words! The first draft is due March 25.
Revise and edit: Work on developing a revision process that works for you, remember to both focus on the big picture and zoom in on the details. I strongly recommend that you get feedback from a tutor in the Success Center as part of your revision process. When you submit your final draft, please also submit the Writing Process Reflection form. Remember that one of the SLOs I’m grading you on is about writing process; I will look at your first draft and the Reflection Form as I assess your score on the final draft.
AssignmentDevelop an essay of 1,000 to 1,250 words analyzing the three articles assigned for this unit:
· A popular article written for a general audience: “I’m a Young Environmentalist Battling Climate Change through Tiny Actions” · A popular article written for a targeted audience: “Why is California Still Drilling for Oil Despite its Ambitions Climate Goals?” · A scholarly article from an academic journal: “Sustainable Communities for Whom?: Cultural Tactics in the Pursuit of Ecological Sustainability” The goal of the analysis is to draw conclusions about how the writers make different (or similar) writing choices for their different audiences, purposes, and contexts. So, your thesis statement should answer this question: What are the similarities and differences between the three articles, and why are these the most effective choices for the respective audiences, purposes, and contexts? This is an argument essay, because your answer to that question is your interpretation and thus arguable. Support your argument with evidence, which, for this essay, should be in the form of quotes and other observations of the three texts. No other type of evidence would be appropriate for this essay, since it is a close reading of the three texts. Summary of requirements:To be considered for full credit, your essay must demonstrate the following: · 1,000 to 1,250 words · Develop an argument about your analysis of the three articles that answers this question: What are the similarities and differences between the three articles, and why are these the most effective choices for the respective audiences, purposes, and contexts? · Include evidence (quotes/paraphrases and other observations of the texts) from your observations of the three articles
· Follow MLA guidelines for integration of quotes and paraphrases . · Format your document according to MLA guidelines · When you submit the final draft, include an MLA Works Cited page that includes the three articles. · You’ll also need to submit a Writing Process Reflection when you submit the final draft. First draft due: March 25. Final draft due: April 1. |
Audience and Purpose:
This type of analysis isn’t usually published, so your audience in this case is the literal one: me, the professor. Your purpose, then, is to demonstrate your analytical abilities and your understanding of how audience, purpose, and context shape a writer’s rhetorical choices.
SLOs (Student Learning Outcomes) that you’ll practice:
1. Employ a writing process in order to understand and complete the writing task.
2. Integrate research from experiential knowledge as well as digital, print, and multimedia sources for synthesis in compositions and projects for various purposes, audiences, and contexts
3. Write a multi-paragraph essay with specific details, examples, and illustrations to fulfill a purpose.
4. Evaluate and engage critically with outside sources.
5. Write in prose style characterized by clarity, complexity, and variety.
6. Adhere to the conventions of standard written English in accord with instructor-approved documentation style (e.g. MLA, APA, Chicago, etc.).
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