Description
Your task in this paper (1,300 – 1,500 words) will be to first construct an account of Lee’s argument, explaining the rhetorical situation (incl. the intended audience), identifying his main claim, analyzing the structure he uses to develop his argument, and demonstrating how he uses various forms of support. Your paper than will move on to a critical assessment of Lee’s use of visuals(e.g. the interspersed slide-shows and their captions, the interactive graphs/maps, as well as his and Matt Black’s decision to use only black-and-white photos).
Outline Essay 2
IntroThe essay will begin with some context by discussing ____________________________
The rhetorical situation of “Cancer Alley” can be described as _______________________ _______________________________________________________________________
Lee’s main claim is __________________________. Overall, he advances the argument that ___________________________________________________________________
Metadiscourse: This essay will ______________________________________________
BodyTo support his main claim, Lee includes the sub-claims that _______________________ and __________________________________ and _____________________________ (and so forth)
Lee uses the rhetorical strategies of ______________________because he wants his audience to _________________________________________________________________________Examples/quotes: _______________________________________________________ ______________________________________________________________________
Furthermore, he also employs _____________________because________________________Examples/quotes: _______________________________________________________ ______________________________________________________________________
These strategies are/are not effective for the audience of __________________because ______________________________________________________________________
Lee also includes graphs, for example about ________________________________________ These graphs shall show/make the reader __________________________________________ However, ______________________________________(maybe you have some objections?)
Transition: These strategies are advanced by numerous photos by Matt Black, who is ______ ________________________________________________________________________________________________________________________________________________
The photos of _______________ shall show_______________and appeal _______________ ____________________. Some are included in the form of slideshows __________________ ___________________________________________________________________________
The visual elements overall enhance the argument because ___________________________ _______________________________________________________________________The variety of evidence, both in image and text, is (not) credible/relevant/sufficient because _____________________________________________________________
Altogether, the argument posed in “Cancer Alley” will resonate with an audience of _______________________________, if the author’s assumptions is justified that these readers ________________________________________________________________
Conclusion: Read pp 82/83 in our Course Reader on the purpose of conclusions. They are not meant to recap the essay but rather to “impress yourself upon them as a writer and thinker.” Significance: ___________________________________________________________
Link to intro ___________________________________________________________
Assignment # 2: Constructing an Account and Evaluating an Argument with particular focus on visual rhetoric
Reading: Trymaine Lee, “Cancer Alley: Big Industry, Big Problems”
We first will read Megan Mayhew Berman’s “They chose us because we were rural and poor: when environmental racism and climate change collide” to get some context of our topic and an understanding of the toll some parts of the country, mostly inhabited by the poor and disenfranchised, pay for our insatiable appetite for energy. She also touches on the reckless behavior of large energy producing corporations, an issue extended by Trymaine Lee’s “Cancer Alley,” which focuses on impoverished communities of people of color who “have been degraded by exposure to toxic materials.” Your task in this paper (1,300 – 1,500 words) will be to first construct an account of Lee’s argument, explaining the rhetorical situation (incl. the intended audience), identifying his main claim, analyzing the structure he uses to develop his argument, and demonstrating how he uses various forms of support. Your paper than will move on to a critical assessment of Lee’s use of visuals (e.g. the interspersed slide-shows and their captions, the interactive graphs/maps, as well as his and Matt Black’s decision to use only black-and-white photos).
Your paper shall explain clearly how and why the authors use what evidence and other rhetorical strategies and whether these strategies succeed in persuading their intended audience. Also, discuss the authors’ (Lee and Black) way to establish ethos (i.e. credibility and trustworthiness), and whether and how they establish enough ethos for the reader to accept their position. Your analysis should consider how the authors use specific details and examples to appeal to this audience, and whether (and why/why not) you feel included in this audience, considering your individual context. For example, the argument posed by Lee and Black may resonate differently with someone who has lived in Southeast San Diego and experienced the effects of inadequate zoning regulations that result in the construction of homes adjacent to chrome plating and chemical supply businesses (“Environmental Justice Case Study: Industrial Pollution in Barrio Logan”).
Criteria:
Describe Lee and Black’s argument – main claims as well as context, purpose, and intended audience – to a reader unfamiliar with this text.
Analyze the rhetorical strategies, explaining how they relate to the main claim and how they guide the audience’s understanding and persuade the listeners to accept the claim.
Incorporate specific examples from the text as evidence for your points. Note: Direct quotes shall not exceed 10% of entire paper.
Use an effective structure, which carefully guides the reader from one idea to the next, and demonstrates the ability to both introduce – including a title that indicates the topic and direction of the essay – and conclude an academic essay.
Edit thoroughly so that sentences are appropriate for an academic audience and the paper adheres to MLA requirements.
Key learning outcomes:
Describe elements of an argument – claims, methods of development, evidence, persuasive appeals, style, context, audience;
identify devices an author has used to create cohesion or to carry the reader through the text;
comprehend words and phrases central to understanding a reading;
use all aspects of the writing process – including prewriting, drafting, revising, editing, and proofreading;
effectively select material from written arguments and comment on it;
choose an effective structure for the writing and guide a reader from one idea to the next;
edit for grammar, usage, and MLA conventions.
Assignment Structure
Intro
Develop an attention getter that leads into the topic (e.g. using Bergman or Barrio Logan).
Intro the text and explain rhetorical situation.
Describe central claim as well as the main argument. These are two different rhetorical elements.
Metadiscourse section – describe what the paper will do.
Body
Identify the most important sub-claims that support the main claim.
Analyze the various elements of the argument and how they advance the claims and persuade the reader (evidence, appeals, counter argument/rebuttal, structure, and word choice).Include a discussion of HOW these strategies (including visuals) affect the reader and WHY the author(s) may have chosen them. Discuss assumptions.
Discuss the use of visuals as rhetorical devices. WHY did the authors choose pictures and graphs? WHY did they ensure that some of them cannot be skipped? HOW do those moves affect the reader?
Evaluate the strengths and weaknesses of these elements. Is the main argument persuasive? Is the argument supported by a variety of types of evidence? How credible, relevant and sufficient is the evidence to prove the claim? Does the argument include any logical fallacies? How, when, and why do the authors use different appeals?
Conclusion
Significance: So what? Who cares? Reflection: What does it matter? Has the author impacted your thinking/views on this topic? If so, in what way? This is a good place to consider your own context (see prompt).
Rubric
Needs improvement 50%
Competent 70%
Proficient 100%
Organization 30%
Paragraphs have no clear topic. Sequence of body paragraphs is not always logical, and the writer fails in connecting them with effective transitions.
Paragraphs mostly stay on topic. Body paragraphs follow one another logically, and the writer attempts connections with effective transitions.
Paragraphs stay on topic and connect to topic sentence. Body paragraphs follow one another logically and are connected with effective transitions.
Content 45%
Essay lacks a working attention getter that leads into the topic of the essay. Transitions to analysis of the main argument is missing or not developed. The evidence and how it supports the author’s claim is mentioned but its analysis is scant, missing evidence, or showing errors. Textual evidence is scarce or missing, or may not parallel the evidence (i.e. if you say the author uses an example, you provide a quote pertaining to this example). Rhetorical strategies are missing, and/or the paper does not discuss their effect on author’s text and audience. Paper tends toward summary rather than analysis. Assumptions are not addressed, concessions and/or fallacies slighted. The analysis of visual rhetoric is scarce or missing. The conclusion is underdeveloped and/or does not show critical reflection.
Essay has an attention getter that leads into the topic of the essay but could be more developed. Paper attempts transition to the main argument. Account of argument is included but may lack one detail. The analysis of the author’s argument is attempted but may show some errors or slight some details. The evidence is mentioned but textual evidence may not always parallel the evidence (i.e. if you say that author X uses examples, you must provide a quote/paraphrase of an example). Rhetorical strategies and their effect on text and audience are discussed, but some points may be missing or be under- developed. Assumptions, concessions, fallacies are included but may not be fully developed. An analysis of visuals is attempted but does not consider the various visual effects intended by the authors and only briefly addresses their rhetorical effects. The conclusion attempts some critical reflection.
Essay has a fitting and developed attention getter that leads into the topic of the essay and transitions smoothly to the main argument. Account of argument addresses author and context, and contains claim, evidence, audience. The paper analyzes the effectiveness of the author’s argument in extensive detail. The evidence is correctly categorized; it is explained how it supports the author’s claims and provides textual evidence which parallels the evidence (i.e. if you say author X uses an example, you provide a quote/paraphrase of this example). Rhetorical strategies, incl. counterarguments, are correctly identified, supported, and linked to audience. Assumptions and fallacies are identified. The analysis of visuals goes in depth and evaluates their rhetorical effects. The conclusion is insightful, shows the writer’s critical thinking, and considers its original and its current context.
Grammar, mechanics, style 25%
The paper shows frequent and varied errors that interfere with clarity (2nd person, contractions, spelling, punctuation, fragments, comma splices, run-ons), lacks sentence variety, and does not always observe MLA rules.
The paper may show some but not too many errors in tone (no 2nd person), quotes, spelling, punctuation, grammar (fragments, comma splices, or run-ons) and may lack sentence variety. Only minor errors with MLA.
Appropriate tone (no 2nd person), smoothly integrated quotes, no errors in spelling, punctuation, grammar (no fragments, comma splices, or run-ons) and varied sentence structure. No errors with MLA
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