Honors 1100: Freshman Composition

Instructor: Jennafer Alexander

Fall 2015

Unit 2: Rhetorical Analysis of Academic Writing

This project will help you gain a deeper understanding of the writing expectations in a certain academic discipline (like political science, biology, history, etc.), the qualities of writing in a particular profession, and the current perspectives on literacy-related issues within the discipline. You can choose your current major or any other field you’d like to explore.

Start bythinking about the genre(s) that academic writers use in your discipline (such as scientific reports, journal articles, textbooks, poems, government documents, legal briefs, etc.). Select one of these genres, find at least one primary text(s) that exemplifies that genre, and analyze the rhetorical strategies that the author uses in that text. Otherprimary sources might include: assignment sheets, syllabi, class notes, course materialsfrom classes you’ve taken, websites, manuals, and handbooks associated with the major institutions and organizations in your discipline.

Read the primary source text(s) closely and critically, analyzing the rhetorical strategies and “moves” that the author employs. Consider the following questions:

  • What are the purposes of writing this text? What are the author’s main arguments and goals?
  • What patterns emerge within the text? (For example, do you notice certain tones, word choices, grammatical structures, or linguistic features?)
  • Which lines stand out to you? Why do these lines seem significant?
  • How does the author support the main argument? What types of evidence does the author use?
  • How does the author organize the text? How do these organizational strategies reflect the author’s goals and assumptions?
  • Who are the intended audiences for this text, and how did those audiences shape the text? How does the author use different rhetorical strategies to appeal to his or her audiences?

In addition to your source text(s), you will also find at leasttwo secondary sources that focus on the broad topics of academic writing and/or writing within your discipline. If the articles, book chapters, and essays that we read in class pertain to your topic, feel free to use those as your secondary sources. Or, you could find otheracademic resources about how writing works in yourspecific discipline. In the end, your essay should combine yoursecondary research (the two academic sources) withyour own primary research, giving youat least three sources total. As we’ve discussed all semester, your goal should be to understand and explain how scholarly “conversations” operate.

You should also consider what these “conversations” reveal about scholars’ attitudes toward literacy. In other words, what expectations and views about language do many scholars within your discipline share? What literacy-related assumptions do the scholars in your discipline make? (For example, do they share an adherence to the rules of Standard English? Do they rely on particular kinds of evidence? Do theyassumea certain tone?) Then, in a 4-5 page paper, explain how scholars utilize and conceive of language within your discipline. Envision as your audience other new undergraduates who want to learn more about academic writing issues.

Writing Calendar:

Tuesday, October 13-Thursday, October 15: Conferences (first draft due at your conference).

Wednesday, October 21: Second draft due (bring two copies to class with you).

Monday, October 26: Portfolio 2 due (along with the final draft of the rhetorical analysis).

Rubric
(Subject to change as announced.)
Essay Structure/Organization:
Follows prompt, use approved topic
  • Clear, focused purpose
  • Well-written thesis, represents essay in entirety
  • Introduction is attention-getting
  • Sets context, motive and criteria for analysis
  • Introduces the sources by providing relevant background information (author, title)
  • Clear organization that highlights the author’s strategies for development
  • Each paragraph is structured well and clearly fits with the purpose of essay
  • Utilizes effective transitions between main ideas and paragraphs (flows well)
  • Resolution/conclusion

Essay Development/Detail:
  • Analysis is clear and fully explained
  • Analysis demonstrates depth of thought, going beyond surface meaning for each example
  • Each main point (paragraph) analyzes specific detail from text and connects to thesis
  • Quotes are smoothly worked into paragraph, not dropped in
  • Quotes and support from text are fully explained in connection to thesis
  • Essay demonstrates a certain level of maturity, professionalism and appropriateness
  • Makes significant revisions from draft to draft, not just sentence-level changes

Polish:
  • Grammar
  • Active verbs, present tense
  • Clarity
  • Sentence structure and variety
  • Punctuation—commas, colons, dashes and semi-colons
  • Mechanics
  • Works-Cited page in MLA format