Get help from the best in academic writing.

Rhetorical Analysis Assignment Rhetoric=effective communication Rhetorical analysis=Examine the effectiveness of a piece of communication Choose a scholarly written text

Rhetorical Analysis Assignment

Rhetoric=effective communication
Rhetorical analysis=Examine the effectiveness of a piece of communication

Choose a scholarly written text from the Academic Search Premier at Click “Academic Search Premier” under the search box quick links. Make sure to click “scholarly” as a filter option. Non-scholarly texts will receive reduced points. You can also watch the video on BrightSpace labeled “How to find sources” where I show you some time-saving tips and how to find scholarly sources. Make sure that you can fully comprehend the article you choose. There are thousands to choose from, so pick one that is easy to read. Controversial topics are easier to work with when it comes to analysis. Gay marriage, gun control, abortion, socialism, etc. So are shorter articles (3-5 page articles.)
Since you are analyzing the text rhetorically, you must go beyond a summary, interpretation, and evaluation.

Here is a general outline of the entire essay, in order:
• Intro: Summary of the text, Background on the author, Information about the journal or book the article came from.
• 3 main points, chosen from the list below
• Conclusion/Evaluation of the effectiveness of the text. (This can come at the end of each paragraph or at the end of the essay, or both—it’s up to you.)

For the main points, choose at least three of these “rhetorical devices” (main points) to look at in the text, then comment on the impact it has on the effectiveness of the text:
Ethos: This basically means “trustworthiness” or “honor.” Here we are looking directly at the author, and of course, their credibility plays into their rhetorical effectiveness. Who is this person and what is their stake in this issue? Can we trust them? Why? How about the sources this person cites in the text? Do they use credible sources or shaky ones? Do they use many, or just a few?
Pathos: Basically this means “appeal to emotion.” For example, if I were writing a piece arguing against trapping, I might say “A snare essentially causes an animal to painfully fight in futility for hours until it bleeds to death.” This stirs the emotions of the audience while explaining the mechanism of the trap. Pathos is the most difficult to analyze in scholarly writing because academics are extremely suspicious of it. If someone uses too many emotional appeals, it could signal that their argument is weak. It is difficult ground for sure to write about, but it is the most interesting. Something as subtle as word choice could suffice as support for this analysis. If someone uses the term “bloody war” when “war” would have sufficed, you could say they were trying to elicit an emotional reaction from you. And if you have an emotional reaction from something, you are more likely to continue reading. Thus, eliciting an emotional reaction from your reader is a rhetorical choice with real consequences (both good and bad).
Logos: This is an appeal to logic. The author may use statistics, for example, to prove a point. Maybe legalizing marijuana sounds more logical once the reader believes that the war on drugs has caused more harm than good. Or that trapping is necessary in some communities in order for the trappers to survive. Logic is the primary rhetorical device scholars use, so you could say a lot about how the author chooses main points, statistics, graphs, etc. Or about how the author chose to organize the essay. Or what sources they used and how that impacted the text.
Purpose: Explain why the author wrote the article. Usually this is to inform and persuade, though you could say more here. They may have used a humor to entertain you, so that they could build a rapport with the audience. Or maybe they gave some descriiptions of terminology or background info so that they could inform the audience. You could be more specific as well, explaining what they want us to think or do, and then back up the claim with an example from the source. They might want you to do many things, making this a great main point. Or they may have only one purpose, making this main point difficult to use (depending on your article choice).
Audience: Try to figure out who the author is writing to. If they are arguing for gun rights, for example, they may be trying to convince an audience that is opposed. Or maybe they are addressing those who agree with them, but are simply asking them to write to a congressman. A target audience bio could also include other things—is this for high school teachers? Administrators? Senators? Expected audience can drastically change the way a text is written. Tell us everything you can about the audience and how you came to this conclusion (back it up with examples).
Stance: How does the writer come off to you? Do you sense anger or frustration? Playfulness? Are they formal or casual? Do they use a lot of jargon to exclude certain people? For this main point, look closely at word choice. This works better with highly controversial pieces, where the stance is more difficult to see. Even if the writer claims to be merely informing, there is always a stance. If you aren’t sure, but have a few suspicions, you could make a claim and then tell what stance you think the author has. Then back it up with why you think so. It could be something as subtle as an author claiming to be objective, but then dedicated many more words to one side of the issue than the other.
Historical Context: Historical context is another option to analyze, though it only works with some articles. If an article on liberty was written during the prohibition, for example, it would greatly impact the understanding of the text. Modern article could be analyzed for current trends in research and social opinion as well. The country is awash in controversy, so you could analyze sufficiently here if you gave it a lot of thought. I am also not against finding older scholarly sources for historical bias—just try and limit your search by year and choose all the databases.


I attached 2 pages with the information for the essay, and I remark with a pen which story I

I attached 2 pages with the information for the essay, and I remark with a pen which story I chose.
Watch the animals is the name of the story but I can’t decide the title, I want to focus on the thematic about how humans treat animals.Hope all this info is helpful, but if you need anything else fell free to contact me.
I download the full story too.

I need help please

English Assignment Help I need help with a few things. For the first thing I can send you the chapter once someone can help me.
After reading chapter two from Gifted Education and Gifted Students. Choose one of the Opportunities for Practice (page 21) to complete:
Create an after school club or organization that would be an enrichment opportunity for diverse learners. This could also be a lunch group meeting. In what ways can you specifically address these learners’ lack of experiences/resources? Write the information up with a summary of the club/organization and how it will help give these underrepresented populations a “leg up” academically.
Modify an existing lesson or lesson sequence to include more culturally responsive pedagogy. How can you ensure diverse populations feel connected to your lesson/topic? Highlight the instructional tools and practices throughout the lesson or lesson sequence that you feel address the unique needs of diverse populations.
Develop an agenda for professional development for a school or district that focuses on inclusive practices for diverse gifted learners. Make sure you include the knowledge you feel these teachers need to successfully challenge diverse students.
Only do part B for this one
Interrogating the “Self”:
Building Respectful Relationships with Students
Today in the U.S., classrooms are becoming increasingly racially, linguistically, socioeconomically, ethnically and culturally diverse —despite the fact that the teaching force remains largely White, female and middle class. It is critical, therefore, that teachers learn to (a) name and interrogate their identities, beliefs, and normative cultural and linguistic practices and (b) that they understand how those practices show up in their daily relational work in schools and classrooms.
It is especially impossible for teachers to successfully enact the high-leverage practice of building respectful relationships with students without first considering how their own identities and socializing experiences impact their beliefs. Teachers’ affiliations, cultural practices and experiences likely shape how they see and understand children—in ways that may be positive and negative, conscious and unconscious. For example, teachers’ identities and socializing experiences can inform teachers’ understanding of what counts as “normal” or “appropriate” for children’s behaviors, aptitudes, and work, and, likewise, they can shape teachers’ views of what is not acceptable or appropriate in the classroom.
This activity provides a space for teachers to think about what their own identities and socializing experiences are. It also provides a launching point for teachers to also consider how these factors shape their beliefs about children and, through them, teachers’ relational work.
Part A
Inventory of the “Self”
Part B
Connecting Identities and Socializing Experiences to Beliefs
*Activities adapted in part from Grant, C. A. and Sleeter, C. E. (2007). Doing multicultural education for achievement and equity, 2nd edition. New York: Routledge
This is another question I need help with What can schools and educators do to overcome the barriers and challenges faced by underrepresented populations? These students are equally likely to possess gifts and talents but are consistently missed in gifted identification or do not enroll in advanced placement/IB/honors courses.
last question need help with and will post those pages once someone can help. Chapter 13 written by Worrell and Dixson discussed “Reasons for Underrepresentation” in gifted or advanced programs. What are your thoughts on the reasons they posed and do you have any ideas of your own about why certain groups of students are historically underrepresented?

Introductory Information: Communication is essential to leadership success, but knowing how and when to use your business communication tools Essay

Introductory Information:
Communication is essential to leadership success, but knowing how and when to use your business communication tools often takes time and practice. Consider the following case study:

You are the manager of a team of workers, and Diego Jimenez is one of your employees. Before joining your department three months ago, Diego worked for six months in another area. Since being assigned to your unit, Diego has been repeatedly late for work or absent. Other employees are complaining. You’ve learned that Diego had a similar problem in the other department.

Company policy states that if an employee is warned of such a problem and the behaviors continue, the individual may be given a three-day suspension without pay.

One important item to consider: Diego, when he’s on the job, is a top performer and someone you definitely want to keep on the payroll. He can run circles around other people. He just has problems with tardiness and absenteeism.

Your goal is to create a comprehensive communication strategy to correct Diego’s performance issue. You plan to schedule a face-to-face meeting with Diego to address the matter. First, you must notify Diego of the meeting via email. Next, you must plan the agenda for your face-to-face meeting with Diego.

Step One: Email – Create an email for Diego to notify him of the meeting.

When composing your email, consider the following questions:

1. How should you communicate the purpose of the face-to-face meeting to Diego via email?

2. When do you feel is the best time of day and day of the week to hold the meeting?

3. Where is the most appropriate location for the meeting? Diego’s workstation? Your office? Other locations?

Based on your answers, include the date, time, and location for the meeting in the body of your email.

Step Two: Face-to-Face Meeting Agenda – Every successful meeting has a pre-planned agenda.

Use the information from this article as a guideline

When creating your meeting agenda, consider the following questions:

1. What outcome do you need to communicate with Diego during the meeting? What do you believe is the best course of action to handle this problem? Should you counsel Diego and issue a verbal warning? Write a formal letter of reprimand? Suspend the employee for three days without pay? Other actions?

2. How can you clearly communicate company expectations and what you need from Diego moving forward?

error: Content is protected !!