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UNIV111
Fall 20145
Unit II Paper Assignment: Rhetorical Analysis of 2 Sources
What is this paper? This paper is far more academic than the Unit 1 Reflective Narrative. You will use a source
to understand and expand on a theme in SHoWW. The goal is to analyze how different people/sources approach
the same topic. By thinking about what the source is designed to do, you will assess the sources' limits, worth of
content, and biases. You will engage in some reflection upon how reading the second source increases your
understanding of a theme in SHoWW. This is a piece of writing that puts textual materials (at least one of which is
a written text) in conversation and engages in summary, evaluation, and analysis. The idea here is not to create
an argument (or to attack an author), but to make meaningful observations from both the textual materials and
from the rhetorical analysis of those texts.
Skills developed:
 Close reading, critical thinking & analysis of how different texts explore the same topic but from different
perspectives, for different audiences and purposes, and with different methodologies
 Writing that communicates this critical thinking through clear presentation of summaries and rhetorical
analyses of the two texts
This paper is not: an argument supporting a claim / full of assessments with dichotomous qualities / a personal
story / a research paper / a synthesis of materials.
This paper is: a comparison of rhetorical analysis (RAAP) for the authors supported by two short summaries
(CASM)
Topic: We are taking a closer look at SHoWW to examine Moulton’s approach toward a shared theme using 1
other source. We’ll learn more about these sources based on the group presentations and our discussions in
class. All the sources you may use are in your FI Reader, course calendar, and SHoWW. You’ll discuss how the
FI Reader article approaches the theme (on calendar); then examine how the Wonder Woman comic approaches
that same theme. Rhetorical analysis for the authors can be obtained in the author profile in the FI Reader and in
SHoWW.
Length & Format: Not counting the works cited, the final product should be a minimum of 1000 words. You
should try not to exceed 1250 words; there is no penalty for exceeding the limit. For the bibliographic list: pay strict
attention to proper formatting as given in either the MLA or APA section of the Hacker handbook. Your paper
format and in-text citations for quotations and paraphrases should, therefore, be in either MLA or APA
parenthetical form.
Requirements:
1. You will compare and contrast both the content and approach for three sources. You will think of the sources in
two steps:
 Comprehensive abstract of source material, or CASM
 Rhetorical analysis of author and purpose, or RAAP
2. Use of a source to examine Moulton’s approach in Wonder Woman. Sources are located in the FI reader.
3. Use of both sources to examine your own understanding of the shared theme.
4. Respond to peer and instructor feedback to improve your thinking and writing.
5. Complete the various stages of the project as requested (invention, drafting, peer-editing, writer's memos).
6. Submit the final draft in the required format detailed in the “Format for Written Assignments” in syllabus
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Stages of the assignment: (dates for completing are listed in the course calendar):
1. Complete an invention process during the class workshop.
2. Complete a first draft and submit it to the Discussion in Blackboard for peer review by your writing group.
3. Complete a writer’s memo for your first draft and submit it to the correct Blackboard Journal.
4. Peer review your group members’ drafts and respond to peer review.
5. Revise the draft and submit it to the Blackboard submit assignments tab with your writer’s memo.
Optional Structure for this Essay:
• Introduction of the two sources (Article + WW Comic) and your thesis summarizing your comparison of
their approaches
• Discussion of the audiences and purposes of the two texts (Article of your choice and WW comic)
• CASM of the relevant parts of article in the FI Reader
• Rhetorical analysis of article's approach to the shared theme.
• CASM of the relevant parts of WW Comic (visual literacy is key!)
• Rhetorical analysis of Moulton's approach to the shared theme + Comparison of the 2 texts’ approach to
the topic which should include reference to audience and purpose.
• Discussion of how the sources and SHoWW influenced your understanding and familiarity of the shared
theme.
First Draft:
Your first draft should be typed and formatted according to MLA or APA guidelines. It should be close to the page
requirements (at least 2/3s the length of your final draft). It should be proofread and spell-checked to make your
peer reviewers work easier.
Instructions for submitting your first draft to Bb for peer review:
Make sure you have a compatible word processing program. Microsoft Word is the required format. Name your
first draft file with a descriptive file name so you can find it easily and others can recognize it as yours (something
like “SmithJ Unit 1 1st draft”). Do not forget to include the first draft writer’s memo as the first page of your
document. Submit an electronic file copy of your first draft to the discussion board: have your file available on the
computer hard drive and/or a connected external drive. On Bb, click Discussions > U2 – First Draft > Create
Thread > [title or your name as subject] > [follow instructions under “forum descriptions”].
Writer’s memo: 1st Draft:
Include this as an entry in the correct Bb journal. You may list your responses to the following in well-developed,
thoughtful, complete sentences. You should provide multiple and specific details in answering.
1. How much out-of-class-time have you spent on the writing process up to this point?
2. What “global” aspect(s) of your first draft do you want reviewers to pay attention to and provide feedback
on? Why? Explain with some detail. (Remember not to focus on sentence-level issues like grammar,
mechanics, and spelling right now.)
3. What “global” aspect(s) of the draft are you most confident about? Why? Explain with some detail.
(Aspects of the project include, but are not limited to: understanding the purpose of the essay;
understanding &/or speaking to the desired reading audience; incorporating one of the readings; thinking
critically & developing your ideas sufficiently; organizing your essay in an effective way, etc.)
4. Compare the effort on your draft to the writing rubric. If you were asked to turn this draft in as the final
paper, what grade would you expect, and why?
5. What is your plan for finishing until you have a product you are proud of? What else do you have to do?
How many hours do you have left?
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Final Draft:
Your final draft should be formatted according MLA or APA guidelines. It should include a Works Cited or
References page (last page) and a self-evaluation (first page) as part of the file.
Name your final draft file something different so you don’t mix it up with an earlier version (e.g. SmithJ final unit 1).
On the first page of the file, you will copy and paste the rubric below. Then, you will “grade” your efforts based on
the criteria on the rubric. Be honest; you may find that you have completed some “A” work in some areas and “B”
work in others. For each of the skills you highlight, write a couple sentences explaining why you evaluated yourself
that way. For the 9 skills on the rubric, there will be a minimum of 18 sentences. Final papers will not be accepted
without both the rubric and the reflective paragraph.
Purpose
(Analysis)
Writing
Thinking
Insufficient
Emerging Skill
Competent
No demonstrated
writing objectives;
may be
deliberately off
topic
Does not identify
appropriate
problem/question
or fails to use
evidence to
address it
Little
demonstration of
writing objectives
Demonstrates
writing objectives
Appropriate
problem/question
not clearly
identified and/or
weak or
inappropriate
evidence is used
to address it
May demonstrate
problems in
structuring writing;
paragraphs exist
but are poorly
structured or
illogically ordered;
transitions
between different
ideas may not
exist or may be
ineffective
Significant
confusion in
sequence of
evidence and
ideas
Organization
of Ideas
Writing
A complete lack of
structure;
paragraphs are
nonexistent or
incoherent; no
evidence of logical
transitions
between ideas
Thinking
Presents evidence
and ideas in highly
confused or
confusing
sequence; shows
Emerging
Expertise
Clearly
demonstrates
writing objectives
Expert
Appropriate
problem/question
identified and
evidence is used
to address it
Consistently
identifies
appropriate
problem/question
and evidence is
used to address it
Gives novel
perspective on
appropriate
problem/question
and/or uses
original evidence to
address it
Is organized
around
a central theme or
idea; paragraphs
are adequately
structured and
ordered
throughout the
paper; shows
some transitions
between different
ideas
Paragraph order
and structure add
to the clarity of a
central theme or
idea; clear,
effective
transitions
between all ideas
Sequence of
evidence and
ideas generally
clear, but may be
somewhat flawed
Sequence of
presentation
reflects clear
relationship or
organization of
Paragraph order
and structure
provide clear,
focused, unified,
and coherent
structural support
of a central theme
or idea throughout
the paper; has
particularly strong
transitions between
ideas; may show
creativity or
innovation in
structuring writing
Sequence of
presentation
reflects
exceptionally clear
relationship or
Demonstrates
appropriate writing
objectives in an
innovative way
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Development
of Ideas
Writing
Thinking
Audience
(Relativism)
Writing
no ability to build a
unique argument
from pieces of
information and
evidence; relies on
the form and logic
of arguments
made in source
information
Completely
Ideas superficial;
undeveloped;
attempts to
ideas superficial
explain assertions
and unsupported;
ideas
Sometimes
supports
assertions with
appropriate
examples or
evidence;
Consistently well
developed, with
appropriate
examples and
evidence to
support assertions
organization of
ideas,
subordinating
appropriately for
importance and
impact
Fully developed;
provides detailed
support for
assertions as well
as clear
connections
between individual
ideas and the
paper’s
overarching goal or
claim
Fails to distinguish May make
Use of evidence
Specific assertions Demonstrates
between cause
generalizations
distinguishes
and their evidence understanding of
and coincidence;
without support or cause from
work toward the
how facts shape
shows no ability to provides support
coincidence,
essay’s main goal but may not
build a unique
that is
though
or claim;
confirm opinion;
argument from
inappropriate for
presentation may demonstrates
recognizes bias,
pieces of
the
be flawed;
sophisticated
including selection
information and
problem/question demonstrates
methods of
bias, and chooses
evidence
success in
recombining
sources in a
understanding
evidence into new balanced way;
how evidence may and creative ways clearly
be used in ways
to make a logical
distinguishes
different from
and effective
coincidence from
original sources;
argument though
causal
attempts to
inconsistencies
relationships;
recombine
remain
shows
evidence in a new
sophisticated skills
way to support
of logic and
arguments
creativity in
recombining points
of evidence in new
and creative ways
to make a logical
and effective
argument
Lack of awareness Limited awareness Adequate
Consistent
Sophisticated
of reader
of reader
awareness of
awareness of
awareness of
expectations;
expectations;
reader
reader
reader
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writing is
inappropriate for
the intended
reader
Thinking
Grammar/
Mechanics
Demonstrates
egocentric
approach to
issues and a lack
of awareness of
own biases
Frequent grammar
or mechanical
errors significantly
disrupt the
meaning of the
text
writing is
sometimes
inappropriate for
the intended
reader
Seems aware of
biases at only a
rudimentary level
expectations;
writing is adequate
for intended
readers
expectations;
writing attends to
the intended
readers
expectations; crafts
writing to speak to
the intended
readers
Shows an
acceptable level of
analysis using
verification and
skepticism toward
authority
Analyzes issues
and biases with a
sense of scope
and context
sensitive to reader
May show
patterns of flaw in
grammar,
mechanics, and
word choice that
sometimes
interferes with
meaning or
comprehension
Demonstrates
competent writing;
may have some
grammatical or
mechanical flaws;
flaws don’t
interfere with
comprehension or
the writing
Evidences control
of grammar, word
choice, and
mechanics; may
have a few minor
flaws
Analyzes issues
with clarity and
sense of scope
and context; fully
acknowledges bias
but provides clear
arguments to
support the
position with an
understanding of
alternative
perspectives
Evidences superior
control of
grammar, word
choice, and
mechanics
To turn your essay in:
Go to the Submit Assignments tab on Blackboard and look for the “Unit II Essay” submission link. Read the
instructions there. Click the correct “Browse” button to find your file, and select the final draft file; then hit
“Submit.” DO NOT paste your paper into the box—with your final draft, always attach the file.