Unit One: Civic Artifact Speech and Rhetorical Analysis Essay
CAS137H – Robin Kramer
To understand rhetoric, you have to learn to dig. Think of yourself as an archeologist seeking artifacts of
rhetoric. As a rhetorical archeologist, you probe an artifact for the ideologies and commonplaces that shape
its meaning, examine the rhetorical appeals that went into it, and research and reconstruct its origins and
cultural content. Luckily for you, an artifact doesn’t necessarily have to be old to be rhetorically excavated.
Indeed, you can analyze artifacts that you find today in your mailbox, on the walls of your classroom
building, or on your computer screen.
For the following assignments, you’ll practice presenting your findings in two different modes: an oral
presentation and a thesis-driven academic essay.
Assignment 1: Analysis of Civic Artifact Speech (4 minutes)
Select an artifact – whether contemporary or historic – that frames the civic in a rhetorically compelling
way. The artifact could be drawn from many places and take many forms, whether a corporate
advertisement, a public service announcement, or a notice about an event or involvement opportunity
happening on campus. Then, plan a 4 minute speech about the artifact based on RCL course material and
discussions.
After a brief introduction of the artifact, aided by images or video (no more than 30 seconds), and
establishment of your thesis, you will draw upon course concepts to explain how the event or opportunity
in question can be seen as civic and what ideologies and/or civic commonplaces are contained within or
assumed by the artifact. Your speech might also explain how context and the rhetorical situation inform
the piece’s message. Ultimately, your speech should explain how the artifact is framing the very idea of
civic engagement.
Assignment 2: Rhetorical Analysis Essay (4-5 pages)
This 4-5 page double-spaced essay will widen the scope of your analysis by comparing the civic artifact
analyzed in your speech to another piece that makes appeals (whether similar or opposing) connected to
the topic.
Before drafting your essay, consider how the artifacts target, respond to, or construct their audiences.
How do the pieces’ rhetorical choices make meaning? How do the pieces use the textual elements to
marshal Aristotle’s appeals of ethos, pathos, or logos? How do social and historical contexts, ideologies,
and commonplaces come into play? What worlds do the texts desire?
Then, take some of these questions and shape them into an overarching argumentative claim about the
pieces to serve as your thesis. You want to link the rhetorical choices or strategies within the pieces to
distinct ideologies or commonplaces you identify that make their persuasive arguments float. Your essay
should also discuss, analyze, and demonstrate understanding of the artifacts’ rhetorical situations – the
specific context or moment out of which the artifacts have arisen.
An Important Note on Grading
The quality of your work in this class is very important. You earn grades in this class. What this means is
that you do not, in this course, begin with 125 points on your first speech or essay and lose points as you
make mistakes. Instead, you build upward toward a base grade of C and add points as you exceed
expectations and requirements.
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Please note that work that meets the basic assignment requirements given in class is C-level (70-79)
work. D-level (60-69) and F-level (0-59) work fails to meet these basic requirements. You can expect to
earn grades in the B-level range (80-89) by not only meeting the basic requirements of the assignment,
but by also going beyond the assignment requirements in terms of research, presentation, analysis, and
preparation. You can earn grades in the A-level range (90-100) by completing exceptional work.
Nothing less earns grades in this range. Assignments should be virtually error-free, presented or written
very well, explained thoughtfully and thoroughly, focused, and should demonstrate clear and advanced
critical thinking and analysis.
Speech Outline Submission Guidelines
A well-developed outline of your speech will submitted in hard-copy format to me at the start of class on
the day that you’re scheduled to speak. Here are guidelines to follow for your submission:

Fully write out your introduction, conclusion, and all transitions between parts/points in
complete sentences. Adequately planning these key elements in advance will help to ensure that
you start well, that you finish well, and that you stay organized throughout the speech.

The body of the speech does not need to be written in complete sentences, but ensure that all
points are developed enough to be easily understood when I review your outline.

If you cite sources in your speech (which should also be noted orally during the delivery), please
indicate this in your outline by 1) including parenthetical citations where the references appear,
and 2) attaching an alphabetized and properly-formatted (MLA preferred) bibliography that lists
the sources. Remember, the sources within the outline should match perfectly with the sources
listed in your bibliography.

Outlines should be typed, grammatically-correct, and proofread. Include a heading with your
name, the date, and the course number.
I strongly urge that you do not take up a full-text version of your speech when you present. The
temptation to read from a manuscript can be strong, and the speeches, which are meant to be
extemporaneous and engaging, become stiff and distant.
This being said, during your rehearsal stage incrementally pare down your speech outline into “talking
points” for your personal speaking notes. Perhaps devote one note card for the introduction, one note
card for each main point within the body, and one note card for the conclusion. Write key words and
phrases that will guide you through the bulk of the speech, and if necessary, write out complex sections
more fully. Some speakers benefit from writing down stage directions, as well. (Example: pause here.)
Ideally, your note cards will be comprised of key words and phrases that can prompt you to speak
extemporaneously, rather than a full-text version of your speech that lulls you into reading and hinders
your connection with the audience.
Bottom line: When going to the podium, take as much as you need and as little as you can get away
with. I will never collect your personal speaking notes, so this is up to your best judgment and personal
preference.
SPEAKER TIP:
For added peace of mind and smart planning, gather all necessary materials (the hard copy of your
outline you’ll submit, your speaking notes, your visual aids, etc.) in advance. Do not wait until
morning of your presentation.
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Civic Artifact Speech Grading Rubric
CAS 137H – Robin Kramer
Speaker ________________________________________
Introduction: _____ out of 15 points
Gained attention and interest
Oriented audience to artifact and purpose
Provided strong central claim (thesis)
Previewed main ideas with clarity and style (preview)
Content: _____ out of 40 points
Supported the central claim (thesis)
Examined civic and rhetorical dimensions of artifact
Connected artifact with the course’s concepts and terms
Developed ideas fully with relevant explanations
Backed ideas with specific supporting materials
Avoided abstractions and generic blanket statements
Generated interest; went beyond the obvious and trite
Integrated visual(s) purposefully to advance analysis
Organization: _____ out of 20 points
Chose fitting and clear organizational pattern(s)
Formatted content into logical, understandable points
Placed content (examples, explanation) sensibly
Used clear and stylistic transitions between ideas
Provided focused conclusion that resonated & synthesized
Outline: _____ out of 10 points
Followed guidelines
Attended to grammatical correctness
Delivery: _____ out of 40 points
Excellent
Good
Average
Poor
Unsatisfactory
15, 14
13, 12
11
10, 9
8 and below
Excellent
Good
Average
Poor
Unsatisfactory
40, 39, 38, 37, 36
35, 34, 33, 32
31, 30, 29, 28
27, 26, 25, 24
23 and below
Excellent
Good
Average
Poor
Unsatisfactory
20, 19, 18
17, 16
15, 14
13, 12
11 and below
Excellent
Good
Average
Poor
Unsatisfactory
10, 9
8
7
6
5 and below
Evaluated on a scale of 5 (excellent) to 1 (unsatisfactory)
Appeared well-practiced and confident
Spoke understandably (volume, articulation, rate)
Spoke fluidly (smooth, natural, not choppy)
Varied tone, cadence, rate for emphasis/interest
Avoided verbal fillers
Maintained consistent eye contact
Demonstrated natural stance, gestures, movement
Avoided distracting tendencies
I ------ I ------ I ------ I ------ I ------ I
I ------ I ------ I ------ I ------ I ------ I
I ------ I ------ I ------ I ------ I ------ I
I ------ I ------ I ------ I ------ I ------ I
I ------ I ------ I ------ I ------ I ------ I
I ------ I ------ I ------ I ------ I ------ I
I ------ I ------ I ------ I ------ I ------ I
I ------ I ------ I ------ I ------ I ------ I
Excellent
Good
Average
Poor
Unsatisfactory
40, 39, 38, 37, 36
35, 34, 33, 32
31, 30, 29, 28
27, 26, 25, 24
23 and below
FINAL COMMENTS
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
TIME
Under 3:30
-10 points
4:00 – 5:00
Requirement
5:01-5:20
- 5 points
5:21-5:40
- 10 points
5:40 –6:00
- 15 points
Beyond 6:00
For the sake of other presenters, speeches
above 6 minutes will be stopped
Grade: __________ out of 125 points
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Rhetorical Analysis Essay Planning
Introductory Paragraph(s)
Consider introducing the historical context of the artifacts to engage your readers from the onset and
smartly identify the pieces under analysis. Then, formulate a thesis that makes a claim about the artifacts.
Generally speaking, strong thesis statements for this essay should indicate both a “what’s being claimed”
component and a “how it’s being done” component.
Given the copious amount of artifacts you could analyze (and the enormous diversity of subject matter
these artifacts could cover) permutations of thesis statements are vast indeed, but here are a few
examples of potential WHAT and HOW components.
Generic WHAT examples




the artifacts are effective or persuasive
the artifacts are successful in achieving their goal
of (insert)
the artifacts reflect two distinct era’s treatment of
(an issue/product/idea etc.)
the artifacts are in opposition to each other
Generic HOW examples




through the use of kairotic timing
by drawing from the ethos of (this certain
celebrity/athlete/persona/location, etc.)
by using emotional appeals through the artifacts’
(layout/aesthetic design/music/ narration, etc.)
through the unsettling juxtaposition of logical
appeals with shocking images
Sample Thesis Statements:

The historic “Join or Die” campaign persuaded American colonists to unite with one another and England
during the onset of the French and Indian War by using an influential slogan, characters that directly
represent the target audience, and a symbolic setting of a snake’s body.

In this video’s rhetorical inversion, Microsoft hijacks Apple’s commercial style and iconic Siri voice
character to promote its own Surface tablet and successful turn Apple’s commercial elements against the
iPad they intend to promote.

Chipotle successfully separates itself in its consumer’s eyes from the negative stigma of big food while
also making a powerful argument for organic food through the use of music and pathetic appeals.

Pedigree’s Good Dog/Bad Dog commercial uses a theme of positive change to compel consumers to buy
Pedigree dog food to support animals in need. Because of its skilled use of characters and place, as well
as its attention to structure, language, and audience, Pedigree’s Good Dog/Bad Dog commercial is an
effective tool in achieving Pedigree’s advertising goals.
Subsequent Paragraphs
All subsequent paragraphs should be driven by an effort to prove your thesis. Internal consistency is very
important. As you continue to make sub-claims throughout your essay (i.e., analytical sentences that offer
assertions about the rhetorical functions and elements of analysis you identify), be certain that you’re
always working to prove your overarching thesis.
As you write, you may find that you’re heading down a different road from where you began. This is okay.
It’s why we, as writers, revise and make appropriate adjustments to our claims as necessary.
Concluding Paragraph
Your thesis has already established whether or not you think the artifacts were successful (or
complimentary, oppositional, etc.) in achieving their persuasive goals. Here you want to seal the deal by
offering an insightful, evaluative finish about the intended (or unintended) short and/or long-term impact
of the subjects’ messages (on their audience, culture, or similar products, ideas, people, etc.).
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Rhetorical Analysis Essay Grading Rubric
CAS 137H – Robin Kramer
CRITERIA
Content (55 points – or roughly 45%)







Made a strong claim (thesis) about the artifacts’
rhetorical appeals, contexts, and/or audience(s).
Supported the thesis throughout the essay with specific,
detailed, thorough, and insightful analysis (not merely
description of the artifacts).
Offered clear points for comparison and contrast given
the accurately identified goal(s) of the artifacts under
consideration.
Demonstrated a strong understanding of and ability to
use rhetorical concepts of textual and contextual
analysis (ex: ethos, logos, pathos, arrangement, kairos,
context, audience, etc., depending on the thesis you’re
advancing)
Demonstrated strong understanding of the artifacts’
rhetorical situations.
Expanded, challenged, and/or transformed the reader’s
understating of the artifacts.
Engaged readers and went beyond the obvious.
Organization (40 points – or roughly 30%)

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

Arranged essay coherently with a well-developed
introduction, body, and conclusion.
Controlled the focus of individual paragraphs with
fitting analytic topic sentences.
Demonstrated logical progression and relationships
between ideas, with each paragraph stemming
understandably from what precedes it.
Used smart and clear transitions to guide readers
between key points, paragraphs, and sentences.
Style (30 points – or roughly 25%)



Written in a lively, unique, memorable voice through the
use of original verbs, precise phrasing, and a variety of
sentence structures.
Avoided unnecessary complex or muddled prose.
Edited to eliminate errors in grammar and mechanics.
Student Name _________________________________
GRADE and COMMENTS
Excellent
Good
Average
Poor
Unsatisfactory
55—50
49—44
43—39
38—33
32 and below
Excellent
Good
Average
Poor
Unsatisfactory
40—36
35—32
31—28
27—24
23 and below
Excellent
Good
Average
Poor
Unsatisfactory
30—27
26—24
23—21
20—18
17 and below
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