Rhetorical Analysis Essay Example for Free

Rhetorical Analysis Essay Disclaimer: Let’s avoid abortion, the death penalty, gun rights, and gay marriage for this assignment unless you can convince me you have a fresh spin or take on it. These topics have been heavily used in previous semesters, so I want to encourage you to expand to less traveled territory. 2. Then, choose three interesting rhetorical artifacts that deal with or illustrate this social issue. This could be such things as advertising, films, books, songs, albums, YouTube/online videos, speeches, websites, etc. Limit yourself to only two samples per genre—that is, don’t pick three films, or three songs, or three books, but have some variety. It is possible to pick something very simple—like a single magazine page ad—but remember that you need to be able to pull a lot out of it to discuss. So find something that will be fruitful for many pages’ worth of discussion. Your assignment 1. In your introduction (5-8 sentences), first describe the social issue and why you’ve picked it. Then, briefly describe the three rhetorical artifacts and how they pertain to the social issue. 2. Finish your introduction with a thesis statement. Remember, a thesis statement is an argument and not a declarative sentence, a question, or an announcement. Two sample thesis statements: A descriptive analysis of six parts of [artifact A], [artifact B], and [artifact C] reveal how each of these pieces work to illuminate [Social Issue]. [Social issue] can be better understood by a six-part descriptive analysis of [artifact A], [artifact B], and [artifact C]. 3. Do the six-part descriptive analysis, which will be explained in the next section. Generally speaking, you will be doing six analyses of each of your artifacts, so a total of at least 18 separate examinations. Each analysis should be roughly one or two paragraphs. 4. Be sure to include a Works Cited/Bibliography page with for three rhetorical artifacts. 5. Your paper should total 7-10 pages, not counting the Works Cited/Bibliography page. The Six-Part Descriptive Analysis: In your essay, you’ll need to do each of the following six analyses. For each analysis, you’ll need to follow the Claim+Proof+Analysis structure that the book calls the critical equation (see page 30-34, especially 32). So for each analysis, you would 1) claim that such-and-such descriptive element is present. Then 2) give me proof of that—why can you make this claim? Then 3) tell me how well your artifact puts this descriptive element to use. 1. The six rhetorical purposes (pages. 8-13) a. Creating virtual experience b. Altering perception c. Explaining d. Formulating belief e. Initiating action f. Maintaining action Examine each of your three rhetorical selections in the light of these six rhetorical purposes. Which of the six is the best fit for each of your selections? There may be more than one purpose, but discussing just one of them is fine. So for each artifact, you would 1) claim that X type of rhetorical purpose was used. Then 2) give me proof of that—why can you make this claim? Then 3) tell me how well your artifact puts this rhetorical purpose to use. 2. The seven elements (page 24). Of the seven elements, two are of interest for this assignment. a. Persona. The role the persuader takes in addressing the audience. Think of things like good cop/bad cop; teacher; friend; pastor; reporter; clown b. Tone. The persuader’s attitude towards the subject (Detached, emotional, satirical.) AND the audience. (Personal/authoritative/supplicant.) Complete a critical equation for Persona and Tone for each of your three rhetorical artifacts. So for each artifact, you would 1) claim that X type of persona or tone was used. Then 2) give me proof of that—why can you make this claim? Then 3) tell me how well your artifact puts this persona/tone to use. 3. The VASES—Visuals, Analogies, Statistics, Experts, and Stories. (See page 80 for a brief overview, but you’ll need to look at the entire chapter 4 for a full understanding.) Describe how each of your three artifacts uses evidence in light of your social issue. Use the VASES, although note that not all five of the VASES will be used in each artifact. Remember that this should be structured in the Claim + Proof + Analysis structure. So for each artifact, you would 1) claim that X type of evidence was used. Then 2) give me proof of that—why can you make this claim? Then 3) tell me how well your artifact puts this evidence to use. 4. The dimensions of rhetorical action. We aren’t always convinced by purely logical reasons—sometimes psychological, social, and personal reasons convince us as well. (See pages 117-121). Think of each as these as on a continuum—that is, it isn’t 100 percent on one extreme or the other, but more likely a blend of 70/30, 60/40, etc. Purpose Instrumental ïÆ'ŸïÆ'   Consummatory (A tool) (Purpose in action itself) Argument JustificatoryïÆ'ŸïÆ'  Ritualistic (Offers reasons/justifies) (Participatory/performative/affirms) Structure LogicalïÆ'ŸïÆ'  Associative (Necessary links)(Learned from experience) Language LiteralïÆ'ŸïÆ'  Figurative Describes worldDescribes internal state Evidence FactualïÆ'ŸïÆ'  Psychological VerifiableAppeals to needs, drives, desire (logos)(pathos) Plot where each of the three artifacts lie on the continuum. (Do so in paragraph form—I don’t necessarily need a diagram.) You don’t have to use the same rhetorical dimension(s) for each artifact. Remember that this should be structured in the Claim + Proof + Analysis structure. So for each artifact, you would 1) claim that your artifact is placed somewhere on a continuum for a certain dimension of rhetorical action. For example, â€Å"This artifact is mostly figurative, but it contains a few literal elements as well.† OR: As an entertaining film, this piece is almost purely consummatory.† Then 2) give proof of that—why can you make this claim? Then 3) tell how well you think it works in this case. 5. Organizational patterns. (pages 136-142). How is the artifact organized? Sequence A. Chronological—by time B. Narrative—story C. Spatialdirection Topical A. PartsïÆ'   subtopic (breaking into chunks—unique to the subject) B. Perspectives ïÆ'   familiar divisions (common, often-used categories) Logical A. Causal—cause ïÆ'  effect B. Problem-solution—harm ïÆ'  solution What is at least one organizational pattern used by each artifact? How does this organizational pattern help promote its perspective on your social issue? (If you do not think your artifact demonstrates any of these organizational patterns, prove it—show me by process of elimination how none of them fit) You don’t have to use the same organizational pattern(s) for each artifact. Remember that this should be structured in the Claim + Proof + Analysis structure. So for each artifact, you would 1) tell me what organizational pattern(s) you see at work. Then 2) give me proof of that—why can you make this claim? Then 3) tell me how well you think it works in this case in light of your social issue. 6. Resources of language (See 165-169) Think of these as continuums. FormalityïÆ'Ÿ-ïÆ'  Informality PrecisionïÆ'Ÿ-ïÆ'  Ambiguity LiteralïÆ'Ÿ-ïÆ'  Figurative EconomyïÆ'Ÿ-ïÆ'  Redundancy Plot your artifact on what of the continuums of style (for example, 70 percent formal, 30 percent informal). How does this style help promote its perspective on your social issue? Give me one paragraph for each artifact. (Note: If you’ve explored the literal—figurative continuum in a previous portfolio assignment, please select a new one.) (If you do not think your artifact demonstrates any of the styles, prove it—show me by process of elimination how none of them fit.). You don’t have to use the same resource of language for each artifact. Remember that this should be structured in the Claim + Proof + Analysis structure. So for each artifact, you would 1) tell me what organizational pattern(s) you see at work. Then 2) give me proof of that—why can you make this claim? Then 3) tell me how well you think it works in this case in light of your social issue.

The Federal Reserve: Central Banking In The Us Essay -- Economics Econ

The Federal Reserve: Central Banking in the U.S. The Federal Reserve as we know it today was created by the Federal Reserve Act of 1913 by President Woodrow Wilson. The Fed, as it is commonly referred, is the central bank for the United States. Primarily, the Fed's job is to manage our nation's money supply. Prior to establishing the central bank, the United States did not have a money manager and the financial system was similar to the nation itself, "diverse and subject to uneven growth" (San Francisco). This led to frequent depressions and financial panics, and after the Bank Panic of 1907, which consisted of heavy withdrawal of funds, large importations of gold, and among other things, a major bank failing, the public realized a central bank was necessary (Herrick). The Federal Reserve System is composed of four basic components; the Federal Reserve Board of Governors, the Federal Open Market Committee, the Federal Reserve Banks, and member banks. The Board of Governors of the Federal Reserve System is an independent federal agency that does not receive any funding from Congress. The Board is made up of seven members who are appointed by the president for one term of 14 years that can span multiple presidential and congressional terms. Two of the appointees are designated by the president as the Chairman and Vice Chairman of the Board, to serve four-year terms, subject to Senate Confirmation. The Chairman of the Board of Governors is one of the most important decision-makers in American economic policies. Even though members function independently, the Board is required to make an annual report of operations to the Speaker of the House. If the president sees "cause," a member may be removed from the Board. T... ...rable stock in their regional Federal Reserve Bank. Works Cited "Court Rules Federal Reserve is Privately Owned." Save-A- Patriot. 23 Jul 2007 . "Fed FAQs." Federal Reserve Bank of Dallas. 2007. 23 Jul 2007 . Federal Reserve Bank of Kansas City, "FED101." The Reserve Today. 2007. 23 Jul 2007 . "The Federal Reserve System in Brief: The Nation's Central Bank." Federal Reserve Bank of San Francisco. 30 Aug 2006. 23 Jul 2007 . Herrick, Myron. "The Panic of 1907 and Some of Its Lessons." Annals of the American Academy of Political and Social Science 31(1908): 8-25. Kemmerer, Edwin. The ABC of the Federal Reserve System. Fourth. Princeton, N.J.: Princeton University Press, 1920. Obringer, Lee Ann . "How the Fed Works." Howstuffworks. 02 May 1992. 23 Jul 2007 . "Open Market Operation." Federal Reserve Bank of New York. 2007. 23 Jul 2007 .

A Little About Me

Livelihood of the people often sung to go with the movement of workers such as the kalusan (Ivatan), soliranin (Tagalog rowing song) or the mambayu, a Kalinga rice-pounding song; the verbal jousts/games like the duplo popular during wakes. Other folk songs are the drinking songs sung during carousals like the tagay (Cebuano and Waray); dirges and lamentations extolling the deeds of the dead like the kanogon (Cebuano) or the Annako (Bontoc).A type of narrative song or kissa among the Tausug of Mindanao, the parang sabil, uses for its subject matter the exploits of historical and legendary heroes. It tells of a Muslim hero who seeks death at the hands of non-Muslims. The folk narratives, i. e. epics and folk tales are varied, exotic and magical. They explain how the world was created, how certain animals possess certain characteristics, why some places have waterfalls, volcanoes, mountains, flora or fauna and, in the case of legends, an explanation of the origins of things.Fables are a bout animals and these teach moral lessons. Our country's epics are considered ethno-epics because unlike, say, Germany's Niebelunginlied, our epics are not national for they are â€Å"histories† of varied groups that consider themselves â€Å"nations. † The epics come in various names: Guman (Subanon); Darangen (Maranao); Hudhud (Ifugao); and Ulahingan (Manobo). These epics revolve around supernatural events or heroic deeds and they embody or validate the beliefs and customs and ideals of a community.These are sung or chanted to the accompaniment of indigenous musical instruments and dancing performed during harvests, weddings or funerals by chanters. The chanters who were taught by their ancestors are considered â€Å"treasures† and/or repositories of wisdom in their communities. Examples of these epics are the Lam-ang (Ilocano); Hinilawod (Sulod); Kudaman (Palawan); Darangen (Maranao); Ulahingan (Livunganen-Arumanen Manobo); Mangovayt Buhong na Langit (The Ma iden of the Buhong Sky from Tuwaang–Manobo); Ag Tobig neg Keboklagan (Subanon); and Tudbulol (T'boli).

The Merry Wives of Windsor - Theme Analysis

The Merry Wives of Windsor is a real romp of a Shakespeare comedy and is characterized by a feminist theme throughout. The women of the play win over the men, and the poorly-behaved Falstaff is made to pay for his treatment of women. In The Merry Wives of Windsor, theme is incredibly important, as our analysis reveals. Theme One: Celebration of Women The premise of the play is that wives are permitted to be strong, spirited and merry. They can lead full and vivid lives and can simultaneously be virtuous and faithful to their husbands. Ironically the women are the most morally righteous having been accused by Ford of adultery his wife cures her husband of his jealousy. Meanwhile Anne teaches her father and mother about marrying for love as opposed to status. Theme Two: Outsiders The Merry Wives of Windsor is one of Shakespeare’s most Middle Class plays. Anyone coming from outside that social structure or from outside the confines of Windsor are viewed with suspicion. Caius is from France and Sir Hugh Evans has a welsh accent, both are mocked for their pronunciation and their point of difference. Both Shallow and Slender’s  high minded pretentions in relation to the monarchy are mocked. Aristocracy is resented by many of the characters in the play. Fenton is penniless but high born. He is not considered to be worthy of Anne because of his background and his supposed desire for Anne’s money. Falstaff has become the town’s scapegoat due to his financially motivated plans to seduce the two mistresses. The town’s opposition to his links with aristocracy are evident in their support of Falstaff’s humiliation. However, this divide between the aristocracy and the middle classes is reconciled with the union of Anne and Fenton. Falstaff is encouraged to dress as one of the Mistresses Aunts and is beaten by Ford. Not only humiliated by tranvestisism but also beaten down by a man. This echoes the elopement of Caius and Slender at the end of the play who are paired off with two young boys who they mistakenly believe to be Anne. This hint at homosexuality and cross dressing also threatens the middle class world that is created in and is against the norm of a romantic wedding that forms the conclusion of the play. In the same way that financially orchestrated marriages and adultery also threaten the normality of Middle Class existence. Having said this, the cross dressing in the play where Caius and Slender are paired off with two young boys is paralleled with the fact that Anne would have actually been played by a boy in Shakespeare’s time and so the audience have had to suspend their disbelief in the same way that Caius and Slender were willing to. Theme Three: Jealousy Ford is desperately jealous of his wife and is willing to dress in disguise as ‘Brooke’ to catch her out. She teaches him a lesson by allowing him to believe for a while that she is cheating. She eventually lets him in on the plot to humiliate Falstaff and he realizes the error of his ways. That said, we are unsure as to whether Ford really is cured of his jealously. He is apologetic at the end of the play but he now knows that no one is in pursuit of his wife any longer. Equally Falstaff is jealous of the wealth enjoyed by the Fords’ and the Pages’ and he sets out to destroy them by ruining their marriages and their reputations. He is taught his lesson by the women in the play and suitably humiliated but not completely shunned as he is invited to join in with the revelry. Jealousy is treated in the play as a thing to be cured by humiliation. Whether this is a successful tactic remains to be seen. As a moral leveler, the Pages’ are taught a lesson by their daughter and the middle classes absorb the outsiders in the spirit of inclusivity despite their initial resistance. The idea of acceptance and inclusivity reign at the end of the play.