The rhetorical analysis is to be split into sections. Also the analytical tip we will be using ideology method involving cultural feminism and burkes identification/division. The concepts need to use are hegemony and Marginalization, hierarchy and victimage, and identification and division. Also appeal to real with identification and division in the analysis portion.
Introduction (3 points): Essay has a clear, interesting introduction that draws in the reader. It presents the artifact to be analyzed, where and when the artifact was delivered, to whom it was delivered, and the claim to be argued. It establishes credibility by citing the theorists and/or concepts that will be used in the critical analysis and previews what is to come.
Context (7 points): Essay insightfully describes the relevant context of the message – thenature of the audience, rhetor’s background and life influences upon her/him, circumstances surrounding the situation, conditions to which artifact responds, etc. It cites credible, appropriate sources and seeks to teach, through in-depth research, material important to the themes of the critique. This research relies on at least three sources fromour CSUS Library’s resources and databases while shunning online dictionaries and encyclopedias, as well as the visible web (unless necessary).
Description (3 points): Essay provides a description of the message that is sufficiently comprehensive for a reader to understand the essential elements and arguments of the message. (It should be at least 1 page, and up to about 1.5 pages in length.)
Analysis (9 points): The author chooses search-model tools that are well-suited for creating a revealing analysis of this particular text, without using Chapter 9’s classical techniques. Instead, it shows adept applications of our other learning. The essay uses an appropriate range of analytical tools to create a rich and useful set of findings. Analytical tools that clearly would make important contributions to the analysis of this artifact are not overlooked. The author demonstrates a competent understanding of all methods applied.
Concepts and terms drawn from search models are defined and explained for the reader. Arguments are broken down and their components analyzed. Significant rhetorical choices in the message are illustrated. At least one peer-reviewed scholarly journal article from our library’s databases expands upon the descriptions of theorists’ ideas by Stoner & Perkins toassist the author in developing and presenting the analysis. At least two relevant, full-sentence quotations (not necessarily consecutive sentences) must be used from your peer-reviewed article and cited with page numbers.
Given these expectations, the Analysis section should be from 2.5 to 3 pages long, and more is permissible.
Interpretation (6 points): Supportable inferences are drawn from each of the findings of the analysis. The interpretation addresses why the rhetor made the choices that s/he did, and what they say about how the rhetor views her/himself, the audience and the larger society. (If the narrative paradigm is used, the interpretation also includes explanations and explorations of narrative probability and fidelity. If the pentad is used, the interpretationalso includes explorations of pentadic ratios to determine the pentad’s dominant element and the motive driving the pentad.) The interpretation leads to a clear, arguable, non-obvious, interesting claim that teaches the reader about the rhetorical dynamics of the message and perhaps suggests a social truth. The claim appears in the introduction, and is restated, well-explained, supported at the end of the interpretation. The interpretation includes an answer to the “So what?” question by telling the reader why this critique is important or matters, using those words (not why the artifact matters).
Evaluation or Conclusion (3 points): Essay ends in a satisfying way with either an evaluation or a well-developed conclusion. If making an evaluation, the criteria for the evaluation are clearly laid out and explained using relevant concepts, consistent with guidelines in Chapter 7 and the flow of the critique. If the essay ends with a conclusion, it summarizes the key points of the critique to illustrate for the reader that its claim has been systematically developed, supported and proven. The summary leaves the reader knowing what important insights have been revealed and taught in this critical analysis.
Overall (6 points): Overall, section by section, the essay develops evidence and reasons that help prove the claim. Evidence comes from the message being studied (internal evidence in the form of quotations) and from outside sources (external evidence). Arguments in the critique are sufficiently developed and supported to be compelling to any reasonable reader. The essay cites at least four academically credible sources (three in the context, one in the analysis) from our library’s bookshelves and/or databases in addition to Stoner & Perkins and the artifact itself.
Writing and technical issues (3 points): The essay is well organized. It uses transitions that indicate shifts in ideas and relationships between ideas, and has accurate grammar, spelling, punctuation. It contains appropriate in-text citations and a References list in APA style.
Analytical Tips
Ideological methods (including feminist criticism) need to be accompanied by one or more other methods, such as Burke’s identification/division, Toulmin’s parts of argument and/or appeal to the real, thathelp ground the analysis in the rhetor’s specific arguments.
Concepts that need to be applied togetherin the analysis and/or interpretation are:
• Hegemony and marginalization
• Hierarchy and victimage
• Identification and division
• Narrative probability and fidelity
• Two pentadic elements, such as act and scene, in creating pentadic ratios
• The pentad’s dominant element and the philosophical motive driving the pentad
• Claim, evidence and warrant
Concepts that might be usefully applied together are:
• Appeals to the real and identification/division (for analyzing speeches advocating social change)
• Legitimation and naturalization
2