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Ability To Identify Ethos, Logos and Pathos
Ability To Identify Ethos, Logos and Pathos
Order ID 53003233773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Ability To Identify Ethos, Logos and Pathos
In this essay you will be able to focus on your major. Find a newspaper editorial or op-ed piece, written within the last two years, on a topic that interests you and is related to your major in one of the following newspapers the:
New York Times, (http://www.nytimes.com/)
Wall Street Journal (http://online.wsj.com/public/us)
Los Angeles Times (http://www.latimes.com/)
Chicago Sun-Times, (http://www.suntimes.com/index.html)
Sacramento Bee (http://www.sacbee.com/)
Mercury News (http://www.mercurynews.com/)
NO OUTSIDE SOURCES BUT IN THESE WEBSITES ONLY
The editorial or op-ed piece needs to be long enough for you analyze how the writer uses ethos, logos, and pathos in her or his editorial. Please note that you may not use an article for this assignment. Newspaper articles and editorials (or op-ed pieces) are very different from one another. You will find editorials and op-ed pieces in the opinion section of a newspaper. If you are unfamiliar with this type of reading allow yourself ample time to locate this section of the paper and read through several editorials and op-eds so that you can get a sense of the specific aspects of this genre, which often tends to favor one side of an argument and rely heavily on one or more of the rhetorical appeals of ethos, logos, and pathos. You may find that some of the editorials and op-eds make little use of one of the rhetorical appeals. Please do not ask for an exception because you have found the “perfect article.” This assignment has been designed around the genre of editorials and op-eds. Failing to follow assignment may result in lower-grades and failing an assignment.
Although you will not be writing the paper this week, I want you to know what the paper assignment will be so that you can read and do pre-writing activities that will support your writing of this essay.
Second writing assignment:
In an essay of 1,000 words analyze how an author uses ethos, pathos, and logos in a newspaper editorial. Your essay is not about whether you agree or disagree with the author, although you will address this at the very end of your essay, but instead how the author creates her or his argument. Some editorials and op-eds are written anonymously which can cause problems for you as a writer. I suggest avoiding such pieces. Your analysis must demonstrate your ability to use ethos, logos and pathos in the following ways: IN PDF ATTACHMENT PLEAR READ IT — ability to identify ethos, logos and pathos in an argument — ability to evaluate the effectiveness of an author’s use of the rhetorical triangle (page 47 of our class text)
After you have analyzed the author’s use of ethos, logos and pathos you will explain whether you agree or disagree with the author. Your conclusion should answer the question “so what.”< /span>
Requirements:
Your essay must be 1,000 words in length and follow MLA or APA formatting requirements, which includes being double-spaced. Please reference our course syllabus for permissible fonts. Please note that some of the formatting will be lost when you post your work for your peer review (which will not be in week 6), but you should ensure that you adhere to all the formatting requirements and review your final draft to ensure that you have used either MLA or APA formatting correctly.
– Introduction
In your paper you will need to create an introduction that informs and engages your reader while also briefly summarizing the editorial, including its main argument, and offering your own thesis. The Purdue Owl has some useful suggestions about creating effective introductions:
Introduction
The introduction is the broad beginning of the paper that answers three important questions:
- What is this?
- Why am I reading it?
- What do you want me to do?
You should answer these questions by doing the following:
- Set the context – provide general information about the main idea, explaining the situation so the reader can make sense of the topic and the claims you make and support
- State why the main idea is important – tell the reader why s/he should care and keep reading. Your goal is to create a compelling, clear, and convincing essay people will want to read and act upon
- State your thesis/claim – compose a sentence or two stating the position you will support with logos (sound reasoning: induction, deduction), pathos (balanced emotional appeal), and ethos (author credibility). <http://owl.english.purdue.edu/owl/resource/724/01/>
Please do not start off with your summary. Think of how you can invite your reader to engage with the topic first—before you introduce the editorial and your thesis.
-Thesis
Your thesis needs to claim whether or not the editorial effectively uses ethos, pathos, and logos to make an argument. Please remember that your thesis needs to be debatable and will benefit from having a “because” clause. Please review materials form the previous weeks for strategies to use when creating an effective thesis. You may also wish to review our discussion about theses in 3c in the Discussion Board section of class and in week three of the course materials section of our class. This time you will not be posting a provisional thesis on which I will be giving feedback.
– Here are some useful strategies for writing an effective conclusion; they come from Literacy education Online:
– Strategies for Writing a Conclusion
Conclusions are often the most difficult part of an essay to write, and many writers feel that they have nothing left to say after having written the paper. A writer needs to keep in mind that the conclusion is often what a reader remembers best. Your conclusion should be the best part of your paper.
A conclusion should
* stress the importance of the thesis statement,
* give the essay a sense of completeness, and
* leave a final impression on the reader.
Suggestions
* Answer the question “So What?”
Show your readers why this paper was important. Show them that your paper was meaningful and useful.
* Synthesize, don’t summarize
Don’t simply repeat things that were in your paper. They have read it. Show them how the points you made and the support and examples you used were not random, but fit together.
* Redirect your readers
Give your reader something to think about, perhaps a way to use your paper in the “real” world. If your introduction went from general to specific, make your conclusion go from specific to general. Think globally.
* Create a new meaning
You don’t have to give new information to create a new meaning. By demonstrating how your ideas work together, you can create a new picture. Often the sum of the paper is worth more than its parts.
< http://leo.stcloudstate.edu/acadwrite/conclude.html>
– Include a Works Cited or References page- Use only editorials from the approved newspapers mentioned in week 6 and editorials that were written within the last two years.
– You will need to submit your final version of your essay to Turnitin and obtain a Turnitin Report for this essay. I will go over this in a few weeks.
Need to have reference or work-cited MLA format.
Due date is on Friday May 9, 14
Ability To Identify Ethos, Logos and Pathos
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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