Criterion of Rhetorical Analysis Assignment

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Criterion of Rhetorical Analysis Assignment

These questions require college level responses in a single post, answer at least two of the three questions below. Do not publish a separate post for each question. Label each of your answers with a corresponding Question #, and include word count below each response. Responses should be between 150 and 350 words, but there is flexibility to write longer responses if you are so moved. Focus, breadth, detail, support, and good writing all play a role in scoring.

 

Question 1. Katherine Hawley, in Chapter 6 of Trust, writes, The knowledge aspect of trust is often less morally fraught than the honesty aspect of trust. Discussions of the “crisis of trust,” in politics or elsewhere, usually focus on

doubts about honesty, or good intentions, rather than doubts about skill or knowledge—we might worry about the (in)competency of our politicians, but are less likely to express these worries in terms of trust. After all, someone

who makes an honest mistake is more readily forgiven than someone who deliberately deceives us or knowingly lets us down. (p. 64) Another name for the problem of trust Hawley examines in this passage is ethos, the

rhetorically persuasive appeal made by seeming well-intentioned, knowledgeable, and truthful. However, do Hawley’s claims still hold “true” in a post-truth society? In a culture when trust is given to individuals who openly double-

down on easily fact-checked falsehoods, what other attributes might now substitute for “well-intentioned, knowledgeable, and truthful” to set the new standard of ethos? Name at least one and explain which of the three attributes it replaces. (Note: There are no wrong answers.)

 

Question 2: In his discussion of pseudohistory, Michael Shermer writes, Each of us may have a different view of history, but they are not all equally valid. Some are historical, and some are pseudohistorical, namely, without

supporting evidence and plausibility and presented primarily for political or ideological purposes. (p. 35) A more euphemistic term to describe what Shermer is critical of here is “historical negationism,” a rejection or revision of

historical canon by 1) promoting distrust for the validity of historical documents, 2) deriving false conclusions from historical sources, and 3) skewing historical data to deliberately promote an agenda-driven viewpoint. If you

were a future historian looking back on our current era of “alternative facts,” suggest one technique you might use to avoid pseudohistorical “political or ideological” propaganda. (You may draw inspiration for your answer from

any of the assigned texts for this unit, whether written or media.)

 

Question 3: Joshua Rothman (“In the Age of A.I., Is Seeing Still Believing?”) and Sunny Dhillon (“An Optimistic View of Deep Fakes”) have decidedly contrary views of the ramifications of media “deep fakes.” Choose one criterion

of rhetorical analysis (audience, voice, purpose, or persuasive appeal), to explain how the rhetorical approaches of the two authors contrast (or compare, if you believe that to be the case). Many philosophers study ethics and,

with that, credibility (Aristotle called that ethos). A successful class includes committed students and a committed professor. For this first assignment, I want you to demonstrate your own commitment to this class. Using one

short paragraph for each question answered, please address/answer the following:

2. Explain your time commitment to this class by developing a plan for study and class attendance. When do you plan to complete readings and complete assignments? Do you plan to keep dates in your phone, or do you plan to keep the printed schedule of assignments with you?

 

3. What are your biggest educational and personal obstacles to completing this class successfully? What is your plan right now to prevent some educational and personal obstacles from interfering with your success in this class and in others?

 

4. Explain your commitment to completing your own work and avoiding plagiarism or other forms of cheating. Why do you think some students resort to this? Do they intend from the beginning of a term to cheat, or do you think there are other factors?

 

5. Did you read the course syllabus? What questions do you have about class policies or assignments so far? Do you have any other questions about this class? Syllabus attached below

Criterion of Rhetorical Analysis Assignment

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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