ASSIGNMENT GUIDELINES ESSAY #1:

How to use rhetorical devices in your own writing

Take time to read through all this information. Highlight it. Take notes. Whatever you need to do to keep track of it all.

Essay #1 “What will be my final grade in this class (WR 122) and why?”

LENGTH: 900–1000 words

Learning Objectives:

• I want to see if you can write a basic WR 121 level first person, three point argument
• I want you to learn seven basic rhetorical devices from the video linked above and use all seven in this short (900–1000 words) argumentation essay that answers this question: “What will be my final grade in this class (WR 122) and why?” You can be serious or funny or a mix of both as you use the rhetorical devices to build an essay that will persuade me, your audience.
• I want you to review and practice a very basic, three point argument thesis sentence at the end of an introduction.
• I want to see those WR 121 skills of well organized paragraphs and complete, correctly punctuated sentences.
• I want you to learn that college academic English is not the same as journalism and social media English. This is a first person argumentation essay.
• I want to see you integrating reference to one source for your “logos.”
• I want to move you past the high school summary conclusion.

ASSIGNED READING:

Primary Learning Video: “Common Rhetorical Devices”

Just a note: This essay assignment is meant to replicate the last essay you wrote in WR 121. It is also the kind of essay you may have written in middle and high school. I am making sure you can write a basic 1, 2, 3 argument using a classic thesis shape.

• Read What is an Academic Argument, Anyway
• Learn what a classic three part argumentation thesis is like, so you can write one:

https://youtu.be/7spH7plXqNg

• Read the Introduction to our textbook, pages 1-14.
• Read Chapter 1, p. 19-28, which introduces the very helpful concept of “templates,” or standard ways of making certain kinds of sentences in English academic writing. I expect to see you applying these practices and concepts in this essay.
• The grading rubric is below. You’ll note it is the same one as is used in grades 4-8, but the basics just don’t change.

This assignment asks you for YOUR viewpoint, so write in first (I/me/my) and third (he/she/it) person. You are writing in the first person (I), so don’t confuse your reader by switching to the second person (you). Don’t give me, your reader, advice. This is answering the question, ““What will be my final grade in this class (WR 122) and why?”

I am your audience. You are writing an argument that will convince me of your conclusion using strong rhetorical devices.

Remember, the point is not to write an essay and then reverse engineer it for any rhetorical movs you may have made; the point is to deliberately design them in in the first place.

Use the Comment feature (INSERT→ COMMENT) of Google to label each of your seven rhetorical devices, and I expect I will see multiple examples of each. Label EVERY rhetorical move you make. You may also leave questions–I will answer them.

Many students report that they struggle to write about themselves, and I understand that. However, putting yourself forward appropriately is required in the workplace in everything from cover letters to workplace self-evaluations. This is a good exercise toward that probable future.

REQUIRED ELEMENTS for GRADING: (and yes, I expect you to click on each link and take notes on what is new to you–then use that info):

• A unique title (not generic)—
• An attention-getting INTRODUCTION that ends in
• A clear argumentative thesis sentence that starts with your viewpoint + BECAUSE + three phrases summarizing your major points to be discussed (argued).
• Clearly built paragraphs that incorporate all seven of the rhetorical strategies discussed in the video. https://www.youtube.com/watch?v=bh6P0iw2k30
• An argumentative conclusion
• Proofreading
• Double-spaced. No block paragraphs–use paragraph indents. Your identifying info upper right corner, like this: MLA Paper Format https://owl.english.purdue.edu/media/pdf/20090701095636_747.pdf

Please note: This class is conducted in Academic English. This is not a class in Journalism, which is different. That means no second person shift. In plain English, don’t use “you/your/we/our.” Use first person “I/we/my” or third person “she/he/it.”

Learn more in the GRAMMAR book in the Welcome block of our Moodle: https://classes.lanecc.edu/mod/book/view.php?id=2463148&chapterid=157985

I have examples of this essay written to a different assignment:

Here is a successful student example by Hannah Darling

Would you like to see another successful student example? By Olivia Fulton

Or Another one? By Jake Storms

---

SETTING UP YOUR PAPER ON A GOOGLE DOC

1. Please create a Google Doc and actually compose your paper on it. I should be able to go to FILE → VERSION HISTORY and see the day you began, your notes, outline (whatever your process is) and multiple drafts at different times. If the tutor has been working with you, even if you have resolved their comments, I can see them. If I see an entire whole essay appear all at one time on a Google Doc, I have to suspect plagiarism, as that says “copy/paste” to me. Real humans make messy drafts over time, and Google allows me to observe that.
2. Do you need a review of the Writing Process (clickety-click!)?
3. Moodle will lock you out promptly at 11:55 pm.

YOU DO NOT HAVE TO STAY UP LATE RACING FOR THE DEADLINE!

You can post a BLANK GOOGLE DOC weeks ahead of time and never have to worry about that deadline. As long as you are done by the time I get to your essay, time is really not an issue once the link is posted. If I take three days OR EVEN SEVEN to get to your essay–you have that extra time to work. THINK ABOUT IT: Google Docs are on the internet and update in real time. It has nothing to do with Moodle. The Moodle deadline is only so I have a list of essays to work on.

Post the link when you open the blank doc and forget about the deadline.

Make sure the Google Doc SHARE is on. Make sure you set it to “anyone with the link can edit.”

HOW TO SHARE YOUR GOOGLE DOC

On your Doc, click on the big blue SHARE button in the upper right.

Choose: “Get a shareable link.”

Then on the small dropdown button, choose “anyone with the link” can “edit.” You may need to click on “more” to find it.

FEEDBACK AND GRADING I will give you feedback (not criticism–you don’t pay me enough to be critical of student work!) then give you seven days to submit a revision. When you finish revising, text me to tell me. If you don’t tell me, I don’t know, and the grade is an automatic zero.

YOUR REFLECTIVE MEMO

I request that every essay submitted have a reflective memo with it. I want to hear about the process-what slowed you down or really worked for you, etc. I DON’T want to hear that you were confused in any way about the assignment requirements since I am a quick text away to clear up issues as they arise.” Type it at the very top of your paper, and I will look for it first. A classic five sentence paragraph is the appropriate length.

it should be one page which is enough

– I’v uploaded the 4 flowchart below from class These may be helpful as you revise your Project 1(Project 1 which I previously did)

– I provided my project 1 assignment

What to do for this assignment (part 2)

Be sure to include a PAD Memo (included in your Project 1):

• In addition to the three deliverables in the document series, remember to attach the PAD (purpose, audience, design) self-reflective memo about the choices you made in your document series. Unlike the document series, which is situated within a realistic scenario, the PAD memo should be addressed to your instructor with the purpose of explaining the rhetorical choices you have made. By reflecting on your genre, content, style, formatting, and organization choices, you can make the argument that you understand the genre expectations and have effectively and intentionally chosen the best option for each deliverable in your scenario. I suggest using section headings to discuss either Purpose, Audience, and Design separately, or to discuss each deliverable separately (Deliverable 1, Deliverable 2, Deliverable 3).

you need to review

Plz go over the scenario 2 from previous assignment

SCENARIO 2

You are the project manager of a civil engineering company. Your current project is a large-scale (100 miles) construction project that is restoring a portion of the wetlands in coastal Louisiana and SE Texas. Currently, you are building a series of temporary access roads so that you can get equipment to one of the low-lying areas. This project involves a literal convoy of heavy trucks. Your firm has received numerous complaints from local residents about the noise and dust. In particular, you’ve received three letters from the same woman, Winnifred Doucette Lejeune. The last letter contained 10 additional signatures. If residents’ complaints continue to escalate, they could slow down the project and put you behind schedule. You make a trip from the office headquarters in Lafayette, LA to the Calcasieu/Sabine Coastal Wetlands Planning, Protection, and Restoration Area to see what’s going on. On site, you see everything seems to progressing fine. Workers are on the job by 7:00am and running until almost sundown, but in the local bar and grill, all the talk is about “the darn government project to nowhere.” When you get back to the office you decide you need to take action. Deliverables Based on the scenario above, your deliverables will be the following:

• document to Winnifred Doucette Lejeune, who after further investigation, is a local resident that seems to spearhead any effort the town needs
• document to the company vice-president, Richard Smith, who asked to be told of any problem, or in his words, “anything that even remotely smells like a problem” with the project.
• document to sub-contractor supervisor at the construction site. Your firm has used this sub-contractor for almost five years, but this is the first project you’ve worked on with this particular supervisor.

This is what I did for the fist assignment : The old assignment included

first Deliverable: (letter ) response to scenario 2

( for Ex this assignment asking why did I choose a letter for the first Deliverable rather than email or memo

(make some reasons 3-6 sentences each))

second Deliverable: (e-mail ) response to scenario 2

third Deliverable: (MEMO ) response to scenario 2

Week analysis 5.1

Purpose

The purpose of this assignment is to assess your ability to:

• Identify Good Database Design.
• Create an Entire Database With Tables, Queries, Forms, and Reports.
• Demonstrate Your Knowledge of a Database in an Oral Presentation.
• Create a Table and Define Fields in a New Database.
• Modify Existing Tables.
• Create Table Relationships.
• Change Data Types.
• Create a Lookup Field.
• Set Field Properties.
• Create a Query in Design View.
• Specify Criteria in a Query.
• Use Compound Criteria.
• Create a Query Based on More Than One Table.
• Use Calculated Fields in a Query.
• Use Aggregate Functions in a Query.
• Create a Parameter Query.
• Create and Use a Form to Add and Delete Records.
• Modify a Form in layout View and in Design View.
• Create a Report by Using the Blank Report Tool and the Report Wizard.
• Create a Form in Design View.
• Format a Form.
• Make a Form User Friendly.
• Create Validation Rules and Validation Text.
• Create a Switchboard with Buttons to Open the Database.

Action Items

1. First, you need to choose one of the following databases to create. Each database option contains a list of all of the components that must be included in your completed database. These projects are roughly equivalent in difficulty.
   

   Database Information – Dentist Office

   OR

   Database Information – Superheros

   OR

   Database Information – Pet vet

2. Complete steps 1 through 9 as outlined in each of the project files.

1. itation:

Include the citation of the source. Please use APA. Be sure to note the date accessed and database used (if applicable). It’s important to get this information as you are researching with all the sources you collect…just in case

1. Type:

Identify whether the source is academic/scholarly, trade/professional/, or popular. Know that sometimes a source could fit into multiple categories.

1. Source Credibility:

Investigate the source’s credibility… Credible author? Credible publication? What’s the purpose? Who’s the intended audience? Genre of source? Reliable evidence? Etc.

1. Summary and Analysis of Main Ideas:

A detailed summary of the author’s central argument or main idea/ideas. You can write this in paragraph form or use bullet points (remember this work is to help you with your drafting, so use a style and approach that will be suitable to your habits). It is important that you phrase your annotations as summaries of arguments rather than just summaries of information. When you are writing, use phrases like “according to the author” and “the author argues/asserts that…” etc. Always analyze what the author is trying to say. If there is no author, use phrases like “the article states” or “the article argues…”.

Also, include specific quotations that are uniquely worded or helpful in revealing the author’s central argument or ideas. Quotations that are memorable and controversial also should be included. Type them out and be sure to include the page numbers where the quotations were found. Additionally, be sure to note the importance of the quote or the reasons why you’re including it (otherwise, you’re just cutting and pasting quotes, which isn’t very helpful in the long run). You can then turn these quotations into paraphrases of your own as you continue this process.

Should your source have other helpful information (charts, graphs, figures, images, etc.), include such evidence in this section. Use this section to help build your source as evidence for the report you will draft later in the semester. This content should reflect the source itself. For example, a scholarly article is going to have dense, technical information and use tables and graphs with detailed info. A popular source might rely on images to get its point across. Both are valuable and both can be helpful. So, include information that is appropriately applicable.

Sometimes, sources will present themselves as informative or objective rather than argumentative. This means that you will have to read between the lines. You may also think about how you might characterize the author’s “frame” or “perspective” on the issue he/she is writing about. For sources that still don’t seem to work for the above requirements, please see me for further instruction.

Once the summaries have been built, then go through the material with a fine tooth comb, emphasizing what content is most pertinent. What content is most helpful and why? Most debatable? Most conflicted or controversial? Are there holes or outward bias that is necessary to acknowledge? Incomplete info? Etc.

It might be helpful to stylize this content so it’s more easily accessible later. For example, underline analysis, italicize key phrases, bold quotations, highlight different contents with different colors, etc.

1. Usefulness:

Describe the usefulness of the text to your future report. Will the source content be used to discuss the topic’s background, current state, or future? Again, work in paragraph or bullet form to assist you. This section should reveal how the source contributes to your in-progress project as a whole. What do you gain by using its information? Does the source provide examples, definitions, etc. Explain and analyze thoroughly.

1. Connections:

How is this source connected to your other sources? Does it agree (in part of in full) with some? Disagree (in part or in full) with others? Pick up where another source left off…? Use this section to begin organizing your sources by content, so be detailed and specific.

USE MY FOLLOWING WORD DOC AS A FORMAT.

YOU HAVE TO ADD ONE MORE SCHOLARLY SOURCE, AND 6 OTHER SOURCES