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Unit One: Civic Artifact Speech and Rhetorical Analysis EssayCAS137H – Robin KramerTo understand rhetoric, you have to learn to dig. Think of yourself as an archeologist seeking artifacts of rhetoric. As a rhetorical archeologist, you?probe an artifact for the ideologies and commonplaces that shape its meaning, examine the rhetorical appeals that went into it, and research and reconstruct its origins and cultural content. Luckily for you, an artifact doesn’t necessarily have to be old to be rhetorically excavated. Indeed, you can analyze artifacts that you find today in your mailbox, on the walls of your classroom building, or on your computer screen.For the following assignments, you’ll practice presenting your findings in two different modes: an oral presentation and a thesis-driven academic essay. Assignment 1: Analysis of Civic Artifact Speech (4 minutes)Select an artifact – whether contemporary or historic – that frames the civic in a rhetorically compelling way. The artifact could be drawn from many places and take many forms, whether a corporate advertisement, a public service announcement, or a notice about an event or involvement opportunity happening on campus. Then, plan a 4 minute speech about the artifact based on RCL course material and discussions. After a brief introduction of the artifact, aided by images or video (no more than 30 seconds), and establishment of your thesis, you will draw upon course concepts to explain how the event or opportunity in question can be seen as civic and what ideologies and/or civic commonplaces are contained within or assumed by the artifact. Your speech might also explain how context and the rhetorical situation inform the piece’s message. Ultimately, your speech should?explain how the artifact is framing the very idea of civic engagement.Assignment 2:?Rhetorical Analysis Essay (4-5 pages)This 4-5 page double-spaced essay will widen the scope of your analysis?by comparing the civic artifact analyzed in your speech to another?piece?that makes appeals (whether similar or opposing)?connected to the topic.Before drafting your essay, consider how the artifacts target, respond to, or construct their audiences. How do the pieces’ rhetorical choices make meaning? How do the pieces use the textual elements to marshal Aristotle’s appeals of ethos, pathos, or logos? How do social and historical contexts, ideologies, and commonplaces come into play? What worlds do the texts desire?Then, take some of these questions and shape them into an overarching argumentative claim about the pieces to serve as your thesis. You want to link the rhetorical choices or strategies within the pieces to distinct ideologies or commonplaces you identify that make their persuasive arguments float. Your essay should also discuss, analyze, and demonstrate understanding of the artifacts’ rhetorical situations – the specific context or moment out of which the artifacts?have arisen.An Important Note on GradingThe quality of your work in this class is very important. You earn grades in this class. What this means is that you do not, in this course, begin with 125 points on your first speech or essay and lose points as you make mistakes. Instead, you build upward toward a base grade of C and add points as you exceed expectations and requirements. Please note that work that meets the basic assignment requirements given in class is C-level (70-79) work. D-level (60-69) and F-level (0-59) work fails to meet these basic requirements. You can expect to earn grades in the B-level range (80-89) by not only meeting the basic requirements of the assignment, but by also going beyond the assignment requirements in terms of research, presentation, analysis, and preparation. You can earn grades in the A-level range (90-100) by completing exceptional work. Nothing less earns grades in this range. Assignments should be virtually error-free, presented or written very well, explained thoughtfully and thoroughly, focused, and should demonstrate clear and advanced critical thinking and analysis.Speech Outline Submission GuidelinesA well-developed outline of your speech will submitted in hard-copy format to me at the start of class on the day that you’re scheduled to speak. Here are guidelines to follow for your submission:Fully write out your introduction, conclusion, and all transitions between parts/points in complete sentences. Adequately planning these key elements in advance will help to ensure that you start well, that you finish well, and that you stay organized throughout the speech.The body of the speech does not need to be written in complete sentences, but ensure that all points are developed enough to be easily understood when I review your outline.If you cite sources in your speech (which should also be noted orally during the delivery), please indicate this in your outline by 1) including parenthetical citations where the references appear, and 2) attaching an alphabetized and properly-formatted (MLA preferred) bibliography that lists the sources. Remember, the sources within the outline should match perfectly with the sources listed in your bibliography.Outlines should be typed, grammatically-correct, and proofread. Include a heading with your name, the date, and the course number. I strongly urge that you do not take up a full-text version of your speech when you present. The temptation to read from a manuscript can be strong, and the speeches, which are meant to be extemporaneous and engaging, become stiff and distant. This being said, during your rehearsal stage incrementally pare down your speech outline into “talking points” for your personal speaking notes. Perhaps devote one note card for the introduction, one note card for each main point within the body, and one note card for the conclusion. Write key words and phrases that will guide you through the bulk of the speech, and if necessary, write out complex sections more fully. Some speakers benefit from writing down stage directions, as well. (Example: pause here.)Ideally, your note cards will be comprised of key words and phrases that can prompt you to speak extemporaneously, rather than a full-text version of your speech that lulls you into reading and hinders your connection with the audience.-7620628650SPEAKER TIP:For added peace of mind and smart planning, gather all necessary materials (the hard copy of your outline you’ll submit, your speaking notes, your visual aids, etc.) in advance. Do not wait until morning of your presentation.00SPEAKER TIP:For added peace of mind and smart planning, gather all necessary materials (the hard copy of your outline you’ll submit, your speaking notes, your visual aids, etc.) in advance. Do not wait until morning of your presentation.Bottom line: When going to the podium, take as much as you need and as little as you can get away with. I will never collect your personal speaking notes, so this is up to your best judgment and personal preference.Civic Artifact Speech Grading Rubric Speaker ________________________________________CAS 137H – Robin Kramer280225511811000 280606520955Excellent15, 14Good13, 12Average11Poor10, 9Unsatisfactory8 and below00Excellent15, 14Good13, 12Average11Poor10, 9Unsatisfactory8 and belowIntroduction: _____ out of 15 points Gained attention and interest Oriented audience to artifact and purposeProvided strong central claim (thesis)Previewed main ideas with clarity and style (preview)280606512065Excellent40, 39, 38, 37, 36Good35, 34, 33, 32Average31, 30, 29, 28Poor27, 26, 25, 24Unsatisfactory23 and below00Excellent40, 39, 38, 37, 36Good35, 34, 33, 32Average31, 30, 29, 28Poor27, 26, 25, 24Unsatisfactory23 and belowContent: _____ out of 40 pointsSupported the central claim (thesis)Examined civic and rhetorical dimensions of artifactConnected artifact with the course’s concepts and termsDeveloped ideas fully with relevant explanationsBacked ideas with specific supporting materialsAvoided abstractions and generic blanket statementsGenerated interest; went beyond the obvious and triteIntegrated visual(s) purposefully to advance analysis 281559045085Excellent20, 19, 18Good17, 16Average15, 14Poor13, 12Unsatisfactory11 and below00Excellent20, 19, 18Good17, 16Average15, 14Poor13, 12Unsatisfactory11 and belowOrganization: _____ out of 20 points Chose fitting and clear organizational pattern(s) Formatted content into logical, understandable pointsPlaced content (examples, explanation) sensibly Used clear and stylistic transitions between ideasProvided focused conclusion that resonated & synthesized283464048895Excellent10, 9Good8Average7Poor6Unsatisfactory5 and below00Excellent10, 9Good8Average7Poor6Unsatisfactory5 and belowOutline: _____ out of 10 points Followed guidelines Attended to grammatical correctness2829560381000Delivery: _____ out of 40 points Evaluated on a scale of 5 (excellent) to 1 (unsatisfactory)438721520320Excellent40, 39, 38, 37, 36Good35, 34, 33, 32Average31, 30, 29, 28Poor27, 26, 25, 24Unsatisfactory23 and below020000Excellent40, 39, 38, 37, 36Good35, 34, 33, 32Average31, 30, 29, 28Poor27, 26, 25, 24Unsatisfactory23 and belowAppeared well-practiced and confidentI ------ I ------ I ------ I ------ I ------ I Spoke understandably (volume, articulation, rate)I ------ I ------ I ------ I ------ I ------ I Spoke fluidly (smooth, natural, not choppy) I ------ I ------ I ------ I ------ I ------ I Varied tone, cadence, rate for emphasis/interestI ------ I ------ I ------ I ------ I ------ I Avoided verbal fillersI ------ I ------ I ------ I ------ I ------ IMaintained consistent eye contactI ------ I ------ I ------ I ------ I ------ IDemonstrated natural stance, gestures, movement I ------ I ------ I ------ I ------ I ------ I Avoided distracting tendencies I ------ I ------ I ------ I ------ I ------ I FINAL COMMENTS _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________TIMEUnder 3:30-10 points4:00 – 5:00Requirement5:01-5:20- 5 points5:21-5:40- 10 points5:40 –6:00- 15 pointsBeyond 6:00For the sake of other presenters, speeches above 6 minutes will be stoppedGrade: __________ out of 125 pointsRhetorical Analysis Essay PlanningIntroductory Paragraph(s)Consider introducing the historical context of the artifacts to engage your readers from the onset and smartly identify the pieces under analysis. Then, formulate a thesis that makes a claim about the artifacts. Generally speaking, strong thesis statements for this essay should indicate both a “what’s being claimed” component and a “how it’s being done” component. Given the copious amount of artifacts you could analyze (and the enormous diversity of subject matter these artifacts could cover) permutations of thesis statements are vast indeed, but here are a few examples of potential WHAT and HOW components. Generic WHAT examplesGeneric HOW examplesthe artifacts are effective or persuasivethe artifacts are successful in achieving their goal of (insert)the artifacts reflect two distinct era’s treatment of (an issue/product/idea etc.)the artifacts are in opposition to each otherthrough the use of kairotic timingby drawing from the ethos of (this certain celebrity/athlete/persona/location, etc.)by using emotional appeals through the artifacts’ (layout/aesthetic design/music/ narration, etc.)through the unsettling juxtaposition of logical appeals with shocking imagesSample Thesis Statements:The historic “Join or Die” campaign persuaded American colonists to unite with one another and England during the onset of the French and Indian War by using an influential slogan, characters that directly represent the target audience, and a symbolic setting of a snake’s body.In this video’s rhetorical inversion, Microsoft hijacks Apple’s commercial style and iconic Siri voice character to promote its own Surface tablet and successful turn Apple’s commercial elements against the iPad they intend to promote.Chipotle successfully separates itself in its consumer’s eyes from the negative stigma of big food while also making a powerful argument for organic food through the use of music and pathetic appeals.Pedigree’s Good Dog/Bad Dog commercial uses a theme of positive change to compel consumers to buy Pedigree dog food to support animals in need. Because of its skilled use of characters and place, as well as its attention to structure, language, and audience, Pedigree’s Good Dog/Bad Dog commercial is an effective tool in achieving Pedigree’s advertising goals.Subsequent ParagraphsAll subsequent paragraphs should be driven by an effort to prove your thesis. Internal consistency is very important. As you continue to make sub-claims throughout your essay (i.e., analytical sentences that offer assertions about the rhetorical functions and elements of analysis you identify), be certain that you’re always working to prove your overarching thesis.As you write, you may find that you’re heading down a different road from where you began. This is okay. It’s why we, as writers, revise and make appropriate adjustments to our claims as necessary.Concluding ParagraphYour thesis has already established whether or not you think the artifacts were successful (or complimentary, oppositional, etc.) in achieving their persuasive goals. Here you want to seal the deal by offering an insightful, evaluative finish about the intended (or unintended) short and/or long-term impact of the subjects’ messages (on their audience, culture, or similar products, ideas, people, etc.).Rhetorical Analysis Essay Grading RubricStudent Name _________________________________CAS 137H – Robin KramerCRITERIAGRADE and COMMENTSContent (55 points – or roughly 45%)Made a strong claim (thesis) about the artifacts’ rhetorical appeals, contexts, and/or audience(s).Supported the thesis throughout the essay with specific, detailed, thorough, and insightful analysis (not merely description of the artifacts).Offered clear points for comparison and contrast given the accurately identified goal(s) of the artifacts under consideration.Demonstrated a strong understanding of and ability to use rhetorical concepts of textual and contextual analysis (ex: ethos, logos, pathos, arrangement, kairos, context, audience, etc., depending on the thesis you’re advancing)Demonstrated strong understanding of the artifacts’ rhetorical situations.Expanded, challenged, and/or transformed the reader’s understating of the artifacts.Engaged readers and went beyond the obvious.-2857527305Excellent55—50Good49—44 Average43—39Poor38—33 Unsatisfactory32 and below00Excellent55—50Good49—44 Average43—39Poor38—33 Unsatisfactory32 and belowOrganization (40 points – or roughly 30%)Arranged essay coherently with a well-developed introduction, body, and conclusion.Controlled the focus of individual paragraphs with fitting analytic topic sentences.Demonstrated logical progression and relationships between ideas, with each paragraph stemming understandably from what precedes it.Used smart and clear transitions to guide readers between key points, paragraphs, and sentences.-3809927940Excellent40—36 Good35—32 Average31—28 Poor27—24 Unsatisfactory23 and below00Excellent40—36 Good35—32 Average31—28 Poor27—24 Unsatisfactory23 and belowStyle (30 points – or roughly 25%)Written in a lively, unique, memorable voice through the use of original verbs, precise phrasing, and a variety of sentence structures.Avoided unnecessary complex or muddled prose.Edited to eliminate errors in grammar and mechanics.-2857531115Excellent30—27 Good26—24 Average23—21 Poor20—18 Unsatisfactory17 and below00Excellent30—27 Good26—24 Average23—21 Poor20—18 Unsatisfactory17 and below ................
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