Pathos Employed as Much as In Popular Genres
Order ID:89JHGSJE83839 Style:APA/MLA/Harvard/Chicago Pages:5-10 Instructions:
Pathos Employed as Much as In Popular Genres
Rhetorical Reading
Name
INSTRUCTIONS: FILL IN EACH BOX IN COMPLETE SENTENCES
Part I: The Introduction
Academic writing uses hooks, too, although pathos isn’t employed as much as in popular genres. Academic writers must also count on a high level of interest in the topic in their audiences, so they make it easier for readers to quickly see what their contribution is. Pay attention to the way your text tries to draw in the reader.
Explain how the reader’s interest is stimulated. 1
How does the author (or authors) present the background on the issue? Does she (he or they) talk about what research or analysis has already been published? Is narration used to tell a story? Is description used?
Explain how background information is given. 2
Part II: Vocabulary
Each discipline has its own lexis or vocabulary. Meanings are often specific to the field. In order to help your lay readers, make a list of key terms that you can use for WP1. If the term is defined in the text, include a quote with citations. If not, see if you can find the discipline-specific meaning online.
Make a list of key terms with definitions. 3
Academic writing uses a lot of different reporting verbs to avoid overusing “says” or “states” and to give more precise meanings. Examples of this are “argues” and “suggests”. Using an online list of such verb, find some verbs that are used for introducing quotes, paraphrases, and summaries. (One such list:
Click for a great handout from Australian Catholic U. of the kinds of reporting verbs commonly used.
Show how reporting verbs are used in the text. Use the complete signal phrase. 4
Part III. Documentation
In-text citations are done differently in each citation style. In addition, changes have been made in the styles over time, so that the year of publication also matters.
Investigate how your text uses in-text citations (both parenthetical citations and signal phrases). 5
Reference pages are also different. Look carefully at the way your document is set up. Being cited in an academic journal is a big deal. It means another scholar took your scholarship seriously.
Take one of the citations and research the author or authors. What did they add to the text you are reading? 6
Part IV. Sentences
The building blocks of any piece of writing, sentences are worth studying. Find examples of sentences that do extra work for the writer.
Copy a sentence that compares one thing to another as it develops the paper’s ideas. 7
Make your own sentence by using the same structure. 8
Look for a sentence that tells a story and also gives a description. 9
Make your own sentence by using the same structure. 10
Submit as a Word or PDF file ONLY. I will not accept any other format.
Page | 1
Rhetorical Reading
|
1
Page
Name
INSTR
UCTIONS:
FILL IN
EACH BOX
IN COMPLETE SENTENCES
Part I
:
The Introduction
Academic
writing uses hooks, too, although
pathos
isn
’
t employed
as much
as in popular genres
.
Academic writers must also count on a high level of interest in the topic in their audience
es
, so they make
it easier for readers to
quickly see what
their
contribution is
. Pay attention to the way your text
tries to
draw
in the reader.
1
How does the author (or authors)
present
the background on the issue?
Does she (he or they) talk about
what research or analysis has already been
published
?
Is narration used to tell a story? Is description
used?
2
Part II: Vocabulary
Each discipline has it
s own lexis or vocabulary. Meanings are often specific to
the field. In order to help
your lay readers, make a list of key terms that you can use for WP1.
If the
term is defined in the text,
include a quote with citations. If not, see if you can find the discipline
–
specific meaning online
.
3
Academic writing
uses a lot of different
reporting
verbs to avoid overusing
“
says
”
or
“
states
”
and to give
more precise
meanings
.
Examples of this are
“
argues
”
and
“
suggests
”
.
Using an online list of such verb
,
find some
verbs that are used for introducing quotes, paraphrases, and summaries.
(One
such
list:
Explain how
the reader
’
s interest is stimulated.
Explain how background information is given.
Make a list of key terms
with definitions
.
Click for a great handout
from
Australian
Catholic
U
. of the kinds of reporting verbs commonly used.
Rhetorical Reading
| 1 Page
Name
INSTRUCTIONS: FILL IN EACH BOX IN COMPLETE SENTENCES
Part I: The Introduction
Academic writing uses hooks, too, although pathos isn’t employed as much as in popular genres.
Academic writers must also count on a high level of interest in the topic in their audiences, so they make
it easier for readers to quickly see what their contribution is. Pay attention to the way your text tries to
draw in the reader.
1
How does the author (or authors) present the background on the issue? Does she (he or they) talk about
what research or analysis has already been published? Is narration used to tell a story? Is description
used?
2
Part II: Vocabulary
Each discipline has its own lexis or vocabulary. Meanings are often specific to the field. In order to help
your lay readers, make a list of key terms that you can use for WP1. If the term is defined in the text,
include a quote with citations. If not, see if you can find the discipline-specific meaning online.
3
Academic writing uses a lot of different reporting verbs to avoid overusing “says” or “states” and to give
more precise meanings. Examples of this are “argues” and “suggests”. Using an online list of such verb,
find some verbs that are used for introducing quotes, paraphrases, and summaries. (One such list:
Explain how the reader’s interest is stimulated.
Explain how background information is given.
Make a list of key terms with definitions.
Click for a great handout from Australian Catholic
- of the kinds of reporting verbs commonly used.
Pathos Employed as Much as In Popular Genres
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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