Rhetorical Analysis of the China Study
Order ID: 89JHGSJE83839 Style: APA/MLA/Harvard/Chicago Pages: 5-10 Instructions:
Rhetorical Analysis of the China Study
Peer comments due Nov. 20
Final draft due Nov. 29
Rhetorical Analysis of The China Study
Goals of the assignment:
-learning to read critically
-making claims about ethos, logos, and pathos
-focusing and supporting claims with evidence from the text
-analyzing a larger text and its effects
-learning to quote and paraphrase from a larger textWe will read The China Study. Then you will review the book and identify examples of appeals to ethos, logos and pathos. Revise and edit the paper and turn it in for a grade and comments.
Purpose of the paper: To understand and analyze a larger work and assert claims about the authors use of appeals.
Audience: Your classmates and instructor.
Strategies: Organize your paper into three main parts. You will need an introduction with a thesis, supporting paragraphs (at least four), and a conclusion.
-Your introduction should provide background on the book that will help your reader see your discussions relevance, and your thesis should directly address ethos, logos and pathos.
-Each body paragraph should have its own topic sentence. Make sure every idea or sentence in a paragraph relates to its topic sentence (ex. you dont want to jump from discussing ethos to logos and back to ethos unless you are discussing an example of a combined appeal).
-Your conclusion should briefly restate your main points. You should also convey the significance of your discussion. In other words, why does your analysis matter?
-Edit to remove errors in spelling, grammar, and mechanics so that your paper is clear and readable.
Format: same as with the Personal Narrative Essay and Response Essay. Length: 3-6 pages.
Appeals:
The information below is from a previous discussion post. Some of the information below has been condensed and modified from a previous text, The Prentice Hall Guide by Stephen Reid.
Logos
The first appeal is logos. With logos, you are appealing to your audiences intelligence and reason. In this appeal, you provide credible evidence to support a claim. Logos often shows up in an argument in the form of facts and statistics. However, any logical statement could be an appeal to logos. Logical appeals include evidence such as
FACTS- These are valuable because they are not debatable; they represent the truth. There is quite a lot of this in The China Study. Its not solely data. The author also refers to facts about nutrition policy.
EXAMPLES- These include events or circumstances that your audience can relate to their life. The author of The China Study provides a lot of examples which also may have facts.
PRECEDENTS- These are specific examples (historical and personal) from the past. The author of The China Study often refers to previous studies to support his observations.
AUTHORITY- The authority must be timely (not outdated), and it must be qualified to judge the topic. Later in The China Study, the author points to other experts and their studies to bolster his own observations.
INDUCTIVE- In Inductive logic, a reasonable conclusion is based on a sufficient quantity of accurate and reliable evidence that is selected in a random manner to reduce human bias or to take into account of variations in the sample (PHG). The author of The China Study uses inductive reasoning at different places in the book.
Pathos
The second appeal is pathos. This appeal can be effective if its not over-done, especially if your topic is an emotional one. Because your audience has emotions as well as intellect, you should, if possible, seek to engage your audience emotionally. However, using pathos alone is not as effective as when it is used in conjunction with logos and ethos. It can sometimes feel like we, as readers, are being manipulated emotionally. Though it is in the text in various chapters including the first chapter, there isnt a lot of explicit pathos in The China Study. Maybe you all will be able to point out some examples for me.
Ethos
The third appeal, and arguably the most important appeal to some arguments, is the appeal to ethos. This appeal involves convincing your audience that you are intelligent and can be trusted. Writers cannot simply say to their audience “You can trust me because Im smart and a good person.” This appeal is perhaps the most difficult to establish; you have to prove yourself by purposefully presenting your argument at every turn. The author of The China Study does this right from the beginning and throughout the book. He shows that he is
(1) an authority on the topic,
(2) writes purposefully,
(3) establishes common ground with his audience (look at the beginning of chapter 1), and
(4) he respectfully refutes his opposition.
Combined Appeals
Combined Appeals use two or more of these appeals in conjunction. Very often ethos and logos are combined in The China Study.
Introduction and thesis: The introduction is engaging and effectively introduces the subject of appeals and The China Study. The thesis is distinct and nicely stated. (20 points)
Introduction and thesis: The essay has an introduction and a thesis. (16 points)
Introduction and thesis: The introduction may be confusing, and the thesis needs refining. (12 points)
Depth of support: Each supporting paragraph works to fully illuminate the analysis thesis about The China Study. The evidence from the text is comprehensive and is not limited to a few chapters. The effect is that the audience becomes more convinced of the overall analysis claims with the reading of each paragraph. (40 points)
Depth of support: The supporting paragraphs may only implicitly illuminate the thesis. Paragraphs may lack sufficient evidence. There may be some confusing evidence. (32 Points)
Depth of support: The evidence is weak. (24 points)
Awareness of audience: The writer conveys an awareness of the needs of the audience. It is writing that engages an academic audience. (10 points)
Awareness of audience: The writer generally conveys awareness of the needs of the audience, but there may be some confusing passages. (8 points)
Awareness of audience: The writer does not convey an awareness of the needs of the audience. (6 points)
Language and Editing: The writing will be polished and rich. There will be few if any errors. (10 points)
Language and editing: There may be a few distracting errors that affect meaning. (8 points)
Language and editing: There may be distracting errors that interfere with the reading experience. (6 points)
Overall purposefulness: The writers purpose is evident, and the writing is engaging from beginning to end. The reader gains a clear understanding of how appeals in The China Study manifest themselves. (20 points)
Overall purposefulness: There is some new understanding for the reader in terms of the appeals in the book. (16 points)
Overall purposefulness: There isnt much purpose to the writing. (12 points)
Rhetorical Analysis of the China Study
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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Rhetorical Analysis of the China Study