Writing and Analyzing Rhetorical Analysis

How to Write a Rhetorical Analysis

Four Parts:Gathering InformationWriting the IntroductionWriting the BodyWriting the Conclusion

A rhetorical analysis can be written about other texts, television shows, films, collections of artwork, or a variety of other communicative mediums that attempt to make a statement to an intended audience. In order to write a rhetorical analysis, you need to be able to determine how the creator of the original work attempts to make his or her argument. You can also include information about whether or not that argument is successful. To learn more about the right way to write a rhetorical analysis, continue reading.

Part 1 of 4: Gathering Information

1. 
   1
   Identify the SOAPSTone. The SOAPSTone of a text include its Speaker, Occasion, Audience, Purpose, Subject and Tone.
   • The speaker refers to the first and last name of the writer. If the writer has any credentials that lend to his or her authority on the matter at hand, you should also briefly consider those. Note that if the narrator is different from the writer, though, it could also refer to the narrator.
   • The occasion mostly refers to the type of text and the context under which the text was written. For instance, there is a big difference between an essay written for a scholarly conference and a letter written to an associate in the field.
   • The audience is who the text was written for. This is related to the occasion, since the occasion can include details about the audience. In the example above, the audience would be a conference of scholars versus an associate in the field.
   • The purpose refers to what the writer wants to accomplish in the text. It usually includes selling a product or point of view.
   • The subject is simply the topic the writer discusses in the text.
2. 
   2
   Examine the appeals. Appeals are the first classification of rhetorical strategy and involve the ethos, logos, and pathos.^[1]
   • Ethos, or ethical appeals, rely on the writer's credibility and character in the garnering of approval. Mentions of a writer's character or qualifications usually qualify as ethos. For instance, if a family therapist with 20 years of practice writes an article on improving familial relations, mention of that experience would be using ethos.
   • Logos, or logical appeals, use reason to make an argument. Most academic discourse should make heavy use of logos. A writer who supports an argument with evidence, data, and undeniable facts uses logos.
   • Pathos, or pathetic appeals, seek to evoke emotion in order to gain approval. These emotions can include anything from sympathy and anger to the desire for love. If an article about violent crime provides personal, human details about victims of violent crime, the writer is likely using pathos.
3. 
   3
   Note style details. Style details are the second rhetorical strategy and include a wide variety of elements, such as imagery, tone, syntax, and diction.^[2]
   • Analogies and figurative language, including metaphors and similes, demonstrate an idea through comparison.
   • Repetition of a certain point or idea is used to make that point seem more memorable.
   • Imagery often affects pathos. The image of a starving child in a third-world country can be a powerful way of evoking compassion or anger.
   • Diction refers to word choice. Emotionally-charged words have greater impact, and rhythmic word patterns can establish a theme more effectively.
   • Tone basically means mood or attitude. A sarcastic essay is vastly different from a scientific one.
   • Addressing the opposition demonstrates that the writer is not afraid of the opposing viewpoint. It also allows the writer to strengthen his or her own argument by cutting down the opposing one. This is especially powerful when the author contrasts a strong viewpoint he or she holds with a weak viewpoint on the opposing side.
4. 
   4
   Form an analysis. Before you begin writing your analysis, determine what the information you gathered suggests to you.
   • Ask yourself how the rhetorical strategies of appeals and style help the author achieve his or her purpose. Determine if any of these strategies fail and hurt the author instead of helping.
   • Speculate on why the author may have chosen those rhetorical strategies for that audience and that occasion. Determine if the choice of strategies may have differed for a different audience or occasion.

Evaluating Arguments

Evaluating Arguments

Aristotle’s categories for basic appeals in arguments:

Pathos: Emotional appeals (also known as pathos) play to the reader’s feelings and values.
    Example: In an argument for health care reform, the writer presents a story about one family suffering under the current system that evokes the reader’s sympathy and sense of fairness.

Ethos: Ethical appeals (also known as ethos) seek to establish the credibility of the writer as trustworthy.
    Example: The writer cites a source that the reader trusts; the writer gives the reader a sense that complete facts are being presented and/or all sides of an issue are being treated fairly.

Logos: Logical appeals (also known as logos) use reasoning and logic to make their points.
    Example: The writer makes strong logical connections between steps of her argument, such as clearly explaining how a cause produces a particular effect. The writer supports her claim with convincing factual evidence.


Toulmin’s Model of Arguments

Stephen Toulmin, a 20th century British philosopher, developed a model for evaluating arguments. This is a simplified version of his model.

The three major elements of Toulmin’s argument model are:
Claim – the statement, position, or idea that the author wants the reader to accept.
    Example: The sales and operation of most SUVs should be banned.
Your claim should be a complete sentence that expresses an arguable (not a factual) statement.

Reason – the reasoning or logical connection between the evidence and the claim. The reason explains why, according to the argument, the claim is true.
    Example: SUVs contribute to global warming.
Remember: Your reason should be an idea, not a specific piece of evidence. You can think of the reason as a generalization of the evidence.

Evidence / data – the facts, examples, authoritative opinions, statistics, etc. that the author presents to support the claim
    Example: Studies show that SUVs emit significant levels of greenhouse gases.

Test your claim, reason, and evidence by inserting them in the following questions and answers.
What is the author’s argument?
Answer: Claim because Reason.    
Answer: The sales and operation of most SUVs should be banned because SUVs contribute to global warming.
Your claim should specifically and precisely express the author’s main argument, and your reason should make sense as a “because” clause to your claim.
How do we know?
Answer: Evidence
Answer: Studies show that SUVs emit significant levels of greenhouse gases.
Your evidence should make sense as the answer to the question, “How do we know?

Thesis Statement: The Essentials

English 100

Mr. Tompkins

THE THESIS STATEMENT

The thesis is the ONE sentence that contains

the foundation, the premise, the argument

you are presenting to your readers.

It is the core of the essay.

Strive to make it strong and clear.

ELEMENTS OF THESIS:

• It must be ARGUABLE.

This means it presents an opinion, an argument, or an illustration of a view or experience.  It is not a mere statement of fact. 

• It must ADDRESS the TOPIC.

While this element seems obvious too, writers often get going and one thought leads to another and another and the topic gets left behind. Re-read the prompt several times to make sure you haven’t gone off topic beyond the parameters of the assignment. 

• It must be specific enough to be covered in the paper.

What is the length of the assignment: two pages? ten pages? The length determines how broad or narrow the scope of your thesis will be. Adjust accordingly. 

• It must MAKE SENSE.

This is the catch-all element that asks you to re-consider your wording, syntax, diction, and grammar. Make changes as you see fit.

reading analysis presentation: non-fiction

Guidelines for Reading Analysis Presentations: Non-fiction

Sign-up for one set of chapters for Weeks 9, 10, or 11 and one set of chapters for Weeks 12, 13, or 14. Make a note of the chapter numbers and presentation dates that you sign up for below.

Reading analysis 3 chapters: ________________________  Presentation date: _______________

Reading analysis 4 chapters: ________________________  Presentation date: _______________

You will be presenting your analysis in class along with two to five of your classmates. The class will be counting on you to be on top of the chapters you are covering, so please be prepared!

This assignment is worth 30 points – to receive credit, you must participate in the presentation of your analysis. You will be graded primarily on your written analysis (breakdown of scoring below), but outstanding presentations will be rewarded.

Before you begin your work, examine the sample analysis on the back of this sheet.

Read the chapters you will be analyzing carefully. If possible, read them twice. On your first reading, just try to identify the main idea(s) and get a feel for the writer’s approach and the flow of the piece. On your second reading, go over the text more carefully; notice how the writer constructs his argument. You will probably want to mark up your text and/or take notes.

To prepare your written analysis:

Identify the author’s name and the title of the article. Answer the following questions. Put your answers in outline form (see sample analysis on the reverse side of this sheet).

1.     What is the central claim (or thesis) of the selection? Your answer should be a complete sentence in your own words (not a quote!). Be as specific as possible, but remember that your claim should cover the whole article. (10 points)

2.     Is the central claim expressed explicitly or implicitly? The claim is explicit if the writer spells out what it is. The claim is implicit if the writer only implies the claim but does not state it outright. (1 point)

3.     What reasons link the evidence to the claim? In other words, why does the evidence support the claim? Reasons may be presented explicitly or implied. (7 points)

4.     What evidence does the writer present to support his or her claim? Specify and categorize the evidence (e.g. examples, personal experiences, analogy, authoritative opinion, facts, statistical data, cause-effect reasoning, results of scientific experiments, comparison, interviews, etc. – see sample on back). Do not answer this question with detailed quotes or paraphrases from the article! For additional guidance, see the table of Kinds of Evidence on pp. 91-4 of your textbook Writing Arguments. (7 points)

5.     Comment briefly on the persuasiveness of the article by answering one or more of the following questions.  (5 points)

·      Is the argument convincing? Does it rely on emotional, ethical, and/or logical appeals?

·      Are there flaws in the reasoning of the argument? Does it rely on questionable sources?

·      Does understanding the argument require knowledge of the historical or cultural context in which it was written?

·      How do the style, organization, and/or tone contribute or detract from the persuasiveness of the argument?

·      What is your personal reaction to the story?

prompt: essay #1

Essay 1 – Rhetorical Analysis

“To analyze an argument rhetorically means to examine closely how it is composed and what makes it an effective or ineffective piece of persuasion. A rhetorical analysis identifies the text under scrutiny, summarizes its main ideas, presents some key points about the text’s rhetorical strategies for persuading its audience, and elaborates on these points.”                               -- Ramage, Bean, and Johnson in Writing Arguments

Read the essay “How Can We Address the Shortage of Organ Donars?” (605-606) Then write a rhetorical analysis essay of 4-5 pages on one of the articles listed below from our textbook, Patterns:

·        “The Case for Mandatory Organ Donation,” by Scott Carney, 614-619

·        “Yes, Let’s Pay for Organs,” by Charles Krauthammer, 620-624

·         “The Surgery Was Simple: the Process Is Another Story,” by Virginia Postrel, 625-629

Your essay should explain the argument presented in the article and evaluate its effectiveness in persuading its audience of its central claim and reasons. Your essay should identify at the outset the audience at which the piece is aimed, its argumentative purpose, and its central argument.  Once you have identified these concerns, evaluate the rhetorical effectiveness of the given text.  A rhetorical analysis examines 1) the writer’s use of the three rhetorical appeals (ethos, pathos, and logos); 2) the arrangement and style of the piece; 3) the context (kairos) of the piece (use what you know and what is in the textbook about the piece only, as research is not a component of this assignment). 

To earn a passing grade, your essay should include:

1.     A title!

2. An introduction that identifies your article and sets up your argument about the article.
3. A thesis that evaluates the effectiveness of the article based on the author’s use of rhetorical appeals (ethos, pathos, logos), style, and context.
4. Effectively organized paragraphs with strong topic sentences and transitions.
5. Analysis of examples from the article (summaries and paraphrases in your own words and sentence structure, as well as some brief, correctly integrated direct quotations).

6.     A conclusion that provides closure to the essay and considers the implications of the argument.

7.     Consistent, correct use of MLA style, including

1. Proper MLA in-text citations for all paraphrases and direct quotations from the article (see pp. 384-7) and
2. A Works Cited page in correct MLA format (which does NOT count towards your page minimum) since you will be quoting from your article (see pp. 387-96). Your only source will be your article. No other research is allowed.

8.     Adherence to the conventions of standard written English.

Prewriting:

1. Choose an article and read it over carefully a few times. 
2. Free write on your response to the argument made in the article.  What is the argument? Did the author convince you of the argument? Why or why not?  Be specific.
3. Free write or brainstorm responses to each of the following questions: 

a.     How does the author present her- or himself as credible (ethos)?  Does this strategy work? Why or why not?

b.     How does the author use emotional appeals (pathos)?  Are such appeals effective?  Why or why not?

c.     Does the author use sound reasoning (logos) to present the argument?  Identify and discuss a few examples. Be specific.

d.     How is the argument organized? Is this effective? Why or why not? 

e.     How would you describe the style of the article? Is it aimed at a particular audience? Is the style effective?

f.      What does the author do to frame the context (kairos) of the piece?  Is this effective? Explain.

4.     List 4 quotes you might use in your essay, and explain how each one relates to your assessment of the author’s use of ethos, pathos, logos, or kairos.

5.     Write a possible thesis for your essay.

Due Dates: 

Prewriting/Outline (5%): Due March 5 - To receive full credit, you must bring your prewriting to class and participate in the prewriting/outline workshop. No credit for late prewriting!

Rough Draft (5%): Due March 12 - Your rough draft must be typed and double-spaced (Be sure to save it somewhere you can easily find it. If you don’t have your own computer, email it to yourself!).  To receive full credit, you must bring your draft to class and participate in the draft workshop. No credit for late drafts!

Final Draft (90%): Due March 19 – Bring a paper copy in class and uploaded to Turnitin.com before class. Please put your final draft in this order: (1) clean, revised draft of your essay, (2) rough draft with peer comments on it, (3) the peer review sheets your group gave you, and (4) your prewriting. Please do not put your paper in any kind of folder. A corner staple will be fine. 

Before you turn in your essay, you will be given 5-10 minutes to write a brief cover letter for your paper (you may prepare your cover letter in advance, if you wish). In your cover letter, you should reflect on your writing process and identify issues you especially want your reader to respond to. You may explain what you were trying to achieve with your essay, what you feel you did well, and/or what you had trouble with.  

Syllabus English 101

    English 101 - College Reading and Composition I

Course Syllabus

Instructor: Tommy Amano-Tompkins                                     Term: Spring 2015

Section: 3183 – Th 6:55 pm - 10:05 pm                                              Location: NEA 105    

Office hours: Th 6:20-6:50 pm in NEA 105

Voicemail: (310) 233-4698, mailbox #4850   

Email: tomp99@earthlink.net (best way to communicate with me outside of class!)

Course Web site: caliteacheng101sp15.blogspot.com

English 101 is a course in critical reading and prose writing designed to refine the student’s skills in thinking logically, reading carefully, and writing effectively. Stress is placed on the organization and composition of objective expository essays, including the research paper.

Prerequisite: Completion of English 28 or 31 with a “C” or better or appropriate score on assessment test.

Student Learning Outcomes:

Students who successfully complete English 101 should be able to

·      Apply critical reading/thinking/writing skills analyzing and writing, both in and out-of-class essays, about various freshman composition level readings including essays and the novel.

·      Demonstrate the ability to follow academic conventions by formatting expository essays, including page-layout, parenthetical citations and Works Cited entries, in the current standard MLA format.

·      Write freshman-level essays that follow the various stages of essay writing, including pre-writing, thesis development, illustration and support of the thesis using concrete, specific evidence/examples, editing, proofreading and which are free of most errors in syntax, grammar, punctuation, diction, and spelling.

·      Demonstrate understanding of effective college-level argumentation by producing logically supported arguments and by recognizing and avoiding common logical fallacies.

·      Produce a research paper, which utilizes the various elements of research production, such as designing a research plan, compiling research notes, producing an outline, developing a draft, producing a finished paper that utilizes at least five sources and has a complete MLA-formatted Works Cited page.

ADA Statement:

Students with disabilities, whether physical, learning, or psychological, who believe that they may need accommodations in this class, are encouraged to contact Special Programs & Services as soon as possible to ensure that such accommodations are implemented in a timely manner. Their phone number is 310-233-4620, and they are located in Cafeteria 108.

Required Texts: (available at the campus bookstore)

Patterns for College Writing: A Rhetorical Reader and Guide by Laurie G. Kirszner and Stephen R. Mandell – ISBN #: 0312676840

The Kite Runner by Khaled Hosseini – ISBN #: 1-59448-000-1

The Ethics of What We Eat by Peter Singer & Jim Mason – ISBN #: 1-59486-687-6

You will also need to purchase two blue exam books for in-class essays.

Bring your books, a notebook (or notebook paper), and a pen to every class meeting. To complete some assignments, you will need access to the Internet and to a computer word processor.

Students who succeed in English 101 usually choose to:                        **Read carefully!**

• Make a serious commitment to succeeding in this class.
• Come to class on time and prepared.
• Get the required texts as soon as possible.
• Do all the assignments, including readings, and keep up with the class schedule.
• Participate in class discussions and activities.
• Refrain from using their cell phones during class.
• Let me know immediately if they experience a problem with the class or if other areas of their lives seriously interfere with their ability to do their class work.
• Seek out all legitimate help with their course work, if they need it, including the Writing Lab, Special Programs & Services, campus librarians, their textbooks, and me.

·      Maintain academic integrity by doing his or her own work. They do not plagiarize; they do not cheat. (See box on plagiarism on next page.)

• Treat their classmates and instructor with respect and consideration.
• Recognize that real learning is difficult – it involves making mistakes and taking risks.

If you are not willing to make these choices, you are not likely to succeed in this class!

I will be happy to meet with you to discuss your work in this course. I encourage you to visit me during office hours, but if that is not convenient for you, we can make an appointment to meet at another time.

Plagiarism can mean copying, word for word, all or part of something someone else has written and turning it in with your name on it. Plagiarism also includes using your own words to express someone else’s ideas without crediting the source of those ideas.

Plagiarism is a very serious form of academic misconduct. It’s both lying and stealing, and it’s a waste of time for students and teachers. College and departmental policy on plagiarism will be strictly enforced: Any student caught plagiarizing will automatically receive a zero for that assignment, with no possibility of making it up, and may be subject to a formal reprimand and/or suspension.

Cite your sources! Please retain all notes and drafts of your papers until grading for the course is completed.

Attendance/Tardiness

Attendance in class is mandatory. This is the college policy. If a student is absent for more than the hours than a class meets per week, or if there is irregular attendance or a pattern of absences, the instructor has sufficient cause to drop a student from the class. For example, if a course meets 3 hours a week, then a student is allowed a maximum of 3 absences. Students who enter the class after the official starting time will be marked for ½ an absence for that particular day.

If a student is absent from the first and/or second class meeting of the semester, then he or she will be dropped, because there are people who want to enroll. If you miss three classes during the semester, you will be dropped from the class.

Electronic Communication Devices Policy

According to Communications Division policy, electronic communication devices must remain off during class time. Exceptions may be considered by faculty consultation (i.e. family emergency). A first offense may result in the student being suspended from the class for one meeting. Repeated offenses may result in up to a 2-day suspension from the class pending a conference with the Vice President of Student Services.

Grading:

Your final grade in this class will be computed as follows.

Essays (2)                                                      30%                 300 points (150 points each)  

Prewriting/Outlines & Drafts                       4%                 40 (10 points per outline/draft)          

Research Paper                                                24%                 240                                   

Proposal, Outline, & Draft                           3%                  30  (10 points each)   

Reading Analysis Presentations (5)                 20%                 200 (40 points each)

Midterm (in-class essay)                                   10%               100                 

Quizzes                                                             5%                   50 (14 quizzes, 2-4 points each)

Participation                                                      4%                 _40 points

Total                                                                100%               1000 points

A = 90%   900-1000 points          B = 80%   800-899                             C = 70%   700-799

            D = 60%   600-699                      F = 50%    0-599

English 101 is a UC-CSU transferable course, so rigorous academic standards must be applied to grading your work. All assignments are required. In-class work, such as reading analysis presentations and quizzes, cannot be made up.

Missing assignments can significantly impact your grade and prevent you from passing the course. For example, if you fail to turn in one essay (worth 150 points) and one Reading Analysis Presentation (40 points), you will need to complete every other assignment with an average score of more than 87% in order to pass the class with a C (70%).

No late assignments will be accepted, unless an extension has been arranged with the instructor in advance.

Quizzes will be given at the beginning of the class session; students who are absent or arrive late may not make up quizzes, even if they have really good excuses. There will be other quizzes during the semester at random intervals.

Reading Analysis Presentation assignments: You are required to present your analysis of one of the assigned readings every few weeks for the duration of the class. There will be a sign-up sheet for each set of readings; in some cases, you may be assigned to analyze a specific reading. You must do your analysis on the reading you signed up for (or were assigned) – you may not switch to another reading without clearing it with your instructor before the class. Your written analysis is due the day you discuss discuss it in class, and you will present your findings to the class during our discussion of the reading. Late reading analyses will not be accepted. Guidelines for the reading analyses will be distributed separately.

Essays (including Research Paper) must be typed and formatted according to MLA (Modern Language Association) guidelines. For guidance, see the MLA Formatting and Style Guide at the Web site of the Purdue Online Writing Lab (http://owl.english.purdue.edu/owl/resource/747/01/ - link available on the course site). Papers must be written using Microsoft Word or Pages software. They must be submitted by email, unless another arrangement has been made. Late papers will receive an automatic 10% point deduction and will not be accepted later than one week after the original due date. The research paper will not be accepted late!

Turnitin.com: To verify the originality of writing submitted for this class, all essays must be uploaded to Turnitin.com. Turnitin.com will generate an originality report for the instructor identifying any borrowed material in student essays (borrowed material includes correctly documented quotes, as well as plagiarized material). In order to receive full credit, students must upload their essays to Turnitin.com before class on the day the assignment is due. No essay will be graded until it is uploaded to Turnitin.com.

Go to Turnitin.com to create a student profile. Use the following information to upload your essay:

                        Class ID: 9506328                              Enrollment password: 3183

Revising: You may revise one or both of the two take-home essays (not the research paper) and resubmit your work for a new grade. To improve your grade, you will need to do more than correct grammatical errors and reword or reorder a few phrases. Revision means a new vision; it means looking at your work with fresh eyes and reconsidering the content, focus, and organization of your essay. It may involve rethinking, as well as rewriting. You are strongly advised to consult with your instructor and/or the Writing Lab before you begin revising. Revised essays are due within one week of receiving your original essay back and must be accompanied by your original essay. Please do not revise and resubmit essays that receive a score of 90% or higher.

Schedule of Topics, Readings, and Written Assignments (subject to change)

Date	Readings to be completed before class	Quizzes, exams, and major assignments
	Week 1
Thurs. 2/12	Handout: “The Myth of ‘Practice Makes Perfect’”	Writing diagnostic
	Week 2
Thurs. 2/19	Patterns for College Writing: Ch. 1 – Reading to Write: Becoming a Critical Reader, pp. 11-27  “The Myth of the Latin Woman: I Just Met a Girl Named Maria” by Judith Ortiz Cofer, pp. 232-237 “Just Walk On By: A Black Man Ponders His Power to Alter Public Space” by Brent Staples, pp. 240-243 **Last day to drop classes without a fee or a “W” is Feb. 19 (in-person) and Feb. 22 (online)	Quiz 1 (Reading Analysis 1)
	Week 3
Thurs. 2/26	Patterns for College Writing: Ch. 2 – Invention, pp. 29-49 “Mother Tongue, ” by Amy Tan, pp. 466-71 “The Ways We Lie” by Stephanie Ericsson, pp.  474-81 Homework: To prep for Essay #1, read "How Can We Address the Shortage of Organ Donars?"(Patterns 605-606)  "The Meat Market," (607-611),"The Case for Mandatory Organ Donation," (614-617) "Yes, Let's Pay for Organs" (620-622), The Surgery Was Simple; The Process Is Another Story" (625-627)	Quiz 2 (Reading Analysis 1)
	Week 4
Thurs. 3/5	Patterns for College Writing: Ch. 3 – Arrangement, pp. 51-64  Debate: Should American Citizenship be a Birthright? pp. 593-4 “The Case for Birthright Citizenship” by Linda Chavez, pp. 595-597 “An Argument to Be Made about Immigrant Babies and Citizenship” by George F. Will, pp. 600-602 Prewriting/Outline 1 Workshop	Quiz 3 Prewriting for Essay 1 (Reading Analysis 2)
	Week 5
Thurs. 3/12	Patterns for College Writing: Ch. 4 – Drafting and Revising, pp. 65-79 “The ‘Black Table’ Is Still There” by Lawrence Otis Graham, pp. 349-351 “A Peaceful Woman Explains Why She Carries a Gun” by Linda M. Hasselstrom, pp. 354-359 Draft 1 Workshop	Quiz 4 Draft of Essay 1 (Reading Analysis 2)
	Week 6
Thurs. 3/19	Kite Runner: Chapters 1-6, pp. 1-58	Quiz 5 Essay 1 due (Reading Analysis 3)
	Week 7
Thurs. 3/26	Kite Runner: Chapters 7-10, pp. 59-124 Chapters 11-13, pp. 124-189	Quiz 6 (Reading Analysis 3) Midterm Exam

	Week 8
Thurs. 4/2	Kite Runner: Chapters 14-19, pp. 190-242 Chapters 20-23, pp. 243-310 Prewriting/Outline 2 Workshop	Quiz 7 (Reading Analysis 3) Outline Essay 2
	Spring Break
	NO CLASSES 4/4-4/10/15
	Week 9
4/16	Kite Runner: Chapters 24-25, pp. 311-372 The Ethics of What We Eat:  Preface, pp. v-viii & Introduction, pp. 3-12 Draft 2 Workshop	Quiz 8 (Reading Analysis 3) Rough Draft of Essay 2
	Week 10
Thurs. 4/23	Patterns for College Writing: Ch. 16 – Finding and Evaluating Sources, pp. 705-710 The Ethics of What We Eat: Ch. 1-3, pp. 15-41 LIBRARY ORIENTATION	Quiz 9 Essay 2 due (Reading Analysis 4)
	Week 11
Thurs. 4/30	MLA Cheat Sheet Patterns for College Writing: Ch. 14 – Argumentation, pp. 525-533 The Ethics of What We Eat: Ch. 4-5, pp. 42-80 Ch. 6-8, pp. 83-110	Quiz 10 Reading Presentation Essay 2 due
	Week 12
Thurs. 5/7	Patterns for College Writing: Ch. 14 – Argumentation, pp. 533-550 The Ethics of What We Eat: Ch. 9-10, pp. 111-150 **Last day to drop classes with a “W” is May 7 (in-person) and May 10 (online) Homework: Come to next class with a list of good sources you've found and with a completed outline.	Quiz 11 Research Proposal Handout: MLA Choose research prompt, begin work  (Reading Analysis 5)
	Week 13
Thurs. 5/14	The Ethics of What We Eat: Ch. 11-12, pp. 151-183 Review source lists in workshop Come to class with a completed or near-completed outline	Quiz 12 Come to class with a list of good sources (at least those you've found so far) and with your outline, be ready to share.
	Week 14
Thurs. 5/21	Patterns for College Writing: Ch. 17 – Integrating Sources and Avoiding Plagiarism, pp. 711-721 The Ethics of What We Eat: Ch. 13-15, pp. 187-230  Finish your research paper	Quiz 13  Bring research paper rough draft - share your progress and questions (Reading Analysis 5)

	Week 15
Thurs. 5/28	The Ethics of What We Eat: Ch. 16-17, pp. 231-269 Ch. 18. pp. 270-284 Research Paper Draft Workshop LAST TEST OF SEMESTER	Quiz 14 Research paper rough draft due (Reading Analysis 5)
	Finals Week
Thurs. 6/4	Email me your final paper. Also, post it to turnitin.com	Research paper due