San Jose State University Rhetorical Analysis a New Apparel Design requirement : 1300 mini words one introduction ,five body paragraphs ,one conclusion dou

San Jose State University Rhetorical Analysis a New Apparel Design requirement : 1300 mini words one introduction ,five body paragraphs ,one conclusion double space .

each paragraph must have one rhetorical appeal or rhetorical strategy. five paragraphs must has both rhetorical appeal and rhetorical strategy.(for example :three paragraphs rhetorical rhetorical strategy and 2 paragraphs appeal)

rhetorical appeal: paths logos ethos

rhetorical strategy: definition ,description, narration, exemplification, comparison and contrast ,process analysis,cause and effect ,argument .

each body paragraph must follow the rules TEA( topic ,pivot and context, evidence ,analysis, return to the rhetorical method ) see the file below

below few files attach : one is example rhetorical analysis essay (the format must same match this example essay )

one definition rhetorical strategy

one definition rhetorical appeal

one example body paragraph structure (TEA)

the pic I chose already ,I will send the pic file in person .

one more thing ,please give me a draft or brief introduction before 11pm tonight due to my hw need post on discussion ,this draft introduction won’t be the final revision ,so only need draft introduction before today midnight . describes each group separately, but the writer must be very careful to describe each item according to the same
criteria. Two descriptions, however strong and interesting, do not constitute a comparison. Because each item is
discussed in a block, there will be only one essential transition between the items.
On the other hand, a point by point comparison demands very clear transitions, and lots of them, because each criterion
(not each group or item) is examined separately. This method allows for more in-depth exploration of the similarities
and differences and may be more appropriate when the writer wants to persuade the reader to accept an evaluation. A
whole essay based on the compare/contrast strategy usually will rely on this organization; each paragraph will examine
one criteria and one item. Clear transitions which indicate comparison include also, in the same way, likewise,
similarly. Contrasts are indicated by although, but, however, on the other hand, still, yet, nevertheless, in contrast.
Process analysis explores how a phenomena works. A basic cookbook recipe is a process analysis: a descriptive
chronology of the stages in the development of a controlling idea. Laboratory reports are also examples of process
analysis, as are many reports on scientific research. Observation papers in the social sciences may also be descriptions
of a process. Descriptions of or directions for technical procedures demand the use of process analysis. Historical
information is also often presented in this chronological order. Usually the writer must go beyond a mere blow-by-
blow narrative and use analytical skills to examine why each step is important to the process and to the final product. A
clear controlling idea is necessary; otherwise the reader is left wondering what the point was? The essay must be
unified by this thesis, and the transitions between steps need to keep the essay cohesive. If process analysis is used as a
secondary method of idea development, for example to explain the historical background of a topic, make sure that the
description of the process is pertinent to the controlling idea. Organized writers use strong signals of process analysis:
first, second, finally, before, after, meanwhile, as, since, when, then, at the same time.
Division and classification is an important rhetorical strategy when the writer wants to analyze and then group similar
items or divide one item up into parts. Classification examines more than one item and then separates the items into
groups according to their similarities on a specific principle or criteria. Critical thinkers rely on the power of
classification during the analysis of complex information. Research results may need to be classified before they can
be reported. A description or explanation may need to be divided up into useful categories so that the information is
organized and meaningful,
By breaking down the whole into manageable and useful parts, a thinker can reach more reliable conclusions. Division
breaks one item into meaningful parts and then examines the parts in relationship to the whole. Writing assignments
which call for analysis are often asking the writer to parse an idea, event, or text according to specific principles or
features. What these principles or features are depends on the discipline and the purpose of the analysis.
Analysis of Cause and/or Effect is a very effective method of idea development and organization which is necessary
in almost all rhetorical situations. The exploration of the causes of a phenomena demands that a writer critically
analyze the origins of that phenomena. Often, causal analysis is the focusing rhetorical pattern of an essay. Or a
significant part of an essay may be an examination of causes followed by an examination of effects. Or a writer
may
chose to focus on the analysis of effects with little mention of the original causes. An essay, a paragraph, or a point
may rely on this essential critical thinking strategy. Many essay examination questions are asking for analysis of cause
and effect. But many writers do not recognize when they need to use this rhetorical approach when more in depth
critical analysis needs to be developed.
Look for and use important indicators of cause and effect thinking: because, as a result, accordingly, therefore, so,
thus. Clarify the exact relationship between the ideas. Ask why, why, why when developing cause and effect
relationships. Cause and effect analysis is often used in conjunction with argumentation, so this rhetorical strategy is
fraught with danger. Test for faulty logical connections: when correlation or simultaneousness is mistaken for causality
or when there is insufficient evidence to support the causal relationship.
Arguments are an assertion about something debatable and a presentation of reasons and evidence in support of it. Often
arguments present a series of reasonable and truthful premises, or assertions, from which a logical conclusion can be
drawn. Sometimes counter arguments are presented, followed by rebuttals or a refutation against the counter argument.
Other times an argument might concede a strength in an opposing view (called a concession), but still offer other reasons
to adopt another view. Whole essays can be arguments, with a thesis supported by a variety of evidence developed by
other rhetorical modes (narration, exemplification, comparison and contrast, cause and effect, etc.), but individual
paragraphs and sentences can also be identified as argumentative in mode, often by the use of joining words, or words that
signal logical relationships between ideas: because, since, while, although, though, despite, therefore, thus, consequently,
etc. These words and others signal to readers how to reason through the ideas and to accept the writer’s view.
Aristotelian Appeals: Logos, Ethos, and Pathos
Whenever you read an argument you must ask yourself, “Is this persuasive? If so, why? And to whom?” There are many ways to appeal to an audience.
Among them are appealing to logos, ethos, and pathos. These appeals are identifiable in almost all arguments.
To Appeal to LOGOS
(logic, reasoning)
To Develop or Appeal to ETHOS
(character, ethics)
To Appeal to PATHOS
(emotion)
the argument itself, the reasoning the author uses;
logical evidence
: how an author builds credibility & trustworthiness
: words or passages an author uses to activate emotions
Types of LOGOS Appeals
Ways to Develop ETHOS
Types of PATHOS Appeals
Theories / scientific facts
Indicated meanings or reasons (because…)
Literal or historical analogies
Definitions
Factual data & statistics
Quotations
Citations from experts & authorities
Informed opinions
Examples (real life examples)
Personal anecdotes
Author’s profession/background
Author’s publication
Appearing sincere, fair minded, knowledgeable
Conceding to opposition where appropriate
Morally / ethically likeable
Appropriate language for audience and subject
Appropriate vocabulary
Correct grammar
Professional format
Emotionally loaded language
Vivid descriptions
Emotional examples
Anecdotes, testimonies, or narratives about
emotional experiences or events
Figurative language
Emotional tone (humor, sarcasm,
disappointment, excitement, etc.)
Effect on Audience
Effect on Audience
Effect on Audience
Evokes a cognitive, rational response. Readers get
a sense of, “Oh, that makes sense” or
“Hmm, that really doesn’t prove anything.”
Helps reader to see the author as reliable, trustworthy,
competent, and credible. The reader might respect
the author or his/her views.
Evokes an emotional response. Persuasion by emotion.
(usually by evoking fear, sympathy, empathy, and/or
anger)
How to Talk About It
How to Talk About It
How to Talk About It
The author appeals to logos by defining relevant
terms and then supports his claim with numerous
citations from authorities.
Through his use of scientific diction, the author
builds his ethos by demonstrating expertise.
When referencing 9/11, the author is appealing to pathos.
Here, he is eliciting both sadness and anger from his
readers.
Statistics and expert testimony
are convincing logical appeals.
The author develops her ethos by demonstrating to
readers that she is sympathetic to the struggles
minorities
face.
The author’s description of the child with cancer was a
very persuasive emotional appeal.
Paragraph Structure, Development, Content
1. Topic: Identifies specific rhetorical method and gives definition or use
2. Pivot and Context: Pivots to article being analyzed and points to author’s specific use of strategy
in their article, providing context/background details to show the relevance of strategy to author’s
argument/point
3. Evidence: Gives a quote to illustrate rhetorical method as used
4. Analysis: Usefulness of method for author’s argument to reader
5. Return to rhetorical method about its efficacy/usefulness for readers and writers
Con parassion and contrase
CE
Directions: Use brackets and numbers to section off the different purposes of the sentences below.
Comparison and contrast is one of the rhetorical strategies that an author often uses to
illustrate one thing in terms of another. This strategy can be used as evidence in arguments to
convince an audience to agree with the author’s point of view. To do so, the author simply
presents the similarity of two different items and then focuses on the difference between them
to help the reader development judgement. In their article, Eltorai et al. have shown a 2007 study
Tivot
of prostate cancer and endometriosis treatment that compared the two drug delivery methods of
“vivo via microchip reservoirs” with the “subcutaneous injection” (3). Within the study the
authors state that “the pharmacokinetics of the two delivery methods were indeed comparable,
yet the microchip method offered greater control over serum drug” (This comparison helps
the reader to recognize the advantage of microchips’ delivery method compared to the older
injection method. The comparison also apprises the reader that the results of two methods are
similar; therefore, the microchip with the advantage of “control” should be the better treatment
option. In another example, Eltorai et al. also concluded the similar results from comparison of
two different BCNU delivery methods: “homogenous polymer wafer” and the microchip (4). The
authors then further illustrate the advantage of microchips: the microchips allow for
“applications within chronic conditions such as brain cancer, in which continuous and controllable
local drug delivery to a difficult-to-access anatomical location is desired” (4). This compare and
contrast strategy from the authors informs the reader of additional advantages that the
microchip can offer, and the comparison of another research shows no significant difference in
results of treatment. Therefore, it is obvious that including the comparison of similarity and focus
on the difference can support the authors’ opinion in the article, and then convince or help the
reader to make a judgement in favor of the authors’ argument.
Rhetorical Strategies of Idea Development and Organization: Montana State University Writing Center
Helen Hadley Porter
Retrieved on Feb. 15, 2020 from http://wwwl.english.montana.edu/wc/Information/rhetorical-strategies
Rhetoric is the study of effective thinking, writing, and speaking strategies; rhetoricians analyze and evaluate what
works and what does not work in a specific context. Composition and rhetoric studies writing contexts, how texts are
created, how texts interact, and what features make up an effective written text. To be effective, a text must be
developed and organized with a clear context and purpose in mind. Writers must first recognize the rhetorical context;
the writing situation, and the purpose their text will serve in this particular context. Writers then need to articulate this
purpose and choose specific rhetorical strategies which will achieve it. Depending on the writing context and the
writer’s thinking style, many writers draft first, then analyze their strategies. Other writing situations demand that
writers plan first, then execute their strategies. All writers check and recheck their thinking strategies as they revise
their work.
Narration is storytelling and is frequently paired with specific and concrete description in essays with an expressive
purpose. An autobiographical, writer-focused, or personal experience essay will basically be a descriptive narrative
with event, character, and setting developed with specific sensory details. It may be written in the first or third person
point of view, in the past or present tense, and in chronological or non-chronological order. It may contain dialogue or
be written in a conversational or non-standard voice. An introductory paragraph written to capture the reader’s interest
may be a descriptive narrative. An example used to support an idea may be a descriptive narrative too.
Description is present in all strong writing because it provides the significant details which explain ideas. Action
verbs, sharp adjectives and adverbs, and precise nouns create powerful details. These concrete details are the force that
carries the more abstract ideas, careful word choice and sentence structure are crucial elements of descriptive writing,
Strong description relies on sensory details—what we see, hear, taste, smell, and feel to create an impression the
reader can experience.
Exemplification is the use of examples to explain or elaborate an idea. An essay cannot be just a series of examples;
the examples must be unified by a controlling idea. Paragraphs are often developed examples which illustrate a point.
But no example can replace logic and evidence; it can only serve to elaborate or clarify a point. Strong writers use
examples in all rhetorical situations and within all other rhetorical strategies regardless whether the purpose is to
express, inform, or persuade. Examples can help explain definitions, comparisons, processes, classification groupings,
and causal relationships. One common use of example is as a vivid and exciting introductory attention-getter.
Transitional devices which signal exemplification include for instance, in fact, specifically, to illustrate, such as, for
example.
Definitions are necessary to clarify abstractions, explain unfamiliar terms, or distinguish one idea from another similar
idea. A short essay may be an extended definition using other rhetorical strategies to develop the main concept. A
paragraph’s purpose may be to define an idea. A term can usually be defined briefly. But avoid the use of the clichéd
according to Webster’s definition. Definitions should create meaning, not just report undigested information. Other
rhetorical strategies such as exemplification, classification, and comparison are necessary when creating a richly
detailed definition,
Comparison and Contrast are methods of organizing and developing ideas and often serve as an essay’s primary
rhetorical strategy. Many assignments, whether they are essay exam questions or essay prompts, demand that the
writer explain two or more ideas, one in terms of the other. Comparisons examine similarities; contrasts examine
differences. Both thinking strategies may be used, or a writer may chose to look at only one. Comparisons such as
analogies help to clarify complex ideas. Comparisons such as metaphor and simile help to create description with
figurative language. Contrasts on specific criteria often aid in supporting evaluative judgments.
The organization of a compare/contrast essay necessitates very careful planning. There are two methods of structure:
the side by side (block) method and the point by point (alternate or back and forth) method. The side by side method
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