Im Sorry The Public Apology and The Apology Tour Articles Essay Writing Assignment One: The Classical Argument Argument Synthesis You will read several a

Im Sorry The Public Apology and The Apology Tour Articles Essay Writing Assignment One: The Classical Argument

Argument Synthesis

You will read several apologies presented by powerful businessmen of today. The apologies you will read are:

“I’m Sorry” by Mark Zuckerberg Facebook

“The Public Apology” by Kevin Johnson Starbucks

“The Apology Tour” by Timothy Sloan Wells Fargo

“The Apology” by Rick Smith Equifax

Which of the four speakers do you think presents the most compelling apology?

Write an argumentative essay (synthesis essay) in which you make a case for the speaker who you think makes the most effective apology. Consider each speaker’s use of pathos, logos, ethos when making your determination. You will use all of the speakers’ remarks to compose your synthesis.

Your argumentative essay should be two-three pages in length and should be written for an audience who is familiar with the speakers, their companies, and their apologies. Organize your essay so that it is easy to follow and establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. Begin by introducing the topic and argument. Develop your argumentative essay with claims and counterclaims that are grounded in evidence from the four texts listed above. Be sure to use transitions that help link major sections of the text and clarify the relationships between and among claims, counterclaims, reasons, and evidence. Use the conventions of Standard English and maintain a formal style.

The paper should be formatted in APA format.

Answer the questions below to plan your essay. Your answers will be collected but not graded. After you have written your essay, answer the Step Back questions. Your answers to the Step Back questions will also be collected but not graded.

Understanding the Assessment Task: As a way to examine the task and its directions, answer these questions:

Looking back over the task, what will you need to do first, second, third, etc., to fully address the task in your response?
Who are you writing for and how can you select and explain evidence from the text to suit the audience who will read this assessment?

Step Back After Completing the Task:

In ten words or less, what did you include in your response that makes it complete, thoughtful, and accurate?
When faced with a difficult part of the task, what did you do to overcome the difficulty?
What more did you learn about the text by completing the assessment task? Rubric for the Assessment of the Argumentative Essay
4
3
Points
2
1
Well-developed introductory
paragraph contains detailed
background information, a clear
explanation or definition of the
problem, devices to create interest,
and a well-formed, properly placed
thesis statement.
Introductory paragraph
contains some background
information, a technique for
creating interest, and states
the problem, but does not
explain using details. States
the thesis of the paper.
Introduction states the thesis but
does not adequately explain the
background of the problem nor
does the writer attempt to create
interest. The problem is stated, but
lacks detail.
Thesis and/or problem is
vague or unclear. Writer
does not attempt to create
interest. Background
details are a seemingly
random collection of
information, unclear, or
not related to the topic.
MAIN POINTS
Body
Paragraphs/Clear
Major and Minor
Premise(s)
Textual Evidence
Refutation
Three or more main points are well
developed with supporting details.
Refutation paragraph acknowledges
the opposing view and argues it
logically. It is obvious that a plan
was developed to create sound,
logical development.
Three or more main points are
present but may lack detail
and development in one or
two. Refutation paragraph
acknowledges the opposing
view, but does not present
sound counterpoint. Overall,
the paper is logically
developed.
Three or more main points, but all
lack development. Refutation
paragraph missing and/or vague.
There are one or two examples that
are not sound, logical argument.
Paper itself is repetitious,
contradictory, or shows lack of
organizational planning.
Fewer than three main
points, with poor
development of ideas.
Refutation missing or
vague. Obvious lack of
sound, logical argument
throughout. There are
many examples of poor
organizational planning.
____
CONCLUSION
Conclusion summarizes the main
topics without repeating previous
sentences; writer’s commentary
and suggestions for change are
logical and well thought out.
Conclusion summarizes main
topics. Some suggestions for
change are evident.
Conclusion summarizes main
topics, but is repetitive. No
suggestions for change and/or
commentary are included.
Conclusion does not
adequately summarize the
main points. No
commentary or
suggestions for change are
included.
____
Research Style
Signal phrases are
used to introduce
quoted material.
Citations are
formatted for the
required research
style (APA) Quotes
are explained
accurately and
thoroughly.
Source material is smoothly
integrated into the text. All
sources are accurately documented
in the desired format on the Works
Cited page.
Source material is used. All
sources are accurately
documented, but a few are not
in the desired format.
Source material is used, but
integration may be awkward. All
sources are accurately documented,
but many are not in the desired
format.
Lacks sources and/or
sources are not accurately
documented. Format is
incorrect for all sources.
Sentence structure is correct and
sentences are varied (beginnings,
lengths, structures). Diction is at a
college level or the appropriate
level for the audience. Punctuation,
spelling, and capitalization are
correct. No other mechanical errors.
Sentence structure is
generally correct. Some
awkward sentences do appear.
Sentences show some variety,
with an occasional (1 or 2)
repetition of sentence
beginnings or a number of
consecutive sentences of the
same length or type. Diction
is mostly at the college level,
with some examples of
unsophisticated or
poor/incorrect word choices.
There are one or two errors in
punctuation,
spelling, capitalization and/or
Work contains some sentence
errors (2 or 3) and grammatical
errors. There are three or four
errors in punctuation, spelling,
capitalization, and/or other
mechanics. Many consecutive
sentences begin with the same
words, are of the same length or
the same sentence construction.
Diction is very elementary and
lacks flair.
Work contains multiple
incorrect sentence
structures (more than 3).
There are more than 4
errors in punctuation,
spelling, capitalization,
and/or other mechanics.
Diction is elementary and
often writing is awkward
due to many examples of
poor/incorrect word choice.
INTRODUCTION
Background/History
Clear Claim/Stance
Thesis Statement
MECHANICS AND
STYLE
Sentence Structure
Punctuation
Capitalization
Spelling
Diction/Voice
Sentence
Variety
____
____
____
other mechanics.
Total—->
Other Comments
Grade Equivalents:
A = 20-18 (100 – 90)
GRADE:
B = 17-16 (89 – 80)
C = 15-14 (79 – 72)
D = 13-12 (69 – 60)
____
For each grammatical error found, points will be deducted per the number of infractions.
Fragments
Comma
Splices
Fused
Sentence
Person
Shifts
Pronoun
Error
Word
Choice
Error
Tense
Shift
Spelling
Error
1-2
3-4
5+
Apostrophe
Error
PronounAntecedent
Agr. Error
Comma Error
Modification
Error
Parallelism
Error
Faulty
Predication/
Lacks
Coherence
Subject-Verb
Agr.Error
Other
Punctuation or
Grammar Error
1-2
3-4
5+
F = 11 or below (59 – 0)
____
HOW TO WRITE: AP Rhetorical Analysis Paragraphs and Essays
Things you must know in order to accurately analyze a text:
1. SOAPS
2. Rhetorical Strategies
a. Appeals (ethos, logos, pathos)
b. Style (diction, syntax, details, imagery, tone, etc.)
3. Why did the author choose these strategies for the particular audience, occasion, and/or purpose?
a. This is the analysis part! Without this, you are merely summarizing the text.
b. Think about these questions:
i. HOW do the rhetorical strategies help the author achieve his/her purpose?
ii. WHY does the author chose those strategies for that particular audience and for
that particular occasion?
Once you’ve identified the information above, it’s time to begin putting your thoughts and ideas into a
format that proves you have accurately analyzed the text. There are many ways to write an effective
rhetorical analysis essay. Below is one way that is a good, simple format to help you get started. You may
find as you become more comfortable with analysis that you want to deviate from this format. That’s fine
as long as you are still focusing on numbers 1-3 from above.
Introduction
The introductory paragraph to an analysis essay is usually brief. However, it must contain some essential
information.
Put SOAPS in your introduction and follow this format:
FORMAT:
1. Speaker, Occasion, and Subject
(Writer’s credentials), (writer’s first and last name), in his/her (type of text), (title of text), (strong
verb – see list at end of this handout) (writer’s subject).
2. Purpose
(Writer’s last name)’s purpose is to (what the writer does in the text).
3. Audience
He/she adopts a[n] (adjective describing the attitude/feeling conveyed by the writer) tone in order
to (verb phrase describing what the writer wants readers to do/think) in his/her (intended
audience).
EXAMPLE:
Novelist, Amy Tan, in her narrative essay, “Fish Cheeks,” recounts an embarrassing Christmas Eve
dinner when she was 14 years old. Tan’s purpose is to convey the idea that, at fourteen, she wasn’t able to
recognize the love her mother had for her or the sacrifices she made. She adopts a sentimental tone in
order to appeal to similar feelings and experiences in her adult readers.
Body
This is the analysis part! This is where you include a detailed explanation of strategies used by the writer.
When writing an analysis, it is crucial that you work chronologically through the text. This means that
you start at the beginning of the text and work your way through it by discussing what the writer is saying
and the effectiveness of the strategies he/she is using at the beginning, middle, and end of the text.
Sometimes this means that you will discuss each paragraph (one at a time), and sometimes this means
that you will divide the text into sections and discuss the beginning, middle, and end of the text. Whether
you discuss each paragraph or each section depends on the length and organization of the text itself.
To help you move chronologically through the text, there are transition words you can use. A few of
them are listed below:
Begins
opens
closes
contrasts
Shifts to
juxtaposes
ends
moves to
Every analysis paragraph MUST:
• Identify the part of the text you are analyzing by using transition words and strong verbs to
explain what is being said.
• Identify the strongest rhetorical strategies used in that particular section. This includes
incorporating specific text examples (exact words from the text – see last page of this handout
for proper format) into your own words. Do NOT try to discuss every strategy the writer uses;
pick the strongest!
• Clearly and specifically explain how the rhetorical strategies are used to help the writer achieve
his purpose and reach his audience.
• The above items must be woven together seamlessly into one sophisticated paragraph of the
body of your analysis essay. A sample format is below:
FORMAT and EXAMPLE [from Pres. Reagan’s speech after the space shuttle Challenger explosion in
the 1980s]:
1. The first sentence identifies which section of the text you are discussing and the main idea of that
section.
(Writer’s last name) (transition word) his/her (type of text) by (strong verb) that (main idea of this
section of the text).
Reagan begins his tribute to the Challenger astronauts by acknowledging that the shuttle accident
has appropriately postponed his planned State of the Union address and by expressing the depth
of his and his wife’s personal grief.
2. The second sentence conveys the writer’s support for the main idea by identifying and providing
a specific example for one rhetorical strategy used by the writer. [This sentence is repeated if you
want to discuss more than one rhetorical strategy.]
He appeals to the mournful emotions of the audience by admitting that he and Nancy are “pained
to the core” (3), that today is rightfully a “day for mourning and remembering” (2-3), and that the
accident is “truly a national loss” (4).
3. The third sentence explains how the rhetorical strategies you discussed in the previous sentences
help the writer achieve his purpose by using an in order to statement.
He joins in this time of mourning in order to unify the nation and humbly admit that “we share
this pain with all of the people of our country” (4).
4. The fourth sentence identifies the effect of the writer’s use of these rhetorical strategies on the
audience.
This outpouring of emotion from the president conveys a calming tone that reassures the Nation
that their grief is both understandable and proper.
Put it all together and this is what one paragraph of the body of a rhetorical analysis essay might
look like:
Reagan begins his tribute to the Challenger astronauts by acknowledging that the shuttle accident has
appropriately postponed his planned State of the Union address and by expressing the depth of his
and his wife’s personal grief. He appeals to the mournful emotions of the audience by admitting that
he and Nancy are “pained to the core” (3), that today is rightfully a “day for mourning and
remembering” (2-3), and that the accident is “truly a national loss” (4). He joins in this time of
mourning in order to unify the nation and humbly admit that “we share this pain with all of the people
of our country” (4). This outpouring of emotion from the president conveys a calming tone that
reassures the Nation that their grief is both understandable and proper.
Conclusion
The conclusion is probably the easiest part. Be brief. In one-two sentences, simply remind your reader of
the things you said in the introduction.
****************************************************
Strong vs. Weak Verbs
To help you move away from summary and toward ANALYSIS, you need to begin to incorporate strong
verbs into your writing when discussing the writer’s rhetorical choices. Below is a list of verbs that are
considered weak because they imply summary and a list of verbs that are considered strong because they
imply analysis. Strive to use the stronger verbs in your essays to help push yourself away from summary
and toward analysis: “The writer flatters…” NOT “The writer says…”
says
this quote shows
implies
suggests
compares
emphasizes
defines
relates
explains
trivializes
denigrates
vilifies
demonizes
ridicules
WEAK VERBS (Summary)
goes on to say
tells
states
shows
STRONG VERBS (Analysis)
flatters
qualifies
lionizes
dismisses
praises
supports
establishes
admonishes
minimizes
narrates
processes
analyzes
enumerates
expounds
lists
describes
questions
contrasts
argues
warns
Powerful and meaningful verbs to use
in your analyses
Alternatives to “show”
Acknowledge
Address
Analyze
Apply
Argue
Assert
Augment
Broaden
Calculate
Capitalize
Characterize
Claim
Clarify
Compare
Complicate
Confine
Connect
Consider
Construct
Contradict
Correct
Create
Convince
Critique
Declare
Deduce
Defend
Demonstrate
Deny
Describe
Determine
Differentiate
Disagree
Discard
Discover
Discuss
Dismiss
Distinguish
Duplicate
Elaborate
Emphasize
Employ
Enable
Engage
Enhance
Establish
Evaluate
Exacerbate
Examine
Exclude
Exhibit
Expand
Explain
Exploit
Express
Extend
Facilitate
Feature
Forecast
Formulate
Fracture
Generalize
Group
Guide
Hamper
Hypothesize
Identify
Illuminate
Illustrate
Impair
Implement
Implicate
Imply
Improve
Include
Incorporate
Indicate
Induce
Initiate
Inquire
Instigate
Integrate
Interpret
Intervene
Invert
Isolate
Justify
Locate
Loosen
Maintain
Manifest
Manipulate
Measure
Merge
Minimize
Modify
Monitor
Necessitate
Negate
Nullify
Obscure
Observe
Obtain
Offer
Omit
Optimize
Organize
Outline
Overstate
Persist
Point out
Possess
Predict
Present
Probe
Produce
Promote
Propose
Prove
Provide
Qualify
Quantify
Question
Realize
Recommend
Reconstruct
Redefine
Reduce
Refer
Reference
Refine
Reflect
Refute
Regard
Reject
Relate
Rely
Remove
Repair
Report
Represent
Resolve
Retrieve
Reveal
Revise
Separate
Shape
Signify
Simulate
Solve
Specify
Structure
Suggest
Summarize
Support
Suspend
Sustain
Tailor
Terminate
Testify
Theorize
Translate
Undermine
Understand
Unify
Utilize
Validate
Vary
View
Vindicate
Yield
Analyzing DICTION
Diction is simply the words the writer chooses to convey a particular meaning.
When analyzing diction, look for specific words or short phrases that seem stronger than the others (ex.
Bragg’s use of slingshot instead of travel). Diction is NEVER the entire sentence!
Also, look for a pattern (or similarity) in the words the writer chooses (ex. Do the words imply sadness,
happiness, etc?). This pattern helps to create a particular kind of diction.
This pattern can also include repetition of the same words or phrases. Repeating the same word or phrase
helps the reader emphasize a point, feeling, etc.
Effective diction is shaped by words that are clear, concrete, and exact. Good writers avoid words like
pretty, nice, and bad because they are not specific enough. Instead, they rely on words that invoke a
specific effect in order to bring the reader into the event being described.
Examples:
A coat isn’t torn; it is tattered.
The US Army does not want revenge; it is thirsting for revenge.
A door does not shut; it thuds.
Diction depends on subject, purpose, occasion, and audience.
The subject often determines how specific or sophisticated the diction needs to be. For example,
articles on computers are filled with a specialized language: e-mail, e-shopping, web, interface.
Many topics generated special vocabularies to convey meaning.
The writer’s purpose – whether to persuade, entertain, inform – partly determines diction. Words
chosen to impart a particular effect on the reader reflect the writer’s purpose. For example, if an
author’s purpose is to inform, the reader should expect straightforward diction. On the other hand,
if the author’s purpose is to entertain, the readers will likely encounter words used in ironic,
playful, or unexpected ways.
Diction also depends on occasion. Formal diction is reserved for scholarly writing and serious
texts. Informal diction is often used in narrative essays and newspaper editorials.
Colloquial diction and slang are typically used to capture the language of a particular time frame
or culture.
Finally, the type of diction a writer uses depends on the audience (readers, listeners). An author
who uses sophisticated diction knows he is writing for an intelligent audience. An author who
uses more informal diction knows he is writing for an audience of varied intelligence.
When you are writing an essay in which you are analyzing the diction of the writer:
Avoid saying: “The writer used diction…” – since this is obvious (diction IS the words on the
page; without them, the page would be blank ).
Instead, say: “The writer creates a ______________ diction through the use of…” OR “The
language of the text is ___________________.”
Below are just a few words that you may use to describe the type of diction used by the writer.
You may want to add words to this list or circle the ones you use frequently.
abstract
academic
ambiguous
biting
bombastic
brusque
cacophonous
casual
caustic
concrete
colloquial
colorful
common
connotative
cultured
crisp
curt
denotative
detached
divisive
emotional
esoteric
euphemistic
euphonious
everyday
exact
fanciful
flowery
figurative
folksy
formal
grandiose
idiomatic
inflammatory
inflated
informal
insincere
jargon
learned
loaded
lyrical
melodious
monosyllabic
nostalgic
obscene
obscure
offensive
ordinary
ornate
passionate
patriotic
pedantic
picturesque
plain
poetic
political
polysyllabic
precise
pretentious
provincial
romantic
scholarly
sentimental
shocking
sincere
slang
subdued
symbolic
tame
technical
trite
unifying
uppity
vague
vulgar
literal
Analyzing SYNTAX
Syntax refers to the way words are arranged within sentences.
Schemes
One aspect of syntax is schemes. Most English sentences follow a subject-verb-object pattern
(ex. I went to the store.) Deviating from this pattern can serve to add emphasize to the author’s
ideas. [See the scheme section of your Style handout for different ways authors can change the
pattern of their sentences.]
Sentence Length
Another aspect of syntax is sentence length. Good writers will use a variety for emphasis.
• Short sentences – imply straightforward
• Long sentences – imply descriptive, detailed
Sentence Type
A third aspect of syntax is sentence type. Again, good writers use a variety.
• Simple: subject-verb (I went to the store.)
• Compound: 2 independent clauses joined by a conjunction (I went to the store, and I
bought candy.)
• Complex: independent clause and dependent clause (While traveling to the store, I saw
my friend.)
• Compound-complex: 2 independent clauses and one or more dependent clauses (While
traveling to the store, I saw my friend, and she gave me money for candy.)
•
•
•
•
Declarative: statement (I went to the store.)
Exclamatory: strong feeling (What a wonderful candy store!)
Interrogative: question (Is this a store?)
Imperative: command (Go to the store.)
Punctuation
A final aspect of syntax is punctuation. Yes, good writers use a variety here too.
•
Semicolon(;) gives equal weight to two or more independent clauses in a sentence.
Writers use this to reinforce parallel ideas and show how both ideas are equally important
•
Colon(:) directs the reader’s attention to the words that follow. Writers use this to show
the reader that the information after the colon is important.
•
Dash (-) marks a sudden change in thought or tone or sets off a brief summary
Analyzing TONE
Tone is the writer’s attitude or feeling about the subject of his text.
It is a special kind of rhetorical strategy because tone is created by the writer’s use of all of the
other rhetorical strategies.
• Diction & Tropes
• Syntax & Schemes
• Details & Lack of Details
When discussing an author’s tone, you must…
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