Rhetorical Analysis Audio visual essay

For the Rhetorical Analysis, you will choose ONE of the following options to complete this essay:
Option 1: Choose a speech* (i.e. public address, speech recorded on YouTube, awards speech, political speech, commencement speech, presidential address, TedTalk) that has been video taped. Your analysis will explore the effectiveness of the speech. The essay will analyze both the audio and visual aspects of the speech / speaker. As you analyze, you should comment on ethos, pathos, logos, kairos, and/ or elements of the SOAPStone method.
Option 2: Students may choose two video-taped speeches to compare / contrast and state which one is more effective. If students choose this option, the speeches must address the same topic. i.e. freedom, success, motivation, etc.)
Option 3: Students may choose a Song and its accompanying music video to write a rhetorical analysis on.
Option 4: A student may choose an Advertising Campaign to analyze for this essay.
Your essay will:
1. Offer a rhetorical analysis of the chosen item depending on which option above is selected. The thesis should clearly identify your overall impression of the effectiveness or ineffectiveness of the item’s argument or message.
2. Address the writer’s / speaker’s uses of Logos, Ethos, Pathos, and/or Kairos (or use SOAPSTone method when appropriate).
3. Address the historical context of the speech, song, ad campaign, or chosen item.
4. Identify the audience (s) targeted and / or reached.
5. Analyze the visual cues used (i.e. body language, visual aides, facial expressions, etc.)
6. The essay should be at least 4 FULL pages in length but no more than 6.
7. When the item is summarized, paraphrased, or quoted, IN-TEXT citations are necessary and must be correctly incorporated. Remember to use the ICE method.
8. The item being analyzed must have a corresponding bibliographic citation on the Works Cited page.
9. Outside / Additional resources may be used to discuss historical context, audience, reactions, or ethos, pathos, and logos.
10. Any additional sources must be properly cited with in-text citations and bibliographic citations (on the works cited page).
11. The essay must be in MLA format: MLA heading; headers with last name and page numbers; a title; one inch margins; each new paragraph indented; double spacing with NO extra space between paragraphs, heading, or title; in-text citations (MLA 8th edition); Works Cited page (MLA 8th edition)
12. Essay should be predominantly in 3rd person, may use 1st person, but must not be in 2nd person (you / your). Instances of 2nd person will result in a loss of points in the Grammar / Mechanics/ Style category on the rubric.
I will post a list of possible speeches that can be used. Students may also want to check YouTube or TedTalks. Students may also use Button Poetry. Music videos can easily be found on VEVO or YouTube as can Advertising Campaigns.
Remember that KnightCite is a great citation generator!
Rubric
FALL 2021 ENGL 1025 COMMON ESSAY WITH SOURCES RUBRIC
FALL 2021 ENGL 1025 COMMON ESSAY WITH SOURCES RUBRIC
Criteria Ratings Pts
This criterion is linked to a Learning Outcome Assignment Fulfillment / Follows Directions
Genre means “type of composition.” This refers to aim, style, organization, technique, or form.
20 to >18.0 pts
A (Exceptional)
Essay exceeds the minimum requirements but does not exceed the maximum page/word count. Essay is correctly formatted per rules of MLA with NO errors. Essay uses sources when required. The composed essay showcases the genre’s key elements while employing high levels of critical thinking skills. Essay is properly submitted, is original, and is submitted in a timely fashion.
18 to >16.0 pts
B (Above Average)
Essay follows the provided directions and meets/exceeds the minimum page/word count requirements. Essay is correctly formatted per directions with almost no errors. Essay uses sources when required. Essay meets the genre requirements and demonstrates a clear understanding of the genre while showing critical thinking skills. Essay is properly submitted, is original, and is submitted no later than the deadline.
16 to >14.0 pts
C (Average)
Essay follows the provided directions and meets minimum page/word count requirements. Essay is correctly formatted per directions with few to no errors. Essay uses sources when required. Essay meets the genre requirements provided in the assignment directions (i.e. argument / analysis / etc.) Essay is properly submitted and is original (not purchased, plagiarized, or re-used) Essay is submitted no later than 5 days after the deadline.
14 to >10.0 pts
D (Below Average)
Essay does not meet the minimum requirements but attempts to follow directions. Possible problems: page count not met, formatting errors, font rules ignored, spacing issues, assignment does not represent the required genre, etc. Essay uses sources when not allowed or does not use sources when required. Essay is submitted more than 5 days after the deadline but before 15 days after the deadline.
10 to >0 pts
F (Unacceptable)
Essay does not meet minimum requirements for length and formatting. Essay does not represent the required genre at all. Essay not submitted Essay is plagiarized which includes but is not limited to: purchasing a paper, collusion, re-using/ recycling a paper, or using sources without appropriate documentation. Essay is submitted more than 15 days after the deadline.
20 pts
This criterion is linked to a Learning Outcome Thesis
A thesis is a short statement (usually one sentence) that states the controlling idea or main claim of an essay.
20 to >18.0 pts
A (Exceptional)
Thesis is clear and concise while offering a controlling idea for the essay. Thesis follows the conventions of the genre while offering a complex and thought-provoking argument or commentary (dependent on genre)
18 to >16.0 pts
B (Above Average)
Thesis is clear and concise while offering a controlling idea for the essay. Thesis follows the conventions of the genre and offers a direct and well-thought out argument or commentary (dependent on genre)
16 to >14.0 pts
C (Average)
Operating as a controlling idea for the essay, the thesis makes an argument or offers commentary dependent on the genre but is simplistic and/or formulaic.
14 to >10.0 pts
D (Below Average)
The thesis is unclear, unspecific, or hard to determine. While a thesis may be present, it may not follow the conventions of the genre or may not offer a controlling idea.
10 to >0 pts
F (Unacceptable)
No clear thesis is present. There is no real controlling idea present. A lack of thesis leads to an unclear essay.
20 pts
This criterion is linked to a Learning Outcome Structure
Refers to how an essay “looks” and is organized depending on the genre of the essay.
20 to >18.0 pts
A (Exceptional)
The sequence of ideas and transitions are seamless and fluid. Introduction is quick to capture reader interest and strongly orients the reader; body paragraphs are clearly focused and cohesive; conclusion illuminates the central idea and provides sophisticated, thought-provoking, and convincing analysis into the larger implications and/or significance. The essay is tightly unified around one clear argument.
18 to >16.0 pts
B (Above Average)
The sequence of ideas and transitions are effective. Introduction engages and orients the reader; body paragraphs are focused and cohesive; topic sentences are strong; conclusion illuminates the central idea and explores the larger implications and/or significance. The essay is unified around one clear argument.
16 to >14.0 pts
C (Average)
The sequence of ideas is functional but may have abrupt or illogical shifts. Introduction attempts to engage and orient the reader; body paragraphs are focused but lack cohesion; topics sentences are functional; conclusion reiterates the purpose and major points of the essay but is formulaic. The essay is loosely unified around one clear argument but there are gaps.
14 to >10.0 pts
D (Below Average)
Essay has no clearly defined or apparent organization. Introduction fails to engage or orient the reader; body paragraphs lack focus or cohesion; there are no topic sentences; conclusion is abrupt or not evident. The essay is not unified around one clear argument.
10 to >0 pts
F (Unacceptable)
Essay is not organized or may not have appropriate paragraphing. Introduction is unclear and does not answer the topic or match the genre. Paragraphs do not support topics or enhance the readers’ understandings. The essay has no true focus.
20 pts
This criterion is linked to a Learning Outcome Development / Support
Refers to the ideas examined that support the provided thesis. Refers to evidence and examples within the essay used to support the thesis.
20 to >18.0 pts
A (Exceptional)
Body paragraphs are consistently fair, reasonable and logical. Body paragraphs offer focused, richly developed, sophisticated, original, and convincing analysis of relevant evidence. Body paragraphs offer strong and convincing support in the form of evidence and/or detailed examples. Examples logically support the points made and logically connect to the thesis.
18 to >16.0 pts
B (Above Average)
Body paragraphs are mostly fair, reasonable and logical. Body paragraphs offer focused, convincing and somewhat original analysis of relevant evidence. Body paragraphs offer somewhat original evidence and detailed examples. Examples support the points made and demonstrate a clear connection to the thesis thought that connection may be simplistic in nature.
16 to >14.0 pts
C (Average)
Body paragraphs contain some well-reasoned points but are sometimes illogical or contradictory. Body paragraphs offer some level of evidence and analysis which at times may be too general. Examples provided may be at times general and not developed with clear details. Examples support the points generally but connections to the thesis may be loosely made or suggested.
14 to >10.0 pts
D (Below Average)
Body paragraphs contain illogical reasoning. Body paragraphs contain summaries or generalizations that lack relevant supporting evidence and analysis. Examples may rely too much on generalizations or over-simplifications of ideas. Examples show an attempt at supporting the thesis but connections may not be clear.
10 to >0 pts
F (Unacceptable)
Body paragraphs rely heavily on illogical reasoning. Body paragraphs may rely too heavily on quoted, summarized, or paraphrased outside materials. Very little original thoughts or ideas are used to support the thesis. Body paragraphs may be disjointed with very little connection to the thesis or overall essay.
20 pts
This criterion is linked to a Learning Outcome Sentence Style / Audience / Tone
Refers to syntax (structure of sentences), sentence variety, audience (who the essay is written for), and tone (attitude of a piece of writing)
20 to >18.0 pts
A (Exceptional)
Chooses words for their precise meaning and uses an appropriate level of specificity. Sentence style fits paper’s audience and purpose. Sentences are varied, yet clearly structured and carefully focused, not long and rambling. Sentences are fluid and graceful. Sentences are joined logically to show relationships between ideas. Tone of essay is appropriate for audience and genre. Essay uses NO 2nd person (you/your). Essay relies heavily on third person; however, when first person is used, it is used to great effect.
18 to >16.0 pts
B (Above Average)
Generally uses words accurately and effectively, but may sometimes be too general. Sentences generally clear, well structured, and focused, though some may be awkward or ineffective. Sentences are joined logically to show relationships between ideas. The tone of essay is mostly appropriate for the audience and genre. Essay uses NO 2nd person (you / your). Essay uses mostly third person; however, it may rely on 1st person with some negative effects on the reader.
16 to >14.0 pts
C (Average)
Uses relatively vague and general words, may use some inappropriate language. Sentences are solid but sometimes choppy. Sentences could be joined more logically to show relationships between ideas. There is minimal sentence variety. The tone of the essay shows the writer’s connection to the audience but may falter at times. The essay uses 2nd person (you/your) but does not overly rely on 2nd person (you/your). Essay may use both 1st and 3rd person.
14 to >10.0 pts
D (Below Average)
May be too vague and abstract, or very personal and specific. Sentences are either overly simplistic or confusingly worded. Sentences are not joined logically to show relationships between ideas. There is a lack of sentence variety. The essay relies heavily on 2nd person and 1st person with little to no use of 3rd person.
10 to >0 pts
F (Unacceptable)
Usually contains many awkward sentences, misuses words, employs inappropriate language. No sentence variety and sentences are simplistic. Wording is confusing, and sentences have little to no logical connection. The essay may rely almost exclusively on 2nd and 1st person with little to no use of 3rd person.
20 pts
This criterion is linked to a Learning Outcome Grammatical Control
Grammar is controlled with spelling and punctuation used successfully
20 to >18.0 pts
A (Exceptional)
Strong, correct use of grammar, providing a near-seamless read. Almost completely error free. Few to no major spelling or punctuation errors.
18 to >16.0 pts
B (Above Average)
Effective use of grammar, with only minor errors. Minor errors may include spelling or punctuation but do not interfere with readability or understanding.
16 to >14.0 pts
C (Average)
Sentences that demonstrate grammatical control, with few serious errors. Errors rarely affect readability or understanding.
14 to >10.0 pts
D (Below Average)
A lack of grammatical control, with many distracting errors. Errors are often repetitive and interfere with readability at times.
10 to >0 pts
F (Unacceptable)
Constant, severe grammar errors that often affect readability and understanding.
20 pts
This criterion is linked to a Learning Outcome Documentation Skills
MLA format is required, including document design, quoting, and citation format. Essays with required sources MUST use MLA 9th edition in-text citations and Works Cited page.
***ONLY used when essay requires outside sources!!!
30 to >27.0 pts
A (Exceptional)
All sources incorporated and cited expertly using the conventions of MLA 9th edition. Relevant quotes, paraphrases and concepts from the sources are used to support and illustrate ideas are not only selected and skillfully integrated but demonstrate deep use of the sources.
27 to >24.0 pts
B (Above Average)
All sources incorporated and cited skillfully and effectively using the conventions of MLA 9th edition. Relevant quotes, paraphrases and concepts from the sources are used to support and illustrate ideas that are skillfully integrated.
24 to >21.0 pts
C (Average)
Essay uses the minimum number of sources. All or most sources cited correctly using the conventions of MLA 9th edition. Relevant quotes, paraphrases and concepts from the sources are used to support and illustrate ideas adequately.
21 to >15.0 pts
D (Below Average)
Sources used incorrectly or unclearly, and/or without proper citation. Essay may cite sources but does not follow the conventions of MLA 9th edition. Relevant quotes, paraphrases and concepts from the sources to support and illustrate ideas are missing or inadequate. Neglects to or weakly integrates quotes and paraphrases to support and illustrate ideas.
15 to >0 pts
F (Unacceptable)
No sources, sources used haphazardly, or plagiarized sources. Uses the wrong citation style completely!
30 pts

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