Fluent Essays

(THIS IS NEEDED BY 7AM Central Daylight Time Time zone in Chicago, IL (GMT-5) IT IS Tuesday, October 5, 2021, 10:12 PM RIGHT NOW ) PLS DO NOT BID IF YOU CANT MAKE THE DEADLINE  It is based on the first file of the source analysis prompt in accord with my research question thats given in the explanatory file. This is a source analysis  for my research question answering the prompt. Both files might need to be read to get the idea. Source Analysis Prompt Source Analysis Essay 1250 words, 10\% of course grade First draft due: Week 7   Course Learning Objectives Assessed 1. Identify and explain the role rhetorical appeals and the rhetorical triangle can play in non-fiction print and/or multimodal texts. 4. Locate, accurately cite (through summary, paraphrasing, and quoting) and critically evaluate primary and secondary sources. 5. Demonstrate knowledge of writing as a process, including consideration of peer and/or instructor feedback, in one or more pieces of writing from initial draft to final revision. Purpose So far, we have discussed and analyzed rhetorical appeals in the context of both textual and visual rhetoric. This essay asks you to apply those skills to two argumentative texts of your choosing about your research topic, and to make an argument about how your selected texts communicate rhetorically to appeal to their intended audiences. Not only will this assignment help you hone your analytical and close reading skills, but it will also help you think about the importance of considering context and audience in your own writing. One of the first major steps in building on your skills as a writer is becoming conscious and aware of how arguments are made and what makes them persuasive. This will help you improve your ability to deliberately incorporate effective rhetoric into your own writing. Task & Process For this 1250-word assignment, choose two argumentative pieces of rhetoric relevant to your research question. One source should be a scholarly, peer-reviewed journal article and one source should be a long-form magazine article (e.g. an article published in the Atlantic or a New York Times editorial). Analyze how well their components work together to persuade or move their audiences. Rather than engaging heavily with the content of the chosen pieces, this assignment asks you to focus on how the authors are making the arguments. To successfully complete this task, please use the following questions as your guidance: · Think about the rhetorical situation of the articles: What is the rhetorical situation of each piece? Where is it published? What audiences are addressed? · Think about the argument in each piece: Are the arguments timely and exigent? What rhetorical appeals are used (ethos, logos, and pathos)?  After considering these questions, compose a thesis-based argument in which you discuss how the authors make the arguments and whether they are persuasive/effective for the audience(s) you have identified. Audience The audience for this piece is, at the same time, similar to and different from your previous assignment. While your text will be read by your classmates and the instructor for feedback and learning purposes, you should also picture your essay as a part of an academic conversation, which means it will be of interest to other participants in that conversation. Your academic audience is interested not only in the issue addressed by your chosen texts, but also in the implications of the rhetorical strategies used by individuals who argue about that issue. As academics, they value close, insightful analysis. Additionally, while they expect a certain level of formality and structure, they are interested in reading lively, personable essays. Formatting Guidelines Double spaced, 12-point Times New Roman font, 1-inch margins on all sides. Save the file as your last name and the assignment title (i.e. McDuffieReflection.docx) and submit as a Word file. Citation Guidelines Information that is not your own (including language from your chosen text) must be cited within the text of your paper and the Works Cited. Quotation marks should be used any time you are using language that is copied from your sources. Information should be cited according to MLA or APA style (or another style guide approved by the instructor). Evaluation Criteria This essay will be assessed based on how well it achieves its intended goals pertaining to rhetorical analysis, including audience evaluation, rhetorical appeals, rhetorical strategies, and thesis statements. See the essay rubric for details on the evaluation categories.   Source Analysis Rubric Criteria Incomplete Needs Development Satisfactory Strong Polished Rhetorical Analysis (0 points) Essay examines fewer than two sources and/or insufficiently identifies their arguments, rhetorical appeals (ethos, logos, and pathos), and rhetorical situations (exigence, context, and audience). (22 points) Essay examines two sources and identifies their arguments, rhetorical appeals (ethos, logos, and pathos), and rhetorical situations (exigence, context, and audience). (26 points) Essay examines two sources and clearly identifies their arguments, rhetorical appeals (ethos, logos, and pathos), and rhetorical situations (exigence, context, and audience). (30 points) Essay examines two sources thoughtfully and, in an in-depth manner, identifies their arguments, rhetorical appeals (ethos, logos, and pathos), and rhetorical situations (exigence, context, and audience). (35 points) Argument & Support (0 points) Essay analyzes the above features insufficiently and makes no argument or a limited argument about the persuasiveness of the authors rhetorical strategies for the identified audiences. The essays claims are not well-supported by examples. (22 points) Essay analyzes the above features and makes a basic argument about the persuasiveness of the authors rhetorical strategies for the identified audiences. The essays claims are somewhat supported by examples. (26 points) Essay analyzes the above features and makes a strong argument about the persuasiveness of the authors rhetorical strategies for the identified audiences. The essays claims are supported by examples. (30 points) Essay analyzes the above features in-depth and makes a sophisticated argument about the persuasiveness of the authors rhetorical strategies for the identified audiences. The essays claims are well-supported by examples. (35 points) Organization & Paragraph Unity (0 points) Essay organization does not follow a logical essay structure; paragraphs do not have unity and transitions. (6 points) Essay organization mostly follows a logical essay structure; paragraphs mostly have unity and transitions. (7 points) Essay organization follows a logical essay structure; paragraphs have unity and transitions. (8 points) Essay organization is thoughtful and clear; paragraphs have strong unity and transitions. (10 points) Editing & Proofreading (0 points) Essay contains distracting errors that prevent readability, indicating that it is not edited or proofread. (6 points) Essay is not well-edited and proofread, containing a number of grammatical and mechanical errors. (7 points) Essay is mostly well-edited and proofread, containing relatively few grammatical and mechanical errors. (8 points) Essay is well-edited and proofread, containing few grammatical and mechanical errors. (10 points) Documentation (0 points) Essay does not use a style guide (ex. MLA or APA) consistently. Sources are not well-cited and well-documented throughout.  (6 points) Essay uses a style guide (ex. MLA or APA) somewhat consistently. Sources are somewhat cited and well-documented throughout. (7 points) Essay mostly uses a style guide (ex. MLA or APA). Sources are mostly well-cited and well-documented throughout. (8 points) Essay uses a style guide (ex. MLA or APA) consistently. Sources are carefully cited and documented throughout. (10 points) Faith Awosusi Jade Williams Rhetoric 105 September 12, 2021 “How Has Technology Significantly Played a Role in Society During the Pandemic” There is always a crisis whether worldwide or nationwide; it can go from something not as big of a deal to very life threatening. Over the past 2 years, we have had to deal with the Covid Pandemic and the damages it has done to lives, the economy and living statuses. With covid coming into place, a lot has changed both positively and negatively. Technology use has reached its peak due to the covid pandemic; a lot of adjustments has been made to people’s lifestyle and the cost of living has gone up. With the pandemic, many people have lost their jobs causing them to be unemployed, but technology has brought up more jobs for people. How has technology helped with the virus? With covid coming into place, technology has been put to great use from it being used to bring awareness to the people about the virus and also to keep them updated about how people can identify if they’ve been affected, to keeping them in the know of whether or not a cure or treatment to eradicate the virus but all to no avail until the year 2021. Scientists did find out who are more vulnerable to the illness. Previous outbreaks revealed that during a health crisis, people with treatable health conditions suffered disproportionately more because the healthcare system was stretched too thin to operate properly.[6] The discovery of the vulnerability has scared a lot of people as most people do suffer from some type of illness or disease enforcing them to social distance and some are even scared to go out. Technology opens up more room for research and exploration especially in the pandemic. How has technology impacted education? During the pandemic, online classes have been enforced in order to try to get everyone to stay home and practice social distancing. For many students especially freshmen, this change is not good since they have not gotten the experience of the school they are attending. Placing a huge focus on college students, learning behind a screen is not fun and neither is it educational. It encourages cheating in so many ways. Learning behind a screen can be very distracting and a lot of the students are visual learners or learn better in person. The study, published Sept. 4 in the Proceedings of the National Academy of Sciences, shows that, though students felt as if they learned more through traditional lectures, they actually learned more when taking part in classrooms that employed so-called active- learning strategies. (Harvard study) As a sophomore student in college having more in-person classes this school year, I feel like I am learning better than last year as I was easily distracted last year and got very lazy leading me to slack in my academics. In what way has technology helped the community spread awareness? Technology has really helped the community to spread awareness and further investigation on the disease and how to eradicate it. Robots were made and put to use to help make life or living easier. In all, AI is used to identify, track and forecast outbreaks, it is helping in diagnosing the virus. It is used in processing healthcare claims. The drones and robots are used to deliver food and medicine supplies as well as in sterilizing public places. AI is helping to develop drugs and coronavirus vaccines using supercomputers [6](ncbi) Computers are being used to monitor the spread of outbreaks in different areas of the world and with this record, the government then decided what steps they want to take to reduce the outbreak like lockdowns and travelling restriction. At some point, the numbers went down as people were getting vaccinated and procedures were being followed but signs were saying if you were vaccinated, you did not need to wear a mask everywhere and that was when the outbreaks increased because not everyone who were not wearing a mask was vaccinated. Now it is required to wear a mask whether or not you are vaccinated because you can still get the virus even when vaccinated. The use of advanced technology helps in trying to fight the epidemic and decrease the outburst also spreading awareness for social distancing. Social media has been used to spread the awareness of safety procedures and emphasize getting the vaccination. WORK CITED “COVID-19 and Digital Health: What Can Digital Health Offer for COVID-19?” World Health Organization, World Health Organization, 10 Apr. 2020, www.who.int/china/news/feature-stories/detail/covid-19-and-digital-health-what-can-digital-health-offer-for-covid-19. Reuell, Peter. “Study Shows That Students Learn More When Taking Part in Classrooms That Employ Active-Learning Strategies.” Harvard Gazette, Harvard Gazette, 5 Sept. 2019, news.harvard.edu/gazette/story/2019/09/study-shows-that-students-learn-more-when-taking-part-in-classrooms-that-employ-active-learning-strategies/.