Genre Analysis Full-Length Draft Revision Questions 1. Introduction: Rhetorical Situation. Does the

Genre Analysis

Full-Length Draft Revision Questions

1. Introduction: Rhetorical Situation. Does the introduction clearly set up the rhetorical situation for the story, so that we can be sure that it will be analyzed within the proper context? For example, does it establish at least some of these facts:

who the rhetor is

who was in the intended audience

the genre(s) employed

the purpose(s) of the text

the cultural/historical context surrounding the text

Write an entry that summarizes aspects of the rhetorical situation that are covered well, and then provide advice on one specific area of the rhetorical situation that could be revised or added to. Offer suggestions for revision to improve the introduction’s treatment of the story’s rhetorical situation.

2. Thesis. Find the thesis and copy/paste it at the beginning of your comment. Does the thesis make a clear and original claim about how the use of the figure of the Devil or of the Devil-genre impacts rhetorical elements of the story to communicate a specific meaning or induce a particular reaction in the audience? What is that claim—paraphrase it in your own words. Then consider each of the following characteristics in regard to the essay’s thesis.

Specific: The focus of the analysis is narrow—the writer has a specific rhetorical focus and a specific textual focus. It covers only what can be convincingly argued within 6-8 pages.

Sophisticated: It goes beyond the obvious and superficial and shows a depth of thinking about the story and how it communicates. It is not something that has already been said many times. it recognizes the important relationships and interplays of communication within the story and its rhetorical situation. It offers a useful or compelling insight

Structured: It foreshadows the organization by which the writer will proceed in the essay.

Polished: The sentence has been revised so that it is clear, detailed, precise (not wordy), and readable. If it is a long sentence, it uses punctuation or parallelism to make it easy to read.

Which of these four components is the weakest in this thesis? Finish your entry by providing specific advice on how the thesis might be improved. NOTE: Also consider—does the thesis sound like it’s going to produce a formulaic 5-paragraph theme for the GA? If so, then suggest changes.

3. Thesis Follow Through. After identifying the thesis, look at each paragraph in the essay and make a note of the main point of that paragraph. In your entry create a list like this:

Thesis: (copy and paste it here)

1. (main point of first paragraph)

2. (main point of second paragraph)

3. (main point of third paragraph)

4. (main point of fourth paragraph)

5. (main point of fifth paragraph)

6. (main point of sixth paragraph)

Does the writer continue to reference the claim of the thesis throughout the rest of the analysis? Where do you see the claim surfacing in the rest of the essay? Write an entry that offers advice about how the thesis might be better woven throughout the rest of the essay.

4. Rhetorical Elements for Analysis. Does the writer clearly establish rhetorical elements to be analyzed in the rest of the essay, and connect those convincingly to the rhetor’s use of genre(s)? Does the writer analyze one or more rhetorical elements of the story?

Do you find the analysis to be based on specifics in the story? Is the interpretation based on a critical reading of the story (does the writer seem to know enough about the story to be able to make claims about it)?

Is the writer analyzing and explaining something that seems pretty obvious? is the writer too single-minded in how he/she is reading the story–are there other perspectives or interpretations that might be taken into account?

Is the writer interpreting the story within its relevant context in culture and history? Does the writer’s interpretation seem aware of the purpose and audience for the story?

Write an entry that gives the writer advice on how to make their analysis more rhetorical, insightful and critical.

5. Steps of Analysis: Description. The AGWR provides guidance on the steps to take to perform an analysis (Ch 4, pg 138):

1. Understand the “big picture.”

2. Break down and select parts of the story you want to examine.

3. Describe your selections carefully.

4. Describe how those parts interrelate with each other, the “big picture” and your observation/claim about the story (i.e. your thesis).

This response will be about step #3 above: How well does the writer describe the elements of the story that are being analyzed (without just recounting plot summary)?

Does the writer use careful and specific word choice in this description? Does the description of the elements come all together, perhaps within the introduction, or does the writer describe each element briefly as he/she is introducing each new element in the body paragraphs?

Identify one area of the essay where the writer is describing a rhetorical element of the story. Is there enough description and detail? Suggest what might be revised (look specifically at word choice) or added on in the revision process to make this description stronger.

6. Steps of Analysis: Interrelatedness of Parts. The AGWR provides guidance on the steps that need to be taken to perform an analysis (Ch 4, pg 138):

1. Understand the “big picture.”

2. Break down and select parts of the story you want to examine.

3. Describe your selections carefully.

4. Describe how those parts interrelate with each other, the “big picture” and your observation/claim about the story (i.e. your thesis).

This response will be about step #4 above: Does the writer offer explanations of how the parts being analyzed interact with each other in order to communicate a particular meaning or create a specific impact?

Choose one part of the story being analyzed in the essay and re-read that section of the story. Look at the writer’s description of how this part is related to the others and to the rhetorical purpose. Summarize how well you think the writer accomplished this description and offer advice on how to revise or add on to this description in the revision process.

7. Paragraphs: Cohesion. Does each body paragraph focus on one main topic? Is it clear what the main topic of each paragraph is? If some paragraphs don’t have a clearly defined topic, or if they have more than one topic, suggest changes.

Then choose one body paragraph for close review. What does the writer do to create cohesion within the paragraph? Are there transitional words or phrases within the paragraph to make it stick together? Is there enough development of the main idea in the paragraph, enough detail? Are there any sentences that seem out of place, off topic? Should the paragraph perhaps be split into 2 paragraphs? Suggest revisions and additions to this paragraph for the revision process.

8. Structure: Within Paragraph or Overall. Focus your response on the structure of one paragraph or the structure of the essay overall.

Paragraph:

Each paragraph should have a logical structure, with one sentence leading from the last and transitional words/phrases/sentences that act as signposts for the reader, so that the progression of ideas seems smooth and logical. Choose one paragraph within the essay that you think could be made stronger by revision for structure and suggest changes. You might suggest new sentences to be added, or revisions to current sentences; you might suggest a different arrangement of the sentences in order to make a better impact or to make the progression more clear; or you might look specifically for transitional words/phrases/sentences that could be revised or suggest new ones to be added.

Essay:

Reread the essay while looking specifically at how it is structured. Here are some points of structure to consider:

The paragraphs should be logically sequenced and build upon one another to form a coherent argument.

Each paragraph should have a particular focus (an visual element being analyzed) and cohesively develop a specific point that is related to the thesis/controlling idea of the essay.

Relation between paragraphs should be signaled via smooth, relevant transitions.

As a reader, you should be easily able to follow logical progression of thought.

Write a response that suggests revisions to improve the overall structure of the essay….make sure you point to specific areas of the essay that you think should be revised.

9. Academic Ethos of Writer. An essay written for an academic audience will not be successful if the writer is not able to convince the readers that he/she is credible to write about the topic. Here are some elements to an academic ethos that you should look for in the essay:

The writer must show he/she has become expert about the story, its context, and the genre conventions being used in the story

An academic audience expects particular conventions (for essays) to be followed, and if they are not, the writer loses credibility

If the writer has not followed the standards of academic English, he/she may lose credibilty with the audience–this depends on how serious the errors are–do they make it difficult to decipher what the writer is trying to communicate? Is the writer ‘dressing up’ their language in a way that’s confusing overcomplicated (and perhaps hiding a lack of substance)?

The sources chosen by the writer to use as authorities to help amplify their claims must be relevant and appropriate to the academic audience. Carelessly chosen sources will have an impact on the writer’s credibility.

Review the essay thinking specifically about the academic ethos of the writer. Is it strong? Does it need some help? Suggest revisions in order to create a stronger academic ethos (credibility).

10. Sources. The essay should contain at least three sources (the text being analyzed and two more sources–these can be texts the class has read or texts you have found in your own research).

Read through the essay looking specifically at the sources being used and how they are integrated; then write an essay that suggests revisions on the use of sources.

First, what kinds of sources does the writer use—are they credible and relevant for an academic essay? Are there better sources to quote?

Next, look at how the sources are integrated into the essay. Does the writer always quote, or are some sources paraphrased or summarized? Make suggestions about the use of sources (quote, summary, paraphrase). Does the writer use the 3-step method as described in AGWR Ch 4 to integrate the sources (Ch 3 pgs 53-57)?

1. Introduce and frame the source.

2. Summarize, paraphrase, or quote the source.

3. Analyze the source’s evidence or ideas, and connect it to your arguments.

How can the writer revise their integration of the quote to make it stronger? If the writer forgot to integrate a source, suggest revisions.

Last, are the sources properly cited? Is there a correct bibliographic entry in the Works Cited for each source used? Suggest revisions.

11. Conclusion. A conclusion should bring an essay to a logical end. Readers should feel the essay has accomplished what it set out to do. Most conclusions briefly recall the thesis and introduction. Good conclusions go further than just restating what has already been said.

How would you describe the conclusion of this essay? Has it brought the essay to a logical end? Does it refer back to the thesis and introduction? Does it leave the reader with the feeling the essay has successfully argued its claim? Does it go further by adding something extra, and if so how? (For example, maybe it offers advice, makes an observation about the future, responds to a question asked in the introduction, or closes with a statement the readers will remember.) Suggest revisions to make the conclusion stronger.

12. Language: Word Choice and Sentence Structure/Variety. The words you choose and the way you structure your sentences throughout the essay are extremely important for your academic ethos as well as for the clarity and readability of your analysis.

Word Choice: Take a look back through the essay, looking specifically at word choice and sentence structure/variety. Find at least three words that could be revised to be made stronger—either these words can be replaced with something more specific, or there is a better word with a better connotation for this sentence; identify where those words are (by paragraph and sentence number) and then suggest some words for revision.

Wordiness: Identify at least three sentences or phrases that are wordy (empty or repetitive) and suggest how to cut them.

Sentence Structure/Variety: Identify at least three sentences in the essay that could be made stronger by restructuring them (changing the order around to make more grammatically correct or more clear/readable) or by offering variety in structure in relation to the sentences around it. Suggest revisions for these three sentences.