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Essay 1 Prompt and Checklist English 103, Fall 2020   TABLE OF CONTENTS: Page 1            Brief explanation/review of rhetoric Page 2             Prompt, due date, and specific guidelines Page 3             Partial list of U.S. protests Page 3             Supporting/supplemental text suggestions Page 4             Checklist requirements Page 6             Rubric Page 7             MLA-style Works Cited page example     Rhetorical analysis: An interpretation—based upon strong, reliable evidence, including uses of language—of strategies and symbolism in rhetorical situations of communication and debate. Rhetorical situation: ü  WHO are the participants? ü  What type of SETTING are they in? ü  What SUBJECT is their concern? ü  What is their PURPOSE? Rhetorical appeals: ETHOS: Language that reveals character PATHOS: Language that evokes emotion LOGOS: Reasoning that targets the intellect               PROMPT: Using specific examples, write a 5-page affirming rhetorical analysis about how protests/peaceful assemblies function as a tool of language and communication, using one or several images from a specific protest/march. DUE DATE: Friday, September 25th by midnight. In other words, you will choose a protest from past or recent history and argue for a particular rhetorical reading of a specific photo or photos from the protest found online (i.e. How are the protesters using rhetoric in the photo/s to make an affirming–or positive–statement about their cause?). Example: The photo that I posted in the PowerPoint of a George Floyd protest is a good example of this essay’s purpose. If I were analyzing it, I would make arguments/claims pertaining to their sign that rhetorically quotes Floyd’s own words, the meaning behind their kneeling, the police in the background, and the Black Power raised fist. I might make an overall argument that these men’s physical actions are historical in nature (going back to the Black Power Movement of the 1960s and ’70s, as well as to Take a Knee). I might conclude that civil rights protests build upon previous protests to make even stronger statements.    You must include all of the following: ■      Your interpretation of how the act of protesting uses rhetoric (such as logos, pathos, and ethos) to create conversations about societal issues; ■      A response to and contextualization of ideas drawn from diverse identities and viewpoints; ■      An analysis and assessment of the argument’s relative strengths and persuasiveness; and ■      A consideration of the protesters’ intended audience   Specific guidelines for your essay: ■      Your primary (main) source will be a particular protest of your choosing (some ideas/suggestions are on the next slide). Go online to research the protest you choose and select images to rhetorically analyze. ■      Include/embed an image or images in your essay for reference. Your paper must still equate to five full pages in length (text that would hit the bottom of the fifth page) despite the space that your image/s take up. ■      You must include three (3) secondary sources (texts, etc.). Secondary sources help provide evidence to support your main argument (your thesis) and one or more specific claims within your body paragraphs. Suggestions for strong evidentiary sources are listed below. ■      Your essay should be typed in MLA format (pay special attention to how page headers and parenthetical citations are formatted per MLA standards) in a Word or Word-compatible document. (A link that provides help is in Module 1.) ■      This is a formal essay, which includes an introductory paragraph, thesis statement that is the last sentence in your intro, body paragraphs that adhere to the TAXES structure, and a conclusion paragraph. (All instructions are provided in Module 1.) ■      Your essay must be thoroughly proofread for logical organization, paragraph structure, correct quotation integration, grammar, punctuation, spelling, and style (a checklist/specific rubric are provided below). ■      Originality and the depth of your analysis count! NOTE: You must also include an MLA-formatted Works Cited page. An example is provided below.   Partial list of well-known U.S. protests on which you may focus (you are not limited to this list, but choose wisely): Early 20th-century labor strikes (1900-1922) Native American Occupation of Alcatraz (1969-1970) Women’s suffrage movement parades (1912-1917 in the U.S., as well as other dates) Newsweek women employees’ revolt (1970-1972) Civil Rights Movement protests (1954-1968) ACT UP AIDS activism (1987) Chicano Movement protests (1960s-1970s) Iraq War/Gulf War protests (2002-2011) Vietnam War protests (1964-1973) Occupy Wall Street protests (2011) Delano Grape Strike (1965-1978) Black Lives Matter (BLM) protests (2014-present) Black Panther Mulford Act protest (1967) Women’s March (2017) Black Power Movement protests (late 1960s-late 1970s) U.S. National Anthem protests (originally known as the NFL Take a Knee protests (2016-present) East L.A. High School Walkouts (1968) March for our Lives gun violence protest (2018)   Ways in: Some suggestions for your three supporting texts (you are not limited to these or obligated to use them, but be sure to choose wisely). AT LEAST TWO OF YOUR SUPPORTING TEXTS MUST BE WRITTEN TEXT. YOU MUST QUOTE DIRECTLY FROM THESE, DEMONSTRATING YOUR UNDERSTANDING OF QUOTATION INTEGRATION AND CITATIONS. ORIGINALITY AND CLEVER CONNECTIONS COUNT. v  John Lewis, March! (graphic novel) v  Audre Lorde, “The Uses of Anger” v  Ta-Nehisi Coates, Between the World and Me v  Cushway & Warr, Of Poetry and Protest v  Martin Luther King, Jr., “Letter From a Birmingham Jail” v  Any related texts that inspires you, such as books, short stories, articles, essays, speeches, films, interviews, TV shows, musical lyrics, social media posts, photos, and artwork. Remember, two of your texts must be in written form. v  Songs of protest     Checklist/Rubric Requirements Use the following checklist to ensure you have included all of the necessary aspects of a well-written formal essay. Failure to include these will result in a lowered grade. If you’re unclear about any of these requirements, please ask your instructor and/or the Writing Center for help. Verification of completion of all of these items is required for both peer review and final drafts.   Title:        Do I have an interesting title, containing two parts separated by a colon (:), that effectively sums up the topic of my essay, so that my reader instantly has a good sense of what the paper is about?   Introduction:        Does my essay begin directly and succinctly with a sentence that is relevant to the rest of my essay?        Do I briefly introduce the protest’s historical and cultural contexts in this first paragraph?        Do I provide a preview of what my essay will be about, namely, the specific rhetoric of this protest?        Did I ensure I have no quotations in this paragraph?        Do I have an immediately identifiable and coherent thesis statement that is the last sentence or two of my introductory paragraph?        Does my thesis identify the overall “argument” of my essay (what I’m trying to convince my reader of)?   Body Paragraphs:        Does my topic (first) sentence include a specific claim/point? Is it arguable, and not just a statement of fact?        Do I explain my claim in an assertion statement that presents my ideas about the claim and leads up to my example of evidence?        Do I attempt to prove my claim by providing evidence from either my primary or a secondary/supplemental research source?        Do I follow up my evidence source by explaining/showing how it supports my assertions?        Is each evidence source/quotation followed by a parenthetical citation at the end of the sentence before the period?        Do I end my body paragraph with a conclusion sentence that sums up the significance of how the paragraph supports my thesis statement?        Do I follow the above steps for each subsequent body paragraph (omitting the claim in the first sentence if my paragraph is too long and needs to be split into two)?        Do I provide smooth transition words/phrases/signposting at the beginning of each new paragraph?   Conclusion:        Do I explain/expand upon my thesis more precisely in the first sentence of my concluding paragraph without just repeating the thesis?        Do I explain how my claims logically connect to support the conclusion of my argument? Do I fill in all the blanks/potentially unanswered questions my reader may have?        Do I explain the significance of my conclusion?        Did I ensure I have no quotations in this paragraph?        Do I have a graceful ending that provides closure for my essay?   Works Cited:        Does my Works Cited page begin on a new page, with the title 1” from the top margin?        Did I title my page correctly, with the word ‘Works’ (plural) and not list it as a bibliography?        Have I consulted the Purdue Owl website or another legitimate, up-to-date formatting guide to ensure I’ve correctly used MLA format?        Did I double-check any reference that I copied/pasted to ensure that each is correctly formatted, with all info in the correct places and no random capitalization anywhere?        Did I include my primary source information (including the source of online photos)?        Do I have three secondary/supplemental sources besides my primary source, with at least two text sources (from an article, book, or essay, either online or in print)?        Are my supporting/secondary sources from reputable sources?        Are each of my entries reverse-indented? (See example below.)        For web sources, is the date I accessed the source at the end of the citation? (Ex.: Accessed 8 Apr 2018.) Have I pasted in my web link?        Is the entire page either double-spaced, with no extra spacing between sources, or formatted according to the example below?        Is my list alphabetized by author’s last name? (Check the Purdue Owl MLA guide for how to cite sources that are not in writing, like films or songs.)   Formatting/Proofreading:        Do all of my topic sentences (the first sentence in each paragraph) relate back to my thesis statement?        Does each sentence in each paragraph relate back to that paragraph’s topic sentence?        Are my paragraphs all about 1/3 to 1/2 page long, without being too short (underdeveloped) or too long (too broad of a focus; rambling; multiple topics)? If I have a very long paragraph, did I split it into two paragraphs at a logical spot?        Is my pagination formatted correctly at the top right-hand corner with my last name and the page number?        Did I make sure the essay is entirely double-spaced (no extra spaces below the title or between paragraphs)?        Is my essay font/size set at Times New Roman 12 throughout?        Are each of my margins set to 1” on all sides?        Have I corrected any spelling and grammar errors highlighted by my document program?        Have I looked up (Googled) any spelling, grammar, punctuation, capitalization, and sentence structure errors I was unsure of and corrected them as needed?        Is my essay as close as possible to hitting the bottom of my fifth (5) page without going more than a couple of sentences over or under?        In reading just my thesis sentence and the first sentence of each following paragraph, does my structure make sense? Does it read like a logically-organized summary of my essay?        Have I made sure to reword or omit any passages that repeat phrases or sentences from an earlier section of my essay?        Did I read my essay aloud at least twice to catch stray errors?   Rubric: All formal essay grades are based upon a holistic reading informed by the following guidelines: 10 points Logical organization 15 points Strength of the thesis statement 15 points Strength and quality of the examples/evidence presented 15 points Appropriate title, introduction, and conclusion 15 points Body paragraph structure (using TAXES) 15 points Writing mechanics (Grammar, punctuation, sentence structure, spelling, proper capitalization and appropriate word choices) 15 points MLA formatting (including essay presentation, correctly-integrated quotations, citations at the end of sentences, and a correct Works Cited page) 100 points total       Example of Works Cited Page: *Note: This is from my own dissertation and is for guidance purposes only. The Works Cited title should not be bolded or underlined; it should appear exactly as shown below, except that it must be one inch (1”) from the top of the page. There should be no extra spacing between it and the first listed text. U: University P: Press –.: duplicate author or title.   Works Cited Batchelor, David. Chromophobia. Reakton Books, 2000. Brooks, Gwendolyn. Maud Martha. 1953. Third World P, 1993. Bruno, Giuliana. Surface: Matters of Aesthetics, Materiality, and Media. U of Chicago P, 2014. Bruzzi, Stella. “Dressing Mildred Pierce: Costume and Identity Across the Ages.” Screen, vol. 54, no. 3, 2013, pp. 397-402. https://doi.org/10.1093/screen/hjt033. Accessed 14 Jun 2020. —. Undressing Cinema: Clothing and Identity in the Movies. Routledge, 1997. Corber, Robert J. “Joan Crawford’s Padded Shoulders: Female Masculinity in Mildred Pierce.” Camera Obscura, vol. 21, no. 2, 2006, pp. 1-31. https://doi.org/10.1215/02705346-2006-001. Accessed 18 Feb 2018. Craig, Maxine Leeds and Susan B. Kaiser. “‘Inside-Out’ Taste-Making: The Appearance of Change in Everyday Style.” The Persistence of Taste: Art, Museums, and Everyday Life After Bourdieu. Edited by Malcolm Quinn, et al., Routledge, 2019, pp. 288-301. Dootson, Kirsty Sinclair. “‘The Hollywood Powder Puff War’: Technicolor Cosmetics in the 1930s.” Film History, vol. 28, no. 1, 2016, pp. 107-31. DOI: 10.2979/filmhistory.28.1.04. Accessed 4 Jul 2020. Engelmeier, Regine and Peter W. Engelmeier. Fashion in Film. Te Neues, 1990. Galt, Rosalind. Pretty: Film and the Decorative Image. Columbia UP, 2011. Goethe, Johann Wolfgang von. Theory of Colours. 1810. Translated by Charles Eastlake, MIP Press, 1970. Goldsmith, Meredith. “Shopping to Pass, Passing to Shop: Consumer Self-Fashioning in the Fiction of Nella Larsen.” Middlebrow Moderns: Popular American Women Writers of the 1920s. Edited by Lisa Botshon and Meredith Goldsmith, Northeastern UP, 2003. Hauser, Kitty. “The Fingerprint of the Second Skin.” Fashion and Modernity. Edited by Christopher Breward and Caroline Evans, Berg, 2005, pp. 153-70. Isherwood, Charles. “A Martyr in Drag, Slinging Hash for That Thankless Daughter.” The New York Times, 14 Oct 2013, https://www.nytimes.com/2013/10/15/theater/reviews/mildred-fierce-a-sendup-comes-to-theater-80.html. Accessed 12 Feb 2020. Kelley, Victoria. “A Superficial Guide to the Deeper Meanings of Surface.” Surface Tensions: Surface, Finish and the Meaning of Objects. Edited by Glenn Adamson and Victoria Kelley, Manchester UP, 2013, pp. 13-25. Kobal, Johan and V.A. Wilson. Foyer Pleasure: The Golden Age of Cinema Lobby Cards. Aurum P, 1982. “Local Man Is Wed Recently.” The Brownsville Herald [Brownsville, TX], 3 Nov 1936, p. 4. Lutes, Jean Marie. “Making Up Race: Jessie Fauset, Nella Larsen, and the African American Cosmetics Industry.” Arizona Quarterly: A Journal of American Literature, Culture, and Theory, vol. 58, no. 1, 2002, pp. 77-108. https://doi.org/10.1353/arq.2002.0002. Accessed 20 Dec 2019. Mildred Pierce. Directed by Michael Curtiz, performances by Joan Crawford, Ann Blyth, Zachary Scott, and Jack Carson, Warner Bros., 1945. —. Directed by Todd Haynes, performances by Kate Winslet, Evan Rachel Wood, and Guy Pearce, Home Box Office and MGM Television, 2011.