Reflection Letter

5 November 2016
Dear Dr. Hartman,
I want to first thank you for the incredibly helpful comments that you left on my WAD
Phase 1. I really tried to add to my course objectives and adjust some of the rubrics phrasings. In
addition, I added details about how each phase of the assignment was building upon one another
on the handouts and rubrics. At this point, I am proud that I have put so much work into this
project, and I am starting to feel a little bit better about my rubrics; however, please let me know
if anything else needs to be added or changed in regards to the objectives, rubrics, and handouts.
Moreover, the assign and asses portion of the WAD truly taught me a lot. I do not have
much experience with assessing student work, so this was a wonderful opportunity for me to get
my toes wet and see how I would like that portion of teaching! I decided that my proposal phase
of my WAD would be the most time-friendly to my volunteer classmate. Therefore, I sent this
student the proposal rubric, a prewriting example, and a sample proposal that another student
(really me in this case) wrote, which would have been shared in-class if this were truly taught.
I figured that since I did not have the opportunity to teach this proposal process exactly, I
could provide the student with a sample of prewriting and an example proposal to model an
acceptable proposal and to help her with her own writing process. The sample has some
comments that I made to show the elements of the proposal. I sent the examples and the rubric to
the student in an email, and she sent me a proposal within a week. Since I only have one student
volunteer, she was not able to complete the peer-review portion, so I eliminated that from her
rubric to keep her grading fair.
When it came time to assess her work, I tried to focus on encouraging her strong writing
habits and praising what was working throughout the proposal through the use of comments and
a letter. I wanted the student to see what was working and what needed some more thought
without her feeling like there were points taken off for no reason. I also included the letter to
make the assessment feel more comfortable and create more of a community that many of our
readings from 683 have encouraged. This assignment really showed me how to interact with a
students writing and how to include evaluation while still including a numerical rubric. I hope
that my assessment matches my objectives and rubric accordingly. Please let me know if my
assessment matches my objectives and rubrics effectively.
The document is a little messy at this point. The assign and assess documents are all embedded
within the Proposal Phase of the document. The example proposal, students proposal,
comments, and graded rubric are located on pages nine through sixteen.
Sincerely,
Emily

Shaw 2
Emily Shaw
Dr. Hartman
ENED 683
7 October 2016
WAD Phase 1
Rationale
In a first-year, undergraduate composition class, the understanding of the rhetorical situation is
exceedingly important. When analyzing any text, rhetoric enters the conversation. The purpose,
the audience, the context, and who the writer is all work together to shape a meaning around a
text. In addition, the rhetorical devices of ethos, pathos, and logos stimulate the conversation
further in identifying how a writer makes a texts effective and persuasive. Thus, the rhetorical
triangle and rhetorical appeals are important topics to introduce to students before they transition
to higher-level courses and further into their lives beyond college studies. Ultimately, analyzing
the rhetorical situation helps students to write and read strong, audience-focused, and organized
texts, which are skills that stretch far beyond the classroom.
Therefore, students in the course detailed below will complete a series of assignments that will
build upon one another. The ultimate goal of the semester is to engage students with a variety of
texts and writing assignments, freedom to dictate their own topics, and a final paper of a
researched rhetorical analysis. Students will work towards this final paper through a series of
assignment that introduce them to the rhetorical triangle, rhetorical appeals, research,
synthesizing research, and establishing a formal essay. By choosing their own topic to analyze,
research, and write about, students will be able to engage in studies that they may never have had
access to in the past or engage with studies that inspire a future career. Students will also practice
their writing through prewriting, drafting, peer-reviewing, and reflecting on their process. When
students complete their final project of a rhetorical analysis, they will present their project in a
digital form to their instructor and classmates.
Context
This first-year composition course, we will call ENG 101, is a culmination of assignments that
result in a final project of a rhetorical analysis and presentation. It is designed for a course that
meets twice a week for one hour and twenty minutes over a fifteen-week semester. The
assignments are grouped into six phases, which are created to work as building blocks for the
students as they work towards the final paper and presentation. The assignments will all include
different forms of process work and reflection, which will allow the students to think critically
about their work and allow the instructor to respond to any questions, concerns, and ideas
concerning to the assignments.
Purpose

Shaw 3
The overall purpose of the semesters assignments is to prepare students in future writing and
research in a variety of academic and professional disciplines; for students to analyze the
rhetorical situation and triangle; for students to create a rhetorical analysis focused on a text that
interests each individual; and for students to practice their process and understanding of their
own writing.
Objectives/Standards/Goals
(Adapted from GWUs FYC Learning Outcomes)

Analyze rhetorical appeals in a variety of texts

Analyze rhetorical situations of a variety of texts
Analyzes the academic conversation and usefulness of research sources
Compose a critical, written analysis of a student-chosen text, situating its features in a
larger context of its genre conventions
Compose a well-developed proposal
Compose in various electronic environments
Control such surface features as syntax, grammar, punctuation, and spelling
Create a digital presentation
Demonstrate effective research skills, such as finding and evaluating sources critically
Demonstrate proficiency in using formal MLA documentation rules and incorporating
others ideas responsibly
Practice critical reading skills
Practice peer-reviewing with drafts of writing assignments
Practice process of writing through first drafts, editing processes, and reflection or
writers memos
Refine formal documentation skills
Reflect on writing and course through the use of a daybook

Notes
Each phase will have its own context, purpose, objectives, and assignment rubric that will be
passed out to students. The instructor will make daily daybook writing part of students process
within the class, which will be separate from the reflections that are outlined in the phase
descriptions.

Shaw 4
Phase 1: Magazine Clipping Analysis
Context
This first phase will take three class periods to complete. Focused on introducing students to the
rhetorical situation and rhetorical appeals, the instructor will allow students to pick a magazine
clipping to analyze. Specifically, the students will pick an article, picture, advertisement, or a
blurb to cut out of a magazine, which will be their clipping for the assignment. Also, the
instructor will bring a variety of magazines to class to engage students of varying interests,
including Better Homes and Gardens, Readers Digest, Sports Illustrated, National Geographic,
Time, Glamour, US, and Seventeen, but if students wish to bring in a different magazine, they
can approve it with the professor. Once the student picked the magazine clipping that they wish
to analyze, they will fill out the Magazine Clipping: Rhetorical Situation and Devices handout
and write a reflection in their daybook. (Typically, daybook writing will not be assessed in a
rubric and will count towards participation for the class, but since this is an introductory
assignment, daybook writing participation will be counted in this rubric.)
Purpose
The purpose of this assignment is to have students evaluate the rhetorical situation of a text,
specifically a magazine article, advertisement, picture, or blurb. Also, the purpose of the
assignment includes having students analyze the use of ethos, pathos, and logos and reflect on
their findings.
Assignment Objectives

Analyze rhetorical situations of a text

Practice critical reading skills
Reflect on writing and course through the use of a daybook

Schedule of Assignments:

Review Magazine Analysis assignment and choose magazine clipping in class 9/6.
Submit Magazine Clipping: Rhetorical Situation and Devices handout. Due in class 9/8.
Daybook reflection and class discussion in class 9/13.

Assessment:
Since this assignment is process work for the students to begin working towards the larger
projects of the semester, there will not be a rubric. Instead, the students will receive 25 points for
participating in the activity, completing the handout, and completing their daybook writing. This
will be a low-stakes, formative assessment.

Shaw 5
Magazine Clipping: Rhetorical Situation and Devices (handout)
Please write your answers on a separate sheet of paper.
Name of Magazine:_________________________________________________
Name of Clipping: (i.e. the article title or photo title) ______________________
1.
2.
3.
4.
5.
6.
7.
8.

What is your clipping? (Is it a photo, an article, an advertisement?)

What is your clipping about?
Who do you think the intended audience is for this particular clipping?
What do you think the authors/artists purpose was in creating this text?
Were there appeals to ethos in the text? (i.e. qualifications, credentials, ethics)
Were there appeals to pathos in the text? (i.e. emotion)
Were there appeals to logos in the text? (i.e. logic, statistics, numbers)
Do you think the text was persuasive in any way? If so, how? If not, what could be done
to make the text more persuasive?
9. How does this clipping relate to a current event in society?
10. Any additional comments and/or questions.

Shaw 6
Phase 2: Proposal
Context
At this point, the students have analyzed the rhetorical situation and rhetorical appeals in a
magazine clipping, reflected on their experiences, and discussed their findings with the entire
class. Now, it is time for the students to turn their attention to the larger assignment for the
semester and choose a topic to analyze for their rhetorical analysis project. During this phase,
students will have time to watch the instructor brainstorm topic ideas, discuss as a class, and
write a proposal for their desired topic. The students will choose a medium that specifically
expresses the topic and will rhetorically analyze throughout the semester. The medium can be a
website, a videogame, a poem, an advertisement, etc. The students will be encouraged to pick a
topic that interests them.
The instructor will provide students with the proposal rubric after modeling and discussing
(potentially) how to choose a topic. The rubric will allow students to see specific expectations
and objectives for the assignment. Also, the instructor will provide students with a peer-review
handout and a copy of Peter Elbows Ways of Responding to help guide them during their peer
review activity.
Purpose
The purpose of the proposal phase of the course is to give students the opportunity to choose a
topic and medium they are interested in and want to research and analyze for the annotated
bibliography and rhetorical analysis. An additional purpose of the assignment is for students to
practice their process of writing and peer-reviewing.
Assignment Objectives

Compose a well-developed proposal

Demonstrate proficiency in using formal MLA documentation rules
Refine formal documentation skills
Reflect on writing and course through the use of a daybook

Schedule of Assignments

Instructor demonstration of brainstorming, rubric review, and class discussion in class

9/15.
Select topic. Due in class 9/20.
Rough draft of proposal. Due in class 9/27.
Peer review of proposal. Due in class 9/27.
Submit a final draft of the proposal via the BlackBoard TurnitIn link. Due 10/2 at 11:59
PM.

Notes
The instructor will demonstrate a brainstorming process to help students see how to establish a
topic. The instructor will encourage students to choose a topic that is of interest to them, which

Shaw 7
will include a medium that can be an article, advertisement, videogame, blog post, website,
poem, speech, social media post, or any other form of a text that the student gets approved by the
instructor. To help the students as they start their research, the instructor will also show an
example of a proposal and a rhetorical analysis of a website. The rhetorical analysis example
uses sources on visual rhetoric, marketing practices, and intended web audiences to analyze the
text.
Peer Review (Handout)
When you and your partner discuss each others proposals, be sure to refer to Peter
Elbows Ways of Responding.
1. Peer-review partners name: ________________
2. What is the topic that your partner is proposing? _______________________________
3. Please explain why your partner is pursuing this topic. __________________________
________________________________________________________
________________________________________________________
4. Is the proposal set up in MLA format? ________________________________________
5. What do you think the point of center is for this proposal? ________________________
_______________________________________________________________________
_______________________________________________________________________
6. How does your partner plan to research and prepare for the annotated bibliography?
_______________________________________________________________________
_______________________________________________________________________
7. Any additional comments. __________________________________________________

Proposal Rubric
The proposal will be 350 500 words long and answer the following questions:

What topic am I going to research and analyze for my annotated bibliography and
rhetorical analysis?
Why is this topic interest me?
Why is this topic of importance? (Is it important in the field of education, sports, society,
media, etc.?)
Who is your intended audience for your rhetorical analysis of this topic?
How do you plan on researching for this topic? You will need 3 sources for your
annotated bibliography and rhetorical analysis.

Remember, this proposal is the first major building block of your semester. This proposal is set up to
help you thinking about your topic and what medium you hope to analyze. Be sure you pick
something that is interesting to you and that you look forward to researching and analyzing this
semester!

Shaw 8

Criteria
Content: Discusses
topic, importance,
purpose, audience,
and research plan in
350 to 500 words.
Organization:
Establishes a clear
introduction to the
topic, paragraphs
explaining the
importance, and
paragraph(s)
explaining the
research plan.
Style and mechanics:
Little to no surface
errors, such as syntax,
grammar, punctuation,
and spelling.
Format: Uses
appropriate MLA
format.
Peer-Review: Practices
peer-review and
assists partner with
positive feedback and
conversation.

Exceeds
Meets
Below
Expectations Expectations Expectations

Insufficient

Points
Earned

___/20

___/20

___/10

___/10

___/15

Total: __/75

Assign/Asses:
The student received example process work, an example proposal, the proposal rubric and turned
in the following proposal. She did not complete a peer-review since she was my only volunteer
student. Therefore, the peer-review portion of her rubric has been eliminated, and the overall
score of her proposal is out of 60 points. After her proposal, there is a copy of her proposal with
comments with a letter and graded rubric attached. The assign and assess documents occur in the
following order: example proposal, Jessicas proposal, Jessicas proposal with comments, letter,
and graded rubric.

Shaw 9
Email sent to student volunteer:
Hi Jessica,
Attached to this email are the examples of brainstorming and outlining for the proposal, a sample proposal, and
the assignment description with the rubric. The brainstorming and outlining examples are to help you think
through potential topics and how to begin formulating your thoughts in a proposal format. Also, the example
proposal models the information needed in the proposal.
You will be writing a 350-500 word proposal. We can't really do a peer-review for this "assign and assess"
portion for the WAD, so that will be eliminated from your rubric. Please let me know if you need anything else or
have any questions!

Shaw 10

Shaw 11
Students Name
Instructors Name
ENG 101
9 October 2016
(SAMPLE) Proposal of Study:
The University of Mount Olives Athletic Website
As a student-athlete, I often find myself surfing the web of numerous college athletic sites. Many
of these sites contain similar links, such as links to different sports, schedules, results, and donations.
However, there are many differences as well in formatting, location of links, font, and colors. Therefore, I
want to analyze the athletic website for the University of Mount Olive (UMO) to see what elements are
effective and ineffective for viewers.

Comment [SEV1]: Clear introduction to the

topic.

Particularly, this topic is of importance for me because I am a runner for both the cross-country
and track and field teams at UMO. Therefore, I want to know more about the audience, purpose, and the
context surrounding athletic websites, so I can then evaluate the effectiveness of the UMO athletic
website. Furthermore, I am interested in this topic because I am fascinated in pursuing a career in
marketing. In this professional field, website development and website effectiveness are important topics,
so researching about websites will allow me to gain a new insight about websites as well as marketing.
Thus, this topic is important to me because of my athletic background as well as my professional
aspirations.
In addition, I believe this topic is important because it relates to the fields of marketing, athletics,
and website viewership. Therefore, I can research website marketing strategies, the UMO athletic
mission, and best practices for website viewership in order to evaluate the UMO athletics site. Once I gain
the research and assess the site, I could even share my research with the Athletics Department and
Marketing Department at UMO. This way, the directors could evaluate my finding to see how effective
the UMO athletics site is or see how the site could be enhanced to promote a better viewing and
marketing experience. Subsequently, the audience for this research and rhetorical analysis would be

Comment [SEV2]: This paragraph details the

students interest in the topic and its overall
importance.

Shaw 12
scholars and professionals in the fields of marketing, website design and viewership, and Athletic
Departments. All of these fields would be able to connect to the findings of the research and analysis.
In order to create the annotated bibliography and rhetorical analysis to present to this audience, I

Comment [SEV3]: This paragraph discusses

the importance, the purpose, and the
intended audience.

have a specific research plan. Particularly, I will research website design best practices and visual rhetoric
to establish how websites should look and navigate to enhance a positive viewership. Next, I will research
how to incorporate the mission of a company into a website, which will be used to investigate how the
Athletic Department reflects their mission in the UMO website. Lastly, I will research sources on athletic
websites to see if there are any case studies that have been done to show the elements of an effective
athletic website. I will narrow down my research based on which ones coincide best with my topic and
analysis. Ultimately, I look forward to investigating the UMO athletics website and the research on
marketing, websites, and athletic departments.

Comment [SEV4]: Discusses the research

plan and concludes the proposal.

Shaw 13

STUDENT VOLUNTEER
Prof. Emily Shaw
ENED 683
28 October 2016
Advertisement Proposal
For the rhetorical analysis project I am going to be looking at the beauty advertisements
that the company Dove has released empowering women that are seen as the normal beautiful.
This is a growing topic among many companies that are trying to rebrand themselves as more
and more celebrities and spokesmen are deciding that women should not see their bodies as the
wrong type, that every woman can be beautiful.
Dove is one of the leaders of this new beauty movement, and they have tried to rebrand

Comment [SEV5]: Wow! This is such an

engaging topic. Good choice! Was there a
specific celebrity or spokesman who
influenced you to pursue this topic or really
spoke to you about this topic?

their image so that they empower women who may not be seen as pretty or the best body type. I
will be analyzing Doves branding through their website and recent commercials.
The concept of what makes a woman beautiful, and what should be considered as fit or

Comment [SEV6]: Great! Perhaps you could

move this to your first paragraph to lead your
reader into the meat of your paper.

normal is very prevalent in todays society. Although Dove is trying very hard to normalize other
body types besides super skinny, they are receiving backlash for drawing attention to the notion
that you have to identify when someone is not considered the best looking or norm for todays
society. I want to learn more about these commercials and advertisements so I can inform my
own opinion about Doves beauty campaign. The audience for the analysis is going to be viewers
of the commercial, women, and the company Dove.
To begin my research, I will start on Doves website to gain insight into their beauty
campaign. This will enable me to get the background and context for the advertisements. I will
also use the commercials as sources. I will watch and take notes on the different commercials

Comment [SEV7]: You outline your audience

very well here. Why will this research be
important to your audience?

Shaw 14
and ads that have been released since the start of the campaign, and I will not how the
advertisements have changed. I will also find a peer reviewed article and source on effective
advertisements. This will enable me to analyze Doves commercials as to whether or not they are
effective. The purpose of this assignment is to show the effectiveness of the Dove commercials
and how they are affecting society.

Hi student,
It was a pleasure reading your proposal! I really could hear your voice while reading through it,
and it is exciting to see that you are engaged with this project. Your topic is certainly relevant in
todays society. I am proud that you are pushing yourself academically to analyze a commercial
and topic that is important to you in order to determine if it rhetorically effective.
This proposal is a great start to the following annotated bibliography, rhetorical analysis, and
presentation. You have a clear focus on your audience and what you will be researching, which
will be a great benefit in the weeks to come.
Some of your ideas are not completely clear, so try to think about a focused introduction and
transitions in the upcoming projects. Also, try to focus on the why of your topic. In other
words, why is this relevant to your intended audience? Why are you so interested in this topic?
That will help you to push your purpose a little further as well.
Please let me know if you have any questions or comments.
Sincerely,
ES

Comment [SEV8]: I think you are on the right

track as to what you are going to research!
You sound very engaged with the medium of
your project. Please see the rubric for the
annotated bibliography on Bb to see how
many peer-reviewed sources you will need.
We will go over more on that next week!
Comment [SEV9]: Please be aware that your
proposal is 340 words long.

Shaw 15
Proposal Rubric
Criteria

Exceeds
Expectat
ions

Meets
Expectations

Content: D Discusses
topic, importance,
purpose, audience,
and research plan in
350 to 500 words.

Discusses the
topic, but needs
to be elaborated
further on the
importance,
purpose, and
research plan.
Only 340 words.

Organization:
Establishes a clear
introduction to the
topic, paragraphs
explaining the
importance, and
paragraph(s)
explaining the
research plan.

Organization of
ideas and
transitions are
at times a little
unclear.

Style and mechanics:

Little to no surface
errors, such as syntax,
grammar, punctuation,
and spelling.

Very few
surface
errors.

Format: Uses
appropriate MLA
format.

Great
MLA
formatti
ng.

Peer-Review: Practices
peer-review and
assists partner with
positive feedback and
conversation.

Below
Expectations

Insufficient

Points
Earned

15/20

17/20

10/10

10/10

___/15

Total:
52/60

Comment [SEV10]: Jessica did not have the

opportunity to do peer review for my WAD. I
will make the assignment out of 60 for that
reason.

Shaw 16

Phase 3: Research
Context
During this phase, the entire class will meet with one of the institutions librarians to review how
to find scholarly, peer-reviewed articles during one class period. The librarian will come to the
class and project research skills and examples searches onto the white board. The following class
meeting, the instructor will allow students to write a reflection on their experiences from the
research tutorial and what they learned from it. Since students already established their topic,
they will then begin to research three scholarly, peer-reviewed sources. Students will also be
assigned to complete a daybook entry that informally discusses their three scholarly articles.
They will review the three sources, the research daybook entry, and the proposal during one-onone meetings scheduled with the instructor.
Purpose
The purpose of this phase is for students to learn the fundamentals of scholarly research and
research three sources that will be utilized in the annotated bibliography and the rhetorical
analysis.
Phase Objectives

Demonstrate effective research skills, such as finding and evaluating sources critically
Practice critical reading skills
Reflect on writing and course through the use of a daybook

Schedule of Assignments

Librarian presents to class 10/4.

Research and choose 3 scholarly, peer-reviewed sources. Due 10/6 in class.
Students meet one-on-one with instructor from 10/6 10/10 (via sign-up sheet).

Notes
There is no specific rubric for completing the research phase. Students will earn 25 points for
finding three scholarly, peer-reviewed sources, completing a daybook entry on their experiences
of the research, and meeting with the instructor to discuss and review the sources, the research
daybook entry, and the students proposal. The meeting will last approximately 20 minutes.

Shaw 17
Phase 4: Annotated Bibliography and Writers Memo #1
Context
At this point, the students have all established a topic and acquired three sources to use for their
annotated bibliography and rhetorical analysis. Before students can dive into the analysis, it is
important for them to synthesize the information present in their research sources and establish
how they will be both helpful and effective in the rhetorical analysis project. Also, students will
receive handouts and the rubric to help them in the process of writing an annotated bibliography,
peer-reviewing, and writing a writers memo. They will also receive a copy of Peter Elbows
Ways of Responding to help them respond to classmates work.
Purpose
The purpose of the annotated bibliography is for students to critically read their sources and
dissect which parts of the source will develop an argument for their rhetorical analysis. The
purpose of the writers memo is for students to reflect on their experiences of drafting an
annotated bibliography, peer-reviewing, and turning in a final draft. The writers memo will also
give students an opportunity to ask questions and plan ahead for the rhetorical analysis.
Phase Objectives

Compose a critical, written analysis of a text, situating its features in a larger context of
its genre conventions
Compose in various electronic environments
Control surface features, such as syntax, grammar, punctuation, and spelling
Demonstrate effective research skills, such as finding and evaluating sources critically
Demonstrate proficiency in using formal MLA documentation rules and incorporating
others ideas responsibly
Practice critical reading skills
Refine formal documentation skills through editing
Reflect on writing and course through the use of a daybook

Schedule of Assignments

Introduce and discuss annotated bibliography assignment in class 10/11.

Draft an annotated bibliography with three research sources. Due 10/18 in class.
Peer-review annotated bibliographies with a partner of students choosing. Due 10/18 in
class.
Submit a final draft of the annotated bibliography via the BlackBoard TurnitIn link. Due
10/23 at 11:59 PM.
Submit a Writers Memo reflecting on the annotated bibliography process via the
BlackBoard Turnitin link. Due 10/23 at 11:59 PM.

Shaw 18
Annotated Bibliography Rubric:
Exceeds
Criteria
Expectations
Content: Analyzes
academic conversation
and usefulness of three
research sources.
Research: Demonstrates
effective research skills in
acquiring 3 MLA works
cited entries in the
annotated bibliography.
Organization:
Introduction para., 3
annotations, and
conclusion para.
Style and mechanics:
Little to no surface
errors, such as syntax,
grammar, punctuation,
and spelling.
Format: Uses appropriate
MLA format.

Meets
Expectations

Below
Expectations

Peer-Review: Practice
peer-reviewing with
drafts of writing
assignments and assists
partner with positive
feedback and
conversation.
Process: Shows
process of writing
through first drafts,
editing processes, and
reflection or writers
memos

Insufficient

Points Earned

___/20

___/20

___/10

___/10

___/10

___/15

___/15

Total: ___/100

What should be in my Annotated Bibliography? (Handout)

Shaw 19
If you are scared of tackling this annotated bibliography, dont be! This assignment is to help
you analyze your topic and see how your research sources will be useful when it comes time to
write your rhetorical analysis. To help you through writing this annotated bibliography, here are
some guidelines:
Introduction
One paragraph that identifies the topic that is being researched and explains how the sources
were selected.
Annotation

Be sure to have your works cited entry listed above each annotation in MLA style.
Name of the author(s) and title of the article or chapter
The argument that the author(s) is making
How the author develops and supports the major claim
The authors purpose
The authors intended audience
How this source fits into the development of the rhetorical analysis writing project
Any terms that situate this article into your rhetorical analysis writing project

Conclusion
One paragraph discussing how you plan to use these sources in your rhetorical analysis and any
final thoughts from your research.
*If you need additional examples of annotated bibliographies outside of class, please visit the
Online Writing Lab at Purdue University: https://owl.english.purdue.edu/owl/resource/614/03/.

Peer Review (Handout)

When you and your partner discuss each others annotated bibliographies, be sure to refer to
Peter Elbows Ways of Responding.
1. Peer-review partners name: ________________________
2. Does your partner have three sources? ________________
3. What are the names of the three sources? _________________________________
_____________________________________________________________________
4. Is the annotated bibliography set up in MLA format? ________________________
5. Is there an introduction? ______________________
6. Are there three annotations? ___________________
7. Is there a conclusion? _________________________
8. What do you think the point of center is for this annotated bibliography? ________
______________________________________________________________________
______________________________________________________________________

Shaw 20
9. What do you think is working best in this annotated bibliography? ______________
______________________________________________________________________
10. Any additional comments: ______________________________________________

Writers Memo (Handout)

The writers memo is a place for students to reflect on their research process, drafting of the
annotated bibliography, peer-review, and submitting their final annotated bibliography. Please
format the paper in a business memo format, addressed to the instructor. (MS Word has an
Interoffice Memo Template that works well for this if you would like a template). There is no
specific length requirement, but students should elaborate on ideas, process, and questions.
Students may reflect on (but are not limited to) the following questions:

What activity in class helped me the most in completing the annotated bibliography?
What was the most challenging part of the research?
What part of the annotated bibliography did I feel most confident with?
What issues did I encounter when writing the annotated bibliography?
What helped me the most from the peer-review session?
Was there a process in writing the annotated bibliography that tremendously helped?
How will this annotated bibliography aid me in writing my rhetorical analysis?
Any questions/comments for the instructor.

Shaw 21
Phase 5: Rhetorical Analysis and Writers Memo
Context
Students have established the text and three scholarly sources for their rhetorical analysis.
Therefore, this phase will be focused on the students drafting their rhetorical analysis, peerreviewing, and submitting a final paper. Students will receive handouts and the rubric to help
them in the process of writing a rhetorical analysis, peer-reviewing, and writing a writers memo.
They will also receive a copy of Peter Elbows Ways of Responding to help them respond to
classmates work.
Purpose
The purpose of the rhetorical analysis is for students to analyze the rhetorical situation of their
chosen topic, including audience, purpose, and context. In addition, they will evaluate the use (or
lack of) ethos, pathos, and logos within the text. Students will discuss whether or not the text is
effective and persuasive based on their supporting research and analysis.
Phase Objectives

Analyze rhetorical situations of a variety of texts

Compose a critical, written analysis of a text, situating its features in a larger context of
its genre conventions
Compose in various electronic environments
Control such surface features as syntax, grammar, punctuation, and spelling
Demonstrate proficiency in using formal MLA documentation rules and incorporating
others ideas responsibly
Refine formal documentation skills
Reflect on writing and course through the use of a daybook
Revise and edit writing to improve focus, organization, support, and elaboration of their
ideas

Schedule of Assignments

Discussion of rhetorical analysis rubric and examples in class 10/25.

Draft of rhetorical analysis. Due 11/1 in class.
Peer-review drafts with a partner of instructors choosing. Due 11/3 in class.
Submit a final draft of the rhetorical analysis via the BlackBoard TurnitIn link. Due 11/20
at 11:59 PM.
Submit a Writers Memo reflecting on the rhetorical analysis process via the BlackBoard
Turnitin link. Due 11/20 at 11:59 PM.

Shaw 22
Rhetorical Analysis Rubric
For the Rhetorical Analysis, you are piecing together all of the ideas and research that you have
gathered throughout the semester. Through the proposal, research, and annotated bibliography, you
have become well versed about your topic, so now it is time to rhetorically analyze your medium and
use your research to support your claims. The rubric is as follows:
Criteria
Ideas: The topic and medium
are analyzed, and there is a
thesis, focus, purpose, and
audience.
Content: Composes a critical,
written analysis of a text,
situating its features in a
larger context of its genre
conventions. Analyzes the
rhetorical situation of text
and demonstrates knowledge
of research sources.
Organization: Clear
introduction, supporting
body paragraphs, transitions,
and conclusion.
Style and mechanics: Little to
no surface errors, such as
syntax, grammar,
punctuation, and spelling.
Format: Uses appropriate
MLA format. Rhetorical
Analysis is 2,000 words or
more in length.
Peer-Review: Practice peerreviewing with drafts of
writing assignments
and assists partner with
positive feedback and
conversation.

Exceeds
Expectations

Meets
Expectations

Below
Expectations

Insufficient

Points
Earned
___/20

___/20

___/10

___/10

___/10

___/15

Process: Shows evidence of

first draft, editing process,
and writers memo.
___/15

Shaw 23
Total:
__/100

Peer Review Handout

When you and your partner discuss each others rhetorical analysis, be sure to refer to
Peter Elbows Ways of Responding.
1.
2.
3.
4.
5.
6.
7.

Peer-review partners name: ________________

Is their paper 2,000 words or more? __________
Is the rhetorical analysis set up in MLA format? _______________________________
Is there an introduction? _______________________
Is there a conclusion? __________________________
What is the text that your partner is analyzing? ________________________________
What do you think the point of center is for this rhetorical analysis? _______________
_______________________________________________________________________

_______________________________________________________________________
8. What do you think is working best in this rhetorical analysis? _____________________
_______________________________________________________________________
9. Any additional comments: _________________________________________________
_______________________________________________________________________

Writers Memo Handout

The writers memo is a place for students to reflect on their writing process, drafting of the
rhetorical, peer-review, and submitting their final rhetorical analysis. Please format the paper in a
business memo format, addressed to the instructor. (MS Word has an Interoffice Memo template
that works well for this). There is no specific length requirement, but students should elaborate
on ideas, process, and questions.
Students may reflect on (but are not limited to) the following questions:

What activity in class helped me the most in completing the rhetorical analysis?
What was the most challenging part of the project?
What part of the project did I feel most comfortable with?
What issues did I encounter when writing the rhetorical analysis?
What helped me the most from the peer-review session?
Was there a process in writing the rhetorical analysis that tremendously helped?
How can I use the lessons I learned from this project in future courses or professions?
Any questions/comments for the instructor.

Shaw 24
Phase 6: Rhetorical Analysis Presentation
Context
The final assignment for this course is a digital presentation of the rhetorical analysis. The
instructor will provide students with the rubric and model how she created a Prezi for the
presentation. Students will be encouraged to reflect on their process of their project and findings
as well as their projects role or importance in society during their presentation. Each student will
present his or her final product in front of the class for ten to fifteen minutes. Acceptable modes
of presentation include PowerPoint, Prezi, IMovie, YouTube, or a form of presentation that
student approves through the instructor.
Purpose
The purpose of the presentation is for students to share their research and analysis in an exciting
mode. Additionally, the purpose is to engage students with using different digital platforms for
presentation and connecting their studies to society.
Phase Objectives

Compose in various electronic environments

Create a digital presentation
Refine formal documentation skills

Schedule of Assignments

Discuss presentation rubric and examples in class 11/22.

Submit presentation file or link to the presentation BlackBoard link by 12/4 at 11:59 PM
Present to class on 12/6 or 12/8

Rubric for Presentation

Criteria

Audio/Visual: Employs wellproduced audio/visual aids in a

digital presentation.
Content: References analysis of
rhetorical situation, ethos,
pathos, and logos. References
place/importance in society.
Style and Mechanics: Little to no
surface errors, such as, grammar,
punctuation, spelling, and visual
glitches/stops.
Answers and questions from

Exceeds
Expectations

Meets
Expectations

Below
Expectations

Insufficient

Points Earned

___/15

___/20

___/10

___/5

Shaw 25
instructor and/or classmates.
Total: __/50