Jessica Luna

CTW 1: LEAD

Mr. Medina

03 October 2020

Rhetorical Analysis Project — Draft 2

● Introduction

○ Topic sentence

○ Thesis — Stevenson’s strategic use of statistics and inclusion of empathetic-like

word choice elevate his persuasiveness through logos and pathos, while his

mindfulness in recognizing that everyone may not agree makes him a self-aware

and credible author.

● Paragraph 1 — capital punishment/inhumane conditions/mass incarceration debunked

through pathos

○ Topic sentence —

○ Background —

○ Evidence — “Ms. Baigre was stunned to hear from the boy who had shot her, but

she was moved by his call...After communicating with Ian for several years,

Baigre wrote to the court and told the judge who sentenced Ian that his sentence

was too harsh and that his conditions of confinement were inhumane” (Stevenson

130)
 ○ Analysis — strategically includes the fact that Ms. Baigre was moved by the call,

showing her emotional reception to the boy’s apology and process of rectification.

Including this story after Ian’s sentencing shows a mindfulness for the boy’s

wellbeing and the complete aftermath of the robbery. Including the detail of

‘several years’ shows consistency both on the part of Ms. Baigre and the boy,

implying that both individuals are empathetic and caring towards each other.

Stevenson’s choice of wording for the second half of the last sentence is

important since it shows Baigre’s attempt at justice for Ian. Most readers can

identify with these feelings of passion in times where they have been dedicated

towards a cause, which makes this passage all the more convincing. Taking this

into account, Stevenson’s inclusion of this passage appeals to the reader’s

empathy and radicalized side, making him a persuasive author.

● Paragraph 2 — mass incarceration debunked through logos and ethos

○ Topic sentence —

○ Background —

○ Evidence — “One in every fifteen people born in the United States in 2001 is

expected to go to jail or prison; one in every three black male babies born in this

country is expected to be incarcerated. To be clear, these numbers reflect who is

being convicted and incarcerated, ​not​ who is necessarily committing crimes”

(Stevenson 14)

○ Analysis — Stevenson includes two statistics in this passage, followed by an

important reminder for the two. Both statistics portray a negative tone for society,
 as it’s wording gives off a reality that is clear cut and blunt, with no exceptions

for a big portion of the population. Stevenson’s persuasion is strong in this

passage as his inclusion of statistics shows he regards statistics as essential in

order to further solidify his argument. Although the first sentence shocks the

reader, the second sentence further radicalizes the reader into the realization that

correlation does not imply causation. The second portion of the passage is just as

important as the first because it provides a deeper analysis of the first in the form

of a reflective statement. This makes Stevenson a credible and persuasive author

as he not only includes statistics, but he provides additional insight for

interpreting these statistics, which help the reader to rid themselves of pre-existing

biases.

● Paragraph 3 — inhumane punishment/mass incarceration debunked by logos and pathos

○ Topic sentence —

○ Background

○ Evidence — “We’ve sent a quarter million kids, some under the age of twelve, to

adult jails and prisons. For years, we’ve been the only country in the world that

condemns children to imprisonments without parole” (Stevenson 15)

○ Analysis — Including this statistic is difficult to accept, and Stevenson knows it.

The general population tries protecting children since they are more vulnerable

and innocent than other groups in society. Therefore, reading that young children

are being grouped in on the same level with adults in prisons is not only terrifying

but repulsive. Stevenson’s use of a non-mainstream statistic carries much more

 impact, since it is not one known by most people, therefore leaving the reader in

shock with the weight of this reality. The reader is further infuriated with the

following statistic as it singles America’s cruelty against young children when it

pertains to crimes and misdemeanors for minors. Through the use of logos fueled

by pathos, Stevenson effectively persuades his audience to become radicalized in

the issue of inhumane punishment and mass incarceration.

● Paragraph 4 — history of racism, gives background on tensions in state storyline takes

place in therefore ethos

○ Topic sentence —

○ Background —

○ Evidence — “It wasn’t until 1967 that the US Supreme Court finally struck down

anti-miscegenation statutes in ​Loving v. Virginia​, but restrictions on interracial

marriage persisted...It was only in 2000 that the issue got on Alabama’s statewide

ballot, where a majority of votes chose to eliminate the ban—although 41 percent

still voted to keep it” (Stevenson 26)

○ Analysis — In this quote, Stevenson gives background information on the setting

in which the experiences in the novel takes place. This is paramount to

Stevenson’s persuasiveness because it shows the reader how conservative and

unlikely the population is to agree or even acknowledge that inhumane

punishment and mass incarceration is not a problem.

● Paragraph 5 —

○ Topic sentence —
 ○ Background —

○ Evidence — “Finally, the officer returned and spoke to his partner: “They don’t

have anything on him.” He sounded disappointed… “We’re going to let you go.

You should be happy,” he said” (Stevenson 40)

○ Analysis

● Conclusion

○ Re-hash

○ Thesis

○ So what? Importance

In rhetorical analysis, we identify how speakers appeal to audiences. Appeals such as

credibility/ethos, logic/logos, and emotion/pathos are important for understanding strategies of

speakers for their purpose in a given context, and genre. Ideology, or worldview, helps interpret

our rhetorical situation, making meaning from symbols of race, class, gender, and sexuality that

relate to our beliefs, values, and experiences.

What: We will now continue our rhetorical analysis of Just Mercy, incorporating in-text citations

to evaluate how the author appeals to readers and why or why not the author is effective based on

their rhetorical situation. As a part of carefully evaluating the arguments and claims of texts

(written or spoken), we must think rhetorically about how effective the strategies used to

persuade affect us, and others, as the audience. Thus far, we have read about how language

affects how audiences respond to a speaker/text.

Purpose (why): To apply the critical thinking strategies of rhetorical analysis to Just Mercy. We

have discussed potential topics in class such mass incarceration, death row, economic inequality,

or racial discrimination, but you are not limited to those. A successful analysis would really

choose to focus on one of these aspects exclusively with multiple examples, in a complex

manner that demonstrates a ​nuanced evaluation of why and how effective the evidence from

Just Mercy shows the claims you will make about the text.

Audience: For this assignment, you will be writing for an academic discourse community

familiar with rhetorical concepts, and relatively familiar with the text you will be analyzing (hint:

avoid unnecessary summary).

Should Include:

An unique (potentially personal) introduction with well-formulated thesis (not too narrow or

broad with enough complexity for the length of the project)

A well articulated thesis arguing how the book and writer communicate a message and appeal to

audiences and why.

Evidence in body paragraphs should include a quote from Just Mercy to illustrate the claim

articulated in the topic sentence/point of paragraph

Analytic work should explain how and why the in-text citation/quotes class support the point you

make about the text’s rhetorical situation/appeal, following the argument of your thesis

Clear sentences and MLA

Paragraphs organized by the contents rather than the length

Remember that you are working to (CTW Course Goals):

​Critical Thinking: The ability to identify, reflect upon, evaluate, integrate, and apply different

types of information and knowledge to form independent judgments. You will experience

writing and other critical thinking processes as a way to learn.

​Complexity: An approach to understanding the world that appreciates ambiguity and nuance as

well as clarity and precision. You will become a critical thinker and writer increasingly aware of

historical, cultural, and social contexts, and increasingly sensitive to the significance of cultural

difference.
​Communication: Interacting effectively with different audiences, especially through writing,

speech, and second language. You will learn to contextualize your own ideas and the ideas of

others through rhetorical analysis, logical reasoning, and information literacy. (adapted from

SCU Core Curriculum)

Submission Directions: 3 drafts documented with photos, pdf scans (or Google Doc) submitted

electronically to the “Assignments” section of Camino in order from Final draft, second draft,

first draft [Be sure you save each draft as a different Word document so that you can add them

all to the final document].

Format: MLA Guidelines, 12 pt font, Times New Roman, double spaced, 1 inch margins, page

numbers, etc (see MLA example on OWL Purdue on d2l); Page length: 4-5 pages. Works Cited

page.

Draft deadlines: 1st draft 10/6, Draft #2 10/8, Final draft 10/13

(drafts must be included with Final draft)