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Text Analysis Response (TAR) | Rhetorical Analysis Response (RAR)

Zhuoyao wen

Teachers Names

AP Language & Composition

13 November 2020

Cesar Chavez in the article argues that nonviolence is more powerful than violence.
The author writes in a formal tone for the audience supporting his argument by contrasting and listing.
The author’s purpose is to show that non-violence is more powerful and better than violence in order to let
readers know that non-violence is used as a means for people to fight for justice, because violent means will
only cause casualties.

Cesar Chavez uses a contrasting rhetorical strategy（line 17）“If we resort to violence then one of two things will
happen: either the violence will be escalated and there will be many injuries and perhaps deaths on both sides, or there
will be total demoralization of the workers.”This is a rhetorical strategy that contrasts two different outcomes when people
use violence with nonviolent ness, and shows Cesar Chavez's central view that non violent ness is stronger than violence.

Cesar Chavez used an rhetorical strategy “explaining”（line 65）“When victory comes through violence, it is a
victory with strings attached. If we beat the growers at the expense of violence, victory would come at the expense of
injury and perhaps death. Such a thing would have a tremendous impact on us. We would lose regard for human beings.
Then the struggle would become a mechanical thing. When you lose your sense of life and justice, you lose your
strength.”that showed that if victory is achieved through violence, it will eventually lose its life and sense of justice, and
finally lose its power, showing the harm of violence and expressing Cesar Chavez's central idea that nonviolence is the
best means of revolution.

Cesar Chavez has given me some examples of the differences between nonviolent and violent and the
consequences of violence and nonviolent-ness. Let me understand that nonviolence is more powerful than
violence, support nonviolent movements, and involve the masses in the movement.
 Text/Rhetorical Analysis Response Rubric
Analysis Rubric

Learning Goals ↘ 4.0 3.0 2.0 1.0

PROBLEM Responds to the prompt Responds to the prompt Responds to the prompt With help, I
FORMULATION 1: with a defensible with a Central Idea that with a defensible can meet 2.0
Formulates Central Idea that analyzes the writer’s Central Idea. or 3.0
testable/researchable and
analyzes the writer’s rhetorical choices. learning
relevant questions, problem
statements, or hypotheses rhetorical choices. goals.
that demonstrate clarity
about the nature of the task.

COMMUNICATION 2: Provides specific Provides specific Provides some specific Provides

Cites specific evidence evidence to evidence to relevant evidence that
(mathematical
support all claims in a support all claims in a evidence. is mostly
representations or text-
based) or design solutions to line of reasoning. line of reasoning. general.
support claims, analysis,
and/or explanations.

COMMUNICATION 3:
Constructs an explanation
based on valid and reliable
evidence obtained from a
variety of sources (including
students’ own investigations,
theories, simulations, peer
review).
Consistently explains Explains how some of Explains how some of Summarizes
how the evidence the evidence supports a the evidence relates to the evidence
supports a line of line of reasoning AND the student’s but does not
reasoning AND explains explains how at least argument, but no line of explain how
how multiple rhetorical one rhetorical choice in reasoning is the evidence
choices in the passage the passage contributes established, or the line supports the
contribute to the writer’s to the writer’s argument, of reasoning is faulty student’s
argument, purpose, or purpose, or message. argument.
message.

PROFESSIONALISM: Demonstrates Demonstrates thought Demonstrates With help, I

Assures that the final product
meets all discipline-specific
standards for language,
terms, expressions, rules,
terminology, and
conventions.
sophistication of thought and/or a complex understanding of the can meet 2.0
and/or a complex understanding of the rhetorical situation. or 3.0
understanding of the rhetorical situation. Exhibit inconsistent learning
rhetorical situation. Exhibit acceptable organization of ideas goals.
Exhibit logical organization of ideas and information, failing
organization of ideas and information to to create a coherent
and information to create a coherent response.
create a cohesive and response. Establish and Lack a formal style,
coherent response. maintain a formal style, using language that is
Establish and maintain using appropriate basic, inappropriate, or
a formal style, using language and structure. imprecise. Demonstrate
precise language and Demonstrate partial emerging control of
sound structure. control of conventions conventions with some
Demonstrate control of with occasional errors errors that hinder
conventions with that do not hinder comprehension.
infrequent errors. comprehension.

● An essay that is a personal response and makes no reference to an in-class texts can be
scored no higher than a 1.
● An essay that is totally copied from the task and/or other resources with no original student
writing must be scored a 0.
● An essay that is totally unrelated to the task/prompt and/or does not respond to the
task/prompt must be scored as a 0.
● An essay that does not follow MLA format and/or paragraph essay format must be scored a 0.