Posted: September 20th, 2022

Choose one of the broad topics from the list below. The Electoral College in the US Learning to Speak another Language Going to an Online University Immigration Art and Artists Owning a Home The Director’s Role in Filmmaking Repairing a Car Engine The En

 

  • Choose one of the broad topics from the list below. 

    The Electoral College in the US
    Learning to Speak another Language
    Going to an Online University
    Immigration
    Art and Artists
    Owning a Home
    The Director’s Role in Filmmaking
    Repairing a Car Engine
    The Environment
    Music

  • Refine your chosen topic to something manageable; it is impossible, for example, to write all there is to know about music.

    Too broad: Many musicians have had a great influence on history.
    Refined: Beethoven’s accomplishments as a musician, his loss of hearing, and his continued influence on today’s music make him one of the finest composers of all time.

  • Write a thesis statement that includes the refined topic + argument/assertion + 3-point map.

Example below.

Topic: Music

Refined Topic: Music is the best form of art.

Thesis Statement: Music is the best form of art because it is universal, easily created by anyone, and requires no external tool to create.

Topic Sentence with transition words:

  • (Body Paragraph 1) First, music is universal and able to be found in any culture around the world
  • (Body Paragraph 2) Furthermore, most people are able to sing, although there are different levels of being able to sing.
  • (Body Paragraph 3) Finally, no external tools are required to make music which makes it more accessible than other types of art.

Rhetorical Analysis Assignment

Assignment:

For this assignment, analyze a persuasive message which was delivered in speech form. Analyze the purpose of the speech, the context of the speech, the claims in the speech, the audience for the original delivery of the speech, and the rhetorical appeals used in the speech. Finally, evaluate whether the message is effective in achieving the speaker’s purpose. The audience for your essay is a peer in ENG 1020.

 

You should assume your peer is familiar with the speech, so you should not merely summarize. Additionally, your peer understands rhetorical appeals so you should not define them in your essay. Finally, this essay should be written in third person POV (no
I, me, my, you, your).

 

Purpose
:

The purpose of this assignment is to:

• Analyze the rhetorical situation and how the author makes an appeal to one or more of the rhetorical appeals.

• Analyze the use of visual elements to enhance the effectiveness of a given speech.

• Articulate and develop a critical and analytical perspective in writing

• Develop strategies for critically engaging information and develop it in writing as evidence for arguments

• Study writing in relation to articulating human values, cultural perspectives, or interdisciplinary understanding

 

Topic:

You may choose any TEDtalk speech you’d like; however, it must be a minimum of 8-9 minutes in length. You should read and annotate the speech’s transcript too.

 

Suggested speeches:

Monica Lewinsky: The price of shame

 

Wes Moore: How to talk to veterans about war


 

Verna Myers: How to overcome our biases? Walk boldly toward them

 


Research
:
No formal research is required for this assignment (i.e. you are
not required to have sources or a Works Cited) although you are certainly allowed to use outside sources. If you use outside sources, you must cite them.

 


Format and Length
:

All essays for this course should be in proper MLA format. A thoroughly analyzed essay will be around 3-4 pages.

 


How to write a rhetorical analysis

 

1. Consider the Rhetorical Situation: Read/view the speech several times over the course of different times/days, paying special attention to not only what the author is saying, but perhaps more importantly, how he/she presents his/her ideas. A good way to begin is to write out on a separate piece of paper what you think the text’s purpose is, including: the thesis, the audience, the context in which the text was written, the tone, and the genre of the text. Think about the rhetorical situation (issues of purpose, audience, context, voice, strategies, genre, etc.) in terms of the author’s choices. [Hint: you will want to at least touch on all of the elements mentioned above (in the Rhetorical Situation and Rhetorical Appeals sections, respectively), as each of these elements (inter)act upon the others]. A word of caution; however, don’t try to write in-depth about all of the elements of appeal and rhetorical situations, or your paper may quickly become unmanageable. Likewise, beware of not going into enough detail or not covering the relevant elements. There is a delicate balance you have to find between these two strategies – one for which there is, unfortunately, no hard fast set of rules for how to accomplish this. While you will need to address all elements, you may wish to focus on those elements most relevant to the text you choose (going into greater depth for those), and go into less depth for those which are not as relevant.

 

2. Consider the Rhetorical Appeals: You should address all three elements of rhetorical appeals (Ethos, Logos, and Pathos). How does (or does not) the author utilize one (or all) of these three approaches? Note: texts rarely utilize only one of the appeals, but rather typically utilize elements of all three.

 

3. Develop A Clear Thesis Statement: This is perhaps the most critical step in the writing process. You must ask yourself, “What is my purpose for writing this analysis?” Based upon your answer, you should be able to come up with a strong (unique) thesis statement. A thesis statement should reflect what you do in your analysis (i.e. a thesis statement is a roadmap for the rest of your analysis). Do not simply restate the author’s original thesis (remember the elements of the rhetorical situation — your purpose is different than the original author’s). In addition to stating your stance, your thesis should provide the reader with a clear direction of where you’re heading (e.g. what’s your topic/issue? what are your units of analysis?, what conclusion do your come to?, and/or what is the significance of your work?).

 

4. Support Your Thesis Statement: The body of your analysis should be devoted to supporting evidence for your thesis statement (i.e. it should follow your roadmap). This will entail techniques of direct quotation, paraphrasing, and your own assessment. Do not simply summarize what the author has already stated (this is your analysis). There is an important, but subtle, shift in focus from your thesis to your supporting evidence your thesis states what you will do, but your supporting evidence reflects what (or why) the original author is doing (it)). This can be tricky and causes some students difficulty, but we will cover this in class. Additionally, your paragraphs should each, subsequently, address the various rhetorical elements and the aspects of the rhetorical situation of the original essay (hint: you should limit yourself to one particular element/aspect per paragraph). Be sure each paragraph directly addresses your thesis statement. Note: for several of the rhetorical elements, you may have to go outside of the original speech to find the appropriate information (e.g. you may need to do a little research to find the author’s birth date and/or professional experience, what was happening, in the world, at the time the essay was written, etc.), if these things are relevant. For each point you want to make in your analysis, you will want to give examples to support your claims. Using examples to support your claims will help your reader understand why you are making the claim you are making. For example, if you find a place in the text where the author is using pathos to appeal to the reader’s emotions, you should quote the place in the text where this appeal takes place. Likewise, if you are discussing how the author uses images to enhance a text, you should describe this image (or better yet, include a copy of the image within your analysis) to back up your claims.

 

5. State Your Conclusion: The purpose of your conclusion is to clearly, but briefly, reiterate what you were hoping to accomplish in your essay. In other words, it should reflect (mirror) your thesis. Note: It should not simply be a restatement of your thesis. It is designed to have the reader (re)contemplate the thesis, in light of the evidence you provided in the body of the text.

 

Cautions:

• Avoid lengthy, verbatim quotations and/or paraphrases of the original text. While sometimes helpful/necessary, you should limit your use (and/or the length) of these.
The majority of your paper should consist of your own analysis.

• Avoid a chronological summary of the speech (where you move from paragraph to paragraph in the original essay), where you explain each of the author’s successive steps. Rather, organize your essay around the point mentioned in the “Process” section (ensuring that you address the relevant areas of the rhetorical situation and appeal. If an element in not applicable, you don’t necessarily have to address it in detail – use caution however that you don’t omit something important. Additionally, you may want to include something not mentioned by the author, if its omission is significant).

• Avoid attributing your own opinions/beliefs to those of the author. In other words, avoid putting words into the author’s mouth. If the author presents an opinion you agree/disagree with, clearly differentiate whose opinion you are addressing. A rhetorical analysis is much less about your emotional response to an issue addressed by the author, and more about your reaction to the process by which the author achieves (or not) his/her intention. This essay is not about whether or not you ultimately “like” or “dislike” what the author has stated. 
It is about whether the author was successful in persuading you to his/her own opinion (there is a subtle, but critical difference).

 

Reference

Book: Niles, S. G., & Harris-Bowlsbey, J. (2017). Career development interventions (5th ed.). Upper Saddle River, NJ: Pearson. ISBN: 9780134286303.

This module/week’s forum centers on the presentation “Career Counseling – Skills for Guided Discovery and Career Assessment.” In addition to foundational counseling skills, this presentation demonstrates 5 common interventions used in career counseling including:

· Assessment of the client’s personal and professional background

· Assessment of the client’s decision-making skills

· Assessment of the client’s social roles and life experiences

· Use of career visualization activities

· Use of career assessment inventories

After viewing the presentation, choose 1 question below to answer in this Discussion Board Forum.

· What are some of the basic counseling skills that you learned in COUN 505 that you see applied in this video? Give specific examples.

Skills include:

· active listening

· being aware of nonverbal communication

· building rapport

· 1. Attending

·

Attending in counselling

means being in the company of someone else and
giving that person your full attention, to what they are saying or doing, valuing them as worthy individuals.

· 2. Silence

·

Silence in counselling

gives the client control of the content, pace and objectives.

· This includes the counsellor
listening to silences as well as words, sitting with them and recognising that the silences may facilitate the counselling process.

· 3. Reflecting and Paraphrasing

·

Reflecting in counselling

is part of the ‘art of listening’. It is making sure that the client knows their story is being listened to.

· This is achieved by the helper/counsellor by both
repeating and feeding a shorter version of their story back to the client. This known as ‘
paraphrasing‘.

· 4. Clarifying and the Use of Questions

·

Questions in counselling

are classed as a basic skill. The counsellor uses open questions to clarify his or her understanding of what the client is feeling.

·
Leading questions are to be avoided as they can impair the counselling relationship.

· 5. Focusing

·

Focusing in counselling

involves making decisions about what issues the client wants to deal with.

· The client may have mentioned a range of issues and problems and focusing allows the counsellor and client together to clear away some of the less important surrounding material and
concentrate on the central issues of concern.

· 6. Building Rapport

·

Building rapport with clients in counselling

is important, whatever model of counselling the counsellor is working with.

· Rapport means
a sense of having a connection with the person.

· 7. Summarising

·

Summaries in counselling

are longer paraphrases. They
condense or crystallise the essence of what the client is saying and feeling.

· The summary ‘sums up’ the main themes that are emerging.

· 8. Immediacy

· Using immediacy means that the therapist reveals how they themselves are feeling in response to the client.

· According to Feltham and Dryden (1993: 88),

immediacy

is ‘the key skill of focusing attention on the here and now relationship of counsellor and client with helpful timing, in order to 

challenge

 defensiveness and/or heighten awareness’.

· How might understanding the client’s past decision-making experiences inform your work as a career counselor? Why?

· What are some potential next directions that a counselor might consider when working with a client similar to Erika? What is the rational for the direction you are considering?

Presentation: Christian Approaches to Vocation

Presentation: Trait-and-Factor and Developmental Theories of Counseling

Presentation: Basic Career Counseling Interventions

Respond to at least 1 reply of 200–250 words to a classmate’s thread. Each thread must include at least 1 citation in current APA format.

Louanne

Discussion Board

Top of Form

What are some potential next directions that a counselor might consider when working with a client similar to Erika? What is the rationale for the direction you are considering?

It is very important to understand a client’s background in order to help them determine a career path. Knowing the experiences from childhood on through adulthood that helped shape a person into who he or she is, gives you information on the things that are most important to the client and their wellbeing. In the case of Erika, she grew up in a loving family where education was valued. These principles were ingrained into her life because her father grew up poor and valued financial security. Therefore Erika values financial security and proper education. When you have important information like where and how a client grew up you can decide which assessments would be most appropriate to administer to give you both ideas about which careers would be the best fit for the client. Taking a Salience Inventory could have a” relative importance of five life roles (student, worker, citizen, homemaker, and leisure) in three dimensions, one behavioral and two affective” (Niles 2017) This will help Erika understand how she feels about a certain life role. This inventory offers information on how and to what degree Erika feels about possibilities are for her now and in her future. She can complete an exercise in the week prior to your next meeting called “The Pie of Life, in which clients divide a circle into slices symbolizing the amount of time they spend doing different things during the week.” (Niles 2017). During the next visit, you can examine her work and make suggestions about each and how she feels about how she spent her time. Another assessment to consider is Roe’s Theory. This would be excellent for looking into Erika’s history because it is based on how childhood experiences can help someone like Erika to be either outgoing or withdrawn toward people. There are other tests and studies that could be done, all accumulating information that could give Erika the answers she needs when choosing a career.

Reference

Niles, Spencer G., Harris-Bowlsbey, J.( 2017) Career Development Interventions (5th ed.) Pearson

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