The assignment has a partial example/template for Essay II: Essay II 101 RA media assignment TTH x

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Requirements:

Thesis and TS’s presented in full sentence form.

At least 4 BP’s should be outlined (no more than 5).

Supporting details should follow PIES structure (IES) – except for the summary/description/overview of the ‘text’ in the first body paragraph. Here’s a handout that may help you plan the I and S parts of body paragraph 2 and beyond: Development of MT RA Points – Suggestions and Help x
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Provide a file or link to your media text if possible.

English101 – Essay II – Assignment

Texts Covered to Prepare for EII:

-“Why Good Advertising Works (Even When You Think It Doesn’t)” – Nigel Hollis

-“How Advertisers Are Manipulating You in Ways You Don’t Even Know” – video link provided on Canvas

-“Backpacks vs. Briefcases” – Laura Bolin Carroll

-“How Advertising Has Become an Agent of Social Change” – Charly Jaffe

Assignment:

Each student should find ‘media text’ (tv show, movie, music video, commercial, etc) to complete a rhetorical analysis essay. In class, we have focused on ‘print ads’ for analysis, and it may be wise to stick with this media text. Be careful in choosing your ‘text’ to analyze for this assignment. There are many options, obviously, but make sure the text you choose allows for
thorough
rhetorical analysis. The key will be to find a media text that has a specific ‘message’, that potentially influences or affects the audience, and that provides ample evidence to support your claims. Each essay will need to describe/summarize the media text (what’s on the surface), identify a target audience, analyze the message of the ad, consider the potential impact on the audience, and include a secondary source.

Direction:

A. Plan and execute a 6-7 paragraph essay (Intro, 4-5 BP’s, Conclusion).

B. Present a thesis that has a claim about the message and/or effect the media text (or category of media text) has on the audience.

C.
Body paragraphs:
each essay will (P1) describe/summarize the text, and (P2) identify a target audience. From there, students should create multiple paragraphs of rhetorical analysis (P3, P4, and maybe a P5) built around specific points. Here are some options for analysis paragraphs: analyze the purpose of the text, make a claim on the message it sends or how it attempts to manipulate, consider the potential impact on the audience, and argue whether it is successful or not.

D. Use specific Evidence from the advertisement to support points presented in the body paragraphs.

Requirements:

Essay Outline due by Feb. 11th, Rough Draft on Feb. 20th, Final Draft on the Feb. 25th.

The essay must be 4-5 pages in length with MLA format.

Body paragraphs (besides the summary/description) should follow PIES structure with specific P’s.

Use of evidence as support in middle 1/3 of BP’s.

Intro will finish with thesis and Conclusion should present a ‘takeaway’.

Submit your ‘media text’ (a file or link) along with your final draft ( file).

Example Outline/Plan – this plan uses the “Homer” ad from “Backpacks vs. Briefcases”. You will need to, first, find a media text that allows you to meet the expectations of the assignment. Here is an example ‘partial’ outline for Essay II. Keep in mind this is just one example out of many possible approaches:

Thesis: The americansforthearts.org “Homer” ad succeeds in drawing in its audience and raising awareness on the issue through the use of a joke created around the double meaning of the character ‘Homer’. Unfortunately, the ad may struggle to succeed in creating actual change on the issue because it limits the potential audience and requires viewers to take their own action on the issue.

***P1(Description/Summary of text) – The americansforthearts.org print ad prominently features a humorous message to inform the audience on the decline of art education.

-Share ‘joke’ and other aspects of design that play up the double meaning at work

– share ‘directive’ by ad to visit website for further info

-share other .orgs feature -> formal tone/look of ad outside of the joke

P2 (Target Audience)- While the potential audience may be for anyone with an interest in art, the ad focuses on reaching parents and educators who see art as integral to any education.

I

– Analyze how TA needs to get the joke and already be passionate on issue

E – Use of ‘Homer’ keys in on specific people

S – Because ad relies on its audience to ‘take steps’, its audience is more narrow than thought

P3 (Purpose/Message) – The ad attempts to raise concern on the issue of art education, but more importantly, it wants the audience to actively and financially join the fight to save it.

I – continued decline of art prog.’s; need to fight growing ‘lack of necessity’

E – Discuss use/meaning of D’oh; quote other words/phrases that call for action

S – Joke makes issue clear -> Plus is a ‘spoonful of sugar’

P4 (Effect)- Increasing the role of art education in the lives of students, especially those in financially challenged school systems, can lead to a new generation of young adults who are more thoughtfully engaged in the world around them.

I

Evidence –

S

***NOTE: I have not followed PIES in my ‘summary/description’ paragraph. It isn’t really a ‘point-based’ paragraph, so PIES is not needed. What I do need to plan is a topic sentence that captures the ‘gist’ or feel of the ad and supporting details: what aspects/parts of the ad I want to describe, and how I will organize my description. For P’s 2-4, I have followed PIES because I want to be making specific points/claims in these paragraphs.

English 101 – Reminders and Help for Rhetorical Analysis Paragraphs

1. Remember the “Rule of Thirds” for Body Paragraphs (Besides BP1 on Essay II)

Top 1/3 of Paragraph (about 4-5 sentences) – your development of an idea stated through a clear topic sentence and a group of follow up sentences that explain and ‘analyze’ the point.

-(P) main point of paragraph in the topic sentence

-(I) follow up and explanation of the idea, how it is true and its importance

Middle 1/3 of paragraph (4-5 sentences) – this section should be focused on ‘support’ of your that will in a sense prove the idea presented

-(E) Use of a specific example/evidence from the text or perhaps a ‘universal’ example to display and ‘show’ your audience what you mean or perhaps a secondary source

Final 1/3 (4-5 sentences) – summarize and reassert your main point in a fresh way.

-(S) Returning to your main point – you may have to transition out of your example to return back to your main idea. Be sure to restate it and perhaps change the context to analyze it in a new way.

2. Help Developing Main Points – Rhetorical Analysis

The I and S sections carry a lot of ‘weight’ because they are the areas where a student writer can show the depth of their thinking and comprehension of the idea presented. This is especially true with rhetorical analysis paragraphs: Target Audience, Message, Manipulation/Persuasion, Effectiveness, and/or Effect (an indiv. essay will not have all of these).

Asking questions of your main point is a great way to ‘dig’ for development of your idea. Here are some example questions for each RA paragraph that may help you plan/develop your I and S sections:

A. Target Audience (TA) – Why has this audience been chosen by the ‘company’/advertiser/text? What does knowing this TA tell you about the ad’s purpose/message? Why/how is this audience susceptible to the purpose/message of text.

B. Message – Why is this message being used by the ‘text’? How/why is this message meaningful to the audience? What is the message trying to make the audience feel or believe?

C. Manipulation/Persuasion – Explain a specific method/way the text tries to persuade the audience. How does this method of persuasion ‘work’ within the text? More generally, why is this approach to manipulation/persuasion used?

D. ***Effectiveness*** (prob. a paragraph only for ads) – How/why does the ad succeed or fail in its purpose? What could be done to make the ad more effective?

E. Effect – How does the add connect to, support, or create a problem in the real world? How/why does ad have this impact? How does the ‘effect’ benefit or damage the real life of audience?