CRR Week 4: Rhetorical Analysis: Testing Ideas and Understanding

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This week you will be introduced to the six core argument types while building upon your knowledge of the rhetorical situation and avoiding fallacious reasoning. We are going to take a deep dive into making hybrid arguments. This is going to require you to identify each type of argument claim (e.g. Definition, resemblance, causal, evaluation, ethical, and proposal) and connect this argument to an audience.

As you read and work through this week, consider the reflexive relationship between moving an audience and changing your rhetoric.

Chapter Readings: 

  • Understanding Rhetoric: A Graphic Guide to Writing 2e, Issue 3: “Strategic Reading” p. 71-118
  • Writing Arguments: A Rhetoric with Readings 11e
    • Chapter 7 “Analyzing Arguments Rhetorically” p 103-126. 
    • Chapter 8 “Argument as Inquiry: Reading, Summarizing, and Speaking Back” p. P.127-154
    • Chapter 9: Making Visual and Multimodal Arguments p. 155-188

Module Objectives: 

  1. Construct a Rhetorical Analysis of another author’s argument, identifying modes, appeals, and claim types 
  2. Choose a topic of inquiry for the remainder of the course 
  3. Select two argument types most suitable for your selected topic, begin drafting hybrid argument. 

Instructions: You will need to post initial responses and peer responses in a timely manner, responding to instructor discussion threads/prompts or posting uniquely generated content.

Initial Post:

Instructor Prompt #1:

This week’s readings offered an explicit outline (page 121 of Writing Arguments: A Rhetoric with Readings 11e) for doing written, rhetorical analysis. While you might only do a formal rhetorical analysis assignment a class like composition, I want you to consider what it means to evaluate the effectiveness of an argument. In everyday situations, personally and professionally, what does it mean to ‘evaluate” arguement. Drawing upon the assigned readings and the list of questions on page 109-111, share an experience where you found yourself evaluating an argument from an everyday situation. Overall, were you persuaded? Were you convinced? Why or Why not.

Instructor Prompt #2:

In Chapter 9 our authors broaden the conception of argument to also include the visual and multimodal. First, please provide a definition for visual and multimodal argument and discuss how this relates to implicit versus explicit arguments. In your immediate life, what kinds of multimodal arguments do you encounter daily? Please offer descriptions and how you, an audience member, interact with these arguments (provide photos/images of these arguments if possible).