After hearing the detailed explanation of the project, students are ready to get to work creating their creative writing books: The rough draft provides the opportunity to have students record their ideas and then go back and revise the statements by checking for scientific accuracy, flow of content, and creativity in presentation. Illustrations - Once students complete their narrations of the multi-step processes, they are allowed to begin creating the illustrations for their books. Some students expressed hesitation creating their own illustrations by hand, so students were given the option of printing images from the computer at home and bringing them into class to use as illustrations.
The purpose of rhetorical analysis is to discover how a text persuades its readers; the purpose of process and causal analysis is to discover and explain how a situation or issue works.
In either case, analysis involves examining, selecting, and interpreting. We discuss these three forms of analysis in some detail below because each has useful applications in academic writing. In a humanities course such as literature, drama, languages, the classics--Greek and Latin or a related sub-discipline like cultural studies, media studies, or communication studies, you might be asked to analyze the rhetoric of a text.
In a science course you might be asked to perform a process analysis, and social science courses may ask you to engage in causal analysis. These forms of analysis are not linked exclusively with specific disciplines, but as you learn more about analysis, you will see why different disciplines tend to make particular use of one type.
Rhetorical Analysis To analyze the rhetoric of a text is to figure out how it persuades its readers--not what it is attempting to persuade them of, but how it goes about accomplishing that task. Hitler was able to persuade a great number of people to join him in a cause that is today widely denounced.
How did he do it? This is the compelling question of rhetorical analysis. It is a useful question for you to learn how to answer; with the ability to understand how you are persuaded, you are less vulnerable to manipulation.
Although few of your classes will assign you to write rhetorical analyses, learning to conduct this type of inquiry and write this type of paper can make appreciable contributions to critical thinking skills that you can then apply to your academic studies.
Rhetorical analysis--being able to figure out how arguments work--can help you to understand how the various academic disciplines work. Conducting a rhetorical analysis of a linguistics text, for example, helps you understand how the discipline of linguistics asks and answers questions--by what means members of that discipline tend to form beliefs.
You may be asked to write a form of rhetorical analysis known as explication or close reading in literature classes, and, as we explain in "African American Women Writers," an ability to explicate a text is the first step in writing an effective paper.
Questions to ask as you perform a rhetorical analysis Now you are ready to begin your rhetorical analysis, collecting material that will lead you to your own thesis and that will become part of your essay. This analysis is best achieved by asking a whole series of questions, beginning with the following: What is the context of this text?
Where was it published, and when? Who is the intended audience for this text? Sometimes that question can be answered from the context, and sometimes there are clues in the text that tell you who the writer imagined his or her readers to be.
Does the text demonstrate a respect for its audience? What stance does it adopt toward that audience--one of teacher, colleague, supplicant? Is the text superior to the audience? Is it the equal of its audience?
Is it afraid of or hostile towards its audience? Does it welcome the audience into the discussion, or exclude them from it? By what means does the text seek to persuade its readers of the thesis?
By appealing to their emotions, their fears? By recounting personal experience, observation, or research? By adducing empirical data--statistics, tables, graphs, and the like?
See the discussion of ethos, logos, and pathos on pp. How does the text establish that this evidence actually supports the argument--or does it assume that you, the reader, automatically agree that this evidence is valid and sufficient?
Whom does the text portray as the enemies of its argument? Whom does it portray as its friends?Analysis & Discussion. Explain the differences in results between the covered and uncover tubes.
The uncovered tube has the light necessary to photosynthesize, but the covered one does not. What causes the algae beads to float to the surface? The build-up of oxygen trapped inside the beads. Apr 01, · Analysis of the trends shows a hyperendemic situation with an annual incidence rate of 1, per thousand in This figure was per thousand in 1, blood smears were checked each month and the positive predictive value of clinical suspicion was 45% on average.
This page contains the Issue topics for the Analytical Writing section of the GRE revised General Test.
When you take the test, you will be presented with one Issue topic from this pool. Objective: To measure the rate of photosynthesis through the rate of carbon dioxide consumption and to determine the effect of light quality (wavelength) on photosynthesis.
This section will be accomplished using a Vernier CO 2 gas probe connected to a computer and. Objective: To find out which colour of light provides the best consequences for the production of oxygen/ the rate of photosynthesis Background: In photosynthesis, there are two main parts, including light dependent and light-independent reactions.
Pierce, W. D., & Epling, W. F. (). What happened to the analysis in applied behavior analysis? The Behavior Analyst, 3, Reed, H., Thomas, E., Sprague, J. R., & Horner, R. H. (). Student guided functional assessment interview: An analysis of student and teacher agreement.
Journal of Behavioral Education, 7,