Paper #4 Paper #4: ANALYTICAL/INTERPRETIVE ESSAY Write an analytical/interpretiv

Paper #4
Write an analytical/interpretive paper of at least 850 words which includes an underlined thesis statement. Read ALL of the instructions carefully before beginning this assignment.
To analyze a literary work such as an essay or opinion editorial, you must consider its purpose, its writing strategies, the effectiveness of its argument(s) and argumentative/persuasive strategies, and its overall effectiveness at conveying its thesis.
In analytical or interpretive writing, the writer discusses a literary work or selected reading. The text becomes your topic, your object of study for this paper. For this paper, you will be analyzing an essay which must involve technology. A good approach for analyzing an essay or literary work is to discuss (1) what it says (summarize), (2) how it says it (analyze/interpret), (3) and how well it says it (evaluate).
Be sure and get your topic approved by me in advance, because you are not allowed to choose the same article as a classmate.
You are allowed to bring me essays involving technology that you have found yourself to attempt to get me to approve them for this paper. Be prepared, however, for the possibility that I may not approve what you bring me.
Write an 850-word analysis of the essay’s main ideas and writing strategies. Underline your thesis statement. Your essay must demonstrate critical thinking and be written coherently, observing grammatical, mechanical, and stylistic conventions. Use an objective point of view (which typically uses “one,” “he/she,” “people,” etc.), not a personal voice (“I”) for this type of essay. In other words, use the third person– so don’t say “you” nor “us,” either.
(You may only say “I” or “my” in two situations: 1. if it’s a direct quote from the text (which would also be the only time “you” or “us” would be acceptable) or 2. if you’re talking about the tool of rhetoric of “reader can relate to it.” (If this doesn’t make sense to you now, you’re reading it too early. It’ll make sense to you later.))
Use relevant examples and quotations from the text to support/illustrate your ideas. You do not have to use MLA citation for this paper (unless you want to).
Do not look up anything about the essay about which you’re writing. To clarify: This paper is you writing about someone else’s writing.
You will be writing about if the writer did a good job writing it, just like we do as a part of class exercises all the time.
INTRO: You may summarize the essay for NO MORE THAN THREE SENTENCES.
Then give the THESIS SENTENCE which will basically be like “THE ESSAY, “BLAH BLAH BLAH,” BY JOHN DOE, WAS WELL-WRITTEN/MOSTLY WELL-WRITTEN/SOMEWHAT WELL-WRITTEN/MOSTLY POORLY-WRITTEN/POORLY-WRITTEN, IN PART BECAUSE…)” (After the BECAUSE, put one tool of rhetoric if it’s well-written or poorly-written, as a sort of preview, or one good and one bad if it’s in-between.)
–Pick a tool of rhetoric
–Give an example of the essay trying to use that tool of rhetoric
–Explain how that example helps prove whether or not the essay was well-written
DO THIS OVER AND OVER AGAIN (picking, whenever possible, a new tool of rhetoric that you haven’t already discussed).
CONCLUSION: Wrap it up with one or two simple sentences (that restate the thesis sentence).
–I can’t emphasize this enough: Be sure to look closely at the outline above. Your paper should be EXACTLY like that.
–If your thesis sentence isn’t just like that outline says to do it, something has gone wrong.
–If you’ve got 5 sentences in your first paragraph of paper #4, you’re doing something wrong.
–if you’re not naming at least one tool of rhetoric using the specific words and phrases from the list in each body paragraph, something has gone wrong.
–If you use the same tool of rhetoric three times, something has probably gone wrong.
–ABOUT POINT: DON’T PUT IT IN YOUR THESIS SENTENCE. The thing about the tool of rhetoric of “Point/purpose” is that it’s not just that the essay should have a point. It should be formed into paragraphs made out of sentences, too, but those are just givens. The point of “Point/purpose” is how well it’s supporting its point or purpose. So the thing that goes after the “because” in your thesis sentence shouldn’t be that it has a point. I don’t even want it to be blah blah blah was well-written because the point was well-supported, because that would pretty much be the same issue. If that’s what you were going to do, then tell me a different tool of rhetoric they’re using to support the point instead.
–Reminder: Your thesis sentence should be underlined.
–Reminder: Don’t say “I” nor “we” nor “us” nor “you.” Say “the reader” or “the readers” or “the audience”
–You can’t mention pathos, logos, nor ethos until you first explain what the writer is trying to persuade… since those are for persuasive essays only.
–Well-written should have a hyphen.
–You can’t just say “organization” …you have to actually choose one of the words from the list over to the right of “organization” For that matter:
–Don’t start a sentence in an academic paper with And, But, nor Or
–Do not ever end a paragraph with a direct quote. Instead, talk for at least one sentence about the direct quote before moving onto the next paragraph, and explain why that direct quote is so important. (It must have been important, if one did not just paraphrase it…)
–A paragraph (for an academic paper) should be at least three complete sentences long, but do not make paragraphs that are 250 words nor more in length.

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