Please respond with 5-8 sentences of friendly constructive and concrete comments and advice for TWO of your peers regarding their Rhetorical Analysis Draft Reflection for the upcoming Rhetorical Analysis essay.
Each of your responses should include supportive and specific concrete feedback on both strengths and areas of growth in their paragraph control, development, source usage, and flow.
Include also some next steps your writer could take to improve their paragraph or plans. What would be your plans if this were your draft?
You all completed such thoughtful and supportive feedback on the responses and reviews for the Assign 1 draft work. Please keep up the careful attention to your peers’ writing. Seeing how others are approaching the task can really help you plan your approach too.
PAPER 1
28 April 2022
Rhetorical Analysis Sample Paragraph
My Thesis: Through their effective use of logos, ethos, and pathos in presenting their argument, Roberts helps his readers understand the need to fight for the rights of those with disabilities.
Question Paragraph: While Ed Roberts doesn’t present a single question in his speech, he employs rhetorical and persuasive techniques to allow the audience to form their own questions and answers. For example, the logical build-up of the Disabled Civil Rights Movement begs the rhetorical question about what comes next. As such, Roberts understands the significant strides the movement has made, but he urges followers to continue to build coalitions and trust (Roberts). Like Roberts’ other effective rhetorical strategies, this can persuade the audience to join the movement. Roberts also empowers the audience to be leaders and take risks when decisions are at hand. This power is evident when the beginning and end of his speech give power to the audience when risks are present. Additionally, future decisions put the emotions of both children and the elderly with disabilities into question. In the past, Ed Roberts and the Disabled Civil Rights Movement had significantly impacted their emotional responses. Nevertheless, Roberts demonstrates powerful rhetorical techniques to persuade readers, although some might disagree with his speech’s effectiveness.
This is my 6th paragraph of eight paragraphs that details my last rhetorical element, the author’s question. It is the hardest of the five rhetorical elements as no explicit question is mentioned in the speech. Instead, I spoke about rhetorical questions and how Roberts wants everyone to think about justice for disabled communities. I tried using the flow chart and integrating more transitional phrases, but I might have overdone it. However, I integrated transitions into my last sentence that nicely lead to my naysayer paragraph. This is my weakest paragraph regarding source integration as there is no blatant question, but I put in Roberts’ nod to rhetorical questions. I believe my paragraph works for the question strategy on Roberts’ speech, although it isn’t my strongest paragraph.
My Outline below
LOGOS (Logic/Reason) → ETHOS (Authority) → PATHOS (Emotion)
Introduction
Hook (Intro to Roberts Speech?)
2 Transitional sentences (Detail about Roberts Speech?)
Thesis (claim + reason): Through their effective use of logos, ethos, and pathos in presenting their argument, Roberts helps his readers understand the need to fight for the rights of those with disabilities.
Writer
Topic Sentence: Edward V. Roberts influences the content of his argument through logos, ethos, and pathos because he has a personal connection to it.
(LOGOS) Supporting Point: Ed Roberts points out the logical assumption that all students have an equal opportunity to succeed at universities.
Evidence: “The University must have thought that we were insatiable: we demanded curb cuts, ramps, interpreters, readers and on and on. We held meetings, we demonstrated, we leafleted.” (Roberts).
Listeners can visualize the logical sequence of his journey, therefore understanding his speech easier.
(ETHOS) Supporting Point: While Roberts never states his official position within any one organization in his speech, he describes his effort to unite communities together as a leader.
Evidence: Paragraph 13 talks about uniting forces with persons with other types of disabilities (Roberts).
This toughens his argument as multiple organizations are fighting for equal rights.
(PATHOS) Supporting Point: Through an emotional lens, Roberts employs personal feelings of isolation that allow the audience to relate.
Evidence: Paragraph 6 talks about his experiences of “anger, frustration, and isolation” (Roberts).
Transition
Writer’s Purpose
Topic Sentence: Ed Roberts fights for equal rights and opportunities for disabled persons by persuading readers and influencing government officials through various persuasive strategies.
(LOGOS) Supporting Point: He starts with UC Berkeley but goes on to advocate his goals to Congress, leading to a smooth and logical series of events for readers.
(ETHOS) Supporting Point: Roberts is convincing individuals to help his cause and encouraging action by leading them.
His authority and motivation influence his speech positively.
(PATHOS) Supporting Point: Roberts compares the Civil Rights Movement with his Disabled Civil Rights Movement and how the emotions are identical.
This similarity makes his speech understandable and digestible for unfamiliar audiences.
Transition
Writer’s Audience
Topic Sentence: Ed Roberts uses logic, authority, and emotion to aim his speech at multiple audiences, addressing participants in his Disabled Civil Rights Movement and uninformed individuals.
(LOGOS) Supporting Point: As seen in the first line of his speech, Roberts addresses the current individuals part of the Disabled Civil Rights movement.
Evidence: “I’m here today to encourage you. You are the emerging leaders of the disabled civil rights movement and I want to urge you to take risks.” (Roberts).
“You” refers to attendants of his speech, most likely followers of the Disabled Civil Rights Movement.
(ETHOS) Supporting Point: Roberts portrays himself as an advocate for the people as all his statements contain “we.”
Evidence: “Over a period of years, we literally transformed the U.C. campus and the City of Berkeley” (Roberts).
Roberts considers himself a leader among a crowd of leaders.
(PATHOS) Supporting Point: Although Roberts focuses on his followers and the emotions their accomplishments have brought upon them, the media and outside observers were curious about the Disabled Civil Rights Movement.
Evidence: “We found that the media was willing, sometimes even anxious, to give us coverage.” (Roberts).
Transition
Context
Topic Sentence: The original Civil Rights Movement sparked Ed Roberts and the disabled minority to employ logos, ethos, and pathos to carve their future.
(LOGOS) Supporting Point: As the Civil Rights Movement was successful, Roberts began to lead his organization against illogical oppression.
Evidence: Roberts didn’t want to create positive change for those with a disability solely, but he also wanted to change the negative attitudes against disabilities. (Roberts)
(ETHOS) Supporting Point: Having started his movement in the ’60s, Roberts had much time and authority to lead the Disabled Civil Rights Movement.
During his leadership role, he encourages followers also to be leaders
(PATHOS) Supporting Point: Amidst the civil unrest in the United States of America during the 1960s, Roberts wanted there to be a healthy emotional environment for kids with a disability.
Evidence: “A young child could have no better role model that a teacher with a disability” (Roberts).
Transition
Question
Topic Sentence: While Ed Roberts doesn’t present a single question in his speech, he employs rhetorical and persuasive techniques to allow the audience to form their own questions and answers.
(LOGOS) Supporting Point: The logical build-up of the Disabled Civil Rights Movement begs the rhetorical question about what comes next.
Evidence: Roberts understands the significant strides the Disabled Civil Rights Movement has made, but he urges followers to continue to build coalitions and trust (Roberts).
This can persuade the audience to join the movement.
(ETHOS) Supporting Point: Throughout the speech, Roberts empowers the audience to be leaders and take risks when decisions are at hand.
Evidence: The first and last sentences give power to the audience when risks are present.
(PATHOS) Supporting Point: The emotions of both children and the elderly with disabilities will be altered by future decisions.
Transition
Naysayers and Rebuttals
Topic Sentence: Although Edward V. Roberts employs several robust rhetorical strategies and persuasive techniques like logos, ethos, and pathos, naysayers might object to how effective his techniques are.
Counter-Arguments: Roberts only appeals to emotion and personal struggles.
Rebuttals: His personal experiences demonstrate credibility and authority in the matter.
Evidence: 6th paragraph describes the outcome his personal experiences have led him to.
Other Counter-Argument: Roberts doesn’t demonstrate any stylistic techniques to convince the audience or make them sympathize with the cause.
Rebuttal: Roberts employs various rhetorical techniques, one being the repetition of phrases to emphasize the problem.
Evidence: 3rd and 4th paragraphs repeat “We must” to create a sense of community and emphasis.
Transition
Conclusion/Who Cares/So What
It is crucial to offer people positive methods to enact change, but who would this affect significantly? (WHO CARES)
They Say I Say (Ch 7)
At first glance, naysayers might say this movement is blowing things out of proportion. But on closer inspection, it seems that the Disabled Civil Rights Movement is very much needed for people with disabilities to attain equal opportunities and demolish segregation of social characters.
Although the Disabled Civil Rights Movement might seem trivial, it is, in fact, crucial in terms of today’s concern over the disabled population, as over 26% of the United States’ population has some form of disability. (CDC) (SO WHAT)
They Say I Say (Ch 7)
Considering just how many people this movement can positively impact, Roberts effectively persuades the audience to combat the disparity between people with disabilities and people without disabilities.
Works Cited
“Disability Impacts All of Us Infographic.” Centers for Disease Control and Prevention, Centers for Disease Control and Prevention, 16 Sept. 2020, https://www.cdc.gov/ncbddd/disabilityandhealth/infographic-disability-impacts-all.htmlLinks to an external site.
Leon, Joan. “Ed Roberts”. Encyclopedia Britannica, Invalid Date, https://www.britannica.com/biography/Ed-Roberts. Accessed 28 April 2022.
Roberts, Edward V. “The Emergence of the Disabled Civil Rights Movement.” College Composition and Critical Thinking, ENGWR302, Professor Amanda Corcoran, American River College. Handout.