Identify forms of persuasive writing in a socio-political writing situation • Analyze visual images • Write clear and comprehensible sentences • Navigate the persuasive writing process

Socio-political Writing Assignment Composition

Those who need votes, sponsors, support, or want to get things done, often rely on persuasive writing skills to create logical, emotional, and moral petitions. Objectives This assignment assesses your mastery of the Socio-Political Learning Unit objectives:

• Identify forms of persuasive writing in a socio-political writing situation • Analyze visual images • Write clear and comprehensible sentences • Navigate the persuasive writing process

Writing Process

1. Complete all lessons in the Socio-political Learning Unit 2. Complete the Peer Review assignment before the deadline 3. Revise and finalize 4. Submit your final hardcopy and prepared envelope to Dr. Bodily before the deadline 5. Submit electronic copy to eCampus and www.turnitin.com before the deadline

Topic Click the appropriate topics link pertaining to your curriculum (Traditional, SAGE, or Service Learning) Areas of Emphasis Point-of-view, audience, voice, clarity, action verbs, sensory details, showing description, persuasive appeals (logos, pathos, ethos), and business letter formatting Format This letter shall be word processed in MS Word file format, utilizing a minimum of 300 words and a maximum of 600 words, formatted according to business letter guidelines taught in the Learning Unit. This letter does not require sources or a Works Cited page; however, you may provide citations in MLA formatting style to strengthen your Logos. This assignment also requires you to prepare a professional No. 10 business envelope according to formatting taught in the Learning Unit and the US Postal Service. The envelope must be word processed, and printed in a printer. Place a stamp on your envelope or purchase a pre-stamped envelope from the US Postal Service.

Verification You are required to send this letter to your audience as follows:

• LECTURE STUDENTS: Submit your hardcopy, signed letter and stamped envelope to me before the deadline, and I will send your letter.

• ONLINE STUDENTS: Capture a photo of your letter placed inside your stamped envelope and capture a second photo of your US Postal Service receipt or proof of delivery. Paste these images to the end of your electronic submission to www.turnitin.com and eCampus.

Submission

• Submit hardcopy as required (see the Verification section above) • Submit an electronic copy of your letter only in MS Word file format under the

following title: Last Name-First Name-Letter (e.g. Smith-John-Letter) to www. turnitin.com and eCampus by clicking the “Submit Assignments” button.

Penalties Letters will be rejected without grading in the following cases:

• Plagiarized text • Does not address the topic/objectives • Late or missing submission to eCampus and/or www.turnitin.com • Incorrectly formatted (incorrect file and/or rhetorical form) • Provided no hardcopy letter and/or stamped envelope • Refused to send letter

Bonus If you receive a response to your letter before our course concludes, I will add extra-credit to your composition grade. Please let me know via email at the time you receive a response and let me know what the sender said. I enjoy receiving these reports! Topic Choices Begin noticing and thinking about images, signs, symbols, and logos you find problematic. For example, a Vietnamese restaurant in Dallas recently choose a red star as part of its logo. The red star may represent communism to many refugees who escaped the Vietnam War and now live in the United States. Is this a good idea for business?

Traditional and SAGE Student Topic Ideas: 1. Capture a photo of a monument. This can be a monument to a person or historical

event. Persuade an interested and authorized person or group to remove, alter, or improve the monument.

2. Capture a photo or image of a government’s or political organization’s agenda. Persuade this organization to discontinue, alter, or improve the image and message behind the image. A few examples may include the following: • A government agency such as the EPA uses imagery to promote its

environmental agenda. Some of this may be propaganda to promote the US President’s political party since presidents choose EPA directors.

• A political party such as the Green Party, the Republican, Democratic, Independent, or Libertarian Party uses imagery to promote their political agendas.

3. Capture a photo or image of propaganda. Persuade a person or groups of people who may be hurt by this propaganda to resist its message and act to counter the message. This may include persuading an organization to promote a certain agenda by using their own image, symbol, or logo (create one for the organization).

4. Capture a photo or image of a company logo or advertising imagery. Notice how companies choose to display certain ethnicities or types of people, doing certain things while feeling certain ways, in their visual images. Persuade a company or organization to discontinue, alter, or improve the image and message behind the image. A few examples may include the following: • Energy company: Sustainable energy companies use logos or images of green

pastures and clean air on advertisements. Does this work for them? Fossil Fuel energy companies also use logos and images to promote their energy products. Do their images work for their type of resource?

• Fast Food: In the case of fast food restaurants, Burger King often uses images of Black Americans more than other ethnic groups. Why? Black Americans experience greater chances of suffering from diabetes and heart disease which are linked to diet. Is there a problem with this?

• Textiles: Clothing manufactures often display very thin women wearing their latest fashions. Is this a problem?

• Beauty: A plethora of companies display certain images and forms of beauty. Is this a problem?

• Groceries: Many food manufactures display farms, bucolic sunsets, healthy plants and animals on their product packaging. Often slogans such as “all natural” accompany these images. How does this reconcile with the fact that

most food in packages is grown indoors, on feed lots, and within monoculture environments? How can the food be natural when its grown or raised with artificial fertilizer, chemicals, feed, and then preserved by more chemicals?

5. Create an original image for a company, church, government, non-profit, or other organization and persuade a leader of the organization to adopt your image.

Rubric

NLC English Department Visual Analysis Paper Rubric CRITERIA

Excellent (18-20 points)

Proficient (16-17 points)

Satisfactory (14-15 points)

Unsatisfactory (12-13 points)

Deficient (0-12 points)

Thesis

Engaging opening that introduces the paper’s topic, a problem, research question, purpose, and method for writing; the thesis is an easily identifiable, well- phrased argument that recognizes the intended message, as well as its purpose and audience. The thesis reflects sound critical, interpretive, and analytical thinking; title and author of work are appropriately identified.

Generally engaging opening; areas to be strengthened may include presentation of general topic, development of transition between general opening and specific thesis statement; thesis statement is phrased as an argument but may be strengthened through clarification of the main idea being offered and purpose. Recognizes the broad intended message but misses some nuances.

Opening is functional but too brief and/or simplistic; topic is apparent but needs to be developed to engage the reader; weak sense of purpose and claim; paragraph topics are vague or disconnected from the thesis; thesis may be too general, vague, or imprecisely presented; thesis may not directly address the prompt. Recognizes the intended message and its purpose but does not demonstrate knowledge of its significance.

Opening is ineffective, poorly organized, and underdeveloped; thesis statement may summarize plot points rather than present argument about text or may be missing; thesis may not address the prompt or a viable topic; author and/or title of image may not be referenced properly Does not identify the deeper purpose of the image.

Fails to fulfill the requirements of the assignment.

Development

Each paragraph clearly connects to the thesis and offers identifiable, well- phrased ideas to be fully argued in each paragraph; concrete details are incorporated in the body paragraphs and describe the image and the different elements used; paragraphs are well-organized to create a coherent, carefully developed and supported argument; transitions between ideas are logical and each idea builds on the preceding.

Each paragraph generally connects to the thesis but one or more main ideas may need to be clarified; concrete details are generally well- chosen though some may be irrelevant or insufficient as evidence to effectively support the thesis and/or paragraph; recognizes the relationship between the image and its physical characteristics; paragraphs are generally well- organized, although some transitions may be awkward; focus and control of argument may need improvement because the point of a paragraph may not always be clear.

Supporting ideas within body paragraphs are present but weak in one or more following areas: main idea not discernible, a fact about the text is summarized, and/or unclear connections to thesis exist. Concrete details are present but weak because they provide insufficient evidence to support the body paragraph and/or lack insightful inference. Paragraphs identify the type of image and some physical characteristics. Lack of coherent organization of ideas within paragraphs; abrupt transitions that impede flow.

Topic sentences absent or consistently lack focused ideas, either offering general, irrelevant comments or stating facts about the text; there is no discernible argument or point guiding the paper; concrete details are absent or ineffective/ insufficient; consistent lack of coherent organization of ideas within paragraphs and from one paragraph to the next; points of paragraphs are unclear. Identifies the type of image and some of its physical elements.

Fails to fulfill the requirements of the assignment.

Interpretation

Recognizes all of the elements of style included in the image and thoroughly explains their effects on the image’s message; analyzes the image’s contextual influences and how they affect the message; demonstrates a thorough analysis of the image, as well as its techniques and message.

Recognizes most elements of style used in the image and attempts to explain their effects on the image’s message; attempts to identify the image’s contextual influences but provides an incomplete analysis of their effects; provides a good analysis of message and technique that is generally comprehensive.

Discusses the elements of style used in the image, but does so in a general sense; explains only the obvious contextual influences of the image; overlooks some aspects of visual interpretation.

Identifies most of the elements of style used in the image, but does not explain their significance; does not demonstrate recognition of the image’s deeper purpose; attempt at analysis is rudimentary.

Fails to fulfill the requirements of the assignment.

Language & Style

Paper reflects an argumentative mode of writing appropriate for the topic; it is academic in tone; writer’s voice is evident, confident, and sophisticated; vocabulary and phrasing are academically appropriate, persuasive, and sophisticated without being pretentious.

Writing is generally academic in tone; writer’s voice may not be consistently persuasive but is discernible; writing demonstrates an awareness of the purpose to persuade; vocabulary in some places may be simplistic or ineffective.

Writing tends to be mechanical in tone; writer’s voice is not discernible in the paper; writing demonstrates inconsistent awareness of the purpose to persuade; vocabulary tends to be simplistic, marked by instances of informal or imprecise diction.

Writing is mechanical in tone; writer’s voice is not discernible; writing demonstrates no awareness of the purpose to persuade; vocabulary is simplistic and/or inappropriate.

Fails to fulfill the requirements of the assignment.

Grammar & Mechanics

Paper includes sentence variety; effective syntax and grammar; demonstrates a mastery of writing conventions and serves the author’s purpose; consistent adherence to MLA guidelines; accurate Works Cited page; absence of grammar, syntax, and punctuation errors.

Paper’s sentences generally effective but may lack appropriate variety (some repeated opening words and structure); syntax and grammar may be awkward in places (but not distracting); a few grammar and mechanical errors (but not distracting); consistent adherence to MLA guidelines; accurate Works Cited page.

Essay sentences lack variety (frequently repeated opening words and sentence structure); awkward syntax and grammar confuse writer’s point and distract reader; misspellings, contractions, fragments, referring to “you” which diminishes the academic nature of the writing; inconsistent adherence to MLA guidelines (but does not compromise integrity of essay); Works Cited page may contain inaccuracies (but does not compromise the integrity of essay).

Frequent syntax, grammar, and misspelling errors that distract the reader; lack of adherence to MLA guidelines which undermines the integrity of paper; inaccurate Works Cited page compromises integrity of essay.

No adherence to MLA guidelines (missing citations, lack of proper format); missing Works Cited page; paper is incomprehensible.

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