Once you have chosen your essay topic from last week, PLEASE start writing your rhetorical analysis essay . Type your essay, making sure it is typed in MLA format, in times new roman 12 point font, do

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Once you have chosen your essay topic from last week, PLEASE start writing your rhetorical analysis essay . Type your essay, making sure it is typed in MLA format, in times new roman 12 point font, double spaced, with 1″ margins, and you should indent each paragraph 1/2″.(it should be at least three pages, I’d say, and should be well written and definitely and openly argumentative) The link yo the article you need to use it’s here:

Once you have chosen your essay topic from last week, PLEASE start writing your rhetorical analysis essay . Type your essay, making sure it is typed in MLA format, in times new roman 12 point font, do
“F**k the Bread. The Bread Is Over .” By Sabr ina Orah Mark May 7, 2020 H A P P I L Y Sabrina Orah Mark’s column, Happily , focuses on fairy tales and motherhood. H Ä N S E L A N D G R E T E L , B Y D A R S T E L L U N G V O N A L E X A N D E R Z I C K In February, as a plague enters America, I am a finalist for a job I am not offered. I am brought to campus for a three -day intervi ew. I am shown the library I’ll never have access to, and introduced to students I’ll never teach. I shake hands with faculty I’ll never see again. I describe in great detail the course on fairy tales I’ll never offer. I stand up straight in a simple black -and -white dress. “Don’t say anything strange,” says my mother. “Don’t blather,” she says. “You have a tendency to blather.” I meet with a dean who rubs his face until it reddens, then asks me whether writers even belong in universities. I meet with anothe r dean who asks me the same thing. There are so many deans. I cannot tell the deans apart. Another dean asks me who the babies in my first collection of poems, The Babies , actually are. “We only have a few minutes left,” he adds. “They don’t exist,” I thin k I say. I am hurrying. “I was writing about voices we’ll never hear,” I think I say. He stands up and shakes my hand. I shake so many hands. I can’t tell if everything is at stake, or nothing is at stake. All I know is that I am being tested, and whether or not I am offered this job will depend on the appetite and mood of strangers. “Your final task,” I imagine the dean saying, “is to make a rope out of these ashes. Do it and the job is yours.” On the third day of the interview, the head of the creative de partment asks me if the courses I would be expected to teach should even exist. “No,” I wish I had said as I made my body gently vanish. “They shouldn’t exist at all.” Instead I say yes, and pull a beautiful, made -up reason from the air and offer it to him as a gift. Gold for your dust, sir. Pearls for your pigs. “Who is watching your sons right now?” he asks. “Their father,” I answer. What does it mean to be worth something? Or worth enough? Or worthless? What does it mean to earn a living? What does it me an to be hired? What does it mean to be let go? It’s May now. More than thirty million Americans have lost their jobs. What mattered in February hardly seems to matter now. My sons, my husband, and I are lucky. We have stayed healthy, and we have enough mo ney and enough food to eat. In between teaching my sons the difference between a scalene triangle and an isosceles, and moving my writing workshops from my garage to pixelated classrooms, and cleaning my house, and going nowhere, and being scared, and look ing for bread flour and yeast, I can barely remember what it felt like to plead my case for three straight days. It feels good to barely remember. “You write a lot about motherhood,” says the sixteenth or seventeenth dean. In the Brothers Grimm’s “Cherry,” an old king with three sons cannot decide who of the three should inherit the kingdom, and so he gives his sons three trials: the first, that they should seek “cloth so fine” the king can draw it through his golden ring. The second, that they find a dog s mall enough to fit inside a walnut shell. And the third, to bring home the “fairest lady” in all the land. In the Grimms’ “The Six Servants” a prince will win his princess if he brings back a ring the old queen has dropped into the red sea, devour three hu ndred oxen (“skin and bones, hair and horns”), drink three hundred barrels of wine, and keep his arms around the princess all night without falling asleep. And in “Rumpelstiltskin,” if the poor miller’s daughter spins larger and larger rooms full of straw into gold she will become queen. If not, she will die. Fairy tales are riddled with tasks like these. Some contenders cheat, and some were never worthy, and some take the dreary, barren road, and some take the smooth, shady one, and some are helped by bird s, and some are helped by giants, and some by witches, and some by luck. I call my mother. “I can’t find bread flour or yeast anywhere.” “ F**k the bread,” says my mother. “The bread is over.” In fairy tales, form is your function and function is your form. If you don’t spin the straw into gold or inherit the kingdom or devour all the oxen or find the flour or get the professorship, you drop out of the fairy tale, and fall over its edge into an endless, blank forest where there is no other function for you, no alternative career. The future for the sons who don’t inherit the kingdom is vanishment. What happens when your skills are no longer needed for the sake of the fairy tale? A great gust comes and carries you away. In fairy tales, the king is the king. If he dethrones, his bones clatter into a heap and vanish. Loosen the seams of the stepmother, and reach in. Nothing but stepmother inside. Even when the princess is cinders and ash, she is still entirely princess. I send my sons on a scavenger hunt because it’s day fifty -eight of homeschooling, and I’m all out of ideas. I give them a checklist: a rock, soil, a berry, something soft, a red leaf, a brown leaf, something alive, something dead, an example of erosion, something that looks happy, a dead branch on a living tree. They come back with two canvas totes filled with nature. I can’t pinpoint what this lesson is exactly. Something about identification and possession. Something about buying time. As I empty the bags and touch the moss, and the leaves, and th e twigs, and the berries, and a robin -blue eggshell, I consider how much we depend on useless, arbitrary tasks to prove ourselves. I consider how much we depend on these tasks so we can say, at the very end, we succeeded. Tomorrow, on day fifty -nine, I wil l ask my sons to “find me an acre of land / Between the salt water and the sea -strand, / Plough it with a lamb’s horn, / Sow it all over with one peppercorn, / Reap it with a sickle of leather, / And gather it up with a rope made of heather.” I will tell t hem if they perform each one of these tasks perfectly, they will be rewarded with more tasks. And if they perform each of those tasks perfectly, they will be rewarded with more. Until, at last, they will not be able to tell the difference between their han ds and another boy’s hands. Over the years I have applied for hundreds of professorships, and even received some interviews. I’ve wanted a job like this for so long, I barely even know why I want it anymore. I look at my hands. I can’t tell if they’re mine. “Of course you can tell if your hands are yours,” says my mother. “Don’t be ridiculous.” “I have no real job,” I say. “Of course you have a real job,” she says. “I have no flour,” I say. “F**k the bread,” says my mother again. “The bread is over.” And maybe the bread, as I’ve alway s understood it, really is over. The new world order is rearranging itself on the planet and settling in. Our touchstone is changing color. Our criteria for earning a life, a living, are mutating like a virus that wants badly to stay alive. I text a friend , “I can’t find bread flour.” She lives in Iowa. “I can see the wheat,” she says, “growing in the field from outside my window.” I watch a video on how to harvest wheat. I can’t believe I have no machete. I can’t believe I spent so many hours begging unive rsities to hire me, I forgot to learn how to separate the chaff from the wheat and gently grind. If I had a machete I would use it to cut the mice, and the princess, and the king, and the stepmother, and the castle, and the wolf, and the mother, and the so ns, free from their function so they could disappear into their own form. But also I wanted an office with a number. I wanted a university ID. I wanted access to a fancy library and benefits and students and colleagues and travel money. I wanted the whole stupid kingdom. “And then what?” says my mother. “And then nothing,” I say as I jump off the very top of a fairy tale that has no place for me. “You’re better off,” says my mother. I look around. I’ve landed where I am. I like it here. I feel like I’m in G ertrude Stein territory, where the buttons are so tender they’ve come undone. The whole kingdom is spilling out of itself. There are holes everywhere. To the east, a pile of impossible tasks of my own making. To the west, a mountain of broken crowns I will melt and recast into a machete. “This is so nice,” writes Gertrude Stein, “and sweet and yet there comes the change, there comes the time to press more air. This does not mean the same as disappearance.” It’s day sixty of homeschooling. Eli asks me to rem ind him how to make an aleph . I take a pencil, and draw it for him very carefully. “It’s like a branch,” I say, “with two little twigs attached.” “You know what, Mama?” he says. “You’d make a really good teacher.” “Thank you,” I say. And then I show him h ow to draw a bet .
Once you have chosen your essay topic from last week, PLEASE start writing your rhetorical analysis essay . Type your essay, making sure it is typed in MLA format, in times new roman 12 point font, do
ENC1102 Essay Two Guide : Rhetorical Analysis Overview of the Essay: For this essay you will be asked to write a rhetorical analysis of a published argument, explaining the arguments of the article (main and secondary), how the article makes those arguments (its methods), and how effective it is at doing so. It will need to be at least 1, 100 words in length, and to follow the formatting requirements presented in this handout. You are provided 12 different articles to choose from (posted below ). However, you are free to search and find an argumentative text that you would like to write about and analyze on your own. If you choose to choose your own article, please be sure to email me the article you find, as well as at least 2 full paragraphs explaining why you want to use the article. If you want to try to find you r own, try searching library databases or the internet in general for op -ed pieces or for opinion or editorial pieces, preferably more than 3 pages in length , and less than 15 . Important Note : Your Rhetorical Analysis should not address the content of the essay as its main focus. Your essay instead should focus on the rhetorical strategies used to create the author’s text and argument. To understand the difference, consider the movie Thank You for Smoking. Also consider the idea that even though you think something is true, you might not feel able to argue it effectively, meaning that the different ways you might argue or explain your point effect how credibly you are able to convince others to agree with you. This is what we are looking for with regards to rhetoric. Your job is to choose an essay, and then analyze that essay for its argumentative strategies and rhetorical effectiveness. Analyzing rhetoric means to analyze how the different portions of the text work — individua lly, and together as a whole —to produce a certain effect on the audience — both the intended audience, whoever that might be, and the more general audience, of which you are now a part. Through this assignment, you will become familiar with and use the lan guage of rhetoric. You will also become more comfortable with digging into texts, and with critiquing texts and authors to discover their meanings —both surface level and hidden. We will work to realize how we can use the fact that everything is an argumen t to better understand all that is going on in the world around us. Purpose of the Essay (for you, as students) : The purpose of the rhetorical analysis is simple: to help you become a better reader and writer. It will do this in a myriad of ways. First, it will to help you further learn to analyze texts to discover how the text affects audiences. This can help you become a better writer, in learning how to apply t he techniques you see to your own writing. It will also help you, very much so, to become a much better reader, as it will show you how to better read texts, actively interrogating them and their many possible meanings and interpretations. Beyond this, it will help you to become a better critical thinker, as you learn to read both what a text says, and also, even more importantly, HOW they say it. Finally, it will allow you to further realize and navigate the world of argument we all live in, realizing, finally and fully, that in the world we live in, EVERYTHING is indeed an ARGUMENT :☺. Purpose of the Essay (for the reader): You should notice that I’ve given you the purpose of the essay for yourself, to show you some of what I hope you will gain from writing this essay. Keep these things in mind as you complete your drafts, to see if you are getting what I hoped you’d get, fro m writing it. However, just as important as what YOU should get from writing the essay is what your reader should get from reading the essay. That’s your main goal, your purpose, in writing the essay. For the Rhetorical Analysis , your essay should very c learly evaluate the essay you’ve chosen, in terms of how it presents its argument. This does not mean tell us whether or not you believe the article, but instead what the article meant to accomplish, how it went about doing so, and how well it did so. You want a reader of your rhetorical analysis to walk away from it with the following: 1) an understanding of the article itself, even if they haven’t read it, 2) an understanding of how the article presented its argument, and finally 3) an understanding of rh etoric itself, which should help them feel better able to present their own arguments. Requirements: Length : Your essay must be a minimum of 1, 100 words in length. If it is short, it will be penalized, and the penalty could range from 5 -20 points up to failing the assignment. However, PLEASE do not write for filler. Don’t write wordily just to meet the word count. I set the limit because I believe it the minimum needed to be successful. If you’re having difficulty meeting the limit without adding words which signify and add nothing, come see me . There is no maximum word length; however, if you are approaching 8 or more pages, you should try to reflect if you might be too b road in your focus, or giving extraneous details. Formatting : Your essay should follow the following formatting guidelines: ➢ Typed ➢ Double Spaced ➢ Times New Roman 12 point font ➢ 1” margins ➢ Cite anything using MLA formatting (with accompanying Works Cited page) ➢ Have Last Name and Page number in upper right hand corner of every page. ➢ Not have a cover page ➢ Have on the first page on the left hand side, the following info: o Name o Inst. Adam Pri demore o ENC1102 CLASS DAY AND TIME o Day Month Year (that you last modified the text) Grammar : Your essay should have correct grammar. For every grammatical error, your essay could be penalized anywhere from 0.5 to 3 points. 12 Possible Articles to Write Your Rhetorical Analysis On (NOTE the first four are MOST current) : 1) Martin Luther King Jr. and the White Delusion of a ‘Non -Racist’ America – an article a rguing MLK was a radical who ha s been co -opted and sanitiz ed for White America. Article is ALSO linked as a PDF without the anno ying ad content https://www.theroot.com/martin -luther -king -jr-and -the -white -delusion -of-a-non -1831910328 2) Seductive Fascist Style – an article arguing that Disney ’s origina l car toon versio n of B ea uty and the Be ast present s a clear argument for how fascism works via Gaston https://www.versobooks.com/blogs/4430 -seductive -fascist -style 3) The An xiety of Influencers: Educating the Tik -Tok Generation – an article about how social media has changed stu dents and education. https://harpers.org/archive/2021/06/tiktok -house -collab -house -the -anxiety -of- influencers/?fbclid=IwAR0yPsrYPXT -cah8f3xGVm6XoXgkKCXewRcOkVIKokSulfXD1v_71Fq f-nE 4) F* *k the Bread. The Bread Is Over. – an article that argues that the Covid -19 pandemic has shown the inequalities of motherhood, and the fairy tale of what it means to be a working mother. NOTE – there is a linked PDF docu ment EDITED to excl ude the profanit y in this article . https://www.theparisreview.org/blog/2020/05/07/f**k -the -bread -the -bread -is-over/ 5) In the Basement of the Ivory Tower – an article arguing about college professors, specifically adjuncts https://www.theatlantic.com/magazine/archive/2008/06/in -the -basement -of-the -ivory -tower/306810/ 6) The Terror and Tedium of Living Like Thoreau – an article arguing about being alone in today’s society https://www.theatlantic.com/politics/archive/2015/09/the -terror -and -tedium -of-living -like -thoreau/402358/ 7) An Introduction to It’s a Wonderful Loaf: Understanding Emergent Order in Our Daily Lives – article arguing about the power of the “Free market” and against government regulation https://shift.newco.co/an -introduction -to-emergent -order -a20a9aa025f 8) Kareem and OJ: Crime and Punishment An exclusive excerpt from I Wear the Black Hat – article arguing about how two black men were treated by America. http://grantland.com/features/an -exclusive -excerpt -chuck -klosterman -new -book -wear -black -hat -kareem -oj/ 9) The Original Underclass: Poor white Americans’ current crisis https://www.theatlantic.com/magazine/archive/2016/09/the -original -underclass/492731 10 ) President Trump’s Inaugural Address https://www.whitehouse.gov/briefings -statements/the -inaugural -address/ 11 ) President Obama’s Inaugural Address https://obamawhitehouse.archives.gov/blog/2009/01/21/president -barack -obamas -inaugural -address 12 ) White America’s Greatest Delusion: “They Do Not Know It and They Do Not Want to Know It” https://www.alternet.org/white -americas -greatest -delusion -they -do -not -know -it-and -they -do -not -want -know -it

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