Analysis of Context Assignment | Custom Assignment Help

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Length: 4-5 pages (750 words)
Draft 1: Tuesday 6/25/19 (2 hard copies in class)
Draft 2: Thursday 6/27/19 (submit to Blackboard dropbox) Final draft: Tuesday 7/2/19 (submit to Blackboard dropbox) Goals for students:
● Practice writing as a process involving inquiry, research, feedback, and revision
● Analyze a rhetorical situation within a discourse community
● Analyze arguments presented in sources
● Develop research-supported arguments that address an issue relevant to a discourse community
● Use responses from instructor(s) and peers as part of the revision and editing process
● Create researched print and/or digital texts that respond to rhetorical situations
● Use suitable methods of citation Prompt:
This essay asks you to consider the full complexity of the ideas that we’ve explored in the course including technology, iGen, Gen Me, coddling, mental health, trigger warnings, sensitivity, microaggressions, helicopter parents, safe spaces, etc . The goal of this paper is to resist oversimplifying the topic and to instead consider the multiple factors that might influence various responses, opinions, and perspectives in the ongoing debate, conversations and disagreements about technology.

To accomplish this goal, you will read and examine three pieces exploring these topics including the Introduction to Jean Twenge’s book iGen:Why Today’s Super-Connected Kids Are Growing
Up Less Rebellious, More Tolerant, Less Happy–and Completely Unprepared for
Adulthood–and What That Means for the Rest of Us, The Fragile Generation by Lenore
Skenazy and Jonathan Haidt and Your Child Is More Resilient Than You Think by Greg Lukianoff and Jonathan Haidt analyzing the author’s’ positions for evidence of outside influences. In other words, you will attempt to answer: what factors and background information is important to know in order to understand the various perspectives on this issue. In order to answer this question well, you need to put all of your readings in conversation with one another in order to better understand the big picture. This will help you discover various routes of the topics discussed in class and to help you continue to discover new perspectives

Your essay should be effectively structured to lead the reader through the development of the thesis, from intro to conclusion. You should have sections of:
· summary of arguments
· analysis of arguments > authors considered individually
· contextual analysis of arguments > authors connected and considered together
· synthesis of arguments > authors’ arguments used as a foundation for your own claims Paragraphs should be effectively structured around one main idea. This main idea should contribute to thesis development. Reasoning and evidence (quoted and cited) should support this main idea. Every paragraph, except for the summary paragraph, should have a quote – appropriately framed. That quote should be evidence that supports your argument.

Using Contextual Analysis to evaluate texts

A contextual analysis is simply an analysis of a text that helps us to assess that text within the context of its historical and cultural setting, but also in terms of its textuality – or the qualities that characterize the text as a text. While this may sound complicated, it is in reality deceptively simple: it means “situating” the text within the milieu of its times and assessing the roles of author, readers (intended and actual), and “commentators” (critics, both professional and otherwise) in the reception of the text.

A contextual analysis can proceed along many lines, depending upon how complex one wishes to make the analysis. But it generally includes several key questions:

  1. What does the text reveal about itself as a text?
    – Describe (or characterize) the language ( the words, or vocabulary) and the rhetoric (how the words are arranged in order to achieve some purpose). These are the primary components of style.
  2. What does the text tell us about its apparent intended audience(s)?
    – What sort of reader do the authors seem to have envisioned, as demonstrated by the text’s language and rhetoric?
    – What sort of qualifications does the text appear to require of its intended reader(s)? How can we tell?
    – What sort of readers appear to be excluded from the text’s intended audiences? How can we tell?
    – Is there, perhaps, more than one intended audience?
  3. What seems to have been the authors’ intentions? Why did the authors write this text? And why did the authors write each text in a particular way, as opposed to other ways in which the text might have been written?
    – Remember that any text is the result of deliberate decisions by the author(s). The authors chose to write with these particular words and has therefore chosen not to use other words that she or he might have used. So we need to consider:
    – what the authors said (the words that have been selected);
    – what the authors did not say (the words that were not selected); and
    – how the authors said it (as opposed to other ways it might or could have been said).
  4. What is the occasion for these texts? That is, is it written in response to:
    – some particular, specific contemporary incident or event?
    – some more “general” observation by the authors about human affairs and/or experiences?
    – some definable set of cultural circumstances?
  5. Are the texts intended as some sort of call to – or for – action?
    – If so, by whom? And why?
    – And also if so, what action(s) do the authors want the reader(s) to take?
  6. Are the texts intended rather as some sort of call to – or for – reflection or consideration rather than direct action?
    – If so, what do the authors seem to wish the reader to think about and to conclude or decide?
    – What do the authors wish the readers to do this? What is to be gained, and by whom?
  7. Can we identify any non-textual circumstances that affected the creation and reception of these texts?
    – Such circumstances include historical or political events, economic factors, cultural practices, and intellectual or aesthtic issues, as well as the particular circumstances of the authors’ own lives.

Essay Requirements:
● MLA format: Times Roman, 12 font*, double-space, one inch margins
● You must use a minimum of THREE sources in your essay
● The three sources used should be cited with parenthetical in-text citations and a works cited page (the works cited page does not count toward the page count for this essay)
● As with any analytical essay, this is thesis-driven, which means you have a thesis in your introduction. A thesis is the statement that stakes out your position and then controls the development of the essay’s argument. Your argument, of course, proves your thesis to be correct.

Analysis of Context

 E   G   F   NI 

Writer explores complexity of topics developed by all authors
Writer establishes a contextual analysis using rhetorical evidence to support their argument
Writer gives a brief summary of each authors’ arguments briefly and cites the information MLA style
Writer discovers authors’ purpose and occasion for texts using evidence
Writer’s voice is strong establishing argument about authors’ understanding of the situation. All authors’ ideas are connected
Writer uncovers textual circumstance(s) and develops inferences about the texts
Writer explores audience(s) of pieces and the purpose of audience in response to all texts
Writer synthesizes each claim and uses evidence to support their claim. Claims are well organized and essay structure is logical.
Essay is formatted in MLA 8 style including a works cited page with all three articles

E = Excellent   G = Good    F= Fair     NI = Needs Improvement 



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