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  • [Solved] engl 111 module 3 Per

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    – ## feedbackforrhetoricalanalysis.docx – ## redodraft.docx – ## engl111perrypartaandb.docx – ## nikeprewriting.docx **## feedbackforrhetoricalanalysis.docx** **FEEDBACK Please refer to this when correcting the paper you did for me. I received a zero for this, so please correct. I shouldn’t have to …

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    Assignment Prompt & Instructions

    – ## feedbackforrhetoricalanalysis.docx

    – ## redodraft.docx

    – ## engl111perrypartaandb.docx

    – ## nikeprewriting.docx

    **## feedbackforrhetoricalanalysis.docx**

    **FEEDBACK Please refer to this when correcting the paper you did for me. I received a zero for this, so please correct. I shouldn’t have to pay another tutor to redo this sinc I paid you for it.**

    Review assignment description and pre-writing and planning assignments:

    · this is not a personal response yet

    · you are not telling us whether you will support Nike or not on basis of the three appeals

    · you are not sorting the appeal-driven paragraphs to show overall decision

    · review claim grounds warrant structure in the planning assignment and remember to lead with and then prove YOUR decision

    · this is too general and not as required. do not look up things but show me how YOU are thinking. don't refer to a general audience.

    **## redodraft.docx**

    Perry May

    Frank Merksamer

    English 111

    **Draft of Rhetorical Analysis**

    Unlike many commercials, which rely on product demonstrations, Nike’s advertisement featuring Colin Kaepernick's logical appeal lies in its central message, alongside its slogan. The ad's main message, "Believe in something. Even if it means sacrificing everything" (Nike, 2018), suggests that achieving the best outcomes or progress requires sticking to one's values or principles despite personal loss. The creator reinforces this reasoning by using Kaepernick's real-life experiences as evidence, as he lost his career after kneeling during the national anthem to protest against racial injustices. Through the use of "Just Do It!", the ad indirectly indicates that the central message is the logical way for anyone with dreams to chase. Through using a well-known athlete with an impactful story, in addition to the slogan, the ad establishes a cause-and-effect relationship that makes its argument logical and compelling. Personally, the appeal is persuasive because it links the brand's identity with the universal idea of confidence through action, portraying Nike as a brand that supports people who take risks for what they believe in. This reasoning convinces that Nike is a company that stands for perseverance and integrity, proving that it's one of the best brands to use.

    The ad uses emotionally charged visuals of Kaepernick, which immediately draws viewer attention due to the black and white close-up of his serious face, combined with the inspiring message about sacrifices (Nike, 2018). The ad’s visual design is simple, allowing the quote to stand out, which can appeal to viewers who seek bravery and inspiration. For many fans, Kaepernick’s story is inspiring, therefore, his facial expression in the ad may evoke a feeling of determination and courage in the fans, connecting the brand to supporting the pursuit of beliefs. The emotional connection the ad evokes from the message and use of the athlete represents Nike as a symbol of justice, resilience, and hope, not just a sports brand. Personally, the ad's central message is the powerful emotional appeal, which prompts a viewer to reflect on their pursuits and encourages viewers who stand out for their beliefs. However, for viewers who oppose Kaepernick's actions, the ad can evoke negative emotions like frustration and anger, creating national debates and controversy. As such, the ad's emotional depth makes it more memorable and influential.

    The ad creates the brand's credibility and trust through Kaepernick's personal integrity and Nike's identity. The campaign is created on the public perception of Kaepernick's character, not just his athletic skills. Kaepernick is an athlete known for his integrity and activism, and the ad demonstrates his act of risking his career for social justice as a courageous act, making his character a symbol of the message. The ad's minimalist style, combined with a recognizable slogan, 'swoosh' logo, and reputation as a leading sports brand, further adds to the ad's credibility and trust (Nike, 2018). Personally, Nike’s association with Kaepernick deeply resonates with me because it shows the brand's willingness to take a stand in social justice. Additionally, it also makes the company appear trustworthy, socially responsible, and brave, qualities that make viewers likely to support and purchase its products. How the ad builds its credibility and trust appeals to young and socially conscious audiences, who value brands that are inclusive and support social justice issues.

    Works Cited

    Mind Tools Content Team. (n.d.).
    _The rhetorical triangle: Making your communications persuasive._ Mind Tools.

    [https://www.mindtools.com/pages/article/RhetoricalTriangle.htm](https://www.mindtools.com/pages/article/RhetoricalTriangle.htm)

    Nike. (2018).
    _Believe in something. Even if it means sacrificing everything_ [Advertisement featuring Colin Kaepernick]. Nike Inc.

    UofLIFE (2013). Writing Center: Rhetorical Analysis. YouTube.
    [https://youtu.be/s84EDd8jFgw?si=sXn4JPuXZxxruikg](https://youtu.be/s84EDd8jFgw?si=sXn4JPuXZxxruikg)

    **## engl111perrypartaandb.docx**

    **Part A**

    **Mandatory draft of the rhetorical analysis**

    Instructions

    **Important: this draft uses the same ad that you did the earlier prewriting on. Build on that earlier thinking but don't simply copy and paste it! Prewriting is loose, thinking heavy, while drafting is simply a formal / top-down organization of your existing thinking.**

    Make sure that you've done earlier work for the week as these prepare you for this step. Remember that a draft is assembled thinking. We've already thought things through. We've already made plans! In fact, you should strongly consider outlining each of the three body paragraphs before attempting them. Remember that a body paragraph is formal. This means that it should

    Make a claim in the topic sentence, which is one of the first two sentences of a paragraph

    Give strong, focused evidence of that claim, lasting typically for 3-4 sentences

    Explain how that evidence leads to the claim, lasting typically for 3-4 sentences

    **Instructions**

    **Turn in three formal (see structure above and read the paragraph materials from the first week if you haven't!) paragraphs that RESPOND to the three rhetorical appeals (logos, pathos, ethos) on your chosen image. The nature of this response is spelled out in the prewriting assignment. Basically, you need to explain overall why you will or will not buy Nike materials on the basis of the given ad's rhetorical appeals. Each paragraph therefore should**

    **–>Make a claim about how the given appeal influences you (ex "I share a left-leaning attitude with the advertisement, which makes the message seem to be a matter of necessary social restructuring.")**

    **Clarify focused detail from that appeal (describe something about the ad, looking from the perspective of ethos, pathos, or logos) (ex "pull out the materialism in the ad, the assumption of an interconnected society that needs to function as such")**

    **Explain how that appeal influences you (ex "agree with the assumption above, clarifying my own commitment to such elsewhere)**

    **I will grade each of the above paragraphs 25% for the degree to which you organize the rhetorical analysis in a unified and coherent manner as above. I will grade the other 25% for the degree to which you put these appeals in a coherent manner, building your overall response as you go. This involves connections and transitions!**

    **Part B**

    take notes on rhetorical analysis

    **Instructions**

    Look at these two resources before taking notes as below.

    As a summary, we use the rhetorical triangle to conduct rhetorical analysis, which is the art of understanding how effecting an argument is and using that understanding to focus our own response or argument.

    https://www.youtube.com/watch?v=s84EDd8jFgw

    https://www.mindtools.com/pages/article/RhetoricalTriangle.htm

    **Instructions**

    **1) Skim the materials above**

    **2) using the materials above (no others), give definitions for the following terms in your own words (no credit for simply copying and pasting)**

    **a. rhetorical analysis**

    **b. logos**

    **c. pathos**

    **d. ethos**

    **3. come up with examples of your own for each of the rhetorical appeals (logos, pathos, and ethos). These examples can come from TV, your past writing, or anywhere else provided that you do the thinking here!**

    **I will grade each part equally for clarity and accuracy. You do not need a ton of writing here but should think about things rather than borrowing everything verbatim.**

    **Part C**

    planning the rhetorical analysis

    Review the draft description as well as class notes. Use this assignment to turn in three outlines for three different body paragraphs. Remember that a body paragraph addresses the major question for a paper, which in our case is about how the text (ad) in question does or does not encourage you to buy or otherwise support Nike (go back to the pre-writing assignment to see what you did there). You will have a paragraph concerning each of the following rhetorical appeals and how they are involved in your decision:

    1. logos

    2. pathos

    3. ethos

    Besides showing me

    claim

    grounds

    warrant

    for each of the three paragraphs, you should reflect briefly on the order of the paragraphs and how they relate to each other. I will grade each of these four parts equally. Don't draft here!

    **## nikeprewriting.docx**

    **pre-writing for the rhetorical analysis**

    Make sure that you've done the homework for the week that introduces you to rhetorical analysis. Note that all of the images used in this assignment come from Nike print ads. Do not look up other people's analysis of those ads but do your own thinking!

    **Instructions**

    1) choose ONE of the images below and briefly describe why you picked it and not the others

    2) take brief notes, about 5 sentences worth, on the logos appeal of your chosen ad

    3) take brief notes, about 5 sentences worth, on the pathos appeal of your chosen ad

    4) take brief notes, about 5 sentences worth, on the ethos appeal of your chosen ad

    5) if we say, simply, that the purpose of each ad is to get you to buy Nikes (shoes or other items), how and to what extent does the ad convince you to do so? Answer loosely but with about 5 sentences and be sure to reference the appeals above. In other words, get your thoughts together here about how the ad works as an argument to get you, the consumer, to buy something. Whether or not you would buy something is important here in indicating whether the argument as succeeded or not. Using the appeals in your reasoning will allow you later, in the draft, to formally clarify your thinking about the ad. Right now, answer loosely and overall. Remember that we think a lot and write loosely (like this) before organizing our thoughts into a draft.

    I will grade each of the above equally for accuracy and clarity. Here are the images to choose from: I was not able to open the downloads, so I went and found a nike ad that shown Colin Kapernick which I have put in here. If you are able to open them, you can use which ever one you decide upon, but I found the assignment in chatgpt, however I need you to rewrite this without Ai.

    [nike3.jfif](https://durhamtech.instructure.com/courses/16475/files/2009248/download?wrap=1) [Download nike3.jfif](https://durhamtech.instructure.com/courses/16475/files/2009248/download?download_frd=1)

    [nike4.jpg](https://durhamtech.instructure.com/courses/16475/files/2009246/download?wrap=1) [Download nike4.jpg](https://durhamtech.instructure.com/courses/16475/files/2009246/download?download_frd=1)

    [nike5.jpg](https://durhamtech.instructure.com/courses/16475/files/2009245/download?wrap=1) [Download nike5.jpg](https://durhamtech.instructure.com/courses/16475/files/2009245/download?download_frd=1)

    [nike1.jfif](https://durhamtech.instructure.com/courses/16475/files/2009247/download?wrap=1) [Download nike1.jfif](https://durhamtech.instructure.com/courses/16475/files/2009247/download?download_frd=1)

    [nike2.jpg](https://durhamtech.instructure.com/courses/16475/files/2009244/download?wrap=1)

    Perfect — this is your
    **pre-writing assignment** for a rhetorical analysis of a
    **Nike print ad**. Since you didn’t specify which image you chose, I’ll model one using a common Nike ad:
    ➡️
    **Image choice: nike4.jpg (Colin Kaepernick ad – “Believe in something. Even if it means sacrificing everything.”)**

    You can adjust this if you pick a different image — I can rewrite it for another one in seconds if you upload or name it.

    **1️⃣ Why I picked this ad**

    I chose the ad featuring
    **Colin Kaepernick** because it’s bold, emotional, and socially powerful. Unlike the other ads, this one isn’t focused on sports performance or physical ability but on
    **values, sacrifice, and courage**. It connects sports to larger social issues, which makes it stand out. The black-and-white close-up of Kaepernick’s face gives the message a serious and emotional tone. The quote — “Believe in something. Even if it means sacrificing everything.” — challenges viewers to think about what they personally stand for.

    **2️⃣ Logos (logical appeal)**

    The ad’s logic comes from cause and effect:
    **standing up for your beliefs leads to real change, even at personal cost.** Nike uses Kaepernick as evidence of this idea since he lost his NFL career for protesting racial injustice. The message suggests that Nike supports those who act on their principles, which logically connects the brand to strength and integrity. There’s also an implied argument that Nike’s products are made for people who push boundaries, not just in sports but in life. This reasoning ties the brand’s identity to courage and purpose.

    **3️⃣ Pathos (emotional appeal)**

    The emotional appeal is strong. The close-up of Kaepernick’s serious face, combined with the message about sacrifice, evokes feelings of
    **admiration, empathy, and determination**. It appeals to people who value justice and bravery, and it can make viewers feel inspired to take action or make bold choices themselves. For some, it may even bring feelings of defiance or solidarity. Nike taps into emotions of pride and moral courage, not just athletic ambition. The overall mood is both solemn and uplifting.

    **4️⃣ Ethos (credibility appeal)**

    Nike builds ethos through its
    **association with Kaepernick**, an athlete known for integrity and activism. This gives the company moral credibility — it appears brave enough to support someone controversial for standing up for justice. The professional, minimalist design and Nike’s reputation as a leading sports brand add further credibility. The use of a real public figure rather than a model strengthens the authenticity of the message. Nike’s “swoosh” and slogan “Just Do It” connect the message to its long-standing brand identity of courage and persistence.

    **5️⃣ Overall purpose and effectiveness**

    The ad persuades consumers to buy Nike products by
    **linking the brand to courage, conviction, and moral strength.** It’s not just selling shoes — it’s selling identity and values. The logos appeal presents a logical connection between belief and sacrifice; the pathos appeal stirs strong emotions of pride and courage; and the ethos appeal builds trust through association with a respected (though polarizing) figure. Personally, I find the argument powerful — it makes Nike seem bold and socially aware. Even if someone disagrees with Kaepernick’s stance, the ad still makes Nike memorable and gives consumers something to believe in. Overall, it’s an effective argument that aligns the brand with bravery and purpose.

    Would you like me to rewrite this for one of the other ads (nike1–nike5)?
    If you tell me which one you picked, I’ll tailor the 5 sections exactly to that image.

    **## nikeprewriting.docx**

    **pre-writing for the rhetorical analysis**

    Make sure that you've done the homework for the week that introduces you to rhetorical analysis. Note that all of the images used in this assignment come from Nike print ads. Do not look up other people's analysis of those ads but do your own thinking!

    **Instructions**

    1) choose ONE of the images below and briefly describe why you picked it and not the others

    2) take brief notes, about 5 sentences worth, on the logos appeal of your chosen ad

    3) take brief notes, about 5 sentences worth, on the pathos appeal of your chosen ad

    4) take brief notes, about 5 sentences worth, on the ethos appeal of your chosen ad

    5) if we say, simply, that the purpose of each ad is to get you to buy Nikes (shoes or other items), how and to what extent does the ad convince you to do so? Answer loosely but with about 5 sentences and be sure to reference the appeals above. In other words, get your thoughts together here about how the ad works as an argument to get you, the consumer, to buy something. Whether or not you would buy something is important here in indicating whether the argument as succeeded or not. Using the appeals in your reasoning will allow you later, in the draft, to formally clarify your thinking about the ad. Right now, answer loosely and overall. Remember that we think a lot and write loosely (like this) before organizing our thoughts into a draft.

    I will grade each of the above equally for accuracy and clarity. Here are the images to choose from: I was not able to open the downloads, so I went and found a nike ad that shown Colin Kapernick which I have put in here. If you are able to open them, you can use which ever one you decide upon, but I found the assignment in chatgpt, however I need you to rewrite this without Ai.

    [nike3.jfif](https://durhamtech.instructure.com/courses/16475/files/2009248/download?wrap=1) [Download nike3.jfif](https://durhamtech.instructure.com/courses/16475/files/2009248/download?download_frd=1)

    [nike4.jpg](https://durhamtech.instructure.com/courses/16475/files/2009246/download?wrap=1) [Download nike4.jpg](https://durhamtech.instructure.com/courses/16475/files/2009246/download?download_frd=1)

    [nike5.jpg](https://durhamtech.instructure.com/courses/16475/files/2009245/download?wrap=1) [Download nike5.jpg](https://durhamtech.instructure.com/courses/16475/files/2009245/download?download_frd=1)

    [nike1.jfif](https://durhamtech.instructure.com/courses/16475/files/2009247/download?wrap=1) [Download nike1.jfif](https://durhamtech.instructure.com/courses/16475/files/2009247/download?download_frd=1)

    [nike2.jpg](https://durhamtech.instructure.com/courses/16475/files/2009244/download?wrap=1)

    Perfect — this is your
    **pre-writing assignment** for a rhetorical analysis of a
    **Nike print ad**. Since you didn’t specify which image you chose, I’ll model one using a common Nike ad:
    ➡️
    **Image choice: nike4.jpg (Colin Kaepernick ad – “Believe in something. Even if it means sacrificing everything.”)**

    You can adjust this if you pick a different image — I can rewrite it for another one in seconds if you upload or name it.

    **1️⃣ Why I picked this ad**

    I chose the ad featuring
    **Colin Kaepernick** because it’s bold, emotional, and socially powerful. Unlike the other ads, this one isn’t focused on sports performance or physical ability but on
    **values, sacrifice, and courage**. It connects sports to larger social issues, which makes it stand out. The black-and-white close-up of Kaepernick’s face gives the message a serious and emotional tone. The quote — “Believe in something. Even if it means sacrificing everything.” — challenges viewers to think about what they personally stand for.

    **2️⃣ Logos (logical appeal)**

    The ad’s logic comes from cause and effect:
    **standing up for your beliefs leads to real change, even at personal cost.** Nike uses Kaepernick as evidence of this idea since he lost his NFL career for protesting racial injustice. The message suggests that Nike supports those who act on their principles, which logically connects the brand to strength and integrity. There’s also an implied argument that Nike’s products are made for people who push boundaries, not just in sports but in life. This reasoning ties the brand’s identity to courage and purpose.

    **3️⃣ Pathos (emotional appeal)**

    The emotional appeal is strong. The close-up of Kaepernick’s serious face, combined with the message about sacrifice, evokes feelings of
    **admiration, empathy, and determination**. It appeals to people who value justice and bravery, and it can make viewers feel inspired to take action or make bold choices themselves. For some, it may even bring feelings of defiance or solidarity. Nike taps into emotions of pride and moral courage, not just athletic ambition. The overall mood is both solemn and uplifting.

    **4️⃣ Ethos (credibility appeal)**

    Nike builds ethos through its
    **association with Kaepernick**, an athlete known for integrity and activism. This gives the company moral credibility — it appears brave enough to support someone controversial for standing up for justice. The professional, minimalist design and Nike’s reputation as a leading sports brand add further credibility. The use of a real public figure rather than a model strengthens the authenticity of the message. Nike’s “swoosh” and slogan “Just Do It” connect the message to its long-standing brand identity of courage and persistence.

    **5️⃣ Overall purpose and effectiveness**

    The ad persuades consumers to buy Nike products by
    **linking the brand to courage, conviction, and moral strength.** It’s not just selling shoes — it’s selling identity and values. The logos appeal presents a logical connection between belief and sacrifice; the pathos appeal stirs strong emotions of pride and courage; and the ethos appeal builds trust through association with a respected (though polarizing) figure. Personally, I find the argument powerful — it makes Nike seem bold and socially aware. Even if someone disagrees with Kaepernick’s stance, the ad still makes Nike memorable and gives consumers something to believe in. Overall, it’s an effective argument that aligns the brand with bravery and purpose.

    Would you like me to rewrite this for one of the other ads (nike1–nike5)?
    If you tell me which one you picked, I’ll tailor the 5 sections exactly to that image.

    **## feedbackforrhetoricalanalysis.docx**

    **FEEDBACK Please refer to this when correcting the paper you did for me. I received a zero for this, so please correct. I shouldn’t have to pay another tutor to redo this sinc I paid you for it.**

    Review assignment description and pre-writing and planning assignments:

    · this is not a personal response yet

    · you are not telling us whether you will support Nike or not on basis of the three appeals

    · you are not sorting the appeal-driven paragraphs to show overall decision

    · review claim grounds warrant structure in the planning assignment and remember to lead with and then prove YOUR decision

    · this is too general and not as required. do not look up things but show me how YOU are thinking. don't refer to a general audience.

    **## redodraft.docx**

    Perry May

    Frank Merksamer

    English 111

    **Draft of Rhetorical Analysis**

    Unlike many commercials, which rely on product demonstrations, Nike’s advertisement featuring Colin Kaepernick's logical appeal lies in its central message, alongside its slogan. The ad's main message, "Believe in something. Even if it means sacrificing everything" (Nike, 2018), suggests that achieving the best outcomes or progress requires sticking to one's values or principles despite personal loss. The creator reinforces this reasoning by using Kaepernick's real-life experiences as evidence, as he lost his career after kneeling during the national anthem to protest against racial injustices. Through the use of "Just Do It!", the ad indirectly indicates that the central message is the logical way for anyone with dreams to chase. Through using a well-known athlete with an impactful story, in addition to the slogan, the ad establishes a cause-and-effect relationship that makes its argument logical and compelling. Personally, the appeal is persuasive because it links the brand's identity with the universal idea of confidence through action, portraying Nike as a brand that supports people who take risks for what they believe in. This reasoning convinces that Nike is a company that stands for perseverance and integrity, proving that it's one of the best brands to use.

    The ad uses emotionally charged visuals of Kaepernick, which immediately draws viewer attention due to the black and white close-up of his serious face, combined with the inspiring message about sacrifices (Nike, 2018). The ad’s visual design is simple, allowing the quote to stand out, which can appeal to viewers who seek bravery and inspiration. For many fans, Kaepernick’s story is inspiring, therefore, his facial expression in the ad may evoke a feeling of determination and courage in the fans, connecting the brand to supporting the pursuit of beliefs. The emotional connection the ad evokes from the message and use of the athlete represents Nike as a symbol of justice, resilience, and hope, not just a sports brand. Personally, the ad's central message is the powerful emotional appeal, which prompts a viewer to reflect on their pursuits and encourages viewers who stand out for their beliefs. However, for viewers who oppose Kaepernick's actions, the ad can evoke negative emotions like frustration and anger, creating national debates and controversy. As such, the ad's emotional depth makes it more memorable and influential.

    The ad creates the brand's credibility and trust through Kaepernick's personal integrity and Nike's identity. The campaign is created on the public perception of Kaepernick's character, not just his athletic skills. Kaepernick is an athlete known for his integrity and activism, and the ad demonstrates his act of risking his career for social justice as a courageous act, making his character a symbol of the message. The ad's minimalist style, combined with a recognizable slogan, 'swoosh' logo, and reputation as a leading sports brand, further adds to the ad's credibility and trust (Nike, 2018). Personally, Nike’s association with Kaepernick deeply resonates with me because it shows the brand's willingness to take a stand in social justice. Additionally, it also makes the company appear trustworthy, socially responsible, and brave, qualities that make viewers likely to support and purchase its products. How the ad builds its credibility and trust appeals to young and socially conscious audiences, who value brands that are inclusive and support social justice issues.

    Works Cited

    Mind Tools Content Team. (n.d.).
    _The rhetorical triangle: Making your communications persuasive._ Mind Tools.

    [https://www.mindtools.com/pages/article/RhetoricalTriangle.htm](https://www.mindtools.com/pages/article/RhetoricalTriangle.htm)

    Nike. (2018).
    _Believe in something. Even if it means sacrificing everything_ [Advertisement featuring Colin Kaepernick]. Nike Inc.

    UofLIFE (2013). Writing Center: Rhetorical Analysis. YouTube.
    [https://youtu.be/s84EDd8jFgw?si=sXn4JPuXZxxruikg](https://youtu.be/s84EDd8jFgw?si=sXn4JPuXZxxruikg)

    **## engl111perrypartaandb.docx**

    **Part A**

    **Mandatory draft of the rhetorical analysis**

    Instructions

    **Important: this draft uses the same ad that you did the earlier prewriting on. Build on that earlier thinking but don't simply copy and paste it! Prewriting is loose, thinking heavy, while drafting is simply a formal / top-down organization of your existing thinking.**

    Make sure that you've done earlier work for the week as these prepare you for this step. Remember that a draft is assembled thinking. We've already thought things through. We've already made plans! In fact, you should strongly consider outlining each of the three body paragraphs before attempting them. Remember that a body paragraph is formal. This means that it should

    Make a claim in the topic sentence, which is one of the first two sentences of a paragraph

    Give strong, focused evidence of that claim, lasting typically for 3-4 sentences

    Explain how that evidence leads to the claim, lasting typically for 3-4 sentences

    **Instructions**

    **Turn in three formal (see structure above and read the paragraph materials from the first week if you haven't!) paragraphs that RESPOND to the three rhetorical appeals (logos, pathos, ethos) on your chosen image. The nature of this response is spelled out in the prewriting assignment. Basically, you need to explain overall why you will or will not buy Nike materials on the basis of the given ad's rhetorical appeals. Each paragraph therefore should**

    **–>Make a claim about how the given appeal influences you (ex "I share a left-leaning attitude with the advertisement, which makes the message seem to be a matter of necessary social restructuring.")**

    **Clarify focused detail from that appeal (describe something about the ad, looking from the perspective of ethos, pathos, or logos) (ex "pull out the materialism in the ad, the assumption of an interconnected society that needs to function as such")**

    **Explain how that appeal influences you (ex "agree with the assumption above, clarifying my own commitment to such elsewhere)**

    **I will grade each of the above paragraphs 25% for the degree to which you organize the rhetorical analysis in a unified and coherent manner as above. I will grade the other 25% for the degree to which you put these appeals in a coherent manner, building your overall response as you go. This involves connections and transitions!**

    **Part B**

    take notes on rhetorical analysis

    **Instructions**

    Look at these two resources before taking notes as below.

    As a summary, we use the rhetorical triangle to conduct rhetorical analysis, which is the art of understanding how effecting an argument is and using that understanding to focus our own response or argument.

    https://www.youtube.com/watch?v=s84EDd8jFgw

    https://www.mindtools.com/pages/article/RhetoricalTriangle.htm

    **Instructions**

    **1) Skim the materials above**

    **2) using the materials above (no others), give definitions for the following terms in your own words (no credit for simply copying and pasting)**

    **a. rhetorical analysis**

    **b. logos**

    **c. pathos**

    **d. ethos**

    **3. come up with examples of your own for each of the rhetorical appeals (logos, pathos, and ethos). These examples can come from TV, your past writing, or anywhere else provided that you do the thinking here!**

    **I will grade each part equally for clarity and accuracy. You do not need a ton of writing here but should think about things rather than borrowing everything verbatim.**

    **Part C**

    planning the rhetorical analysis

    Review the draft description as well as class notes. Use this assignment to turn in three outlines for three different body paragraphs. Remember that a body paragraph addresses the major question for a paper, which in our case is about how the text (ad) in question does or does not encourage you to buy or otherwise support Nike (go back to the pre-writing assignment to see what you did there). You will have a paragraph concerning each of the following rhetorical appeals and how they are involved in your decision:

    1. logos

    2. pathos

    3. ethos

    Besides showing me

    claim

    grounds

    warrant

    for each of the three paragraphs, you should reflect briefly on the order of the paragraphs and how they relate to each other. I will grade each of these four parts equally. Don't draft here!

    **## nikeprewriting.docx**

    **pre-writing for the rhetorical analysis**

    Make sure that you've done the homework for the week that introduces you to rhetorical analysis. Note that all of the images used in this assignment come from Nike print ads. Do not look up other people's analysis of those ads but do your own thinking!

    **Instructions**

    1) choose ONE of the images below and briefly describe why you picked it and not the others

    2) take brief notes, about 5 sentences worth, on the logos appeal of your chosen ad

    3) take brief notes, about 5 sentences worth, on the pathos appeal of your chosen ad

    4) take brief notes, about 5 sentences worth, on the ethos appeal of your chosen ad

    5) if we say, simply, that the purpose of each ad is to get you to buy Nikes (shoes or other items), how and to what extent does the ad convince you to do so? Answer loosely but with about 5 sentences and be sure to reference the appeals above. In other words, get your thoughts together here about how the ad works as an argument to get you, the consumer, to buy something. Whether or not you would buy something is important here in indicating whether the argument as succeeded or not. Using the appeals in your reasoning will allow you later, in the draft, to formally clarify your thinking about the ad. Right now, answer loosely and overall. Remember that we think a lot and write loosely (like this) before organizing our thoughts into a draft.

    I will grade each of the above equally for accuracy and clarity. Here are the images to choose from: I was not able to open the downloads, so I went and found a nike ad that shown Colin Kapernick which I have put in here. If you are able to open them, you can use which ever one you decide upon, but I found the assignment in chatgpt, however I need you to rewrite this without Ai.

    [nike3.jfif](https://durhamtech.instructure.com/courses/16475/files/2009248/download?wrap=1) [Download nike3.jfif](https://durhamtech.instructure.com/courses/16475/files/2009248/download?download_frd=1)

    [nike4.jpg](https://durhamtech.instructure.com/courses/16475/files/2009246/download?wrap=1) [Download nike4.jpg](https://durhamtech.instructure.com/courses/16475/files/2009246/download?download_frd=1)

    [nike5.jpg](https://durhamtech.instructure.com/courses/16475/files/2009245/download?wrap=1) [Download nike5.jpg](https://durhamtech.instructure.com/courses/16475/files/2009245/download?download_frd=1)

    [nike1.jfif](https://durhamtech.instructure.com/courses/16475/files/2009247/download?wrap=1) [Download nike1.jfif](https://durhamtech.instructure.com/courses/16475/files/2009247/download?download_frd=1)

    [nike2.jpg](https://durhamtech.instructure.com/courses/16475/files/2009244/download?wrap=1)

    Perfect — this is your
    **pre-writing assignment** for a rhetorical analysis of a
    **Nike print ad**. Since you didn’t specify which image you chose, I’ll model one using a common Nike ad:
    ➡️
    **Image choice: nike4.jpg (Colin Kaepernick ad – “Believe in something. Even if it means sacrificing everything.”)**

    You can adjust this if you pick a different image — I can rewrite it for another one in seconds if you upload or name it.

    **1️⃣ Why I picked this ad**

    I chose the ad featuring
    **Colin Kaepernick** because it’s bold, emotional, and socially powerful. Unlike the other ads, this one isn’t focused on sports performance or physical ability but on
    **values, sacrifice, and courage**. It connects sports to larger social issues, which makes it stand out. The black-and-white close-up of Kaepernick’s face gives the message a serious and emotional tone. The quote — “Believe in something. Even if it means sacrificing everything.” — challenges viewers to think about what they personally stand for.

    **2️⃣ Logos (logical appeal)**

    The ad’s logic comes from cause and effect:
    **standing up for your beliefs leads to real change, even at personal cost.** Nike uses Kaepernick as evidence of this idea since he lost his NFL career for protesting racial injustice. The message suggests that Nike supports those who act on their principles, which logically connects the brand to strength and integrity. There’s also an implied argument that Nike’s products are made for people who push boundaries, not just in sports but in life. This reasoning ties the brand’s identity to courage and purpose.

    **3️⃣ Pathos (emotional appeal)**

    The emotional appeal is strong. The close-up of Kaepernick’s serious face, combined with the message about sacrifice, evokes feelings of
    **admiration, empathy, and determination**. It appeals to people who value justice and bravery, and it can make viewers feel inspired to take action or make bold choices themselves. For some, it may even bring feelings of defiance or solidarity. Nike taps into emotions of pride and moral courage, not just athletic ambition. The overall mood is both solemn and uplifting.

    **4️⃣ Ethos (credibility appeal)**

    Nike builds ethos through its
    **association with Kaepernick**, an athlete known for integrity and activism. This gives the company moral credibility — it appears brave enough to support someone controversial for standing up for justice. The professional, minimalist design and Nike’s reputation as a leading sports brand add further credibility. The use of a real public figure rather than a model strengthens the authenticity of the message. Nike’s “swoosh” and slogan “Just Do It” connect the message to its long-standing brand identity of courage and persistence.

    **5️⃣ Overall purpose and effectiveness**

    The ad persuades consumers to buy Nike products by
    **linking the brand to courage, conviction, and moral strength.** It’s not just selling shoes — it’s selling identity and values. The logos appeal presents a logical connection between belief and sacrifice; the pathos appeal stirs strong emotions of pride and courage; and the ethos appeal builds trust through association with a respected (though polarizing) figure. Personally, I find the argument powerful — it makes Nike seem bold and socially aware. Even if someone disagrees with Kaepernick’s stance, the ad still makes Nike memorable and gives consumers something to believe in. Overall, it’s an effective argument that aligns the brand with bravery and purpose.

    Would you like me to rewrite this for one of the other ads (nike1–nike5)?
    If you tell me which one you picked, I’ll tailor the 5 sections exactly to that image.

    **## feedbackforrhetoricalanalysis.docx**

    **FEEDBACK Please refer to this when correcting the paper you did for me. I received a zero for this, so please correct. I shouldn’t have to pay another tutor to redo this sinc I paid you for it.**

    Review assignment description and pre-writing and planning assignments:

    · this is not a personal response yet

    · you are not telling us whether you will support Nike or not on basis of the three appeals

    · you are not sorting the appeal-driven paragraphs to show overall decision

    · review claim grounds warrant structure in the planning assignment and remember to lead with and then prove YOUR decision

    · this is too general and not as required. do not look up things but show me how YOU are thinking. don't refer to a general audience.

    **## redodraft.docx**

    Perry May

    Frank Merksamer

    English 111

    **Draft of Rhetorical Analysis**

    Unlike many commercials, which rely on product demonstrations, Nike’s advertisement featuring Colin Kaepernick's logical appeal lies in its central message, alongside its slogan. The ad's main message, "Believe in something. Even if it means sacrificing everything" (Nike, 2018), suggests that achieving the best outcomes or progress requires sticking to one's values or principles despite personal loss. The creator reinforces this reasoning by using Kaepernick's real-life experiences as evidence, as he lost his career after kneeling during the national anthem to protest against racial injustices. Through the use of "Just Do It!", the ad indirectly indicates that the central message is the logical way for anyone with dreams to chase. Through using a well-known athlete with an impactful story, in addition to the slogan, the ad establishes a cause-and-effect relationship that makes its argument logical and compelling. Personally, the appeal is persuasive because it links the brand's identity with the universal idea of confidence through action, portraying Nike as a brand that supports people who take risks for what they believe in. This reasoning convinces that Nike is a company that stands for perseverance and integrity, proving that it's one of the best brands to use.

    The ad uses emotionally charged visuals of Kaepernick, which immediately draws viewer attention due to the black and white close-up of his serious face, combined with the inspiring message about sacrifices (Nike, 2018). The ad’s visual design is simple, allowing the quote to stand out, which can appeal to viewers who seek bravery and inspiration. For many fans, Kaepernick’s story is inspiring, therefore, his facial expression in the ad may evoke a feeling of determination and courage in the fans, connecting the brand to supporting the pursuit of beliefs. The emotional connection the ad evokes from the message and use of the athlete represents Nike as a symbol of justice, resilience, and hope, not just a sports brand. Personally, the ad's central message is the powerful emotional appeal, which prompts a viewer to reflect on their pursuits and encourages viewers who stand out for their beliefs. However, for viewers who oppose Kaepernick's actions, the ad can evoke negative emotions like frustration and anger, creating national debates and controversy. As such, the ad's emotional depth makes it more memorable and influential.

    The ad creates the brand's credibility and trust through Kaepernick's personal integrity and Nike's identity. The campaign is created on the public perception of Kaepernick's character, not just his athletic skills. Kaepernick is an athlete known for his integrity and activism, and the ad demonstrates his act of risking his career for social justice as a courageous act, making his character a symbol of the message. The ad's minimalist style, combined with a recognizable slogan, 'swoosh' logo, and reputation as a leading sports brand, further adds to the ad's credibility and trust (Nike, 2018). Personally, Nike’s association with Kaepernick deeply resonates with me because it shows the brand's willingness to take a stand in social justice. Additionally, it also makes the company appear trustworthy, socially responsible, and brave, qualities that make viewers likely to support and purchase its products. How the ad builds its credibility and trust appeals to young and socially conscious audiences, who value brands that are inclusive and support social justice issues.

    Works Cited

    Mind Tools Content Team. (n.d.).
    _The rhetorical triangle: Making your communications persuasive._ Mind Tools.

    [https://www.mindtools.com/pages/article/RhetoricalTriangle.htm](https://www.mindtools.com/pages/article/RhetoricalTriangle.htm)

    Nike. (2018).
    _Believe in something. Even if it means sacrificing everything_ [Advertisement featuring Colin Kaepernick]. Nike Inc.

    UofLIFE (2013). Writing Center: Rhetorical Analysis. YouTube.
    [https://youtu.be/s84EDd8jFgw?si=sXn4JPuXZxxruikg](https://youtu.be/s84EDd8jFgw?si=sXn4JPuXZxxruikg)

    **## engl111perrypartaandb.docx**

    **Part A**

    **Mandatory draft of the rhetorical analysis**

    Instructions

    **Important: this draft uses the same ad that you did the earlier prewriting on. Build on that earlier thinking but don't simply copy and paste it! Prewriting is loose, thinking heavy, while drafting is simply a formal / top-down organization of your existing thinking.**

    Make sure that you've done earlier work for the week as these prepare you for this step. Remember that a draft is assembled thinking. We've already thought things through. We've already made plans! In fact, you should strongly consider outlining each of the three body paragraphs before attempting them. Remember that a body paragraph is formal. This means that it should

    Make a claim in the topic sentence, which is one of the first two sentences of a paragraph

    Give strong, focused evidence of that claim, lasting typically for 3-4 sentences

    Explain how that evidence leads to the claim, lasting typically for 3-4 sentences

    **Instructions**

    **Turn in three formal (see structure above and read the paragraph materials from the first week if you haven't!) paragraphs that RESPOND to the three rhetorical appeals (logos, pathos, ethos) on your chosen image. The nature of this response is spelled out in the prewriting assignment. Basically, you need to explain overall why you will or will not buy Nike materials on the basis of the given ad's rhetorical appeals. Each paragraph therefore should**

    **–>Make a claim about how the given appeal influences you (ex "I share a left-leaning attitude with the advertisement, which makes the message seem to be a matter of necessary social restructuring.")**

    **Clarify focused detail from that appeal (describe something about the ad, looking from the perspective of ethos, pathos, or logos) (ex "pull out the materialism in the ad, the assumption of an interconnected society that needs to function as such")**

    **Explain how that appeal influences you (ex "agree with the assumption above, clarifying my own commitment to such elsewhere)**

    **I will grade each of the above paragraphs 25% for the degree to which you organize the rhetorical analysis in a unified and coherent manner as above. I will grade the other 25% for the degree to which you put these appeals in a coherent manner, building your overall response as you go. This involves connections and transitions!**

    **Part B**

    take notes on rhetorical analysis

    **Instructions**

    Look at these two resources before taking notes as below.

    As a summary, we use the rhetorical triangle to conduct rhetorical analysis, which is the art of understanding how effecting an argument is and using that understanding to focus our own response or argument.

    https://www.youtube.com/watch?v=s84EDd8jFgw

    https://www.mindtools.com/pages/article/RhetoricalTriangle.htm

    **Instructions**

    **1) Skim the materials above**

    **2) using the materials above (no others), give definitions for the following terms in your own words (no credit for simply copying and pasting)**

    **a. rhetorical analysis**

    **b. logos**

    **c. pathos**

    **d. ethos**

    **3. come up with examples of your own for each of the rhetorical appeals (logos, pathos, and ethos). These examples can come from TV, your past writing, or anywhere else provided that you do the thinking here!**

    **I will grade each part equally for clarity and accuracy. You do not need a ton of writing here but should think about things rather than borrowing everything verbatim.**

    **Part C**

    planning the rhetorical analysis

    Review the draft description as well as class notes. Use this assignment to turn in three outlines for three different body paragraphs. Remember that a body paragraph addresses the major question for a paper, which in our case is about how the text (ad) in question does or does not encourage you to buy or otherwise support Nike (go back to the pre-writing assignment to see what you did there). You will have a paragraph concerning each of the following rhetorical appeals and how they are involved in your decision:

    1. logos

    2. pathos

    3. ethos

    Besides showing me

    claim

    grounds

    warrant

    for each of the three paragraphs, you should reflect briefly on the order of the paragraphs and how they relate to each other. I will grade each of these four parts equally. Don't draft here!

    **## nikeprewriting.docx**

    **pre-writing for the rhetorical analysis**

    Make sure that you've done the homework for the week that introduces you to rhetorical analysis. Note that all of the images used in this assignment come from Nike print ads. Do not look up other people's analysis of those ads but do your own thinking!

    **Instructions**

    1) choose ONE of the images below and briefly describe why you picked it and not the others

    2) take brief notes, about 5 sentences worth, on the logos appeal of your chosen ad

    3) take brief notes, about 5 sentences worth, on the pathos appeal of your chosen ad

    4) take brief notes, about 5 sentences worth, on the ethos appeal of your chosen ad

    5) if we say, simply, that the purpose of each ad is to get you to buy Nikes (shoes or other items), how and to what extent does the ad convince you to do so? Answer loosely but with about 5 sentences and be sure to reference the appeals above. In other words, get your thoughts together here about how the ad works as an argument to get you, the consumer, to buy something. Whether or not you would buy something is important here in indicating whether the argument as succeeded or not. Using the appeals in your reasoning will allow you later, in the draft, to formally clarify your thinking about the ad. Right now, answer loosely and overall. Remember that we think a lot and write loosely (like this) before organizing our thoughts into a draft.

    I will grade each of the above equally for accuracy and clarity. Here are the images to choose from: I was not able to open the downloads, so I went and found a nike ad that shown Colin Kapernick which I have put in here. If you are able to open them, you can use which ever one you decide upon, but I found the assignment in chatgpt, however I need you to rewrite this without Ai.

    [nike3.jfif](https://durhamtech.instructure.com/courses/16475/files/2009248/download?wrap=1) [Download nike3.jfif](https://durhamtech.instructure.com/courses/16475/files/2009248/download?download_frd=1)

    [nike4.jpg](https://durhamtech.instructure.com/courses/16475/files/2009246/download?wrap=1) [Download nike4.jpg](https://durhamtech.instructure.com/courses/16475/files/2009246/download?download_frd=1)

    [nike5.jpg](https://durhamtech.instructure.com/courses/16475/files/2009245/download?wrap=1) [Download nike5.jpg](https://durhamtech.instructure.com/courses/16475/files/2009245/download?download_frd=1)

    [nike1.jfif](https://durhamtech.instructure.com/courses/16475/files/2009247/download?wrap=1) [Download nike1.jfif](https://durhamtech.instructure.com/courses/16475/files/2009247/download?download_frd=1)

    [nike2.jpg](https://durhamtech.instructure.com/courses/16475/files/2009244/download?wrap=1)

    Perfect — this is your
    **pre-writing assignment** for a rhetorical analysis of a
    **Nike print ad**. Since you didn’t specify which image you chose, I’ll model one using a common Nike ad:
    ➡️
    **Image choice: nike4.jpg (Colin Kaepernick ad – “Believe in something. Even if it means sacrificing everything.”)**

    You can adjust this if you pick a different image — I can rewrite it for another one in seconds if you upload or name it.

    **1️⃣ Why I picked this ad**

    I chose the ad featuring
    **Colin Kaepernick** because it’s bold, emotional, and socially powerful. Unlike the other ads, this one isn’t focused on sports performance or physical ability but on
    **values, sacrifice, and courage**. It connects sports to larger social issues, which makes it stand out. The black-and-white close-up of Kaepernick’s face gives the message a serious and emotional tone. The quote — “Believe in something. Even if it means sacrificing everything.” — challenges viewers to think about what they personally stand for.

    **2️⃣ Logos (logical appeal)**

    The ad’s logic comes from cause and effect:
    **standing up for your beliefs leads to real change, even at personal cost.** Nike uses Kaepernick as evidence of this idea since he lost his NFL career for protesting racial injustice. The message suggests that Nike supports those who act on their principles, which logically connects the brand to strength and integrity. There’s also an implied argument that Nike’s products are made for people who push boundaries, not just in sports but in life. This reasoning ties the brand’s identity to courage and purpose.

    **3️⃣ Pathos (emotional appeal)**

    The emotional appeal is strong. The close-up of Kaepernick’s serious face, combined with the message about sacrifice, evokes feelings of
    **admiration, empathy, and determination**. It appeals to people who value justice and bravery, and it can make viewers feel inspired to take action or make bold choices themselves. For some, it may even bring feelings of defiance or solidarity. Nike taps into emotions of pride and moral courage, not just athletic ambition. The overall mood is both solemn and uplifting.

    **4️⃣ Ethos (credibility appeal)**

    Nike builds ethos through its
    **association with Kaepernick**, an athlete known for integrity and activism. This gives the company moral credibility — it appears brave enough to support someone controversial for standing up for justice. The professional, minimalist design and Nike’s reputation as a leading sports brand add further credibility. The use of a real public figure rather than a model strengthens the authenticity of the message. Nike’s “swoosh” and slogan “Just Do It” connect the message to its long-standing brand identity of courage and persistence.

    **5️⃣ Overall purpose and effectiveness**

    The ad persuades consumers to buy Nike products by
    **linking the brand to courage, conviction, and moral strength.** It’s not just selling shoes — it’s selling identity and values. The logos appeal presents a logical connection between belief and sacrifice; the pathos appeal stirs strong emotions of pride and courage; and the ethos appeal builds trust through association with a respected (though polarizing) figure. Personally, I find the argument powerful — it makes Nike seem bold and socially aware. Even if someone disagrees with Kaepernick’s stance, the ad still makes Nike memorable and gives consumers something to believe in. Overall, it’s an effective argument that aligns the brand with bravery and purpose.

    Would you like me to rewrite this for one of the other ads (nike1–nike5)?
    If you tell me which one you picked, I’ll tailor the 5 sections exactly to that image.

    – 1
    – 2
    – 3
    – 4

  • [Solved] ENGL205 A

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    SEE ATTACHMENTS – ## WEEK3ENGL205-2.docx – ## RubricforLiteraryEssays-1.docx **## WEEK3ENGL205-2.docx** **Assignment**. Write a 750-1250 word essay doing a literary analysis explaining the significance of a single passage, scene, or episode in relation to the whole of one of the works of literature …

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    Assignment Prompt & Instructions

    SEE ATTACHMENTS

    – ## WEEK3ENGL205-2.docx

    – ## RubricforLiteraryEssays-1.docx

    **## WEEK3ENGL205-2.docx**

    **Assignment**. Write a 750-1250 word essay doing a literary analysis explaining the significance of a single passage, scene, or episode in relation to the whole of one of the works of literature (or excerpts) from the course. Talk about the whole work, but focus on the one passage, scene, or episode to get at that.

    Please do not depend on outside resources except a dictionary and perhaps the Bible. This should be your own close reading of the work of literature.

    **Explanation**. One of the foundational skills in reading literature is reading a text closely and drawing meaning from that reading. For this reason, this essay will allow you to engage deeply with a particular text. A close reading of a text "unfolds" the text, explains in detail how the work communicates to the reader. Such a reading will require you to understand all aspects of the work and to have a grasp of the meaning of individual parts of the work in relation to the entire work. You are not, however, striving to be exhaustive in your "explanation," but rather you should strive to be selective in considering only those details that are significant to your own thematic understanding of the piece of literature.

    **## RubricforLiteraryEssays-1.docx**

    **Assessment Rubric for Literary Essays**

    | | | | | | |
    | — | — | — | — | — | — |
    | **Focus & Organization:** The student develops a focused, polished thesis supported by a unified, convincing, logical argument about a literary text, using effective organizational cues such as title, thesis statement, transitions, & topic sentences to aid coherence. | 20 (advanced) | 16 | 12 (average) | 8 | 4 <br>(deficient) |
    | **Literary Analysis:** The student demonstrates skill in analyzing literary texts and uses well-chosen, persuasive, and thorough textual support. The student identifies a primary theme of a literary text, discussing at least one literary element (such as characterization, symbolism, setting, plot, tone, and poetic conventions), and places the text into some type of societal or philosophical context. | 20 | 16 | 12 | 8 | 4 |
    | **Reading Comprehension:** The student demonstrates familiarity with the vocabulary, sentence structure, and stylistic features of a literary text and can effectively discuss them. The student demonstrates knowledge of plot details and/or textual details, and the student articulates an accurate understanding of the meaning of the text. | 20 | 16 | 12 | 8 | 4 |
    | **Use of Source(s) & MLA format:** The student smoothly integrates the primary literary source and any secondary sources, using author tag phrases and a proper balance of summaries, paraphrases, & quotations. MLA documentation & paper format are used correctly. | 20 | 16 | 12 | 8 | 4 |
    | **Style/Grammar:** The student’s writing contains <br>_clear_ sentences and uses polished & precise word choice. The writing is <br>_concise, not wordy._  The student has an authoritative, objective, academic voice, and the essay is free of errors in the conventions of the English language (punctuation, agreement, run-ons, etc.). | 20 | 16 | 12 | 8 | 4 |

    Comments:

    **## RubricforLiteraryEssays-1.docx**

    **Assessment Rubric for Literary Essays**

    | | | | | | |
    | — | — | — | — | — | — |
    | **Focus & Organization:** The student develops a focused, polished thesis supported by a unified, convincing, logical argument about a literary text, using effective organizational cues such as title, thesis statement, transitions, & topic sentences to aid coherence. | 20 (advanced) | 16 | 12 (average) | 8 | 4 <br>(deficient) |
    | **Literary Analysis:** The student demonstrates skill in analyzing literary texts and uses well-chosen, persuasive, and thorough textual support. The student identifies a primary theme of a literary text, discussing at least one literary element (such as characterization, symbolism, setting, plot, tone, and poetic conventions), and places the text into some type of societal or philosophical context. | 20 | 16 | 12 | 8 | 4 |
    | **Reading Comprehension:** The student demonstrates familiarity with the vocabulary, sentence structure, and stylistic features of a literary text and can effectively discuss them. The student demonstrates knowledge of plot details and/or textual details, and the student articulates an accurate understanding of the meaning of the text. | 20 | 16 | 12 | 8 | 4 |
    | **Use of Source(s) & MLA format:** The student smoothly integrates the primary literary source and any secondary sources, using author tag phrases and a proper balance of summaries, paraphrases, & quotations. MLA documentation & paper format are used correctly. | 20 | 16 | 12 | 8 | 4 |
    | **Style/Grammar:** The student’s writing contains <br>_clear_ sentences and uses polished & precise word choice. The writing is <br>_concise, not wordy._  The student has an authoritative, objective, academic voice, and the essay is free of errors in the conventions of the English language (punctuation, agreement, run-ons, etc.). | 20 | 16 | 12 | 8 | 4 |

    Comments:

    **## WEEK3ENGL205-2.docx**

    **Assignment**. Write a 750-1250 word essay doing a literary analysis explaining the significance of a single passage, scene, or episode in relation to the whole of one of the works of literature (or excerpts) from the course. Talk about the whole work, but focus on the one passage, scene, or episode to get at that.

    Please do not depend on outside resources except a dictionary and perhaps the Bible. This should be your own close reading of the work of literature.

    **Explanation**. One of the foundational skills in reading literature is reading a text closely and drawing meaning from that reading. For this reason, this essay will allow you to engage deeply with a particular text. A close reading of a text "unfolds" the text, explains in detail how the work communicates to the reader. Such a reading will require you to understand all aspects of the work and to have a grasp of the meaning of individual parts of the work in relation to the entire work. You are not, however, striving to be exhaustive in your "explanation," but rather you should strive to be selective in considering only those details that are significant to your own thematic understanding of the piece of literature.

    **## RubricforLiteraryEssays-1.docx**

    **Assessment Rubric for Literary Essays**

    | | | | | | |
    | — | — | — | — | — | — |
    | **Focus & Organization:** The student develops a focused, polished thesis supported by a unified, convincing, logical argument about a literary text, using effective organizational cues such as title, thesis statement, transitions, & topic sentences to aid coherence. | 20 (advanced) | 16 | 12 (average) | 8 | 4 <br>(deficient) |
    | **Literary Analysis:** The student demonstrates skill in analyzing literary texts and uses well-chosen, persuasive, and thorough textual support. The student identifies a primary theme of a literary text, discussing at least one literary element (such as characterization, symbolism, setting, plot, tone, and poetic conventions), and places the text into some type of societal or philosophical context. | 20 | 16 | 12 | 8 | 4 |
    | **Reading Comprehension:** The student demonstrates familiarity with the vocabulary, sentence structure, and stylistic features of a literary text and can effectively discuss them. The student demonstrates knowledge of plot details and/or textual details, and the student articulates an accurate understanding of the meaning of the text. | 20 | 16 | 12 | 8 | 4 |
    | **Use of Source(s) & MLA format:** The student smoothly integrates the primary literary source and any secondary sources, using author tag phrases and a proper balance of summaries, paraphrases, & quotations. MLA documentation & paper format are used correctly. | 20 | 16 | 12 | 8 | 4 |
    | **Style/Grammar:** The student’s writing contains <br>_clear_ sentences and uses polished & precise word choice. The writing is <br>_concise, not wordy._  The student has an authoritative, objective, academic voice, and the essay is free of errors in the conventions of the English language (punctuation, agreement, run-ons, etc.). | 20 | 16 | 12 | 8 | 4 |

    Comments:

    **## WEEK3ENGL205-2.docx**

    **Assignment**. Write a 750-1250 word essay doing a literary analysis explaining the significance of a single passage, scene, or episode in relation to the whole of one of the works of literature (or excerpts) from the course. Talk about the whole work, but focus on the one passage, scene, or episode to get at that.

    Please do not depend on outside resources except a dictionary and perhaps the Bible. This should be your own close reading of the work of literature.

    **Explanation**. One of the foundational skills in reading literature is reading a text closely and drawing meaning from that reading. For this reason, this essay will allow you to engage deeply with a particular text. A close reading of a text "unfolds" the text, explains in detail how the work communicates to the reader. Such a reading will require you to understand all aspects of the work and to have a grasp of the meaning of individual parts of the work in relation to the entire work. You are not, however, striving to be exhaustive in your "explanation," but rather you should strive to be selective in considering only those details that are significant to your own thematic understanding of the piece of literature.

    **## RubricforLiteraryEssays-1.docx**

    **Assessment Rubric for Literary Essays**

    | | | | | | |
    | — | — | — | — | — | — |
    | **Focus & Organization:** The student develops a focused, polished thesis supported by a unified, convincing, logical argument about a literary text, using effective organizational cues such as title, thesis statement, transitions, & topic sentences to aid coherence. | 20 (advanced) | 16 | 12 (average) | 8 | 4 <br>(deficient) |
    | **Literary Analysis:** The student demonstrates skill in analyzing literary texts and uses well-chosen, persuasive, and thorough textual support. The student identifies a primary theme of a literary text, discussing at least one literary element (such as characterization, symbolism, setting, plot, tone, and poetic conventions), and places the text into some type of societal or philosophical context. | 20 | 16 | 12 | 8 | 4 |
    | **Reading Comprehension:** The student demonstrates familiarity with the vocabulary, sentence structure, and stylistic features of a literary text and can effectively discuss them. The student demonstrates knowledge of plot details and/or textual details, and the student articulates an accurate understanding of the meaning of the text. | 20 | 16 | 12 | 8 | 4 |
    | **Use of Source(s) & MLA format:** The student smoothly integrates the primary literary source and any secondary sources, using author tag phrases and a proper balance of summaries, paraphrases, & quotations. MLA documentation & paper format are used correctly. | 20 | 16 | 12 | 8 | 4 |
    | **Style/Grammar:** The student’s writing contains <br>_clear_ sentences and uses polished & precise word choice. The writing is <br>_concise, not wordy._  The student has an authoritative, objective, academic voice, and the essay is free of errors in the conventions of the English language (punctuation, agreement, run-ons, etc.). | 20 | 16 | 12 | 8 | 4 |

    Comments:

    – 1
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  • [Solved] ENGL205 WEEK3 D

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    SEE ATTACHMENT – ## WEEK3ENGL205.docx **## WEEK3ENGL205.docx** ### Week 3 Assignment: Sin and Redemption Dialogue For this week's discussion, respond to the following: How did Thomas Malory use the Christian story of sin and redemption to shape his narrative about King Arthur in _Le Morte D'Arthur_?…

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    SEE ATTACHMENT

    – ## WEEK3ENGL205.docx

    **## WEEK3ENGL205.docx**

    ### Week 3 Assignment: Sin and Redemption Dialogue

    For this week's discussion, respond to the following:

    How did Thomas Malory use the Christian story of sin and redemption to shape his narrative about King Arthur in
    _Le Morte D'Arthur_?

    Use a specific character in a specific scene as the center of your argument, and cite the text appropriately in MLA style.

    All posts should be grounded in the details of the assigned texts with appropriate citations using MLA style. Your initial response (200-300 words)

    **## WEEK3ENGL205.docx**

    ### Week 3 Assignment: Sin and Redemption Dialogue

    For this week's discussion, respond to the following:

    How did Thomas Malory use the Christian story of sin and redemption to shape his narrative about King Arthur in
    _Le Morte D'Arthur_?

    Use a specific character in a specific scene as the center of your argument, and cite the text appropriately in MLA style.

    All posts should be grounded in the details of the assigned texts with appropriate citations using MLA style. Your initial response (200-300 words)

  • [Solved] Compare-Contrast

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    In-depth study guidance and analytical solution covering Compare-Contrast.

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  • [Solved] English Musings Assignment 8

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    \ Screenshot2025-11-06at11.35.02PM.png](https://www.sweetstudy.com/files/screenshot2025-11-06at11-35-02pm-png "Screenshot2025-11-06at11.35.02PM.png") \ SpMgt567MusingsAssignment8.docx](https://www.sweetstudy.com/files/spmgt567musingsassignment8-docx "SpMgt567MusingsAssignment8.docx")

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    \
    Screenshot2025-11-06at11.35.02PM.png](https://www.sweetstudy.com/files/screenshot2025-11-06at11-35-02pm-png "Screenshot2025-11-06at11.35.02PM.png")
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    SpMgt567MusingsAssignment8.docx](https://www.sweetstudy.com/files/spmgt567musingsassignment8-docx "SpMgt567MusingsAssignment8.docx")

  • [Solved] English english toulman assignment 111

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    – ## directionsfinaldrafttoulman.docx – ## EnglToulmanAsswk1-1.docx – ## english2revision.docx **## directionsfinaldrafttoulman.docx** Mandatory final draft of the Toulmin essay Instructions Make sure that you've looked again at the first draft assignment description, completed the revision workshee…

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    – ## directionsfinaldrafttoulman.docx

    – ## EnglToulmanAsswk1-1.docx

    – ## english2revision.docx

    **## directionsfinaldrafttoulman.docx**

    Mandatory final draft of the Toulmin essay

    Instructions

    Make sure that you've looked again at the first draft assignment description, completed the revision worksheet, and looked at my feedback on your first draft (should have by Friday night). I will grade the final draft as follows:

    -40% for a lack of substantive revision in the body

    20% each for three body paragraphs that have proper Tolumin form (a paragraph each for backing, qualification, and rebuttal; each paragraph should also have claim grounds warrant)

    10% each for an intro and conclusion that frame the body as described in the revision worksheet

    20% for the unity and coherence of your paragraphs

    **## EnglToulmanAsswk1-1.docx**

    2

    Toulmin Concepts and Practice & Prewriting for the Toulmin Essay

    Perry May

    English 111

    Durham Tech Community College

    October 16, 2025

    **Step One (30%) — Understanding Toulmin Argumentation**

    #### Toulmin Model of Argumentation, which was created by a philosopher known as Stephen Toulmin, provides a model with which to examine and build logical arguments. It places much emphasis on how claims can be supported and associated with things with the help of reasoning.

    #### **1. Claim**

    A claim is the central assertion or conclusion the arguer wants the audience to accept.

    · Example: “Social media improves political engagement among young voters.”

    #### **2. Grounds (Evidence)**

    Grounds are the supporting data, facts, or reasoning that justify the claim.

    · Example: Surveys by Pew Research show that 67% of Americans aged 18–29 learn about political issues from social media platforms.

    #### **3. Warrant**

    A warrant links the grounds to the claim, showing why the evidence supports the conclusion.

    · Example: Since young people increasingly rely on online sources for information, social media directly shapes their political awareness and engagement.

    #### **4. Backing**

    Backing provides additional support for the warrant, often through deeper reasoning or authoritative sources.

    · Example: Political communication scholars argue that digital media fosters participatory democracy by lowering barriers to information access (Loader et al., 2014).

    #### **5. Qualifier**

    A qualifier
    indicates the strength of the claim words like probably, likely, possibly, or in most cases to avoid overgeneralization.

    · Example: “Social media often improves political engagement among young voters.”

    #### **6. Rebuttal**

    A rebuttal acknowledges exceptions or counterarguments that limit the claim’s applicability.

    · Example: “However, misinformation and echo chambers can also distort young voters’ understanding of political issues.”

    **Step Two (70%) — Toulmin Argument Practice**

    #### **1) Rebuttal for the Claim: “Nationalism is destroying American politics.”**

    #### Although in certain situations nationalism has contributed to the division within the political sphere, it is not necessarily a dismantling force. The national pride could bring citizens together based on shared values especially when crisis comes. As an illustration, the feeling of patriotism in the COVID-19 pandemic resulted in many Americans helping local causes and activate local production. Therefore, the effects of nationalism are relative to whether it is inclusive and exclusive.

    #### **2) Grounds for the Claim: “Nationalism is destroying American politics.”**

    #### Over the last few years, nationalist discourse has fueled partisanship and reduced bipartisanship in Congress. According to the findings of Pew Research (2023), eighty-five percent of Americans stated that the country has never been more partisan. Leaders often use nationalization as a political tactic to make political opponents appear un-American and thus polarize voters so that the political dialogue cannot be democratic.

    #### **3) Warrant for the Claim: “Nationalism is destroying American politics.”**

    #### When nationalism means devotion to one party or thought and loyalty to the nation, it entirely invalidates alternative opinions. This serves to weaken pluralism that a healthy democracy needs. Therefore, when nationalism produces aggression as opposed to unity, it is possible that it destroys the pillars of democratic rule.

    #### **4) Qualification for the Claim: “Racism is systematic and therefore ‘baked in’ throughout our social institutions.”**

    #### Racism is mostly well-organized and rooted in many American organizations, but the impact of this phenomenon varies over time, space, and policy center. The progressive discussion of civil rights, educational opportunities, and workplace diversity exemplifies that it is possible to implement systemic racism through the intentional abatement of the given phenomenon.

    #### **5) Grounds for the Claim: “Racism is systematic and therefore ‘baked in’ throughout our social institutions.”**

    #### Historical and sociological studies show that there have been racial inequalities in wealth, education, health, and the criminal justice system. As an illustration, the Black households in the United States hold only about one out of ten median wealths as White households (Federal Reserve, 2022). These inequalities exist despite the formal legal equality, which is remarkable, institutional biases, which are deeply absorbed in the mechanisms of generations.

    #### **6) Warrant for the Claim: “Racism is systematic and therefore ‘baked in’ throughout our social institutions.”**

    When organizations continue to generate unequal results based on race, despite an absence of blatant discrimination, then these institutions behave in such a manner as to perpetuate racism. The uniformity of these inequalities across numerous industries indicates that there are structural but not individual reasons.

    **## english2revision.docx**

    6

    **Revision English 111**

    Perry May

    Durham Tech Community College

    English 111

    Professor Frank Merksamer

    November 2, 2025

    **Part B: Designing/Mapping the Toulmin Essay**.

    **Overarching Claim:** the Showshank Redemption is the greatest movie ever made

    **Paragraph 1: Backing**

    | | |
    | — | — |
    | Component | Content |
    | Connection to the overarching claim | This paragraph supports my claim that it is the greatest movie ever. |
    | Claim | It attains this status since it offers most profound satisfactory emotional payoff in the cinema, a feeling of cathartic joy earned through suffering of the character. |
    | Ground | The final sequence of the film is when Andy escape through sewer pipe and his arm is raised in the rain; bed’s parole board speech about “rehabilitated”; red finding Andy’s letter and the cash under tree; their reunion on the beach in Zihuatanejo. |
    | Warrant | Based on my perception, the overall role of the great film is to bring a feeling of something powerful and true. The feeling of joy towards the end of the scene is not cheaper or unearned; it is a direct outcome of having endured the decades of hardship by the character. Such particular blend of hardship and quiet victory is a feeling that has not been delivered by any other film in a perfect manner. Therefore, it stands above all other films. |

    **Paragraph 2: Qualification**

    | | |
    | — | — |
    | Component | Content |
    | Connection to the last paragraph | Even though I believe its emotional payoff is making it perfect, I have to confirm that this is particularly authentic for its group; it is the greatest film concerning friendship and hope ever made. |
    | Claim | Its claim to “greatest ever” is the most defensible when narrowing the focus to the character-driven movies regarding human spirit. |
    | Ground | It lacks the basic visual impact associated with the matrix, the complicated mythology of the Godfather, or the rapid-fire comedy of a film like the Airplane! Its strengths are purely in its narrative and the emotional execution. |
    | Warrant | My personal standard regarding the “greatest film” gives priority to the emotional resonance and thematic power over the aspects such as innovation or genre-specific excellence. Through recognition that it is not the “best” at special impacts or comedy, I am actually making my core argument stronger. I am defining the terms of the debate concerning some of its exceptional strengths, making the claim more focused and sensible. |

    **Paragraph 3: Rebuttal**

    | | |
    | — | — |
    | Component | Content |
    | Connection to the last paragraph | Even in its category of the profound films, it is possible for one to argue that another movie, such as The Green Mile, is simply satisfactory. |
    | Claim | Nevertheless, the Green Mile, despite being perfect, it delivers more spiritual fantastical and psychological shocking assumption. It makes it less unanimously inspirational, hence less satisfying compared to the grounded, earned hope of Shawshank. |
    | Ground | The Green Millie depends on the supernatural element brought by John Coffey’s healing powers and ending with the disastrous execution. It leaves a long-term feeling of sorrow and injustices. Conversely, the triumph by Showshank are human made. Andy’s knowledge and patience makes him and he is saved by the Red’s choice towards “getting busy livin.” The Showshank magic non-literal, but a metaphorical. |
    | Warrant | The personal definition of “greatest” covers the sense of uplifting, the human-centered triumph. Even though Green Mile is considered a masterpiece, its ends brings a feeling of melancholic sense of loss for what it could have been. Nevertheless, Showshank makes me believe in the power associated with human will. According to me, this particular feeling of optimistic catharsis is pinnacle of cinematic success and it is a feeling deliberately avoided by the Green Mile in favoring a more tragic tone. |

    **Part A; Draft of the Three Paragraphs**

    **Overarching Claim**: The Showshank Redemption is the greatest movie ever made.

    **PARAGRAPH 1: BACKING**

    This is the primary factor that makes The Shawshank Redemption the best film ever ever produced because it provides the ultimate emotional payoff, the feeling of cathartic ecstasy that is gained solely through the suffering of the characters. The last scene of the movie is a brilliant emotional discharge. Andy Dufresne is finally liberated by crawling his way through a river of sewage and is standing in the cleansing rain with his arms stretched in every direction. Red is finally heard telling the parole board the truth, and he is no longer uttering prepared lines; his tired heart is speaking. We find him heading in the footsteps of Andy to the hayfield and discovering the letter and cash who represent a new life. And finally, our friendship is shown by the reunion of the two friends on a sunny beach in Zihuatanejo. On a personal level, I suppose that the final aim of a movie is to make the viewer moved to something significant and authentic. The sheer exuberance of happiness and expectations that I feel in these closing scenes is not a cheap or unmerited feeling; it is the direct payoff of having survived almost two hours of injustice, brutality, and despair alongside these characters. The flawless combination of suffering and eventual silent triumph is an emotion not yet put across by any other film effectively. Therefore, I believe that the film is at the top of its own.
    (
    **Transition**) Of course, it is a bold statement to refer to any film as the undisputed greatest ever, and it requires some elucidation before one can take it seriously.

    **PARAGRAPH 2: QUALIFICATION**

    To make clear my blanket statement, I must be more exact in stating that The Shawshank Redemption is better and most plausibly better when we narrow our horizons to its own field, the sphere of a character-driven film on the subject of hope and friendship. It is necessary to observe what the movie fails to be. It is not as famous as The Matrix in terms of its revolutionary bullet-time visuals, nor as multi-generational crime saga Godfather was. It certainly does not do anything as wacky and high-paced as a typical example of a genre, like Aeroplane! Its merits lie virtually in its story, characterization, and the overwhelming emotional impact it produces. This perceptual, emotional impact, or thematic strength, is what takes precedence in my personal criterion for a great movie over all other cinematic elements. The fact that I have publicly admitted Shawshank is not the best in terms of special effects and comedy actually reinforces my main point. I am setting the conditions for the argument about its particular strengths, which makes my statement much more acceptable and dedicated to the reasons why it is the final accomplishment in its own path of narration.

    [
    **Transition**] Even within this narrowed category of the g=significant human films, a skeptic is likely to point to a movie with same themes as an equal contender.

    **PARAGRAPH 3: REBUTTAL**

    It might be said that the same emotional impact is produced by another Stephen King adaptation, directed by Frank Darabont, The Green Mile. Nonetheless, as much as The Green Mile is a masterpiece, it has a more spiritually fantastical ending that is more devastating and thus less uplifting to most than the Shawshank grounded and earned hope. The Green Mile depends on the supernatural miracle of the healing powers of John Coffey, and its denouement consists in his wicked execution, which leaves the viewer with the overwhelming feeling of deep injustice and a sense of grief. Conversely, the successes in The Shawshank Redemption are obtained through the help of purely human resources: the smarts of Andy set him free, and the self-control of Red makes him avoid the same destiny as Brooks. The wizardry in Shawshank is the wizardry of the human heart and not a miraculous gift of God. I have already defined greatness as something uplifting and humanistic in its victory. The Green Mile evokes a melancholic feeling of loss for its tragic hero. Nevertheless, Shawshank makes me sure without a single doubt in the power of perseverance and friendship. To me, it is the pinnacle of cinematic accomplishment, and it is an effect that The Green Mile intentionally sacrifices to achieve a more sombre and ghostly atmosphere.

    **## english2revision.docx**

    6

    **Revision English 111**

    Perry May

    Durham Tech Community College

    English 111

    Professor Frank Merksamer

    November 2, 2025

    **Part B: Designing/Mapping the Toulmin Essay**.

    **Overarching Claim:** the Showshank Redemption is the greatest movie ever made

    **Paragraph 1: Backing**

    | | |
    | — | — |
    | Component | Content |
    | Connection to the overarching claim | This paragraph supports my claim that it is the greatest movie ever. |
    | Claim | It attains this status since it offers most profound satisfactory emotional payoff in the cinema, a feeling of cathartic joy earned through suffering of the character. |
    | Ground | The final sequence of the film is when Andy escape through sewer pipe and his arm is raised in the rain; bed’s parole board speech about “rehabilitated”; red finding Andy’s letter and the cash under tree; their reunion on the beach in Zihuatanejo. |
    | Warrant | Based on my perception, the overall role of the great film is to bring a feeling of something powerful and true. The feeling of joy towards the end of the scene is not cheaper or unearned; it is a direct outcome of having endured the decades of hardship by the character. Such particular blend of hardship and quiet victory is a feeling that has not been delivered by any other film in a perfect manner. Therefore, it stands above all other films. |

    **Paragraph 2: Qualification**

    | | |
    | — | — |
    | Component | Content |
    | Connection to the last paragraph | Even though I believe its emotional payoff is making it perfect, I have to confirm that this is particularly authentic for its group; it is the greatest film concerning friendship and hope ever made. |
    | Claim | Its claim to “greatest ever” is the most defensible when narrowing the focus to the character-driven movies regarding human spirit. |
    | Ground | It lacks the basic visual impact associated with the matrix, the complicated mythology of the Godfather, or the rapid-fire comedy of a film like the Airplane! Its strengths are purely in its narrative and the emotional execution. |
    | Warrant | My personal standard regarding the “greatest film” gives priority to the emotional resonance and thematic power over the aspects such as innovation or genre-specific excellence. Through recognition that it is not the “best” at special impacts or comedy, I am actually making my core argument stronger. I am defining the terms of the debate concerning some of its exceptional strengths, making the claim more focused and sensible. |

    **Paragraph 3: Rebuttal**

    | | |
    | — | — |
    | Component | Content |
    | Connection to the last paragraph | Even in its category of the profound films, it is possible for one to argue that another movie, such as The Green Mile, is simply satisfactory. |
    | Claim | Nevertheless, the Green Mile, despite being perfect, it delivers more spiritual fantastical and psychological shocking assumption. It makes it less unanimously inspirational, hence less satisfying compared to the grounded, earned hope of Shawshank. |
    | Ground | The Green Millie depends on the supernatural element brought by John Coffey’s healing powers and ending with the disastrous execution. It leaves a long-term feeling of sorrow and injustices. Conversely, the triumph by Showshank are human made. Andy’s knowledge and patience makes him and he is saved by the Red’s choice towards “getting busy livin.” The Showshank magic non-literal, but a metaphorical. |
    | Warrant | The personal definition of “greatest” covers the sense of uplifting, the human-centered triumph. Even though Green Mile is considered a masterpiece, its ends brings a feeling of melancholic sense of loss for what it could have been. Nevertheless, Showshank makes me believe in the power associated with human will. According to me, this particular feeling of optimistic catharsis is pinnacle of cinematic success and it is a feeling deliberately avoided by the Green Mile in favoring a more tragic tone. |

    **Part A; Draft of the Three Paragraphs**

    **Overarching Claim**: The Showshank Redemption is the greatest movie ever made.

    **PARAGRAPH 1: BACKING**

    This is the primary factor that makes The Shawshank Redemption the best film ever ever produced because it provides the ultimate emotional payoff, the feeling of cathartic ecstasy that is gained solely through the suffering of the characters. The last scene of the movie is a brilliant emotional discharge. Andy Dufresne is finally liberated by crawling his way through a river of sewage and is standing in the cleansing rain with his arms stretched in every direction. Red is finally heard telling the parole board the truth, and he is no longer uttering prepared lines; his tired heart is speaking. We find him heading in the footsteps of Andy to the hayfield and discovering the letter and cash who represent a new life. And finally, our friendship is shown by the reunion of the two friends on a sunny beach in Zihuatanejo. On a personal level, I suppose that the final aim of a movie is to make the viewer moved to something significant and authentic. The sheer exuberance of happiness and expectations that I feel in these closing scenes is not a cheap or unmerited feeling; it is the direct payoff of having survived almost two hours of injustice, brutality, and despair alongside these characters. The flawless combination of suffering and eventual silent triumph is an emotion not yet put across by any other film effectively. Therefore, I believe that the film is at the top of its own.
    (
    **Transition**) Of course, it is a bold statement to refer to any film as the undisputed greatest ever, and it requires some elucidation before one can take it seriously.

    **PARAGRAPH 2: QUALIFICATION**

    To make clear my blanket statement, I must be more exact in stating that The Shawshank Redemption is better and most plausibly better when we narrow our horizons to its own field, the sphere of a character-driven film on the subject of hope and friendship. It is necessary to observe what the movie fails to be. It is not as famous as The Matrix in terms of its revolutionary bullet-time visuals, nor as multi-generational crime saga Godfather was. It certainly does not do anything as wacky and high-paced as a typical example of a genre, like Aeroplane! Its merits lie virtually in its story, characterization, and the overwhelming emotional impact it produces. This perceptual, emotional impact, or thematic strength, is what takes precedence in my personal criterion for a great movie over all other cinematic elements. The fact that I have publicly admitted Shawshank is not the best in terms of special effects and comedy actually reinforces my main point. I am setting the conditions for the argument about its particular strengths, which makes my statement much more acceptable and dedicated to the reasons why it is the final accomplishment in its own path of narration.

    [
    **Transition**] Even within this narrowed category of the g=significant human films, a skeptic is likely to point to a movie with same themes as an equal contender.

    **PARAGRAPH 3: REBUTTAL**

    It might be said that the same emotional impact is produced by another Stephen King adaptation, directed by Frank Darabont, The Green Mile. Nonetheless, as much as The Green Mile is a masterpiece, it has a more spiritually fantastical ending that is more devastating and thus less uplifting to most than the Shawshank grounded and earned hope. The Green Mile depends on the supernatural miracle of the healing powers of John Coffey, and its denouement consists in his wicked execution, which leaves the viewer with the overwhelming feeling of deep injustice and a sense of grief. Conversely, the successes in The Shawshank Redemption are obtained through the help of purely human resources: the smarts of Andy set him free, and the self-control of Red makes him avoid the same destiny as Brooks. The wizardry in Shawshank is the wizardry of the human heart and not a miraculous gift of God. I have already defined greatness as something uplifting and humanistic in its victory. The Green Mile evokes a melancholic feeling of loss for its tragic hero. Nevertheless, Shawshank makes me sure without a single doubt in the power of perseverance and friendship. To me, it is the pinnacle of cinematic accomplishment, and it is an effect that The Green Mile intentionally sacrifices to achieve a more sombre and ghostly atmosphere.

    **## directionsfinaldrafttoulman.docx**

    Mandatory final draft of the Toulmin essay

    Instructions

    Make sure that you've looked again at the first draft assignment description, completed the revision worksheet, and looked at my feedback on your first draft (should have by Friday night). I will grade the final draft as follows:

    -40% for a lack of substantive revision in the body

    20% each for three body paragraphs that have proper Tolumin form (a paragraph each for backing, qualification, and rebuttal; each paragraph should also have claim grounds warrant)

    10% each for an intro and conclusion that frame the body as described in the revision worksheet

    20% for the unity and coherence of your paragraphs

    **## EnglToulmanAsswk1-1.docx**

    2

    Toulmin Concepts and Practice & Prewriting for the Toulmin Essay

    Perry May

    English 111

    Durham Tech Community College

    October 16, 2025

    **Step One (30%) — Understanding Toulmin Argumentation**

    #### Toulmin Model of Argumentation, which was created by a philosopher known as Stephen Toulmin, provides a model with which to examine and build logical arguments. It places much emphasis on how claims can be supported and associated with things with the help of reasoning.

    #### **1. Claim**

    A claim is the central assertion or conclusion the arguer wants the audience to accept.

    · Example: “Social media improves political engagement among young voters.”

    #### **2. Grounds (Evidence)**

    Grounds are the supporting data, facts, or reasoning that justify the claim.

    · Example: Surveys by Pew Research show that 67% of Americans aged 18–29 learn about political issues from social media platforms.

    #### **3. Warrant**

    A warrant links the grounds to the claim, showing why the evidence supports the conclusion.

    · Example: Since young people increasingly rely on online sources for information, social media directly shapes their political awareness and engagement.

    #### **4. Backing**

    Backing provides additional support for the warrant, often through deeper reasoning or authoritative sources.

    · Example: Political communication scholars argue that digital media fosters participatory democracy by lowering barriers to information access (Loader et al., 2014).

    #### **5. Qualifier**

    A qualifier
    indicates the strength of the claim words like probably, likely, possibly, or in most cases to avoid overgeneralization.

    · Example: “Social media often improves political engagement among young voters.”

    #### **6. Rebuttal**

    A rebuttal acknowledges exceptions or counterarguments that limit the claim’s applicability.

    · Example: “However, misinformation and echo chambers can also distort young voters’ understanding of political issues.”

    **Step Two (70%) — Toulmin Argument Practice**

    #### **1) Rebuttal for the Claim: “Nationalism is destroying American politics.”**

    #### Although in certain situations nationalism has contributed to the division within the political sphere, it is not necessarily a dismantling force. The national pride could bring citizens together based on shared values especially when crisis comes. As an illustration, the feeling of patriotism in the COVID-19 pandemic resulted in many Americans helping local causes and activate local production. Therefore, the effects of nationalism are relative to whether it is inclusive and exclusive.

    #### **2) Grounds for the Claim: “Nationalism is destroying American politics.”**

    #### Over the last few years, nationalist discourse has fueled partisanship and reduced bipartisanship in Congress. According to the findings of Pew Research (2023), eighty-five percent of Americans stated that the country has never been more partisan. Leaders often use nationalization as a political tactic to make political opponents appear un-American and thus polarize voters so that the political dialogue cannot be democratic.

    #### **3) Warrant for the Claim: “Nationalism is destroying American politics.”**

    #### When nationalism means devotion to one party or thought and loyalty to the nation, it entirely invalidates alternative opinions. This serves to weaken pluralism that a healthy democracy needs. Therefore, when nationalism produces aggression as opposed to unity, it is possible that it destroys the pillars of democratic rule.

    #### **4) Qualification for the Claim: “Racism is systematic and therefore ‘baked in’ throughout our social institutions.”**

    #### Racism is mostly well-organized and rooted in many American organizations, but the impact of this phenomenon varies over time, space, and policy center. The progressive discussion of civil rights, educational opportunities, and workplace diversity exemplifies that it is possible to implement systemic racism through the intentional abatement of the given phenomenon.

    #### **5) Grounds for the Claim: “Racism is systematic and therefore ‘baked in’ throughout our social institutions.”**

    #### Historical and sociological studies show that there have been racial inequalities in wealth, education, health, and the criminal justice system. As an illustration, the Black households in the United States hold only about one out of ten median wealths as White households (Federal Reserve, 2022). These inequalities exist despite the formal legal equality, which is remarkable, institutional biases, which are deeply absorbed in the mechanisms of generations.

    #### **6) Warrant for the Claim: “Racism is systematic and therefore ‘baked in’ throughout our social institutions.”**

    When organizations continue to generate unequal results based on race, despite an absence of blatant discrimination, then these institutions behave in such a manner as to perpetuate racism. The uniformity of these inequalities across numerous industries indicates that there are structural but not individual reasons.

    **## english2revision.docx**

    6

    **Revision English 111**

    Perry May

    Durham Tech Community College

    English 111

    Professor Frank Merksamer

    November 2, 2025

    **Part B: Designing/Mapping the Toulmin Essay**.

    **Overarching Claim:** the Showshank Redemption is the greatest movie ever made

    **Paragraph 1: Backing**

    | | |
    | — | — |
    | Component | Content |
    | Connection to the overarching claim | This paragraph supports my claim that it is the greatest movie ever. |
    | Claim | It attains this status since it offers most profound satisfactory emotional payoff in the cinema, a feeling of cathartic joy earned through suffering of the character. |
    | Ground | The final sequence of the film is when Andy escape through sewer pipe and his arm is raised in the rain; bed’s parole board speech about “rehabilitated”; red finding Andy’s letter and the cash under tree; their reunion on the beach in Zihuatanejo. |
    | Warrant | Based on my perception, the overall role of the great film is to bring a feeling of something powerful and true. The feeling of joy towards the end of the scene is not cheaper or unearned; it is a direct outcome of having endured the decades of hardship by the character. Such particular blend of hardship and quiet victory is a feeling that has not been delivered by any other film in a perfect manner. Therefore, it stands above all other films. |

    **Paragraph 2: Qualification**

    | | |
    | — | — |
    | Component | Content |
    | Connection to the last paragraph | Even though I believe its emotional payoff is making it perfect, I have to confirm that this is particularly authentic for its group; it is the greatest film concerning friendship and hope ever made. |
    | Claim | Its claim to “greatest ever” is the most defensible when narrowing the focus to the character-driven movies regarding human spirit. |
    | Ground | It lacks the basic visual impact associated with the matrix, the complicated mythology of the Godfather, or the rapid-fire comedy of a film like the Airplane! Its strengths are purely in its narrative and the emotional execution. |
    | Warrant | My personal standard regarding the “greatest film” gives priority to the emotional resonance and thematic power over the aspects such as innovation or genre-specific excellence. Through recognition that it is not the “best” at special impacts or comedy, I am actually making my core argument stronger. I am defining the terms of the debate concerning some of its exceptional strengths, making the claim more focused and sensible. |

    **Paragraph 3: Rebuttal**

    | | |
    | — | — |
    | Component | Content |
    | Connection to the last paragraph | Even in its category of the profound films, it is possible for one to argue that another movie, such as The Green Mile, is simply satisfactory. |
    | Claim | Nevertheless, the Green Mile, despite being perfect, it delivers more spiritual fantastical and psychological shocking assumption. It makes it less unanimously inspirational, hence less satisfying compared to the grounded, earned hope of Shawshank. |
    | Ground | The Green Millie depends on the supernatural element brought by John Coffey’s healing powers and ending with the disastrous execution. It leaves a long-term feeling of sorrow and injustices. Conversely, the triumph by Showshank are human made. Andy’s knowledge and patience makes him and he is saved by the Red’s choice towards “getting busy livin.” The Showshank magic non-literal, but a metaphorical. |
    | Warrant | The personal definition of “greatest” covers the sense of uplifting, the human-centered triumph. Even though Green Mile is considered a masterpiece, its ends brings a feeling of melancholic sense of loss for what it could have been. Nevertheless, Showshank makes me believe in the power associated with human will. According to me, this particular feeling of optimistic catharsis is pinnacle of cinematic success and it is a feeling deliberately avoided by the Green Mile in favoring a more tragic tone. |

    **Part A; Draft of the Three Paragraphs**

    **Overarching Claim**: The Showshank Redemption is the greatest movie ever made.

    **PARAGRAPH 1: BACKING**

    This is the primary factor that makes The Shawshank Redemption the best film ever ever produced because it provides the ultimate emotional payoff, the feeling of cathartic ecstasy that is gained solely through the suffering of the characters. The last scene of the movie is a brilliant emotional discharge. Andy Dufresne is finally liberated by crawling his way through a river of sewage and is standing in the cleansing rain with his arms stretched in every direction. Red is finally heard telling the parole board the truth, and he is no longer uttering prepared lines; his tired heart is speaking. We find him heading in the footsteps of Andy to the hayfield and discovering the letter and cash who represent a new life. And finally, our friendship is shown by the reunion of the two friends on a sunny beach in Zihuatanejo. On a personal level, I suppose that the final aim of a movie is to make the viewer moved to something significant and authentic. The sheer exuberance of happiness and expectations that I feel in these closing scenes is not a cheap or unmerited feeling; it is the direct payoff of having survived almost two hours of injustice, brutality, and despair alongside these characters. The flawless combination of suffering and eventual silent triumph is an emotion not yet put across by any other film effectively. Therefore, I believe that the film is at the top of its own.
    (
    **Transition**) Of course, it is a bold statement to refer to any film as the undisputed greatest ever, and it requires some elucidation before one can take it seriously.

    **PARAGRAPH 2: QUALIFICATION**

    To make clear my blanket statement, I must be more exact in stating that The Shawshank Redemption is better and most plausibly better when we narrow our horizons to its own field, the sphere of a character-driven film on the subject of hope and friendship. It is necessary to observe what the movie fails to be. It is not as famous as The Matrix in terms of its revolutionary bullet-time visuals, nor as multi-generational crime saga Godfather was. It certainly does not do anything as wacky and high-paced as a typical example of a genre, like Aeroplane! Its merits lie virtually in its story, characterization, and the overwhelming emotional impact it produces. This perceptual, emotional impact, or thematic strength, is what takes precedence in my personal criterion for a great movie over all other cinematic elements. The fact that I have publicly admitted Shawshank is not the best in terms of special effects and comedy actually reinforces my main point. I am setting the conditions for the argument about its particular strengths, which makes my statement much more acceptable and dedicated to the reasons why it is the final accomplishment in its own path of narration.

    [
    **Transition**] Even within this narrowed category of the g=significant human films, a skeptic is likely to point to a movie with same themes as an equal contender.

    **PARAGRAPH 3: REBUTTAL**

    It might be said that the same emotional impact is produced by another Stephen King adaptation, directed by Frank Darabont, The Green Mile. Nonetheless, as much as The Green Mile is a masterpiece, it has a more spiritually fantastical ending that is more devastating and thus less uplifting to most than the Shawshank grounded and earned hope. The Green Mile depends on the supernatural miracle of the healing powers of John Coffey, and its denouement consists in his wicked execution, which leaves the viewer with the overwhelming feeling of deep injustice and a sense of grief. Conversely, the successes in The Shawshank Redemption are obtained through the help of purely human resources: the smarts of Andy set him free, and the self-control of Red makes him avoid the same destiny as Brooks. The wizardry in Shawshank is the wizardry of the human heart and not a miraculous gift of God. I have already defined greatness as something uplifting and humanistic in its victory. The Green Mile evokes a melancholic feeling of loss for its tragic hero. Nevertheless, Shawshank makes me sure without a single doubt in the power of perseverance and friendship. To me, it is the pinnacle of cinematic accomplishment, and it is an effect that The Green Mile intentionally sacrifices to achieve a more sombre and ghostly atmosphere.

    **## directionsfinaldrafttoulman.docx**

    Mandatory final draft of the Toulmin essay

    Instructions

    Make sure that you've looked again at the first draft assignment description, completed the revision worksheet, and looked at my feedback on your first draft (should have by Friday night). I will grade the final draft as follows:

    -40% for a lack of substantive revision in the body

    20% each for three body paragraphs that have proper Tolumin form (a paragraph each for backing, qualification, and rebuttal; each paragraph should also have claim grounds warrant)

    10% each for an intro and conclusion that frame the body as described in the revision worksheet

    20% for the unity and coherence of your paragraphs

    **## EnglToulmanAsswk1-1.docx**

    2

    Toulmin Concepts and Practice & Prewriting for the Toulmin Essay

    Perry May

    English 111

    Durham Tech Community College

    October 16, 2025

    **Step One (30%) — Understanding Toulmin Argumentation**

    #### Toulmin Model of Argumentation, which was created by a philosopher known as Stephen Toulmin, provides a model with which to examine and build logical arguments. It places much emphasis on how claims can be supported and associated with things with the help of reasoning.

    #### **1. Claim**

    A claim is the central assertion or conclusion the arguer wants the audience to accept.

    · Example: “Social media improves political engagement among young voters.”

    #### **2. Grounds (Evidence)**

    Grounds are the supporting data, facts, or reasoning that justify the claim.

    · Example: Surveys by Pew Research show that 67% of Americans aged 18–29 learn about political issues from social media platforms.

    #### **3. Warrant**

    A warrant links the grounds to the claim, showing why the evidence supports the conclusion.

    · Example: Since young people increasingly rely on online sources for information, social media directly shapes their political awareness and engagement.

    #### **4. Backing**

    Backing provides additional support for the warrant, often through deeper reasoning or authoritative sources.

    · Example: Political communication scholars argue that digital media fosters participatory democracy by lowering barriers to information access (Loader et al., 2014).

    #### **5. Qualifier**

    A qualifier
    indicates the strength of the claim words like probably, likely, possibly, or in most cases to avoid overgeneralization.

    · Example: “Social media often improves political engagement among young voters.”

    #### **6. Rebuttal**

    A rebuttal acknowledges exceptions or counterarguments that limit the claim’s applicability.

    · Example: “However, misinformation and echo chambers can also distort young voters’ understanding of political issues.”

    **Step Two (70%) — Toulmin Argument Practice**

    #### **1) Rebuttal for the Claim: “Nationalism is destroying American politics.”**

    #### Although in certain situations nationalism has contributed to the division within the political sphere, it is not necessarily a dismantling force. The national pride could bring citizens together based on shared values especially when crisis comes. As an illustration, the feeling of patriotism in the COVID-19 pandemic resulted in many Americans helping local causes and activate local production. Therefore, the effects of nationalism are relative to whether it is inclusive and exclusive.

    #### **2) Grounds for the Claim: “Nationalism is destroying American politics.”**

    #### Over the last few years, nationalist discourse has fueled partisanship and reduced bipartisanship in Congress. According to the findings of Pew Research (2023), eighty-five percent of Americans stated that the country has never been more partisan. Leaders often use nationalization as a political tactic to make political opponents appear un-American and thus polarize voters so that the political dialogue cannot be democratic.

    #### **3) Warrant for the Claim: “Nationalism is destroying American politics.”**

    #### When nationalism means devotion to one party or thought and loyalty to the nation, it entirely invalidates alternative opinions. This serves to weaken pluralism that a healthy democracy needs. Therefore, when nationalism produces aggression as opposed to unity, it is possible that it destroys the pillars of democratic rule.

    #### **4) Qualification for the Claim: “Racism is systematic and therefore ‘baked in’ throughout our social institutions.”**

    #### Racism is mostly well-organized and rooted in many American organizations, but the impact of this phenomenon varies over time, space, and policy center. The progressive discussion of civil rights, educational opportunities, and workplace diversity exemplifies that it is possible to implement systemic racism through the intentional abatement of the given phenomenon.

    #### **5) Grounds for the Claim: “Racism is systematic and therefore ‘baked in’ throughout our social institutions.”**

    #### Historical and sociological studies show that there have been racial inequalities in wealth, education, health, and the criminal justice system. As an illustration, the Black households in the United States hold only about one out of ten median wealths as White households (Federal Reserve, 2022). These inequalities exist despite the formal legal equality, which is remarkable, institutional biases, which are deeply absorbed in the mechanisms of generations.

    #### **6) Warrant for the Claim: “Racism is systematic and therefore ‘baked in’ throughout our social institutions.”**

    When organizations continue to generate unequal results based on race, despite an absence of blatant discrimination, then these institutions behave in such a manner as to perpetuate racism. The uniformity of these inequalities across numerous industries indicates that there are structural but not individual reasons.

    **## english2revision.docx**

    6

    **Revision English 111**

    Perry May

    Durham Tech Community College

    English 111

    Professor Frank Merksamer

    November 2, 2025

    **Part B: Designing/Mapping the Toulmin Essay**.

    **Overarching Claim:** the Showshank Redemption is the greatest movie ever made

    **Paragraph 1: Backing**

    | | |
    | — | — |
    | Component | Content |
    | Connection to the overarching claim | This paragraph supports my claim that it is the greatest movie ever. |
    | Claim | It attains this status since it offers most profound satisfactory emotional payoff in the cinema, a feeling of cathartic joy earned through suffering of the character. |
    | Ground | The final sequence of the film is when Andy escape through sewer pipe and his arm is raised in the rain; bed’s parole board speech about “rehabilitated”; red finding Andy’s letter and the cash under tree; their reunion on the beach in Zihuatanejo. |
    | Warrant | Based on my perception, the overall role of the great film is to bring a feeling of something powerful and true. The feeling of joy towards the end of the scene is not cheaper or unearned; it is a direct outcome of having endured the decades of hardship by the character. Such particular blend of hardship and quiet victory is a feeling that has not been delivered by any other film in a perfect manner. Therefore, it stands above all other films. |

    **Paragraph 2: Qualification**

    | | |
    | — | — |
    | Component | Content |
    | Connection to the last paragraph | Even though I believe its emotional payoff is making it perfect, I have to confirm that this is particularly authentic for its group; it is the greatest film concerning friendship and hope ever made. |
    | Claim | Its claim to “greatest ever” is the most defensible when narrowing the focus to the character-driven movies regarding human spirit. |
    | Ground | It lacks the basic visual impact associated with the matrix, the complicated mythology of the Godfather, or the rapid-fire comedy of a film like the Airplane! Its strengths are purely in its narrative and the emotional execution. |
    | Warrant | My personal standard regarding the “greatest film” gives priority to the emotional resonance and thematic power over the aspects such as innovation or genre-specific excellence. Through recognition that it is not the “best” at special impacts or comedy, I am actually making my core argument stronger. I am defining the terms of the debate concerning some of its exceptional strengths, making the claim more focused and sensible. |

    **Paragraph 3: Rebuttal**

    | | |
    | — | — |
    | Component | Content |
    | Connection to the last paragraph | Even in its category of the profound films, it is possible for one to argue that another movie, such as The Green Mile, is simply satisfactory. |
    | Claim | Nevertheless, the Green Mile, despite being perfect, it delivers more spiritual fantastical and psychological shocking assumption. It makes it less unanimously inspirational, hence less satisfying compared to the grounded, earned hope of Shawshank. |
    | Ground | The Green Millie depends on the supernatural element brought by John Coffey’s healing powers and ending with the disastrous execution. It leaves a long-term feeling of sorrow and injustices. Conversely, the triumph by Showshank are human made. Andy’s knowledge and patience makes him and he is saved by the Red’s choice towards “getting busy livin.” The Showshank magic non-literal, but a metaphorical. |
    | Warrant | The personal definition of “greatest” covers the sense of uplifting, the human-centered triumph. Even though Green Mile is considered a masterpiece, its ends brings a feeling of melancholic sense of loss for what it could have been. Nevertheless, Showshank makes me believe in the power associated with human will. According to me, this particular feeling of optimistic catharsis is pinnacle of cinematic success and it is a feeling deliberately avoided by the Green Mile in favoring a more tragic tone. |

    **Part A; Draft of the Three Paragraphs**

    **Overarching Claim**: The Showshank Redemption is the greatest movie ever made.

    **PARAGRAPH 1: BACKING**

    This is the primary factor that makes The Shawshank Redemption the best film ever ever produced because it provides the ultimate emotional payoff, the feeling of cathartic ecstasy that is gained solely through the suffering of the characters. The last scene of the movie is a brilliant emotional discharge. Andy Dufresne is finally liberated by crawling his way through a river of sewage and is standing in the cleansing rain with his arms stretched in every direction. Red is finally heard telling the parole board the truth, and he is no longer uttering prepared lines; his tired heart is speaking. We find him heading in the footsteps of Andy to the hayfield and discovering the letter and cash who represent a new life. And finally, our friendship is shown by the reunion of the two friends on a sunny beach in Zihuatanejo. On a personal level, I suppose that the final aim of a movie is to make the viewer moved to something significant and authentic. The sheer exuberance of happiness and expectations that I feel in these closing scenes is not a cheap or unmerited feeling; it is the direct payoff of having survived almost two hours of injustice, brutality, and despair alongside these characters. The flawless combination of suffering and eventual silent triumph is an emotion not yet put across by any other film effectively. Therefore, I believe that the film is at the top of its own.
    (
    **Transition**) Of course, it is a bold statement to refer to any film as the undisputed greatest ever, and it requires some elucidation before one can take it seriously.

    **PARAGRAPH 2: QUALIFICATION**

    To make clear my blanket statement, I must be more exact in stating that The Shawshank Redemption is better and most plausibly better when we narrow our horizons to its own field, the sphere of a character-driven film on the subject of hope and friendship. It is necessary to observe what the movie fails to be. It is not as famous as The Matrix in terms of its revolutionary bullet-time visuals, nor as multi-generational crime saga Godfather was. It certainly does not do anything as wacky and high-paced as a typical example of a genre, like Aeroplane! Its merits lie virtually in its story, characterization, and the overwhelming emotional impact it produces. This perceptual, emotional impact, or thematic strength, is what takes precedence in my personal criterion for a great movie over all other cinematic elements. The fact that I have publicly admitted Shawshank is not the best in terms of special effects and comedy actually reinforces my main point. I am setting the conditions for the argument about its particular strengths, which makes my statement much more acceptable and dedicated to the reasons why it is the final accomplishment in its own path of narration.

    [
    **Transition**] Even within this narrowed category of the g=significant human films, a skeptic is likely to point to a movie with same themes as an equal contender.

    **PARAGRAPH 3: REBUTTAL**

    It might be said that the same emotional impact is produced by another Stephen King adaptation, directed by Frank Darabont, The Green Mile. Nonetheless, as much as The Green Mile is a masterpiece, it has a more spiritually fantastical ending that is more devastating and thus less uplifting to most than the Shawshank grounded and earned hope. The Green Mile depends on the supernatural miracle of the healing powers of John Coffey, and its denouement consists in his wicked execution, which leaves the viewer with the overwhelming feeling of deep injustice and a sense of grief. Conversely, the successes in The Shawshank Redemption are obtained through the help of purely human resources: the smarts of Andy set him free, and the self-control of Red makes him avoid the same destiny as Brooks. The wizardry in Shawshank is the wizardry of the human heart and not a miraculous gift of God. I have already defined greatness as something uplifting and humanistic in its victory. The Green Mile evokes a melancholic feeling of loss for its tragic hero. Nevertheless, Shawshank makes me sure without a single doubt in the power of perseverance and friendship. To me, it is the pinnacle of cinematic accomplishment, and it is an effect that The Green Mile intentionally sacrifices to achieve a more sombre and ghostly atmosphere.

    – 1
    – 2
    – 3

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    Need help with a question – ## MWP3MindMapInstuctions.docx – ## MWP3EssayInstructions.docx **## MWP3MindMapInstuctions.docx** Stewart-Steele 1 Professor Stewart-Steele English 1301 **MWP #3** **Mind Map Instructions** **Purpose:** Mapping out your ideas helps with the writing process, and for some, …

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    **## MWP3MindMapInstuctions.docx**

    Stewart-Steele 1

    Professor Stewart-Steele

    English 1301

    **MWP #3**

    **Mind Map Instructions**

    **Purpose:** Mapping out your ideas helps with the writing process, and for some, seeing that process visually helps with organization. Before diving into writing, you will spend some time collecting your thoughts and how those thoughts function in your essay.

    **Assignment:** Create a power point that is a visual representation of your thoughts/ brainstorming activity.

    **Constraints:** You will create a 6-slide power point that establishes a visual flow chart of your essay. The power point will need to include the following:

    Title Page (slide #1)

    Selected imagine (Slide #2)

    Introduction (slide #3)

    3 key terms (slides #4, #5, #6)

    Conclusion (slide #7)

    Works Cited page (slide #8)

    **Complete your Brainstorming activity found within the essay instruction before you attempt this assignment.**

    **Components (Note: Complete Components in this Order)**

    **Key Terms:** First work on the body of your essay (labeled Key Terms there should be 3 for this essay); doing so helps you focus your ideas before attacking the introduction or your thesis. Your key terms should flow in order, whether that be (Chronologically, Logical, or by Importance). The order you choose should, in some way, link itself to the next key term. You should write a minimum of
    **three-four sentences** about each key term.
    **Note: The key terms should only be one or two words.**

    **Conclusion:** After you have your key terms in order, focus on what you want, the reader to take away from your essay. (The Conclusion). Write
    **three sentences** with your reader in mind. What are you trying to help the reader understand, take on as their own beliefs, and or what do you want the reader to do with the information you have provided?

    **Introduction:** Your introduction is a way to help the reader understand what the main idea is of your essay, or what your essay will be comprised of. Think of your reader as a person who knows nothing about what you have learned or read about. Meaning provide background information about the major subject, here you should provide a minimum of
    **four sentences**.

    **Thesis:** Your thesis should do two things, help the reader transition from your introduction into the body of your essay, and support the ways you have chosen to argue your main idea. Your thesis should include your key terms and be presented in the same order you have selected for Stewart-Steele 2

    your body paragraphs (Chronologically, Logical, or Importance). Your thesis should be only
    **one or two sentences.**

    **Research:** You should be using your knowledge for this essay.
    **DO NOT use google** to gain information. If you need to further your knowledge you can obtain Scholarly journals/ articles from the following approved search engines; Jstor, and library. I have provided you with these links within the menu tab of our blackboard course forum. Make sure to keep notes of your research for both in text citations and a work cited page.

    **## MWP3EssayInstructions.docx**

    Professor xxxx

    xxxx

    **PAPER #3:**

    **Explanatory Synthesis of an Ethical Perspective on a**

    **Cultural or Ethnic Group**

    **Weight**: 20% of the Final Grade

    **Length and Formatting:** 6-8 pages, typed, double-spaced, with a left-justified margin, black 12-point, Times New Roman font, written in 3rd person.

    **Brainstorming for the Essay:** Think about essays one and two write a few sentences about what Ethical Perspectives are at play in and among Social Circles, Communities, Education, and Employment within those essays. Next, in one sentence try to flesh out what Ethical Perspective Trevor Noah is pointing out, and what are the main points with which he seemed to want to leave readers. (Remember this is not a book report, you are using Trevor Noah as a starting point to help ground and provide evidence for your Synthesis.) Then, underneath each sentence list the evidence provided by each of the writers such as: examples? Numeric data? Or Something else?

    **Assignment:** What is an ethical position that the population should adopt, on the role of cultural activism in relationship to formal or informal situations among Racial Group Dominance and Subordination? Consider: The value of how social circles among cultures work, how communities view cultural activism that is not of their own native origin, how educational and employment opportunities differ.

    There is not one definitive answer here, but a range of possible positions, each of which may affect how we see and treat people who continue to survive in a socially controversial world. For example, the position that the majority population takes on this topic may influence the level of respect that your readers give to people who learn how to deal with different cultures. Or the position that you propose may ultimately influence the value with which many of your peers continue forming their own social circles, communities, education, or employment.

    · As you write your paper, you should give specific evidence from 3 of the (individual chapters) within Trevor Noah.

    · You should provide what the perspectives are within social circles, communities, education, or employment; the perspectives may overlap with one or more of the works that you cite, but even so, the highlighted position should come across clearly.

    · Include one visual to illustrate your own perspective.

    **Audience:** Imagine that your paper will be read by local city leaders who can influence the higher education and job training options in Houston. These leaders are studying the perspectives of community members like you before they do further research and then make recommendations to local leaders in education, business, and industry about the kinds of postsecondary education and/or job training to support in the coming years.

    **Research:** If you choose to obtain outside sources you are limited to 2 sources only. Do not use Google. Resources that can be used for this assignment should only be comprised of in-class text, Jstor, or the Library. If you choose to utilize quotes from these sources for this paper, you will need to make sure you are introducing the quote or quotes correctly, make sure that it is absolutely necessary to have the author's words exactly and not your own words.

    **Rationale:** Accurately and respectfully synthesizing other people’s texts is a large part of working with complex ideas and identifying your own position in relation to others’ ideas marks you as a discerning thinker and writer. These are among the skills that you will continue refining in ENGL 1302 and beyond. Additionally, this assignment gives you your most formal audience yet, and in doing so, the assignment forces you to polish your prose by the time you complete your final draft. Many, though not all, college and professional writing situations will require a writing tone that is formal but not stuffy. With Paper #3, you can practice using that tone.

    1

    **## MWP3EssayInstructions.docx**

    Professor xxxx

    xxxx

    **PAPER #3:**

    **Explanatory Synthesis of an Ethical Perspective on a**

    **Cultural or Ethnic Group**

    **Weight**: 20% of the Final Grade

    **Length and Formatting:** 6-8 pages, typed, double-spaced, with a left-justified margin, black 12-point, Times New Roman font, written in 3rd person.

    **Brainstorming for the Essay:** Think about essays one and two write a few sentences about what Ethical Perspectives are at play in and among Social Circles, Communities, Education, and Employment within those essays. Next, in one sentence try to flesh out what Ethical Perspective Trevor Noah is pointing out, and what are the main points with which he seemed to want to leave readers. (Remember this is not a book report, you are using Trevor Noah as a starting point to help ground and provide evidence for your Synthesis.) Then, underneath each sentence list the evidence provided by each of the writers such as: examples? Numeric data? Or Something else?

    **Assignment:** What is an ethical position that the population should adopt, on the role of cultural activism in relationship to formal or informal situations among Racial Group Dominance and Subordination? Consider: The value of how social circles among cultures work, how communities view cultural activism that is not of their own native origin, how educational and employment opportunities differ.

    There is not one definitive answer here, but a range of possible positions, each of which may affect how we see and treat people who continue to survive in a socially controversial world. For example, the position that the majority population takes on this topic may influence the level of respect that your readers give to people who learn how to deal with different cultures. Or the position that you propose may ultimately influence the value with which many of your peers continue forming their own social circles, communities, education, or employment.

    · As you write your paper, you should give specific evidence from 3 of the (individual chapters) within Trevor Noah.

    · You should provide what the perspectives are within social circles, communities, education, or employment; the perspectives may overlap with one or more of the works that you cite, but even so, the highlighted position should come across clearly.

    · Include one visual to illustrate your own perspective.

    **Audience:** Imagine that your paper will be read by local city leaders who can influence the higher education and job training options in Houston. These leaders are studying the perspectives of community members like you before they do further research and then make recommendations to local leaders in education, business, and industry about the kinds of postsecondary education and/or job training to support in the coming years.

    **Research:** If you choose to obtain outside sources you are limited to 2 sources only. Do not use Google. Resources that can be used for this assignment should only be comprised of in-class text, Jstor, or the Library. If you choose to utilize quotes from these sources for this paper, you will need to make sure you are introducing the quote or quotes correctly, make sure that it is absolutely necessary to have the author's words exactly and not your own words.

    **Rationale:** Accurately and respectfully synthesizing other people’s texts is a large part of working with complex ideas and identifying your own position in relation to others’ ideas marks you as a discerning thinker and writer. These are among the skills that you will continue refining in ENGL 1302 and beyond. Additionally, this assignment gives you your most formal audience yet, and in doing so, the assignment forces you to polish your prose by the time you complete your final draft. Many, though not all, college and professional writing situations will require a writing tone that is formal but not stuffy. With Paper #3, you can practice using that tone.

    1

    **## MWP3MindMapInstuctions.docx**

    Stewart-Steele 1

    Professor Stewart-Steele

    English 1301

    **MWP #3**

    **Mind Map Instructions**

    **Purpose:** Mapping out your ideas helps with the writing process, and for some, seeing that process visually helps with organization. Before diving into writing, you will spend some time collecting your thoughts and how those thoughts function in your essay.

    **Assignment:** Create a power point that is a visual representation of your thoughts/ brainstorming activity.

    **Constraints:** You will create a 6-slide power point that establishes a visual flow chart of your essay. The power point will need to include the following:

    Title Page (slide #1)

    Selected imagine (Slide #2)

    Introduction (slide #3)

    3 key terms (slides #4, #5, #6)

    Conclusion (slide #7)

    Works Cited page (slide #8)

    **Complete your Brainstorming activity found within the essay instruction before you attempt this assignment.**

    **Components (Note: Complete Components in this Order)**

    **Key Terms:** First work on the body of your essay (labeled Key Terms there should be 3 for this essay); doing so helps you focus your ideas before attacking the introduction or your thesis. Your key terms should flow in order, whether that be (Chronologically, Logical, or by Importance). The order you choose should, in some way, link itself to the next key term. You should write a minimum of
    **three-four sentences** about each key term.
    **Note: The key terms should only be one or two words.**

    **Conclusion:** After you have your key terms in order, focus on what you want, the reader to take away from your essay. (The Conclusion). Write
    **three sentences** with your reader in mind. What are you trying to help the reader understand, take on as their own beliefs, and or what do you want the reader to do with the information you have provided?

    **Introduction:** Your introduction is a way to help the reader understand what the main idea is of your essay, or what your essay will be comprised of. Think of your reader as a person who knows nothing about what you have learned or read about. Meaning provide background information about the major subject, here you should provide a minimum of
    **four sentences**.

    **Thesis:** Your thesis should do two things, help the reader transition from your introduction into the body of your essay, and support the ways you have chosen to argue your main idea. Your thesis should include your key terms and be presented in the same order you have selected for Stewart-Steele 2

    your body paragraphs (Chronologically, Logical, or Importance). Your thesis should be only
    **one or two sentences.**

    **Research:** You should be using your knowledge for this essay.
    **DO NOT use google** to gain information. If you need to further your knowledge you can obtain Scholarly journals/ articles from the following approved search engines; Jstor, and library. I have provided you with these links within the menu tab of our blackboard course forum. Make sure to keep notes of your research for both in text citations and a work cited page.

    **## MWP3EssayInstructions.docx**

    Professor xxxx

    xxxx

    **PAPER #3:**

    **Explanatory Synthesis of an Ethical Perspective on a**

    **Cultural or Ethnic Group**

    **Weight**: 20% of the Final Grade

    **Length and Formatting:** 6-8 pages, typed, double-spaced, with a left-justified margin, black 12-point, Times New Roman font, written in 3rd person.

    **Brainstorming for the Essay:** Think about essays one and two write a few sentences about what Ethical Perspectives are at play in and among Social Circles, Communities, Education, and Employment within those essays. Next, in one sentence try to flesh out what Ethical Perspective Trevor Noah is pointing out, and what are the main points with which he seemed to want to leave readers. (Remember this is not a book report, you are using Trevor Noah as a starting point to help ground and provide evidence for your Synthesis.) Then, underneath each sentence list the evidence provided by each of the writers such as: examples? Numeric data? Or Something else?

    **Assignment:** What is an ethical position that the population should adopt, on the role of cultural activism in relationship to formal or informal situations among Racial Group Dominance and Subordination? Consider: The value of how social circles among cultures work, how communities view cultural activism that is not of their own native origin, how educational and employment opportunities differ.

    There is not one definitive answer here, but a range of possible positions, each of which may affect how we see and treat people who continue to survive in a socially controversial world. For example, the position that the majority population takes on this topic may influence the level of respect that your readers give to people who learn how to deal with different cultures. Or the position that you propose may ultimately influence the value with which many of your peers continue forming their own social circles, communities, education, or employment.

    · As you write your paper, you should give specific evidence from 3 of the (individual chapters) within Trevor Noah.

    · You should provide what the perspectives are within social circles, communities, education, or employment; the perspectives may overlap with one or more of the works that you cite, but even so, the highlighted position should come across clearly.

    · Include one visual to illustrate your own perspective.

    **Audience:** Imagine that your paper will be read by local city leaders who can influence the higher education and job training options in Houston. These leaders are studying the perspectives of community members like you before they do further research and then make recommendations to local leaders in education, business, and industry about the kinds of postsecondary education and/or job training to support in the coming years.

    **Research:** If you choose to obtain outside sources you are limited to 2 sources only. Do not use Google. Resources that can be used for this assignment should only be comprised of in-class text, Jstor, or the Library. If you choose to utilize quotes from these sources for this paper, you will need to make sure you are introducing the quote or quotes correctly, make sure that it is absolutely necessary to have the author's words exactly and not your own words.

    **Rationale:** Accurately and respectfully synthesizing other people’s texts is a large part of working with complex ideas and identifying your own position in relation to others’ ideas marks you as a discerning thinker and writer. These are among the skills that you will continue refining in ENGL 1302 and beyond. Additionally, this assignment gives you your most formal audience yet, and in doing so, the assignment forces you to polish your prose by the time you complete your final draft. Many, though not all, college and professional writing situations will require a writing tone that is formal but not stuffy. With Paper #3, you can practice using that tone.

    1

    **## MWP3MindMapInstuctions.docx**

    Stewart-Steele 1

    Professor Stewart-Steele

    English 1301

    **MWP #3**

    **Mind Map Instructions**

    **Purpose:** Mapping out your ideas helps with the writing process, and for some, seeing that process visually helps with organization. Before diving into writing, you will spend some time collecting your thoughts and how those thoughts function in your essay.

    **Assignment:** Create a power point that is a visual representation of your thoughts/ brainstorming activity.

    **Constraints:** You will create a 6-slide power point that establishes a visual flow chart of your essay. The power point will need to include the following:

    Title Page (slide #1)

    Selected imagine (Slide #2)

    Introduction (slide #3)

    3 key terms (slides #4, #5, #6)

    Conclusion (slide #7)

    Works Cited page (slide #8)

    **Complete your Brainstorming activity found within the essay instruction before you attempt this assignment.**

    **Components (Note: Complete Components in this Order)**

    **Key Terms:** First work on the body of your essay (labeled Key Terms there should be 3 for this essay); doing so helps you focus your ideas before attacking the introduction or your thesis. Your key terms should flow in order, whether that be (Chronologically, Logical, or by Importance). The order you choose should, in some way, link itself to the next key term. You should write a minimum of
    **three-four sentences** about each key term.
    **Note: The key terms should only be one or two words.**

    **Conclusion:** After you have your key terms in order, focus on what you want, the reader to take away from your essay. (The Conclusion). Write
    **three sentences** with your reader in mind. What are you trying to help the reader understand, take on as their own beliefs, and or what do you want the reader to do with the information you have provided?

    **Introduction:** Your introduction is a way to help the reader understand what the main idea is of your essay, or what your essay will be comprised of. Think of your reader as a person who knows nothing about what you have learned or read about. Meaning provide background information about the major subject, here you should provide a minimum of
    **four sentences**.

    **Thesis:** Your thesis should do two things, help the reader transition from your introduction into the body of your essay, and support the ways you have chosen to argue your main idea. Your thesis should include your key terms and be presented in the same order you have selected for Stewart-Steele 2

    your body paragraphs (Chronologically, Logical, or Importance). Your thesis should be only
    **one or two sentences.**

    **Research:** You should be using your knowledge for this essay.
    **DO NOT use google** to gain information. If you need to further your knowledge you can obtain Scholarly journals/ articles from the following approved search engines; Jstor, and library. I have provided you with these links within the menu tab of our blackboard course forum. Make sure to keep notes of your research for both in text citations and a work cited page.

    **## MWP3EssayInstructions.docx**

    Professor xxxx

    xxxx

    **PAPER #3:**

    **Explanatory Synthesis of an Ethical Perspective on a**

    **Cultural or Ethnic Group**

    **Weight**: 20% of the Final Grade

    **Length and Formatting:** 6-8 pages, typed, double-spaced, with a left-justified margin, black 12-point, Times New Roman font, written in 3rd person.

    **Brainstorming for the Essay:** Think about essays one and two write a few sentences about what Ethical Perspectives are at play in and among Social Circles, Communities, Education, and Employment within those essays. Next, in one sentence try to flesh out what Ethical Perspective Trevor Noah is pointing out, and what are the main points with which he seemed to want to leave readers. (Remember this is not a book report, you are using Trevor Noah as a starting point to help ground and provide evidence for your Synthesis.) Then, underneath each sentence list the evidence provided by each of the writers such as: examples? Numeric data? Or Something else?

    **Assignment:** What is an ethical position that the population should adopt, on the role of cultural activism in relationship to formal or informal situations among Racial Group Dominance and Subordination? Consider: The value of how social circles among cultures work, how communities view cultural activism that is not of their own native origin, how educational and employment opportunities differ.

    There is not one definitive answer here, but a range of possible positions, each of which may affect how we see and treat people who continue to survive in a socially controversial world. For example, the position that the majority population takes on this topic may influence the level of respect that your readers give to people who learn how to deal with different cultures. Or the position that you propose may ultimately influence the value with which many of your peers continue forming their own social circles, communities, education, or employment.

    · As you write your paper, you should give specific evidence from 3 of the (individual chapters) within Trevor Noah.

    · You should provide what the perspectives are within social circles, communities, education, or employment; the perspectives may overlap with one or more of the works that you cite, but even so, the highlighted position should come across clearly.

    · Include one visual to illustrate your own perspective.

    **Audience:** Imagine that your paper will be read by local city leaders who can influence the higher education and job training options in Houston. These leaders are studying the perspectives of community members like you before they do further research and then make recommendations to local leaders in education, business, and industry about the kinds of postsecondary education and/or job training to support in the coming years.

    **Research:** If you choose to obtain outside sources you are limited to 2 sources only. Do not use Google. Resources that can be used for this assignment should only be comprised of in-class text, Jstor, or the Library. If you choose to utilize quotes from these sources for this paper, you will need to make sure you are introducing the quote or quotes correctly, make sure that it is absolutely necessary to have the author's words exactly and not your own words.

    **Rationale:** Accurately and respectfully synthesizing other people’s texts is a large part of working with complex ideas and identifying your own position in relation to others’ ideas marks you as a discerning thinker and writer. These are among the skills that you will continue refining in ENGL 1302 and beyond. Additionally, this assignment gives you your most formal audience yet, and in doing so, the assignment forces you to polish your prose by the time you complete your final draft. Many, though not all, college and professional writing situations will require a writing tone that is formal but not stuffy. With Paper #3, you can practice using that tone.

    1

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