Name Institution Professor Date A Rhetorical Analysis of "Blue-Collar Brilliance" and "Shop Class as Soul craft" The following is a rhetorical analysis based on the subject of blue-collar workmanship which requires experience and knowledge which must not necessarily formally acquired. The paper intends to argue about blue-collar work that requires knowledge and experience and the blue-collar job that requires skilled labor based on the texts "Blue-Collar Brilliance" and "Shop Class as Soul craft." The text is best suited for an audience that is interested in knowing what kind of jobs bests suits them and what such kind of job requires. It is therefore well suited for a youthful audience who are interested in working in blue-collar jobs. The thesis statement of this paper is to compare the brilliance and knowledge that is required for a blue collar job to skills and tools that are required for a skilled workmanship. to remember things so fast. For instance Rosie has to remember all the orders that customers have requested for. Blue-collar jobs require that one comes up with a mean of doing the work effectively by use of very little energy but on the other hand deliver quality work. The society should change its perspective on blue-collar jobs whereby the society assumes that these jobs do not require any skills. Intelligence is almost related to formal education. However the notion that work which requires less schooling does not require intelligence should come to an end. Therefore knowledge is very important in both white-collar jobs and as well as in the blue-collar jobs. Works cited Rose Mike. "Blue-Collar Brilliance: Questioning assumptions about intelligence work and social class." The American Scholar 78.3 (2009): 43-49. Crawford Matthew B. "Shop class as soulcraft." The New Atlantis 13 (2006): 7-24. CRAWFFORD M. "Shop Class as Soulcraft." The New Atlantis 13 (2006). [...]
Rhetorical Analysis of Other Writers’ Texts Overview. For this essay, you will write a rhetorical analysis comparing two texts. A rhetorical analysis is an essay that breaks apart a text and makes the parts meaningful by looking at the text rhetorically. To look at a text rhetorically means that you do not focus on what the author writes, but instead you focus on how the author writes. To complete your rhetorical analysis, you will analyze the strategies, choices, and moves the writers use to engage their audiences and achieve their purposes. Though you likely won’t write a rhetorical analysis outside of this course, you will probably have to do some form of “textual response” in which you use writing to respond to an assigned text. The work you do while writing your rhetorical analysis will be work that is applicable to many textual response assignments in other courses. And, we know from “Rhetoric and its Characteristics” that rhetorical thinking is transferable across all writing and communication situations. Hopefully, you can already see how thinking rhetorically about these situations can prepare you be a more effective communicator, whether you’re writing your own texts or reading others’ texts, both in and out of school. Purpose and Audience. For this essay, you will write a rhetorical analysis comparing the two texts, “Blue-Collar Brilliance” (Links to an external site.)Links to an external site. and “Shop Class as Soulcraft.” (Links to an external site.)Links to an external site. Your purpose is to compare how the two authors use 1 or 2 rhetorical strategies to meet their purposes with their intended audiences. (Please note: You will not yet have learned about rhetorical strategies; you will do that later in this unit.) Your intended audience for this essay is me, and I will expect that you write a formal academic essay with a thesis statement, clear analytical claims, and textual evidence that supports your claims. Remember: evidence-driven writing is the gold standard in academic writing. I will also expect that you write multiple drafts of your essay and that you edit it to the best of your ability. Additional details. This will be the most academic-oriented essay you write in this class, so we will follow some general rules for academic essay writing in school. Your essay should be at least 1000 words and should include the following: An introduction paragraph that: Eases readers into the rhetorical analysis by setting an appropriate context Summarizes the purpose and main argument of each text (in no more than a few sentences) Identifies an intended audience for each text (in no more than a few sentences) Ends with a thesis statement that makes a claim comparing the two texts’ use of one or two rhetorical strategies. Body paragraphs that: Begin with topic sentences that make claims about the author’s/authors’ use of a strategy Incorporate textual evidence Interpret the evidence A conclusion paragraph that: Summarizes your thesis and key ideas The following evaluation criteria are what I will look for in your essay. Evaluation Criteria: The introduction develops the context of the reading appropriately by summarizing the purpose and main argument of “Blue-Collar Brilliance” and “Shop Class as Soulcraft” (in no more than a few sentences) and identifying the intended audience for each text (in no more than a few sentences). The purpose of the rhetorical analysis (stated in the essay’s thesis) clearly demonstrates an understanding of the assignment’s goal to compare 1-2 rhetorical strategies used by the authors of “Blue-Collar Brilliance” and “Shop Class as Soulcraft.” The focus of the rhetorical analysis remains on supporting the stated purpose throughout the essay. The body of the rhetorical analysis reveals analytical claims about the authors’ uses of rhetorical strategies. The body of the rhetorical analysis integrates a variety of textual evidence into the text. The textual evidence supports the essay’s stated purpose. The body of the rhetorical analysis explains and interprets the strategies and textual evidence, and the explanations and interpretations support the essay’s stated purpose. The rhetorical analysis is mostly free of sentence-level errors. It is formatted in MLA style, uses in-text citations, and includes a Works Cited page.