This is my thesis: Obama uses patriotism and speaks of his personal experiences in regards to the progress he has made within his presidency with LGBT+ rights. These appeals to ethos and pathos, combined with his comical and light-hearted tone, creates an successful argument in which he calls to attention the significance of the impact that American’s had in regards to LGBT+ rights and same sex marriages being legalized.

Please write a rhetorical analysis paper in MLA format based around this thesis. Ensure that there no contractions or grammatical errors. Use this speech for analysis: https://obamawhitehouse.archives.gov/the-press-office/2016/06/09/remarks-president-lgbt-pride-reception

Rhetorical Analysis Paper
Due Date: October 15, 2020
Learning Objectives
 Review the steps associated with writing a rhetorical analysis.
 Identify and explain how Aristotle’s rhetorical appeals are seen within a historical speech.
 Organize and develop a rhetorical analysis proposal with a clear thesis statement.
 Create a first draft of your rhetorical analysis paper including the introduction and first two body paragraphs.
 Develop a clear organizational strategy and effectively arrange content, using multiple transitions, to establish a clear purpose.
 Apply revision strategies to create a final written product.
 Show control of proper writing conventions: spelling, punctuation, capitalization, grammar, style.
 Show proper use of MLA format.
Assignment Description
For this paper, you are to write a rhetorical analysis of at least 1000 words using MLA format (as described under the Document Formatting
heading in the syllabus) including using an appropriate MLA heading. If your final rhetorical analysis does not meet this minimum length
requirement, then it will not be accepted and will incur a late penalty until the minimum length requirement is met. Your rhetorical analysis
needs to focus on a historical speech and analyze the rhetorical appeals used within it. Though the first part of your paper should discuss the
importance and context of your chosen speech, the majority of your paper needs to explain what rhetorical appeals are seen within the speech
and how they help the speaker’s/author’s overall purpose.
Breakdown for the Paper:
Introduction: Discuss the circumstances surrounding the speech (including who gave the speech, where they presented it, why they presented
it, and what larger context it applies to)
University of South Carolina Aiken
ENGL 201 Section 064 Writing in
the University
Body Paragraphs with Section Headings: Analyze the rhetorical appeals within the speech.
Remember, the point of this paper is to see how well you can analyze a speech and identify and analyze the rhetorical appeals (Logos, Pathos,
and Ethos) used within it. These will also serve as the section headings for your paper.
This assignment contains 11 steps listed below:
Directions
STEP 1: Brainstorm for your Rhetorical Analysis Paper.
STEP 2: Conference with Professor Miller on your ideas for your rhetorical analysis paper.
STEP 3: Create a thesis statement for your rhetorical analysis paper.
STEP 4: Submit your introduction for your rhetorical analysis paper.
STEP 5: Submit your first two body paragraphs for your rhetorical analysis paper.
STEP 6: Participate in the Writer’s Workshop on the first draft of your rhetorical analysis paper.
STEP 7: Submit the first draft of your rhetorical analysis paper to Professor Miller.
STEP 8: Conference with Professor Miller to discuss your first draft grade and any necessary revisions.
STEP 9: Create a conclusion for your rhetorical analysis paper.
STEP 10: Create a recording/video of you reading your final rhetorical analysis paper aloud.
STEP 11: Submit the final draft of your rhetorical analysis paper.
Assessment
Your rhetorical analysis will be assessed using the Rubric standards as identified in the rubric below. In order to meet the average standard,
you must fulfill the criteria at an 85% satisfactory rate. It does not have to be perfect, obviously, just of sound quality. The rubric for this
assignment is given below.
Rubric
Criteria Weak (F Paper) Needs Improvement
(D paper)
Average (C Paper) Accomplished
(B paper)
Excellent
(A paper)
Clarity of Purpose Does not respond
to the assignment.
Lacks a thesis or
central idea. Does
not introduce
reader to
supporting points
for main claim.
Does not have a clear
central idea. Thesis
may be too vague or
obvious to be
developed effectively.
Does not introduce
reader to all supporting
points for main claim.
Presents central idea
in general terms.
Adequate but
weaker and less
effective response to
assignment. May
not introduce reader
to all supporting
points for main
claim.
A solid response to the
assignment. Clearly
states a thesis but may
have small lapses in
development or
specificity. Introduces
reader to all supporting
points for main claim.
Excels in responding to
assignment. Central
idea/thesis is insightful,
specific, and clearly
communicated.
Introduces reader to all
supporting points for
main claim.
Organization and
Coherence
No clear
organization
shown. Lacks
transitions and
coherence.
May have random
organization lacking
coherence and using
few or inappropriate
transitions. Paragraphs
may lack topic
sentences or be too
general to be effective.
Some paragraphs may
not relate to paper’s
thesis.
Organization shows
a decent sense of
unity but author may
list or arrange ideas
without logical
structure. May use
transitions but they
are sequential
instead of logicbased. Paragraphs
may have topic
sentences but lack
coherence.
Shows a logical
progression of ideas
and uses sophisticated
transitional devices.
Some logical
connections may be
faulty but each
paragraph clearly
relates to paper’s main
claim.
Logical structure clearly
shown throughout
paper. Sophisticated
transitional sentences
develop one idea from
the previous one or
identify their logical
relations. Clearly
guides reader through
chain of reasoning.
Support Contains irrelevant
details or lacks
supporting
evidence entirely.
Depends on clichés or
generalizations. Offers
little evidence for
support; may be
personal narrative or
summary rather than
analysis.
Often uses
generalizations to
support points. May
use examples but
may be obvious or
not relevant.
Assumes evidence
Uses varied evidence
effectively. Smoothly
integrates evidence to
provide context for the
reader and provides
accurate citations for
evidence. Begins to
Uses evidence
appropriately and
effectively. Smoothly
integrates evidence to
provide context for
reader and provides
accurate citations for
speaks for itself and
shows little
discussion or
explanation.
interpret evidence and
explain connections
but explanations need
more development due
to unanswered
questions or lack of
connections.
evidence. Provides
sufficient evidence and
explanation to convince
reader by focusing on
the “How” and the
“Why” and avoids just
restating or
summarizing evidence.
Style Contains many
awkward
sentences, misuses
words throughout.
Hard to understand
connections
between thoughts.
May not use
present tense verbs
and/or third person
point of view
throughout.
Sentences and/or word
choice may be too
vague or abstract.
Contains several
awkward sentences;
sentence structure is
monotonous or simple.
May not use present
tense verbs and/or
third-person point of
view throughout.
Uses relatively
vague and general
words. Sentence
structure generally
correct but
sentences may be
wordy, unfocused,
repetitive, or
confusing. Uses
present tense verbs
and third-person
point of view
throughout.
Uses words accurately
but at times may be too
general. Overall,
sentences are clear and
focused though some
may be awkward or
ineffective. Uses
present tense verbs and
third-person point of
view throughout.
1) Sentences are varied
and clearly structured
and focused, not
rambling and hard to
understand.
2) Uses precise word
choice and appropriate
level of specificity.
3) Uses present tense
verbs and third-person
point of view
throughout.
Mechanics Contains so many
errors it is
impossible for the
reader to follow the
author’s thinking
from sentence to
sentence.
Contains many errors
that block reader’s
understanding and
ability to see
connections.
Contains several
errors which may
temporarily confuse
reader but not
impeded overall
understanding.
May contain a few
errors, which may
annoy the reader but
not impede
understanding.
Almost entirely free of
spelling, punctuation,
and grammatical errors.

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