This is the pre writing for the paper. I also need you to help me finish the RA paper. Can you think what you gonna to write and write a outline plus the teacher’s requirement. Thank you. Also, please check the file that I uploaded.

Use your new prompt begin your RA prewriting this week.

The point of prewriting is to generate ideas and start planning your essay; there are several ways to prewrite and different methods have different benefits. Try the three prewriting strategies listed below, to see what method you like best; remember to focus your prewriting on the RA prompt you’ve written.

• Freewrite for a set period of time (at least 5-10 minutes), in which you brainstorm some answers to the questions you wrote in your prompt.
  • Write nonstop and don’t censor yourself—if you hit a wall, type a keyword over and over again until you can generate ideas again.
  • After time is up, go back and identify some key ideas and evidence that you may prioritize in your essay.
  • *Benefit: emphasizes the ideas that are most important to you.

• Discuss your ideas with a friend or your instructor during office hours (or a specialist at the Writing Center) and take notes on your conversation. “What do you think?” is not a good way to begin—try to have a sustained, detailed, and nuanced conversation with someone whose ideas you’re curious about.
  • Use your freewriting to jumpstart your conversation. Try to verbally elaborate on what you wrote.
  • Explain what you think is rhetorically interesting about the tale you’ve chosen–how does it appear relevant to a specific audience, or a specific cultural/social issue?
  • Ask specific questions to encourage your conversation partner. What ideas came to their mind as you talked about the tale? Do they agree with your own view of the tale, its audience and/or context? Why/why not?
  • Don’t be afraid to explain context, clarify your position, or even change your mind, based on the conversation.
  • Afterward, write up some notes and identify key ideas and evidence that you may prioritize in your essay.
  • *Benefit: opportunity to generate and develop insights you may not have had on your own.

• Create an informal outline of your essay—but don’t start with a thesis! Instead, begin with the textual evidence that you want to analyze.
  • From the text you’ve chosen to write about, pick out the passages that appeal to you most, for whatever reason. Maybe you like a passage, or you’re bothered by a passage; maybe a particular passage seems “significant,” and you’re not sure why. Choose at least 5-6 passages (no longer than a paragraph each) and copy/paste them into a list.
  • For each passage briefly explain (1-2 sentences) what you think is interesting about it. What striking genre conventions and/or rhetorical strategies do you see working in the passage? What effect do they create?
  • Then, for each passage, briefly explain (1-2 sentences) how you think it relates to the whole. What purpose does the passage serve in the essay? How does it contribute to the overall message and/or purpose of the essay? How does it appeal to a specific audience and what kind of response does it elicit? How does it reflect a specific context?
  • Next, REORDER YOUR LIST OF PASSAGES until you can start to see some clear analytical relationships between the different passages.
  • In your reordered list, assess what information needs to be added to your analysis for it to make sense: background info and secondary arguments that you can use. Take a look at the Nature Writing Bibliography and identify potential secondary sources that seem useful.
  • THEN—and only then!—write a preliminary thesis statement at the bottom of the outline. Your main thesis should make an arguable claim about rhetorical situation and/or genre, and should account for all the evidence you’ve cited.
  • *Benefit: emphasizes relationships between different ideas and evidence—crucial for organizing your analysis.
• previous task( I FINISHED):
• Before getting started, read our prompt for the Rhetorical Analysis Essay and the RA Rubric.OK, so you can basically write about any topic you want, as long as you’re focusing on rhetorical situation. How to get started? A few things to start thinking about NOW:1) Which text will you write about? You can choose any ONE nature writing text that we’ve read in class:
  • “Sounds” and “Solitude” from Thoreau’s Walden (these two chapters ONLY)
  • Any of the assigned chapters from Apess’s A Son of the Forest (you may also choose to include any of the unassigned chapters if needed)
  • Any of the assigned chapters from Douglass’s My Bondage and My Freedom (you may also choose to include any of the unassigned chapters if needed)
  • Any of the assigned chapters from Austin’s The Land of Little Rain (you may also chose to include any of the unassigned chapters if needed)

  None of these texts is any “easier” than another text. They all have complex rhetorical situations that will take some work to break down and understand. So follow your heart! Pick the text that moves you in some way, that makes you feel something: curiosity? pleasure? anger? freaked out? warm fuzzies? frustration? *Please note that since Thoreau is widely taught in high school and there are a lot of (often bad) papers floating around on this book, I’ll be particularly concerned about the complexity and originality of essays written on this text.**Also note that though Austin won’t be assigned until Week 4, hers is a really interesting text that could make for a super interesting paper. I strongly recommend that everyone preview her book this week to see if you might be interested in writing about it.By the time you submit the first draft of the RA (beginning of Week 4), your choice should be settled.2) What kind of argument will you make? p. 192 in the AGWR gives a quick list of the types of arguments you can make in the RA. Let’s break these down a bit more.

  • Context argument: in this type of argument you’ll focus on how your chosen text reflects, comments on, and/or resists a historical, political, or social circumstance. You’ll need to research the historical and cultural context of the text to understand the rhetor’s purpose, and how specific rhetorical strategies help them achieve that purpose.
    • For example, how does Apess’s A Son of the Forest use pastoral and anti-pastoral descriptions of nature to both idealize and criticize his own Native American culture?
  • Audience argument: in this type of argument, you’ll focus on how your chosen text specifically affects readers. You’ll need to research who the intended audience for the text is, and how specific rhetorical strategies help the rhetor achieve their purpose. For example,
    • For example, how does Douglass use republican pastoral imagery in My Bondage and My Freedom to persuade his readers that slavery is not just a moral evil, but also an ecological evil?
  • Genre argument: in this type of argument, you’ll focus on how your chosen text subverts or messes with genre conventions to achieve a specific purpose. You can do research on what scholars like Greg Garrard or Terry Gifford say about the pastoral, and analyze how the text does or does not do those things and for what purpose. For example,
    • How does Austin both invoke and undermine traditional pastoral tropes in her book, The Land of Little Rain?

  Any of these types of arguments will work for the RA. As long as you’re connecting the meaning of the text with a larger context and/or the audience and/or the familiar conventions of the pastoral, you will be making a rhetorically-focused argument.NOTE: If your essay only focuses on what the text means, it will not answer the prompt correctly.3) What secondary sources will you use? Students often make the mistake of not looking for sources until the week before the final draft is due–sometimes a day or two before it’s due! By that time, it’s too late to give your secondary sources the thorough attention they need, to make sure they are integrated properly and productively in the essay. One of the benefits of looking at secondary sources early on is that they can inspire your ideas. Integrating sources is not just about “proving” your point. It’s about engaging in conversation with others about a shared topic.Luckily, you’re not on your own when it comes to finding sources. The first place to look for sources is our assigned essays.Re-skim these essays first, looking for the main ideas (and using our Metacognitive Tools for Critical Reading as needed). Ask yourself whether these essays are interested in the same ideas that you’re interested in. OR, see if they offer you any useful information that you can use to analyze your chosen text.The second place to look is our Nature Writing Bibliography. This is a large collection of scholarly essays about nature writing compiled for your benefit. Don’t get overwhelmed by the long list of potential sources–get a snack and dive in!Again, skim the essays to identify the main ideas, then see how relevant they are to what you’re interested in. The third place to look for secondary sources is, of course, the internet. Use the guidelines in Ch. 4 of the AGWR to help you evaluate the credibility and reliability of all sources you find online. Remember that you can’t cite Wikipedia. But you can start by going to the Wikipedia entry on your text and browsing the links at the bottom to see if there’s anything useful there.Try searching in Google Scholar (Links to an external site.) or JSTOR (Links to an external site.). Need help? Sign up for office hours and ask!You should have found ALL THREE of your required secondary sources by the beginning of Week 5.

  Practice: Write Your Own RA Prompt

  To help you explore some possibilities for your Rhetorical Analysis and give you a place to begin drafting, write a prompt for yourself that applies the general requirements of the assignment to your particular interests.In one paragraph, write the following (1-3 sentences for each item):1) Begin by describing some specific, interesting aspects of nature writing or the pastoral that you want to learn more about/explore further in your RA. These aspects that you find interesting (or otherwise worthy of your attention) will offer some context for the arguments that you will ultimately make in the essay. Pick one (or more) of the following options:

  • Is there a specific text that you find fascinating for some reason? What is it and why do you want to write about it?
  • Or, are you more interested in the audience for nature writing? What interests you about these readers and their historical/cultural context?
  • Or, are you more interested a specific context that informs nineteenth-century nature writing (for example: industrialization, slavery and abolition, reservation life, manifest destiny, conservation, etc.)? What interests you about this particular context?

  2) Then, ask yourself some questions about the context you’ve just described–your RA thesis should ultimately address these questions. Based on what you’ve just written, what rhetorical aspects can you explore further? Your questions might consider any combination of rhetorical and generic elements: message, purpose, genre conventions, social/historical context, rhetor and/or audience. Your questions don’t have to cover everything, but they should focus on HOW one element affects another, not simply what they are.

  • Your questions should be as specific as you can make them. Asking something like “how does context affect the message?” is very vague. A question like “how does early industrialization inform Thoreau’s pastoral vision of Walden Pond?” is closer to what you want. For additional models, see the examples above.

  3) Next, describe your own, individual purpose and goals for writing this Rhetorical Analysis essay. What do you want to understand better about nature writing or the pastoral by the time you finish writing this essay? What specific skills and knowledge do you want to practice or demonstrate in your RA? 4) Finally, list some requirements and advice for yourself to keep in mind as you write the RA. Draw on your own knowledge of your writing process and work habits and understanding of the assignment itself. What note-taking and drafting strategies do you want to employ? What potential problems do you anticipate and wish to avoid? What do you need to remind yourself to do?

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