In a clear, well-composed, and thoughtful essay of two to three pages, respond to the following prompt.  All successful essays will include examples, sufficient quotations from the text to analyze the claims being made and meaningful discussion of the text and quotations.

Essays should incorporate critical analysis, be written in objective voice, and include no references to personal experience. (No first person or second person pronouns!)

All successful essays must be well-organized. Complete MLA format required. In-text citations and works cited page required. (You may print front and back.)

**1. Analyze Ulrich’s use of evidence and two or three techniques from among the following:  structure, tone, audience, purpose, counterargument in “Well-Behaved Women Seldom Make History.” Quote directly from Ulrich’s essay, discussing each quotation to substantiate points about Ulrich’s presentation of her explicit or implicit assertions concerning history. **

· Your essay must have a thesis. It may be as simple as the following example: To reach an academic audience of her peers, Williamson uses a cheerful tone to compare A-B Tech students to aliens.

· Read your essay OUT LOUD!  You will hear many of your errors and awkward sentences.

· The assessment rubric (posted under Important Documents on Moodle) will be used to evaluate your essay.  Please use the rubric to check your essay!

Elements
of Critical Analysis

AUTHOR (IMPLIED
AUTHOR)

·  Who is the narrator/author?

·  What do you know about him
or her?

AUDIENCE

·  Who is the intended
audience?  What makes you think so?

·  Was the piece written in a
particular time period for that audience?  What do you know about the situation/context
(setting, topic, culture, etc.)?

·  Does the piece work for
anyone in any time period? Why?

·  What ASSUMPTIONS has the
author made about the audience?  Are
these wise assumptions? Fair? Unfair?

TONE

·  Is the tone formal or informal?  (This
is the first questions.) What makes you think so?  Note some passages in the text and their page
numbers.

·  Does the tone make the
reader defensive or want to read along? Locate a passage that proves your point
and note the page number.

·  Does the writer seem opposed
to other viewpoints, or does the writer seem to be neutral, trying to find a
solution to a problem? Or both?

CLASSIC RHETORICAL
TECHNIQUES

· 
Examine the writer’s use of logic? 
Is the writer reasonable?  Note
any logical fallacies.

· 
How does the author appeal to readers’ emotions? What emotions might
readers experience?

· 
Is the writer credible/ethical? 
Does he examine any values he or she might share with the intended
audience?

ASSERTIONS/CLAIMS

·  What assertions/claims/arguments
does the writer make?  Is there more than
one?

·  What is the thesis (the overall
opinion—the one that all the other little claims support)?  [This information may be expressed; it may be
subtly implied, or it may be withheld until the very end.  Sometimes it is divided (part of the thesis
in the beginning and part in the end) in an essay that is less academic.
However, that overriding opinion/thesis MUST be there; otherwise the writer
will have no reason for writing the piece.]

EVIDENCE

·  Several definite categories
of evidence exist, and ALL writers draw from this “toy box” of kinds of
evidence when they seek to prove any point. Which ones does the writer use?

·  Scientific Data

·  Statistics/surveys

·  Research Data

·  Historical Reference

·  Reference to an Authority

·  Personal
Observation/Personal Experience (including the Observations and Experiences of
other people)

STRUCTURE/ORGANIZATION

·  Are the Introduction and
Conclusion clearly tied together?  If so,
how?  If not, why not?

·  How are the body paragraphs
linked together?

·  Do the body paragraphs use
any particular mode or strategy, such as

·  Narration?

·  Illustration or Description?

·  Comparison/Contrast?

·  Cause/Effect?

·  Division or Analysis?

·  Classification?

·  Process?

·  What are some of the topics
that the body paragraphs focus on?

·  What kinds of transitions
are used or omitted?

·  How does the structure of the essay influence whether or not you are
persuaded by the text?  Think once again
about the thesis!

INTRODUCTION

·  Discuss how the writer
introduces the topic, including any unique use of quotes or attention
grabbers.  Does the writer

·  examine the past?

·  tell a story?

·  use a quotation?

·  examine
common assumptions?

CONCLUSION

·  If the writer only implied a
thesis in the Introduction, what stated thesis does

she or he come to in the end?

·  Does the Conclusion issue a
“call to action” on the part of the readers? What kind?

·  Does the Conclusion issue a
warning or a foreshadowing of events to come?

·  Does the Conclusion suggest
where further research would be beneficial?

·  Does the writer use any
attention-grabbing quotation or leave the readers with a resounding notion? What
feeling or attitude does the writer leave the reader with in those closing
remarks?

·  Does the writer look toward
the future?

·  How does the writer make the
reader feel that he or she has come full circle?

I have attached the reading material for this essay below.  I recently had another tutor here on StudyPool complete the essay and my instructor believed it was “a little difficult to understand”.  Please rewrite the essay to where it fits my instructors standards within the rubric. If you need to start from scratch, that is ok but please try to keep writing styles as similar as possible.  NOTE: study pool would only allow so many docs.  If you will message me I will email you the rough draft for this essay.

Thank You!