The Project – In a General Sense This project consists of two pieces of writing:

The Project – In a General Sense
This project consists of two pieces of writing: an original poem( I have written and provided) adapted from one of the essays you have written this semester and a rhetorical analysis of your poem and the process by which you adapted it from the essay. You may choose which essay you adapt to create your poem.
Points to Explore in the Rhetorical Analysis
The Allyn & Bacon Guide to Writing contains information about analyzing texts rhetorically and using language to create intended rhetorical effects. Additional handouts are available at the bottom of these instructions. Points to consider include: Who is the audience of your poem? Who would enjoy or benefit from reading it? What effects are you trying to communicate with your poem? How to you use language and form to communicate meaning?
The Project – In a Specific Sense
There is no page- or word-length requirement for your original poem; however, remember that it must be substantial enough to support a detailed rhetorical analysis. The rhetorical analysis should be about 3 pages in length. All margins (top, bottom, left, and right) should be one inch wide throughout the document.
Introduction
The introduction engages the reader, inspires interest, and encourages further reading.
Relevance
The author establishes the relevance of the topic early in the essay. The essay answers the question, What can one learn from doing a rhetorical analysis of the way language is used in a given text?
Purpose & Tone
The author clearly establishes the purpose of the essay is to analyze the use of language in a text that exists independently of the essay. The author provides cues throughout the essay that the purpose is to analyze the use of language and maintains a tone that is consistent with this aim.
Organization
Ideas are presented in a logical manner, primarily arranged by theme or chronology. Each paragraph focuses on a single idea or passage in the text being analyzed. The essay is organized in a way that allows the reader to follow the author’s thinking and analysis of the poem.
Development
The ideas presented are fully developed by the author and supported with appropriate examples from the text being analyzed.
Cohesion
The presentation of ideas and support flows in a cohesive, logical manner that allows readers to easily comprehend the material presented. Appropriate transitions are used throughout to guide the reader through the essay.
Quality of Analysis
The author applies critical thinking to identify the rhetorical uses of language in the poem. Accepted rhetorical terms are used to describe the language in the poem, providing definitions of these terms when appropriate.
Adequate Analysis
The essay correctly identifies many examples of rhetorical devices that are used in the poem and analyzes the effect these devices create in the poem. The effects of these rhetorical devices are discussed individually as well as collectively.
Conclusion
The conclusion answers the “so what?” question in an interesting and engaging manner. The reader feels a sense of completion with the essay’s conclusion.