Rhetorical Analysis in Critical Reading

 

 

Earlier in the semester, we read Chapter 2: Rhetorical Analysis in Critical Reading, Critical Writing: A Handbook to Understanding College Composition. Back then, the point was to learn to read texts in context—to comprehend not only the words on the page but also the circumstances in which the text was produced, including the context it was written in, the audience it was written for, and the writer’s purpose in relation to that audience.

This time around, we will revisit thinking rhetorically (thinking in terms of audience, purpose, and context), though with the intention of better understanding the rhetorical situation of your own project so that you might craft your essay to give it the best possible chance of success. If necessary to refresh your memory, review/reread Chapter 2 (https://pressbooks.howardcc.edu/criticalreadingcriticalwriting/chapter/chapter-2-rhetorical-analysis/.) in Critical Reading, Critical Writing: A Handbook to Understanding College Composition.
Write a 1-2-page reflection in which you break down your rhetorical situation accordingly:

The context of your project: What various disciplines do the researchers writing about your topic publish their work in? What are the aims of those disciplines, and what issues, challenges, or controversies are those disciplines contending with? Which journals were your sources published in, and what are the particular interests of those journals? More broadly, what relevant issues, challenges, or controversies are taking place in the world outside of the scholarly communities you’ve invested?
Your audience: Whom among the scholarly communities you mentioned above do you hope to reach with your project? What matters to them, and what do they currently know, think, or believe about your topic?
Your purpose: What would you like the audience you identified for the bullet above to think, feel, or do about your topic as a result of reading your essay? What claim will you be making that they might potentially disagree with, and what competing claims will you have to contend with?
Your strategy: In what ways might your audience object to your claim, and how might you address those objections? In what ways might you best appeal to your readers to persuade them of your claim? How might you best connect your claim with what matters to your audience? Where is the strength of your argument, and how might you emphasize that strength through the framing and execution of your essay? What kinds of appeals would your audience most likely find persuasive and how might you craft your essay to best meet their expecations?

Sample Solution

came to power in 1979 and represented for many, laissez-faire economics and individual self-determination (Steele, 2018). She believed in power of the market, utilizing it to restore the stagnant British economy and moving away from state provided services. In 1979, cuts resulted in reducing the standard rate of tax from 33% to 30%, the top rate from 83% to 60% and finally cutting public spending by 3% (Bolick, 1995). She reduced the amount of public spending, from 50% to 43%. Thatcher felt high taxes discouraged the incentive to work however, effects of tax cuts increased income inequality through as high earners saw ‘the top 10%- did far better, with their incomes increasing from the equivalent of £472.98 in 1979 to £694.83 in 1990’. The uneven distribution of wealth saw the poorest families receive the least. Reductions in public expenditure affected health, education and social services which created a knock-on effect with substantial loss of public sector jobs resulting in decreased spending on goods and services. Privatisation became Thatcher’s most important and long-lasting legacy. She revealed in her memoirs that it was crucial for ‘reversing the corrosive and corrupting effects of socialism’ Parker. In the 1980-90s, due to fiscal pressures, Thatcher’s conservative views on private ownership and public discontent with the current regime saw the privatisation of public owned entities. For example, the sale of just ‘over 50% of shares in BT and the sale of British Energy in 1996’ (Berrington, 1998). Other privatised industries included electricity, gas, British steel, public bus transportation and other public services. As a result, workforces declined as ‘employment in the electricity and gas industries was cut in half’(Edwards, 2017), problems arose in the regulation of private monopolies to prevent abuse of power, however improved ‘economic growth and improved living standards as privatised businesses cut costs, increased service quality’ (Edwards, 2017). Thatcher can be seen as the key instigator of the sweeping shift from traditional to ‘New Public Management’ initiated by public service reforms. NPM involved the adoption of private sector management ideas to improve structures and processes in the public sector. Thatcher who led the 1980s ‘New Right’ administrations, that put a ‘shrinking government and reduced taxation on the agenda’ (Ferlie, 2017). Thatcher also wanted to remove ‘inefficiency in the state bureaucracy and the deprivilege of the civil service’ as she concluded that the public sector was ‘wasteful, overbureaucratic and underperforming’ (Ferlie et al., 1996). Thatcher wanted to identify areas of waste and inefficiency in the government and ‘improve service quality and customer-orientated service’ (Pollitt, 1996) whilst reducin

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