Below is the instructions for this paper, I really need a 100 in order for me to pass this class as I’m almost failing, please see the rubric in the attachments. And please let me know if you have any questions

Major Paper 2: Profile of a Writer

“So to study rhetoric becomes a way of studying humans. Rhetoric becomes for me the complete study of language, the study of the ways in which peoples have accomplished all that has been accomplished beyond the instinctual… There was the possibility that in teaching writing and in teaching rhetoric as conscious considerations of language use I could help others like myself: players with language, victims of the language of failure” —Victor Villanueva, Excerpt from Bootstraps, Writing about Writing p. 127

“We are autobiographical in the way we write; my autobiography exists in the the examples of writing I use in this piece and in the text I weave around them. I have my own peculiar way of looking at the world and my own way of using language to communicate what I see…our autobiography grows from a few deep taproots that are set down into our past in childhood” –Donald Murray, “All Writing is Autobiography, Writing about Writing p. 226

Background

We’ve started the semester by thinking and writing about our individual stories as writers in order to consider the role writing has played in our lives and the roles we might like it to play, as you have begun this discourse in the reading responses thus far. Specifically, we’ve really begun talking about about the contexts in which we write and read, what writing researchers and teachers call rhetorical ecologies. “Rhetoric” is both the art and study of human interaction (and specifically persuasion) through language and symbols, so when we talk about rhetorical ecologies/situations we’re simply talking about how language/symbol use is situated in a particular time and space. This is a way of looking at the contexts in which writing and reading happen and how those influence us. The purpose of this inquiry is Consider how the writing of others can tell us about their curated identity. What messages are people using, sharing, spreading that have been constructed by others to for mass consumption to signify a personal experience.

Your Task

Write a personal essay (at least 1,200-2,000 words) that examines the public persona created by an individual using artifacts to curate their identity. The three artifacts from Expressions of Literacy II are eligible, or you may choose three others from an individual account. Look to join the conversation with the authors we’ve been reading by drawing ideas and concepts from at least two of the articles we have read in this part of the class to help you frame and discuss your stories., in addition to a connection with Melzer’s “Understanding Discourse Communities,” making a minimum of three scholarly sources.

This might, for instance, mean talking about how the individual you choose to analyze changes their messages for different audiences or in response to particular constraints, or the evidence of no variation and a singular type of narrrative. You might talk about how you’ve never really thought about audience in your writing. Or you might write about something else entirely. This is about connecting what you are seeing on the account through the three artifacts, connecting to the class readings, and your own perceptions of how the author is creating a persona through the artifacts. You may want to begin by explaining why you chose the individual to examine, or what lead you to the artifacts, and conclude with how this connects to you as a writer.

For this first Major Project, You will upload the following files (#1 and #2 should be as Word or PDF documents):

1) Your final Literacy Narrative essay

2) Any literacy-related artifacts referred to in the essay

_______________________________________________________________________

Objective:

Audience: Your peers and your professor, as well as readers of StylusLinks to an external site..

Format: 1,200-2,000 words, MLA-format

How you will be graded: The rubric below is based on a holistic grading system. its in the attachments

NO SAMPLE OF STUDENT WORK ARE AVAILABLE FOR THS ASSIGNMENT.

What to Do

Here, I briefly outline the moves you’ll need to make in your essay in order to accomplish the task required by this assignment. You may think of these as “sections,” if you like, but don’t feel bound by this structure: if you have a better idea for how to go about completing the task, try it out.

• Synthesize and respond to some of the ideas we’ve read about in this part of the course.
  • Consider which readings have stood out to you. What ideas seem to resonate with you in some way? What seems important? As a group, what do these authors seem to be saying about discourse communities and how they shape individuals?
  • Rather than merely summarize each and every reading (which would take far too long and serve little purpose), be selective in what you choose to discuss. You don’t need to discuss every point or even every reading. Also, look to draw connections between texts and ideas to get them into conversation with each other. You might, for instance, contrast the ways that Murray and Brandt talk about rhetoric to introduce the way you think about audience.
• Present your argument about your writing and what you are seeing through the writing of others. In this case, the writing is through the artifacts that are shared/reposted/retweeted/etc.
  • Use the material you’ve synthesized in the first part to get to your own story. Explain and qualify as you need to in order to make your particular argument as clear as possible.

• Support and develop your argument with stories about your experiences as a writer.
  • Tell specific stories or anecdotes that speak to your argument in some way. Be sure to provide plenty of details.
  • When discussing your experiences, you may find it difficult to write it without talking about yourself in the first person. Using “I” when you need to will make the piece feel somewhat informal, which is appropriate for this kind of writing.
  • Feel free to include pictures or artifacts with your narrative. They are not a part of your word count.

• Reflect on what you’ve learned and why any of this might matter.
  • Your conclusion should not merely restate what you’ve already said elsewhere. Instead, use this section to address the “So what?” question: why do your arguments and stories matter? What might a reader do with these ideas?
  • You might think more broadly about what you’ve learned about writing in general as well. How has your understanding of writing (or any of the specific course topics) shifted since beginning the course and doing this project?
  • What questions still remain unanswered? What might you need to keep thinking about as you continue investigating writing this semester?

In general, such narratives are typically around 1,200 -2,000 words (or roughly 5-8 double-spaced pages). Writing less than that will probably not give you enough space to fully develop your ideas and examples. Writing much more than that means you may have expanded the scope of this assignment too far. But exact lengths will vary, and your work will be assessed on quality, not length.

Additional Resources

Keep in mind, this assignment is the evolution of past writing prompts, so no one has drafted the perfect example of what you are tasked with. That is both exhilarating and scary. Not all of these fulfill all of the requirements of this particular assignment, but they should serve as useful inspiration as you consider what to write about and how to approach this project. These are not allowable as secondary sources. Some of those are listed below:

• Thomas Osborne’s “Late Nights, Last Rites, and the Rain-Slick Road to Self-Destruction”Links to an external site.in Stylus 2.2
• Adrien Pitchman’s “Historical and Institutional Literacy Sponsors: A Love Story”Links to an external site. in Stylus 3.2
• Casiana Aponte’s “Elements of a Storm: The Rhetoric Behind a 7th Grade Poem”Links to an external site. in Stylus Knights Write Showcase Special Issue Spring 2016
• Taylor Jones’ “Change Is Possible for Everyone”Links to an external site. in Stylus 5.2
• Jaydelle Celestine’s “Did I Create the Process? Or Did the Process Create Me?” Links to an external site.in Stylus 8.2

What Makes It Good?

Here are the qualities I will be looking for when I grade this assignment:

Discussion of Course Readings and Topics

• How well have you demonstrated your understanding of the material we’ve been considering about writing, rhetoric, and related topics?
• Have you thoughtfully selected key ideas and points to include in your synthesis?
• How well have you drawn connections between different ideas, texts, and authors?
• Have you responded and added to the discussion or merely repeated what you’ve read?

Originality and Thoughtfulness

• How original is your assertion? Does it demonstrate that you’ve thought carefully about both the course topics, the artifacts, and your own experiences?
• How clear and precise is your argument/assertion/claim? Don’t think of argument as in something you need to prove, think of it as the direction that shapes your paper.
• Have you addressed why your argument matters—the “So what?” question?

Use of Stories and Detail

• Have you explained and synthesized your artifacts? Have you shown me the message beyond what is simply written on the page, considering what the artifact is telling us both visually and rhetorically? (Meaning why are certain fonts, colors, images used? What audience considerations are there? What is the purpose/exigence of the message?)
• Have you made clear connections between the stories you’re presenting and the overall argument you’re presenting so that readers can follow your thinking?

Organization

• Is it clear how and why you’re moving from point to point?
• Do your ideas logically lead into one another?
• Are sections and points fully developed?

In addition, all major projects you submit in this course are expected be clean and error-free as well as properly presented in MLA style. Our focus on this project, however, will be on the above criteria.