Description

I provided the source to analyze in the “Files” section. It is on its own document named “Exercise II: Source to Analyze.” Also, the directions are included in the “Files” section named “English 1100–Exercise II.” Thank you so much!!!

Writing Exercise II: Analyze a Source

Purpose and Description

Throughout the course, we have learned that being part of a conversation involves more than voicing your own opinion. It also involves more than simply repeating what others have said. Indeed, we must learn to analyze and think critically about our sources so we can use them in a strategic yet responsible way. Your aim in this exercise will be to analyze a source and examine what strategies the author deploys to achieve his or her rhetorical objective. Please consider the following as you undertake this assignment.

Invention and Inquiry

• Select a source you have collected related to your topic;
• Explore the context in which the document was published (author, publication source and platform, publication date, socio-cultural and political environment, etc.)
• Analyze the source according to rhetorical methods discussed in class, with particular emphasis on the author’s argument and evidence, use of language, and context.
• Make notes about the ways in which the author deploys rhetorical strategies to achieve a particular objective given the situational constraints and textual foci listed above.

The Composing Process (model your essay after this section)

• Compose a paragraph in which you introduce your source and its relevance to the topic/conversation you have been researching this semester;
• Present the findings of your analysis based on the foci discussed in class;
• Draw a conclusion based on your analysis using evidence gathered through your analysis. The conclusion should identify the strengths and limitations of the argument and the extent to which you find it rhetorically effective or ineffective.

The audience for this assignment is your instructor, your classmates, and, in general, anyone who can access and read information online. You should anticipate that readers have some education and knowledge of the subject but do not necessarily possess a clear or complete understanding of it—or the ways in which authors rhetorically craft information to influence thought and action.

Specific Requirements

Your paper should:

• Focus on a source related to your research topic;
• Analyze the source according to a specific rhetorical framework;
• Include a title that reflects the spirit of the assignment;
• Be 1-2 pages in length (single-spaced, one-inch margins, 12-point Times New Roman or Garamond typeface);
• Be uploaded to Canvas as a Word document by the deadline (consult your course syllabus and schedule for details).

The writing you complete for this exercise is designed to help you develop your rhetorical knowledge of texts and arguments that contribute to the conversation you have begun to research. You will use elements of this analysis for Paper II, so think about ways you can continue to build on, develop, and refine your work as you move forward with the inquiry. Please contact me if you have questions about this assignment or anything else related to the course.

*Exercise II is due on Sunday, March 14, by 1159 p.m. on Canvas*

https://greatergood.berkeley.edu/article/item/three_ways_to_reduce_implicit_bias_in_policing

“Three Ways to Reduce Implicit Bias in Policing” by Tracie L. Keesee

1. Identify the rhetorical situation
   1. Publication date and location: July 2, 2015/ article on a website

1. For whom was the source published? Policemen, African Americans, People in political powers, and people invested in the problem and cause

1. What genre of writing is this? The genre can be considered informative because it is stating problems with a topic within the article. Also, can be intended for a broader audience due to the fact it concerns many people throughout the world.

2. Identify Ethos at work in the source
   1. Biographical info about the author: The author, Tracie L. Keesee, is a 25-year police veteran. She retired as a captain at the Denver Police Department, but now is the Project Director of the National Initiative for Building Community Trust and Justice. This department is used to improve relationships and trust between the justice system and minority communities.

1. This is trustworthy source/website because it is an education website and can be used for many different purposes

1. No, the author does not use the first person “I” in the source

1. I believe the author is an expert because the works in the field related to the topic and does the research to know about the topic

1. Language choices by the author are natural and understandable by many. I believe the author did this so many people could understand the article and comprehend.

3. Identify Pathos at work in the source
   1. The wording used in the source is natural so readers can comprehend the text and can imagine what is happened or what could happen

1. Some examples are ways additional police training can help people in the community and around the world, and perhaps decline the percentage of police brutality. One example can include putting policies in place to limit the impact of bias

1. The research questions are what can reduce police brutality and also how will impact the community and world

1. Types of evidence of this source is the passion of change that people would like to see around the world involving this problem

1. The argument itself is a plea for change and help within our law enforcement.

4. Identify Kairos
   1. The source was published during this time because of the instances happening at the time of the publication date
   2. Yes, there is a sense of urgency. In ways as in there is needs to be change right away to help people
5. Focus on Logos
   1. The argument is that police brutality needs to end right away and also additional training within the police force needs to be put in place to reduce this
6. Take an inventory of Types of Evidence