Purpose: to think critically about your chosen reading's rhetorical strategies, and to construct your own argument about their effectiveness in writing. Task: Using your Unit 3 Discussion work as an outline, complete the following: Begin the document with the thesis, which should be 1-2 sentences that argues how the author creates a persuasive–or unpersuasive–argument. Be sure to revise your thesis based on your feedback from Discussion 3.2. Then, develop 3 or 4 body paragraphs (refer to Chapter 6.2: Effective Means of Writing a Paragraph) using the supporting sentences (or claims) that you identified in Discussion 3.2. The first sentence of each body paragraph should serve as a strong topic sentence (which should be the claim that supports the thesis). Examples from the text should be specific–and support your thesis/argument/claim(s); in addition, quotes and summaries should be properly cited, using MLA guidelines. Do not include quotes longer than 3 lines. Include a Works Cited page at the end of your essay, in the same file. Refer to ACC: Works Cited Examples for assistance with this. Unify these paragraphs by making sure that each one supports your thesis and that each paragraph includes transition words and phrases to make the essay flow organically from one paragraph to the next. Read through your essay and refer back to the More About the Rhetorical Analysis Essay Assignment page to make sure your essay meets these requirements. Leave time to submit your draft to Tutor.com for review. Your tutor can help with thesis and content development, organization, grammar, and mechanics. Utilize this free service to write the best draft possible on this major assignment. Don't forget that you can submit your draft to Tutor.com multiple times during the revision process. File submissions: Please submit your file as a DOC.X or PDF file. Criteria on which you will be graded: A good grade on this assignment (the Rough Draft) reflects that you have completed this assignment to specifications. It does not mean that your final paper will earn the same grade. Your instructor may highlight instances of editorial errors; and, while points will not be deducted for grammar and spelling mistakes here, incomprehensible writing will not earn a "passing grade." Rough drafts will graded on your thesis's specificity and development (25%) Rough draft will be graded on how you develop and support your argument (your supporting claims, your logic and organization) (25%) Rough drafts will be graded on paragraph development and organization, to include topic sentences, conclusions, transitions (logic, flow) (20%) Rough drafts will be graded on engagement with the text (how you explain your examples, your choice of supporting quotations) (20%) Rough drafts will be graded on proper MLA citation and a correctly formatted Works Cited page, although on a lesser scale than the rest of the criteria. (10%) 

UNIT 3.1 discussion 

The first article I chose to write on, was How Junk Foods Can Lead to Obesity by David H. Freedman. In this article, the author showed many examples of pathos. The article contained many images throughout. Before the article even began, there was a picture of a candy bar with construction workers inside, and around it. This image acts as a metaphor. In my opinion, the meaning of this picture is to show the power that the food/marketing industry has over what we choose to consume. This author also definitely held power in their diction. They constantly used the fast-food chain restaurant, Mcdonalds to relate to whatever they were writing about. They did this because this is a very familiar place to most people. The next article I read was Get Football out of our Universities by Steven Salzberg. This article was a bit extreme to me. This author basically wrote out one big hyperbole. He claimed that universities would be better off if we banned football from them, entirely. That was his first claim. Later in the article, there were some counterpoints to that claim. He then stated that football could be in universities, they just needed to pay the university to use the name and logo of the school. This was a pointless thing to say when the rest of the article was written totally against football in colleges. They also used ethos when they quoted Obamas opinion of football in our universities. He was trying to use someone that held power, to convince the reader. Frankly, it did not persuade me in the slightest. I did not like the harsh tone of the author, and I feel as though he was writing only personal opinions that most people in our country could not relate to in the first place. He should have written more rationally. 

Unit 3.2 THESIS discussion response by me:

 In the article Get Football out of our Universities by Steven Salzberg, the author argues that football should be banned in our colleges. He uses hyperbole to express his negative view on the sport being allowed in universities. He does not use many facts in his article, he mainly just bashes the football program. He uses his own opinions to try and persuade the reader to completely agree with his personal feelings. Ethos was later used in this article when Salzberg mentioned former President Obama and his thoughts on this subject. He was using someone with power to try and persuade his audience. This approach was the only effective method used to persuade people by his article. His tone was too harsh and too extreme, and it put me in a negative mood when I read it. This was not only because I disagreed with him, but simply because of his negative energy. He would have been much more successful in his writing if he would have also used pros to having a football program in our universities. He could have related to a higher percentage of his audience by softening up his tone just a bit. No one wants to read pages of negativity. 

INCLUDE WORK CITING PAGE 

ARTICLES FROM DISCUSSION 

https://www.forbes.com/sites/sciencebiz/2011/02/15/get-football-out-of-our-universities/?sh=7320dcf21057 

https://www.theatlantic.com/magazine/archive/2013/07/how-junk-food-can-end-obesity/309396/