Class: This Activity Will Help As You Finalize Your

Class This Activity Will Help As You Work On Finalizing Your Drafts

This activity is designed to assist you in finalizing your drafts of WA1, WA2, and WA3. It focuses on revising paragraphs by understanding the reasons for revision, identifying concerns, and dissecting paragraphs to improve clarity and coherence. You will engage in self-assessment of your drafts by considering higher and lower order concerns and applying revision strategies. Additionally, you are encouraged to give feedback to classmates and reflect on persuasive rhetorical appeals based on classical theories by Aristotle, including logos, pathos, and ethos, to strengthen your writing’s persuasiveness.

Paper For Above instruction

Effective revision is a crucial component of the writing process that enhances clarity, coherence, and persuasiveness in a draft. This process is guided by understanding the various reasons authors revise, such as overcoming memory limitations, adapting to evolving ideas, clarifying audience and purpose, improving structural coherence, and refining language and correctness (Allyn & Bacon Guide to Writing). Recognizing these motivations helps writers identify specific areas for improvement and develop strategies to address them. This reflective approach ensures a more polished and impactful final draft.

One significant aspect of revision involves addressing higher order concerns (HOCs) and lower order concerns (LOCs). HOCs typically include overarching content issues such as thesis clarity, development of ideas, logical flow, and coherence. For instance, a student might find that their thesis statement lacks specificity or that their argument does not sufficiently support their main claim. Recognizing this allows targeted revision, such as refining the thesis or reorganizing paragraphs for better logical progression. Conversely, LOCs focus on sentence-level issues like grammar, punctuation, spelling, and word choice. For example, a draft may contain run-on sentences or awkward phrasing that hinder readability. Addressing these details enhances professionalism and clarity, making the overall argument more accessible.

Developing a balanced approach to revision involves prioritizing HOCs before focusing on LOCs. This ensures that the fundamental structure and message are sound before polishing language and style. For example, improving the clarity of a thesis statement (HOC) should precede editing sentence-level errors. Strategies for tackling these concerns include creating a revision checklist, seeking peer feedback, and reading the draft aloud to catch issues. In practice, a student might identify that their introduction is vague (HOC concern) and restructure it before correcting grammatical mistakes in individual sentences (LOC concerns). This layered revision process results in a more cohesive and compelling piece.

Providing feedback to classmates is an important component of this activity. Offering constructive comments such as suggestions for clarification, organization, or stronger evidence encourages collaborative learning and broadens perspective. For example, a peer may suggest that a paragraph lacks sufficient evidence or that the argument needs clearer connection to the thesis. Reflecting on such feedback aids in identifying areas for personal improvement and understanding different rhetorical strategies. Peer review also enhances critical thinking skills and helps develop a nuanced understanding of effective writing principles.

Regarding WA3, the revision exercise emphasizes dissecting one body paragraph to analyze its purpose, issues, and revision plan. This analytical process fosters deeper understanding of paragraph structure and coherence. For instance, if a paragraph aims to support a claim about persuasive appeals, but includes vague or unsupported statements, the revision would focus on clarifying the main idea, adding specific examples, and improving transitions. Such targeted revisions enhance the paragraph’s effectiveness in persuading the audience.

Understanding classical rhetorical appeals—logos, pathos, and ethos—further enriches persuasive writing. Aristotle identified these elements as the foundation of effective argumentation. Logos appeals to reason through evidence such as statistics, facts, and logical reasoning, making the argument credible and convincing. Pathos engages the audience emotionally by using stories, vivid language, or compelling imagery, creating an emotional connection. Ethos relies on the credibility and trustworthiness of the speaker or writer, established through expertise, tone, and ethical considerations.

In practice, a successful persuasive essay blends these appeals. For example, a health advocate might cite scientific studies (logos), share personal stories about patient experiences (pathos), and demonstrate their qualifications (ethos). Recognizing how these appeals function enables writers to craft more compelling arguments that resonate across different audiences. Improving understanding and application of these rhetorical strategies is an effective way to enhance the quality of persuasive essays and other rhetorical compositions.

References

• Aristotle. (2007). On rhetoric. Translated by W. R. Roberts. Oxford University Press.
• Allyn, J., & Bacon, W. (2014). The Allyn & Bacon Guide to Writing. Pearson Education.
• Purdue University Online Writing Lab. (n.d.). Revision. https://owl.english.purdue.edu/owl/resource/690/01/
• Harvard College Writing Center. (n.d.). Revising paragraphs. https://writingcenter.fas.harvard.edu/pages/revising-paragraphs
• Brizee, A., & Tompkins, C. (2020). The Craft of Argument. Bedford/St. Martin's.
• Bean, J. C. (2011). Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. Jossey-Bass.
• Graff, G., & Birkenstein, C. (2017). They Say / I Say: The Moves That Matter in Academic Writing. W. W. Norton & Company.
• Killingsworth, M. J., & Palmer, J. (2014). Beginner's Guide to Academic Writing. Routledge.
• Reynolds, G. (2011). Lectures on Classical Rhetoric. Center for the Study of Rhetoric, University of California.
• Fahnestock, J. (2005). Rhetorical Style: The Use of Language in Persuasive Writing. Oxford University Press.