Essay Assignment 1 English 101c Rough Draft Due Nov 11

Essay Assignment 1 English 101c Rough Draft Due Nov 11th Peer Re

Choose one of the following: Length requirement: 5 pages minimum; typed; 12 point font, double-spaced. You do not have to cite the two articles read in class, but any outside source used should be cited in MLA.

1. Having read “Corn-Pone Opinions” by Mark Twain, write an essay in which you disagree or agree with the statement (Mark Twain’s explanation of his friends comment about corn-pone opinions): “man is not independent, and cannot afford views which might interfere with his bread and butter.” Also decide if you agree with his further assertion that these opinions are not necessarily calculated by individuals but are just a matter of the group influencing the individual. As you discuss his argument, be sure to analyze it referencing either the Aristotelian view of argument which includes ethos, logos, and pathos and/or the Toulmin model which includes facts/backing, warrants, and the claim. In addition to examples from “Corn-Pone Opinions,” you may also use examples from “Letter from Birmingham Jail,” other historical or political sources (cite in MLA if appropriate), and your own experience.
2. Having read “Letter from Birmingham Jail” by Martin Luther King, write an essay in which you discuss what his major claim is and what are his key facts, warrants, backing. Also describe the major qualifiers he introduces against his own argument and how he rebuts them. In the course of his letter, do you think that he has understood and summarized his opponent’s point of view and found common ground while pushing forward his own argument, as a Rogerian would? Explain. Does King’s method of arguing strengthen or weaken his case, explain? Optional: Discuss ethos, pathos, logos in the context of King’s argument. Would King agree or disagree with Mark Twain’s “Corn-Pone argument?”

Paper For Above instruction

The assignment requires students to choose between two foundational texts—Mark Twain's "Corn-Pone Opinions" and Martin Luther King's "Letter from Birmingham Jail"—and critically analyze the arguments presented within these works, applying relevant rhetorical frameworks. The goal is to craft a comprehensive five-page essay that demonstrates understanding of the core claims, supporting evidence, and rhetorical strategies employed by the authors, as well as personal insight and contextual examples.

For the first prompt, students critique Twain's assertion that individual opinions are heavily influenced by societal groups and are inherently non-independent. They should evaluate whether they agree or disagree with Twain's view, supported by examples from the text and outside sources, including personal experiences. The analysis should incorporate rhetorical analysis tools, such as Aristotle's ethos, logos, and pathos or the Toulmin model, to dissect Twain's reasoning and persuasive strategies. For instance, students might examine how Twain appeals to ethos through his credibility, uses logos via logical explanations of societal conformity, and appeals to pathos by highlighting human tendencies towards conformity or independence.

Alternatively, for the second prompt, students explore Martin Luther King's reasoning in his letter, identifying his main claim and the supporting facts, warrants, and backing for his argument about racial justice and moral duty. They should assess how King addresses counterarguments through qualifiers and rebuttals, and evaluate whether his rhetorical strategy—potentially a Rogerian approach—effectively builds understanding and strengthens his position. The use of ethos, pathos, and logos in King's argument can be examined to analyze the emotional appeal, credibility, and logical structure that reinforce his overall plea for justice and equality.

In both essays, students are encouraged to include relevant examples from their own knowledge, historical context, and other credible sources, citing them appropriately in MLA format. The essay should be well-organized with a clear introduction stating the thesis, body paragraphs providing detailed analysis, and a conclusion reflecting on the overall effectiveness of the argument and its relevance today.

References

• Twain, Mark. "Corn-Pone Opinions." Literary Classics, 1901.
• King, Martin Luther. "Letter from Birmingham Jail." The Atlantic Monthly, 1963.
• Burke, Kenneth. A Rhetoric of Motives. University of California Press, 1969.
• Aristotle. Rhetoric. Translated by W. Rhys Roberts, Modern Library, 1954.
• Bitzer, Lloyd F. "The Rhetorical Situation." Philosophy & Rhetoric, vol. 1, no. 1, 1968, pp. 1-14.
• Reisner, Beth. "Analyzing Rhetoric: The Toulmin Model." Rhetorical Analysis Today, 2017.
• King, Martin Luther. "Strength to Love." Harper & Row, 1963.
• Freedman, Ralph. "The Power of Rhetoric." The Rhetorical Tradition, 2007.
• Perelman, Chaim, and Lucie Olbrechts-Tyteca. The New Rhetoric: A Treatise on Argumentation. University of Notre Dame Press, 1969.
• Johnson, Ralph H. "The Rhetoric of Protest." Rhetoric Society Quarterly, 1986.