Final Analysis Andy Lippincott Quilt panel
For this project, compose an analysis of your artifact. The essay will explore a deeply considered answer to this question: How does my chosen section of the AIDS quilt speak to a larger issue connected to the ongoing HIV/AIDS epidemic (in Atlanta, the US, or the world)? Ultimately you seek an understanding of what we can learn from your particular section of the quilt.
In addition to a revised version of your primary source description, your analysis will include an interpretation of artifact that offers an argument about its credibility, its relevance as historical evidence, its relationship to other primary sources being studied by your peers, and ultimately, what we can learn from your source about the complex social, scientific, political, and cultural history of AIDS in Atlanta, the US, or the world.
In your analysis, you will draw upon all of the work you have done on the previous four projects. The interpretation you offer of your artifact will be an argument, grounded in evidence you’ve discovered in your research. You will compose your analysis multimodally, using WordPress. It will most likely, therefore, make use of images, video, sound, and careful layout and design in addition to text.
Substantively, the analysis essay should be equivalent to a 1350-1750 word paper, conveying a carefully researched and supported argument that takes into account multiple points of view.
• This writing will take the final month of the semester and will be required in 3 deliverables:
• A formal, complete, excellent draft due Friday, 6 April, 11:59 pm
• A poster presentation due Thursday, 19 April
• A revised final, complete draft due Friday, 20 April, 11:59 pm
Notice that the “formal, complete, excellent draft” is worth more points than the final draft. This means that you’ll need to do most of your research and writing for the final project before the end of the semester. This will take some planning, but having an excellent draft will enable you to dedicate time and attention to revising for clarity and rhetorical effectiveness.
Analysis essay examples from previous semesters:
Analysis Essay Instructions
Project Purpose and Goals
This project builds on skills practiced early in the semester. Skills in observation, close reading, note taking, summarizing and drawing conclusions come into play now as you seek information from additional primary and secondary sources to support a particular idea you have (or develop) about how AIDS/HIV affected/is affecting particular communities, cultures, or individuals. We will turn our attention to invention, coming up with ideas and research questions, forming lists of research terms, and finding, assessing, and using secondary sources in convincing ways within an academic setting.
Your analysis essay, like most of the other work you’ve completed so far, will be posted on your blog as a series of blog pages organized via menus and links.
You should draw on your research for the annotated bibliography in making your argument about the social, cultural, or political effects of AIDS/HIV. Cite and document all sources using consistent documentation style and a works cited or reference list. If you draw on the work of your peers, you should cite and document those sources as well. In addition to formal citation, you can also link to sources of information that are available digitally, including the work of your peers.
Your analysis essay will be composed in stages. We will aid each other via workshops in class, but I encourage you to organize extra peer review groups outside of class for extra points.
While you will compose your primary source analysis individually, you should keep in mind that it will be part of a larger digital exhibit comprising the work of your peers as well. Consequently, the best primary source analyses will make connections among the different sources with which the class as a whole has been working this semester. You may even decide to link to or otherwise integrate some of the items/item descriptions created by your peers.
Evidence and Introductions
Where does your ideas come from?
Quality sources lead to your ethos. The way you use the source lends to your ethos. Don’t just string together someone elses words: say something about the quotations and paraphrases you use. Your thinking about the information is more valuable than the information itself (argument not report)
When to quote? When to paraphrase?
o To introduce the main idea of the text
o To compel a specific audience to continue reading
o Anecdote (very short story)
o Description (surprising detail)
o Definition (usually term or a usual term in an unusual way)
o A surprising fact or statistic or situation.
o NEVER: “since the beginning of time…” or other clichéd generalities.
Analysis Essay Rubric
Below is the detailed rubric I will follow when evaluating all three deliverables. Use this rubric to guide you as you complete all aspects of this assignment, and to help you understand the score you receive for each part on the comparative evaluation rubric in your feedback document on Google drive.
In order to receive minimum possible points, a project must be “Good” or “Superior” on all of the criteria outlined in the “Competent, Credible, Complete” section. Generally, speaking, this means your submitted draft must be a good faith effort to respond to the prompt and follow the project guidelines.
For higher points, the draft must must be “Good” or “Superior” on all of the criteria outlined in the “Competent, Credible, Complete” section and one or more of the criteria outlined in the “Skillful/Persuasive” section. The “Skillful/Persuasive” criteria focus on use of evidence, organization, conventions, and integration of rhetorical modes.
To receive highest points, the draft must must be “Good” or “Superior” on all of the criteria in “Competent, Credible, Complete” and “Skillful/Persuasive” and one or more of the criteria described in the “Distinctive” section. The “Distinctive” criteria focus on maturity of rhetorical awareness, persuasiveness and originality of argument, creative use of rhetorical modes, and polish in presentation and design.
Competent, Credible, Complete (Key: Needs Work, Good, Superior)
Complete?The project was submitted on time; it comprises 1350 words at least; it includes a bibliographic list of sources.
Rhetorically Aware?The project demonstrates an awareness of the rhetorical situation, particularly an academic audience, and adheres to basic conventions of the blog genre.
Credible?The text offers evidence to support claims; most of the evidence comes from quality, scholarly sources and the artifact itself, and is cited.
Skillful, Persuasive (Key: Needs Work, Good, Superior)
Evidence?The evidence stems from credible, scholarly sources and reflects a variety of perspectives; the evidence is explained within the context of the author’s argument and the artifact.
Organization?The project is organized in a clear and compelling way; navigation is clear and easy
Modes?The project makes use of multimodal evidence and uses links, images, and other multimodal content to connect resources or create a more effective argument.
Text Conventions?While some errors in spelling, grammar, and usage may be present, they do not significantly detract from the student author’s credibility.
Revision?Drafts/reflection show evidence of revision to improve clarity and rhetorical appeal.
Distinctive (Key: Needs Work, Good, Superior)
Mature?Student author uses quotations and paraphrases strategically, particularly visualizing data and explicating evidence; the author acknowledges and addresses other viewpoints.
Persuasive or Original?Project offers a particularly cohesive and persuasive argument that goes beyond the obvious or expected, perhaps employing both primary and secondary research to achieve persuasiveness.
Creative/Well-designed?Author makes creative use of multiple modes; or layout and design are aesthetically pleasing, rhetorically effective, and well-executed.
Polished?Project drafts/reflection provide evidence of multiple revisions to improve clarity and rhetorical appeal, and text is virtually free of grammar/punctuation/usage errors