Using Stylistic Rhetoric, analyze T.S. Eliot’s argument through the character of J. Alfred Prufrock.

 

Using Stylistic Rhetoric, analyze T.S. Eliot’s argument through the character of J. Alfred Prufrock. Firstly, what is Eliot telling us about the man, his life, and his circumstances. Use the strategies that Eliot presents to you as a springboard to show your audience the basic facts of the story. While you are laying out the story, analyze these facts and use them to try to cipher out Eliot’s true meaning and argument. What is he trying to convey to the reader? How is he trying to say it? What argument is he making? While analyzing, evaluate the effectiveness of his argument. Does his use of stylistic rhetoric move you, or does it make you less likely to listen to him?

Remember that, this being a poem, Stylistic rhetoric is the most useful way to analyze it. Look at the ways the pieces of stylistic rhetoric appeal to Pathos. Analyze what emotions are being evoked, how powerfully they are being evoked, and how well they support the main Claim the author is presenting.

Don’t forget that I will post a Lecture explaining the poem, so there’s no need to check secondary sources for analysis. Please do not plagiarize on this paper. If you’re struggling, just meet with me for office hours.

This paper aligns with the 1st and 5th SLO’s.

Here’s the text itself:

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This paper requires:

4-6 Pages

MLA format

Here’s the rubric:

A – Student has turned in a paper before the cut-off point that is full-length, with minimal formatting or grammatical issues and conforming to the standard MLA format, and including (if required) a Works Cited page. The student’s analysis demonstrates understanding and mastery of Rhetorical Strategies, Modes, and the Toulmin Method. The paper only briefly summarizes the author’s points in order to analyze them. Analysis effectively supports a claim (about the level of persuasiveness shown by the argument being analyzed), and would convince an unbiased but rhetorically educated audience to agree with that claim through careful and logical argumentation.

B – The student’s analysis demonstrates understanding of Rhetorical Strategies, Modes, and the Toulmin Method. There may be equal parts of summary as analysis. The analysis effectively supports a claim (about the level of persuasiveness shown by the argument being analyzed), and would convince an unbiased but rhetorically educated audience to agree with that claim through careful and logical argumentation. Formatting or grammatical errors may be keeping this from an A grade. If the paper is no more than half-a-page too short, is missing a Works Cited page, has regular formatting or grammatical issues, or was turned in late, it cannot receive a higher grade than a B. Multiple errors in the aforementioned regards may take the grade down even further.

C – The student’s analysis demonstrates adequate understanding of Rhetorical Strategies, Modes, and the Toulmin Method, but the analysis may be flawed in some way. If the paper has an abundance of summary with very little analysis, or if the analysis shown is brief and vague, or if the analysis shows elements of circular reasoning, it cannot receive a grade higher than a C. Additionally, if the paper is less than a full page short but greater than half-a-page, or was turned in more than a day late, it cannot receive a grade higher than a C. Lastly, if the paper has multiple examples of the following—is missing a Works Cited page, or has significant formatting or grammatical issues, or does not conform to standard MLA formatting—it cannot receive a grade higher than a C.

D – The paper is entirely summary, is greater than a page too short, or includes many-to-all of the issues mentioned in the previous entries: formatting and grammatical issues, missing a Works Cited page, late, and not conforming to MLA format. If the paper was turned in more than two days after the cut-off point, it cannot receive a higher grade than a D.

F – The paper is less than half the length required, or was not turned in within four days of the cut-off point. This could also be applied to a paper that has evidence of plagiarism or academic dishonesty in general. This could also be applied to a paper that is unrelated to the actual prompt.

Using Stylistic Rhetoric, analyze T.S. Eliot’s argument through the character of J. Alfred Prufrock.

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