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Presented by LAURA MULLIS and SARAH DECKER
Analysis Essay
noun
[uh-nal-uh-sis es-ey]
1. According to Collegeboard: Students read a non-fiction text and analyze how the writer's language choices contribute to his or her purpose and intended meaning for the text.
To help understand what you need to do to achieve a high score on your analysis essay, here is a breakdown of each score from - to 9.
_ Indicates an entirely blank response.
0. Indicates an on-topic response that receives no credit, such as one that merely repeats the prompt, an entirely crossed-out response, a drawing, or a response in a language other than English.
1. Essays earning a score of 1 meet the criteria for a score of 2 but are undeveloped, especially simplistic in their explanation and argument, weak in their control of language or especially lacking in coherence and development.
2. Little Success Essays earning a score of 2 demonstrate little success in presenting the requirements of the prompt. These essays may misunderstand the prompt or substitute a simpler task by responding to the prompt tangentially with unrelated, inaccurate, or inappropriate explanation. The prose often demonstrates consistent weaknesses in writing, such as grammatical problems, a lack of development or organization, or a lack of coherence and control.
3. Essays earning a score of 3 meet the criteria for a score of 4 but demonstrate less success in presenting the requirements of the prompt. The essay may show less maturity in control of writing.
4. Inadequate Essays earning a score of 4 present the requirements of the prompt. The evidence or explanations used may be inappropriate, insufficient, or less convincing. The argument may be inadequately developed or have lapses in coherence. The prose generally conveys the student’s ideas but may be less consistent in controlling the elements of effective writing.
5. Essays earning a score of 5 present the requirements of the prompt. The evidence or explanation s used may be uneven, inconsistent, or limited. The writing may contain lapses in diction or syntax, but it usually conveys the students ideas.
6: Adequate An essay earning a score of 6 is considered adequate in its performance to address the requirements of the prompt. The evidence and explanations are appropriate, and the analysis is adequately developed and coherent. The writing may have some lapses in diction or syntax, but is generally clear.
7: An essay that earns a score of 7 meets the guidelines for a score of 6, but also provides a more complete explanation, more thorough development and a more mature writing style.
8: Effective An essay that is scored as an 8 effectively answers the requirements of the prompt. The evidence and explanations are appropriate, and the analysis is coherent, well developed. The piece shows that the writer can the ability to control a wide range of the elements, but isn’t flawless.
9: An essay that reaches a score of 9, meets the criteria of an 8 and, additionally, has an especially sophisticated analysis, is thorough in its development, and maintains control of its language
The speech given by Clare Boothe Luce to the Women’s National Press club was controversial and even condemning of her audience. However, Luce pulls it off by gently preparing the audience for the criticism: she employs the fact that they invited her there to speak, a strong consideration for their feelings, praises of their profession and a clear plea for open mindedness.
She opens the speech with a paradox about being happy and challenged; first saying she is “flattered” and honored, then she flips her original statement saying she is “less happy than you may think” (lines 3-4). Right off the bat Luce gives her audience signs that her speech is not going to be 100 percent positive. But then she makes sure to remind them that they have asked for her opinion on what is wrong with the American press. Within her first paragraph Luce makes her intentions clear, before even stating her argument, and she confirms that they’re aware that they asked for this criticism.
This essay effectively analyzes how Luce uses the introduction of her speech to prepare the audience for her message. The essay develops an effective analysis with evidence and explanations that include a convincing
explanation of the rhetorical context. The opening paragraph presents a series of choices that Luce makes to prepare the audience: “she employs the fact that they invited her there to speak, a strong consideration for
their feelings, praises of their profession, and a clear plea for open mindedness.” Despite occasional flaws, the essay consistently demonstrates control of the elements of effective writing.
Clare Boothe Luce seems to be a passionate journalist who wants the world to hear the truth and for the press to tell it. Luce uses persuasive rhetoric to influence her listeners to be honest with the American people.
Luce starts her speech be telling audience she is honored to be there, as many do before a speech, in order to tell the audience she wants to talk to them and that she is ready to give her points. Luce then says “I am less happy than you might think and more challenged than you could know”. Saying this lets us know that she is about to point out a weakness or a flaw that is bettering her. She says that she is a rock thrower to the press referencing in the late B.C.’s and early A.D.’s how adulterers and sinners would be shamed and beat with rocks being thrown at them, this makes a metaphor for how she is about to reveal and shame the presses weakness.
This essay inadequately analyzes how Luce uses the introduction of her speech to prepare the audience for her message, starting with a vague, terse opening paragraph (Luce “seems to be a passionate journalist who … uses persuasive rhetoric”). Overall, the essay
inadequately represents Luce’s strategies, whether by misrepresenting them or by failing to sufficiently analyze them. The prose mostly conveys the student’s ideas but does not consistently control the elements of writing.
Clare Boothe Luce crafts the introduction of her speech to the journalists at the Women’s National Press club in the 1960s in a very calculated manner. Luce submits not only her audience to criticism but herself, in the while reminding the journalists that it is on their request that she is delivering a speech.
Luce first acknowledges that by delivering her critique, she will be subjected to criticism herself, for she remarks, “for the banquet speaker who criticizes the weaknesses and pretensions, or exposes the follies and sins, of his listeners--even at their invitation-- does not generally evoke on enthusiastic--no less a friendly--response.” Luce emphasizes the difficulty of her position, and in doing so she warns the audience of the criticism that is coming and to keep their immediate backlash in check.
This essay adequately analyzes how Luce uses the introduction of her speech to prepare the audience for her message. Throughout, the student correctly identifies Luce’s rhetorical choices (e.g., “Luce finishes her introduction with a compliment to the U.S. press”) and supports examples with adequate discussion and appropriate explanation (e.g., “This way, Luce does not present herself entirely as an enemy to her audience”). The prose contains some lapses in diction and syntax but is generally clear.