In John Green’s The Anthropocene Reviewed, he reviews items ranging from the mundane and random to the abstract and epic. Write a review in the style of John Green, making use of at least three specific rhetorical choices to achieve your purpose. You may review anything that is school-appropriate. Be creative and write about something that you care about/is interesting to you. As you write, think about how your writing can simultaneously function as a review, personal essay, social commentary, etc. See Ms. F. with any questions.
Guidelines:
- This formative is not a timed write and will not be completed in class (though you may have some class time to work on it)
- Your review must be at least 1,000 words (footnotes NOT included in this word count)
- Please highlight each of your rhetorical choices and add a footnote for each that explains the purpose of using that specific rhetorical choice. Answer the following questions when writing your three footnotes:
- Why did you use this specific rhetorical choice at this point in your review?
- How does this rhetorical choice enhance your purpose or message?
- What is your intended effect on the audience?
- Each footnote should be at least 100 words.
- The formative is due Sunday, March 12th at 11:59pm. You will share your work in class Monday, March 13th.
Rubric
| Skill | Mastery
5 points |
Proficient
3-4 points |
Approaching
1-2 points |
| Organization & Structure | Student purposefully and logically develops ideas throughout the review. | Student adequately develops ideas from throughout the review. | Student unevenly develops ideas from throughout the review. |
| Rhetorical Choice #1 | Student thoroughly explains how their rhetorical choice enhances the purpose and/or message of the review. Student discusses their intended effects on the audience. Analysis reveals deep insight into the rhetorical situation. | Student explains how their rhetorical choice enhances the purpose and/or message of the review. Student discusses their intended effects on the audience, but, at times, the analysis may rely on vague language. | Student explains how their rhetorical choice enhances the purpose and/or message of the review. Student does not discusses their intended effects on the audience. |
| Rhetorical Choice #2 | Student thoroughly explains how their rhetorical choice enhances the purpose and/or message of the review. Student discusses their intended effects on the audience. Analysis reveals deep insight into the rhetorical situation. | Student explains how their rhetorical choice enhances the purpose and/or message of the review. Student discusses their intended effects on the audience, but, at times, the analysis may rely on vague language. | Student explains how their rhetorical choice enhances the purpose and/or message of the review. Student does not discusses their intended effects on the audience. |
| Rhetorical Choice #3 | Student thoroughly explains how their rhetorical choice enhances the purpose and/or message of the review. Student discusses their intended effects on the audience. Analysis reveals deep insight into the rhetorical situation. | Student explains how their rhetorical choice enhances the purpose and/or message of the review. Student discusses their intended effects on the audience, but, at times, the analysis may rely on vague language. | Student explains how their rhetorical choice enhances the purpose and/or message of the review. Student does not discusses their intended effects on the audience. |
| Style & Conventions | Student has an engaging, vivid, and descriptive writing style throughout the review. Student consistently adheres to grammar conventions. | Student has a distinct style but at times, may rely on general/vague language or cliche. Student mostly adheres to grammar conventions with occasional errors that do not interfere with clarity or message. | Student writes with little description and/or the style is inconsistent and relies on general/vague language or cliche. Student makes frequent grammar errors that interfere with clarity and message. |
