Description
Objective: For Essay #2, you will write an essay convincing someone to try a favorite TV series based on one episode.
USE GREY’ S anatomy, SEASON 3 EPISODE 16
Drowning on Dry Land
Requirements: Choose a single episode from a favorite television or streaming show not a YouTube-only production. I mean something that is available via ABC, NBC, CBS, TBS, HBO/MAX, Netflix, Hulu, Prime, etc. The Moraine Valley Library has a large collection of TV on DVD (along with the equipment to play the media) for anyone who needs. You will be using this series for the research paper later in the class as well so pick something that has some depth and can be used for a college-level research paper. Go through these slides before you choose: How to Choose
Format: Use MLA style. Any primary research (direct quotes from the text–the TV show) needs to be cited with (00:00-00:00) at the end of sentences as in-text citations. A works cited end citation for the TV show used is required.
Note: No outside research is accepted. The use of outside research will result in a failing grade for the paper. We are learning how to write an argument based on a primary text (the episode from a TV show). Secondary research will begin with the Research Paper Draft.
Specifics:
The essay to be graded must be 4 pages in length.
All assignments are due on dates noted in syllabus/Canvas Calendar and are uploaded via Canvas.
Assignments are graded via posted rubrics that attempt to break down the departmental grading standards.
Audience: Think of your readers as people who may not know the TV show you are writing about. Pick something you like. Pick something you know about and want to share with others. Watch your episode at least twice before writing.
Approach: Persuasive, first-person discussion (why someone should try this text; first-person response; that means I think etc). Brainstorm why someone should try the specific episode you pick. Choose one of the following as a starting point and add what you need:
Maybe the cast is the reason someone should watch a show.
Maybe the genre is the reason someone should watch the show.
Maybe the content of the show is really important to a contemporary audience.
Maybe availability of the series is important.
Maybe the number of episodes in the whole series is a draw.
Remember, pilot episodes (first episodes) are not great for this as they are not fully formed examples of a series in many cases. I would not suggest using a pilot episode.
Use present tense, active voice verbs when writing about texts.
My Sample Outline: I recommend that you outline your ideas prior to writing to help with organization. I am happy to review any outlines you wish to share.
Intro: Anecdotal approach on my fleeting interest in the sitcom The Good Place. I would also define the Trolley Problem experiment for an audience who hasn’t seen this episode of The Good Place or taken an intro to philosophy course. (See Intro Types for resources on introductions)
Thesis: I think people who might not watch sitcoms would really enjoy the episode “The Trolley Problem” from the series The Good Place because it is a sophisticated comedy that makes the afterlife look like life.
Body paragraphs in outline form (Topic sentences appear in yellow. See how each relates to the main points in the thesis in blue and purple above):
One reason I think non-sitcom fans might like this episode of The Good Place is the show’s high concept rather than the common, mass-market humor found in many situation comedies.
When the characters are transported to the afterlife, they live in homes and in a community that looks like some suburban neighborhoods, but the community is a facade. Because this is a comedy, this effect works by creating relatable scenarios from real life in the afterlife. For a philosophy professor, this includes a real “trolley” problem. For the other characters, this includes relationship problems and therapy.
Conclude the paragraph. Transition into next idea.
In addition to high-concept comedy writing, I think“The Trolley Problem” illustrates life in the afterlife.
Many people think that life ends after death, but in The Good Place, the characters continue living, in a way, and are shown working through ‘real life’ problems. This makes the afterlife less frightening because the characters are funny, relatable people in a situation that is out of their control that offers interesting takes on ethics and philosophy.
Conclude the paragraph. Transition into next idea.
Another reason this series is attractive in my opinion is ultimately the format.
The sitcom allows for new viewers, and those who might not like sitcoms, to understand the show by only watching one episode, and that is a draw for folks who would watch a 30-minute comedy in general. But for those who might not like old school, episodic sitcoms, The Good Place does have overarching themes that hold the individual episodes together. There are only four seasons, so there is not a huge time commitment. And the use of complex topics, like The Trolley Problem thought experiment, could help non-sitcom fans connect to the show even if they do not like the sitcom format.
Conclude the paragraph. Transition into next idea.
If someone might not like the idea of a sitcom because of silly laugh tracks or predictable storylines, I want to point out that The Good Place has neither and is a thoughtful show.
“The Trolley Problem” takes a classic thought experiment and makes it a real form of torture to the teacher character. And the joke is that he, in life, probably stressed his own students out with the thought experiment, so now (in death), he has to confront that situation himself and understand the impossible situation the trolly problem is.
Conclude the paragraph. Transition into conclusion.
(The number of paragraphs depends on the scope of the essay; four paragraphs are not enough to meet the page requirements for this paper. This is an example not a template. I think a brief summary of the episode could appear after the intro, if you think that is needed for your audience, for example)
Conclusion
(help readers out of conversation; leave readers with ideas to think about)
Note: A Paragraph General Outline
Topic sentence that relates to an element in the thesis
Summary of a scene that relates to the TS
Direct quote from primary source
Concluding statement on the topic
Transition, new paragraph
Meets the following Course Outcomes:
COM 102 Course Content Outcomes
1. Analyze the choices writers make to suit purpose and audience.
2. Use a variety of tools for prewriting, drafting, revision, and editing.
3. Construct an argument based on a text.
4. Demonstrate awareness of elements of rhetoric.
5. Adapt style and tone to purpose and audience.
6. Create connections among texts.
7. Guide an argument with writer’s own voice while seamlessly integrating sources.
8. Use more advanced, independent information literacy skills to creatively select sources tailored to purpose and audience.
9. Document and cite sources in MLA style.
10. Demonstrate more sophisticated style choices for clarity, conciseness, cohesion, and emphasis.
HOMEWORK:
Research Question Process
For every process:
Choose the episode you used from either Essay 1 or Essay 2
Re-Watch episode
Identify what kind of text you have: fiction, non-fiction, sci-fi, police procedural, reenactment, reality TV, documentary or docuseries, fantasy, sitcom, romance, and so on.
The genre of the text matters. It impacts the audience, the message, the creators, and the purpose (see Rhetorical Analysis chapters for refresher on those elements if you need to).
Ask preliminary questions—Who, What, Where, When, Why, and How are great to start with. Make lists.
This is a first list of potential ideas. This is a form of prewriting.
Do pre-search—Look around online and see what is being said about the series
See Research methods in our main text and supplemental guide
Ask more questions based on what you see in the presearch step.
See Hoarders: Buried Alive example and how the research question idea changed based on material found
Slow down
The text will bring ideas forward if you pay close attention to the message of the show or how it is being sent.
Don’t try to do too much too fast; it is easier to add to your research question.
How does ________ illustrate _________ through __________?
Why does _________ highlight ________ in _______ way?
How or Why questions work best for Research Questions.
Unformatted Attachment Preview
Research Question Process
For every process:
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Choose the episode you used from either Essay 1 or Essay 2
Re-Watch episode
○ Identify what kind of text you have: fiction, non-fiction, sci-fi, police procedural,
reenactment, reality TV, documentary or docuseries, fantasy, sitcom, romance,
and so on.
○ The genre of the text matters. It impacts the audience, the message, the
creators, and the purpose (see Rhetorical Analysis chapters for refresher on
those elements if you need to).
Ask preliminary questions—Who, What, Where, When, Why, and How are great to start
with. Make lists.
○ This is a first list of potential ideas. This is a form of prewriting.
Do pre-search—Look around online and see what is being said about the series
○ See Research methods in our main text and supplemental guide
Ask more questions based on what you see in the presearch step.
○ See Hoarders: Buried Alive example and how the research question idea
changed based on material found
Slow down
○ The text will bring ideas forward if you pay close attention to the message of the
show or how it is being sent.
○ Don’t try to do too much too fast; it is easier to add to your research question.
How does ________ illustrate _________ through __________?
Why does _________ highlight ________ in _______ way?
How or Why questions work best for Research Questions.
Objective: For Essay #2, you will write an essay convincing someone to try a favorite TV series
based on one episode.
Requirements: Choose a single episode from a favorite television or streaming show not a
YouTube-only production. I mean something that is available via ABC, NBC, CBS, TBS,
HBO/MAX, Netflix, Hulu, Prime, etc. The Moraine Valley Library has a large collection of TV
on DVD (along with the equipment to play the media) for anyone who needs. You will be using
this series for the research paper later in the class as well so pick something that has some depth
and can be used for a college-level research paper. Go through these slides before you choose:
How to Choose
Format: Use MLA style. Any primary research (direct quotes from the text–the TV show)
needs to be cited with (00:00-00:00) at the end of sentences as in-text citations. A works cited
end citation for the TV show used is required.
Note: No outside research is accepted. The use of outside research will result in a failing
grade for the paper. We are learning how to write an argument based on a primary text
(the episode from a TV show). Secondary research will begin with the Research Paper
Draft.
Specifics:
● The essay to be graded must be 4 pages in length.
● All assignments are due on dates noted in syllabus/Canvas Calendar and are uploaded via
Canvas.
● Assignments are graded via posted rubrics that attempt to break down the departmental
grading standards.
Audience: Think of your readers as people who may not know the TV show you are writing
about. Pick something you like. Pick something you know about and want to share with others.
Watch your episode at least twice before writing.
Approach: Persuasive, first-person discussion (why someone should try this text; first-person
response; that means I think etc). Brainstorm why someone should try the specific episode you
pick. Choose one of the following as a starting point and add what you need:
● Maybe the cast is the reason someone should watch a show.
● Maybe the genre is the reason someone should watch the show.
● Maybe the content of the show is really important to a contemporary audience.
● Maybe availability of the series is important.
● Maybe the number of episodes in the whole series is a draw.
Remember, pilot episodes (first episodes) are not great for this as they are not fully formed
examples of a series in many cases. I would not suggest using a pilot episode.
Use present tense, active voice verbs when writing about texts.
My Sample Outline: I recommend that you outline your ideas prior to writing to help with
organization. I am happy to review any outlines you wish to share.
Intro: Anecdotal approach on my fleeting interest in the sitcom The Good Place. I would also
define the Trolley Problem experiment for an audience who hasn’t seen this episode of The Good
Place or taken an intro to philosophy course. (See Intro Types for resources on introductions)
Thesis: I think people who might not watch sitcoms would really enjoy the episode “The Trolley
Problem” from the series The Good Place because it is a sophisticated comedy that makes the
afterlife look like life.
Body paragraphs in outline form (Topic sentences appear in yellow. See how each relates to
the main points in the thesis in blue and purple above):
One reason I think non-sitcom fans might like this episode of The Good Place is the show’s high
concept rather than the common, mass-market humor found in many situation comedies.
● When the characters are transported to the afterlife, they live in homes and in a
community that looks like some suburban neighborhoods, but the community is a facade.
Because this is a comedy, this effect works by creating relatable scenarios from real life
in the afterlife. For a philosophy professor, this includes a real “trolley” problem. For the
other characters, this includes relationship problems and therapy.
Conclude the paragraph. Transition into next idea.
In addition to high-concept comedy writing, I think“The Trolley Problem” illustrates life in the
afterlife.
● Many people think that life ends after death, but in The Good Place, the characters
continue living, in a way, and are shown working through ‘real life’ problems. This
makes the afterlife less frightening because the characters are funny, relatable people in a
situation that is out of their control that offers interesting takes on ethics and philosophy.
Conclude the paragraph. Transition into next idea.
Another reason this series is attractive in my opinion is ultimately the format.
● The sitcom allows for new viewers, and those who might not like sitcoms, to understand
the show by only watching one episode, and that is a draw for folks who would watch a
30-minute comedy in general. But for those who might not like old school, episodic
sitcoms, The Good Place does have overarching themes that hold the individual episodes
together. There are only four seasons, so there is not a huge time commitment. And the
use of complex topics, like The Trolley Problem thought experiment, could help
non-sitcom fans connect to the show even if they do not like the sitcom format.
Conclude the paragraph. Transition into next idea.
If someone might not like the idea of a sitcom because of silly laugh tracks or predictable
storylines, I want to point out that The Good Place has neither and is a thoughtful show.
● “The Trolley Problem” takes a classic thought experiment and makes it a real form of
torture to the teacher character. And the joke is that he, in life, probably stressed his own
students out with the thought experiment, so now (in death), he has to confront that
situation himself and understand the impossible situation the trolly problem is.
Conclude the paragraph. Transition into conclusion.
(The number of paragraphs depends on the scope of the essay; four paragraphs are not enough to
meet the page requirements for this paper. This is an example not a template. I think a brief
summary of the episode could appear after the intro, if you think that is needed for your
audience, for example)
Conclusion
(help readers out of conversation; leave readers with ideas to think about)
Note: A Paragraph General Outline
Topic sentence that relates to an element in the thesis
Summary of a scene that relates to the TS
Direct quote from primary source
Concluding statement on the topic
Transition, new paragraph
Meets the following Course Outcomes:
COM 102 Course Content Outcomes
1. Analyze the choices writers make to suit purpose and audience.
2. Use a variety of tools for prewriting, drafting, revision, and editing.
3. Construct an argument based on a text.
4. Demonstrate awareness of elements of rhetoric.
5. Adapt style and tone to purpose and audience.
6. Create connections among texts.
7. Guide an argument with writer’s own voice while seamlessly integrating sources.
8. Use more advanced, independent information literacy skills to creatively select sources
tailored to purpose and audience.
9. Document and cite sources in MLA style.
10. Demonstrate more sophisticated style choices for clarity, conciseness, cohesion, and
emphasis.
COM 102
Essay #2
Millsap-Spears
Objective: Write a rhetorical analysis essay.
Specifics: For Essay #2, you will create a Rhetorical Analysis of one episode of a reality TV
show. You may use this text in your Essay #3 and the Research Paper if you so choose.
Requirements: Choose one episode of a reality TV show and analyze the type of language
and overall message that the text (your episode) is trying to send to the audience. Discuss one
of the following: Ethos, Pathos, or Logos. (See link for thesis statement ideas. You do not need
to do all the appeals. Generally, Pathos is used in this sort of TV show).
●
You may use any type of reality TV, but it must be reality TV not a film or long-form
documentary. You also need to cite the text as well. But there is no research required or
accepted. The paper must be 4-5 pages in length, in MLA format, and uploaded via
Canvas as assigned.
Audience: Think of your audience as people who may not know the text you are working with.
Note: This is not a summary of the show. And prewriting is a must for this assignment. Here is
my sample for an episode of Ghost Hunters. I use more specific forms of rhetoric.
A few images from a student sample paper on an episode from Mythbusters appear below:
Strong intro, with context and engagement, and a great thesis statement. You need to do more
than say “this show has Ethos, Pathos, and Logos.” All communication has these elements.
Here is a strong topic sentence that relates to the thesis.
Another topic sentence with in-text citation:
Finally, a conclusion. (The full paper is longer than this excerpt/example shows. It meets the full
page requirements).
COM 101 and COM 102 Evaluation Criteria
*Note: I use the following within the rubrics when used in each essay (as posted on Canvas); please note the MLA
requirements for the use of research and citation.
Any piece of writing reflects the choices made by the writer—choices in response to his or her understanding of the
purpose of writing, its intended audience, and the form (or genre) the writer takes. These criteria attempt to evaluate
the writer’s choices.
The A Paper The assignment’s requirements are met. The writer is in command of the essay’s ideas; details to
illuminate or support those ideas are specific, relevant and carefully crafted or presented. The work is tightly unified,
and ideas are arranged logically with creative transitions. The introduction is original; it provides necessary context
and engages the reader; the conclusion provides new insight and leaves a strong final impression. The writer’s sense
of style is reflected in a variety of sentence constructions and sophisticated word choices; there are virtually no
mechanical errors. Finally, if needed, MLA documentation rules have been applied precisely. The piece thoroughly
satisfies, compelling the reader to think, reflect, or act.
The B Paper The assignment’s requirements are met. The writer is in consistent control of the ideas of the essay;
details to illuminate or support those ideas are specific and relevant. The organization and use of transitions are
consistent. The introduction provides a context for the writing, but may miss the opportunity to fully engage the
reader; the conclusion doesn’t repeat but rather pulls the essay’s ideas together. The essay demonstrates awareness
of stylistic choices, in spite of a few mechanical errors (none of which are distracting to the reader or impede
comprehension). Finally, if needed, MLA documentation rules have been applied with few formatting errors. The
piece adequately satisfies, offering the reader some opportunity for thought and reflection.
The C Paper The assignment’s requirements are met. The writer seems initially in control of the ideas of the essay,
but is unable to maintain it; details to illuminate or support the essay’s ideas are typically relevant and/or specific.
Organization is inconsistent, with few effective links between ideas. The introduction does not engage and provides
little context for the reader; the conclusion repeats what’s already been said. The sentences demonstrate little
awareness of stylistic options; mechanical errors are somewhat distracting, but generally do not distort the meanings
of sentences. Finally, if needed, MLA documentation rules have been applied; formatting errors don’t mislead or
confuse the reader. The piece prompts no further thought or reflection, leaving the reader indifferent.
The D Paper The assignment’s requirements are not met. The writer maintains a false sense of control over the
essay’s ideas (by mistaking a statement of purpose for a main idea, for example); details meant to illuminate or
support the essay’s ideas are often generic and/or irrelevant. The organization is confusing, with little or no attempt at
linking ideas. The introduction is unoriginal and fails to provide enough context for the reader; there is very little
attempt at closing the essay. Sentences tend to be monotonous, with multiple mechanical errors that distract the
reader from or even distort the ideas of the essay. Finally, MLA documentation rules have been attempted, but
formatting misleads or confuses the reader. The piece is dissatisfying; it frustrates the reader’s attempts to further
engage with the essay.
The F Paper The assignment’s requirements are not met. The writer has no control over the essay’s ideas; details
are severely lacking or missing altogether. The organization is incoherent or illogical, with no transitions between
ideas, creating a total lack of unity. There has been no attempt to introduce or close the essay. Mechanical errors are
distracting to the reader, distort meaning, and ultimately negate the writer’s credibility. MLA documentation rules,
when needed, have not been attempted. The reader feels that his or her time has been wasted.
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