Audience-subject relationship. Discuss what your audience probably already knows—if anything—about the topic. What do you expect your audience to already
know about the author or the topic of the core reading? How do you think they would likely react to the core reading? What do they expect from a rhetorical analysis?
What attitudes or biases do you expect in your audience? (approximately 2-4 sentences.)
3. Audience-writer relationship. Discuss your relationship to this audience. Consider what you may have in common with your audience. Consider whether your
audience will trust what you have to say or not. Are you “one of them,” or are they a group different from you who needs to know something you have to offer?
(approximately 1-3 sentences.)
4. Writer’s role. Discuss the role/perspective you want to project to your readers. Do you want to come across as a fellow spectator, someone with personal
experience of this topic, an expert on this particular reading, a friendly story-teller, or some other role? As long as you remain consistent, these and many other
possibilities are acceptable. (approximately 1-3 sentences)
The First Draft
Due by the end of Session 5
First drafts consist of the following elements:
1. A left-hand block header that includes your name, instructor’s name, class/section, and date
2. A separate title for the paper, centered on the title line and in the same size, style, and font as the rest of the document—not underlined. Use an original
title that suggest your main point or approach (not “Summary/Response Paper”).
3. MLA or APA formatting, including in-text documentation and a separate Works Cited or References page at the end.
4. Minimum 900 words for draft stage. (1200 words for the final draft.)
5. A minimum 200-word audience analysis. This analysis should be posted at the beginning of the draft paper, before page 1 of the actual paper. Use copy & paste
to add your audience analysis to your first draft file before posting. The audience analysis will not be included in the word-count requirement for the draft itself.
The audience analysis must be removed from the final draft that is due in Session 7.
Mike Rose is a teacher and scholar who, for more than two decades, has argued quite effectively for the real potential of students often neglected and undervalued by
society. “I Just Wanna Be Average” is a chapter from Rose’s award-winning book, Lives on the Boundary (1989), about the challenges to and potential of underprepared
students. Rose, himself the child of working-class Italian immigrants, argues for the unrealized abilities of many students not well served by our society. Having
overcome in high school his own inadequate preparation and intellectual neglect, Rose gives us insight into the lives of nontraditional students (often working class
and minority students, ones who have been labelled “remedial”) and helps us reconsider our assumptions about them.
It took two buses to get to Our Lady of Mercy. The first started deep in South Los Angeles and caught me at midpoint. The second drifted through neighborhoods with
trees, parks, big lawns, and lots of flowers. The rides were long but were livened up by a group of South L.A. veterans whose parents also thought that Hope had set up
shop in the west end of the county. There was Christy Biggars, who, at sixteen, was dealing and was, ac¬cording to rumor, a pimp as well. There were Bill Cobb and
Johnny Gonza-les, grease-pencil artists extraordinaire, who left Nembutal-enhanced swirls of “Cobb” and “Johnny” on the corrugated walls of the bus. And then there was