Rhetorical Analysis of “Harrison Bergeron”—Group Writing**TURN THIS DOCUMENT IN AT THE END OF CLASS
Name (All Group Memebers):_________________________________________________________________________
Date:__________________________ Period:_________________________________
Rationale: Now that you have become comfortable with rhetorical analysis when discussing everything from literary
elements to rhetorical devices as your "hows", you will practice writing a rhetorical analysis essay. You will construct this
essay with your table to maximize your understanding--if one brain is good, three or four is better! This essay will be
graded using the same rhetorical analysis rubric as used for the SAT--however it will only count for a X1 Main Grade
(rather than a X3 Main Grade). All group members will receive the same grade, so make sure you are holding each other
to the same high standard to which I know that you hold yourself! Additionally, I expect that all group members will
respect each other's opinion and will work together to hear each other's ideas and consider them before acting.
Finally, while you must all turn in this document, only one person at the table must be the scribe. The scribe will be
responsible for writing down the essay for the whole table. Other group members may also write down the essay, but
only one group member MUST. Additional jobs include directions reader (the person who will read the directions out
loud to the group), note taker (the person who will take notes for group discussion and brainstorming, and write down
the preliminary outline for the essay), and style editor and time keeper (the person who will check to make sure that the
essay is phrased elegantly and eruditely, as well as the person who will make sure the group is staying on task within the
timeline).
Step ONE--Assign Roles (2 minutes): Take no more than two minutes with your group to assign the following roles. Each
person at the table must have a role. If you are a table of three, then one person may have two roles. All group members
should write down each person's role below.
Scribe:
Directions Reader:
Note Taker:
Style Editor/Time Keeper*:
*Note--The time keeper may use her/his/their phone to keep track of the time. No other phones should be present.
Step TWO--Preliminary Independent Brainstorming (2 minutes): Now that you have agreed upon the roles, take two
minutes to brainstorm what YOU, personally, believe the main message or argument of "Harrison Bergeron" might be.
You should use your copy of the story as a reference, and you can even take some time to collect some evidence to back
up your interpretation. Base you analysis off of our discussion from last class, if you wish, or go in a different direction.
Take notes in the box below and on your copy of the story.
Step THREE--Discussion (10 minutes): Take no more than ten minutes to discuss your interpretations of the argument
with your table. As you discuss, begin to come to a consensus (agreement) as to what you believe the main argument
might be. Remember, all group members should be contributing and be heard. The note taker should take notes on the
group discussion below--other group members may take notes if they wish. Also… remember that not every what can be
supported with every how. You must choose ones which connect carefully!
WHATS:
HOWS:
Step Four--Form your thesis (5 minutes): Take no more than five minutes to decide on/write your thesis to the following
prompt. Remember, your thesis should answer all parts of the prompt--meaning it should have a "What" and a "How"
and should be SUPPORTABLE with evidence! Have the scribe write down your thesis in the space provided below.
Prompt: “Harrison Bergeron” is a short story by Kurt Vonnegut, published in 1961. Write an essay analyzing how
Vonnegut conveys his argument in the story. You may discuss literary/rhetorical devices, structure, use of literary
elements, rhetorical appeals, etc..
Thesis:
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Step Five--Review the structure of a rhetorical analysis essay (5 minutes): Now that you have a thesis, take no more than
five minutes to review the structure of a rhetorical analysis essay by discussing the following questions with your table.
What comes first in a rhetorical analysis essay?
What follows the thesis?
What is evidence?
What is commentary?
What is a concluding sentence?
Step Six--Outline (15 minutes): Now take no more than fifteen minutes to outline your essay. Your outline should
include the thesis, all pieces of evidence (the quotes or paraphrase) you plan to use, and notes on how the quotes prove
the thesis. You MUST have at least two pieces of evidence per body paragraph; however, if you find that this is not
enough, you may have up to four pieces. The note taker MUST write down the outline below; however, other members
of the group may also write down the outline.
Thesis (WHAT and HOW):
Body Paragraph 1 (Assertion, Evidence, and Notes):
Body Paragraph 2 (Assertion, Evidence, and Notes):
Step SEVEN--Write (20 minutes): You have done all of the hard parts--now all you need to do is form your thoughts into
words! Write your table essay below. Remember, only the scribe MUST write the essay, although other group members
may write the essay down as well if they wish. Style editors should work with the scribe to make sure the essay is well
constructed. I suggest you write in pencil so that you can edit. You do not have to use all of the space, and you may
continue onto a separate page if you wish.
**NOTE: I will only ask that you complete an introduction and first body paragraph! The rest is just extra!
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Step EIGHT--Edit (5 minutes): Now take no more than five minutes to review and edit the paragraphs. Style editors
should read the paragraphs out loud to the table and make adjustments at the table's discretion.
Step NINE--Reflect (5 minutes): Take five minutes to reflect on this process--all table members should fill out the
reflection below. Circle your answers and/or add comments in the "Why?" section.
Did you like this process?
YES / NO / KINDA
Why?
Did you feel like your group heard your ideas? YES / NO / KINDA
Why?
Do you feel like your table's paragraphs are successful? YES / NO / KINDA
Why?
Step TEN--TURN STUFF IN!!! MAKE SURE YOU TURN IN ALL OF YOUR WORK TO MS. TUTTLE. Every group member must
turn in this document!