This document analyzes a student paper, noting its visual elements like size, texture, and color. It describes the relationships between elements such as the central topic sentence, use of quotation marks, and placement of identifying information. Blocks of text of varying line lengths are described as paragraphs. The first paragraph uses quotation marks and a colon to introduce a critical point that will likely inform the student's argument. Overall, the document performs a visual and content analysis of the paper to understand its rhetorical elements and the student's perspective.

1. Note: I apologize for my awkward English here, but these notes were more personal; so, I did not edit carefully my ideas here.
Questions/criteria Answers Comments/gloss
Size A letter page
Texture It seems to be old, and probably it is a stored document
Color The paper is white, most of the font is black and the two first lines were written in blue
Relationships among elements There is a central sentence in the top of the document
The second sentence is written within quotation marks
After lines of white spaces, some information (student and instructor name, student ID, and
date) is presented aligned on the right and left extremes.
After, a box includes information that is a reference and is written in bold and kept the formal
style for citations
This box could indicate that for this
writer starts with the reference is
important. Additionally, I realized in
this moment of the analysis that the
author used the original title of the
text she read as part of the headline of
this assignment. It seems that using
quotations marks is a strategy to
highlight that the author is taking
words from others.
The rest of the text is comprised by 5 blocks of information and with the same size of margins in In this point of the analysis I decided
both extremes. The 5 blocks are comprised by the following amount of lines, respectively : 4, 12, to start reading the content within the
9, 7, and 2. The latter seems to contain just 2 lines because there was not more space to write paragraphs in order to explore the
differences in the amount of lines that
every block of information comprised.
At this point of the analysis, I would
like to called “paragraphs” every block
of information I saw. Therefore, I
guess I should be explicit upon what
counts as paragraph to me:
It is a block of content organized in
order to make sense as part of the
communicative intent pursued by
someone while writing.

2. However, I am unsure if it is possible
that there are “paragraphs” that do
not make any sense???
Contextualizing the elements According to the description made so
far, and the context (?) I knew about
the text, this document addresses a
teacher as a first audience…however,
after analyzing the content from a
rhetoric point of view could show
other audiences build by the author
efforts.
First paragraph: A sentence is written within quotation marks. The same sentence written in the It seems that the writer used the
second line of the headline of the text, which is the title of the chapter read by the student. quotation marks and the ellipsis to
After the sentence, there is an ellipsis (…). At the end of the utterance in the second line of the start her dialogue with the chapter
first block of information there is another punctuation mark (:), a colon. read. In doing so, the writer stated her
stance, since in this first paragraph she
introduced a critical point from which,
probably, she will develop her
argumentative perspective in the rest
of the text.
Since I knew the context of this writing
sample, I think that I was able to make
the prior inferences.
I think that at this point of the analysis
I started doing a content analysis
rather than a visual one? So, I decided
to stop at this point.