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Golden illusion (The broken promise of golden rice): What kind of evidence does the author use?

What is the author’s main claim (thesis)? Is it clearly stated fairly early in the essay? Does it reflect the purpose of the essay?(2) What are his subsidiary claims? Are they clear and valid? Are they related to the main claim? (3) Does the author address opposing views fairly and counter them successfully?

B. Evidence (1) What kind of evidence does the author use? (e.g., facts, statistics, examples, personal experience, expert testimony, analogy) (2) Is the evidence sufficient, specific, relevant, and convincing? (3) Does the evidence come from a reliable source? Is it up-to-date? Does it need to be?

C. Presentation
(1) What is the author’s tone? Is it neutral, sincere, respectful, humorous, sarcastic, pessimistic, etc.? How do you know? How does it contribute to the argument? (2) How is the text organized? Is the organization effective? (3) Are there any pictures or images? Do they add or take away from the effectiveness of the essay?

Compare and contrast two poems ” To the ladies” by MARY,LADY CHUDLEIGH and ” To my dear loving husband” by ANNE BRADSTREET.

examine the two poems for the manner in which they both treat a similar theme, even if you come to find that they treat a similar theme differently. In your analysis of your two poems, you must address at least three of the following poetic devices: tone, pattern, word choice, imagery, form, rhythm and meter, rhyme, figurative language (metaphor, similie, symbolism,etc) allusion. How do your two poems use these devices to reinforce their themes? Do they use similar devices to get their message across? Do they use similar devices in a different manner? Be sure to use plenty of evidence, that is, quotations from the poems themselves, to support your conclusions.Your essay should demonstrate that you have mastered the following qualities: •Ability to identify, analyze, and write about conventional elements poetry—such as theme, diction, style, rhythmic and metrical forms. •Ability to identify, analyze, and write about different levels of literary meaning—denotative, connotative, metaphorical, symbolic, allusive.