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What's a rhetorical analysis?
What's a rhetorical analysis?
describing and evaluating the words of a text and how they influence an audience; analyzing a speaker's choice of rhetoric in order to achieve a desired purpose; analyzing a speaker's art of persuasion
What's a rhetorical analysis essay?
What's a rhetorical analysis essay?
an essay that breaks apart a work of nonfiction into parts and then explain how the parts work together to create a certain effect (i.e. whether to persuade, entertain, or inform). Essentially, it's writing about writing.
How do I analyze rhetoric?
How do I analyze rhetoric?
Space Cat RA Acronym.pptx
Read the text and identify "S-P-A-C-E-C-A-T"
9_11 Address SPACECAT Analysis.docxDirections: As you read, pay attention to the SPACE-CAT in the piece. *Gather info from the prompt (SPACE) before reading the passage
Read the passage. ANNOTATE!
Try to use no more than 3 words for your annotations; Then use complete sentences for your justification, which should include textual evidence and an explanation. This will become the topic sentences for the body paragraphs.
Who is the Speaker?
Who is the Speaker?
Attribution tags -- determine how to insert and develop those attributes of the speaker that will influence the perceived meaning of the piece.
What is the Purpose?
What is the Purpose?
The reason behind the text. Consider the purpose of the text in order to develop the thesis or the argument and its logic. Ask, “What do I want my audience to think or do as a result of reading my text?”
Who is the Audience?
Who is the Audience?
The group of readers to whom this piece is directed. Determine who the audience is that they intend to address. It may be one person or a specific group. This choice of audience will affect how and why you write a particular text.
What is the context/exigence?
What is the context/exigence?
The time and the place of the piece; the context that prompted the writing. Writing does not occur in a vacuum. All writers are influenced by the larger occasion: an environment of ideas, attitudes, and emotions that swirl around a broad issue. Then there is the immediate occasion: an event or situation that catches the writer’s attention and triggers a response.
Select a rhetorically-accurate verb
for the PURPOSE
Copy of rhetorically-accurate-verbs.pdf-Annotate the text, note the speaker's
-- CHOICES" --
Rhetorical Device Study Guide.pdfRhetorical Analysis Breakdown.pdfToneWordsinCategories(2).pdfTone Helper Words.pdfHow do I write the thesis?
How do I write the thesis?
Thesis (1-2 sentences only): Speaker, Purpose, Audience, Context/Exigence.
❖ Secretary of State Madeleine Albright, in her 1997 commencement speech to the graduating class of Mount Holyoke College for women, advocates for the strength of women in today's society.
How do I write the Introduction?
How do I write the Introduction?
In a timed essay, it is okay -- even preferred, since the body paragraphs / areas of close analysis, are more important than a lead -- to include a well-developed thesis statement ("SPACECAT") as long as you are careful in making sure you have a well-developed "SPACECAT" and aren't missing anything.
Copy of 3 - Opening paragraphs that address all of the criteria (AP Lang).docHow do I write the body paragraphs?
How do I write the body paragraphs?
Paragraph Development
Paragraph Development
Sentence 1 --> State the main idea of the text/paragraph/chapter
Sentence 2 --> Integrate textual evidence (remember the rhetorically accurate verb!)
Sentence 3 --> Explain the evidence (i.e. What is the impact on the audience? Connotations?)
Sentence 4 --> Further interpretation
paragraphing_and_analysis-litrhetverbs.docxLet's review!
Let's review!
What do I write after I find a rhetorical device?
What do I write after I find a rhetorical device?
Consider these 5 questions:
Consider these 5 questions:
--What is the connection between the author's purpose and this term?
--How does the average reader feel when seeing this? What is his or her reaction?
--What are some words/phrases/images connected to the words used? Why?
--Where is the device used? Why would it be used there and not somewhere else? How would the impact on the reader change if it was used somewhere else? Or didn't use this device at all?
--What are some things the author DOESN'T do by using this? How would those other choices make it different?
🙀 11 sentence frames ⬇
🙀 11 sentence frames ⬇
Although X may seem trivial, it is in fact crucial in terms of the concern over ____.
Although ____ may seem of concern to only a small group of ____, it should in fact concern anyone who cares about____.
___ used to think ___. But recently, [experts] suggest that ___.
On closer inspection, ____.
This distinction is important because ____.
This interpretation challenges the work of those critics who have long assumed that ____.
These findings challenge the work of earlier individuals, who tended to assume that ____.
These findings challenge the assumptions that ____.
The finding that ____ should be of interest to ____ because ____.
If [we] are right about ____, then major consequences follow for ____.
These conclusions will have significant applications in ____ as well as ____.
a document about writing about devices!
a document about writing about devices!
[see below⬇]
[see below⬇]
How do I put it all together?
How do I put it all together?
SAMPLE BODY PARAGRAPHS (CHVEZ ANALYSIS) BELOW 👇🏻
How will the essay get scored?
See Scoring Guidelines and Rubric BELOWHow will the essay get scored?
practice
practice
Octavia E. Butler's "Positive Obsession"
Author Purpose 1.docxBen Sasse, op-ed in The New York Times
2. Thesis, Purpose, Claim, Evidence.docxLeonid Fridman, "America Needs Its Nerds"
America Needs its Nerds (1).pdfJennifer Price "The Pink Flamingo"
George Bush's 9/11 Speech
Sojourner Truth's "Ain't I a Woman?"
Ain't I a Woman, Sojourner Truth.docRichard Louv's Lost Child in the Woods
Last Child in the Woods Prompt.pdfGreta Thunberg's speech to the United Nations (video here)
Greta Thunberg RA prompt.docxmore SAMPLE rhetorical analysis
more SAMPLE rhetorical analysis
🙀(student ESSAYS) ⬇
🙀(student ESSAYS) ⬇
Gandhi student essay perfect score
2017. Luce sample student essays (College Board handwritten; see first essay--perfect score--for paragraph development);
2013. Louv sample essays;
MORE Louv sample student essays (College Board, handwritten, WITH all levels of essays included)
2021. Obama speech about Rosa Parks (student essays and commentary).
a close look 👁
a close look 👁
Evaluate the meaning, reliability, and validity of text considering author's purpose, perspective, rhetorical style, and contextual influences (12.1.6.a)
Enduring Understanding
Enduring Understanding
Individuals write within a particular situation and make strategic writing choices based on that situation.
Skill -- Reading, Writing
Skill -- Reading, Writing
Reading – Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message
Rhetorical Situation-Reading
Explain how writers’ choices reflect the components of the rhetorical situation.
Rhetorical Situation-Writing
Make strategic choices in a text to address a rhetorical situation.
Essential Knowledge
Essential Knowledge
The rhetorical situation of a text collectively refers to the speaker, purpose, audience, context, and exigence ("space" in spacecat).
The exigence is the part of a rhetorical situation that inspires, stimulates, provokes, or prompts writers to create a text.
The purpose of a text is what the writer hopes to accomplish with it. Writers may have more than one purpose in a text.
An audience of a text has shared as well as individual beliefs, values, needs, and backgrounds
Writers create texts within a particular context that includes the time, place, and occasion.
Rhetorical Analysis (aNOTHER review, STEP-BY-STEP)
Rhetorical Analysis (aNOTHER review, STEP-BY-STEP)
1) Read the essay. Consider where there are breaks (in topic, tone, etc), dividing it into three parts, which will consume the body paragraphs of your essay).
2) Write the thesis in one or two sentences (think SPACECAT).
3) Read the essay again making sure you were right. The best way to prove you are right is to identify all the rhetorical devices you can including word choice, syntax, and specific devices. (C--choices; A--appeals; T--tone).
4) Now that you have the parts you noticed, consider their effect. Consider WHY it might be used and the rhetorical effect on the audience.
5) Choose the rhetorical strategies you feel the most comfortable about and can say the most about. Limit yourself to the 2-3 (for an in-class essay) or 3-4 (for an out of class essay).
6) Write your thesis: [speaker's name] -- [speaker's credentials/persona/adjectives--who is it] seeks to [insert purpose with a rhetorically-accurate verb] at [context: where/when] [exigence-who cares/what's the big deal?]; [speaker's last name] achieves this purpose through [rhetorical choice], [rhetorical appeals], and [tone]." Example: Elizabeth I -- ruler of England and matriarch to her people -- fosters pride and resiliency in her troops at Tilbury moments before invasion of the Spanish Armada; she achieves this purpose through repetitive phrases, anecdotal evidence, and a didactic tone. *If this is an in-class essay, your introduction paragraph is done. If it's an out of class essay, you'll add a hook (but later! --why think of one now?)
7) Devote a body paragraph to each rhetorical strategy/choice and analyze each section of the text. Remember that your goal is to connect each strategy to the purpose. You are EXPLAINING how this strategy is used to promote the author's belief and strategy: show me your thought process. Think of the transition "THEREFORE". WHY is this strategy worth noting? Why does it help the author achieve his or her purpose? Avoid the common traps we've talked about in class (i.e. resorting to summary, allowing a quote to speak for itself, straying from the focus/claim in the body paragraph, etc).
8) Conclude your paper. In light of all that you've said, what conclusion can be drawn?
9) Revise your paper for content. For in-class essays, read through it once checking for silly errors. You're now basically out of time. For out of class essays, look at your specifics and explanations, ask (for specifics) -- do I have enough examples to convince people? and ask (for explanations) have I clearly laid out my thought process?
10) Revise your paper for writing skills. Where could you add some of the sentence flow ideas (parallelism, anaphora, asyndeton, polysyndeton, inversion, repetition, and more) or some strong word choice? When can I add a persona or tone? MOST IMPORTANT--how can I use these rhetorical devices for a purpose?
11) Revise your paper for organization. Have you avoid clichés? Have you limited the basic transition words? Have you still transitioned from ideas? Have you added a hook that is engaging, clever, and more than what a freshman could write? Does your conclusion repeat or draw conclusions? Does your conclusion have a great final thought?
Lang page
Unit 2: Argument
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