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How to write a rhetorical analysis | Key concepts & examples

How to Write a Rhetorical Analysis | Key Concepts & Examples

Published on August 28, 2020 by Jack Caulfield . Revised on July 23, 2023.

A rhetorical analysis is a type of essay that looks at a text in terms of rhetoric. This means it is less concerned with what the author is saying than with how they say it: their goals, techniques, and appeals to the audience.

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Key concepts in rhetoric, analyzing the text, introducing your rhetorical analysis, the body: doing the analysis, concluding a rhetorical analysis, other interesting articles, frequently asked questions about rhetorical analysis.

Rhetoric, the art of effective speaking and writing, is a subject that trains you to look at texts, arguments and speeches in terms of how they are designed to persuade the audience. This section introduces a few of the key concepts of this field.

Appeals: Logos, ethos, pathos

Appeals are how the author convinces their audience. Three central appeals are discussed in rhetoric, established by the philosopher Aristotle and sometimes called the rhetorical triangle: logos, ethos, and pathos.

Logos , or the logical appeal, refers to the use of reasoned argument to persuade. This is the dominant approach in academic writing , where arguments are built up using reasoning and evidence.

Ethos , or the ethical appeal, involves the author presenting themselves as an authority on their subject. For example, someone making a moral argument might highlight their own morally admirable behavior; someone speaking about a technical subject might present themselves as an expert by mentioning their qualifications.

Pathos , or the pathetic appeal, evokes the audience’s emotions. This might involve speaking in a passionate way, employing vivid imagery, or trying to provoke anger, sympathy, or any other emotional response in the audience.

These three appeals are all treated as integral parts of rhetoric, and a given author may combine all three of them to convince their audience.

Text and context

In rhetoric, a text is not necessarily a piece of writing (though it may be this). A text is whatever piece of communication you are analyzing. This could be, for example, a speech, an advertisement, or a satirical image.

In these cases, your analysis would focus on more than just language—you might look at visual or sonic elements of the text too.

The context is everything surrounding the text: Who is the author (or speaker, designer, etc.)? Who is their (intended or actual) audience? When and where was the text produced, and for what purpose?

Looking at the context can help to inform your rhetorical analysis. For example, Martin Luther King, Jr.’s “I Have a Dream” speech has universal power, but the context of the civil rights movement is an important part of understanding why.

Claims, supports, and warrants

A piece of rhetoric is always making some sort of argument, whether it’s a very clearly defined and logical one (e.g. in a philosophy essay) or one that the reader has to infer (e.g. in a satirical article). These arguments are built up with claims, supports, and warrants.

A claim is the fact or idea the author wants to convince the reader of. An argument might center on a single claim, or be built up out of many. Claims are usually explicitly stated, but they may also just be implied in some kinds of text.

The author uses supports to back up each claim they make. These might range from hard evidence to emotional appeals—anything that is used to convince the reader to accept a claim.

The warrant is the logic or assumption that connects a support with a claim. Outside of quite formal argumentation, the warrant is often unstated—the author assumes their audience will understand the connection without it. But that doesn’t mean you can’t still explore the implicit warrant in these cases.

For example, look at the following statement:

We can see a claim and a support here, but the warrant is implicit. Here, the warrant is the assumption that more likeable candidates would have inspired greater turnout. We might be more or less convinced by the argument depending on whether we think this is a fair assumption.

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Rhetorical analysis isn’t a matter of choosing concepts in advance and applying them to a text. Instead, it starts with looking at the text in detail and asking the appropriate questions about how it works:

What is the author’s purpose?
Do they focus closely on their key claims, or do they discuss various topics?
What tone do they take—angry or sympathetic? Personal or authoritative? Formal or informal?
Who seems to be the intended audience? Is this audience likely to be successfully reached and convinced?
What kinds of evidence are presented?

By asking these questions, you’ll discover the various rhetorical devices the text uses. Don’t feel that you have to cram in every rhetorical term you know—focus on those that are most important to the text.

The following sections show how to write the different parts of a rhetorical analysis.

Like all essays, a rhetorical analysis begins with an introduction . The introduction tells readers what text you’ll be discussing, provides relevant background information, and presents your thesis statement .

Hover over different parts of the example below to see how an introduction works.

Martin Luther King, Jr.’s “I Have a Dream” speech is widely regarded as one of the most important pieces of oratory in American history. Delivered in 1963 to thousands of civil rights activists outside the Lincoln Memorial in Washington, D.C., the speech has come to symbolize the spirit of the civil rights movement and even to function as a major part of the American national myth. This rhetorical analysis argues that King’s assumption of the prophetic voice, amplified by the historic size of his audience, creates a powerful sense of ethos that has retained its inspirational power over the years.

The body of your rhetorical analysis is where you’ll tackle the text directly. It’s often divided into three paragraphs, although it may be more in a longer essay.

Each paragraph should focus on a different element of the text, and they should all contribute to your overall argument for your thesis statement.

Hover over the example to explore how a typical body paragraph is constructed.

King’s speech is infused with prophetic language throughout. Even before the famous “dream” part of the speech, King’s language consistently strikes a prophetic tone. He refers to the Lincoln Memorial as a “hallowed spot” and speaks of rising “from the dark and desolate valley of segregation” to “make justice a reality for all of God’s children.” The assumption of this prophetic voice constitutes the text’s strongest ethical appeal; after linking himself with political figures like Lincoln and the Founding Fathers, King’s ethos adopts a distinctly religious tone, recalling Biblical prophets and preachers of change from across history. This adds significant force to his words; standing before an audience of hundreds of thousands, he states not just what the future should be, but what it will be: “The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.” This warning is almost apocalyptic in tone, though it concludes with the positive image of the “bright day of justice.” The power of King’s rhetoric thus stems not only from the pathos of his vision of a brighter future, but from the ethos of the prophetic voice he adopts in expressing this vision.

The conclusion of a rhetorical analysis wraps up the essay by restating the main argument and showing how it has been developed by your analysis. It may also try to link the text, and your analysis of it, with broader concerns.

Explore the example below to get a sense of the conclusion.

It is clear from this analysis that the effectiveness of King’s rhetoric stems less from the pathetic appeal of his utopian “dream” than it does from the ethos he carefully constructs to give force to his statements. By framing contemporary upheavals as part of a prophecy whose fulfillment will result in the better future he imagines, King ensures not only the effectiveness of his words in the moment but their continuing resonance today. Even if we have not yet achieved King’s dream, we cannot deny the role his words played in setting us on the path toward it.

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The goal of a rhetorical analysis is to explain the effect a piece of writing or oratory has on its audience, how successful it is, and the devices and appeals it uses to achieve its goals.

Unlike a standard argumentative essay , it’s less about taking a position on the arguments presented, and more about exploring how they are constructed.

The term “text” in a rhetorical analysis essay refers to whatever object you’re analyzing. It’s frequently a piece of writing or a speech, but it doesn’t have to be. For example, you could also treat an advertisement or political cartoon as a text.

Logos appeals to the audience’s reason, building up logical arguments . Ethos appeals to the speaker’s status or authority, making the audience more likely to trust them. Pathos appeals to the emotions, trying to make the audience feel angry or sympathetic, for example.

Collectively, these three appeals are sometimes called the rhetorical triangle . They are central to rhetorical analysis , though a piece of rhetoric might not necessarily use all of them.

In rhetorical analysis , a claim is something the author wants the audience to believe. A support is the evidence or appeal they use to convince the reader to believe the claim. A warrant is the (often implicit) assumption that links the support with the claim.

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Teaching Rhetorical Analysis: 15 Rhetorical Analysis Questions to Ask Your Students

I love teaching rhetorical analysis. It is one of my favorite units to teach because I love incorporating robust, relevant, and timely texts into my classroom, especially when timely speeches perfectly coincide with the classical literature we are reading. I use this rhetorical analysis unit in my classroom every year, and it helps me provide a solid foundation to my students.

When teaching rhetorical analysis, one of the most important things to keep in mind is not what the author or speaker says, but how the author or speaker says it and why it is so effective. Once you get beyond the main ideas and supporting details and really ask your students to look at, consider, analyze, and evaluate the effectiveness of what the author or speaker does, then you are genuinely analyzing a text for its rhetorical merit.

Teaching Rhetorical Analysis in the Secondary ELA Classroom

When I first teach rhetorical analysis to my students, I use direct instruction strategies. I provide my students with rhetorical analysis terms and examples. Then we begin analyzing and annotating text together. Usually, we will analyze a couple of texts together as a class, and then I release them to work in a small group or with partners. Before I have my students work entirely on their own, I first have them analyze and annotate a text individually for about ten minutes, and then share their findings with a partner. This helps students build their confidence.

If you are teaching rhetorical analysis, here are 15 questions you should ask your students about the text they are reading. These 15 questions are some of the questions included in my Rhetorical Analysis Task Cards.

15 Rhetorical Analysis Questions to Ask Your Students

What is the main idea or assertion of the text?
Explain two different ways in which the author/speaker supports the main idea.
How does the author/speaker establish ethos in the text?
How does the author/speaker appeal to reason (logos)?
How does the author/speaker appeal to emotion (pathos)?
Is the evidence used to support the argument reliable? Explain.
How does the tone affect the author/speaker’s credibility?
What is the tone at the beginning, middle, and end of the text?
What is one rhetorical device used in the text? Explain it’s effectiveness.
Identify one example of figurative language used in the text. Explain it’s effectiveness.
Does the author/speaker reveal any prejudices against people who might disagree? Explain.
Was the author/speaker effective in achieving the purpose? Explain.
In your opinion, what is the strongest element/part of the text/argument? Explain and provide evidence and reasoning.
In your opinion, what is the weakest element/part of the text/argument? Explain and provide evidence and reasoning.
Do you believe the author/speaker achieved the purpose? Explain your answer and provide evidence and reasoning in your response.

Be sure to also read my blog post about my favorite speeches for rhetorical analysis.

Teaching Rhetorical Analysis with Sticky Notes

This hands-on sticky note rhetorical analysis includes an editable PowerPoint presentation with an entire week of direct instruction for rhetorical analysis, a sample speech to analyze with your students, and materials and writing assignments to use with any speech!

Your students will love these interactive and hands-on close reading organizers and scaffolded writing responses. Students will enjoy using sticky notes in class as they analyze complex speeches and nonfiction texts, and the materials are accessible enough for them to do rhetorical analysis.

This unit includes everything you need to be successful in teaching rhetorical analysis.

Here is what fellow teachers say:

⭐️⭐️⭐️⭐️⭐️ extremely satisfied.

“ I used this resource to supplement my AP Lang. and Comp. class Rhetorical Analysis Unit. It had a lot of resources that were very easy to implement and provided different approaches to the rhetorical analysis essay.”

“ This was so helpful in teaching my students to write a rhetorical analysis– I’ve written plenty in my life, but I don’t know that I was ever formally taught how, and have never had to teach this skill prior to this year. This was great not only for my students to learn, but to help give me a better understanding of process as well!”

“ Kids are always excited whenever they get to use sticky notes, so this resource was a hit with my 11th graders – yes, 11th graders! I highly recommend as it helps students thoroughly dissect and understand the text.”

Here are some rhetorical analysis teaching resources you may like:

Rhetorical Analysis Mini Flip Book
Rhetorical Analysis Task Cards
FREE SOAPStone Organizer

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What Is a Rhetorical Analysis and How to Write a Great One

Helly Douglas

Do you have to write a rhetorical analysis essay? Fear not! We’re here to explain exactly what rhetorical analysis means, how you should structure your essay, and give you some essential “dos and don’ts.”

What is a Rhetorical Analysis Essay?

How do you write a rhetorical analysis, what are the three rhetorical strategies, what are the five rhetorical situations, how to plan a rhetorical analysis essay, creating a rhetorical analysis essay, examples of great rhetorical analysis essays, final thoughts.

A rhetorical analysis essay studies how writers and speakers have used words to influence their audience. Think less about the words the author has used and more about the techniques they employ, their goals, and the effect this has on the audience.

In your analysis essay, you break a piece of text (including cartoons, adverts, and speeches) into sections and explain how each part works to persuade, inform, or entertain. You’ll explore the effectiveness of the techniques used, how the argument has been constructed, and give examples from the text.

A strong rhetorical analysis evaluates a text rather than just describes the techniques used. You don’t include whether you personally agree or disagree with the argument.

Structure a rhetorical analysis in the same way as most other types of academic essays . You’ll have an introduction to present your thesis, a main body where you analyze the text, which then leads to a conclusion.

Think about how the writer (also known as a rhetor) considers the situation that frames their communication:

Topic: the overall purpose of the rhetoric
Audience: this includes primary, secondary, and tertiary audiences
Purpose: there are often more than one to consider
Context and culture: the wider situation within which the rhetoric is placed

Back in the 4th century BC, Aristotle was talking about how language can be used as a means of persuasion. He described three principal forms —Ethos, Logos, and Pathos—often referred to as the Rhetorical Triangle . These persuasive techniques are still used today.

Rhetorical Strategy 1: Ethos

Are you more likely to buy a car from an established company that’s been an important part of your community for 50 years, or someone new who just started their business?

Reputation matters. Ethos explores how the character, disposition, and fundamental values of the author create appeal, along with their expertise and knowledge in the subject area.

Aristotle breaks ethos down into three further categories:

Phronesis: skills and practical wisdom
Arete: virtue
Eunoia: goodwill towards the audience

Ethos-driven speeches and text rely on the reputation of the author. In your analysis, you can look at how the writer establishes ethos through both direct and indirect means.

Rhetorical Strategy 2: Pathos

Pathos-driven rhetoric hooks into our emotions. You’ll often see it used in advertisements, particularly by charities wanting you to donate money towards an appeal.

Common use of pathos includes:

Vivid description so the reader can imagine themselves in the situation
Personal stories to create feelings of empathy
Emotional vocabulary that evokes a response

By using pathos to make the audience feel a particular emotion, the author can persuade them that the argument they’re making is compelling.

Rhetorical Strategy 3: Logos

Logos uses logic or reason. It’s commonly used in academic writing when arguments are created using evidence and reasoning rather than an emotional response. It’s constructed in a step-by-step approach that builds methodically to create a powerful effect upon the reader.

Rhetoric can use any one of these three techniques, but effective arguments often appeal to all three elements.

The rhetorical situation explains the circumstances behind and around a piece of rhetoric. It helps you think about why a text exists, its purpose, and how it’s carried out.

The rhetorical situations are:

1) Purpose: Why is this being written? (It could be trying to inform, persuade, instruct, or entertain.)
2) Audience: Which groups or individuals will read and take action (or have done so in the past)?
3) Genre: What type of writing is this?
4) Stance: What is the tone of the text? What position are they taking?
5) Media/Visuals: What means of communication are used?

Understanding and analyzing the rhetorical situation is essential for building a strong essay. Also think about any rhetoric restraints on the text, such as beliefs, attitudes, and traditions that could affect the author's decisions.

Before leaping into your essay, it’s worth taking time to explore the text at a deeper level and considering the rhetorical situations we looked at before. Throw away your assumptions and use these simple questions to help you unpick how and why the text is having an effect on the audience.

Image showing what to consider when planning a rhetorical essay

1: What is the Rhetorical Situation?

Why is there a need or opportunity for persuasion?
How do words and references help you identify the time and location?
What are the rhetoric restraints?
What historical occasions would lead to this text being created?

2: Who is the Author?

How do they position themselves as an expert worth listening to?
What is their ethos?
Do they have a reputation that gives them authority?
What is their intention?
What values or customs do they have?

3: Who is it Written For?

Who is the intended audience?
How is this appealing to this particular audience?
Who are the possible secondary and tertiary audiences?

4: What is the Central Idea?

Can you summarize the key point of this rhetoric?
What arguments are used?
How has it developed a line of reasoning?

5: How is it Structured?

What structure is used?
How is the content arranged within the structure?

6: What Form is Used?

Does this follow a specific literary genre?
What type of style and tone is used, and why is this?
Does the form used complement the content?
What effect could this form have on the audience?

7: Is the Rhetoric Effective?

Does the content fulfil the author’s intentions?
Does the message effectively fit the audience, location, and time period?

Once you’ve fully explored the text, you’ll have a better understanding of the impact it’s having on the audience and feel more confident about writing your essay outline.

A great essay starts with an interesting topic. Choose carefully so you’re personally invested in the subject and familiar with it rather than just following trending topics. There are lots of great ideas on this blog post by My Perfect Words if you need some inspiration. Take some time to do background research to ensure your topic offers good analysis opportunities.

Image showing considerations for a rhetorical analysis topic

Remember to check the information given to you by your professor so you follow their preferred style guidelines. This outline example gives you a general idea of a format to follow, but there will likely be specific requests about layout and content in your course handbook. It’s always worth asking your institution if you’re unsure.

Make notes for each section of your essay before you write. This makes it easy for you to write a well-structured text that flows naturally to a conclusion. You will develop each note into a paragraph. Look at this example by College Essay for useful ideas about the structure.

1: Introduction

This is a short, informative section that shows you understand the purpose of the text. It tempts the reader to find out more by mentioning what will come in the main body of your essay.

Name the author of the text and the title of their work followed by the date in parentheses
Use a verb to describe what the author does, e.g. “implies,” “asserts,” or “claims”
Briefly summarize the text in your own words
Mention the persuasive techniques used by the rhetor and its effect

Create a thesis statement to come at the end of your introduction.

After your introduction, move on to your critical analysis. This is the principal part of your essay.

Explain the methods used by the author to inform, entertain, and/or persuade the audience using Aristotle's rhetorical triangle
Use quotations to prove the statements you make
Explain why the writer used this approach and how successful it is
Consider how it makes the audience feel and react

Make each strategy a new paragraph rather than cramming them together, and always use proper citations. Check back to your course handbook if you’re unsure which citation style is preferred.

3: Conclusion

Your conclusion should summarize the points you’ve made in the main body of your essay. While you will draw the points together, this is not the place to introduce new information you’ve not previously mentioned.

Use your last sentence to share a powerful concluding statement that talks about the impact the text has on the audience(s) and wider society. How have its strategies helped to shape history?

Before You Submit

Poor spelling and grammatical errors ruin a great essay. Use ProWritingAid to check through your finished essay before you submit. It will pick up all the minor errors you’ve missed and help you give your essay a final polish. Look at this useful ProWritingAid webinar for further ideas to help you significantly improve your essays. Sign up for a free trial today and start editing your essays!

Screenshot of ProWritingAid's web editor

You’ll find countless examples of rhetorical analysis online, but they range widely in quality. Your institution may have example essays they can share with you to show you exactly what they’re looking for.

The following links should give you a good starting point if you’re looking for ideas:

Pearson Canada has a range of good examples. Look at how embedded quotations are used to prove the points being made. The end questions help you unpick how successful each essay is.

Excelsior College has an excellent sample essay complete with useful comments highlighting the techniques used.

Brighton Online has a selection of interesting essays to look at. In this specific example, consider how wider reading has deepened the exploration of the text.

Image showing tips when reading a sample essay

Writing a rhetorical analysis essay can seem daunting, but spending significant time deeply analyzing the text before you write will make it far more achievable and result in a better-quality essay overall.

It can take some time to write a good essay. Aim to complete it well before the deadline so you don’t feel rushed. Use ProWritingAid’s comprehensive checks to find any errors and make changes to improve readability. Then you’ll be ready to submit your finished essay, knowing it’s as good as you can possibly make it.

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Helly Douglas is a UK writer and teacher, specialising in education, children, and parenting. She loves making the complex seem simple through blogs, articles, and curriculum content. You can check out her work at hellydouglas.com or connect on Twitter @hellydouglas. When she’s not writing, you will find her in a classroom, being a mum or battling against the wilderness of her garden—the garden is winning!

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How to write a rhetorical analysis

What is a rhetorical analysis?

What are the key concepts of a rhetorical analysis, rhetorical situation, claims, supports, and warrants.

Step 1: Plan and prepare
Step 2: Write your introduction
Step 3: Write the body
Step 4: Write your conclusion

Frequently Asked Questions about rhetorical analysis

Teaching Rhetorical Analysis

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As the first assignment in our common curriculum, the rhetorical analysis provides students with not only an entryway into the class, but an introduction to foundational concepts of rhetoric, reading, and writing that will inform their work during the quarter. Below are some considerations to keep in mind as you design the assignment.

Designing the Assignment

Some of the first questions you need to answer for yourself as you start to design the assignment have to do with how to create an assignment consistent with the learning objectives for the Rhetorical Analysis, and what texts -- and what types of texts -- students will analyze. For the rhetorical analysis, it's best to have students focus on a single text rather than write a comparative analysis. Consider the following questions:

choose texts that you know will yield interest discussion concerning rhetoric
limit the array of choices so that you and the students can read multiple essays on the same texts (which helps with peer review and students working through their ideas together)
avoid having to arrive at a rhetorical understanding of 15 unique objects.

The disadvantage of you choosing is that you limit student choice. Many instructors opt for a hybrid model: they provide a short menu of possible texts the students could write on, but also allow student choice (with instructor approval)

Think about relationship to other assignments - how much time do you want to devote to the RA assignment? Most lecturers have a draft due at the end of week two or beginning of week three. In this case, the goal would be for students to start working on their second assignment (the Texts in Conversation) by week 4.
What texts/objects will you select or can a student choose among for their analysis? What will guide your choice or should guide their choice? A PWR Rhetorical analysis may focus on a written, visual, audio, or multimedia text. See samples of Rhetorical analysis assignment sheets , grouped by genre.

Presenting the Assignment to Students

Since the rhetorical analysis essay is a specific academic genre, it might be helpful to indicate some of the typical features of the genre and the role it plays in the broader field of rhetoric.

Think about how to help students see that it’s different from just writing on a short story or novel as they’ve done in English class, focused more on the “how” and “why” of what a text says than on the “what.” They might assume that it's just like an analysis of a literary text; we need to help them see how it's different.

Think about how to help students see how rhetorical analysis informs their own drafting and revision process, particular as they develop more awareness of the interaction between audience and purpose shaping their composing process

Think about the fact that some students (but only some) have taken APLang, a class in which they are introduced to rhetorical analysis, often through an emphasis on the classical rhetorical appeals.

Scaffolding the Assignment with Class Activities and Prewriting

You should carefully scaffold the rhetorical analysis assignment through a range of low-stakes, ungraded activities designed to help students practice and develop some of the strategies they'll use in writing their essays. These activities should also help them understand that the writing the do for the assignment begins even before they start their first draft.

What kinds of guiding questions can students analyze their texts? If there is pre-writing, will you look at it, or will they share it with classmates?

How will you talk about the relationship between brainstorming and prewriting exercises and planning the essay itself?

Will you give them samples of past rhetorical analyses? Will you want to discuss them in class or just make them available to students as a reference?

See some scaffolding activities for the Rhetorical Analysis through our class activity archive

Designing Peer Review for the Rhetorical Analysis

This is likely to be one of their first experiences with peer review at Stanford, so you may want to think about how you want them to understand and value the process. Often, students come in the door with negative or mixed experiences of peer review, so it may be a good idea to start with their experience of peer review: what worked, what didn’t, to establish group expectations.

Some students are uncertain of their ability to give helpful feedback. How can you define the reviewer role in a way that helps students see the value of their responses as readers?

How structured do you want to make their peer review (very structured with assigned roles and specific questions provided by you or less structured based on the interests of the writers and reviewers)?

Will the students read the essays outside of class or during class? Keep in mind that many students prefer advanced preparation, since reading on the spot may disadvantage students who read more slowly and/or have learning or cognitive differences that may make reading and then responding immediately difficult.

Do you expect them to provide written comments or oral feedback or both?

Do you want to see any of their written comments?

Do you want students to reflect on and report back about the feedback they received and their developing plans for revision?

How can you signal the connection between peer review and the evaluation criteria that you’ll use for providing your own feedback on their draft?

See further advice and activities about designing effective peer feedback sessions

There is no requirement in PWR 1 to have a reflection component attached to any of the assignments; however, since we recognize the value of metacognition for student growth as writers, almost all instructors have students perform a self-assessment, write a cover memo for their essay, or otherwise write a reflection as a culminating moment in completing the essay.

Reflection on their writing process may be new for students, and it may be important to make explicit to them what the value of reflection is for their growth as writers, and the role it plays (or doesn’t play) in your assessment of their work.

Given the role the rhetorical analysis plays in their development as writers, what aspects of the drafting and revising process do you want them to focus on in their reflections?

You might consider using the RA reflection to encourage students to look forward as well as back, or to connect to their broader experience of writers in other ways.

Assessing the Assignment

The evaluation criteria that you develop for your rhetorical analysis assignment should be clear, available to the students during their drafting phase (although drafts themselves should not be graded), and should retain a focus on formative feedback as much as summative assessment. Always make sure the evaluation criteria you develop links directly to your learning objectives for the assignment.

Think about how to create a rubric that will be in dialogue with the other assignment rubrics. Many instructors have a single rubric that they use across the different assignments that they simple gently customize with language to fit the particulars of each assignment.

Consider using the rubric to organize your feedback on drafts so that students understand the relationship between your suggestions and the evaluation criteria for the assignment.

Use caution if adopting a numerical scale which might lead you to arbitrary quantification of elements of the essay.

Will students use the rubric in peer review? How will you teach them to use the rubric to inform the feedback they give?

Look at Bean's " Using Rubrics " chapter from Engaging Ideas to help you design your own effective grading rubric

Rhetorical Question

Rhetorical Question Definition

What is a rhetorical question? Here’s a quick and simple definition:

A rhetorical question is a figure of speech in which a question is asked for a reason other than to get an answer—most commonly, it's asked to make a persuasive point. For example, if a person asks, "How many times do I have to tell you not to eat my dessert?" he or she does not want to know the exact number of times the request will need to be repeated. Rather, the speaker's goal is to emphasize his or her growing frustration and—ideally—change the dessert-thief's behavior.

Some additional key details about rhetorical questions:

Rhetorical questions are also sometimes called erotema.
Rhetorical questions are a type of figurative language —they are questions that have another layer of meaning on top of their literal meaning.
Because rhetorical questions challenge the listener, raise doubt, and help emphasize ideas, they appear often in songs and speeches, as well as in literature.

How to Pronounce Rhetorical Question

Here's how to pronounce rhetorical question: reh- tor -ih-kuhl kwes -chun

Rhetorical Questions and Punctuation

A question is rhetorical if and only if its goal is to produce an effect on the listener, rather than to obtain information. In other words, a rhetorical question is not what we might call a "true" question in search of an answer. For this reason, many sources argue that rhetorical questions do not need to end in a traditional question mark. In the late 1500's, English printer Henry Denham actually designed a special question mark for rhetorical questions, which he referred to as a "percontation point." It looked like this: ⸮ (Here's a wikipedia article about Denham's percontation point and other forms of "irony punctuation.")

Though the percontation point has fallen out of use, modern writers do sometimes substitute a traditional question mark with a period or exclamation point after a rhetorical question. There is a lively debate as to whether this alternative punctuation is grammatically correct. Here are some guidelines to follow:

In general, rhetorical questions do require a question mark.
When a question is a request in disguise, you may use a period. For instance, it is ok to write: "Will you please turn your attention to the speaker." or "Can you please go to the back of the line."
When a question is an exclamation in disguise, you may use an exclamation point. For instance, it is okay to write: "Were they ever surprised!"
When asking a question emotionally, you may use an exclamation point. For instance, " Who could blame him!" and "How do you know that!" are both correct.

Rhetorical Questions vs. Hypophora

Rhetorical questions are easy to confuse with hypophora , a similar but fundamentally different figure of speech in which a speaker poses a question and then immediately answers it. Hypophora is frequently used in persuasive speaking because the speaker can pose and answer a question that the audience is likely to be wondering about, thereby making the thought processes of the speaker and the audience seem more aligned. For example, here is an example of hypophora used in a speech by Dwight Eisenhower:

When the enemy struck on that June day of 1950, what did America do? It did what it always has done in all its times of peril. It appealed to the heroism of its youth.

While Eisenhower asked this question without expecting an answer from his audience, this is an example of hypophora because he answered his own question. In a rhetorical question, by contrast, the answer would be implied in the question—to pose a rhetorical question, Eisenhower might have said instead, "When the enemy struck, who in their right mind would have done nothing to retaliate?"

Rhetorical Questions vs. Aporia

Rhetorical questions are also related to a figure of speech called aporia . Aporia is an expression of doubt that may be real, or which may be feigned for rhetorical effect. These expressions of doubt may or may not be made through the form of a question. When they are made through the form of a question, those questions are sometimes rhetorical.

Aporia and Rhetorical Questions

When someone is pretending doubt for rhetorical effect, and uses a question as part of that expression of doubt, then the question is rhetorical. For example, consider this quotation from an oration by the ancient Greek orator Demosthenes:

I am at no loss for information about you and your family; but I am at a loss where to begin. Shall I relate how your father Tromes was a slave in the house of Elpias, who kept an elementary school near the Temple of Theseus, and how he wore shackles on his legs and a timber collar round his neck? Or how your mother practised daylight nuptials in an outhouse next door to Heros the bone-setter, and so brought you up to act in tableaux vivants and to excel in minor parts on the stage?

The questions Demosthenes poses are examples of both aporia and rhetorical question, because Demosthenes is feigning doubt (by posing rhetorical questions) in order to cast insulting aspersions on the character of the person he's addressing.

Aporia Without Rhetorical Questions

If the expression of doubt is earnest, however, then the question is not rhetorical. An example of aporia that is not also a rhetorical question comes from the most famous excerpt of Shakespeare's Hamlet:

To be or not to be—that is the question. Whether ‘tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arms against a sea of troubles, And by opposing end them?

While Hamlet asks this question without expecting an answer (he's alone when he asks it), he's not asking in order to persuade or make a point. It's a legitimate expression of doubt, which leads Hamlet into a philosophical debate about whether one should face the expected miseries of life or kill oneself and face the possible unknown terrors of death. It's therefore not a rhetorical question, because Hamlet asks the question as an opening to actually seek an answer to the question he is obsessing over.

Rhetorical Question Examples

Rhetorical question examples in literature.

Rhetorical questions are particularly common in plays, appearing frequently in both spoken dialogue between characters, and in monologues or soliloquies, where they allow the playwright to reveal a character's inner life.

Rhetorical Questions in Shakespeare's The Merchant of Venice :

In his speech from Act 3, Scene 1 of Shakespeare's The Merchant of Venice , Shylock uses rhetorical questions to point out the indisputable similarities between Jews and Christians, in such a way that any listener would find him impossible to contradict:

I am a Jew. Hath not a Jew eyes? Hath not a Jew hands, organs, dimensions, senses, affections, passions? fed with the same food, hurt with the same weapons, subject to the same diseases, healed by the same means, warmed and cooled by the same winter and summer, as a Christian is? If you prick us, do we not bleed? if you tickle us, do we not laugh? if you poison us, do we not die? and if you wrong us, shall we not revenge? If we are like you in the rest, we will resemble you in that. If a Jew wrong a Christian, what is his humility? Revenge. If a Christian wrong a Jew, what should his sufferance be by Christian example? Why, revenge. The villainy you teach me, I will execute, and it shall go hard but I will better the instruction.

Rhetorical questions in Shakespeare's Romeo and Juliet :

In this soliloquy from Act 2, Scene 2 of Romeo and Juliet , Juliet poses a series of rhetorical questions as she struggles to grasp the difficult truth—that her beloved Romeo is a member of the Montague family:

Thou art thyself, though not a Montague. What's Montague? it is nor hand, nor foot, Nor arm, nor face, nor any other part Belonging to a man. O, be some other name! What's in a name? that which we call a rose By any other name would smell as sweet; So Romeo would, were he not Romeo call'd Retain that dear perfection which he owes Without that title. Romeo, doff thy name, And for that name which is no part of thee Take all myself.

Rhetorical Question Examples in Political Speeches

Rhetorical questions often "challenge" the listener to contradict what the speaker is saying. If the speaker frames the rhetorical question well, it gives the impression that his or her view is true and that it would be foolish, or even impossible, to contradict the speaker's argument. In other words, rhetorical questions are great for speeches.

Rhetorical Questions in Ronald Reagan's 1980 Republican National Convention Acceptance Address:

In this speech, Reagan uses a series of rhetorical questions—referred to as "stacked" rhetorical questions—to criticize the presidency of his predecessor and running opponent, Jimmy Carter:

Can anyone look at the record of this Administration and say, "Well done"? Can anyone compare the state of our economy when the Carter Administration took office with where we are today and say, "Keep up the good work"? Can anyone look at our reduced standing in the world today say, "Let's have four more years of this"?

Rhetorical Questions in Hillary Clinton's 2016 Democratic National Convention Speech:

In this portion of her speech, Clinton argues that her opponent Donald Trump is not temperamentally fit to become president:

A president should respect the men and women who risk their lives to serve our country—including Captain Khan and the sons of Tim Kaine and Mike Pence, both Marines. So just ask yourself: Do you really think Donald Trump has the temperament to be commander-in-chief?

Rhetorical Question Examples in Song Lyrics

Love has left even the best musicians of our time feeling lost, searching for meaning, and—as you might expect—full of rhetorical questions. Musicians such as Tina Turner, Jean Knight, and Stevie Wonder have all released hits structured around rhetorical questions, which allow them to powerfully express the joy, the pain, and the mystery of L-O-V-E.

Rhetorical Questions in "What's Love Got to do with It" by Tina Turner

What's love got to do, got to do with it What's love but a second hand emotion What's love got to do, got to do with it Who needs a heart when a heart can be broken

Rhetorical Questions in "Mr. Big Stuff" by Jean Knight

Now because you wear all those fancy clothes (oh yeah) And have a big fine car, oh yes you do now Do you think I can afford to give you my love (oh yeah) You think you're higher than every star above

Mr. Big Stuff Who do you think you are Mr. Big Stuff You're never gonna get my love

Rhetorical Questions in "Isn't She Lovely" by Stevie Wonder

Isn't she lovely Isn't she wonderful Isn't she precious Less than one minute old I never thought through love we'd be Making one as lovely as she But isn't she lovely made from love

Stevie Wonder wrote "Isn't She Lovely" to celebrate the birth of his daughter, Aisha. The title is a perfect example of a rhetorical question, because Wonder isn't seeking a second opinion here. Instead, the question is meant to convey the love and amazement he feels towards his daughter.

Why Do Writers Use Rhetorical Questions?

Authors, playwrights, speech writers and musicians use rhetorical questions for a variety of reasons:

To challenge the listener
To emphasize an idea
To raise doubt
To demonstrate that a previously asked question was obvious

The examples included in this guide to rhetorical questions have largely pointed to the persuasive power of rhetorical questions, and covered the way that they are used in arguments, both real and fictional. However, poets also frequently use rhetorical questions for their lyrical, expressive qualities. Take the poem below, "Danse Russe (Russian Dance)" by William Carlos Williams:

If when my wife is sleeping and the baby and Kathleen are sleeping and the sun is a flame-white disc in silken mists above shining trees,— if I in my north room dance naked, grotesquely before my mirror waving my shirt round my head and singing softly to myself: "I am lonely, lonely. I was born to be lonely. I am best so!" If I admire my arms, my face, my shoulders, flanks, buttocks against the yellow drawn shades,— Who shall say I am not the happy genius of my household?

The rhetorical question that concludes this poem has the effect of challenging the reader to doubt Williams' happiness—daring the listener to question this intimate, eccentric portrait of the poet's private world. By ending the poem in this way, Williams maintains a delicate balance. Throughout the poem, he draws the reader in and confides secrets of his interior life, but the question at the end is an almost defiant statement that he does not require the reader's approval. Rather, the reader—like the mirror—is simply there to witness his happy solitude.

Questions for Rhetorical Analysis

Conducting a rhetorical analysis asks you to bring to bear on an argument your knowledge of argument and your repertoire of reading strategies. The chart of questions for analysis below (1 – 10) can help you examine an argument in depth. Although a rhetorical analysis will not include answers to all of these questions, using some of these questions in your thinking stages can give you a thorough understanding of the argument while helping you generate insights for your own rhetorical analysis essay.

What to Focus On: The kairotic moment and writer’s motivating occasion Questions to Ask ■ What motivated the writer to produce this piece? ■ What social, cultural, political, legal, or economic conversations does this argument join? Applying These Questions ■ Is the writer responding to a bill pending in Congress, a speech by a political leader, or a local event that provoked controversy? ■ Is the writer addressing cultural trends such as the impact of science or technology on values?

What to Focus On: Rhetorical context: Writer’s purpose and audience Questions to Ask ■ What is the writer’s purpose? ■ Who is the intended audience? ■ What assumptions, values, and beliefs would readers have to hold to find this argument persuasive? ■ How well does the text suit its particular audience and purpose? Applying These Questions ■ Is the writer trying to change readers’ views by offering a new interpretation of a phenomenon, calling readers to action, or trying to muster votes or inspire further investigations? ■ Does the audience share a political or religious orientation with the writer?

What to Focus On: The kairotic moment and writer’s motivating occasion

Questions to Ask ■ What motivated the writer to produce this piece? ■ What social, cultural, political, legal, or economic conversations does this argument join?

Applying These Questions ■ Is the writer responding to a bill pending in Congress, a speech by a political leader, or a local event that provoked controversy? ■ Is the writer addressing cultural trends such as the impact of science or technology on values?

What to Focus On: Rhetorical context: Writer’s purpose and audience

Questions to Ask ■ What is the writer’s purpose? ■ Who is the intended audience? ■ What assumptions, values, and beliefs would readers have to hold to find this argument persuasive? ■ How well does the text suit its particular audience and purpose?

Applying These Questions ■ Is the writer trying to change readers’ views by offering a new interpretation of a phenomenon, calling readers to action, or trying to muster votes or inspire further investigations? ■ Does the audience share a political or religious orientation with the writer?

What to Focus On On Rhetorical context: Writer’s identity and angle of vision

Questions to Ask ◊ Who is the writer and what is his or her profession, background, and expertise? ◊ How does the writer’s personal history, education, gender, ethnicity, age, class, sexual orientation, and political leaning influence the angle of vision? ◊ What is emphasized and what is omitted in this text? ◊ How much does the writer’s angle of vision dominate the text?

Applying These Questions ◊ Is the writer a scholar, researcher, scientist, policy maker, politician, professional journalist, or citizen blogger? ◊ Is the writer affiliated with conservative or liberal, religious or lay publications? ◊ Is the writer advocating a stance or adopting a more inquiry-based mode? ◊ What points of view and pieces of evidence are “not seen” by this writer?

What to Focus On On Rhetorical context: Writer’s identity and angle of vision

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Typical College-level Writing Genres: Summary, Analysis, Synthesis

Basic questions for rhetorical analysis, what is the rhetorical situation.

What occasion gives rise to the need or opportunity for persuasion?
What is the historical occasion that would give rise to the composition of this text?

Who is the author/speaker?

How does he or she establish ethos (personal credibility)?
Does he/she come across as knowledgeable? fair?
Does the speaker’s reputation convey a certain authority?

What is his/her intention in speaking?

To attack or defend?
To exhort or dissuade from certain action?
To praise or blame?
To teach, to delight, or to persuade?

Who make up the audience?

Who is the intended audience?
What values does the audience hold that the author or speaker appeals to?
Who have been or might be secondary audiences?
If this is a work of fiction, what is the nature of the audience within the fiction?

What is the content of the message?

Can you summarize the main idea?
What are the principal lines of reasoning or kinds of arguments used?
What topics of invention are employed?
How does the author or speaker appeal to reason? to emotion?

What is the form in which it is conveyed?

What is the structure of the communication; how is it arranged?
What oral or literary genre is it following?
What figures of speech (schemes and tropes) are used?
What kind of style and tone is used and for what purpose?

How do form and content correspond?

Does the form complement the content?
What effect could the form have, and does this aid or hinder the author’s intention?

Does the message/speech/text succeed in fulfilling the author’s or speaker’s intentions?

Does the author/speaker effectively fit his/her message to the circumstances, times, and audience?
Can you identify the responses of historical or contemporary audiences?

What does the nature of the communication reveal about the culture that produced it?

What kinds of values or customs would the people have that would produce this?
How do the allusions, historical references, or kinds of words used place this in a certain time and location?
Basic Questions for Rhetorical Analysis. Authored by : Gideon O. Burton. Provided by : Brigham Young University. Located at : http://rhetoric.byu.edu . Project : Silva Rhetoricae. License : CC BY: Attribution

Rhetorical Analysis Definition and Examples

The analysis can be used on any communication, even a bumper sticker

An Introduction to Punctuation

Sample Rhetorical Analyses

Examples and observations, analyzing effects, analyzing greeting card verse, analyzing starbucks, rhetorical analysis vs. literary criticism.

Ph.D., Rhetoric and English, University of Georgia
M.A., Modern English and American Literature, University of Leicester
B.A., English, State University of New York

Rhetorical analysis is a form of criticism or close reading that employs the principles of rhetoric to examine the interactions between a text, an author, and an audience . It's also called rhetorical criticism or pragmatic criticism.

Rhetorical analysis may be applied to virtually any text or image—a speech , an essay , an advertisement, a poem, a photograph, a web page, even a bumper sticker. When applied to a literary work, rhetorical analysis regards the work not as an aesthetic object but as an artistically structured instrument for communication. As Edward P.J. Corbett has observed, rhetorical analysis "is more interested in a literary work for what it does than for what it is."

A Rhetorical Analysis of Claude McKay's "Africa"
A Rhetorical Analysis of E.B. White's "The Ring of Time"
A Rhetorical Analysis of U2's "Sunday Bloody Sunday"
"Our response to the character of the author—whether it is called ethos, or 'implied author,' or style , or even tone—is part of our experience of his work, an experience of the voice within the masks, personae , of the work...Rhetorical criticism intensifies our sense of the dynamic relationships between the author as a real person and the more or less fictive person implied by the work." (Thomas O. Sloan, "Restoration of Rhetoric to Literary Study." The Speech Teacher )
"[R]hetorical criticism is a mode of analysis that focuses on the text itself. In that respect, it is like the practical criticism that the New Critics and the Chicago School indulge in. It is unlike these modes of criticism in that it does not remain inside the literary work but works outward from the text to considerations of the author and the audience...In talking about the ethical appeal in his 'Rhetoric,' Aristotle made the point that although a speaker may come before an audience with a certain antecedent reputation, his ethical appeal is exerted primarily by what he says in that particular speech before that particular audience. Likewise, in rhetorical criticism, we gain our impression of the author from what we can glean from the text itself—from looking at such things as his ideas and attitudes, his stance, his tone, his style. This reading back to the author is not the same sort of thing as the attempt to reconstruct the biography of a writer from his literary work. Rhetorical criticism seeks simply to ascertain the particular posture or image that the author is establishing in this particular work in order to produce a particular effect on a particular audience." (Edward P.J. Corbett, "Introduction" to " Rhetorical Analyses of Literary Works ")

"[A] complete rhetorical analysis requires the researcher to move beyond identifying and labeling in that creating an inventory of the parts of a text represents only the starting point of the analyst's work. From the earliest examples of rhetorical analysis to the present, this analytical work has involved the analyst in interpreting the meaning of these textual components—both in isolation and in combination—for the person (or people) experiencing the text. This highly interpretive aspect of rhetorical analysis requires the analyst to address the effects of the different identified textual elements on the perception of the person experiencing the text. So, for example, the analyst might say that the presence of feature x will condition the reception of the text in a particular way. Most texts, of course, include multiple features, so this analytical work involves addressing the cumulative effects of the selected combination of features in the text." (Mark Zachry, "Rhetorical Analysis" from " The Handbook of Business Discourse , " Francesca Bargiela-Chiappini, editor)

"Perhaps the most pervasive type of repeated-word sentence used in greeting card verse is the sentence in which a word or group of words is repeated anywhere within the sentence, as in the following example:

In quiet and thoughtful ways , in happy and fun ways , all ways , and always , I love you.

In this sentence, the word ways is repeated at the end of two successive phrases, picked up again at the beginning of the next phrase, and then repeated as part of the word always . Similarly, the root word all initially appears in the phrase 'all ways' and is then repeated in a slightly different form in the homophonic word always . The movement is from the particular ('quiet and thoughtful ways,' 'happy and fun ways'), to the general ('all ways'), to the hyperbolic ('always')." (Frank D'Angelo, "The Rhetoric of Sentimental Greeting Card Verse." Rhetoric Review )

"Starbucks not just as an institution or as a set of verbal discourses or even advertising but as a material and physical site is deeply rhetorical...Starbucks weaves us directly into the cultural conditions of which it is constitutive. The color of the logo, the performative practices of ordering, making, and drinking the coffee, the conversations around the tables, and the whole host of other materialities and performances of/in Starbucks are at once the rhetorical claims and the enactment of the rhetorical action urged. In short, Starbucks draws together the tripartite relationships among place, body, and subjectivity. As a material/rhetorical place, Starbucks addresses and is the very site of a comforting and discomforting negotiation of these relationships." (Greg Dickinson, "Joe's Rhetoric: Finding Authenticity at Starbucks." Rhetoric Society Quarterly )

"What essentially are the differences between literary criticism analysis and rhetorical analysis? When a critic explicates Ezra Pound's Canto XLV , for example, and shows how Pound inveighs against usury as an offense against nature that corrupts society and the arts, the critic must point out the 'evidence'—the 'artistic proofs' of example and enthymeme [a formal syllogistic argument that is incompletely stated}—that Pound has drawn upon for his fulmination. The critic will also call attention to the 'arrangement' of the parts of that argument as a feature of the 'form' of the poem just as he may inquire into the language and syntax. Again these are matters that Aristotle assigned mainly to rhetoric...

"All critical essays dealing with the persona of a literary work are in reality studies of the 'Ethos' of the 'speaker' or 'narrator'—the voice—source of the rhythmic language which attracts and holds the kind of readers the poet desires as his audience, and the means this persona consciously or unconsciously chooses, in Kenneth Burke's term, to 'woo' that reader-audience." (Alexander Scharbach, "Rhetoric and Literary Criticism: Why Their Separation." College Composition and Communication )

Audience Analysis in Speech and Composition
Definition and Examples of Ethos in Classical Rhetoric
A Rhetorical Analysis of U2's 'Sunday Bloody Sunday'
Invented Ethos (Rhetoric)
Rhetoric: Definitions and Observations
What Is Phronesis?
Feminist Literary Criticism
An Introduction to Rhetorical Questions
Enthymeme - Definition and Examples
Deliberative Rhetoric
Persuasion and Rhetorical Definition
Use Social Media to Teach Ethos, Pathos and Logos
Pathos in Rhetoric
Definition and Examples of Rhetorical Stance
Definition and Examples of Analysis in Composition
Definition and Examples of Senders in Communication

How to Write the AP Lang Rhetorical Analysis Essay (With Example)

November 27, 2023

how to write AP Lang rhetorical analysis essay example

Feeling intimidated by the AP Lang Rhetorical Analysis Essay? We’re here to help demystify. Whether you’re cramming for the AP Lang exam right now or planning to take the test down the road, we’ve got crucial rubric information, helpful tips, and an essay example to prepare you for the big day. This post will cover 1) What is the AP Lang Rhetorical Analysis Essay? 2) AP Lang Rhetorical Analysis Rubric 3) AP Lang Rhetorical Analysis: Sample Prompt 4) AP Lang Rhetorical Analysis Essay Example 5)AP Lang Rhetorical Analysis Essay Example: Why It Works

What is the AP Lang Rhetorical Analysis Essay?

The AP Lang Rhetorical Analysis Essay is one of three essays included in the written portion of the AP English Exam. The full AP English Exam is 3 hours and 15 minutes long, with the first 60 minutes dedicated to multiple-choice questions. Once you complete the multiple-choice section, you move on to three equally weighted essays that ask you to synthesize, analyze, and interpret texts and develop well-reasoned arguments. The three essays include:

Synthesis essay: You’ll review various pieces of evidence and then write an essay that synthesizes (aka combines and interprets) the evidence and presents a clear argument. Read our write up on How to Write the AP Lang Synthesis Essay here.

Argumentative essay: You’ll take a stance on a specific topic and argue your case.

Rhetorical essay: You’ll read a provided passage, then analyze the author’s rhetorical choices and develop an argument that explains why the author made those rhetorical choices.

AP Lang Rhetorical Analysis Rubric

The AP Lang Rhetorical Analysis Essay is graded on just 3 rubric categories: Thesis, Evidence and Commentary, and Sophistication . At a glance, the rubric categories may seem vague, but AP exam graders are actually looking for very particular things in each category. We’ll break it down with dos and don’ts for each rubric category:

Thesis (0-1 point)

There’s nothing nebulous when it comes to grading AP Lang Rhetorical Analysis Essay thesis. You either have one or you don’t. Including a thesis gets you one point closer to a high score and leaving it out means you miss out on one crucial point. So, what makes a thesis that counts?

Make sure your thesis argues something about the author’s rhetorical choices. Making an argument means taking a risk and offering your own interpretation of the provided text. This is an argument that someone else might disagree with.
A good test to see if you have a thesis that makes an argument. In your head, add the phrase “I think that…” to the beginning of your thesis. If what follows doesn’t logically flow after that phrase (aka if what follows isn’t something you and only you think), it’s likely you’re not making an argument.
Avoid a thesis that merely restates the prompt.
Avoid a thesis that summarizes the text but does not make an argument.

Evidence and Commentary (0-4 points)

This rubric category is graded on a scale of 0-4 where 4 is the highest grade. Per the AP Lang Rhetorical Analysis rubric, to get a 4, you’ll want to:

Include lots of specific evidence from the text. There is no set golden number of quotes to include, but you’ll want to make sure you’re incorporating more than a couple pieces of evidence that support your argument about the author’s rhetorical choices.
Make sure you include more than one type of evidence, too. Let’s say you’re working on your essay and have gathered examples of alliteration to include as supporting evidence. That’s just one type of rhetorical choice, and it’s hard to make a credible argument if you’re only looking at one type of evidence. To fix that issue, reread the text again looking for patterns in word choice and syntax, meaningful figurative language and imagery, literary devices, and other rhetorical choices, looking for additional types of evidence to support your argument.
After you include evidence, offer your own interpretation and explain how this evidence proves the point you make in your thesis.
Don’t summarize or speak generally about the author and the text. Everything you write must be backed up with evidence.
Don’t let quotes speak for themselves. After every piece of evidence you include, make sure to explain your interpretation. Also, connect the evidence to your overarching argument.

Sophistication (0-1 point)

In this case, sophistication isn’t about how many fancy vocabulary words or how many semicolons you use. According to College Board , one point can be awarded to AP Lang Rhetorical Analysis essays that “demonstrate sophistication of thought and/or a complex understanding of the rhetorical situation” in any of these three ways:

Explaining the significance or relevance of the writer’s rhetorical choices.
Explaining the purpose or function of the passage’s complexities or tensions.
Employing a style that is consistently vivid and persuasive.

Note that you don’t have to achieve all three to earn your sophistication point. A good way to think of this rubric category is to consider it a bonus point that you can earn for going above and beyond in depth of analysis or by writing an especially persuasive, clear, and well-structured essay. In order to earn this point, you’ll need to first do a good job with your thesis, evidence, and commentary.

Focus on nailing an argumentative thesis and multiple types of evidence. Getting these fundamentals of your essay right will set you up for achieving depth of analysis.
Explain how each piece of evidence connects to your thesis.
Spend a minute outlining your essay before you begin to ensure your essay flows in a clear and cohesive way.
Steer clear of generalizations about the author or text.
Don’t include arguments you can’t prove with evidence from the text.
Avoid complex sentences and fancy vocabulary words unless you use them often. Long, clunky sentences with imprecisely used words are hard to follow.

AP Lang Rhetorical Analysis: Sample Prompt

The sample prompt below is published online by College Board and is a real example from the 2021 AP Exam. The prompt provides background context, essay instructions, and the text you need to analyze. For sake of space, we’ve included the text as an image you can click to read. After the prompt, we provide a sample high scoring essay and then explain why this AP Lang Rhetorical Analysis essay example works.

Suggested time—40 minutes.

(This question counts as one-third of the total essay section score.)

On February 27, 2013, while in office, former president Barack Obama delivered the following address dedicating the Rosa Parks statue in the National Statuary Hall of the United States Capitol building. Rosa Parks was an African American civil rights activist who was arrested in 1955 for refusing to give up her seat on a segregated bus in Montgomery, Alabama. Read the passage carefully. Write an essay that analyzes the rhetorical choices Obama makes to convey his message.

In your response you should do the following:

Respond to the prompt with a thesis that analyzes the writer’s rhetorical choices.
Select and use evidence to support your line of reasoning.
Explain how the evidence supports your line of reasoning.
Demonstrate an understanding of the rhetorical situation.
Use appropriate grammar and punctuation in communicating your argument.

AP Lang Rhetorical Analysis Essay Example

In his speech delivered in 2013 at the dedication of Rosa Park’s statue, President Barack Obama acknowledges everything that Parks’ activism made possible in the United States. Telling the story of Parks’ life and achievements, Obama highlights the fact that Parks was a regular person whose actions accomplished enormous change during the civil rights era. Through the use of diction that portrays Parks as quiet and demure, long lists that emphasize the extent of her impacts, and Biblical references, Obama suggests that all of us are capable of achieving greater good, just as Parks did.

Although it might be a surprising way to start to his dedication, Obama begins his speech by telling us who Parks was not: “Rosa Parks held no elected office. She possessed no fortune” he explains in lines 1-2. Later, when he tells the story of the bus driver who threatened to have Parks arrested when she refused to get off the bus, he explains that Parks “simply replied, ‘You may do that’” (lines 22-23). Right away, he establishes that Parks was a regular person who did not hold a seat of power. Her protest on the bus was not part of a larger plan, it was a simple response. By emphasizing that Parks was not powerful, wealthy, or loud spoken, he implies that Parks’ style of activism is an everyday practice that all of us can aspire to.

AP Lang Rhetorical Analysis Essay Example (Continued)

Even though Obama portrays Parks as a demure person whose protest came “simply” and naturally, he shows the importance of her activism through long lists of ripple effects. When Parks challenged her arrest, Obama explains, Martin Luther King, Jr. stood with her and “so did thousands of Montgomery, Alabama commuters” (lines 27-28). They began a boycott that included “teachers and laborers, clergy and domestics, through rain and cold and sweltering heat, day after day, week after week, month after month, walking miles if they had to…” (lines 28-31). In this section of the speech, Obama’s sentences grow longer and he uses lists to show that Parks’ small action impacted and inspired many others to fight for change. Further, listing out how many days, weeks, and months the boycott lasted shows how Parks’ single act of protest sparked a much longer push for change.

To further illustrate Parks’ impact, Obama incorporates Biblical references that emphasize the importance of “that single moment on the bus” (lines 57-58). In lines 33-35, Obama explains that Parks and the other protestors are “driven by a solemn determination to affirm their God-given dignity” and he also compares their victory to the fall the “ancient walls of Jericho” (line 43). By of including these Biblical references, Obama suggests that Parks’ action on the bus did more than correct personal or political wrongs; it also corrected moral and spiritual wrongs. Although Parks had no political power or fortune, she was able to restore a moral balance in our world.

Toward the end of the speech, Obama states that change happens “not mainly through the exploits of the famous and the powerful, but through the countless acts of often anonymous courage and kindness” (lines 78-81). Through carefully chosen diction that portrays her as a quiet, regular person and through lists and Biblical references that highlight the huge impacts of her action, Obama illustrates exactly this point. He wants us to see that, just like Parks, the small and meek can change the world for the better.

AP Lang Rhetorical Analysis Essay Example: Why It Works

We would give the AP Lang Rhetorical Analysis essay above a score of 6 out of 6 because it fully satisfies the essay’s 3 rubric categories: Thesis, Evidence and Commentary, and Sophistication . Let’s break down what this student did:

The thesis of this essay appears in the last line of the first paragraph:

“ Through the use of diction that portrays Parks as quiet and demure, long lists that emphasize the extent of her impacts, and Biblical references, Obama suggests that all of us are capable of achieving greater good, just as Parks did .”

This student’s thesis works because they make a clear argument about Obama’s rhetorical choices. They 1) list the rhetorical choices that will be analyzed in the rest of the essay (the italicized text above) and 2) include an argument someone else might disagree with (the bolded text above).

Evidence and Commentary:

This student includes substantial evidence and commentary. Things they do right, per the AP Lang Rhetorical Analysis rubric:

They include lots of specific evidence from the text in the form of quotes.
They incorporate 3 different types of evidence (diction, long lists, Biblical references).
After including evidence, they offer an interpretation of what the evidence means and explain how the evidence contributes to their overarching argument (aka their thesis).

Sophistication

This essay achieves sophistication according to the AP Lang Rhetorical Analysis essay rubric in a few key ways:

This student provides an introduction that flows naturally into the topic their essay will discuss. Before they get to their thesis, they tell us that Obama portrays Parks as a “regular person” setting up their main argument: Obama wants all regular people to aspire to do good in the world just as Rosa Parks did.
They organize evidence and commentary in a clear and cohesive way. Each body paragraph focuses on just one type of evidence.
They explain how their evidence is significant. In the final sentence of each body paragraph, they draw a connection back to the overarching argument presented in the thesis.
All their evidence supports the argument presented in their thesis. There is no extraneous evidence or misleading detail.
They consider nuances in the text. Rather than taking the text at face value, they consider what Obama’s rhetorical choices imply and offer their own unique interpretation of those implications.
In their final paragraph, they come full circle, reiterate their thesis, and explain what Obama’s rhetorical choices communicate to readers.
Their sentences are clear and easy to read. There are no grammar errors or misused words.

AP Lang Rhetorical Analysis Essay—More Resources

Looking for more tips to help your master your AP Lang Rhetorical Analysis Essay? Brush up on 20 Rhetorical Devices High School Students Should Know and read our Tips for Improving Reading Comprehension . If you’re ready to start studying for another part of the AP English Exam, find more expert tips in our How to Write the AP Lang Synthesis blog post.

Considering what other AP classes to take? Read up on the Hardest AP Classes .

High School Success

Christina Wood

Christina Wood holds a BA in Literature & Writing from UC San Diego, an MFA in Creative Writing from Washington University in St. Louis, and is currently a Doctoral Candidate in English at the University of Georgia, where she teaches creative writing and first-year composition courses. Christina has published fiction and nonfiction in numerous publications, including The Paris Review , McSweeney’s , Granta , Virginia Quarterly Review , The Sewanee Review , Mississippi Review , and Puerto del Sol , among others. Her story “The Astronaut” won the 2018 Shirley Jackson Award for short fiction and received a “Distinguished Stories” mention in the 2019 Best American Short Stories anthology.

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Part 4: Rhetorical Modes

16 Rhetorical Analysis

What is a rhetorical analysis.

A Rhetorical analysis begins with the examination of the content and the style of the author. A rhetorical analysis is an examination of the topic, purpose, audience, and context of a piece of text. A text can be written, spoken, or conveyed in some other manner.

Sometimes, the best way to learn how to write a good argument is to start by analyzing other arguments. When you do this, you get to see what works, what doesn’t, what strategies another author uses, what structures seem to work well and why, and more.

In the paragraphs that follow, you will learn about analyzing arguments for both content and rhetorical strategies. The content analysis may come a little easier for you, but the rhetorical analysis is extremely important. To become a good writer, we must develop the language of writing and learn how to use that language to talk about the “moves” other writers make.

When we understand the decisions other writers make and why, it helps us make more informed decisions as writers. We can move from being the “accidental” writer, where we might do well but are not sure why, to being a “purposeful” writer, where we have an awareness of the impact our writing has on our audience at all levels.

The ultimate goal of a rhetorical analysis is twofold:

to analyze how well the rhetorical elements work together to create a fitting response, and
to evaluate the overall effectiveness of that response.

To examine that goal, there are a couple of approaches that can be made in writing an analysis. The first is to ask some basic questions.

How has the place affected the writing?
How have the rhetorical elements (rhetorical appeals) affected the writing?
Do the means of delivery, genre, or medium impact the audience?

You might evaluate how successfully that creator has identified the rhetorical audience, shaped a fitting response, or employed the best available means.

Or you might focus on the use of the rhetorical appeals and the overall success of their use.

Whether or not you agree with the text is beside the point. Your job is to analyze how and how well the text’s creator has accomplished the purpose of that text.

HOW is the analysis of the parts
HOW WELL is the overall evaluation

Thinking Rhetorically

A book entitled The Rhetorical Tradition

To add to this trickiness, you can write a rhetorical analysis of any piece of information, not just an essay. You may be asked to write a rhetorical analysis of an ad, an image, or a commercial.

The key is to start now! Rhetorical analysis is going to help you think about strategies other authors have made and how or why these strategies work or don’t work. In turn, your goal is to be more aware of these things in your own writing.

When you analyze a work rhetorically, you are going to explore the following concepts in a piece:

Style or Voice

You will be thinking about the decisions an author has made along these lines and thinking about whether these decisions are effective or ineffective.

Types of Argument

Just as there many types of essays you will write in college and many types of writing in general, argumentative essays come in many forms as well. There are three basic structures or types of an argument you are likely to encounter in college: the Toulmin argument, the Rogerian argument, and the Classical or Aristotelian argument. Although the Toulmin method was originally developed to analyze arguments, some professors will ask you to model its components. Each of these serves a different purpose, and deciding which type to use depends upon the rhetorical situation: In other words, you have to think about what is going to work best for your audience given your topic and the situation in which you are writing.

Toulmin Argument

The Toulmin method, developed by philosopher Stephen Toulmin , is essentially a structure for analyzing arguments. But the elements for analysis are so clear and structured that many professors now have students write argumentative essays with the elements of the Toulmin method in mind.

This type of argument works well when there are no clear truths or absolute solutions to a problem. Toulmin arguments take into account the complex nature of most situations.

There are six elements for analyzing, and, in this case, presenting arguments that are important to the Toulmin method.

These elements of a Toulmin analysis can help you as both a reader and a writer. When you’re analyzing arguments as a reader, you can look for these elements to help you understand the argument and evaluate its validity. When you’re writing an argument, you can include these same elements to ensure your audience will see the validity in your claims.

A flow chart demonstrates the organization of a Toulmin structure. The central piece is "Warrant." Connected to that at the top are "Claim" and "Data", which are also connected to one another. Beneath "Warrant" are "Backing" and "Rebuttal," which are attached to each other as well as Warrant. To the left is "Qualifier," which only attaches to Warrant.

The claim is a statement of opinion that the author is asking her or his audience to accept as true.

There should be more laws to regulate texting while driving in order to cut down on dangerous car accidents.

The grounds are the facts, data, or reasoning upon which the claim is based. Essentially, the grounds are the facts making the case for the claim.

The National Safety Council estimates that 1.6 million car accidents per year are caused by cell phone use and texting.

The warrant is what links the grounds to the claim. This is what makes the audience understand how the grounds are connected to supporting the claim. Sometimes, the warrant is implicit (not directly stated), but the warrant can be stated directly as well. As a writer, you are making assumptions about what your audience already believes, so you have to think about how clear your warrant is and if you need to state it directly for your audience. You must also think about whether or not a warrant is actually an unproven claim.

The backing gives additional support for the claim by addressing different questions related to your claim.

The qualifier is essentially the limits to the claim or an understanding that the claim is not true in all situations. Qualifiers add strength to claims because they help the audience understand the author does not expect her or his opinion to be true all of the time or for her or his ideas to work all of the time. If writers use qualifiers that are too broad, such as “always” or “never,” their claims can be really difficult to support. Qualifiers like “some” or “many” help limit the claim, which can add strength to the claim.

The rebuttal is when the author addresses the opposing views. The author can use a rebuttal to pre-empt counter-arguments, making the original argument stronger.

Aristotelian Argument

The Aristotelian or classical argument is a style of argument developed by the famous Greek philosopher and rhetorician, Aristotle . In this style of argument, your goal as a writer is to convince your audience of something. The goal is to use a series of strategies to persuade your audience to adopt your side of the issue. Although ethos , pathos , and logos play a role in any argument, this style of argument utilizes them in the most persuasive ways possible.

Of course, your professor may require some variations, but here is the basic format for an Aristotelian, or classical, argumentative essay:

Introduce your issue. At the end of your introduction, most professors will ask you to present your thesis. The idea is to present your readers with your main point and then dig into it.
Present your case by explaining the issue in detail and why something must be done or a way of thinking is not working. This will take place over several paragraphs.
Address the opposition. Use a few paragraphs to explain the other side. Refute the opposition one point at a time.
Provide your proof. After you address the other side, you’ll want to provide clear evidence that your side is the best side.
Present your conclusion. In your conclusion, you should remind your readers of your main point or thesis and summarize the key points of your argument. If you are arguing for some kind of change, this is a good place to give your audience a call to action. Tell them what they could do to make a change.

For a visual representation of this type of argument, check out the Aristotelian infographic below.

Rogerian Argument

When most of us think of arguments, we think about winners of arguments and losers of arguments. Arguments, even sometimes academic arguments, can be strong and forceful. An Aristotelian or classical argument is a strong, “this is my assertion and here’s why I am right” kind of argument. But that kind of argument isn’t going to work in all situations. When your audience is a really difficult one in the sense that you know your audience isn’t going to completely agree with your side of the issue, it can be a good idea to try to find a middle ground. The Rogerian argument finds that middle ground.

Based on the work of psychologist Carl Rogers (pictured on the right), a Rogerian argument focuses on finding a middle ground between the author and the audience. This type of argument can be extremely persuasive and can help you, as a writer, understand your own biases and how you might work to find common ground with others.

Here is a summary of the basic strategy for a Rogerian argument, and the infographic on the following page should be helpful as well.

In your essay, first, introduce the problem .
Acknowledge the other side before you present your side of the issue. This may take several paragraphs.
Next, you should carefully present your side of the issue in a way that does not dismiss the other side. This may also take several paragraphs.
You should then work to bring the two sides together . Help your audience see the benefits of the middle ground. Make your proposal for the middle ground here, and be sure to use an even, respectful tone. This should be a key focus of your essay and may take several paragraphs.
Finally, in your conclusion, remind your audience of the balanced perspective you have presented and make it clear how both sides benefit when they meet in the middle.

For a visual representation of this type of argument, check out the Rogerian infographic below.

Types of Argument Activity

This interaction will give you a chance to practice what you have learned about the different types of argument and when it might be most appropriate to use one type over another. Read the scenarios and, then, choose a rhetorical style. You will be told if you are correct or not, and which type of argument would work best in that scenario, and why.

After completing this activity, you may download or print a completion report that summarizes your results.

Analyze This

You have learned about some of the most common organizational structures for academic arguments and learned about the benefits of each one—as well as when it might be best to use each one.

Before you begin working with your own academic argument structure, it might be helpful to review another academic argument for its organizational structure.

In the following video, watch as one student analyzes a traditional academic argumentative essay ( Cheap Thrills: The Price of Fast Fashion ), one that most closely follows the Aristotelian structure.

See It in Practice

Although there are many options for organizing your argument, understanding these three basic argumentative types can help you make a good decision about which type of argument would work best given your topic and audience.

Watch as our student writer makes notes and comes to a decision about which type of argument she’ll use as she works with a controversial topic and a potentially difficult audience.

Thinking About Content

The Toulmin method described in this learning area is a great tool for analyzing the content of an argument. In fact, it was developed as a tool for analyzing the content of an argument. Using the different concepts we learn in the Toulmin model, we are able to examine an argument by thinking about what claim is being made, what evidence is being used to support that claim, the warrants behind that evidence, and more.

When you analyze an argument, there is a good chance your professor will have you review and use the Toulmin information provided in the Excelsior OWL.

However, the lessons you have learned about logical fallacies will also help you analyze the content of an argument. You’ll want to look closely at the logic being presented in the claims and evidence. Does the logic hold up, or do you see logical fallacies? Obviously, if you see fallacies, you should really question the argument.

Basic Questions for a Rhetorical Analysis

What is the rhetorical situation?

What occasion gives rise to the need or opportunity for persuasion?
What is the historical occasion that would give rise to the composition of this text?

Who is the author/speaker?

How does he or she establish ethos (personal credibility)?
Does he/she come across as knowledgeable? fair?
Does the speaker’s reputation convey a certain authority?

What is his/her intention in speaking?

To attack or defend?
To exhort or dissuade from certain action?
To praise or blame?
To teach, to delight, or to persuade?

Who makes up the audience?

Who is the intended audience?
What values does the audience hold that the author or speaker appeals to?
Who have been or might be secondary audiences?
If this is a work of fiction, what is the nature of the audience within the fiction?

What is the content of the message?

Can you summarize the main idea?
What are the principal lines of reasoning or kinds of arguments used?
What topics of invention are employed?
How does the author or speaker appeal to reason? to emotion?

What is the form in which it is conveyed?

What is the structure of the communication; how is it arranged?
What oral or literary genre is it following?
What figures of speech (schemes and tropes) are used?
What kind of style and tone is used and for what purpose?

How do form and content correspond?

Does the form complement the content?
What effect could the form have, and does this aid or hinder the author’s intention?

Does the message/speech/text succeed in fulfilling the author’s or speaker’s intentions?

Does the author/speaker effectively fit his/her message to the circumstances, times, and audience?
Can you identify the responses of historical or contemporary audiences?

What does the nature of the communication reveal about the culture that produced it?

What kinds of values or customs would the people have that would produce this?
How do the allusions, historical references, or kinds of words used place this in a certain time and location?

Sample Rhetorical Analysis

Seeing rhetorical analysis in action is one of the best ways to understand it. Read the sample rhetorical analysis of an article . If you like, you can read the original article the student analyzes: Why I won’t buy an iPad (and think you shouldn’t, either) .

Time to Write

Purpose: This assignment will demonstrate the understanding of Rhetorical Analysis and Preliminary Research. This assignment will connect to the course competencies of writing for specific rhetorical contexts, using appropriate conventions in writing, an

This assignment frames the topic, purpose, audience, and context for the approved research topic from Research Prospectus 1.

At this time you will utilize two or three sources as in-text citations and on the References.

Choose a single source (selection) for rhetorical analysis that meets the following criteria.

Is the text responding to an opportunity to make a change? (Does it look at solving a problem?)
What is the rhetorical opportunity for change?
How is it identified?
How is it connected to your research proposal topic?

After you have selected a text, read it carefully, keeping in mind that the ultimate goal of a rhetorical analysis is twofold: (1) to analyze how well the rhetorical elements work together to create a fitting response, and (2) to assess the overall effectiveness of that response. Then, write answers to the following questions, citing material from the text itself to support each answer:

Are the available means anchored to the writer’s place?

Who created the text? What credentials or expertise does that person or group have? Why is the creator of the text engaged with this opportunity? Is this an opportunity that can be modified through language? What opinions or biases did the person or group bring to the text?
What is the place (physical, social, academic, economic, and so on) from which the creator of the text forms and sends the response? What are the resources of that place? What are its constraints (or limitations)?
Who is the audience for the message? What relationship is the creator of the text trying to establish with the audience? What opinions or biases might the audience hold? How might the audience feel about this rhetorical opportunity? And, most important, can this audience modify or help bring about a modification of the rhetorical opportunity? How?

Do the available means include the rhetorical elements of the message itself?

Identify the rhetorical elements of the message itself. In other words, where and how does the person or group employ the rhetorical appeals of ethos, pathos, and logos? How are credentials, goodwill, or good sense evoked to establish ethos? How is evidence (examples, statistics, data, and so forth) used to establish logos? And how is an emotional connection created to establish pathos? Keep in mind that the rhetorical appeals can sometimes overlap.
What kind of language does the creator of the text use? Is it plain or specialized, slang or formal? How does the choice of language reveal how the person or group views the intended audience?

Do the available means deliver a message in a genre and medium that reaches the audience?

Is the intended audience for the text a rhetorical audience? Draw on evidence from the text to support your answer.
If the audience is a rhetorical one, what can it do to resolve the problem?
Does the response address and fit the rhetorical opportunity? How exactly? If not, how might the response be reshaped so that it does fit?
Is the response delivered in an appropriate medium that reaches its intended audience? Why is that medium appropriate? Or how could it be adjusted to be appropriate?
Can you think of other responses to similar rhetorical situations? What genre is commonly used? Does the creator of this text use that genre? If not, what is the effect of going against an audience’s expectations?

Now that you have carefully read the text and answered all of the questions, you are ready to write your rhetorical analysis. How does your analysis of the use of the available means reveal

How well the rhetorical elements work together to create a fitting response to an opportunity for change?
How effective the response is?

As you begin, search your answers for an idea that can serve as your claim or thesis. For example, you might focus on the declared goal—if there is one—of the creator of the text and whether it has been achieved. You might assess how successfully that creator has identified the rhetorical audience, shaped a fitting response, or employed the best available means. Or you might focus on the use of the rhetorical appeals and the overall success of their use.

Whether or not you agree with the text is beside the point.

Your job is to analyze an essay, examining how, and how well, the text’s creator has accomplished the purpose of that text.

Key Grading Considerations

The intro provides context for the rest of the paper
The thesis is explicit, specific, and clear
The thesis is analytical in nature
The conclusion recasts the thesis and provides cohesion to the whole paper
rhetorical triangle (audience, author, purpose)
and rhetorical appeals (logos, ethos, pathos)
focus is on an analysis (not a summary or the author’s own ideas of the issue)
Smooth flow of ideas ordered in a logical sequence that effectively guides the reader
Each paragraph has a well-supported clearly-stated main point
The topic sentences focus on analysis
There is an effective use of transitions.
Uses the Rhetorical Triangle to Target the Audience
Language Use & Mechanics
Fully in APA Format

ATTRIBUTIONS

Content Adapted from Excelsior Online Writing Lab (OWL). (2020). Excelsior College. Retrieved from https://owl.excelsior.edu/ licensed under a Creative Commons Attribution-4.0 International License .
Basic Questions for Rhetorical Analysis. Authored by : Gideon O. Burton. Provided by : Brigham Young University. Located at : http://rhetoric.byu.edu . Project : Silva Rhetoricae. License : CC BY: Attribution
Original Content from Christine Jones. (2021). Rhetorical Analysis. Licensed under a CC0 1.0 Universal (CC0 1.0) Public Domain Dedication .

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9.3 Glance at Genre: Rhetorical Strategies

Learning outcomes.

By the end of this section, you will be able to:

Identify key rhetorical strategies that authors use to persuade readers.
Analyze texts to demonstrate understanding of key rhetorical concepts.
Identify genre conventions and explain how they are shaped by purpose, culture, and expectation.

Rhetorical analysis is the genre , or type of writing, that examines the way writers and speakers use language to influence readers. Rather than describing or summarizing content—the what of characters or themes—rhetorical analysis focuses on the individual parts of a text to show how language works to create the effects the writer wants. In other words, in addition to content, writers use rhetorical strategies to deliver and strengthen their ideas and thus influence their readers. A rhetorical analysis should, therefore, address the rhetorical situation , or conditions of communication that surround the rhetoric. These consist of the author (who), message (what), readers (to whom), purpose (why), means (how), context (where and when), and culture (community).

Culture refers to the way of life that a defined group of people establish. Their beliefs, laws, customs, and habits represent them as a group and may provide a signature to identify who they are and what they have accomplished. Rhetorical analysis must take these factors into full consideration, especially because cultural patterns are constantly changing and evolving with new knowledge and behaviors. Moreover, culture will vary greatly from group to group. Subgroups within a larger culture—for example, minorities within a majority population—may have distinct expressions of culture. When rhetorical analysis approaches language of a particular culture, questions may arise about who is best equipped to do the analysis and on what criteria, based on time and place.

Writers of rhetorical analyses consider these elements carefully and ask questions based on them. What are the goals of the author of the text? What factors are at play in the author’s choice of strategies used to make a rhetorical impact? What may occur in the interaction between the writer and reader? Will readers approach the piece neutrally, with no previous opinions? Are they likely to agree because they are of the same opinion, or are they hostile and ready to reject the arguments? Have they heard or read the ideas before? Will the ideas be too radical or too familiar? Are readers likely to see the author as sharing the field with them or as a stranger who must win their confidence?

The Workings of Rhetorical Analysis

The aim of rhetorical analysis is not to find agreement with or praise for the writer, although either may be implied or stated. The essential task of analyzing requires a detachment that will convince the readers of the validity and effectiveness (or lack thereof) of the writing by identifying the writer’s tools and what they accomplish.

As you formulate your rhetorical analysis, be aware of the following approaches and strategies that writers use to persuade an audience. Your goal will be to identify them in your analysis, explain their use, and evaluate their effectiveness.

Establishing credibility. Writers include their credentials or experience with the subject to ensure that readers will take them seriously as someone who knows what they’re talking about. To reinforce their authority, they cite reliable sources as support for their points.
Sharing personal experience. Sharing a personal experience related to the subject enhances credibility and may also appeal to readers’ emotions.
Targeting emotional concerns. By specifically addressing those incidents or outcomes that readers may fear or desire, the author can rally them to take a particular position. Emotional concerns also include appeals to the five senses and to broader sentiments such as love, loyalty, anger, justice, or patriotism.
Using devices that draw attention to claims. These include literary devices such as parallelism, repetition, and rhetorical questions that writers and speakers use to emphasize points and unify a text.
Supporting claims with convincing evidence. Ways of supporting claims include quoting, summarizing, or paraphrasing expert opinions; relating anecdotes and examples; and citing appropriate statistics and facts.
Acknowledging the opposition. If a writer makes a point of explaining other groups’ positions carefully and respectfully, readers from those groups, as well as the target audience, are more likely to be responsive to the writer. By acknowledging the opposition, writers show they have considered opposing views and can then demonstrate that their position is preferable.
Questioning the motivation of the opposition. By exposing others’ possibly conflicting interests, the writer can undermine the credibility of an opponent’s character or argument.

In addition to these, writers may use more questionable rhetorical devices to persuade readers. While the techniques of each strategy differ, all lead away from the actual argument and seek to persuade through means other than reasonable, logical thought. Such strategies include bandwagon, ad hominem (name-calling), bait and switch, and more. Recall the roommates’ use of some of these in their efforts at persuasion in Breaking the Whole into Its Parts .

Rhetorical Strategies in Advertising and Public Policy

The strategies and other devices of rhetorical writing that are open to analysis are present in many types of communication, including multimodal examples such as advertisements that combine visuals with carefully crafted texts, dialogue, and voice-over.

Look at the M&Ms commercial, for example, in this collection of Super Bowl ads. Starting at minute 4:57, the prize-winning ad for M&Ms initially shows the widely recognizable candy in its multiple colors as both speaking cartoon figures and symbols of human behavior. The simple pitch: when people have offended others in one of a range of interpersonal blunders, the candy is offered as a peace offering. For example, the first image shows a man on a plane bumping into another passenger’s seat, causing him to spill his drink. The offender then offers the passenger a package of M&Ms. What is the rhetorical strategy behind the situation and the gesture? The ad appeals to pathos in the sense that people feel the need to be liked. Despite the humorous twist in the comment that he kicked the seat on purpose, the offending man nonetheless doesn’t want to be disliked. Nor do the others who commit other blunders. The sense of taste—sweetness—also comes into play, appealing to the senses, as does the sense of sight in the images of the colorful candy.

Furthermore, placing the ad during the Super Bowl targets an audience of game watchers whose ages, interests, and habits have been studied. They may be in a snacking frame of mind, so the appeal of candy is timely (kairos). The ad combines sophistication, appropriate adult behavior, and childishly amusing animation and personification. Seeing the product makes it more memorable. On the other hand, note the subtle use of the bandwagon fallacy: different people in different situations are doing the same thing—offering M&Ms. The bandwagon implication is that if you do something you’re sorry for or should be sorry for (or even if you don’t), giving out M&Ms is the way to apologize and be likable. Because travelers, businesspeople, the religiously observant, and others from different walks of life are doing it, so should you.

Figure 9.4 is an image from the U.S. Forest Service that also reflects the use of rhetorical strategies. Smokey Bear is a symbol created in 1944 to raise awareness of the danger of forest fires. Images of this gentle, personified bear are often accompanied by the slogan “Remember . . . only you can prevent forest fires” or a variation of it. The image shows Smokey dressed in rolled-up jeans, a name belt, and a ranger’s hat. He is reading letters delivered by a mail truck and sent to his own ZIP code, 20252, from children and adults promising to cooperate with his environmental efforts. The entire image is among the most recognizable of American cultural symbols.

The continuing identification of the bear and his appeal over decades is an example of the powerful use of rhetorical devices that speak without seeming to become dated and lose impact. First, a wild and dangerous animal is personified and made credible so that the credibility (ethos) of Smokey as a domesticated father figure with a fuzzy, playful cub climbing on the family mailbox removes any sense of danger and instead makes him into a believable voice for safety. No humans are emphasized in the illustration; the mail truck is seen only in the distance after having delivered another stack of fan mail. Other small animals are present in the background, as are familiar household items such as a shovel, a mailbox, an American flag, a boat on crystal clear water, and the playful images of the ranger’s hat and rolled-up jeans on crossed legs. The drawing features bright primary colors and the dark forest green of bountiful nature. The print medium in the center of the illustration, the sign reading “Prevent forest fires,” unifies the visual.

Because the images are emotionally accessible to children as well as adults, they appeal to widely shared pathos. The unspoken implication is that preventing forest fires will allow these young animals and forest plants to live rather than die in a carelessly started—and deadly—fire. In addition, it will allow human life to continue safely and pleasurably, as viewers can see, far in the background, people sailing and enjoying the water. If children’s wisdom and receptivity to images are present, this idealized picture has great appeal. Rather than a harsh rebuke for adult negligence, the lesson of Smokey relies on the power of rhetoric to modify behavior with specific, carefully crafted appeals. Yet the most frequently used slogan, “Only you can prevent forest fires,” is an example of hyperbole. Certainly “you” are not the sole person responsible for starting or preventing fires. Other people and other factors are at work aside from yourself.

More explicit, however, is this earlier image:

The rhetorical strategy again is pathos, appealing to a sense of guilt. If these children can help prevent fires, then surely adults can do the same, as they are likely more knowledgeable and care for the safety and health of their children.

Rhetorical Analysis: Key Terms

Rhetorical appeals.

When doing a rhetorical analysis, notice these appeals writers use to persuade their audiences.

Ethos : believable, authoritative voice that elicits credibility and audience trust.
Kairos : sense of appropriate timing when attempting to persuade.
Logos : credible information—facts, reasons, or examples—presented as evidence that moves toward a sensible and acceptable conclusion.
Pathos : the use of appeals to feelings and emotions shared by an audience. Some of the general categories are fear, guilt, anger, love, loyalty, patriotism, and duty.

Rhetorical Devices and Language Use

When doing a rhetorical analysis, notice these devices writers use to organize and emphasize their writing.

Figurative language : similes and metaphors. Comparing one aspect of things that in other ways are completely different is an essential part of rhetorical language. Simile example: “The treasure chest of nature’s wonders shone like a pirate’s gold tooth.” Metaphor example: “The pizza was a disk of saucy sunlight.”
Numerical data : statistics and figures. When accurate, numerical data can strengthen an argument.
Parallel structure : repetition of the same pattern of words to show that ideas are equally significant. Parallel structure, or parallelism, calls attention to these ideas, achieves balance, and makes the statements more memorable. Example: “Ask not what your country can do for you but what you can do for your country.”
Personification : giving an inanimate or nonhuman object human characteristics to make it seem alive and relatable. Examples: “The virus packed its bags and spread across the ocean”; “Twitter erupted in outrage.”
Repetition : repeating a single word or group of words to build emphasis. Example: “The first underline cause end underline is poverty; the second underline cause end underline is poor health; the third underline cause end underline is discrimination. These underline causes end underline have been studied, but to what effect?”
Rhetorical question : a question that is not expected to be answered, one for which there is no answer, or one that creates a dramatic effect. Examples: “Has it occurred to you to ask why the economy is so unstable? A first point to consider is . . .”; “Do you think poverty will go away by itself?”
Understatement : presenting something as less important than it is as a way of distancing from the truth. Understatement is often used sarcastically or ironically. Example: “It may not have occurred to politicians that poverty leads to a host of health-related issues.”

Rhetorical Fallacies

When doing a rhetorical analysis, notice these fallacies writers may use to unethically persuade their audiences.

Ad hominem : logical fallacy that attempts to discredit a person, not an argument. Ad hominem , meaning “against the man,” is often termed name-calling . Examples: “She’s just a leftover from another era who can’t accept change”; “He’s a stupid bully and an outright thief.”
Bait and switch : logical fallacy that introduces a point about one thing that is likely to be accepted and then changes the terms once initial agreement occurs. Example: “Buy these phones at this price before they’re all gone!” When you go to buy one, moments later, the phones are gone—and they’re far more expensive.
Bandwagon : logical fallacy often used in advertising and propaganda. It tries to make people do something or think a certain way because everyone is doing it, and if they don’t go along, they will be excluded. Example: “Everyone is buying these sneakers; get yours now before you’re left out.” Negative example: “This style is so dated; no one wears things like this now.”
Causal fallacy : the faulty logic of claiming or believing that an event that follows another event is the result of it. For example, losing your keys after going to a concert does not mean the events are connected causally; going to the concert did not cause you to lose your keys.
Hyperbole : exaggeration. Hyperbole is one of the staples of advertising language. Examples: “Season’s Best Peppermint Glazed Delights”; “I have a ton of homework.”

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5.6: Rhetorical Analysis

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Overview of Rhetorical Analysis

A RHETORICAL ANALYSIS REFERS TO THE PROCESS OF ANALYZING A TEXT, GIVEN SOURCE OR ARTIFACT. The text, source, or artifact may be in written form or in some different sort of communication. The goal of a rhetorical analysis is to take into consideration the purpose, audience, genre, stance, and media/design of the given rhetorical situation. In other words, the analysis explores not only what everything means in the given source (content), but also why the author wrote about it (the purpose), who the author is (background), how the piece was organized (structure), where and/or when it was published (forum), and the intended message conveyed to the audience (topic).

A rhetorical analysis is one of the more challenging assignments in any writing class. Students often confuse a rhetorical analysis with a review because both assignments work to analyze a text. However, a rhetorical analysis reserves judgment on whether they agree/disagree with the topic presented. A review, of course, invites the reviewer to critique how "good" or "bad" the content of the text is. The PROCESS of completing a rhetorical analysis requires the use of different rhetorical strategies. These strategies are: critical reading, strategies for effective communication, persuasive appeals, argumentation, and avoidance of logical fallacies. These specific strategies are discussed in depth throughout the remainder of this page.

The PURPOSE of a rhetorical analysis is to engage in critical thinking with the intention of effectively communicating an intended message to a predetermined audience. In order to successfully determine the intended message of a particular text a good question to guide your analysis is: how did the author craft his/her argument?

Rhetoric is a term that is widely used in many forms, and by itself can mean a great many things. Some use the term in association with political rhetoric, to name the voice and stance, as well as the language that becomes the nature of politics. Rhetoric can be thought of as the way in which you phrase what you are saying, and the forces that impact what you are saying. At its very core RHETORIC IS THE ABILITY TO EFFECTIVELY COMMUNICATE AN INTENDED MESSAGE , whether it is via argumentation, persuasion, or another form of communication.

Critical Reading

Critical reading is the first step in a rhetorical analysis. In order to make a reasonable and logical analysis, you need to apply critical reading skills to a text, given source, or artifact that you intend on analyzing. For example, when reading, you can break the whole text down into several parts. Then, try to determine what the writer is attempting to achieve with the message they are conveying to a predetermined audience; then work to identify the writing strategies s/he is using. Once the text, artifact or given source has been thoroughly analyzed you can determine whether the intended message was effectively communicated.

Reading critically does not simply mean being moved, affected, informed, influenced, and persuaded by a piece of writing; it is much more than that. It refers to analyzing and understanding of how the writing has achieved its effect on the audience. Some specific questions can guide you in your critical reading process. You can use them in reading the text, and if asked to, you can use them in writing a formal analysis. In terms of engaging in critical reading, it is important to begin with broad questions and then work towards asking more specific questions, but in the end the purpose of engaging in critical reading is so that as an analyzer you are asking questions that work to develop the purpose of the artifact, text, or given source you are choosing to analyze.

The following is a list of suggested questions that you may find useful for when you engage in critical reading. However, you do not need to apply all of these questions to every text, artifact, or given source. Rather, you may use them selectively according to the specific reading at hand. The main questions listed below are considered to be broad in nature; with the questions listed via bullet points underneath the broad questions are meant to get at more the specific details of the intended message. Please remember that this is simply one method for getting you started on reading (and then writing) more critically.

POTENTIAL QUESTIONS TO ASK WHEN ENGAGING IN CRITICAL READING:

What is the subject?

Does the subject bring up any personal associations? Is it a controversial one?

What is the thesis (the overall main point)?

How does the thesis interpret the subject? If asked, could you summarize the main idea?

Who is the intended audience?

What values and/or beliefs do they hold that the writer could appeal to?

What is the tone of the text?

What is your reaction to the text, emotional or rational (think of pathos)? Does this reaction change at all throughout the text?

What is the writer's purpose?

To explain? Inform? Anger? Persuade? Amuse? Motivate? Sadden? Ridicule? Attack? Defend?
Is there more than one purpose? Does the purpose shift at all throughout the text?

What methods does the writer use to develop his/her ideas?

Narration? Description? Definition? Comparison? Analogy? Cause and Effect? Example?
Why does the writer use these methods? Do these methods help in his/her development of ideas?

What pattern does the author use for the arrangement of ideas?

Particular to general, broad to specific, spatial, chronological, alternating, or block?
Does the format enhance or detract from the content? Does it help the piece along or distract from it?

Does the writer use adequate transitions to make the text unified and coherent?

Do you think the transitions work well? In what ways do they work well?

Are there any patterns in the sentence structure that make the writer's purpose clear to you?

What are these patterns like if there are some? Does the writer use any fragments or run-on sentences?

Is there any dialog and/or quotations used in the text?

To what effect? For what purpose is this dialog or quotations used?

In what way does the writer use diction?

Is the language emotionally evocative? Does the language change throughout the piece? How does the language contribute to the writer's aim?

Is there anything unusual in the writer's use of punctuation?

What punctuation or other techniques of emphasis (italics, capitals, underlining, ellipses, parentheses) does the writer use?
Is punctuation over- or under-used? Which marks does the writer use where, and to what effect?

Are there any repetitions of important terms throughout the text?

Are these repetitions effective, or do they detract from the text?

Does the writer present any particularly vivid images that stand out?

What is the effect of these images on the writer's purpose?

Are there any tropes--similes, metaphors, personification, hyperbole, comparisons, contrasts, etc. that are employed by the writer?

When does he/she use them? For what reason(s)? Are those devices used to convey or enhance meaning?

Are there any other devices such as humor, wordplay, irony, sarcasm, understatement, or parody that are used in the text?

Is the effect comic relief? Pleasure? Hysteria? Ridicule?

Is there any information about the background of the writer?

Is the writer an acceptable authority on the subject? How do you know?

Basic Rhetorical Strategies for Effective Communication

After engaging in a critical analysis or reading of your intended artifact, text, or given source, the next step in the process of completing an effective rhetorical analysis is to discuss your discoveries. For the purposes of writing, when we refer to rhetoric, we often talk about it as the art of persuasion or the ability to communicate effectively. There are many different strategies a communicator may employ to effectively communicate his/her message to his/her intended audience. While the rhetorical strategies for effective communication are discussed in terms of writing about your findings, pertaining to your rhetorical analysis, it should be noted that these rhetorical strategies can be employed during the critical analysis or reading portion of your rhetorical analysis project.

Below is a table that breaks down some rhetorical strategies, what they mean, and how to analyze them critically. This table can be used when rhetorically analyzing a text or artifact or when you begin the process of writing about your findings. The purpose of this table is to provide a breakdown of rhetorical strategies and how one can identify them in a message.

Persuasive Appeals

The persuasive appeals, or what could also be known as the rhetorical triangle, were developed by Aristotle to ensure effective communication, and are a cornerstone within the field of Rhetoric and Writing. It is common to see the three persuasive appeals depicted as the points of a triangle because like the points of triangle they each play a role in the ability to hold the message together. Aristotle was a Greek philosopher that believed all three of these rhetorical appeals were needed to effectively communicate an intended message to a pre-determined audience. Aristotle's three rhetorical appeals are: Logos, Ethos, and Pathos; they are discussed in detail throughout the remainder of this section.

Logos is most easily defined as the logical appeal of an argument. It relies on logic or reason and depends on deductive and/or inductive reasoning. Deductive reasoning begins with a generalization and then applies it to a specific case. The generalization you start with must be based on a sufficient amount of reliable evidence. Inductive reasoning takes a specific representative case, or facts, and then draws generalizations or conclusions from them. Inductive reasoning must be based on a sufficient amount of reliable evidence. In other words, the facts you draw on must fairly represent the larger situation or population. Both deductive and inductive reasoning are discussed more in depth further down on this page.

Example of Logos: Say that you are writing a paper on immigration and you say "55,000 illegal immigrants entered this country last year, of those, only 23,000 did it legally." There is obviously something wrong here. Although saying 55,000 immigrants were "illegal" makes for an impressive statistic, it is apparently not correct if you admit that 23,000 of these people immigrated legally. The actual number of illegal immigrants would then be only 32,000, a significantly lower number. The purpose of this example is to demonstrate how having logical progression to an argument is essential in effectively communicating your intended message.

Ethos is the appeal to ethics, the use of authority to persuade an audience to believe in their character. And while ethos is called an ethical appeal, be careful not to confuse it solely with ethics; it encompasses a large number of different things which can include what a person wears, says, the words they use, their tone, their credentials, their experience, their charge over the audience, verbal and nonverbal behavior, criminal records, etc. Ethos gives the author credibility. It is important to build credibility with your audience because without it, readers are less inclined to trust you or accept the argument presented to them. Using credible sources is one method of building credibility. A certain amount of ethos may be implied solely from the author's reputation, but a writer should not rely only on reputation to prop up his/her work. A sure way to damage your ethos is by attacking or insulting an opponent or opposing viewpoint. The most effective ethos should develop from what is said, whether it is in spoken or written form. The most persuasive rhetoricians are the ones that understand this concept.

Example of Ethos: To elaborate, the construction of authority is reflected in how the rhetorician presents herself, what diction she uses, how she phrases her ideas, what other authorities she refers to, how she composes herself under stress, her experience within the context of her message, her personal or academic background, and more. In academia, ethos can be constructed not only by diction, tone, phrasing, and the like, but by what the rhetorician knows. A works cited page reflects this. It says: this author has read these sources, and knows their contents. And if those sources are relevant, reputable, and well regarded, the author has just benefited from that association. At the same time, authors want to make sure they properly introduce their sources within their writing to establish the authority they are drawing from.

Pathos is the appeal to passion, the use of emotion to persuade readers’ or listeners’ opinions in a rhetorical argument. Pathetic appeals (the use of pathos) are characterized by evocative imagery, description, visuals, and the like to create within the reader or listener a sense of emotion: outrage, sorrow, excitement, etc. Pathos is often easily recognizable because audiences tend to know when what they hear or read swells emotion within their hearts and minds. Be careful to distinguish between pathos as a rhetorical vehicle to persuade using emotion and the logical fallacy “appeal to pity” (discussed more in depth further down the page). Both use emotion to make their point, but the fallacy diverts the audience from the issue to the self while the appeal emphasizes the impact of the issue.

Although argument emphasizes reason, there is usually a place for emotion as well. Emotional appeals can use sources such as interviews and individual stories to paint a moving picture of reality, or to illuminate the truth. For example, telling the story of a specific child who has been abused may make for a more persuasive argument than simply stating the number of children abused each year. The story provides the numbers with a human face. However, a writer must be careful not to employ emotional appeals which distract from the crux of the debate, argument, or point trying to be made.

Example of Pathos: A good example of pathos is in public services announcements. Some of the most popular include drug warnings: A woman is at the stove in the kitchen with a skillet. She holds up an egg and says, “This is your brain.” She cracks the egg into the skillet where it immediately begins to cook. “This is your brain on drugs.” Or the more recent billboards cautioning against (meth)amphetamines which show an attractive young person juxtaposed against a mug-shot of the same person at a later date but with pustules, open sores, missing teeth, unkempt hair, acne, running makeup, and any other assortment of detrimental and hideous signs of the drug’s ruinous capabilities. Audiences are not meant to pity these individuals; rather, the audience is meant to reel in horror at the destruction meth can cause to a person in a short amount of time. In this case, horror or shock is the emotional tool rhetoric wields to persuade. It should be noted that people with acne, unkempt hair, or other traits listed are not necessarily uncommon—in fact, these traits can be found in vast numbers of high school students; the traits are merely shown in conjunction with the normative “before” picture to elicit the desired emotion. Either of the pictures alone would not be rhetorically effective, it is only by placing them together that the audience is passionately moved.

Argumentation

DEDUCTIVE LOGICAL ARGUMENT

A deductive logical argument is one that works from the top to the bottom. It begins with what is known as a "major premise," adds a "minor premise," and attempts to reach a conclusion. A major premise is a statement that names something about a large group, a minor premise takes a single member, and the conclusion attempts to prove that because this single member is a part of the larger group, they must also have the trait named in the original statement. For example:

Now, if it is true that men are tall, and that Bob is a man, then we can safely infer that Bob must be tall. However, beware the logical fallacy. Though it may be true that in certain cultures men are, on average, taller than women, certainly this is not always the case. Being that our major premise is not altogether true, we can now say that this argument is flawed. Furthermore, we might ask what our definition of "tall" is. Tall is different if we are talking about the average population, or basketball players. Also, what is a man? Do transgendered individuals count? We see that the problem becomes far more complex the more we look into it.

INDUCTIVE LOGICAL ARGUMENT

As some would argue that a deductive argument works from the top down, toward a conclusion, some comment that an inductive argument works from the bottom up. This is mildly misleading. What is meant by this is that an inductive logical argument begins with a firm affirmation of truth, a conclusive statement. By getting the audience to agree with this statement, the argument moves to the next "logical" step. It proceeds in this manner until the argument has led you from one seemingly reasonable conclusion to another that you may not have originally agreed with. Take the following as an example. Move through the argument slowly, making sure you understand and agree with each step in the process (and please forgive the religious content, you'll come to see it is irrelevant anyway).

A sample inductive argument by Ben Doberstein

The human soul is inherently free. This is its very nature. We are confined to our mortal, earthly bodies, but our souls must be kept free, or the nature of the soul is entirely negated. If one chooses to believe in a soul, they can only believe that it embraces this (vague idea of ) freedom.

At conception, a child is given a soul. Some may argue that it is not until birth, but if those very same persons are pro-life, they confuse their arguments. Thus, if someone is pro-life, and believes in a soul, they must believe in the freedom of that soul, and also accept that the soul is granted upon conception.

A soul cannot die. By the same means by which it is free over the body, a soul claims immortality while the body decomposes and is ruined. To deny that a soul is immortal is again to deny the very essence of a soul. Thus, if someone is pro-life, and believes in a soul, they must believe in the freedom of that soul, the immortality of the soul, and also accept that the soul is granted upon conception.

A soul cannot be born. It is immortal and cannot die, it is not earthly, it forever exists, and cannot be born. There are tales in Greek mythology of Athena’s birth, yet she bounds from her father’s head a fully decorated woman. She was not born. She existed previously, as Milton writes the Son in Paradise Lost. If one accepts the Bible’s teachings, there can be no reincarnation, another form of birth, a rebirth. Thus, if someone is pro-life, and believes in a soul, and does not accept reincarnation, they must believe in the freedom of that soul, the immortality of the soul that is always and forever (which cannot be born and cannot die), and also accept that the soul is granted upon conception.

A soul being always an essence, and not being able to be reincarnated, can only exist outside of the body, somewhere, until the act of conception occurs. That soul must then be placed in the body that was forever intended to receive it, as it belongs nowhere else. The soul is fated to that one body. Thus, if someone is pro-life, and believes in a soul, and does not accept reincarnation, namely a practicing Catholic, they must also believe in the freedom of the soul, and in the concept of fate. Fate, however, completely opposes the idea of freedom. One cannot then believe in a soul, for it immediately enforces a belief if fate which directly negates the belief in the soul. If our actions are written in a Divine plan, we are not free to make our own choices. Every action has been scripted.

Do not worry, it must be that you were meant to read this.

Having seen this, some might say that the argument defeats Catholicism from an atheist standpoint. Others might find that it argues for the secularization of religion. Still, there are ways in which it supports Catholicism at the same time. Though the argument might seem as if it is disagreeing with the Catholic religion, and some would agree that it is, we must always be looking for the logical fallacy. Upon closer inspection, you may notice that all this argument truly does, in one reading of the text, is to explain the complexity of God through the mind of a human. Catholicism has argued since the beginning that God is impossible to fully explain using the conceptions of man. In that way, this argument only supports that conclusion. Be aware that there will be logic fallacies hidden in almost every argument. If there is more than one side to an argument, such as in religious or political debates, it is most likely because the argument is impossible to prove. Hence, there will be a logical fallacy present.

Logical Fallacies

Logical fallacies, often referred to by their Latin name “non sequitur” (which translates to “it does not follow”), are powerful tools in logic and rhetoric. When an arguer is able to identify her opponent’s fallacious positions, she can point them out and expose a weakness. She undermines her opponent’s position. Arguers comfortable with fallacies have an easier time avoiding them, thus making their positions more tenable. Missteps in logic can be confusing for students: sometimes a fallacy will be called by its Latin name, other times they will be referred to by a synonym; some are clumped together, and others are overly specific. For example: “Argument against the person” is often called an “Ad hominem” argument; a “Complex question” can be referred to as a “Loaded question”; “Appeal to the people” occasionally loses its distinction between direct and indirect (referred to only as “Bandwagon fallacy”); and “Begging the question” many times implies only its aspect of circular reasoning and not the other aspects. However, more important than agreeing on a name is the recognition of these non sequiturs. While a logician might dedicate her life to this topic, as a student you are expected only to avoid fallacies in your own writing and identify them in others’.

The following is a fairly comprehensive table of fallacies, and its purpose if for you to use a reference to ensure that you do not create a logical fallacy as your are writing about your discoveries throughout your rhetorical analysis. Having said that, this table can be used for more than just the completion of a rhetorical analysis; rather this table could be used as a reference for any argument or persuasion you are attempting to effectively communicate to an intended audience.

Free Rhetorical Analysis Generator

🌟 Intro to Rhetorical Analysis Generator

🤔 What Is Rhetorical Analysis?

✒️ Components of Rhetorical Analysis
💎 SOAPSTone Template
📝 Essay Outline

🔗 References

🌟 intro to our free rhetorical analysis generator.

Rhetoric refers to the use of language that helps motivate, persuade, or get the point across to a particular audience. Rhetorical analysis involves studying and evaluating strategies authors and speakers use to achieve this goal. Here, you’ll learn how to use our generator, the fundamentals of rhetorical analysis, and the components of making a great essay.

Rhetorical Analysis Generator & Reasons to Try

It’s not always easy to conduct a good rhetorical analysis. Many students struggle with it and may even fail to submit their work on time. Our rhetorical analysis generator is here to help! It has many benefits that help you finish your work faster:

A rhetorical analysis evaluates a piece of work and the effectiveness with which the author communicated their ideas. It can be anything from a novel to a movie, as long as the work wants to persuade an audience. In other words, instead of discussing the events of The Count of Monte Cristo, you explore what Alexander Dumas wanted to tell his readers, which techniques were used to convey the message, and whether it was successful.

11 Common Rhetorical Analysis Devices

Look at some of the most popular rhetorical devices you can encounter in written and spoken works. They will help you better identify and include them in your upcoming papers.

✒️ Rhetorical Analysis Components & Their Meaning

You can come across several rhetorical analysis methods in your professional and academic work. The rhetorical triangle is the most popular type but has several lesser-known subtypes.

Its components are:

Ethos . This notion appeals to the author or speaker’s credibility. It evaluates a person’s authority on a subject and tells the audience if they should trust them.
Pathos . Pathos deals with emotions. It’s the most effective rhetorical device as it’s used to connect the speaker and the audience. For example, an emotional appeal over the use of facts is a tell-tale sign of propaganda.
Logos . This element backs up a claim with logical and reasonable substance. Through it, the author provides factual evidence that supports their claims.
Kairos . When a writer or a speaker addresses a particular time and place, they use kairos to provide specific context. To illustrate, an address concerning the First Amendment is most effective during a political debate.
Stasis . The final segment of the rhetorical analysis lets people view arguments from different perspectives. This adds an impact and makes the audience more likely to side with the writer or speaker.

💎 Rhetorical Analysis: SOAPSTone Template

Like any analysis, evaluating a person’s rhetorical capabilities requires structure. Without it, you may fail to address some aspects of the work, making your paper incomplete. You can make this process easier with the SOAPSTone template and its components:

📝 Rhetorical Analysis Essay Outline

Writing any type of essay requires structure and cohesion. While you may have encountered this structure before, it’s worth to remember the basics. A rhetorical analysis paper outline requires the following elements:

Introduction . This paragraph introduces the text and its author. Some experts recommend including a summary of the work and elements of the SOAPStone analysis you uncovered. Explain why you’re conducting the research and give a clear thesis statement.
Body . The section where you present arguments about work and what makes it persuasive. Here you discuss the methods, strategies, and rhetorical and literary devices the author used to convey their message.
Conclusion . The conclusive paragraph ties your analysis together by driving home the main arguments provided in its body. It can also explain how the work impacted society or its target audience.

3 Good Rhetorical Analysis Essay Examples

Here we have picked up some samples with rhetorical analysis of different types of works that can inspire you to create own impressive essay.

Rhetorical Analysis of Paypal’s Online Payments Commercial Essay . PayPal's online payments commercial employs a potent blend of rhetorical techniques to convey its message effectively. The ad emotionally connects with the audience through vibrant visuals, stirring music, and relatable scenarios. Using real-life situations highlights the convenience and security of PayPal's services, appealing to the ethos and building trust. Additionally, persuasive language and a call to action stimulate a sense of urgency, prompting viewers to adopt PayPal as their preferred online payment platform. By artfully combining pathos, ethos, and logos, the commercial convinces viewers that PayPal is a trustworthy and convenient decision for their online payment requirements.
“The Myth of Multitasking” by Rosen: Rhetorical Analysis Essay . The author adeptly employs rhetorical strategies to debunk the notion of multitasking. Christine Rosen dismantles the prevalent belief in multitasking efficiency through persuasive arguments and compelling evidence, revealing its detrimental effects on productivity and cognitive abilities. Her skillful use of logic and reasoning challenges readers to question their habits and consider a more focused approach to tasks. By strategically dismantling this cultural trend, Rosen urges her audience to reassess their attitudes toward multitasking, prompting a profound reevaluation of its impact on daily life and productivity.
A Rhetorical Analysis: “Chevy Commercial 2014” Essay . Chevy Commercial from 2014 is a captivating piece of rhetoric that skillfully employs various persuasive techniques to resonate with its audience. The ad establishes an immediate connection with viewers through emotional storytelling. The commercial artfully weaves heartwarming scenes of people's lives, accompanied by an inspiring soundtrack, evoking a sense of nostalgia and relatability. Ethos is reinforced by showcasing real people in everyday situations, enhancing the credibility of Chevy's brand positioning as an integral part of consumers' lives. Furthermore, logos strategically highlights the car's innovative features and performance. By aligning Chevy with moments of happiness and adventure, the ad compels viewers to consider Chevy as the vehicle that can accompany them on their life journeys.

We hope our tool will facilitate your rhetorical analysis of books, commercials, or speeches, so you'll create a unique essay! Besides, you may try our hook generator to engage the audience to read your paper from the beginning.

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Updated: Oct 25th, 2023

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This page contains a free tool for conducting rhetorical analysis. It is user-friendly, accurate, and fast. You can customize the analysis according to your text type and context. Also, we have prepared a guide where you can find out about literary devices, components of rhetorical analysis, and the structure of your future essay.

Rhetorical Analysis Essay

Rhetorical Analysis Essay Example

Rhetorical Analysis Essay Example - Free Samples

11 min read

Good Rhetorical Analysis Essay Example

The step-by-step writing process of a rhetorical analysis essay is far more complicated than ordinary academic essays. This essay type critically analyzes the rhetorical means used to persuade the audience and their efficiency.

The example provided below is the best rhetorical analysis essay example:

Rhetorical Analysis Essay Sample

In this essay type, the author uses rhetorical approaches such as ethos, pathos, and logos . These approaches are then studied and analyzed deeply by the essay writers to weigh their effectiveness in delivering the message.

Let’s take a look at the following example to get a better idea;

The outline and structure of a rhetorical analysis essay are important.

According to the essay outline, the essay is divided into three sections:

Introduction
Ethos
Logos

A rhetorical analysis essay outline is the same as the traditional one. The different parts of the rhetorical analysis essay are written in the following way:

Rhetorical Analysis Introduction Example

The introductory paragraph of a rhetorical analysis essay is written for the following purpose:

To provide basic background information about the chosen author and the text.
Identify the target audience of the essay.

An introduction for a rhetorical essay is drafted by:

Stating an opening sentence known as the hook statement. This catchy sentence is prepared to grab the audience’s attention to the paper.
After the opening sentence, the background information of the author and the original text are provided.

For example, a rhetorical analysis essay written by Lee Jennings on“The Right Stuff” by David Suzuki. Lee started the essay by providing the introduction in the following way:

Analysis of the Example:

Suzuki stresses the importance of high school education. He prepares his readers for a proposal to make that education as valuable as possible.
A rhetorical analysis can show how successful Suzuki was in using logos, pathos, and ethos. He had a strong ethos because of his reputation.
He also used pathos to appeal to parents and educators. However, his use of logos could have been more successful.
Here Jennings stated the background information about the text and highlighted the rhetorical techniques used and their effectiveness.

Thesis Statement Example for Rhetorical Analysis Essay

A thesis statement of a rhetorical analysis essay is the writer’s stance on the original text. It is the argument that a writer holds and proves it using the evidence from the original text.

A thesis statement for a rhetorical essay is written by analyzing the following elements of the original text:

Diction - It refers to the author’s choice of words and the tone
Imagery - The visual descriptive language that the author used in the content.
Simile - The comparison of things and ideas

In Jennings's analysis of “The Right Stuff,” the thesis statement was:

Example For Rhetorical Analysis Thesis Statement

Rhetorical Analysis Body Paragraph Example

In the body paragraphs of your rhetorical analysis essay, you dissect the author's work, analyze their use of rhetorical techniques, and provide evidence to support your analysis.

Let's look at an example that analyzes the use of ethos in David Suzuki's essay:

Rhetorical Analysis Conclusion Example

All the body paragraphs lead the audience towards the conclusion.

For example, the conclusion of “The Right Stuff” is written in the following way by Jennings:

In the conclusion section, Jennings summarized the major points and restated the thesis statement to prove them.

Rhetorical Essay Example For The Right Stuff by David Suzuki

Rhetorical Analysis Essay Example AP Lang 2023

Writing a rhetorical analysis for the AP Language and Composition course can be challenging. So drafting it correctly is important to earn good grades.

To make your essay effective and winning, follow the tips provided by professionals below:

Step #1: Understand the Prompt

Understanding the prompt is the first thing to produce an influential rhetorical paper. It is mandatory for this academic writing to read and understand the prompt to know what the task demands from you.

Step #2: Stick to the Format

The content for the rhetorical analysis should be appropriately organized and structured. For this purpose, a proper outline is drafted.

The rhetorical analysis essay outline divides all the information into different sections, such as the introduction, body, and conclusion. The introduction should explicitly state the background information and the thesis statement.

All the body paragraphs should start with a topic sentence to convey a claim to the readers. Provide a thorough analysis of these claims in the paragraph to support your topic sentence.

Step #3: Use Rhetorical Elements to Form an Argument

Analyze the following things in the text to form an argument for your essay:

Language (tone and words)
Organizational structure
Rhetorical Appeals ( ethos, pathos, and logos)

Once you have analyzed the rhetorical appeals and other devices like imagery and diction, you can form a strong thesis statement. The thesis statement will be the foundation on which your essay will be standing.

AP Language Rhetorical Essay Sample

AP Rhetorical Analysis Essay Template

Rhetorical Analysis Essay Example AP Lang

AP Lang Rhetorical Analysis Essay Example

Rhetorical Analysis Essay Examples for Students

Here are a few more examples to help the students write a rhetorical analysis essay:

Rhetorical Analysis Essay Example Ethos, Pathos, Logos

Rhetorical Analysis Essay Example Outline

Rhetorical Analysis Essay Example College

Rhetorical Analysis Essay Example APA Format

Compare and Contrast Rhetorical Analysis Essay Example

Comparative Rhetorical Analysis Essay Example

How to Start Rhetorical Analysis Essay Example

Rhetorical Analysis Essay Example High School

Rhetorical Analysis Essay Example APA Sample

Rhetorical Analysis Essay Example Of a Song

Florence Kelley Speech Rhetorical Analysis Essay Example

Rhetorical Analysis Essay Example MLA

Writing a Visual Rhetorical Analysis Essay with Example

The visual rhetorical analysis essay determines how pictures and images communicate messages and persuade the audience.

Usually, visual rhetorical analysis papers are written for advertisements. This is because they use strong images to convince the audience to behave in a certain way.

To draft a perfect visual rhetorical analysis essay, follow the tips below:

Analyze the advertisement deeply and note every minor detail.
Notice objects and colors used in the image to gather every detail.
Determine the importance of the colors and objects and analyze why the advertiser chose the particular picture.
See what you feel about the image.
Consider the objective of the image. Identify the message that the image is portraying.
Identify the targeted audience and how they respond to the picture.

An example is provided below to give students a better idea of the concept.

Simplicity Breeds Clarity Visual Rhetorical Analysis Essay Example

Rhetorical Analysis Essay Writing Tips

Follow the tips provided below to make your rhetorical writing compelling.

Choose an engaging topic for your essay. The rhetorical analysis essay topic should be engaging to grab the reader’s attention.
Thoroughly read the original text.
Identify the SOAPSTone. From the text, determine the speaker, occasions, audience, purpose, subject, and tone.
Develop a thesis statement to state your claim over the text.
Draft a rhetorical analysis essay outline.
Write an engaging essay introduction by giving a hook statement and background information. At the end of the introductory paragraph, state the thesis statement.
The body paragraphs of the rhetorical essay should have a topic sentence. Also, in the paragraph, a thorough analysis should be presented.
For writing a satisfactory rhetorical essay conclusion, restate the thesis statement and summarize the main points.
Proofread your essay to check for mistakes in the content. Make your edits before submitting the draft.

Following the tips and the essay's correct writing procedure will guarantee success in your academics.

We have given you plenty of examples of a rhetorical analysis essay. But if you are still struggling to draft a great rhetorical analysis essay, it is suggested to take a professional’s help.

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Rhetorical Questions: 30 Effective Examples and Definition

Oct 24, 2023

Rhetorical questions, in particular, possess the unique ability to captivate, engage, and provoke thought. Whether you’re a seasoned orator, a writer, or someone simply looking to enhance their persuasive skills, this article is your definitive guide to mastering this impactful technique. Delve into the world of rhetoric and discover how these 30 examples and expert tips can elevate your communication to new heights.

What Are Rhetorical Questions?

Rhetorical questions are a powerful tool in the realm of persuasive communication. They are a form of interrogative expression used to make a point or convey a message rather than to elicit a direct response. These questions are crafted with a specific intention, often to provoke thought, engage the audience, or emphasize a particular idea. Here’s a clear and easy-to-understand explanation of rhetorical questions:

Rhetorical questions are inquiries posed in conversation or writing that do not require or expect an actual answer. Instead, they serve as a persuasive or rhetorical device, designed to make a statement, emphasize a point, or provoke critical thinking in the audience.

The biggest difference between rhetorical questions and typical questions in that rhetorical questions are not used to gather information or seek a response from others. Rather, they function as a means of guiding the listener or reader’s thoughts in a particular direction. They are strategically employed to emphasize a message, create a sense of engagement, or encourage reflection.

Rhetorical questions are commonly used in persuasive speeches, essays, debates, and everyday communication to achieve various objectives. Here are a few key purposes:

Emphasis – Rhetorical questions can draw attention to a specific idea or argument by framing it as a question. For example, “Do we want to continue down a path of destruction?” emphasizes the gravity of the situation.

Engagement – These questions engage the audience by prompting them to consider the topic more deeply. For instance, “Have you ever wondered what the future holds?” encourages the audience to reflect on possibilities.

Affirmation – Rhetorical questions often lead the audience to agree with the implied answer, reinforcing the speaker’s point. An example is, “Is it not our moral duty to help those in need?” which presupposes that helping others is a moral obligation.

Persuasion – By framing an argument as a rhetorical question, the speaker can guide the audience to a specific conclusion. For instance, “Wouldn’t you agree that a healthier lifestyle leads to a happier life?” implies that the answer is yes.

30 Best Rhetorical Questions Examples

1. What’s not to love about a beautiful sunset? Rhetorical questions like this one evoke a sense of wonder and appreciation, inviting the audience to share the sentiment.

2. Are you going to let fear hold you back from your dreams? This question challenges the audience to confront their fears and consider the impact on their aspirations.

3. Do you think the world would be a better place without acts of kindness? By implying a positive response, this question emphasizes the importance of kindness in society.

4. Can you imagine a world without art and creativity? It highlights the significance of art and creativity in our lives, making the audience reflect on their value.

5. Is it possible to put a price on freedom? This question prompts reflection on the intangible value of freedom.

6. Why do we fall? So we can learn to pick ourselves up. Rhetorical questions like this can be motivational, emphasizing the importance of resilience.

7. Does anyone really believe in a perfect world? It invites contemplation about the idealistic notion of a perfect society.

8. What’s more important than the health and well-being of our children? This question highlights the paramount importance of children’s welfare.

9. Could we exist without the air we breathe? It emphasizes the fundamental nature of oxygen to human existence.

10. Is there a single recipe for happiness that suits everyone? This question suggests the subjectivity of happiness and personal fulfillment.

11. Is it fair to judge a book by its cover? This age-old question prompts reflection on the issue of prejudice and superficial judgments.

12. Can you really put a price on love? This question emphasizes the idea that love is priceless and beyond monetary value .

13. Who doesn’t want to be successful in life? This question assumes that everyone desires success, making the audience ponder their own aspirations.

14. Do you think anyone would willingly choose pain over pleasure? It underlines the universal preference for pleasure and avoidance of pain.

15. Is there anything more refreshing than a cold glass of water on a hot day? This question appeals to our shared experience of relief on a scorching day.

16. What could be more comforting than the embrace of a loved one? This rhetorical question highlights the emotional value of human connection.

17. Can we really call ourselves civilized when we still wage wars? This question provokes thought about the contradiction between civilization and conflict.

18. What’s stopping you from chasing your dreams? I t encourages self-reflection and motivation to overcome obstacles.

19. Is there anything better than the sound of laughter? This question celebrates the universal joy associated with laughter.

20. How can we expect change if we never take action? It underscores the necessity of taking the initiative to bring about change.

21. Do you think the world would be the same without great leaders? This question underscores the impact of influential leaders throughout history.

22. What would life be without a sense of humor? It highlights the role of humor in our lives, promoting its significance.

23. Is there any greater tragedy than the loss of a loved one? This question evokes empathy and reflection on the depth of human emotion.

24. Can you really put a limit on human potential? It challenges the idea of constraining human capabilities.

25. What could be more fundamental than the pursuit of knowledge? This rhetorical question emphasizes the inherent human curiosity and thirst for knowledge.

26. Can you imagine a world without hope? It prompts reflection on the importance of hope in people’s lives.

27. Is there any greater bond than the love between a parent and child? This question celebrates the profound connection between parents and their children.

28. What would life be without challenges to overcome? It highlights the role of adversity in personal growth and development.

29. Is there a more powerful force than the unity of a community? This question emphasizes the strength of community and solidarity .

30. Who would trade the beauty of nature for a concrete jungle? It encourages reflection on the value of preserving natural environments

Why People Use Rhetorical Questions?

Rhetorical questions serve various compelling purposes. Foremost among these is their ability to engage the audience or reader. They break the monotony of one-way communication and encourage active participation, thereby infusing the conversation or written text with dynamism and interactivity. Rhetorical questions also double as persuasive tools since they often imply a specific answer or point of view, subtly guiding the audience to consider the speaker or writer’s perspective.

Moreover, rhetorical questions can stimulate thought and critical thinking, encouraging individuals to ponder complex issues or view a subject from multiple angles. They possess the remarkable capacity to evoke emotions, eliciting empathy, curiosity, or reflection by framing an issue in a relatable manner. Additionally, rhetorical questions can be effectively employed to emphasize key points, rendering them memorable, and drawing attention to the essential aspects of a message.

Tips On How to Make Good Rhetorical Questions

Consider your audience’s interests, values, and knowledge. Pattern your questions to resonate with their experiences and perspectives.
Ensure your question is clear and concise . A complex question may confuse your audience and weaken the impact of your message.
Rhetorical questions should stimulate thought. Make questions that encourage your audience to reflect on the subject matter.
Rhetorical questions often imply an answer . Ensure that this answer connects with your intended message or argument.
Use rhetorical questions to evoke emotions . Appeal to your audience’s feelings to make your message more impactful.
Ensure that your rhetorical question is directly related to the topic at hand. Irrelevant questions can disrupt the flow of your communication.
Don’t overuse rhetorical questions. Use them strategically to emphasize key points or engage your audience when necessary.
While rhetorical questions can be powerful, using too many can lessen their impact. Use them sparingly for maximum effect.
Some questions can be more complex, but be mindful of your audience’s ability to engage with the topic. Balance between simple and hard questions as needed.
Crafting effective rhetorical questions is a skill that improves with Seeking feedback from peers or mentors to refine your use of rhetorical questions in your communication.

Upon discussing the key points about rhetorical questions, we learned that: the art of using rhetorical questions is a powerful tool in communication. As we’ve explored in this discussion, rhetorical questions can captivate your audience, prompt reflection, and enhance the impact of your message. By understanding your audience, tailoring your questions, and using them strategically, you can become a more persuasive and engaging communicator. Whether you’re delivering a speech, writing an essay, or simply engaging in a meaningful conversation, the use of rhetorical questions can elevate your communication to a new level. So, the next time you seek to make a point, inspire, or provoke thought, consider the art of the rhetorical question, and watch the power of your words come to life.

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How to Write a Rhetorical Analysis
A rhetorical analysis is a type of essay that looks at a text in terms of rhetoric. This means it is less concerned with what the author is saying than with how they say it: their goals, techniques, and appeals to the audience. A rhetorical analysis is structured similarly to other essays: an introduction presenting the thesis, a body analyzing ...
Teaching Rhetorical Analysis: 15 Rhetorical Analysis Questions to Ask
When I first teach rhetorical analysis to my students, I use direct instruction strategies. I provide my students with rhetorical analysis terms and examples. Then we begin analyzing and annotating text together. Usually, we will analyze a couple of texts together as a class, and then I release them to work in a small group or with partners ...
How to Write a Great Rhetorical Analysis Essay: With Examples
Examples of Great Rhetorical Analysis Essays. ... The end questions help you unpick how successful each essay is. Excelsior College has an excellent sample essay complete with useful comments highlighting the techniques used. Brighton Online has a selection of interesting essays to look at. In this specific example, consider how wider reading ...
How to Write a Rhetorical Analysis: 6 Steps and an Outline for Your
Body Paragraph #1: Ethos. Describe how the speaker makes an appeal to ethos (the audience's sense of ethical responsibility) Use specific examples, referring to word choice, tone, anecdotes, and other devices. Body Paragraph #2: Pathos. Describe how the speaker makes an appeal to pathos (the audience's emotions)
How to write a rhetorical analysis [4 steps]
To write a rhetorical analysis, you need to follow the steps below: Step 1: Plan and prepare. With a rhetorical analysis, you don't choose concepts in advance and apply them to a specific text or piece of content. Rather, you'll have to analyze the text to identify the separate components and plan and prepare your analysis accordingly.
PDF A Simplified Guide to Writing a Rhetorical Analysis
For example, the conclusion of your rhetorical analysis may point out Herman's underlying message of corporate media control and how his rhetorical techniques influenced the efficacy of his argument. Further Assistance: For more detailed help or if you have questions, visit the Writing Center located in the Lewis
PDF RHETORICAL ANALYSIS
Rhetorical analysis is the process of evaluating elements of a text and determining how those elements impact the success or failure of that argument. Often rhetorical analyses address written arguments, but visual, oral, or other kinds of "texts" can also be analyzed. Asking the right questions about how a text is constructed will help you ...
Teaching Rhetorical Analysis
See samples of Rhetorical analysis assignment sheets, grouped by genre. Presenting the Assignment to Students. Since the rhetorical analysis essay is a specific academic genre, it might be helpful to indicate some of the typical features of the genre and the role it plays in the broader field of rhetoric.
Rhetorical Question
Rhetorical Question Examples in Political Speeches. Rhetorical questions often "challenge" the listener to contradict what the speaker is saying. If the speaker frames the rhetorical question well, it gives the impression that his or her view is true and that it would be foolish, or even impossible, to contradict the speaker's argument.
Questions for Rhetorical Analysis
The chart of questions for analysis below (1 - 10) can help you examine an argument in depth. Although a rhetorical analysis will not include answers to all of these questions, using some of these questions in your thinking stages can give you a thorough understanding of the argument while helping you generate insights for your own rhetorical ...
Basic Questions for Rhetorical Analysis
What is the form in which it is conveyed? What is the structure of the communication; how is it arranged? What oral or literary genre is it following? What figures of speech (schemes and tropes) are used? What kind of style and tone is used and for what purpose?
Rhetorical Analysis
Rhetorical Analysis. Rhetoric is the study of how writers and speakers use words to influence an audience. A rhetorical analysis is an essay that breaks a work of non-fiction into parts and then explains how the parts work together to create a certain effect—whether to persuade, entertain or inform. You can also conduct a rhetorical analysis ...
Rhetorical Analysis Definition and Examples
Analyzing Effects "[A] complete rhetorical analysis requires the researcher to move beyond identifying and labeling in that creating an inventory of the parts of a text represents only the starting point of the analyst's work.From the earliest examples of rhetorical analysis to the present, this analytical work has involved the analyst in interpreting the meaning of these textual components ...
How to Write the AP Lang Rhetorical Analysis Essay (With Example)
The prompt provides background context, essay instructions, and the text you need to analyze. For sake of space, we've included the text as an image you can click to read. After the prompt, we provide a sample high scoring essay and then explain why this AP Lang Rhetorical Analysis essay example works. Question 2. Suggested time—40 minutes.
Rhetorical Analysis
The ultimate goal of a rhetorical analysis is twofold: to analyze how well the rhetorical elements work together to create a fitting response, and. to evaluate the overall effectiveness of that response. To examine that goal, there are a couple of approaches that can be made in writing an analysis. The first is to ask some basic questions.
9.3 Glance at Genre: Rhetorical Strategies
The strategies and other devices of rhetorical writing that are open to analysis are present in many types of communication, including multimodal examples such as advertisements that combine visuals with carefully crafted texts, dialogue, and voice-over. Figure 9.3 M&Ms (credit: "Plain M&Ms Pile" by Evan-Amos/Wikimedia Commons, Public ...
5.6: Rhetorical Analysis
The PROCESS of completing a rhetorical analysis requires the use of different rhetorical strategies. These strategies are: critical reading, strategies for effective communication, persuasive appeals, argumentation, and avoidance of logical fallacies. These specific strategies are discussed in depth throughout the remainder of this page.
Free Rhetorical Analysis Generator + Guide & Examples
The five components of rhetorical analysis are ethos, pathos, logos, kairos, and stasis. In plain terms, they evaluate the work's credibility, logical and emotional appeals, context, and perspective. Any argument or claim can be analyzed by examining these elements. You can use them to evaluate a speech, a novel, or a movie.
20+ Best Rhetorical Analysis Essay Example & Sample Papers
Step #2: Stick to the Format. The content for the rhetorical analysis should be appropriately organized and structured. For this purpose, a proper outline is drafted. The rhetorical analysis essay outline divides all the information into different sections, such as the introduction, body, and conclusion.
Rhetorical synthesis
But since rhetorical synthesis questions are multiple choice, we can avoid all that complexity and be much more systematic. To solve a rhetorical synthesis question, follow these three steps: Step 1: Identify the goal. Start by reading the question prompt.
PDF Basic Questions for Rhetorical Analysis
This handout was taken from http://rhetoric.byu.edu/Pedagogy/Rhetorical%20Analysis%20heuristic.htm. Basic Questions for Rhetorical Analysis What is the rhetorical ...
Rhetorical Questions: 30 Effective Examples and Definition
Rhetorical questions are a powerful tool in the realm of persuasive communication. They are a form of interrogative expression used to make a point or convey a message rather than to elicit a direct response. These questions are crafted with a specific intention, often to provoke thought, engage the audience, or emphasize a particular idea.

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Table of contents

Appeals: Logos, ethos, pathos

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Claims, supports, and warrants

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What Is a Rhetorical Analysis and How to Write a Great One

Helly Douglas

What is a Rhetorical Analysis Essay?

Rhetorical Strategy 1: Ethos

Rhetorical Strategy 2: Pathos

Rhetorical Strategy 3: Logos

1: What is the Rhetorical Situation?

2: Who is the Author?

3: Who is it Written For?

4: What is the Central Idea?

5: How is it Structured?

6: What Form is Used?

7: Is the Rhetoric Effective?

1: Introduction

3: Conclusion

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How to write a rhetorical analysis

What is a rhetorical analysis?

Frequently Asked Questions about rhetorical analysis

Teaching Rhetorical Analysis

Designing the Assignment

Presenting the Assignment to Students

Scaffolding the Assignment with Class Activities and Prewriting

Designing Peer Review for the Rhetorical Analysis

Assessing the Assignment

Rhetorical Question Definition

How to Pronounce Rhetorical Question

Rhetorical Questions and Punctuation

Rhetorical Questions vs. Hypophora

Rhetorical Questions vs. Aporia

Aporia and Rhetorical Questions

Aporia Without Rhetorical Questions

Rhetorical Question Examples

Rhetorical Questions in Shakespeare's The Merchant of Venice :

Rhetorical questions in Shakespeare's Romeo and Juliet :

Rhetorical Question Examples in Political Speeches

Rhetorical Questions in Ronald Reagan's 1980 Republican National Convention Acceptance Address:

Rhetorical Questions in Hillary Clinton's 2016 Democratic National Convention Speech:

Rhetorical Question Examples in Song Lyrics

Rhetorical Questions in "What's Love Got to do with It" by Tina Turner

Rhetorical Questions in "Mr. Big Stuff" by Jean Knight

Rhetorical Questions in "Isn't She Lovely" by Stevie Wonder

Why Do Writers Use Rhetorical Questions?

Other Helpful Rhetorical Question Resources

Questions for Rhetorical Analysis

Need help with the Commons?

Typical College-level Writing Genres: Summary, Analysis, Synthesis

Who is the author/speaker?

What is his/her intention in speaking?

Who make up the audience?

What is the content of the message?

What is the form in which it is conveyed?

How do form and content correspond?

Does the message/speech/text succeed in fulfilling the author’s or speaker’s intentions?

What does the nature of the communication reveal about the culture that produced it?

Rhetorical Analysis Definition and Examples

Sample Rhetorical Analyses

How to Write the AP Lang Rhetorical Analysis Essay (With Example)