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How to Write the AP Lang Rhetorical Essay

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What is the ap lang rhetorical essay, tips for writing the ap lang rhetorical essay.

• AP Lang Rhetorical Essay Example

How Will AP Scores Affect College Chances?

The AP English Language Exam is one of the most common AP exams you can take. However, the average score on the exam in 2020 was a 2.96 out of 5. While this may seem a bit low, it is important to note that over 550,000 students take the exam annually. With some preparation and knowing how to study, it is totally possible to do well on this AP exam.

The AP Lang Rhetorical Essay is one section of the AP English Language Exam. The exam itself is 3 hours and 15 minutes long, and is broken into two sections. The first part of the exam is a 60 minute, 45-question multiple-choice section. The questions on this part of the exam will test your ability to read a passage and then interpret its meaning, style, and overall themes. After the multiple-choice section, there is a section lasting 2 hours and 15 minutes with three “free response” essays. This includes the synthesis essay, the rhetorical analysis essay, and the argument essay. 

• In the synthesis essay , you will have to develop an argument using pieces of evidence provided to you. 
• The argumentative essay will have you pick a side in a debate and argue for or against it.
• The rhetorical essay requires that you discuss how an author’s written passage contributes to a greater meaning or theme. 

The rhetorical essay is perhaps the most unique of all AP Lang exam essays because it requires the test taker to analyze and interpret the deeper meanings of the passage and connect them to the author’s writing style and writing syntax in only 40 minutes. This essay can be the trickiest because it requires you to have knowledge of rhetorical strategies and then apply them to a passage you’ve never seen before.

1. Outline Your Essay Before Writing

One of the most important parts of the AP Lang essays is structuring your essay so that it makes sense to the reader. This is just as important as having good content. For this essay in particular, you’ll want to read the passage first and write a brief outline of your points before you begin the essay. This is because you will want to write the essay using the passage chronologically, which will be discussed in detail below.

2. Understand Rhetorical Strategies 

If you feel like you don’t know where to start as you prepare to study for the rhetorical essay portion of the exam, you aren’t alone. It is imperative that you have a grasp on what rhetorical strategies are and how you can use them in your essay. One definition of rhetoric is “language carefully chosen and arranged for maximum effect.” This can include types of figurative language (metaphor, simile, personification, pun, irony, etc.) elements of syntax (parallelism, juxtaposition, anthesis, anaphora, etc), logical fallacies, or persuasive appeals. Overall, there are many elements that you can analyze in an essay and having a good grasp on them through practice and memorization is important.

3. Keep the Essay Well Structured 

Even if you understand the various rhetorical strategies you can use, where do you begin? First of all, you’ll want to write a strong introduction that outlines the purpose of the piece. At the end of this introduction, you will write a thesis statement that encapsulates all the rhetorical strategies you discuss. Perhaps these are style elements, tone, or syntax. Be sure to be specific as you list these.

Next, you will create your body paragraphs. As you discuss the rhetorical elements in the piece and tie them back to the work’s meanings, be sure to discuss the points in chronological order. You don’t have to discuss every single strategy, but just pick the ones that are most important. Be sure to cite the line where you found the example. At the end of the essay, write a short conclusion that summarizes the major points above.

4. Be Sure to Explain Your Examples

As you write the essay, don’t just list out your examples and say something like “this is an example of ethos, logos, pathos.” Instead, analyze how the example shows that rhetoric device and how it helps the author further their argument. As you write the rhetorical essay, you’ll want to be as specific and detail-focused as possible. 

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AP Lang Rhetorical Analysis Essay Example

Below is a prompt and example for a rhetorical essay, along with its score and what the writer did well and could have improved:

The passage below is an excerpt from “On the Want of Money,” an essay written by nineteenth-century author William Hazlitt. Read the passage carefully. Then write an essay in which you analyze the rhetorical strategies Hazlitt uses to develop his position about money.

Student essay example:

In his essay, Hazlitt develops his position on money through careful use of adjectives and verbs, hypothetical situations, and images. His examples serve to impress upon the reader the highly negative consequences of being in “want of money.”

Hazlitt’s word choice in his opening phrase provides an example of his technique in the rest of the essay. It is not necessary to follow “literally” with “truly” yet his repetition of the same ideas emphasizes his point. In his next sentence, one that lasts forty-six lines, Hazlitt condignly repeats similar ideas, beating into his audience the necessity of having money in this world. The parallelism throughout that one long sentence, “it is not to be sent for to court, or asked out to dinner…it is not to have your own opinion consulted or sees rejected with contempt..” ties the many different situations Haziltt gives together. What could have become a tedious spiel instead becomes a melodious recitation, each example reminding you of one before it, either because of the similarities in structure or content. Hazlitt addresses many different negative effects of not having money but manages to tie them together with his rhetorical strategies. 

The diction of the passage fully relays Hazlitt’s position about money. In every example he gives a negative situation but in most emphasizes the terrible circumstance with strong negative adjectives or verbs. “Rejected,” “contempt,” “disparaged,” “scrutinized,” “irksome,” “deprived,” “assailed” “chagrin;” the endless repetition of such discouragement shows how empathetically Hazlitt believes money is a requisite for a happy life. Even the irony of the last sentences is negative, conveying the utter hopelessness of one without money. Through one may have none in life, pitiless men will proceed to mock one’s circumstances, “at a considerable expense” after death! 

In having as the body of his essay one long sentence, Hazlitt creates a flow that speeds the passage along, hardly giving the reader time to absorb one idea before another is thrown at him. The unceasing flow is synonymous with Hazlitt’s view of the life of a person without money: he will be “jostled” through life, unable to stop and appreciate the beauty around him or to take time for his own leisure. 

The score on this essay was a 6 out of 6. This essay started out very strong as the student had a concrete thesis statement explaining the strategies that Hazlitt used to develop his position on money as well as Hazlitt’s belief on the topic. In the thesis statement, the student points out that adjectives, verbs, hypothetical situations, and images help prove Hazlitt’s point that wanting money can be problematic. 

Next, the student broke down their points into three main subsections related to their thesis. More specifically, the student first discusses word choice of repetition and parallelism. When the student discusses these strategies, they list evidence in the paragraph that can be found chronologically in Hazlitt’s essay. The next paragraph is about diction, and the student used specific adjectives and verbs that support this idea. In the last paragraph, the student emphasized how the speed and flow of the essay helped describe Hazlitt’s viewpoint on life. This last concluding sentence is particularly thoughtful, as it goes beyond the explicit points made in the essay and discusses the style and tone of the writing. 

It is important to remember that in some ways, the rhetorical essay is also an argumentative essay, as the student must prove how certain rhetorical strategies are used and their significance in the essay. The student even discussed the irony of the paragraph, which is not explicit in the passage.

Overall, this student did an excellent job organizing and structuring the essay and did a nice job using evidence to prove their points. 

Now that you’ve learned about the AP Lang rhetorical essay, you may be wondering how your AP scores impact your chances of admission. In fact, your AP scores have relatively little impact on your admissions decision , and your course rigor has much more weight in the application process.

If you’d like to know your chances of admission, be sure to check out our chancing calculator! This tool takes into account your classes, extracurriculars, demographic information, and test scores to understand your chances at admission at over 600 schools. Best of all, it is completely free!

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Exam Review - Rhetorical Analysis Essay

AP Lang Rhetorical Analysis Essay Practice

35 min read • february 2, 2021

Rhetorical Analysis practice is one of the most important ways to prepare for the exam! Review student writing practice samples and corresponding feedback from TA Brandon Wu! While you don't need to memorize every rhetorical device for the exam, you should take some time to familiarize yourself with them. To help out, we created this list of 40 rhetorical devices for AP Lang!

The Rhetorical Analysis Practice Prompt

Use the image below to answer the following questions:

In your response, make sure to include:

• A thesis statement or claim that addresses the prompt
• 1-2 body paragraphs  with specific evidence & commentary (how many devices or sentences of commentary is up to you)
• Elements of sophistication - Significance/relevance of rhetorical choices (“SOC”) and/or Purpose of complexities or tensions (“POC”)

Writing Samples & Feedback

Short essay practice submission 1.

As a sole female ruler of a growing and powerful nation during the fourteenth century, Queen Elizabeth I faced the hesitance of rulers and a people who doubted in her ability to overcome the weakness of her femininity and rule her nation to prosperity. In order to establish her power and the prove her worth as successful leader, Elizabeth I creates a tone of loyalty and confidence that serves to persuade her subjects that she is the ruler they deserve and need. In order to maintain her position as queen, Elizabeth uses comparisons and assertive diction throughout her “Speech to the Troops at Tilbury.”

As a ruler, Elizabeth I must establish a sense of loyalty between herself and her people. In order to achieve this common ground of trust, Elizabeth “assures” her people that she knows she has the characteristics of a leader she needs to "be [the people’s] general. and protect them. Through her use of assertive diction, Elizabeth is guaranteeing her people that this victory was not a fluke and she is the ruler they need. If they decide to remove her from her throne, they will suffer because they will not longer have her vigorous loyal devotion to protect them. She compares herself to a general in order to prove to her people that her loyalty is sincere. Although a “feeble woman”, she has the strength of a general to overcome the weakness of her feminine side to be the king that the people deserve.

While proving herself to be a loyal leader is important, Elizabeth also takes into account that she must be a confident leader who believes in her people’s and own ability to be victorious. In her speech, she claims herself to “know” the strengths of her soul and weaknesses of her body. She recognizes that she may not be the strongest, allowing for a sincerity to shine that establishes trust, but she believes so strongly in the cause of Britain, has so much confidence in their inevitable success, that she is willing to take up arms herself and fight. She creates a sense of courage and valor that is not common in a women and further convinces her subjects that she has the soul of a confident king who can lead them well. Without asserting her knowledge of weakness and confidence in her abilities to overcome those weaknesses, Elizabeth could not reasonably convince her subjects that she was a good leader. Without addressing the aspects of her nature that could make her feeble, her confidence could not shine in the persuasive way it did in this speech.

TA Feedback

Thesis - 1 point. I think you definitely include a defensible thesis and answer the prompt adequately by talking about Queen Elizabeth’s purpose. Great job with context in the intro paragraph!

Evidence & Commentary - 3 points. Great embedding of evidence throughout this first body paragraph. I really like your analysis about Elizabeth’s loyal devotion; it shows that you aren’t summarizing! What’s keeping you from the fourth point here in my opinion is that to get four points in E&C, College Board says that you should “Explain how multiple rhetorical choices in the passage contribute to the writer’s argument, purpose, or message” and while it does provide a caveat that “the response may observe multiple instances of the same rhetorical choice if each instance further contributes to the argument, purpose, or message of the passage.” However, I think your representation of diction and tone in the last paragraph does not quite meet that threshold of “further contributing” to the argument, purpose, or message, given the similar commentary. For instance, you say that Elizabeth has the strength of a general to “overcome the weakness of her feminine side” and sort of repeat that later on when you say she creates a “sense of courage and valor that is not common in a woman”. I feel like both of your body paragraphs sort of link to the same argument you make that she is strong, confident, and will fight for Britain. While this is typically something that is good (linking back to a central thesis), unfortunately, your two body paragraphs reference the  same literary device  (diction) and thus you earn only three points. My advice is to look for other literary devices, such as perhaps an appeal to emotion (live and die amongst you all) or an appeal to authority (under God/references to religious authority). Having multiple devices compared to multiple instances of the same device with accompanying analysis that links the appeals to emotion/religious authority to your thesis (loyalty/confidence) would have likely earned you the fourth point.

Sophistication - 0 points. I think there isn’t enough consistency here to grant you sophistication. While you do mention the hesitance of rulers and people who doubted in the ability of her femininity as context, your references the two other times (although a “feeble woman” & "creates a sense of courage and valor that is not common in a woman) don’t really demonstrate how you are  explaining the significance or relevance of the writer’s rhetorical choices given the rhetorical situation . They also seem kind of contradictory to me (is she feeble or is she courageous?) Think of the Madeline Albright student sample where it brings up the thematic idea of how women could do things in the broader context (seek out problems and fix them); I feel like your references to context seem to just be in the realm of Elizabeth’s leadership when they should have been more of a reference to women’s role in society as a whole.

Overall Score : 4/6 - Great job!

Short Essay Practice Submission 2

Queen Elizabeth showed herself as a strong leader during the threat of the Spanish Armada, taking over England, a major country, in 1588. As she addresses the land forces at TIlbury she reminds them that they need to trust her, and they shouldn’t fear. She enforces the trust by saying that she will place her life in danger, by being a general, if the Spanish Armada succeeds in attacking England. While saying this she is conveying that even though England is being threatened and a very significant event in world history could happen, the land forces should not fear because even though she is a woman she still has,”the heart and stomach of a king”.

At the beginning of Queen Elizabeth’s speech she recognizes the call from some people that she and other individuals holding a high office should be very careful of their safety. She disagrees with this thought because she is one with the people. By specifically telling the land forces, in Tilbury, she is empowering them by not giving up and retreating to a safer place, just because she is a queen. This gives the forces lots of strength because they know that their queen has their back and will not lose hope in the country or them. This trust alongside military power is what allowed the forces to defeat the biggest world power, of the time.

These empowering speeches are given all the time by world leaders in times of crisis. While the Covid pandemic may not be a battle like the land forces had with the Spanish Armada, it is a battle because people are fearing that the way of life they know will be taken away from them. To quell the fear of all battles or pandemics leaders will give speeches, or press conferences in modern day, it also helps their re-election if they showed strength during crisis. Another way Queen Elizabeth specifically empowers the land forces during their crisis is by saying that she will be their general if the Spanish Armada do gain control of English land. When she does this she immediately makes the country feel much more comfortable in that their queen will not leave them, even if her own city is invaded. This gives not just hope to the land forces they may have to directly battle the Spanish Armada but also the common citizens whose homes could be destroyed and families killed by warfare. This is very important because, as we saw with the Vietnam War in 1970, if the citizens don’t back the war it is very unlikely that you will win because it is the citizens who have to fight and produce warfare materials.

In conclusion, even though Queen Elizabeth was a woman she had the grit and determination of a man. This significantly helped the land forces respond to the strongest world power of the time. As she addresses the land forces at Tilbury she reminds them that they need to trust her, and they shouldn’t fear. She enforces the trust by saying that she will place her life in danger, by being a general, if the Spanish Armada succeeds in attacking England. While saying this she is conveying that even though England is being threatened and a very significant event in world history could happen, the land forces should not fear because even though she is a woman she still has, ”the heart and stomach of a king”.

Thesis - 1 point - I couldn’t find your thesis in the intro, so I ended up going to the conclusion. I honestly think it is much better to have your thesis as the  last sentence of your intro paragraph . Your introduction paragraph feels much more like a summary of what happened in the speech as opposed to a  rhetorical analysis  of how she used devices to help achieve her purpose. This does get answered though in the conclusion, but I would advise you to have an explicit thesis in the introduction.

Evidence & Commentary - 2 points - Your evidence is pretty general, but at times it is specific which connects to your thesis of how Queen Elizabeth was helping support the land forces and demonstrating her grit and determination. To increase your evidence & commentary score, I would highly recommend you quote (use embedded quotes) rather than paraphrase to help create a line of reasoning (which is how your argument flows / the structure of your thesis & body paragraphs). Moreover, I think you need to be answering why the author used the specific rhetorical device & how it specifically contributes to the author’s purpose. Using words to guide the AP reader like “this supports the author’s purpose…” will help you here.

Sophistication - 0 Points - While I think you do a great job bringing in outside context and talking about pandemics/re-elections, I think you need to be very careful here with how you incorporate sophistication. Remember, SOC = significance (or relevance) of the writer’s rhetorical choices in the  context of the rhetorical situation , and it seems that you are moreso talking about  other rhetorical situations  (Vietnam War, COVID, etc.). Also, I’m not very clear as to which rhetorical devices/techniques you’re talking about (details? diction? imagery? what kind of diction?) so I don’t think I can give you sophistication here.

Overall Score - 3 Points. I think this is an instance where it is definitely more important to work on evidence & commentary and find specific evidence of  rhetorical techniques and devices  to support your overarching thesis statement; then you can work on sophistication and talking about the significance/relevance of such rhetorical devices.

Short Essay Practice Submission 3

Ruler of England, Queen Elizabeth I, in her speech to the troops of tilbury, addresses the land forces during a threat of invasion by the Spanish Armada. Queen Elizabeth I purpose is to convince the Troops of Tilbury to stand by her side during the threat of invasion by the Spanish Armada and fight with her. Queen Elizabeth I, establishes her purpose through the application of diction, and the repetition of the word I. Queen Elizabeth I begins her speech by stating, “My loving people.” Starting the speech off like this, Queen Elizabeth I is creating a bond with the audience, she is implying that she cares for her people and stands by them. Queen Elizabeth I emphasizes the fight for her England as she applies strong diction to engender patriotism from the soldiers. She states “Your valor in the field, we shall shortly have a famous victory over those enemies of God, of my kingdom, and of my people.” Here Queen Elizabeth is utilizing the soldier’s sense of patriotism for their country to convince them to fight. “Valor” and “Victory” inspire the soldier to fight for their country and gives them a sense of purpose to fight for what is right. Queen Elizabeth establishes her reasoning through the repetition of the word “I.” Queen Elizabeth begins by stating, “I know that I have the body but of a weak and feeble woman,” by calling her self “weak” and “feeble” Queen Elizabeth is setting up a counterargument to defend herself because she knows that this is how many of the following troops see her. She is stating the thoughts of many and then counteracts it by stating, “I have the heart and stomach of a king, and of a King of England.” Queen Elizabeth is establishing her status to the troops, as well as establishing her credibility. When Elizabeth states, “I Myself will take up arms, I myself will be your general…” She is implying that she is no different from her. She is emphasizing that if she is willing to fight for her country, then they should stand by herself and fight with her. In her speech, Queen Elizabeth is inspiring a sense of patriotism and hope to influence the Troops to protect England from Spain. Queen Elizabeth doesn’t speak to the Soldiers as if she was a queen, but she speaks to them like a friend. She tugs on their sense of patriotism to achieve her purpose of convincing the troops of Tilbury to fight against the Spanish Armada. She applies the rhetorical devices of diction and repetition to imply her purpose to the people around her.

Thesis - 1 Point - I love your explicit mention of Queen Elizabeth’s purpose and the rhetorical devices you emphasize. Make sure though that you specify what the diction is - every author has an application of diction, but include an adjective before to describe  what the diction is (emotional? nostalgic? uplifting? etc) . Evidence & Commentary - 4 Points - I think you do a very good job at analyzing the strong diction and anaphora (repetition of beginning words) and linking this to your thesis. Thus, I would give you four points for your  consistent commentary  in addition to your specific evidence.

Sophistication - 0 Points - There isn’t necessarily discussion here of the significance/relevance of the rhetorical choices Queen Elizabeth made nor is there a discussion of complexities/tensions. I don’t think I am a fair judge of ‘excellent prose style’, so thus I can’t really reward points on that metric.

Great job overall with a 5/6 on this rhetorical analysis essay!

Short Essay Practice Submission 4

Queen Elizabeth I faced many challenges throughout her reign, but by far the largest was her ongoing battle with the Spanish Armada. In 1588, Queen Elizabeth was awaiting an impending attack from the Armada and needed to rally her citizens to fight against something much bigger and much stronger than themselves. By abating her audience’s concerns about her gender and raising the spirits of the soldiers, Queen Elizabeth I unites the British people under a common goal of defeating the Spanish Armada.

In her speech, Queen Elizabeth tackles the stigma of her womanliness to display herself as a powerful leader that will fight hand-in-hand with the country’s front lines. She begins by saying “I know I have the body but of a weak and feeble woman; but I have the heart and stomach of a king, and a king of England too,…”. Here, Queen Elizabeth is being open with her audience and acknowledging her physical weaknesses while displaying her determination and passion for her country. Her direct reference to herself as having qualities of a king of England puts the listener’s worries at bay, as the kings in the past have been strong and capable of creating the large British empire that ruled during that time. Queen Elizabeth elaborates even further on her obligation to her country, saying that “[any country] should dare to invade the borders of my realm… I myself will take up arms, I myself will be your general, judge, and rewarder of every one of your virtues in the field.” Though she is a woman, Queen Elizabeth’s determination and passion shines through and erases the worries of her gender. By not ignoring her gender and weaknesses, she is building credibility with the listeners and making herself more trustworthy. Britain could be facing a dark time ahead, and her words calm the listener and give them confidence and pride in their country, something that is necessary when fighting an army that is much more powerful than theirs.

Queen Elizabeth also raises the spirits of the soldiers and citizens in several ways. Near the beginning of her speech, Queen Elizabeth assures her people that she has “placed [her] chiefest strength and safeguard in the loyal hearts and good-will of [her] subjects”. This is important, as committing to fight a much mightier army without complete support from a noble leader would be demoralizing to the members fighting. Another way that Queen Elizabeth lifts the morale of her citizens is by promising pay: “We do assure you in the word of a prince, [rewards and crowns] should be duly paid you.” If Queen Elizabeth had not done this, she would be left with many unmotivated soldiers who needed this money from the Crown to support their families. To conclude her speech, she with the most confident line yet: “we shall shortly have a famous victory over those enemies of my God, of my kingdom, and of my people.” With this line, Queen Elizabeth evokes the listeners’ emotions because of her references to personal ideas such as religion and patriotism, thus showing the reasons why she is willing to fight the battle as the underdog.

For many soldiers that had been fighting without pay and were scared by the sheer power of the Spanish Armada, Queen Elizabeth put their concerns aside and allowed soldiers to fight without other worries. She also gives other British citizens (non-soldiers) a reason to support a fight that seemed impossible to be won by the British if analyzed by the size of the armed forces. However, Queen Elizabeth was right: this fight is not about quantity of forces, but about heart. And by making her subjects sympathize with this belief, Queen Elizabeth successfully rallied her people and defeated the Spanish Armada.

Great job with the thesis point here - very explicit at the end of the introduction paragraph that tells me what the author’s purpose is and Queen Elizabeth’s rhetorical choices. In your evidence & commentary paragraphs, you did a great job of mentioning Queen Elizabeth’s gender and how she built credibility. I really enjoy your line of reasoning here in the second body paragraph while you mention her lifting morale and how she was able to motivate people. For sophistication, I think you do mention context “kings in the past have been strong and capable of creating the large British empire” and your analysis of how soldiers and non-soldiers alike were impacted (tied to your rhetorical devices) gives you credence to earn the sophistication point under the “significance or relevance of rhetorical choices” category. Great job on the 6/6 essay!

Short Essay Practice Submission 5

In 1588, Queen Elizabeth faced one of the most imminent threats of her career: the invasion by the Spanish Armada. Elizabeth had the task of not only rallying up her forces but also ensuring that they place trust in her and her plans to come out of the threat victorious. In order to increase confidence in her troops and cast aside their doubts of having a woman leader during this time of male domination, Elizabeth emphasizes that she will be making sacrifices alongside her troops to make and acknowledges and rebuttals her downsides that were associated with having a female leader at the time.

In the first two sentences, Elizabeth expresses her trust in her troops, saying “I have placed my chiefest strength and safeguard in the loyal hearts and good-will of my subjects”. These words of encouragement aid in pulling together the army as one; the leader has faith in them, so they should have faith in themselves. She continues on to say that she comes as a leader ready “to live and die amongst you all”, and lay down her body for her “God”, “kingdom”, and “people”. This is exactly what she is encouraging her troops to do: give everything they have to ensure the safety of their country and the victory during her war. As a fighter, you want to hear that your leader is in the fight with you, and that you are not alone. It holds even more weight as a woman leader, as women did not fight during that time period. If a woman, dainty and proper, is willing and pledging to lay down her life, the army is left with the thought that they are expected and must be capable of doing the same. This also serves as a warning sign for anyone who should “dare to invade the borders of [her] realm”; she is increasing the esteem of her army, making them a stronger threat, and is warning them that while she may be a woman, she is adept and strong enough to lead a country and mobilize a strong response.

In the next sentence, Elizabeth takes the argument that she is a “feeble woman” who is not expected to nor capable of leading an army of men head-on. She responds saying, “I have the heart and stomach of a king, and of a king of England too”. By equating herself to the previous successful English kings, she is emphasizing the fact that while she may be a woman, she is just as mentally strong as any other successful ruler that preceded her. She wants the army to trust her, just as they had placed trust in King Henry and King Edward years prior. Not only is she increasing her troop’s trust in herself by underscoring her mental toughness, but she is also being open with her troops by acknowledging her perceived downsides as a woman ruler. Despite her being a woman, she will do the best she can to have “a famous victory over those enemies”. And, this statement serves as a “heads-up” for foreign invaders as well–She is strong, she is capable, and she is ready to fight, regardless of her gender.

Good job here with the the thesis - I would include something along the lines of “Elizabeth uses rhetorical devices and techniques to emphasize…” in order to help your essay flow later. Still, you aren’t restating the prompt and answering with something that can be proven by evidence, so you earn the thesis point. For evidence & commentary, I think you have great analysis about women during that time period and how she is “increasing the esteem of her army”. Moreover, I appreciate your analysis of King Henry and King Edward adding some useful context. Ultimately though, I feel as if you are really only talking about diction in these two paragraphs and College Board says that you need to mention  more than one rhetorical device  (with the caveat that I mentioned in Perla’s post). Thus, I think you earn 3 points here in evidence & commentary.

In terms of sophistication, I’m a bit borderline on this, but I’ll award it to you because I think you do mention multiple times (and incorporate it into your argument) that women during that time period didn’t really have leading positions and she demonstrated her committed leadership both in your second and third paragraph. So in total, you earned five out of six points!

There is something that every country needs to be successful: a great leader. A great leader is not just someone who makes the decisions, a great leader respects their people. A great leader loves their people. A great leader inspires their people. Queen Elizabeth I proves that she is a great leader during her speech to her land forces in 1588. There was a threat of invasion by the Spanish Armada and Queen Elizabeths duty as a leader was to make sure that this invasion does not happen. By establishing a sense of trust with her people and appealing to her audiences patriotism, Elizabeth successfully inspires her people which provokes them to fight for their country with their whole heart.

Queen Elizabeth opens up her speech with an compassionate tone, which helps her establish a sense of loyalty with her people. Her first words were “My loving people” which provokes emotion from her audience. She continues to express that she “does not desire to live to distrust my faithful and loving people.” This continues to establish a sense of trust between her and her audience. She also goes on to say that she will “live and die amongst you all; to lay down for my God, and for my kingdom, my honor and my blood, even the dust.” By sharing that she will stand by her people no matter what, her audience can clearly see how loyal Queen Elizabeth was and how much she loved her people. Queen Elizabeth’s tone and her affectionate word choice towards her people, gave her audience someone to trust during this scary and unknown time, which proves that she was a great leader overall.

After establishing a sense of trust, Queen Elizabeth now focuses on her power and shifts into a more urgent and patriotic tone in order to inspire her people and army to protect England with all they have. She acknowledges that she has “the body but of a weak and feeble woman” but she also highlights that she has the “heart and stomach of a king.” This imagery provokes her audience to see outside of her gender and more into how much she loves her people and how far she will go to protect them. She continues with a forceful tone, claiming that if any prince “should dare invade the borders of my realm”, she herself “will take up arms”. By revealing that she is one with them in this battle, Queen Elizabeth inspires her army to do the same. She ends her speech by claiming that “we shall shortly have a famous victory,” which identifies how confident she is that they will win. Queen Elizabeths powerful use of imagery and tone at the end of her speech, arouses the audience and gives them a sense of duty to England. She proves that she is a exemplary leader again when she successfully conveys that she is not just the queen of England, she is also a soldier for her country.

Queen Elizabeths passionate speech for her country demonstrated she was a great leader. During her time, it was men who dominated society, but she was the one who bought England into its Golden Age, not a man. She had to convince her country, that even as a woman, she was going to bring victory to England. She crafted her speech with passion and inspiration in order to convey that she loved her people and that she was ready to do anything to prevent the threat of the Europe Prince as well as provoke a sense of patriotism and trust. During this threat, Queen Elizabeth proved that she was a great leader, and because of that, England was able to rise.

Good thesis! I would maybe briefly mention rhetorical devices “Elizabeth successfully inspires her people using rhetorical devices…” to tie in to the prompt more specifically and “respond to it” persay. If your teacher told you to write it as you have written it here, then just keep writing as you have been  I think your reference of a tone shift and imagery coupled with strong analysis of Queen Elizabeth’s loyalty and inspiration of army contributes to a strong line of reasoning and therefore I think you earn four points on evidence & commentary. Make sure Queen Elizabeth's has an apostrophe 

Good job with the conclusion that brings in relevance of her rhetorical choices, something that I think you also tie in throughout the essay (“proves that she is a[n] exemplary leader again”). Fantastic 6 / 6 essay!

Short Essay Practice Submission 6

As a female ruler of the time, Queen Elizabeth I broke established societal rules for women and was able to successfully rule and protect England during difficult times. She united the nation through her speech and assured them they would be protected by their country. Through the use of anaphora and juxtaposition, Queen Elizabeth I was able to unite and grant confidence in England under her subjects.

The possessive pronoun “my”, takes responsibility for the actions and the influence of the speaker. Here, Queen Elizabeth I uses “my” repetitively in the same sentence as a form of anaphora. She says, “to lay down for my God, my kingdom, and my people, my honour and my blood.” As a ruler, these would be Queen Elizabeth I’s, yet the use of anaphora also emphasizes each of these things. Putting her kingdom and her people after God but before her honor and blood show that their safety is almost more important to God in her eyes and their harm would, therefore, affect her honor. She also may be implying that she is instilling the power and influence of God himself, as Queen Elizabeth I was Protestant. Through this, she can provide deeper confidence toward her subjects, showing she will protect them through God and her power no matter what, or else it will deeply transform her. Queen Elizabeth I was emphasizing personal responsibility as if her belongings and identities themselves had a responsibility in the protection of her subjects whom she needed to establish trust with. Queen Elizabeth I also uses anaphora with “my” when she concludes her speech, saying “of my God, of my kingdom, and of my people.” Queen Elizabeth I is ensuring to her subjects that through the influence of her identities and possessions, England and its subjects will be successful in the Spanish Armada as they eventually were. Again, repeating “my” emphasizes that she will put all she can towards defeating Spain and protecting her people and their religion. As Spain was trying to bring Catholicism, Queen Elizabeth I wanted to protect the Protestant church in England. This is also why she emphasizes God being hers, not the Catholic God, and the beliefs of the Catholic church. With many subjects also being Protestant, this would have been a strong appeal of support, which was Queen Elizabeth I’s ultimate goal of the speech. The use of “my” also separates herself from the “majestic plural” of “our” which would have also been used to refer to herself. This again places a deeper sense of personal responsibility onto Queen Elizabeth I. While “we” may seem simple, it ultimately can possess a significant load of power in its use.

A powerful statement made by Queen Elizabeth I was when she used juxtaposition when she compared herself to a king. She said, “I have the body but of a weak and feeble woman; but I have the heart and stomach of a king.” This quote is ironic yet true, as Queen Elizabeth I was able to successfully rule and protect England for 45 years. Here, Queen Elizabeth I compares women to kings in drastically different ways, yet can justify how they can work together towards success, like a ying-yang. Being a feeble woman allows her to have a peaceful, soft way about her while being king-like allows her to be a firm ruler and make potent decisions. This blend of the two extremes in one ruler allows her to be able to appeal to more subjects who will instill their trust in her. She also uses this to put down any unnecessary doubts established by society about her in charge as a woman to again gain their support and unite them to protect England. Queen Elizabeth I was able to be a just yet firm leader, allowing her to defeat Spain and protect the subjects of England, even as a woman.

Queen Elizabeth I had a strong influence over England, even as a female ruler over 400 years ago. Her power and control over her kingdom were met with her soft, feminine side, allowing her to take personal responsibility for her subjects and further unite them with support. Without Queen Elizabeth I, England may not have entered the Golden Age or had the influence in history it has.

Great job mentioning author’s purpose and rhetorical devices in the thesis. You earn the thesis point. Good job with noting anaphora and tying in relevance to religion! I think you do a great job of juxtaposition to show Queen Elizabeth’s complexities. Great job with historical context at the end. You have a great line of reasoning and an argument that flows very nicely with specific evidence and great commentary to supplement. Four points here in evidence & commentary.

You do a great job at tackling sophistication! You mention the significance/relevance of certain rhetorical choices such as the reference towards God and the complexities of that seemingly contradictory quote. Great 6/6 essay!

Short Essay Practice Submission 7

Before England’s Golden Age, it had successfully defeated the Spanish Armada under Queen Elizabeth I. Although she lived in a male-dominated society, she was able to prepare her countrymen for the attack of the Spanish Armada so that they were able to stop it before it reached the shore. In order to achieve this purpose of preparing the citizens of England for the possible invasion by the Spanish Armada, she wrote a speech to the land forces at Tilbury in which she creates a loving and optimistic tone as well as explains that she is as mentally and emotionally strong as a king even though she is a woman.

Elizabeth begins her speech by using friendly diction to create a loving tone. She addresses her audience with the phrase “my loving people.” This creates the feeling that they are all in one family that is supporting and taking care of each other. It also implies that Elizabeth wants everyone to unite and feel connected so that they can work together to defeat Spain. Her audience feels a sense of security which decreases any anxiety or fear that they might have regarding the threat of the attack. They realize that she is not a kind of a ruler that applies force to get people to obey her orders, but instead loves her countrymen dearly and speaks to them softly. By hearing this at the very beginning of her speech, her audience will feel more inclined to listen to her and follow her suggestions during the rest of the speech.

Elizabeth goes on to juxtaposing her feminine body and a “heart and stomach of a king.” This means that even though she is a woman, she has a manly personality and has the same feelings and thoughts as a king would. Through this contrast, she succeeds in alleviating her audience’s fears that she will not be a capable ruler due to the fact that she is a woman. This was extremely important for her audience to understand since they were living in a society where women were viewed as inferior and simple-minded compared to men. During the second half of the 16th century, many people thought that women were meant to do only domestic jobs like cooking and cleaning, and only men were capable of governing society. Women were discouraged from expressing their opinions about their husband’s responsibilities like politics and getting a solid education. By admitting that she has a body “of a weak and feeble woman,” she acknowledges this view of women shared by her audience. However, she tries to indicate that she is a special instance and should not be considered the same as other women. Therefore, her land forces her to trust and follow her orders as if they had come from a king.

In 1558, Queen Elizabeth I wrote a letter to her land forces at Tilbury regarding the threat of the Spanish Armada. She proceeded to explain that it is her honorable duty to serve everyone in England. She does this by creating a loving tone right from the beginning of her speech and emphasizing that she is as capable as a king of England. She reminds us that love and support for each other triumphs above the weaknesses of a woman.

Good job mentioning the purpose and mentioning tone as a literary device - I think you aren’t restating the prompt here so as a result you get the thesis point 

In terms of evidence & commentary, I think your reference to diction and tone here is great analysis - it’s very specific and also ties in to your commentary about decreasing anxiety. Moreover, your contextual application of the 16th century and women here is useful and definitely brings in a more in-depth area of analysis. I think your argument about trust is valid. Four points for evidence & commentary.

You did great with SOC!! I think you would earn sophistication in this instance, although it wouldn’t hurt to also maybe tie in her role as a woman in the first body paragraph although that’s not required. Great 6/6 essay.

Short Essay Practice Submission 8

Queen Elizabeth I was a strong female leader, the first of her kind in England. When her country went to war, many citizens were hesitant that a woman could bring the, then all-powerful, country the victory and guide them just as well as a male counterpart. In her speech to the commonfolk, Queen Elizabeth I uses impactful diction/syntax and metaphors throughout in an effort to convince her audience of her dedication to her people and to convince them of her own qualifications.

Queen Elizabeth I first opens by laying out the situation to her pupils. By using intense word choices and impactful images, she “assure[s]” them that “in the midst and heat of the battle,” she will “live and die amongst you all.” She uses this intense moment of climax, perhaps full of fear, to steer the citizen’s attention toward her own devotion to the war effort. By using such intense word usage, she is able to better hit home her point that despite a dreadful sitaution, she will not waver in the time of fear. The people will best respond to such a confident leader, and Elizabeth hopes that these tactics will instill confidence in themselves as well. She closes with another impactful statement that “by your obedience to my general, by your concord in the camp, and your valor in the field, we shall shortly have a famous victory.” The Queen uses the repetitive sentence structure and parallelism exemplified here throughout her speech to best grasp the attention of her audience and builds their attention to the final point of her statement, in this case, a most famous victory. This directs her people away from the opening remarks of “treachery” and towards the ultimate win, all along the way attempting to boost the troops’ confidence.

Often in the wild, to make themselves appear more intimidating, animals will create an image or make themselves appear larger. Queen Elizabeth I uses this exact tactic in her own speech. By using metaphors for herself, she conveys herself to the people as a most powerful jack of all trades, creating a sense of security in her own image. First, she addresses that despite having “the body but of a weak and feeble woman”, she has “the heart and stomach of a king, and of a king of England too.” She reassures the people that even though she may be a female, she knows what is expected of her and she insists she is able to withstand the pressures and responsibilities the title holds. She even uses this sentiment to uplift her mother country, implying that the King of England is not like that of any common King. Elizabeth places herself atop of her throne and creates an air of royalty to her people in this metaphor allowing the people to place trust in her words and actions, and encouraging them towards victory. She further promotes herself when she states that “I myself will be your general, judge, and rewarder of every one of your virtues in the field.” This shows the people that the Queen understands that her role is beyond that of a title, a figurehead. She will rise to the occasion and bring to them a required responsibility of all of these well-respected titles. By using this metaphor, Queen Elizabeth I instills a sense of purpose in herself and will to fight in those listening to her. Without her insistence of everyone’s role and her own ability to fulfill all these she lists, the people are discouraged and frankly, unconvinced of her and their own all-encompassing power.

To hit home her dedication to her country and her belief in her people, Queen Elizabeth goes as far as to join her people in their square. To initially create her sense of power, dressed in armor, Queen Elizabeth delivers a most awe-inspiring speech filled with impactful diction, climactic parallelism, and metaphors creating qualifying images of herself and the troops in an effort to inspire them and instill a level of confidence in all for themselves and England. Without such a historical speech, the people of England may not have been motivated to fight for a “feeble” Queen and may not have had confidence in their own recently endangered country. With her wise words, the troops go forth with a sense of importance and newfound appreciation for thier ruler.

Love the thesis with references to rhetorical devices and a purpose. You earn the thesis point. I love the specific evidence that is incorporated in your evidence & commentary. You bring in a great argument about how Queen Elizabeth instills a sense of purpose in herself and rises to the occasion. You earn all four points in evidence & commentary in my opinion. In terms of sophistication, this is a bit harder line to draw. I don’t necessarily think that you talk about the  relevance or significance  of rhetorical choices. You reference to complexities is not really pursued (comparing the body of a week/feeble woman + heart/stomach of king). Thus, you end with a 5/6! Great job.

Short Essay Practice Submission 9

During times of predicaments, the leaders’ abilities are truly tested. And their failure or success could be the difference between the countries’ triumph and annihilation. In 1588, England’s fate lay in peril as the threat of Spanish Armada’s invasion seemed inevitable. And the leader of this male dominated nation in crisis was a woman: Queen Elizabeth I. In her address to Tilbury land forces, Queen Elizabeth proved to be an effective leader that could not only lead the nation but also transcend any gender barriers that existed at the time. By appealing to national identity and by refuting the notion that her sex will hinder her ability to lead, Queen Elizabeth implores the land forces at Tilbury to unite under her leadership to defeat the Spanish. Doing so encourages the Tilbury land forces, who are all men, to follow Queen Elizabeth’s leadership, even if she is a woman, for the good of England.

Queen Elizabeth commences her address about the need to unite in the time of crisis by appealing to the national identity, specifically noting her reliance on her subjects, as she placed her “chiefest strength and safeguard in the loyal hearts” of her subjects. Given that Queen Elizabeth, a noble, is addressing soldiers, who are common men, at Tilbury, her appeal to national identity remains particularly poignant as it reveals that that despite her title, Queen Elizabeth needs the help of her subjects in order to persevere through this national crisis. And by doing so, Queen Elizabeth makes herself more relatable to the soldiers as they begin to view the queen as just another concerned individual who is fighting for England. Having thoroughly established her argument that she needs the help of her subjects, Queen Elizabeth furthers her appeal to national identity by emphasizing her readiness to “live and die amongst” the soldiers and fight for her “God”, her “kingdom”, and her “people”. And by doing so, Elizabeth further breaks down the notion that she will sit idly by and let the commons do the dirty work. Which in turn, enhances her credibility to the soldiers, who are common men, who now recognizes Queen Elizabeth is a leader who is willing to lead from the frontlines. Therefore, it is imperative for each member of the Tilbury land forces to do their part and unite under Queen Elizabeth to fight for their homeland.

Queen Elizabeth continues to convey her ability to lead England during this time of crisis by refuting the notion that her sex will hinder her ability to lead, particularly emphasizing that she may have a body of “a weak and feeble women”, but she has the “heart and stomach of a king”. Given that Queen Elizabeth is a woman addressing a group of men during a time of patriarchy, this dichotomy proves potent in challenging any unspoken reservations about her ability to lead due to her gender. Queen Elizabeth furthers breaks down the notion of her sex being a hinderance in her leadership by saying “I myself will take up arms, I myself will be your general, judge…” And by repeating the phrase “I myself” in front of actions and positions that are synonymous with masculinity and matriarchy, Queen Elizabeth skillfully demonstrates that she will take it upon herself to move past gender stereotypes and crown herself to assume positions that are held by men for the good of England. Which in turn, will force the land forces at Tilbury, who are all men, to view Queen Elizabeth not as a “weak and feeble women”, but as a “king” who will protect her “God”, her “kingdom”, and her “people”.

Great thesis statement and introduction paragraph that brought in context. I think your evidence and commentary is strong, as you talk about how Queen Elizabeth has made herself “more relatable” and how it convined the Tilbury land forces to unite. Your commentary and line of reasoning is strong throughout the two body paragraphs, and thus I give you four points on evidence & commentary. Moreover, your analysis of the masculine vs feminine conflict is very in-depth and earns you the sophistication point here in my opinion. Great 6/6 essay!

Short Essay Practice Submission 10

Queen Elizabeth I, under imminent threat of invasion by the Spanish Armada, makes a speech to her army and through the use of rhetorical strategies aims to inspire faith in her as their leader in order to rally her forces to fight against the Spanish.

Throughout her speech Queen Elizabeth emphasizes her god given right to be queen. She states “I have always so behaved myself that, under God,” she has made her decision. That she enters this battle to “lay down for my God,” and assures that their army will have victory “over those enemies of my God.” Her repeated allusions to God serve as a reminder to the soldiers that as a British monarch she has a god given right to rule and lead her people. She utilizes these reminder of her divinity in order to build the army’s trust in her and their faith in her decisions.

Queen Elizabeth moves to connect herself with her soldiers and emphasizes that she is on the field fighting with them. She appeals to the camaraderie of her forces by explaining that she has “come amongst you all” to “live and die amongst you all,” and that she “will take up arms, I myself will be your general.” She emphasizes her involvement in the battle in order to appeal to ethos and allow her soldiers to trust her by going far enough to join them in their fight. This works to inspire the soldier’s faith in her as their leader as they understand she believes in their cause so much as to join them in the fight. She continues this appeal to camaraderie through the use of the first person. She begins almost every clause with the word “I”, she says “I have always behaved myself”, “I know already,” “I have the heart ad stomach of a king” and many more instances of using the word “I”. She is emphasizing that all her decisions are her own and she truly believes in their cause, she is combating the image of an aloof monarch with no stake in her people. Her display in faith to her military works to build on the soldier’s trust in her.

As a female queen in the 16th century, Queen Elizabeth faced a lot of doubt in her ability to be a strong leader and make good decisions for the prosperity of her people due to the misogynistic and patriarchal ideals in society at the time. On this day in 1588 on the fields of Tilbury, it was vital that the queen convince her soldiers of her strength as their leader and that the her decisions that brought them to this battle were for the the good of England, so that her soldier might fight valiantly and they will defeat the Spanish.

Good job with the thesis point - very straightforward with mention of rhetorical devices and author’s purpose; this is how I wrote my thesis  In terms of evidence & commentary, your reference/argument about God is very intriguing and the god-given right argument is great context that demonstrates significance. Moreover, I think your argument about seeming relatable is very strong with the mention of I. Thus, you earn all four evidence & commentary points. In terms of sophistication, I think you do earn it because you expound about the relevance of God and mention the significance of the time period. Great 6/6 essay!

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Rhetorical Analysis Essay

Rhetorical Analysis Essay Example

Rhetorical Analysis Essay Example - Free Samples

Published on: Apr 4, 2018

Last updated on: May 26, 2023

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Writing a  rhetorical analysis essay  for academics can be really demanding for students. This type of paper requires high-level analyzing abilities and professional writing skills to be drafted effectively.

As this essay persuades the audience, it is essential to know how to take a strong stance and develop a thesis. This article will find some examples that will help you with your rhetorical analysis essay thesis statement effortlessly.

Good Rhetorical Analysis Essay Example

The step-by-step writing process of a rhetorical analysis 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 (PDF)

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.

If you are drafting a rhetorical analysis essay, it is essential to first go through a couple of examples. This is to be clear of the outline and structure that a rhetorical analysis essay must have.

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

• Introduction

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:

• In order 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:

“ David Suzuki’s “The Right Stuff” features a gracious, entertaining, and informative style. We have come to associate with this well-known host of The Nature of Things. He begins with the interesting speculation from the book Is There Life After High School? that “impressions formed in high school are more vivid and indelible than those formed at any other time in life.”

Suzuki stresses the importance of high school education. He prepares his readers for a proposal related to making that education as valuable as possible.

A rhetorical analysis can show how successful Suzuki was 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 was not as successful.

Here Jennings stated the background information about the text and highlighted the rhetorical techniques used and their effectiveness.

Create captivating essays effortlessly!

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 - 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 analysis of “The Right Stuff” the thesis statement was:

"Suzuki has strong beliefs, but his argument is not convincing because it is not supported by evidence."

Example For Rhetorical Analysis Thesis Statement (PDF)

Rhetorical Analysis Conclusion Example

All the supporting information about the thesis statement is presented in the body section. Each point that supports the thesis is presented in a paragraph where it is analyzed.

All the body paragraphs lead the audience towards the conclusion. Here the final verdict about the text is provided.

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

“The major question overlooked by Suzuki’s essay—one of logistics-- is how can the schools, understaffed and overstressed, add the difficult subject of sex education to their curriculum. Admittedly, David Suzuki wrote his essay at a time when education budgets were in better shape than they are today. And he certainly makes an excellent point that educators should respect their students and appeal to their interests.

Nevertheless, his argument for sex education in schools clearly needs further thinking. Suzuki has a strong ethos and uses persuasive pathos well in this argument.

However, he needs to use more logos to make his point clear. He can only hope to get people's attention. It is up to them whether or not they want to use his ideas in the schools.”

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 (PDF)

Rhetorical Analysis Essay Example AP Lang 2022

Writing a rhetorical analysis for 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:

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.

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 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 clearly convey a claim for the readers. Provide a thorough analysis of these claims in the paragraph to support your topic sentence.

Use Rhetorical Elements to Form 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 (PDF)

AP Rhetorical Analysis Essay Template (PDF)

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

How to Start Rhetorical Analysis Essay Example

Visual Rhetorical Analysis Essay Example

The visual rhetorical analysis essay determines how pictures and images communicate messages and persuade the audience. Usually, the visual rhetorical analysis papers are written for advertisements. Because they use strong images to convince the audience to behave in a certain way.

In order 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 (PDF)

Rhetorical Analysis Essay Writing Tips

Expert writers at MyPerfectWords.com have gathered some easy tips and tricks to draft an effective rhetorical analysis essay. 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. If you are still struggling to draft a great rhetorical analysis essay, it is suggested to take help from a professional  analytical essay writing service .

MyPerfectWords.com  can assist you in all your academic assignments. The  top essay writer service  that we provide is reliable. If you are confused about your writing assignments and have difficulty meeting the deadline, get help from the  legal essay writing service  at  MyPerfectWords.com . 

Hire our  analytical essay writer  today at the most reasonable prices. 

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Nova Allison is a Digital Content Strategist with over eight years of experience. Nova has also worked as a technical and scientific writer. She is majorly involved in developing and reviewing online content plans that engage and resonate with audiences. Nova has a passion for writing that engages and informs her readers.

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AP English Language and Composition: Sample Rhetorical Analysis and Synthesis Questions

August 21, 2021.

The Rhetorical Analysis and Synthesis Essays are two of the three essays you’ll need to write as part of the AP English Language and Composition Exam . Read on for a sample of each, as well as tips for how to answer them. 

AP English Language and Composition: Sample Rhetorical Analysis Question

Read the following passage published back in 1967 by The New York Times. Then write an essay in which you analyze how the structure of the passage and the use of language help convey the writer’s views.

Sample Question Instructions:

• Respond to the prompt with a thesis that may establish a line of reasoning.
• Select and use evidence to develop and support the line of reasoning.
• Explain the relationship between the evidence and the thesis.
• Demonstrate an understanding of the rhetorical situation.
• Use appropriate grammar and punctuation in communicating the argument.

Americans and Western Europeans, in their sensitivity to lingering problems around them, tend to make science and progress their scapegoats. There is a belief that progress has precipitated widespread unhappiness, anxieties, and other social and emotional problems. Science is viewed as a cold mechanical discipline having nothing to do with human warmth and the human spirit. 

But to many of us from the nonscientific East, science does not have such repugnant associations. We are not afraid of it, nor are we disappointed by it. We know all too painfully that our social and emotional problems festered long before the age of technology. To us, science is warm and reassuring. It promises hope. It is helping us at long last gain some control over our persecutory environments, alleviating age-old problems—not only physical but also, and especially, problems of the spirit.

Shiraz, for example, a city in southern Iran, has long been renowned for its rose gardens and nightingales; its poets, Sadi and Hafiz; and its mystical, ascetic philosophy, Sufism. Much poetry has been written in glorification of the spiritual attributes of this oasis city. And to be sure, Shiraz is a green, picturesque town, with a quaint bazaar and refreshing gardens. But in this “romantic” city thousands of emotionally disturbed and mentally retarded men, women, and children were, until recently, kept in chains in stifling prison cells and lunatic asylums. 

Every now and again, some were dragged, screaming and pleading, to a courtyard and flogged for not behaving “normally.” But for the most part, they were made to sit against damp walls, their hands and feet locked in chains, and thus immobilized, without even a modicum of affection from their helpless families and friends, they sat for weeks and months and years—often all their lives. Pictures of these wretched men, women, and children can still be seen in this “city of poetry,” this “city with a spiritual way of life.” 

It was only recently that a wealthy young Shirazi who, against the admonitions of his family, had studied psychology at the University of Tehran and foreign universities, returned to Shiraz and after considerable struggle with city officials succeeded in opening a psychiatric clinic, the first in those regions. After still more struggle, he arranged to have the emotionally disturbed and the mentally retarded transferred from prison to their homes, to hospitals, and to his clinic, where he and his staff now attend them. 

They are fortunate. All over Asia and other backward areas, emotionally disturbed men and women are still incarcerated in these medieval dungeons called lunatic asylums. The cruel rejection and punishment are intended to teach them a lesson or help exorcise evil spirits. 

The West, still bogged down in its ridiculous romanticism, would like to believe that emotional disturbances, dope addiction, delinquency are all modern problems brought on by technological progress, and that backward societies are too spiritual and beautiful to need the ministrations of science. But while the West can perhaps afford to think this way, the people of backward lands cannot. . . . 

. . .The obstacles are awesome, the inertia too entrenched, the people’s suffering too anguished, their impatience too eruptive. Moreover, the total cultural reorganizations such as Asia and Africa are undergoing inevitably engender their own temporary dislocations and confusions. But their goals, the direction, remain constant. We are on the move, however awkwardly at first, to a saner, better world.

How to Answer the AP English Language and Composition Rhetorical Analysis Question

Go back to the original question, which asks you to analyze two features of the passage: (1) its structure, or organization, and (2) its language. The first aspect is fairly specific. As you read the passage, you need to observe what the author discusses first, second, third, and so on. Your essay should explain not only the order of ideas but the reasons the author may have chosen that order. 

The second part of the question is more general. It invites you to analyze the use of language, which may include the author’s choice of words (diction), syntax (word order), figures of speech, use of evidence (such as statistics or logical reasoning), sentence structure, rhythm, sound, tone, or just about any other characteristics of style and rhetoric you choose. 

Although the question directs you to write about two different aspects of the passage, the essay itself should be unified. That is, a good essay should not consist of, say, two disparate paragraphs, one exclusively devoted to structure and another to language. Rather, the essay should include material that shows the interrelationship of structure and language in the passage and how those elements contribute to the meaning and effect of the passage. This might be covered in a separate paragraph, or it could be woven into the overall fabric of the essay. 

Before you begin to write, read the passage at least twice: once for an overview and once as you write your analysis. You may notice early on that the opening paragraph contains generalizations about Westerners’ concepts of science and progress. Then the author contrasts the Western view of science and progress with the Eastern view. Immediately, you see that the author, by using the first-person pronoun (as in “many of us”) is speaking from the perspective of an Easterner. Consequently, his discussion of Eastern views is apt to come across as more well-informed, more authoritative, perhaps more personal. 

To support his position, the author gives an extended example—the city of Shiraz—to illustrate just how different the East is from the West. The description and vivid images of Shiraz memorably convey the idea that the “spiritual way of life” has a side to it that many Westerners don’t know about. This is the heart of the passage. The use of quotation marks around “romantic” and “city of poetry” is meant to point out the discrepancy between the idealized and real versions of Shiraz. 

Nearing the end, the author reiterates his initial contrast between West and East, with emphasis on the East. The last paragraph offers a generalized statement about conditions in Asia and Africa, reminding the reader of the contrast made at the very beginning of the passage. Tying the end to the beginning of the passage creates a sense of unity—a desirable feature in any piece of writing.

AP English Language and Composition: Sample Argument Question

The following paragraph is adapted from Mirror for Man, a book written by anthropologist Clyde Kluckhorn in the middle of the twentieth century. Read the passage carefully. Then, write an essay that examines the extent to which the author’s characterization of the United States holds true today. Use appropriate evidence to support your argument. 

Sample Question Instructions: 

• Respond to the prompt with a thesis that may establish a line of reasoning. 
• Select and use evidence to develop and support the line of reasoning. 
• Explain the relationship between the evidence and the thesis. 
• Demonstrate an understanding of the rhetorical situation. 

Technology is valued as the very basis of the capitalistic system. Possession of gadgets is esteemed as a mark of success to the extent that persons are judged not by the integrity of their characters or by the originality of their minds but by what they seem to be—so far as can be measured by their wealth or by the variety and material goods which they display. “Success” is measured by their investments, homes, and lifestyles— not by their number of mistresses as in some cultures.

How to Answer the AP English Language and Composition Argument Question

Whether you agree, disagree, or have mixed views on the content of the passage, your job is to write a convincing argument that expresses your opinion. Initially, the word argument may suggest conflict or confrontation. But rest assured that your essay need not be combative. Rather, make it a calmly-reasoned explanation of your opinion on a debatable subject. Your goal is to persuade the reader that your opinion, supported by examples, facts, and other appropriate evidence, is correct. 

If you have strong feelings about the topic, of course you should state them in your essay. But express them in calm, rational language. Be mindful that the essay should not be an emotional rant for or against the issue. 

Consider first whether you agree with Kluckhorn’s definition of “success.” Is it, as Kluckhorn asserts, measured by income and material possessions? Or do you think that a more accurate standard of success in today’s America should be determined by less tangible criteria—things such as happiness or self-respect? Or do you stand somewhere in between those two extremes? 

The actual position you take on the issue is less crucial than your ability to support it fully by drawing from your knowledge, background, experience, or observation. Regardless of your position, be sure to include more than one example. An argument that relies on a single example, however compelling, will fall flat. 

In the prompt, Kluckhorn’s notion of success seems to refer broadly to American society. Resist responding in kind. That is, a short essay shouldn’t focus on the whole of society but only on an identifiable segment—perhaps college-educated professionals or urban, blue- collar Americans. The point is that a narrowly focused essay on a limited topic will always turn out better than one that tries to cover too much ground in just a few paragraphs.

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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.

Table of contents

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.

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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.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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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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Rhetorical Analysis Essay

Rhetorical Analysis Essay Example

Top 15+ Rhetorical Analysis Essay Examples for Students

Published on: Mar 10, 2023

Last updated on: Jul 21, 2023

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Writing a rhetorical analysis essay can be tough. You want to engage your reader, but you also need to provide clear and concise analysis of the text. 

It's hard to know where to start, what information is important, and how to make your argument clear. 

Don't fret! We've got you covered. 

In this blog post, we'll give you 15+ Rhetorical analysis essay examples to help you craft a winning essay. Plus, we'll give you some tips on how to make your essay stand out.

So without a further delay, let's start!

Good Rhetorical Analysis Essay Examples

Examples help the readers to understand things in a better way. They also help a writer to compose an essay just like professionals.

Here are some amazing rhetorical analysis examples on different topics. Use them as a helping hand to understand the concept and write a good essay.

Rhetorical Analysis Essay Example: AP Language

Rhetorical analysis done in AP Language and Composition is one of the biggest tasks a student can ever get. On the same hand, drafting it in a proper way is also necessary to get good grades.

Look at these rhetorical analysis essay example AP language given below to see how a well-written rhetorical essay is written.

AP Rhetorical analysis essay example

Rhetorical Analysis Essay Example Ap Lang 2020

Rhetorical Analysis Essay Example Ap Lang 2021

Rhetorical Analysis Essay Example AP Lang 2022

Rhetorical Analysis Essay Example AP Lang 2023

These rhetorical analysis essay example college board will help you to win over your panel in no time!

Want to start from the basics? Head over to our Rhetorical essay guide to solidify your base.

Rhetorical Analysis Essay Example: Ted Talk

A rhetorical analysis can be done on nearly anything. Here is a good example of a rhetorical essay in which a ted talk is being analyzed.

Rhetorical Analysis Essay Example: Ethos, Pathos, Logos

The first impression of these three terms sounds just like a conjuration in some kind of a magical story. But in fact, these elements of persuasion were created by Aristotle and have been used for a very long time.

According to Aristotle, they were the primary persuasive strategies that authors should use in their papers. These elements are further elaborated as follows:

• The ethos appeals to ethics.
• Pathos appeals to emotions.
• Logos mean the use of rational thinking.

Here is an example of a rhetorical essay written using these elements.

Understand Ethos,Pathos and Logos to write a compelling essay.

Rhetorical Analysis Essay Example for College

College students often get to write a rhetorical analysis essay. They find it hard to write such an essay because it is a bit more technical than other essay types.

Here is an example of a well-written rhetorical essay for college students.

Comparative Rhetorical Analysis Essay Example

A rhetorical analysis essay can be written to show a comparison between two objects. Here is a compare-and-contrast rhetorical analysis essay example.

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Visual Rhetorical Analysis Essay Example

The visual rhetorical essay determines how pictures and images communicate messages and persuade the audience. Usually, visual rhetorical essays are written for advertisements. They use strong images to convince the audience to behave in a certain way.

Visual Rhetorical Analysis Essay Example Pdf

Rhetorical Analysis Essay Example: Letter from Birmingham Jail

Here is another good example of a rhetorical essay. Most of us know about the history of “letter from a Birmingham jail”. Read the given example to see how rhetorical analysis is done on it.

Struggling for a similar good topic? Check out our amazing rhetorical essay topics to select the perfect theme for your essay.

Great Influenza: Rhetorical Analysis Essay Example

Influenza has been one of the scariest pandemics the world has faced in history. Here is a rhetorical essay on great influenza.

Great influenza: Rhetorical Analysis Essay Example

Condoleezza Rice Rhetorical Analysis Essay Example

The speech given by Condoleezza Rice has become a classic example of effective oratory. Here is an example of a rhetorical analysis essay on the speech given by Condoleezza Rice at a commencement ceremony.

Rhetorical Analysis Essay Example: Condoleezza Rice’s Commencement Speech

This example explores the effectiveness of Rice's speech and features an in-depth analysis. 

Rhetorical Analysis Essay Example High School

High school essays involve the analysis of different texts and the application of rhetorical tools to those texts. Here is an example that focuses on a high school essay about the effects of television on society. 

Rhetorical Analysis Essay Example (Pdf)

Rhetorical Analysis Essay Example MLA

MLA format is one of the most commonly used formats for essays. Here is an example of a rhetorical essay written in MLA format that focuses on the effectiveness of advertisements. 

MLA Rhetorical Analysis Essay PDF

Rhetorical Analysis Essay Example Outline

Outline helps to organize the ideas and arguments that you want to present in your essay. Here is a sample outline that can help you write an effective rhetorical analysis essay.

Rhetorical Analysis Essay Example Outline sample

Hop on to our rhetorical essay outline guide to learn the step-by-step process of crafting an exemplary outline.

How to Start a Rhetorical Analysis Essay Example

When starting a rhetorical analysis essay, it is important to provide a brief overview of the topic that you are analyzing. This should include the overall message being conveyed, the target audience and the rhetorical devices used in the text. 

Here is a rhetorical analysis introduction example for your ease.

Thesis Statement Example for Rhetorical Analysis Essay

The thesis statement of a rhetorical analysis essay should explain the primary argument being made in the text. Here is an example of a thesis statement for a rhetorical analysis essay for your ease.

Example of Rhetorical Analysis Thesis Statement

Rhetorical Analysis Essay Example Conclusion

The conclusion of a rhetorical analysis essay is an important part of the overall essay. It should summarize your main points and provide some final thoughts on the topic. 

Here is an example of conclusion for a rhetorical analysis essay for your ease.

Download this  Rhetorical Analysis Essay Writing Manual to help gather all the relevant guidance for your rhetorical essay.

Rhetorical Analysis Essay Writing Manual (PDF)

Watch this video to understand how to select Rhetorical analysis essay evidences.

Rhetorical Analysis Essay Writing Tips

To write a rhetorical analysis essay, you must have good writing skills. Writing a rhetorical essay is a technical task to do. This is why many students find it really difficult.

There are the following things that you should do to write a good rhetorical analysis essay. Those important things are as follows:

• Determine the Rhetorical Strategy

To write a rhetorical essay, the writer needs to follow a specific method for research. The typical research methods used for this particular essay are as follows:

• Choose a Topic

For any essay type, it is very important to have a good topic. A good topic seeks the readers of attention and convinces them to read the complete essay.

• Create a Rhetorical Analysis Outline

An outline is an essential part of essay writing. The outline provides a definite structure to the essay and also guides the reader throughout the essay. A  rhetorical analysis outline  has the following elements in it:

• Introduction
• Body paragraphs

These three elements let you describe the entire idea of your rhetorical analysis essay. These three elements are further written with the help of sub-elements.

• Develop a Thesis Statement

The  thesis statement is yet another important part of essay writing. It is the essence of the entire essay. It may be a sentence or two explaining the whole idea of your essay. However, not give background information about the topic.

• Proofread and Edit

The formal terminology used for essay revision is known as proofreading. To make sure that your essay is error-free, repeat this process more than once.

Now let's wrap up , shall we?

So far we have provided you with the best rhetorical analysis examples that are sure to win over your panel. With our help, you can surely sfe guard your academic success journey in no time!

In case you think you can not write such an essay on your own, consult an essay writing service.

At  CollegeEssay.org , we provide the best rhetorical analysis essay writing service  to every student. We have an extensive team of professional writers who can handle all your essay writing assignments.

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Frequently Asked Questions

What are the 3 parts of rhetorical analysis.

The three parts of rhetorical analysis are: 

• Ethos 
• Logos 
• Pathos 

What are the elements of a rhetorical analysis?

The main elements of a rhetorical analysis essay are: 

• Situation 
• Audience 
• Purpose 
• Medium 
• Context 

Is there any difference between AP lang rhetorical analysis essay example 2020 and AP lang rhetorical analysis essay example 2021?

Yes, there are differences between 2020 and 2021 AP Language and Composition rhetorical analysis essay examples.

• In 2020 the essay prompts revolved around various social issues related to public discourse. In 2021 they mainly focused on the ideas of justice or progress. 
• In 2020 students were encouraged to write a multi-paragraph essay shifting back and forth between creative devices of rhetoric. While in 2021 more emphasis was placed on analyzing how well an author's argument is structured.

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People also read

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Rhetorical Analysis Essay Outline - Tips & Examples

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Rhetorical Analysis Sample Essay

Harriet Clark

Ms. Rebecca Winter

13 Feb. 2015

Not Quite a Clean Sweep: Rhetorical Strategies in

Grose's "Cleaning: The Final Feminist Frontier”

A woman’s work is never done: many American women grow up with this saying and feel it to be true. 1 One such woman, author Jessica Grose, wrote “Cleaning: The Final Feminist Frontier,” published in 2013 in the New Republic, 2 and she argues that while the men recently started taking on more of the childcare and cooking, cleaning still falls unfairly on women. 3 Grose begins building her credibility with personal facts and reputable sources, citing convincing facts and statistics, and successfully employing emotional appeals; however, toward the end of the article, her attempts to appeal to readers’ emotions weaken her credibility and ultimately, her argument. 4

In her article, Grose first sets the stage by describing a specific scenario of house-cleaning with her husband after being shut in during Hurricane Sandy, and then she outlines the uneven distribution of cleaning work in her marriage and draws a comparison to the larger feminist issue of who does the cleaning in a relationship. Grose continues by discussing some of the reasons that men do not contribute to cleaning: the praise for a clean house goes to the woman; advertising and media praise men’s cooking and childcare, but not cleaning; and lastly, it is just not fun. Possible solutions to the problem, Grose suggests, include making a chart of who does which chores, dividing up tasks based on skill and ability, accepting a dirtier home, and making cleaning more fun with gadgets. 5

Throughout her piece, Grose uses many strong sources that strengthen her credibility and appeal to ethos, as well as build her argument. 6 These sources include, “sociologists Judith Treas and Tsui-o Tai,” “a 2008 study from the University of New Hampshire,” and “P&G North America Fabric Care Brand Manager, Matthew Krehbiel” (qtd. in Grose). 7 Citing these sources boosts Grose’s credibility by showing that she has done her homework and has provided facts and statistics, as well as expert opinions to support her claim. She also uses personal examples from her own home life to introduce and support the issue, which shows that she has a personal stake in and first-hand experience with the problem. 8

Adding to her ethos appeals, Grose uses strong appeals to logos, with many facts and statistics and logical progressions of ideas. 9 She points out facts about her marriage and the distribution of household chores: “My husband and I both work. We split midnight baby feedings ...but ... he will admit that he’s never cleaned the bathroom, that I do the dishes nine times out of ten, and that he barely knows how the washer and dryer work in the apartment we’ve lived in for over eight months.” 10 These facts introduce and support the idea that Grose does more household chores than her husband. Grose continues with many statistics:

[A]bout 55 percent of American mothers employed full time do some housework on an average day, while only 18 percent of employed fathers do. ... [W]orking women with children are still doing a week and a half more of “second shift” work each year than their male partners. ... Even in the famously gender-neutral Sweden, women do 45 minutes more housework a day than their male partners. 11

These statistics are a few of many that logically support her claim that it is a substantial and real problem that men do not do their fair share of the chores. The details and numbers build an appeal to logos and impress upon the reader that this is a problem worth discussing. 12

Along with strong logos appeals, Grose effectively makes appeals to pathos in the beginning and middle sections. 13 Her introduction is full of emotionally-charged words and phrases that create a sympathetic image; Grose notes that she “was eight months pregnant” and her husband found it difficult to “fight with a massively pregnant person.” 14 The image she evokes of the challenges and vulnerabilities of being so pregnant, as well as the high emotions a woman feels at that time effectively introduce the argument and its seriousness. Her goal is to make the reader feel sympathy for her. Adding to this idea are words and phrases such as, “insisted,” “argued,” “not fun,” “sucks” “headachey,” “be judged,” “be shunned” (Grose). All of these words evoke negative emotions about cleaning, which makes the reader sympathize with women who feel “judged” and shunned”—very negative feelings. Another feeling Grose reinforces with her word choice is the concept of fairness: “fair share,” “a week and a half more of ‘second shift’ work,” “more housework,” “more gendered and less frequent.” These words help establish the unfairness that exists when women do all of the cleaning, and they are an appeal to pathos, or the readers’ feelings of frustration and anger with injustice. 15

However, the end of the article lacks the same level of effectiveness in the appeals to ethos. 16 For example, Grose notes that when men do housework, they are considered to be “’enacting “small instances of gender heroism,” or ‘SIGH’s’—which, barf.” 17 The usage of the word “barf” is jarring to the reader; unprofessional and immature, it is a shift from the researched, intelligent voice she has established and the reader is less likely to take the author seriously. This damages the strength of her credibility and her argument. 18

Additionally, her last statement in the article refers to her husband in a way that weakens the argument. 19 While returning to the introduction’s hook in the conclusion is a frequently-used strategy, Grose chooses to return to her discussion of her husband in a humorous way: Grose discusses solutions, and says there is “a huge, untapped market ... for toilet-scrubbing iPods. I bet my husband would buy one.” 20 Returning to her own marriage and husband is an appeal to ethos or personal credibility, and while that works well in the introduction, in the conclusion, it lacks the strength and seriousness that the topic deserves and was given earlier in the article. 21

Though Grose begins the essay by effectively persuading her readers of the unfair distribution of home-maintenance cleaning labor, she loses her power in the end, where she most needs to drive home her argument. Readers can see the problem exists in both her marriage and throughout the world; however, her shift to humor and sarcasm makes the reader not take the problem as seriously in the end. 22 Grose could have more seriously driven home the point that a woman’s work could be done: by a man. 23

Works Cited

Grose, Jessica. “Cleaning: The Final Feminist Frontier.” New Republic. The New Republic, 19 Mar. 2013. Web. 28 Mar. 2014.

• Article author's claim or purpose
• Summary of the article's main point in the second paragraph (could also be in the introduction)
• Third paragraph begins with a transition and topic sentence that reflects the first topic in the thesis
• Quotes illustrate how the author uses appeals to ethos
• Analysis explains how the quotes show the effective use of ethos as noted in the thesis
• Transition and topic sentence about the second point from the thesis
• Quote that illustrates appeals to logos
• Analysis explains how the quotes show the effective use of logos, as noted in the thesis
• Transition and topic sentence about the third point from the thesis
• Quotes that illustrate appeals to pathos
• Analysis explains how the quotes show the effective use of pathos, as noted in the thesis
• Transition and topic sentence about fourth point from the thesis
• Quote illustrates how the author uses appeal to ethos
• Analysis explains how quote supports thesis
• Transition and topic sentence about fourth point from thesis
• Conclusion returns to the ideas in the thesis and further develops them
• Last sentence returns to the hook in the introduction

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