Rhetorical analysis is used to gain an understanding of the writer or speaker success in communicating to the reader or the listener. Rhetorical analysis is a means of evaluating the work of another person to evaluate how he/she has successfully achieved the intended communication. The main objective of this paper is to explain what rhetorical analysis is and how it is done using various examples of rhetorical analysis. Basically, the paper is a tool for concept learning with regard to ensuring that high school students are able to conceptualize and write a rhetorical analysis of any case literature or visual work.
For the purpose of this paper, in order to achieve the above-mentioned objective, I will start by explaining the concept of rhetorical analysis. The general overview will include the definition of what rhetorical analysis is and what it is not; the critical; and variable characteristics. For a detailed understanding of the concept, various examples and non-examples will be used in the analysis of their critical and variable features. The assessment of the student understanding of the concept will be carried out by administering a test. The student is expected to do the test and the assessment results will be used to assess the understanding of the whole concept of rhetorical analysis.
Part I: Concept Definition & Analysis of Features
Rhetoric explores how the writer or the speaker has employed different ways to deliver the intended message or influence the readers or the listeners. Rhetorical analysis is generally a form of criticism which uses principles of rhetoric to establish the interaction that exists between the writer or the speaker and the audience. The analysis breaks the work of the writer or the speaker into parts and how those parts have formed conveyed the message. Rhetoric can be used for persuasion, entertainment or information. Rhetorical analysis is done on various literal works and arts including non-fiction, cartoon, advertisement, or oral performance.
When writing rhetorical analysis your opinion is not valid on whether you agree or not with the writer or speaker argument. Instead, you are expected to explain how the writer is able to communicate his/her message of persuasion, entertainment or information to the intended audience. When applied to a literary work, rhetorical analysis regards the work not as an aesthetic object but as an artistically structured instrument for communication.
For the purpose of this concept, there are various critical features which must be there for an analysis to qualify to be called a rhetorical analysis. Critical features are those features of the concept which MUST be present in order for an item to be considered to belong to the stimulus class. With regard to the aforementioned definition, the following are critical features of a rhetorical analysis.
The rhetorical analysis consists of the thesis statement in the introduction, the body covering various discussions about the item, and conclusion to bring out the student remarks on the author’s work.
A rhetorical analysis will be wholly incomplete if the stylistic devices used by the writer or the speaker are not addressed. In any literary or visual work, there are various artistic devices used to convey the message to the audience. Identifying and detailing them in any rhetorical analysis is critical.
These are the various critical appeals the author use to communicate to the readers or the listener.
The writer of the rhetorical analysis must be ready to defend his/her opinion or suggestions made based on the genre of the work being analyzed. One must be able to provide a reason(s) to deviate or modify a specific part of the communication being made.
As opposed to critical features, variable features are those features of a stimulus (or item) which can be present but are not necessary in order for the item to be considered within the stimulus class. In addition, these features can vary across different examples yet not exclude the item from being considered a member of the stimulus class. As long as all critical features are present, the variable features can essentially be considered irrelevant with respect to their impact on the discrimination process.
Below are the variable features for the concept of the rhetorical analysis.
For the purpose of illustration, we will look at an example of a rhetorical analysis:
Persuading the Medical Community
In his article “Leech, Leech, Et Cetera”, Lewis Thomas explain the changes in the patient care. The world of medicine is ever changing and the interaction between the doctor and the patient is being overlooked. Using references he is able to explain the transformation that has taking place over the years in the medical field.
The essay has gained credibility his use of intelligent tone. His persuasions use logic to capture the audience’s attention. Showing how “leech the doctor… [carries] the implication of knowledge and wisdom,” Thomas accurately states how the medical profession was once viewed. Doctors were most respected and high profile people attracting a lot of admiration. On the other hand, Thomas gives the other side of the word leech referring to the worm. He uses words like “blood” and “tax collectors” which are associated with this form. Thomas is persuading the medical physicians and students to go back to the old ways of medicine.
Along with using word meanings, Thomas appeals to the reader’s emotions by giving explanations on how the family was in those days. He says that “touching was the real professional secret,” when patient felt the real treatment by the doctor. Today, “the doctor can perform a great many of the most essential tasks from his office in another building without ever seeing the patient”. He is showing how the profession has changed over time and patients are not feeling the care. This triggers the emotion of the audience by making them be attached to the issues.
In addition to the above, the word choice of the author is convincing to the doctors and medical students to change their way of serving the patients. The use of a word like “leech” to refer to doctors and “dehumanizing” to describe their training has triggered negative impression of doctors. Thomas uses cold and impersonal tone to describe the medical world.
The writing of Thomas has clearly shown how the medical profession has changed to distance the doctor-patient relationship. His argument could convince the students to rethink their passion for the profession and how they expect to treat patients.
The overall persuasiveness of the essay is a success. He may be able to convince the doctors to change their ways of interacting with patients. Through proper use of emotional and logical appeals, he is able to give a convincing essay to the medical practitioners. However, the essay fails to show his motive. The question is if the doctors change; will the number of the patient being healed increase? The patient may not be interested in the relationship but both are interested in a cure.
Upon examining the above example we can assess for the critical features defined earlier:
All critical features are present in the item qualifying it to be a perfect example of a rhetorical analysis.
The variable features were not considered in the discrimination process. These include the topical issue of the rhetorical analysis, the audience and the persuasiveness of the author.
Part II: Teaching Examples and Non-Examples
Having defined the concept and outlined the critical and variable features of a limerick, we now move to the presentation of sample items. The purpose of this exercise is to allow the student to begin to differentiate between examples and non-examples of rhetorical analysis. The easiest method to facilitate this is to present divergent examples. An example of a rhetorical analysis will first be presented. By labeling it an “example” we are stating that this item contains all critical features listed above. Following this, an almost identical rhetorical analysis will be presented as a non-example.
We refer to it as a “non-example” because it will be missing one of the critical features listed above. Each item will be accompanied by a brief analysis of whether the item is classified as an example or non-example of a rhetorical analysis with respect to critical features. Variable features will be noted but emphasized as unimportant. A concluding statement will also be given to emphasize classification. Note that various features will be presented across both examples and non-examples to emphasize their irrelevance in the decision-making process. By working through the various examples, one should conclude this section by being able to discriminate between examples and non-examples of rhetorical analysis.
Example 1
Rhetorical Analysis of “Treat Teenage Moms like Moms, Not Children”
In their essay “Treat Teenage Moms like Moms, Not Children” the writers effectively appealed to the government policymakers on the need for the teenage mothers to be allowed to make decisions, which currently in most states in America are not allowed. The writers have adequately addressed the need for allowing the validity of their consent to take long-term birth controls. They have managed to persuade the reader by employing academic tone, diction, and superior artistic devices to persuade the audience into seeing the need for allowing teenagers unlimited legal consent to long-term birth control methods.
The “Treat Teenage Moms like Moms, Not Children” has clearly addressed the need for considering legalizing teenage consents such as birth control, which is currently not allowed in more than 20 states in America. According to United Nations Population Fund (UNFPA) report, statistics have provided facts about the adolescent pregnancies around the world (United Nations Population Fund 7). Approximately16 million girls aged 15-19 years and girls under 16 years amounting to more than 2.5 million, have unwanted pregnancies each in developing regions (UNFPA 8).
World Health Organization further establishes that most deaths of 15-19 years girls occur due complications during pregnancy and childbirth (World Health Organization 23). The adolescent mothers face higher risks of eclampsia, puerperal endometritis, preterm birth, and systemic infections compared to their counterpart aged 20-24 years. There is medical practitioners concern on the regality of these teenage girls’ consent to long-term birth control and other decisions which the law considers can only be made by an adult woman. This is regardless of these pregnant teenagers being able to give some consent like the circumcision of their boy child and taking vaccinations for the protection of the unborn child.
The writers used logical appeals to trigger the logical reasoning of the authorities by comparing the facts about an adolescent pregnant mother and the irony in the law. They begin the essay by pointing out how in Indiana pregnant teenagers are deprived of their rights to consent on issues that greatly affect their lives. In another instance, the writers show how ironically “The 17-year-old can consent to her infant’s hearing testing, vaccines and anything else the baby might need.” But cannot give consent to “long-acting, reversible contraceptive” (Wilkinson et al 1). They are also applying the credibility of the scientific scholarly reports to demonstrate the geographical distribution of the limiting rights of teenage girls to receive long-term contraceptive without parent appending their consent through signature even after birth.
The essay has applied academic tone to logically convince the authorities of the need to allow the teenage girls’ consent. This proves how the rights of the pregnant teenage girls have been limited virtually because of age unless “if married, legally emancipated or on active military duty, or after a sexual assault by a family member” (Wilkinson et al 2). Ironically this applies to the small population of teenage girls who get pregnant.
The writers have also expressed the logic in irony on how generally there has been a decline in pregnancy rates in America but there is an alarming trend in subsequent pregnancies. They use proof of statistics on Indianapolis subsequent pregnancies in less than 18 months. For example “1 in 3 adolescents who delivered between 2010 and 2012 were pregnant again in less than 18 months.” (Wilkinson et al 3). This shows how subsequent early pregnancy is risky for the young girl and appeal for contraceptives, the writers say “The 2005 study found that the risk of preterm delivery or stillbirth tripled in the women’s subsequent pregnancies” (Wilkinson et al 3) and try to give the pediatricians opinion on the risk of early pregnancies.
Further, the writers have invoked the logic of having young girls allowed consent to birth control. It is logical to see it as the burden to the country when these girls give more births. To prove this their allegations, they cite a 2010 study on how it cost the state more than $9.4 billion for healthcare and foster care (NCPTUP 10). This finding appeals to the authorities to see it as the burden to the society especially through loss of tax revenues. The writers have also used contrast to bring out the aspect of the irony of the facts regarding teenage pregnancy. Contrast is effective in bringing out the logic of their argument. For instance, being allowed to consent some cases like child vaccine and circumcision but cannot be allowed to consent for birth controls.
The writers have employed pathetic appeals to invoke the audience’s emotion to gain acceptance and approval to the birth control consent of the young girls. They express how “rapid repeat pregnancies is financial, emotionally, and physically draining to the pregnant young girls.” (Wilkinson et al 4) To prove the risk they used a 2005 study on the preterm births of the subsequent pregnancies. They appeal to the authorities that to avert the scenario they need long-lasting control measures by referring to the study on the effectiveness of the birth control after birth in controlling subsequent pregnancy to the young girls (Tocce et al. 4).
The essay has used ethical appeals to the audience for the credibility of its arguments. The writers have cited the recommendation of the reputable research organizations to ethically appeal the government policymakers. The reference of organizations like the American Academy of Pediatrics and American College of Obstetrics and Gynecology in the essay is sufficiently convincing on legalizing the teenage consents to have long-term contraceptives after birth.
These sources have reported on their findings on the teenage pregnancies and the effects on their life and life of the child. These sources arguments are persuasive enough to the issue of adolescence subsequent pregnancies and the need to allow their consent for birth controls without the approval of their parents. The effect of this on the audience is the credibility of the opinion as asserted by the writers. The effective use of academic tone in providing prove is quite convincing. Therefore, the essay has successfully shown the need to treat teenage moms like moms, not children.
The use of irony and contrast in the essay have aided in the written appeal to the logic of the audience on the issue of teenage girls’ limited consent. This is because subsequent pregnancy has adverse effects not only on them but also to the unborn child and the country as a whole. On the part, the use of pathos rhetorically triggers the feelings and emotion of the audience into the plight of the girl child right to consent for long-term birth control. And the other ethically expressed the credibility of their claim from credible sources.
The writers’ arguments have been brought clearly through the effective combination of logic, pathos, and ethos, and other stylistic devices. The essay largely uses logic to appeal to the audience and effectively persuade them. In my opinion, the writers’ use of logic has greatly helped in bringing out their preferences of the writers in as far as teenage pregnancy control is concerned. Other artistic devices like irony and contrast effectively drew the logic behind their arguments. On the other parts, the writers integrated pathos and ethos in appealing to the audiences’ emotions and acceptance respectively. The teenage girls should be allowed to access and consent to the long-term contraceptives to avoid adverse effects as result of subsequent pregnancies.
Analysis:
|
CRITICAL FEATURE |
PRESENT IN ITEM |
DESCRIPTION |
|
i) The introduction, body, and conclusion |
? |
The item has a thesis statement, body, and conclusion |
|
ii) Discussion of the author’s choice of various stylistic devices |
? |
It has explained the stylistic devices used in the item |
|
iii) Provide the use of ethos, pathos, and logos |
? |
The various appeals have been used |
|
iv) Discussion of how effective the author has communicated |
? |
The analysis has been addressed effectively |
Variable features: the topic of the rhetorical analysis is “Treat Teenage Moms like Moms, Not Children” which seek to address the plight of teenage mothers who have been deprived of rights to make some important life decision. The audience of the article is the government and authorities responsible to legislation and the medical agencies around the world. These variables do not determine whether the above item is rhetorical analysis or not.
Concluding Statement: After analysis of the item, all the critical features are present. It is, therefore, an example of a rhetorical analysis
Non-example 1:
From the rhetoric analysis example above, you delete the first paragraph to make a non-example of it. Therefore, the analysis of the non-example will be as follows:
Analysis:
|
CRITICAL FEATURE |
PRESENT IN ITEM |
DESCRIPTION |
|
i) The introduction, body, and conclusion |
X |
The analysis lack thesis statement and topical conclusion |
|
ii) Discussion of the author’s choice of various stylistic devices |
? |
It has explained the stylistic devices used in the item |
|
iii) Provide the use of ethos, pathos, and logos |
? |
The various appeals have been used |
|
iv) Discussion of how effective the author has communicated |
? |
The analysis has been effectively addressed this |
Variable features: Recall that variable features do not influence whether the item is or is not a rhetorical analysis
Concluding Statement: After analysis of the item, one critical feature is missing. It is, therefore, not an example of a rhetorical analysis.
Example 2
Rhetorical Analysis of Henry David Thoreau’s “Walden”
Henry David Thoreau “Walden” analyze the interaction in the society. The writer explains how he isolated himself in chapter “solitude”. He establishes how one can have and enjoy personal company when physically apart from others. To accomplish these, the writer uses various techniques which include ethos, pathos, and logos. He largely uses ethos to achieve his intended communication.
David ethos appeal is accomplished by his personal experience in Walden Pond away from the people. He further uses an example by quoting “the crowded hives of Cambridge College,” which demonstrate his knowledge and familiarity.
David also uses logos appeal using the analogy of a divergent student to that of a dervis in the desert. This analogy gives the reader a better understanding of segregation of students. This is because imagining a single plant in the desert is much easier than having to explain about a person amongst hundreds. The author use comparison in making his explanations for clarity reasons. His application between paradox and segregation, he used “I never found the companion that was so companion as solitude”. In his logical explanations, he used an analogy, metaphor, and figurative languages.
The writer also saw emotional acceptance by the use of pathos in his work. This is majorly done by the use of the first person. For instance, he used, “I love to be alone. I never found the companion that was so companionable as solitude,” for the reader to recognize his passion for the argument. The article shows a student who is peaceful regardless of isolation from the society.
The writer shows the isolation of the student through the use of analogy. The effect of the analogy to the reader is to create sympathy from the audience. The writer uses the student as the means of emphasizing his passion for solitude. Pathos is used to understand the solitude the writer is illustrating.
Through emotional appeal, the writer is able to portray solitude. Therefore, the writer has largely used pathos instead of logos and ethos. The use of logos in the article was to clarify the styles of language use. Thoreau establishes his argument, that people who constantly engage their minds are never alone, by using pathos most heavily, while using logos and ethos for support.
Analysis:
|
CRITICAL FEATURE |
PRESENT IN ITEM |
DESCRIPTION |
|
i) The introduction, body, and conclusion |
? |
The item has a thesis statement, body, and conclusion |
|
ii) Discussion of the author’s choice of various stylistic devices |
? |
It has explained the stylistic devices used in the item |
|
iii) Provide the use of ethos, pathos, and logos |
? |
The various appeals have been used: ethos, pathos, and logos |
|
iv) Discussion of how effective the author has communicated |
? |
The analysis has been effectively addressed this |
Variable features: the topic of the rhetorical analysis is “Walden” which seek to explain his isolation. The audience of the article is the whole society and especially those who are lonely to find peace from within them. These variables do not determine whether the above item is rhetorical analysis or not.
Concluding Statement: After analysis of the item, all the critical features are present. It is, therefore, an example of a rhetorical analysis
Nonexample 2
From the rhetoric analysis example above, you delete the last paragraph to make a non-example of it. Therefore, the analysis of the non-example will be as follows:
Analysis:
|
CRITICAL FEATURE |
PRESENT IN ITEM |
DESCRIPTION |
|
i) The introduction, body, and conclusion |
X |
The item has a thesis statement and body but lacks a conclusion |
|
ii) Discussion of the author’s choice of various stylistic devices |
? |
It has explained the stylistic devices used in the item |
|
iii) Provide the use of ethos, pathos, and logos |
? |
The various appeals have been used: ethos, pathos, and logos |
|
iv) Discussion of how effective the author has communicated |
? |
The analysis has been addressed effectively |
Variable features: Recall that variable features do not influence whether the item is or is not a rhetorical analysis
Concluding Statement: After analysis of the item, one critical feature is missing. It is, therefore, not an example of a rhetorical analysis.
Example 3
Rhetorical Analysis of Addison’s “Two Years are Better Than Four”
The article “Two Years are Better Than Four,” by Liz Addison, focuses on the importance of embracing and praising community colleges for better “college experience of self-discovery.” She establishes that the four years course has shaped the student through “worldly, insightful, cultured, and mature”. Liz put more praises on community college about their high education standards and acceptance of all students from various backgrounds. Liz explains her argument through the application of rebuttal. However, most of her evaluation is based on logical reasoning.
Addison opens up with a rebuttal in explaining Rick Perlstein’s assertion that today’s students lack a chance to enjoy and experience what he had decades ago. Addison disapproves of this because Mr. Perlstein did not school in America community college. The use rebuttal in of his argument sets up the stage for her to put her explanation about the community colleges. It also captures the attention of the reader.
Addison reference of Perlstein throughout the essay is for the purpose of applying his criteria in evaluating and arguing the greatness of community colleges. She says that these colleges deserve respect and appreciation because of the chances they offer to all students indiscriminately. The phrase “community colleges are great because…” has been repeated in the whole essay. Therefore the reader is provided with a clear logical appeal for the support of community colleges.
I tend to dislike the tone of Addison. It is a good point to note Perlstein was wrong to be for failure to consider community colleges in his writing. The tone used to attack Mr. Perlstein by Addison is undercutting the argument of community college. For a stronger argument, she could have used a friendly tone in disagreement and respectable. This is an ethical error which might present her as unreasonable.
Analysis:
|
CRITICAL FEATURE |
PRESENT IN ITEM |
DESCRIPTION |
|
i) The introduction, body, and conclusion |
? |
The item has a thesis statement, body, and conclusion |
|
ii) Discussion of the author’s choice of various stylistic devices |
? |
It has explained the stylistic devices used in the item like repetition and emphasis |
|
iii) Provide the use of ethos, pathos, and logos |
? |
The various appeals have been used: ethos and logos |
|
iv) Discussion of how effective the author has communicated |
? |
The analysis has been effectively addressed this |
Variable features: the topic of the rhetorical analysis is “Two Years are Better than Four” which attach the important roles and need to embrace the American community colleges. The audience of the article is the whole American society and especially those responsible for education support and activists. These variables do not determine whether the above item is rhetorical analysis or not. The item fails to persuade the reader because of being over-reactive and use of unfriendly tone.
Concluding Statement: After analysis of the item, all the critical features are present. It is, therefore, an example of a rhetorical analysis
Non-example 3
From the rhetoric analysis example above, you delete the second and third paragraphs to make a non-example. Therefore, the analysis of the non-example will be as follows:
Analysis:
|
CRITICAL FEATURE |
PRESENT IN ITEM |
DESCRIPTION |
|
i) The introduction, body, and conclusion |
? |
The item has a thesis statement, body, and conclusion |
|
ii) Discussion of the author’s choice of various stylistic devices |
X |
Various artistic devices are missing in the item |
|
iii) Provide the use of ethos, pathos, and logos |
? |
The various appeals have been used: ethos, pathos, and logos |
|
iv) Discussion of how effective the author has communicated |
? |
The analysis has been effectively addressed this |
Variable features: Recall that variable features do not influence whether the item is or is not a rhetorical analysis
Concluding Statement: After analysis of the item, one critical feature is missing. It is, therefore, not an example of a rhetorical analysis.
Example 4
Rhetorical Analysis of “The Sanctuary of School”
Lynda Barry writes about his harsh upbringing in childhood and could only find happiness and peace at school. Her essay “show that how school was her only “safe haven”. The essay shows the vulnerabilities of children in violent families. She depicts school as an environment where she went to learn and also feel at home.
In the essay, Linda uses ethos rhetorically to capture the readers by identifying the narrative as her experience in her childhood. Besides using ethos, she also uses pathos to appeal to the emotions of the reader. To support her emotional appeal, she explains how she wakes early in the morning and sneaks out to go to a school where she was safe from family abuse and mental torture. The logos of the essay is coming out clearly by her appeal for the support of public school where most children can learn she show the importance of school to the poor children who cannot afford to access expensive private schools.
The utilization of literary devices connects her narrative message well. The use similes like watching television when the sound is off. She also uses repletion as “We watched Steve Allen’s mouth moving. We watched Johnny Carson’s mouth moving. We watched movies filled with…” which shows her naivety as a child and life experiences.
The essay has successfully persuaded the reader of the importance to support public schools where children like her go to learn and also feel at home. Linda is able to prove that the public school has supported children like her to get an education. Her extensive use of ethical appeal contributes largely to her persuasive essay.
Analysis:
|
CRITICAL FEATURE |
PRESENT IN ITEM |
DESCRIPTION |
|
i) The introduction, body, and conclusion |
? |
The item has a thesis statement, body, and conclusion |
|
ii) Discussion of the author’s choice of various stylistic devices |
? |
It has explained the stylistic devices used in the item including imagery and symbolism |
|
iii) Provide the use of ethos, pathos, and logos |
? |
The various appeals have been used: ethos, pathos, and logos |
|
iv) Discussion of how effective the author has communicated |
? |
The analysis has been addressed effectively |
Variable features: the topic of the rhetorical analysis is “The Sanctuary of School” that seeks to explain the problems the writer underwent at home and could only find peace at school. The audience of the article is the whole society and especially those who are lonely to find peace from within them. These variables do not determine whether the above item is rhetorical analysis or not.
Concluding Statement: After analysis of the item, all the critical features are present. It is, therefore, an example of a rhetorical analysis
Non-example 4
From the rhetoric analysis example above, you delete the second paragraph to make a non-example. Therefore, the analysis of the non-example will be as follows:
Analysis:
|
CRITICAL FEATURE |
PRESENT IN ITEM |
DESCRIPTION |
|
i) The introduction, body, and conclusion |
? |
The item has a thesis statement, body, and conclusion |
|
ii) Discussion of the author’s choice of various stylistic devices |
? |
It has explained the stylistic devices used in the item |
|
iii) Provide the use of ethos, pathos, and logos |
X |
The lack of various appeals form the item |
|
iv) Discussion of how effective the author has communicated |
? |
The analysis has been addressed effectively |
Variable features: Recall that variable features do not influence whether the item is or is not a rhetorical analysis
Concluding Statement: After analysis of the item, one critical feature is missing. It is, therefore, not an example of a rhetorical analysis.
Example 5
Rhetorical Analysis of “Why You Can’t Sit Down to Eat Without Making a Statement”
The essay “Why You Can’t Sit Down to Eat without Making a Statement” by Scott Canon establishes how food choices have been too difficult today and the conflicting issues in making food choices. He targets those interested in modern food issues.
In his essay, Canon uses logos to appeal to the reader on the various food costs in relation to the human right violation and environmental issues. He models the consumer decision making with limited information. For instance, he uses granola which mostly considered healthy but consumers know little about it. In his support of logos appeal, he uses statistics to prove his argument.
Besides using logos, Canon also uses pathos rhetoric to draw the conscience of the reader in the promotion of socially responsible consumerism. He diversely establishes the damages made by the production of unhealthy foods which have resulted in a lot of problems for the consumers. Canon writes to change what is believed to be healthy but it is not by inspiring the consumer attention to what they feed on and encourages responsible food production.
Canon use of ethos appeal has also contributed largely to his persuasiveness in the essay. The ethic appeal like pathos is subtle where he let the conscience of the reader play its role. This is because he is not a well-established expert in matters of food and he does not have established a channel for informing his readers on the issues of food. To offer his credibility, Canon has used plenty of supporting evidence which ethically appeals to his readers.
Overall, Canon has succeeded in making his argument. He was persuasive to the reader on the issues of healthy consumerism and productivity. He has largely used logos in making his points to the readers, which has been supported by the use of ethos and pathos to deliver his message of persuasion.
Analysis:
|
CRITICAL FEATURE |
PRESENT IN ITEM |
DESCRIPTION |
|
i) The introduction, body, and conclusion |
? |
The item has a thesis statement, body, and conclusion |
|
ii) Discussion of the author’s choice of various stylistic devices |
? |
It has explained the stylistic devices used in the item |
|
iii) Provide the use of ethos, pathos, and logos |
? |
The various appeals have been used: ethos, pathos, and logos |
|
iv) Discussion of how effective the author has communicated |
? |
The analysis has been addressed effectively |
Variable features: the topic of the rhetorical analysis is “Why You Can’t Sit Down to Eat Without Making a Statement” which seek to explain the complexity of food choices and conflicts faced in making food decisions. The audience of the article is likely to be those who are already interested in contemporary food issues whole society and especially those who are lonely to find peace from within them. The item has successfully persuaded the reader
Concluding Statement: After analysis of the item, all the critical features are present. It is, therefore, an example of a rhetorical analysis
Non-example 5
From the rhetoric analysis example above, you delete the first paragraph to make a non-example of it. Therefore, the analysis of the non-example will be as follows:
Analysis:
|
CRITICAL FEATURE |
PRESENT IN ITEM |
DESCRIPTION |
|
i) The introduction, body, and conclusion |
X |
The item has no thesis statement, Body and conclusion are analyzed |
|
ii) Discussion of the author’s choice of various stylistic devices |
? |
It has explained the stylistic devices used in the item |
|
iii) Provide the use of ethos, pathos, and logos |
? |
The various appeals have been used: ethos, pathos, and logos |
|
iv) Discussion of how effective the author has communicated |
? |
The analysis has been addressed effectively |
Variable features: Recall that variable features do not influence whether the item is or is not a rhetorical analysis
Concluding Statement: After analysis of the item, one critical feature is missing. It is, therefore, not an example of a rhetorical analysis.
Example 6
Not Quite a Clean Sweep: Rhetorical Strategies in Grose’s “Cleaning: The Final Feminist Frontier”
Jesica Grose’s essay “Cleaning: The Final Feminist Frontier,” argue that men should also assist in cleaning. She builds her credibility with personal facts and other sources with statistics. She uses her scenarios with her husband cleaning their house during Hurrican Sandy as the basis of her argument. Her major concern is the unfairness when it comes to cleaning for men citing various sources which depict cleaning as feministic task.
Grose uses sources that build on her credibility and appeal to ethos to build her argument. She uses sources like “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). The citing greatly contributes to her credibility. Her chronological narration shows that she has firsthand information on the issues addressed. Along with strong logos appeals, she also uses pathos sparingly to build a sympathetic image to the readers.
At the beginning of the essay, Grose had managed to effectively persuade the readers of the need to share the house responsibilities, but in the end, she loses her persuasive power. Her marriage problem is evident and the shift to humor and sarcasm lead the reader to lower attention to the seriousness of the problem. However, she has shown that the women work can as well be done by a man.
Analysis:
|
CRITICAL FEATURE |
PRESENT IN ITEM |
DESCRIPTION |
|
i) The introduction, body, and conclusion |
? |
The item has a thesis statement, body, and conclusion |
|
ii) Discussion of the author’s choice of various stylistic devices |
? |
It has explained the stylistic devices used in the item |
|
iii) Provide the use of ethos, pathos, and logos |
? |
The various appeals have been used: ethos, pathos, and logos |
|
iv) Discussion of how effective the author has communicated |
? |
The analysis has been effectively addressed this |
Variable features: the topic of the rhetorical analysis is “Cleaning: The Final Feminist Frontier” which seek to persuade equality in gender roles especially in cleaning at homes. The audience of the article is the whole society and especially men. The reader did not succeed in persuading the audience to believe in her argument. These variables do not determine whether the above item is rhetorical analysis or not.
Concluding Statement: After analysis of the item, all the critical features are present. It is, therefore, an example of a rhetorical analysis
Non-example 6
From the rhetoric analysis example above, you delete the last paragraph to make a non-example of it. Therefore, the analysis of the non-example will be as follows:
Analysis:
|
CRITICAL FEATURE |
PRESENT IN ITEM |
DESCRIPTION |
|
i) The introduction, body, and conclusion |
X |
The item has a thesis statement and body but no conclusion |
|
ii) Discussion of the author’s choice of various stylistic devices |
? |
It has explained the stylistic devices used in the item |
|
iii) Provide the use of ethos, pathos, and logos |
? |
The various appeals have been used: ethos, pathos, and logos |
|
iv) Discussion of how effective the author has communicated |
? |
The analysis has been effectively addressed this |
Variable features: Recall that variable features do not influence whether the item is or is not a rhetorical analysis
Concluding Statement: After analysis of the item, one critical feature is missing. It is, therefore, not an example of a rhetorical analysis.
Part III: Test Items
The presentation of the above samples will sufficiently enable a student to discriminate between examples and non-examples of rhetorical analysis. The student should have gained the understanding that critical features are what is essential to deciding if a given item falls within the stimulus class of rhetorical analysis. The student is also expected to appreciate that variable features vary from one example and non-example to the other and that they are not considered in the discrimination process.
The third step is to test the understanding of the concept by administering the various test to discriminate between examples and non-examples of rhetorical analysis. To do this, we must present novel items and see whether the student can identify those verses which are rhetorical analysis and those which are not. Test items cannot be those which were given in part II as teaching examples. The reason for this lies in the fact that we want to ensure that the student has not simply memorized those items which were examples and those which were non-examples.
This would not signify learning of the concept. Instead, by presenting novel items we can assess whether the student has learned to generalize across different examples of rhetorical analysis, as well as discriminate between those items which are limericks and those which are not. The ability to perform this task with novel stimuli will demonstrate successful learning (and teaching) of the concept of “rhetorical analysis.” Please note that an answer key with explanations will be provided at the conclusion of this guide.
Test Item 1
A Simple Image and its Everlasting Influence
In this essay, the author Liz Fox establishes the major influences of the media in eating disorders, unhealthy living, and distorted body image. Her main argument is addressing the issues of bad images propagated by the media and how they affect the audience, especially young women. These images make young girls have a look on their own body and feel the need to be like them which is very unrealistic and detrimental to self-esteem.
The author’s persuasion takes shape by the use of logos appeal. She uses reason and facts to explain unhealthy body image among today’s young women. Liz uses genetics and biological factors as other reasons for unhealthy body image for young women. This is an expansion of the psychological and social effects of unhealthy eating behaviors and low self-esteem. In addition to these the media also influence their social behavior and the view of their body image. The use of logical appeal to power up reasoning, the author shows how media has immensely contributed to unhealthy living among girls.
Her other argument also provides instances of how media influence low self-esteem. She uses ethos and pathos appeal to provoke the readers. Ethos invokes the readers thinking on the influence of the media on the young girls. Here the authors show how the media present unrealistic images which the girls would like to emulate which results in distorted body images.
The overall effectiveness of the essay in persuading the readers was successful. Through the use of ethos, logos, and pathos, the author was able to persuade me into believing the effects of the media. The use of logos has widely contributed to the persuasion of the reader.
Test Item 2
A Rhetorical Analysis of “The Other Canadians and Canada’s Future” Marin Lepp
Marin Lepp essay “The Other Canadians and Canada’s Future,” explain the state of the immigration and multiculturalism. He gives the past of ethnic diversity in Canada, the problems faced by the foreigners and the multicultural Act implemented by the minister.
The target audience of this essay are the immigrants in the Canada since they are the one faced with the problem of foreign culture. He addresses the difficulties they undergo in Canada and the remedy the act is offering.
Salloum is able to provide an effective argument to the audience. However, his argument would have been more developed if he would have used logos effectively.
Test Item 1
Is the above item a rhetorical analysis? YES ? NO ?
|
CRITICAL FEATURE |
PRESENT IN ITEM |
DESCRIPTION |
|
i) The introduction, body, and conclusion |
? |
The item has a thesis statement, body, and conclusion |
|
ii) Discussion of the author’s choice of various stylistic devices |
? |
It has explained the stylistic devices used in the item |
|
iii) Provide the use of ethos, pathos, and logos |
? |
The various appeals have been used: ethos, pathos, and logos |
|
iv) Discussion of how effective the author has communicated |
? |
The analysis has been effectively addressed this |
Comments: As indicated above, this item contains all critical features necessary for the item to qualify as an example. Therefore, this item is an EXAMPLE of a rhetorical analysis
Test Item 2
Is the above item a limerick? YES ? NO ?
|
CRITICAL FEATURE |
PRESENT IN ITEM |
DESCRIPTION |
|
i) The introduction, body, and conclusion |
? |
The item has a thesis statement, body, and conclusion |
|
ii) Discussion of the author’s choice of various stylistic devices |
? |
It has explained the stylistic devices used in the item |
|
iii) Provide the use of ethos, pathos, and logos |
X |
The analysis lack all the basic element of appeal |
|
iv) Discussion of how effective the author has communicated |
? |
The analysis has been effectively addressed this |
Comments: As indicated above, this item contains all critical features necessary for the item to qualify as an example. Therefore, this item is an EXAMPLE of a rhetorical analysis
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