Rhetorical Analysis Packet

The assumption (warrant) of rhetorical analysis is that

Every element of a piece is done on purpose and with care, and even the smallest elements
enhance the message or purpose for the intended audience.

At the heart of rhetorical analysis is identifying what precisely authors are DOING and
WHY they are doing it. Below is a list of common things that author DO and WHY they
might use that specific strategy or make that specific choice or move.

3 Major Categories: The appeals (pathos, ethos, and logos), structure, and style (use of
word and phrases). The appeals are really the EFFECT of rhetorical choices. Ex. I offer my
credentials to build my credibility.

Common Strategies, Choices, or Moves Common reasons an author might use this
(phrased with verbs) strategy or make this choice/move with
rhetorically precise verbs
THE APPEALS
Builds credibility To encourage trust in the audience
Appeals to an emotion (insert emotion here) To encourages the reader to feel
Appeals to a reader’s logical sense of reason To help the reader make logical connections

STYLE
Repeats an idea/phrase To emphasize a concept, also draws attention to
what follows the repeated section
Creates a metaphor To compare or connect two similar concepts,
can enhance and clarify the author’s main point
Creates a simile To compare or connect two similar concepts,
can enhance and clarify the author’s main point
Compares two things To reveal similarities
Juxtaposes or contrasts two things To highlight the differences
Describes/uses imagery To create a vivid connection for the reader
Chooses the word (insert word or phrase here) To draw the reader’s attention to
Ignores or leaves out (schemes of omission) To encourage the reader to fill in what is
missing OR to purposely avoid something that
may inflame the reader
References (directly) or alludes (indirectly) an To connect with the audience’s knowledge and
historical or literary figure, event, or object memories to secure an emotional effect from the
associations already existing in the audience’s
mind
Omitting conjunctions To create a sense of urgency
Overusing conjunctions To create a sense of awe accompanied by an
understanding of the sheer magnitude or
overwhelming nature of a situation
Asking a question and immediately answering it To demonstrate authority in order to encourage
trust in the audience
Asking a question that includes pejorative To reproach the audience
language
Using words in opposition to their literal To contrast idea or possibly to convey tension
meaning between the speaker/writer and
reader/audience

STRUCTURE
Creates parallel structure To create a logical sequence or list that the
reader can follow
Defines terms of concepts To offer a common or to demonstrate a
surprising
 Presents facts/statistics To assert authority on a topic encouraging trust
in the reader and to support claims made so
that they audience can logically follow
Calls the audience to action To encourage real-world behavior in the
audience
Presents a solution To assert authority on a problem and a positive
belief in the solution
Examines possible objections To acknowledge the speaker/writer’s depth of
knowledge on the topic and the audience’s
knowledge
Provides background information To provide information that the audience may
not be familiar with
Uses a cause-and-effect structure To create a logical connection between two
possibly unrelated occurrences
Tells a story/provides an anecdote To connect with the audience which often builds
credibility

LIST OF ADJECTIVES = TONE

The analysis of tone evaluates the speaker's attitude toward (1) the subject and (2) the audience.
Anyone can sense a speaker's attitude in tone of voice; however, understanding tone in written prose
is an entirely different mater. To misinterpret tone is to misinterpret meaning; thus, an understanding
of diction, images, details, and syntax all contribute to the understanding of tone in a written work.

As you grow more aware of tone, you will discover that good writers rarely stick with one tone. Shifts
in tone are often cued by the following:
 key words (but, yet, nevertheless, however, although)
 punctuation (dashes, periods, colons)
 stanza and paragraph divisions
 changes in line and stanza or in sentence length
 sharp contrasts in diction

Effective use of rhetoric includes learning how to analyze tone in others’ writing and controlling tone
in your own writing. In order to accomplish this, you must have a firm understanding of basic tone
vocabulary. The following words are frequently used in describing the tone of a work.
LIST OF VERBS = PURPOSE

In writing about an author’s purpose or intent in analyzing any aspect of an author’s work, avoid
using such weak verbs as “said,” “show,” “demonstrate,” and “state.” Practice using a variety of
precise verbs that give a clearer picture of your understanding of an author’s purpose, style, and
message.