Major Essay 2: Rhetorical Analysis of a Speech
Polished Draft Due: Monday, January 31 (hard copy in class)
Length: 3-5 pages
In class this week we read some articles about the Tucson shooting, then speeches by President
Obama and Sarah Palin responding to it. We also read a chapter from a textbook about writing a
rhetorical analysis of a text.
Your task, then, is to write a rhetorical analysis of one of the two speeches we read. Develop
your analysis around the four questions in the textbook chapter: What is the situation of this
speech? What is its purpose? Who is the audience? And, finally, what are the claims this speech
makes?
Though it is not your primary task to respond to the text personally, you may also want to
include some of your own assessment of how effective you find the rhetorical choices made by
the speech’s author. But please base your own response on your rhetorical analysis, not the
other way around. (Your analysis should be fairly unbiased – more a close reading of the text
than opinion. Do not let your analysis be hijacked by your own opinion of the speech.)
This assignment will help you:
a) practice writing a thesis-driven academic essay
b) learn to assess the rhetorical choices made by important people in politics
c) practice developing your own critical thoughts on a text, and to communicate those
thoughts using a variety of sentence structures to create clear, complex, college-level
prose
Some details:
All essays should be typed and double-spaced, with one-inch margins, and a standard basic
heading (no title pages please). Please use 12-point, Times New Roman or incredibly similar font
(no Arial, etc.).
0.0-1.9
Focus and
thesis
Development
Organization
Clarity
and
language
2.0-3.4
3.5-4.0
Below Standard
At Standard
Above Standard
There is no clear thesis. The
thesis is too broad. The thesis is
confusing. The writer indicates a
thesis, but little in the essay
supports the thesis.
Development is thin. Ideas are
stated without explanation or
support. Quotes are used without
explanation. Support seems to be
based only on unconsidered
opinion.
The essay is focused around a thesis,
but the thesis could be clearer or
more complex.
The essay is clearly focused
around a complex thesis.
Everything in the essay
contributes to the thesis.
There is some development – the
author offers evidence for each point
-- but it could be more complex,
detailed and concrete. Or there are
some well-developed points, but
also some overlooked or
underdeveloped points.
Organization can be understood, but
stronger transitions are needed. The
introduction and/or conclusion need
work. Some paragraphs may include
more than one idea. Relationships
between ideas not always clear.
Tone is mostly appropriate, although
it is occasionally inconsistent or
otherwise inappropriate. The essay
is generally clear and concise. There
are errors but they don’t seriously
interfere with reading. Sentence
structure could be more complex.
There is a pattern of minor errors.
The thesis is fully developed. It
is supported with concrete
examples, narratives with
specific details, and
information from the reading in
the form of paraphrases and
quotations.
The introduction is strong. The
conclusion is strong. Each
paragraph is focused around an
individual point. The overall
organization is effective.
Transitions are effective.
Tone is appropriate and
consistent. The essay is clear
and concise from beginning to
end. Sentences are complex
and effective. There are few
grammar, punctuation or
spelling errors. There are no
patterns of error.
The introduction is weak. The
conclusion is weak. There is no
sense of introduction, body, and
conclusion. Paragraph breaks
don’t make sense or are missing.
Organization is confusing.
Tone is inconsistent or
inappropriate. The essay is very
hard to understand.
There are significant grammar
error patterns. Sentence structure
is simplistic and repetitive. The
errors are minor, but there are
many of them; the essay appears
to have been turned in without
proofreading.