Rhetorical Analysis
Before beginning this assignment, be sure you have completed the following readings:
They Say, I Say
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Chapter 2 (Summarizing), pages 32-46
Chapter 3 (Quoting), pages 47-56
The Little Seagull Handbook
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W-9 (Rhetorical Analysis), pages 63-71
R-4 (Integrating Sources, Avoiding Plagiarism), pages 138-149
Then, choose one of the following readings in They Say, I Say:
1. “‘We Are the Wildfire’: How to Fight the Climate Crisis” by Naomi Klein, pp. 294-301
2. “‘All Words Matter’: The Manipulation behind ‘All Lives Matter’” by Kelly Coryell, pp.
397-406
3. “Generation Stress: The Mental Health Crisis on Campus” by Sylvia Mathews Burwell,
pp. 556-565
4. “How Smartphones Hijack Our Minds” by Nicholas Carr, pp. 597-605
5. “It’s Time for ‘They’” by Farhad Manjoo, pp. 660-664
Your Writing Assignment
The goal of rhetorical analysis is “to understand not only what texts say but also how they say it”
(Bullock et al. 63). The Little Seagull Handbook offers a helpful guide for planning and
organizing your rhetorical analysis on pages 63-71. Once you’ve selected the article that interests
you most (this may be the basis for later research in the course), follow the handbook’s sequence
to “read, respond, summarize, analyze, and draw conclusions” as you plan your essay. Once you
have a good understanding of the article’s context, content, and argument, compose a thesis that
will guide the rhetorical analysis in your essay. When you are ready to draft, you may use either
organizational pattern presented on page 67 in the handbook. Either way, you will structure your
essay in the following way:
Introduction
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One paragraph
Context
Summary of article
Thesis (including two or three points of analysis)
Analysis
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Two or three body paragraphs
o The body paragraphs will analyze the rhetorical strategies previewed in the thesis.
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Includes evidence from the article to support your thesis (Consider what you’ve learned
about summarizing, paraphrasing, and quoting as well as signaling and citing source use.)
o The body paragraphs should include a balance of short quotes, paraphrases, and
summaries of material from the text.
Conclusion
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One paragraph
Reiterate thesis/points of analysis.
Explain what your analysis reveals about the text.
Example Thesis
Although Addison advocates passionately for community colleges, she fails to provide concrete
evidence to support each of her reasons.
If I used this as my thesis, I would probably have one body paragraph that analyzes the author’s
tone (passionate) and another than analyzes her use of personal anecdotes rather than other types
of evidence.
You may share your thesis in the optional forum and receive feedback.
Potential Points of Analysis
You may want to analyze two or three of the following rhetorical strategies discussed in this
module:
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Tone
Evidence (consider the different types)
Counterarguments
Ethos/credibility
Pathos/emotional appeal
Logos/logical connections (especially among the evidence, reasons, and claim)
I’m open to other rhetorical techniques as well, so share your thesis in the optional forum or
reach out if you are unsure!
Page requirement: two-pages, double spaced (remove extra spaces), Times New Roman 12 pt.
font
The Work Cited page will be in addition to the page requirement.
Formatting in MLA Style
You will need to consult the MLA Style chapter in The Little Seagull Handbook for how to set
up your document, cite sources in text, and create a Work (one source) Cited page. The
following pages should be particularly helpful:
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How to set up your header, heading, and title: p. 192
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An example of a Works Cited list (you will only have one source for this essay): p. 199
Citing a source in-text: #1 and #2 on p. 154
Citing a work in anthology (that’s what your articles are!): #19 on p. 175 (example at the
top of p. 177)
Signaling Sources
Signal phrases are particularly important when you are explaining and analyzing the work of
others. They let readers know when your ideas end and someone else’s begins. They also do
much of the work for you when it comes to in-text citations and can help you avoid accidental
plagiarism. Signal phrases are in present tense for MLA style.
The Little Seagull Handbook provides a clear explanation about these phrases and a helpful list
on page 144.
They Say, I Say provides templates and another list of signal verbs in Chapter Two on pages 4344 and in Chapter Three on pages 51-52.
Avoid “dangling” or “hit-and-run” quotations (see pp. 49-50 in They Say, I Say).
Other Style Concerns
Since we are focusing on what “they say” for this module, you will compose this essay in third
person only. Avoid second person (“you”) and first person (“I”).
The grading rubric is on the next page.
Grading Criteria for Rhetorical Analysis
Introduction
The writer provides the necessary context for the text. (5 points)
The writer accurately and concisely summarizes the text. (5 points)
The writer includes a thesis that identifies the analytical goal of the essay.
(5 points.)
Comments:
Body Paragraphs
The body paragraphs thoroughly support and explain the rhetorical strategies
identified in the thesis. (20 points)
The writer includes frequent examples from the text. (10 points)
Comments:
Conclusion
The writer reiterates the thesis (without repeating it exactly from the
introduction. (5 points)
The writer explains what the analysis reveals about the text. (5 points)
Comments:
Formatting, Source Use, and Organization
The document is formatted according to MLA style. (5 points)
The writer follows MLA guidelines for the work cited page. (10 points)
The writer avoids plagiarism by summarizing, paraphrasing, quoting,
signaling, and citing source material properly. (15 points)
The writer transitions effectively among points. (5 points)
The writer uses present tense to discuss source material. (5 points)
The writer composes the essay in third person point of view. (5 points)
Comments:
Effectively Written Sentences
The writer avoids errors in punctuation, spelling, and capitalization. (-1)
The writer avoids major sentence errors such as fragments, comma splices,
and fused sentences. (-1)
Comments: