Rhetorical Precis by Mr. Lee (1)
Rhetorical Precis
A Rhetorical précis is a four sentence paragraph that records the essential elements of a
composition. It reveals your understanding of the arguments and points authors make.
Composing a precis can be particularly useful for AP English classes because it can be easily adapted
as an introduction.
Each sentence of the paragraph should contain the following information.
I. The First Sentence: Thesis (WHO is the writer and What is his point?)
The First sentence contains the Name of the author [optional: a phrase describing author],
title of work date in parentheses, a rhetorically accurate verb (such as "assert," "argue," suggest,"
"imply,""claim," etc.), and a THAT clause containing the major assertion (thesis statement) of the
work.
In his/her _____ (type of work), _____ (title of work), ______ (name of author) _____(a
rhetorically accurate verb) that ___________________________________ (the author’s assertion,
argument, position, etc.).
Example: In his essay "In Defense of Prejudice," Jonathan Rauch argues that prejudice in society should
not be eliminated.
II. The Second Sentence: Organization (HOW does the writer prove his thesis?)
The Second sentence contains an explanation of the evidence and development the
author uses to develop and/or support the thesis, usually in chronological order.
_____ (the author) develops/supports this _____ (change rhetorical verb to noun) by
_______________(reveal author’s technique).
Example: Rauch supports his argument by providing anecdotal and historical evidence which
illustrates the futility and harm associated with attempts to eliminate prejudice.
III. The Third Sentence: Purpose/Strategies (What does the writer want to accomplish?)
The Third sentence contains a statement of the author's purpose followed by an "in order
to" phrase.
_____’s (author) purpose is to _____(reveal author’s purpose) in order to (what author
wants reading audience to react to: feel and/or do).
Example: Rauch hopes to shift the paradigm from absolutism, the idea of punitive action against racism
and prejudice, in order to move society toward rejection, the idea of societal pressure when grappling with
racist prejudicial attitudes.
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IV. The Fourth Sentence: Audience/Tone (Who is the audience and what language is used?)
The Fourth sentence contains a description of the intended audience and/or the
relationship the author establishes with the audience. The writer develops this relationship by
diction. You need to determine if they are addressed formally (use of academic language, proper
English) or informally (more conversational tone, use of slang, etc…).
_____ (author) uses _____ (description of tone) with his _____ (describe author’s
audience).
Ex) The author uses an erudite, yet defensive tone indicating that he primarily addresses a rather liberal
intellectual audience.
Rhetorical Précis Examples
In The Light in the Forest, Conrad Richter insinuates that children suffer the most when
adults fight. Richter develops this insinuation by contrasting Cuyloga’s adoption and later
rejection of True Son when the white army demands the return of all white prisoners. Richter’s
purpose in chapter one is to reveal True Son’s conflicting emotions in order to expose the effect
that betrayal by adults has upon children. Richter employs an angry and betrayed tone to
appeal to those readers who can sympathize with True Son’s feelings of painful rejection.
(1) In “Digging” Andre Dubus suggests that through his moment of truth prompted by
his father he has become a man who can handle difficulties of life (i.e., losing a limb). By narrating
his first horrific job experience and his father’s calm faith in a young boy, Dubus describes his
successful passage to adulthood. Dubus’ main purpose is to show his appreciation for his father,
not the foreman, who made a man of him. Andre writes in a nostalgic tone for other men his
age who might recall a similar turning point in their own lives and to young adult men who are
or soon will be facing such a moment of truth themselves.
(2) In the article “End Homework Now” (2001), Etta Kralovec and John Buell claim
that the practice of assigning homework is not an effective teaching method because its
negative effects outweigh its benefits. Kralovec and Buell support their claims by
providing examples of how homework disrupts families, overburdens children and limits
learning and by dispelling myths about the benefits of homework and providing
alternative practices that would lead to improvement in student achievement. The
authors’ purpose is to make the reader question a practice that is a trademark of the U.S.
education system and decide whether it is conducive to creating a “smarter” student.
They seem to be speaking to the entire educational community: administrators, teachers,
students and parents.
(3) Sheridan Baker, in his essay "Attitudes" (1966), asserts that writers' attitudes toward
their subjects, their audiences, and themselves determine to a large extent the quality of their
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prose. Baker supports this assertion by showing examples of how inappropriate attitudes can
make writing unclear, pompous, or boring, concluding that a good writer "will be respectful
toward his audience, considerate toward his readers, and somehow amiable toward human
failings" (58). His purpose is to make his readers aware of the dangers of negative attitudes in
order to help them become better writers. He establishes an informal relationship with his
audience of college students who are interested in learning to write "with conviction" (55).
(4) In "How China Can Defeat America," Yan suggests that China needs to focus on its
own people before imposing its will and power on other nations. Yan supports the supremacy
of human authority (moral leadership) by providing historical parallels from ancient Chinese
history and validating their relevancy in modern Chinese relationships to with other countries.
The writer hopes to shift Chinese leadership's emphasis from developing economic and military
might to modeling humane authority. Yan uses a scholarly, yet persuasive tone to address a
learned and interested audience.
(5) In "the Hoax" John Berendt claims that a good hoax is a sublime form of art that
requires talent and wit. By giving a series of entertaining examples, Berendt illustrates the range
and cleverness of celebrated hoaxes. His purpose is to define the hoax and differentiate the
hoaxes from "lower" pranks. He uses an informal, yet appreciating tone to show his admiration
for a good hoax and writes to upper middle class who appreciate art and good living.