Rhetorical Analysis
Using a process to analyze
language and composition for
AP preparation
Adapted by Sharon Hollon from a wiki-books online article on Rhetoric and
Composition
Rhetorical Analysis -- overview
structure
Rhetorical analysis vs. Review
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Do not confuse these two…
Both thoroughly analyze a text
Major difference
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Reviewer critiques how “good” or “bad” content is
Rhetorical analysis reserves judgment on whether
analyzer agrees/disagrees with topic
Sole goal in rhetorical analysis: analyze author’s
writing
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How did author craft his/her argument?
Review the appeals to reader
LOGOS
Ethos, Pathos, Logos
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A good argument will combine all three.
Examine an argument with the
assumption all three are being employed
(some more strongly than others)
LOGOS
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Logic or rational argument
Inductive reasoning
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Takes specific case or facts then draws conclusions or
generalizations from them
Must be based on a sufficient reliable evidence
Deductive reasoning
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Begins with generalization and applies to specific case
Generalization you start with must be based on
sufficient amount of reliable evidence
PATHOS
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Appeals to an audience’s needs and/or
values – highly emotional.
Can use interviews or individual stories to
illuminate the truth.
Writer must use care not to employ
emotional appeals that distract from the
crux of the debate, argument, or point
trying to be made.
ETHOS
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Gives the author credibility.
Using credible sources builds reader’s
trust.
Can destroy own credibility by attacking
opponent or opposing viewpoint.
Most effective ethos develops from what is
said, not simply who is saying it.
Critical Reading
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Important first step in rhetorical analysis
After reading, use these questions to
guide you…
1. What is the subject?
Subject
matter?
Scope?
Personal
associations?
Controversial?
2. What is the claim?
Effective
argument centers on a clear claim
(or thesis).
Main
body of an argument, however long or
divided, should be continually moving towards
proving the claim in the reader’s mind.
Good
writers will often unveil their claim early
on to prepare the audience.
3. Who is the intended audience?
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Determine for whom this argument was
written.
Consider the values and beliefs the
audience was likely to hold even before
reading the argument.
Also consider assumptions held by the
audience.
4. What is the tone of the text?
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What is your reaction to the text?
Was your reaction emotional or rational?
Does this reaction change throughout the
text?
Pay attention to diction choices.
5. What is the writer’s purpose?
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Inform? Anger? Explain? Persuade?
Amuse? Motivate? Sadden? Ridicule?
Attack? Defend?
Is there more than one purpose?
Does the purpose shift at all throughout
the text?
6. What methods does the writer
use to develop his/her ideas?
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Narration? Definition? Description?
Comparison? Analogy? Cause and effect?
Example?
Why does the author use these methods?
Do these methods help in his/her
development of ideas?
7. What pattern does the author
use for the arrangement of ideas?
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Particular to general? Broad to specific?
Spatial? Chronological? Alternating?
Block?
Does the format enhance or detract from
the content?
Does it help the piece along or distract
from it?
8. Does the writer use adequate
transitions to make the text unified
and coherent?
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Do you think the transitions work well?
In what ways do they work well?
9. Are there any patterns in
sentence structure that make the
writer’s purpose clear to you?
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What are these patterns like if there are
some?
Parallelism?
Fragments or run-ons?
10. Are there any dialogues and/or
quotations used in the text?
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What is the effect of the dialogues or
quotes?
For what purpose were they used?
11. In what way does the writer
use diction?
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Is the language emotionally evocative?
Does the language change throughout the
piece?
How does the language contribute to the
writer’s aim?
12. Is there anything unusual in
the writer’s punctuation?
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What punctuation or other techniques of
emphasis (italics, capitals, underlining,
ellipses, parentheses) does the writer use?
Is punctuation over- or under-used?
Which marks does the writer use where,
and to what effect?
13. Are there any repetitions of
important terms throughout the
text?
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Are the repetitions effective?
Do they detract from the text in any way?
14. Does the writer present any
particularly vivid images?
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Which images stand out?
What is the effect of these images on the
writer’s purpose?
15. Are there any tropes
employed by the writer?
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Similes? Metaphors? Personification?
Hyperbole? Comparisons? Contrasts? Etc.
When does he/she use them?
For what reason(s)?
Are the devices used to convey or
enhance meaning?
16. Are there any other devices
used in the text?
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Humor? Wordplay? Irony? Sarcasm?
Understatement? Parody?
If so, what is the effect?
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Pleasure?
Hysteria?
Ridicule?
17. Is there any information about
the background of the author?
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Is the writer an acceptable authority on
the subject?
How do you know?