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Rhetorical Analysis: Understanding the Interplay of Author, Text, and Audience

Learn how to analyze the rhetorical process and identify the purpose of a text, as well as the strategies used by the author to achieve that purpose. This guide provides tips and examples for conducting a close reading and analyzing key rhetorical elements such as diction, syntax, imagery, logos, ethos, pathos, tone, and organization. Improve your skills in rhetorical analysis and excel in your written responses.

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Rhetorical Analysis: Understanding the Interplay of Author, Text, and Audience

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  1. Rhetorical Analysissourced from: www.sfcss.org/wp-content/uploads/Rhetorical-Analysis.ppt‎Adapted by H. Leigh Franciscowith a few tips from B. Weber

  2. Objectives • Ultimately, you are writing an essay that analyzes the rhetorical process. • “Simply put, a rhetorical analysis is a written explanation about HOW a writer (or speaker) attempts to change the mind of his or her audience. An effective rhetorical analysis demonstrates a full understanding of the interplay of author, text, audience (rhetorical triangle) • The two most important aspects of the essay include: • Identifying the purpose of the text (to convey; to characterize; to develop; to reveal…complexity) • Analyzing how (rhetorical tools) the author achieves that purpose.

  3. You can do this! • Close reading—we have been practicing this skill all year. Rhetorical analysis begins with close reading. You must be able to do a close reading of a text in order to analyze it. Mark what you notice—annotate—converse with the text! • Language of Composition—the questions at the end of each text are designed to not only help you with the multiple choice section of the exam but the written response as well. • Analysis—any analysis is ultimately rhetorical analysis.

  4. Rhetoric • Rhetoric is the faculty of discovering all the things a speaker or writer might do in a given situation to make his text meaningful, purposeful, and effective. • Consider the context, audience, and purpose of the piece. • Given that there are many strategies an author might use to make his text effective, attempting to analyze all of them will be overwhelming. • Notice a pattern of one or two strategies and focus on those. Things to look for: contrasts and comparisons, repeating imagery, nuances of tone…

  5. Rhetorical Strategies • Diction • Syntax • imagery • Logos • Ethos • Pathos • Tone • Arrangement/Organization • Structure • Figurative language • SOAPSTone • What else can you think of?

  6. Speaker= The voice that tells the story. • Occasion= The time and the place of the piece; the context that prompted the writing. • Audience= The group of readers to whom this piece is directed. • Purpose= The reason behind the text. • Subject= Students should be able to state the subject in a few words or phrases. • Tone= The attitude of the author.

  7. The Essay • Like any other essay, the rhetorical analysis will have • Introduction • Body paragraphs • Conclusion • For the test, there is no minimum or maximum, but it is recommended that you write approximately two pages, in order to be successful

  8. Introduction DETAILING THE RHETORICAL SITUATION • How would you describe the rhetorical situation? What will you say about the writer, the subject, the context, the audience, and the principal aim/purpose of the text? • How would you summarize the essay/excerpt in one or two sentences? (Try not to digress into a lengthy paraphrase of the piece.) What is the writer's thesis (purpose, assertion, claim)? • What features of substance and style will you focus on in the body of your essay, and why do you consider them so important to the discourse? Be very sure that the wording here reflects your interpretation of the prompt task. (This is your thesis.)

  9. Body Paragraphs (by no means should you attempt to discuss all of these elements; these are simply suggestions of strategies you could discuss) DISCUSSING THE CONTENT OF THE TEXT: • How does the writer develop the discourse, and why has she chosen these methods of development? • How has the writer arranged the discourse, and why has she chosen this pattern of arrangement over others? (Make specific reference to the introduction, the thesis, the body, and the conclusion if you think it is important, but avoid: throughout the piece; in the excerpt…) • If the essay is persuasive, which of the persuasive appeals (logos, ethos, or pathos) predominates, and how do these appeals strengthen or weaken the argument? • Are there any fallacies or other weaknesses in the argument? How do they affect the reader’s response to the work? What kinds of assumptions are at work here? Are they fair assumptions? What are the particular strengths of the argument? How does the writer establish common ground? • Does the writer make effective use of concession, refutation, and/or counter-argument?

  10. Body Paragraphs DISCUSSING THE STYLE OF THE TEXT • Which of the following features of style do you consider most important to the discourse and why? • language (including level of diction and tone of voice) • figurative language, symbolism, allusion (biblical, historical etc.), irony • humor, satire • number and length of paragraphs • length and style of sentences • rhythm and repetition • see previous list of strategies • How do these particular features of style enable the writer to achieve her/his purpose?

  11. Conclusion • Use your conclusion to review, but not to merely summarize: do not restate your thesis and sum up your three major points. • Instead, discuss How the writer’s purpose is a comment on society or culture? (The “so what? Why should anyone care?”). • Leave your reader with a profound statement. • Frame your essay by going back to something mentioned in your introduction—a metaphor, simile, key idea, syntax structure…

  12. Note the following conventions of analysis: • Analyze a text in the simple present tense: avoid “is revealing,” instead use “reveals.” (It might be wise to review your list of strong verbs! • Enclose essay titles inside quotation marks • Refer to "the reader" or "the audience" only when necessary (or not at all). • Support your claims with textual evidence (direct quotations and paraphrases) – you MUST connect your textual evidence to your ideas with a verb and an interpretation of the connection • Anything else is quote “plunking,” “naked quote,” or “quote announcing” • Avoid empty descriptors: enlightening, excellent, etc. • Just placing an empty descriptor in front of the point you want to make does not make your point.

  13. Developing Analysis – this is what you annotate for on a second read • How does the example help the author achieve the purpose of the piece? • What is the significance of the example? • Why did the author include this or do this? • What is the primary function of the strategy? • For instance, what purpose does a dash normally serve? Why then, would the author include a dash?

  14. There are so many ways to write a rhetorical analysis. • I suggest starting simple, and as you get more comfortable with this type of writing, then make your ideas/analysis more complex. • I took information from the following websites: • http://www.writingcentre.ubc.ca/workshop/tools/rhet1.htm • http://www.myteacherpages.com/webpages/EWevodau/ (a great resource for complex rhetorical analysis) • http://writingcenter.tamu.edu/2010/how-to/academic/rhetorical-analysis/ • http://www.auburnschools.org/ahs/mpsinnott/pdf/AP%20English%2011%20Power%20Packet.pdf

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