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How to Write a Rhetorical Analysis | Key Concepts & Examples

Published on August 28, 2020 by Jack Caulfield . Revised on July 23, 2023.

A rhetorical analysis is a type of essay  that looks at a text in terms of rhetoric. This means it is less concerned with what the author is saying than with how they say it: their goals, techniques, and appeals to the audience.

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Table of contents

Key concepts in rhetoric, analyzing the text, introducing your rhetorical analysis, the body: doing the analysis, concluding a rhetorical analysis, other interesting articles, frequently asked questions about rhetorical analysis.

Rhetoric, the art of effective speaking and writing, is a subject that trains you to look at texts, arguments and speeches in terms of how they are designed to persuade the audience. This section introduces a few of the key concepts of this field.

Appeals: Logos, ethos, pathos

Appeals are how the author convinces their audience. Three central appeals are discussed in rhetoric, established by the philosopher Aristotle and sometimes called the rhetorical triangle: logos, ethos, and pathos.

Logos , or the logical appeal, refers to the use of reasoned argument to persuade. This is the dominant approach in academic writing , where arguments are built up using reasoning and evidence.

Ethos , or the ethical appeal, involves the author presenting themselves as an authority on their subject. For example, someone making a moral argument might highlight their own morally admirable behavior; someone speaking about a technical subject might present themselves as an expert by mentioning their qualifications.

Pathos , or the pathetic appeal, evokes the audience’s emotions. This might involve speaking in a passionate way, employing vivid imagery, or trying to provoke anger, sympathy, or any other emotional response in the audience.

These three appeals are all treated as integral parts of rhetoric, and a given author may combine all three of them to convince their audience.

Text and context

In rhetoric, a text is not necessarily a piece of writing (though it may be this). A text is whatever piece of communication you are analyzing. This could be, for example, a speech, an advertisement, or a satirical image.

In these cases, your analysis would focus on more than just language—you might look at visual or sonic elements of the text too.

The context is everything surrounding the text: Who is the author (or speaker, designer, etc.)? Who is their (intended or actual) audience? When and where was the text produced, and for what purpose?

Looking at the context can help to inform your rhetorical analysis. For example, Martin Luther King, Jr.’s “I Have a Dream” speech has universal power, but the context of the civil rights movement is an important part of understanding why.

Claims, supports, and warrants

A piece of rhetoric is always making some sort of argument, whether it’s a very clearly defined and logical one (e.g. in a philosophy essay) or one that the reader has to infer (e.g. in a satirical article). These arguments are built up with claims, supports, and warrants.

A claim is the fact or idea the author wants to convince the reader of. An argument might center on a single claim, or be built up out of many. Claims are usually explicitly stated, but they may also just be implied in some kinds of text.

The author uses supports to back up each claim they make. These might range from hard evidence to emotional appeals—anything that is used to convince the reader to accept a claim.

The warrant is the logic or assumption that connects a support with a claim. Outside of quite formal argumentation, the warrant is often unstated—the author assumes their audience will understand the connection without it. But that doesn’t mean you can’t still explore the implicit warrant in these cases.

For example, look at the following statement:

We can see a claim and a support here, but the warrant is implicit. Here, the warrant is the assumption that more likeable candidates would have inspired greater turnout. We might be more or less convinced by the argument depending on whether we think this is a fair assumption.

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Rhetorical analysis isn’t a matter of choosing concepts in advance and applying them to a text. Instead, it starts with looking at the text in detail and asking the appropriate questions about how it works:

  • What is the author’s purpose?
  • Do they focus closely on their key claims, or do they discuss various topics?
  • What tone do they take—angry or sympathetic? Personal or authoritative? Formal or informal?
  • Who seems to be the intended audience? Is this audience likely to be successfully reached and convinced?
  • What kinds of evidence are presented?

By asking these questions, you’ll discover the various rhetorical devices the text uses. Don’t feel that you have to cram in every rhetorical term you know—focus on those that are most important to the text.

The following sections show how to write the different parts of a rhetorical analysis.

Like all essays, a rhetorical analysis begins with an introduction . The introduction tells readers what text you’ll be discussing, provides relevant background information, and presents your thesis statement .

Hover over different parts of the example below to see how an introduction works.

Martin Luther King, Jr.’s “I Have a Dream” speech is widely regarded as one of the most important pieces of oratory in American history. Delivered in 1963 to thousands of civil rights activists outside the Lincoln Memorial in Washington, D.C., the speech has come to symbolize the spirit of the civil rights movement and even to function as a major part of the American national myth. This rhetorical analysis argues that King’s assumption of the prophetic voice, amplified by the historic size of his audience, creates a powerful sense of ethos that has retained its inspirational power over the years.

The body of your rhetorical analysis is where you’ll tackle the text directly. It’s often divided into three paragraphs, although it may be more in a longer essay.

Each paragraph should focus on a different element of the text, and they should all contribute to your overall argument for your thesis statement.

Hover over the example to explore how a typical body paragraph is constructed.

King’s speech is infused with prophetic language throughout. Even before the famous “dream” part of the speech, King’s language consistently strikes a prophetic tone. He refers to the Lincoln Memorial as a “hallowed spot” and speaks of rising “from the dark and desolate valley of segregation” to “make justice a reality for all of God’s children.” The assumption of this prophetic voice constitutes the text’s strongest ethical appeal; after linking himself with political figures like Lincoln and the Founding Fathers, King’s ethos adopts a distinctly religious tone, recalling Biblical prophets and preachers of change from across history. This adds significant force to his words; standing before an audience of hundreds of thousands, he states not just what the future should be, but what it will be: “The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.” This warning is almost apocalyptic in tone, though it concludes with the positive image of the “bright day of justice.” The power of King’s rhetoric thus stems not only from the pathos of his vision of a brighter future, but from the ethos of the prophetic voice he adopts in expressing this vision.

The conclusion of a rhetorical analysis wraps up the essay by restating the main argument and showing how it has been developed by your analysis. It may also try to link the text, and your analysis of it, with broader concerns.

Explore the example below to get a sense of the conclusion.

It is clear from this analysis that the effectiveness of King’s rhetoric stems less from the pathetic appeal of his utopian “dream” than it does from the ethos he carefully constructs to give force to his statements. By framing contemporary upheavals as part of a prophecy whose fulfillment will result in the better future he imagines, King ensures not only the effectiveness of his words in the moment but their continuing resonance today. Even if we have not yet achieved King’s dream, we cannot deny the role his words played in setting us on the path toward it.

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The goal of a rhetorical analysis is to explain the effect a piece of writing or oratory has on its audience, how successful it is, and the devices and appeals it uses to achieve its goals.

Unlike a standard argumentative essay , it’s less about taking a position on the arguments presented, and more about exploring how they are constructed.

The term “text” in a rhetorical analysis essay refers to whatever object you’re analyzing. It’s frequently a piece of writing or a speech, but it doesn’t have to be. For example, you could also treat an advertisement or political cartoon as a text.

Logos appeals to the audience’s reason, building up logical arguments . Ethos appeals to the speaker’s status or authority, making the audience more likely to trust them. Pathos appeals to the emotions, trying to make the audience feel angry or sympathetic, for example.

Collectively, these three appeals are sometimes called the rhetorical triangle . They are central to rhetorical analysis , though a piece of rhetoric might not necessarily use all of them.

In rhetorical analysis , a claim is something the author wants the audience to believe. A support is the evidence or appeal they use to convince the reader to believe the claim. A warrant is the (often implicit) assumption that links the support with the claim.

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Rhetorical Analysis Sample Essay

Harriet Clark

Ms. Rebecca Winter

13 Feb. 2015

Not Quite a Clean Sweep: Rhetorical Strategies in

Grose's "Cleaning: The Final Feminist Frontier”

A woman’s work is never done: many American women grow up with this saying and feel it to be true. 1 One such woman, author Jessica Grose, wrote “Cleaning: The Final Feminist Frontier,” published in 2013 in the New Republic, 2 and she argues that while the men recently started taking on more of the childcare and cooking, cleaning still falls unfairly on women. 3 Grose begins building her credibility with personal facts and reputable sources, citing convincing facts and statistics, and successfully employing emotional appeals; however, toward the end of the article, her attempts to appeal to readers’ emotions weaken her credibility and ultimately, her argument. 4

In her article, Grose first sets the stage by describing a specific scenario of house-cleaning with her husband after being shut in during Hurricane Sandy, and then she outlines the uneven distribution of cleaning work in her marriage and draws a comparison to the larger feminist issue of who does the cleaning in a relationship. Grose continues by discussing some of the reasons that men do not contribute to cleaning: the praise for a clean house goes to the woman; advertising and media praise men’s cooking and childcare, but not cleaning; and lastly, it is just not fun. Possible solutions to the problem, Grose suggests, include making a chart of who does which chores, dividing up tasks based on skill and ability, accepting a dirtier home, and making cleaning more fun with gadgets. 5

Throughout her piece, Grose uses many strong sources that strengthen her credibility and appeal to ethos, as well as build her argument. 6 These sources include, “sociologists Judith Treas and Tsui-o Tai,” “a 2008 study from the University of New Hampshire,” and “P&G North America Fabric Care Brand Manager, Matthew Krehbiel” (qtd. in Grose). 7 Citing these sources boosts Grose’s credibility by showing that she has done her homework and has provided facts and statistics, as well as expert opinions to support her claim. She also uses personal examples from her own home life to introduce and support the issue, which shows that she has a personal stake in and first-hand experience with the problem. 8

Adding to her ethos appeals, Grose uses strong appeals to logos, with many facts and statistics and logical progressions of ideas. 9 She points out facts about her marriage and the distribution of household chores: “My husband and I both work. We split midnight baby feedings ...but ... he will admit that he’s never cleaned the bathroom, that I do the dishes nine times out of ten, and that he barely knows how the washer and dryer work in the apartment we’ve lived in for over eight months.” 10 These facts introduce and support the idea that Grose does more household chores than her husband. Grose continues with many statistics:

[A]bout 55 percent of American mothers employed full time do some housework on an average day, while only 18 percent of employed fathers do. ... [W]orking women with children are still doing a week and a half more of “second shift” work each year than their male partners. ... Even in the famously gender-neutral Sweden, women do 45 minutes more housework a day than their male partners. 11

These statistics are a few of many that logically support her claim that it is a substantial and real problem that men do not do their fair share of the chores. The details and numbers build an appeal to logos and impress upon the reader that this is a problem worth discussing. 12

Along with strong logos appeals, Grose effectively makes appeals to pathos in the beginning and middle sections. 13 Her introduction is full of emotionally-charged words and phrases that create a sympathetic image; Grose notes that she “was eight months pregnant” and her husband found it difficult to “fight with a massively pregnant person.” 14 The image she evokes of the challenges and vulnerabilities of being so pregnant, as well as the high emotions a woman feels at that time effectively introduce the argument and its seriousness. Her goal is to make the reader feel sympathy for her. Adding to this idea are words and phrases such as, “insisted,” “argued,” “not fun,” “sucks” “headachey,” “be judged,” “be shunned” (Grose). All of these words evoke negative emotions about cleaning, which makes the reader sympathize with women who feel “judged” and shunned”—very negative feelings. Another feeling Grose reinforces with her word choice is the concept of fairness: “fair share,” “a week and a half more of ‘second shift’ work,” “more housework,” “more gendered and less frequent.” These words help establish the unfairness that exists when women do all of the cleaning, and they are an appeal to pathos, or the readers’ feelings of frustration and anger with injustice. 15

However, the end of the article lacks the same level of effectiveness in the appeals to ethos. 16 For example, Grose notes that when men do housework, they are considered to be “’enacting “small instances of gender heroism,” or ‘SIGH’s’—which, barf.” 17 The usage of the word “barf” is jarring to the reader; unprofessional and immature, it is a shift from the researched, intelligent voice she has established and the reader is less likely to take the author seriously. This damages the strength of her credibility and her argument. 18

Additionally, her last statement in the article refers to her husband in a way that weakens the argument. 19 While returning to the introduction’s hook in the conclusion is a frequently-used strategy, Grose chooses to return to her discussion of her husband in a humorous way: Grose discusses solutions, and says there is “a huge, untapped market ... for toilet-scrubbing iPods. I bet my husband would buy one.” 20 Returning to her own marriage and husband is an appeal to ethos or personal credibility, and while that works well in the introduction, in the conclusion, it lacks the strength and seriousness that the topic deserves and was given earlier in the article. 21

Though Grose begins the essay by effectively persuading her readers of the unfair distribution of home-maintenance cleaning labor, she loses her power in the end, where she most needs to drive home her argument. Readers can see the problem exists in both her marriage and throughout the world; however, her shift to humor and sarcasm makes the reader not take the problem as seriously in the end. 22 Grose could have more seriously driven home the point that a woman’s work could be done: by a man. 23

Works Cited

Grose, Jessica. “Cleaning: The Final Feminist Frontier.” New Republic. The New Republic, 19 Mar. 2013. Web. 28 Mar. 2014.

  • Article author's claim or purpose
  • Summary of the article's main point in the second paragraph (could also be in the introduction)
  • Third paragraph begins with a transition and topic sentence that reflects the first topic in the thesis
  • Quotes illustrate how the author uses appeals to ethos
  • Analysis explains how the quotes show the effective use of ethos as noted in the thesis
  • Transition and topic sentence about the second point from the thesis
  • Quote that illustrates appeals to logos
  • Analysis explains how the quotes show the effective use of logos, as noted in the thesis
  • Transition and topic sentence about the third point from the thesis
  • Quotes that illustrate appeals to pathos
  • Analysis explains how the quotes show the effective use of pathos, as noted in the thesis
  • Transition and topic sentence about fourth point from the thesis
  • Quote illustrates how the author uses appeal to ethos
  • Analysis explains how quote supports thesis
  • Transition and topic sentence about fourth point from thesis
  • Conclusion returns to the ideas in the thesis and further develops them
  • Last sentence returns to the hook in the introduction

Learn more about the " Rhetorical Analysis Graphic Organizer ."

Learn more about " Pathos, Logos, and Ethos ."

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How to Write a Rhetorical Analysis Essay–Examples & Template

rhetorical analysis essay practice

What is a Rhetorical Analysis Essay?

A rhetorical analysis essay is, as the name suggests, an analysis of someone else’s writing (or speech, or advert, or even cartoon) and how they use not only words but also rhetorical techniques to influence their audience in a certain way. A rhetorical analysis is less interested in what the author is saying and more in how they present it, what effect this has on their readers, whether they achieve their goals, and what approach they use to get there. 

Its structure is similar to that of most essays: An Introduction presents your thesis, a Body analyzes the text you have chosen, breaks it down into sections and explains how arguments have been constructed and how each part persuades, informs, or entertains the reader, and a Conclusion section sums up your evaluation. 

Note that your personal opinion on the matter is not relevant for your analysis and that you don’t state anywhere in your essay whether you agree or disagree with the stance the author takes.

In the following, we will define the key rhetorical concepts you need to write a good rhetorical analysis and give you some practical tips on where to start.

Key Rhetorical Concepts

Your goal when writing a rhetorical analysis is to think about and then carefully describe how the author has designed their text so that it has the intended effect on their audience. To do that, you need to consider a number of key rhetorical strategies: Rhetorical appeals (“Ethos”, “Logos”, and “Pathos”), context, as well as claims, supports, and warrants.

Ethos, Logos, and Pathos were introduced by Aristotle, way back in the 4th century BC, as the main ways in which language can be used to persuade an audience. They still represent the basis of any rhetorical analysis and are often referred to as the “rhetorical triangle”. 

These and other rhetorical techniques can all be combined to create the intended effect, and your job as the one analyzing a text is to break the writer’s arguments down and identify the concepts they are based on.

Rhetorical Appeals

Rhetorical appeal #1: ethos.

Ethos refers to the reputation or authority of the writer regarding the topic of their essay or speech and to how they use this to appeal to their audience. Just like we are more likely to buy a product from a brand or vendor we have confidence in than one we don’t know or have reason to distrust, Ethos-driven texts or speeches rely on the reputation of the author to persuade the reader or listener. When you analyze an essay, you should therefore look at how the writer establishes Ethos through rhetorical devices.

Does the author present themselves as an authority on their subject? If so, how? 

Do they highlight how impeccable their own behavior is to make a moral argument? 

Do they present themselves as an expert by listing their qualifications or experience to convince the reader of their opinion on something?

Rhetorical appeal #2: Pathos

The purpose of Pathos-driven rhetoric is to appeal to the reader’s emotions. A common example of pathos as a rhetorical means is adverts by charities that try to make you donate money to a “good cause”. To evoke the intended emotions in the reader, an author may use passionate language, tell personal stories, and employ vivid imagery so that the reader can imagine themselves in a certain situation and feel empathy with or anger towards others.

Rhetorical appeal #3: Logos

Logos, the “logical” appeal, uses reason to persuade. Reason and logic, supported by data, evidence, clearly defined methodology, and well-constructed arguments, are what most academic writing is based on. Emotions, those of the researcher/writer as well as those of the reader, should stay out of such academic texts, as should anyone’s reputation, beliefs, or personal opinions. 

Text and Context

To analyze a piece of writing, a speech, an advertisement, or even a satirical drawing, you need to look beyond the piece of communication and take the context in which it was created and/or published into account. 

Who is the person who wrote the text/drew the cartoon/designed the ad..? What audience are they trying to reach? Where was the piece published and what was happening there around that time? 

A political speech, for example, can be powerful even when read decades later, but the historical context surrounding it is an important aspect of the effect it was intended to have. 

Claims, Supports, and Warrants

To make any kind of argument, a writer needs to put forward specific claims, support them with data or evidence or even a moral or emotional appeal, and connect the dots logically so that the reader can follow along and agree with the points made.

The connections between statements, so-called “warrants”, follow logical reasoning but are not always clearly stated—the author simply assumes the reader understands the underlying logic, whether they present it “explicitly” or “implicitly”. Implicit warrants are commonly used in advertisements where seemingly happy people use certain products, wear certain clothes, accessories, or perfumes, or live certain lifestyles – with the connotation that, first, the product/perfume/lifestyle is what makes that person happy and, second, the reader wants to be as happy as the person in the ad. Some warrants are never clearly stated, and your job when writing a rhetorical analysis essay is therefore to identify them and bring them to light, to evaluate their validity, their effect on the reader, and the use of such means by the writer/creator. 

bust of plato the philosopher, rhetorical analysis essay

What are the Five Rhetorical Situations?

A “rhetorical situation” refers to the circumstance behind a text or other piece of communication that arises from a given context. It explains why a rhetorical piece was created, what its purpose is, and how it was constructed to achieve its aims.

Rhetorical situations can be classified into the following five categories:

Asking such questions when you analyze a text will help you identify all the aspects that play a role in the effect it has on its audience, and will allow you to evaluate whether it achieved its aims or where it may have failed to do so.

Rhetorical Analysis Essay Outline

Analyzing someone else’s work can seem like a big task, but as with every assignment or writing endeavor, you can break it down into smaller, well-defined steps that give you a practical structure to follow. 

To give you an example of how the different parts of your text may look when it’s finished, we will provide you with some excerpts from this rhetorical analysis essay example (which even includes helpful comments) published on the Online Writing Lab website of Excelsior University in Albany, NY. The text that this essay analyzes is this article on why one should or shouldn’t buy an Ipad. If you want more examples so that you can build your own rhetorical analysis template, have a look at this essay on Nabokov’s Lolita and the one provided here about the “Shitty First Drafts” chapter of Anne Lamott’s writing instruction book “Bird by Bird”.

Analyzing the Text

When writing a rhetorical analysis, you don’t choose the concepts or key points you think are relevant or want to address. Rather, you carefully read the text several times asking yourself questions like those listed in the last section on rhetorical situations to identify how the text “works” and how it was written to achieve that effect.

Start with focusing on the author : What do you think was their purpose for writing the text? Do they make one principal claim and then elaborate on that? Or do they discuss different topics? 

Then look at what audience they are talking to: Do they want to make a group of people take some action? Vote for someone? Donate money to a good cause? Who are these people? Is the text reaching this specific audience? Why or why not?

What tone is the author using to address their audience? Are they trying to evoke sympathy? Stir up anger? Are they writing from a personal perspective? Are they painting themselves as an authority on the topic? Are they using academic or informal language?

How does the author support their claims ? What kind of evidence are they presenting? Are they providing explicit or implicit warrants? Are these warrants valid or problematic? Is the provided evidence convincing?  

Asking yourself such questions will help you identify what rhetorical devices a text uses and how well they are put together to achieve a certain aim. Remember, your own opinion and whether you agree with the author are not the point of a rhetorical analysis essay – your task is simply to take the text apart and evaluate it.

If you are still confused about how to write a rhetorical analysis essay, just follow the steps outlined below to write the different parts of your rhetorical analysis: As every other essay, it consists of an Introduction , a Body (the actual analysis), and a Conclusion .

Rhetorical Analysis Introduction

The Introduction section briefly presents the topic of the essay you are analyzing, the author, their main claims, a short summary of the work by you, and your thesis statement . 

Tell the reader what the text you are going to analyze represents (e.g., historically) or why it is relevant (e.g., because it has become some kind of reference for how something is done). Describe what the author claims, asserts, or implies and what techniques they use to make their argument and persuade their audience. Finish off with your thesis statement that prepares the reader for what you are going to present in the next section – do you think that the author’s assumptions/claims/arguments were presented in a logical/appealing/powerful way and reached their audience as intended?

Have a look at an excerpt from the sample essay linked above to see what a rhetorical analysis introduction can look like. See how it introduces the author and article , the context in which it originally appeared , the main claims the author makes , and how this first paragraph ends in a clear thesis statement that the essay will then elaborate on in the following Body section:

Cory Doctorow ’s article on BoingBoing is an older review of the iPad , one of Apple’s most famous products. At the time of this article, however, the iPad was simply the latest Apple product to hit the market and was not yet so popular. Doctorow’s entire career has been entrenched in and around technology. He got his start as a CD-ROM programmer and is now a successful blogger and author. He is currently the co-editor of the BoingBoing blog on which this article was posted. One of his main points in this article comes from Doctorow’s passionate advocacy of free digital media sharing. He argues that the iPad is just another way for established technology companies to control our technological freedom and creativity . In “ Why I Won’t Buy an iPad (and Think You Shouldn’t, Either) ” published on Boing Boing in April of 2010, Cory Doctorow successfully uses his experience with technology, facts about the company Apple, and appeals to consumer needs to convince potential iPad buyers that Apple and its products, specifically the iPad, limit the digital rights of those who use them by controlling and mainstreaming the content that can be used and created on the device . 

Doing the Rhetorical Analysis

The main part of your analysis is the Body , where you dissect the text in detail. Explain what methods the author uses to inform, entertain, and/or persuade the audience. Use Aristotle’s rhetorical triangle and the other key concepts we introduced above. Use quotations from the essay to demonstrate what you mean. Work out why the writer used a certain approach and evaluate (and again, demonstrate using the text itself) how successful they were. Evaluate the effect of each rhetorical technique you identify on the audience and judge whether the effect is in line with the author’s intentions.

To make it easy for the reader to follow your thought process, divide this part of your essay into paragraphs that each focus on one strategy or one concept , and make sure they are all necessary and contribute to the development of your argument(s).

One paragraph of this section of your essay could, for example, look like this:

One example of Doctorow’s position is his comparison of Apple’s iStore to Wal-Mart. This is an appeal to the consumer’s logic—or an appeal to logos. Doctorow wants the reader to take his comparison and consider how an all-powerful corporation like the iStore will affect them. An iPad will only allow for apps and programs purchased through the iStore to be run on it; therefore, a customer must not only purchase an iPad but also any programs he or she wishes to use. Customers cannot create their own programs or modify the hardware in any way. 

As you can see, the author of this sample essay identifies and then explains to the reader how Doctorow uses the concept of Logos to appeal to his readers – not just by pointing out that he does it but by dissecting how it is done.

Rhetorical Analysis Conclusion

The conclusion section of your analysis should restate your main arguments and emphasize once more whether you think the author achieved their goal. Note that this is not the place to introduce new information—only rely on the points you have discussed in the body of your essay. End with a statement that sums up the impact the text has on its audience and maybe society as a whole:

Overall, Doctorow makes a good argument about why there are potentially many better things to drop a great deal of money on instead of the iPad. He gives some valuable information and facts that consumers should take into consideration before going out to purchase the new device. He clearly uses rhetorical tools to help make his case, and, overall, he is effective as a writer, even if, ultimately, he was ineffective in convincing the world not to buy an iPad . 

Frequently Asked Questions about Rhetorical Analysis Essays 

What is a rhetorical analysis essay.

A rhetorical analysis dissects a text or another piece of communication to work out and explain how it impacts its audience, how successfully it achieves its aims, and what rhetorical devices it uses to do that. 

While argumentative essays usually take a stance on a certain topic and argue for it, a rhetorical analysis identifies how someone else constructs their arguments and supports their claims.

What is the correct rhetorical analysis essay format?

Like most other essays, a rhetorical analysis contains an Introduction that presents the thesis statement, a Body that analyzes the piece of communication, explains how arguments have been constructed, and illustrates how each part persuades, informs, or entertains the reader, and a Conclusion section that summarizes the results of the analysis. 

What is the “rhetorical triangle”?

The rhetorical triangle was introduced by Aristotle as the main ways in which language can be used to persuade an audience: Logos appeals to the audience’s reason, Ethos to the writer’s status or authority, and Pathos to the reader’s emotions. Logos, Ethos, and Pathos can all be combined to create the intended effect, and your job as the one analyzing a text is to break the writer’s arguments down and identify what specific concepts each is based on.

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What Is a Rhetorical Analysis and How to Write a Great One

Helly Douglas

Helly Douglas

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Do you have to write a rhetorical analysis essay? Fear not! We’re here to explain exactly what rhetorical analysis means, how you should structure your essay, and give you some essential “dos and don’ts.”

What is a Rhetorical Analysis Essay?

How do you write a rhetorical analysis, what are the three rhetorical strategies, what are the five rhetorical situations, how to plan a rhetorical analysis essay, creating a rhetorical analysis essay, examples of great rhetorical analysis essays, final thoughts.

A rhetorical analysis essay studies how writers and speakers have used words to influence their audience. Think less about the words the author has used and more about the techniques they employ, their goals, and the effect this has on the audience.

Image showing definitions

In your analysis essay, you break a piece of text (including cartoons, adverts, and speeches) into sections and explain how each part works to persuade, inform, or entertain. You’ll explore the effectiveness of the techniques used, how the argument has been constructed, and give examples from the text.

A strong rhetorical analysis evaluates a text rather than just describes the techniques used. You don’t include whether you personally agree or disagree with the argument.

Structure a rhetorical analysis in the same way as most other types of academic essays . You’ll have an introduction to present your thesis, a main body where you analyze the text, which then leads to a conclusion.

Think about how the writer (also known as a rhetor) considers the situation that frames their communication:

  • Topic: the overall purpose of the rhetoric
  • Audience: this includes primary, secondary, and tertiary audiences
  • Purpose: there are often more than one to consider
  • Context and culture: the wider situation within which the rhetoric is placed

Back in the 4th century BC, Aristotle was talking about how language can be used as a means of persuasion. He described three principal forms —Ethos, Logos, and Pathos—often referred to as the Rhetorical Triangle . These persuasive techniques are still used today.

Image showing rhetorical strategies

Rhetorical Strategy 1: Ethos

Are you more likely to buy a car from an established company that’s been an important part of your community for 50 years, or someone new who just started their business?

Reputation matters. Ethos explores how the character, disposition, and fundamental values of the author create appeal, along with their expertise and knowledge in the subject area.

Aristotle breaks ethos down into three further categories:

  • Phronesis: skills and practical wisdom
  • Arete: virtue
  • Eunoia: goodwill towards the audience

Ethos-driven speeches and text rely on the reputation of the author. In your analysis, you can look at how the writer establishes ethos through both direct and indirect means.

Rhetorical Strategy 2: Pathos

Pathos-driven rhetoric hooks into our emotions. You’ll often see it used in advertisements, particularly by charities wanting you to donate money towards an appeal.

Common use of pathos includes:

  • Vivid description so the reader can imagine themselves in the situation
  • Personal stories to create feelings of empathy
  • Emotional vocabulary that evokes a response

By using pathos to make the audience feel a particular emotion, the author can persuade them that the argument they’re making is compelling.

Rhetorical Strategy 3: Logos

Logos uses logic or reason. It’s commonly used in academic writing when arguments are created using evidence and reasoning rather than an emotional response. It’s constructed in a step-by-step approach that builds methodically to create a powerful effect upon the reader.

Rhetoric can use any one of these three techniques, but effective arguments often appeal to all three elements.

The rhetorical situation explains the circumstances behind and around a piece of rhetoric. It helps you think about why a text exists, its purpose, and how it’s carried out.

Image showing 5 rhetorical situations

The rhetorical situations are:

  • 1) Purpose: Why is this being written? (It could be trying to inform, persuade, instruct, or entertain.)
  • 2) Audience: Which groups or individuals will read and take action (or have done so in the past)?
  • 3) Genre: What type of writing is this?
  • 4) Stance: What is the tone of the text? What position are they taking?
  • 5) Media/Visuals: What means of communication are used?

Understanding and analyzing the rhetorical situation is essential for building a strong essay. Also think about any rhetoric restraints on the text, such as beliefs, attitudes, and traditions that could affect the author's decisions.

Before leaping into your essay, it’s worth taking time to explore the text at a deeper level and considering the rhetorical situations we looked at before. Throw away your assumptions and use these simple questions to help you unpick how and why the text is having an effect on the audience.

Image showing what to consider when planning a rhetorical essay

1: What is the Rhetorical Situation?

  • Why is there a need or opportunity for persuasion?
  • How do words and references help you identify the time and location?
  • What are the rhetoric restraints?
  • What historical occasions would lead to this text being created?

2: Who is the Author?

  • How do they position themselves as an expert worth listening to?
  • What is their ethos?
  • Do they have a reputation that gives them authority?
  • What is their intention?
  • What values or customs do they have?

3: Who is it Written For?

  • Who is the intended audience?
  • How is this appealing to this particular audience?
  • Who are the possible secondary and tertiary audiences?

4: What is the Central Idea?

  • Can you summarize the key point of this rhetoric?
  • What arguments are used?
  • How has it developed a line of reasoning?

5: How is it Structured?

  • What structure is used?
  • How is the content arranged within the structure?

6: What Form is Used?

  • Does this follow a specific literary genre?
  • What type of style and tone is used, and why is this?
  • Does the form used complement the content?
  • What effect could this form have on the audience?

7: Is the Rhetoric Effective?

  • Does the content fulfil the author’s intentions?
  • Does the message effectively fit the audience, location, and time period?

Once you’ve fully explored the text, you’ll have a better understanding of the impact it’s having on the audience and feel more confident about writing your essay outline.

A great essay starts with an interesting topic. Choose carefully so you’re personally invested in the subject and familiar with it rather than just following trending topics. There are lots of great ideas on this blog post by My Perfect Words if you need some inspiration. Take some time to do background research to ensure your topic offers good analysis opportunities.

Image showing considerations for a rhetorical analysis topic

Remember to check the information given to you by your professor so you follow their preferred style guidelines. This outline example gives you a general idea of a format to follow, but there will likely be specific requests about layout and content in your course handbook. It’s always worth asking your institution if you’re unsure.

Make notes for each section of your essay before you write. This makes it easy for you to write a well-structured text that flows naturally to a conclusion. You will develop each note into a paragraph. Look at this example by College Essay for useful ideas about the structure.

Image showing how to structure an essay

1: Introduction

This is a short, informative section that shows you understand the purpose of the text. It tempts the reader to find out more by mentioning what will come in the main body of your essay.

  • Name the author of the text and the title of their work followed by the date in parentheses
  • Use a verb to describe what the author does, e.g. “implies,” “asserts,” or “claims”
  • Briefly summarize the text in your own words
  • Mention the persuasive techniques used by the rhetor and its effect

Create a thesis statement to come at the end of your introduction.

After your introduction, move on to your critical analysis. This is the principal part of your essay.

  • Explain the methods used by the author to inform, entertain, and/or persuade the audience using Aristotle's rhetorical triangle
  • Use quotations to prove the statements you make
  • Explain why the writer used this approach and how successful it is
  • Consider how it makes the audience feel and react

Make each strategy a new paragraph rather than cramming them together, and always use proper citations. Check back to your course handbook if you’re unsure which citation style is preferred.

3: Conclusion

Your conclusion should summarize the points you’ve made in the main body of your essay. While you will draw the points together, this is not the place to introduce new information you’ve not previously mentioned.

Use your last sentence to share a powerful concluding statement that talks about the impact the text has on the audience(s) and wider society. How have its strategies helped to shape history?

Before You Submit

Poor spelling and grammatical errors ruin a great essay. Use ProWritingAid to check through your finished essay before you submit. It will pick up all the minor errors you’ve missed and help you give your essay a final polish. Look at this useful ProWritingAid webinar for further ideas to help you significantly improve your essays. Sign up for a free trial today and start editing your essays!

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You’ll find countless examples of rhetorical analysis online, but they range widely in quality. Your institution may have example essays they can share with you to show you exactly what they’re looking for.

The following links should give you a good starting point if you’re looking for ideas:

Pearson Canada has a range of good examples. Look at how embedded quotations are used to prove the points being made. The end questions help you unpick how successful each essay is.

Excelsior College has an excellent sample essay complete with useful comments highlighting the techniques used.

Brighton Online has a selection of interesting essays to look at. In this specific example, consider how wider reading has deepened the exploration of the text.

Image showing tips when reading a sample essay

Writing a rhetorical analysis essay can seem daunting, but spending significant time deeply analyzing the text before you write will make it far more achievable and result in a better-quality essay overall.

It can take some time to write a good essay. Aim to complete it well before the deadline so you don’t feel rushed. Use ProWritingAid’s comprehensive checks to find any errors and make changes to improve readability. Then you’ll be ready to submit your finished essay, knowing it’s as good as you can possibly make it.

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Helly Douglas is a UK writer and teacher, specialising in education, children, and parenting. She loves making the complex seem simple through blogs, articles, and curriculum content. You can check out her work at hellydouglas.com or connect on Twitter @hellydouglas. When she’s not writing, you will find her in a classroom, being a mum or battling against the wilderness of her garden—the garden is winning!

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How to Write the AP Lang Rhetorical Analysis Essay (With Example)

November 27, 2023

how to write AP Lang rhetorical analysis essay example

Feeling intimidated by the AP Lang Rhetorical Analysis Essay? We’re here to help demystify. Whether you’re cramming for the AP Lang exam right now or planning to take the test down the road, we’ve got crucial rubric information, helpful tips, and an essay example to prepare you for the big day. This post will cover 1) What is the AP Lang Rhetorical Analysis Essay? 2) AP Lang Rhetorical Analysis Rubric 3) AP Lang Rhetorical Analysis: Sample Prompt 4) AP Lang Rhetorical Analysis Essay Example 5)AP Lang Rhetorical Analysis Essay Example: Why It Works

What is the AP Lang Rhetorical Analysis Essay?

The AP Lang Rhetorical Analysis Essay is one of three essays included in the written portion of the AP English Exam. The full AP English Exam is 3 hours and 15 minutes long, with the first 60 minutes dedicated to multiple-choice questions. Once you complete the multiple-choice section, you move on to three equally weighted essays that ask you to synthesize, analyze, and interpret texts and develop well-reasoned arguments. The three essays include:

Synthesis essay: You’ll review various pieces of evidence and then write an essay that synthesizes (aka combines and interprets) the evidence and presents a clear argument. Read our write up on How to Write the AP Lang Synthesis Essay here.

Argumentative essay: You’ll take a stance on a specific topic and argue your case.

Rhetorical essay: You’ll read a provided passage, then analyze the author’s rhetorical choices and develop an argument that explains why the author made those rhetorical choices.

AP Lang Rhetorical Analysis Rubric

The AP Lang Rhetorical Analysis Essay is graded on just 3 rubric categories: Thesis, Evidence and Commentary, and Sophistication . At a glance, the rubric categories may seem vague, but AP exam graders are actually looking for very particular things in each category. We’ll break it down with dos and don’ts for each rubric category:

Thesis (0-1 point)

There’s nothing nebulous when it comes to grading AP Lang Rhetorical Analysis Essay thesis. You either have one or you don’t. Including a thesis gets you one point closer to a high score and leaving it out means you miss out on one crucial point. So, what makes a thesis that counts?

  • Make sure your thesis argues something about the author’s rhetorical choices. Making an argument means taking a risk and offering your own interpretation of the provided text. This is an argument that someone else might disagree with.
  • A good test to see if you have a thesis that makes an argument. In your head, add the phrase “I think that…” to the beginning of your thesis. If what follows doesn’t logically flow after that phrase (aka if what follows isn’t something you and only you think), it’s likely you’re not making an argument.
  • Avoid a thesis that merely restates the prompt.
  • Avoid a thesis that summarizes the text but does not make an argument.

Evidence and Commentary (0-4 points)

This rubric category is graded on a scale of 0-4 where 4 is the highest grade. Per the AP Lang Rhetorical Analysis rubric, to get a 4, you’ll want to:

  • Include lots of specific evidence from the text. There is no set golden number of quotes to include, but you’ll want to make sure you’re incorporating more than a couple pieces of evidence that support your argument about the author’s rhetorical choices.
  • Make sure you include more than one type of evidence, too. Let’s say you’re working on your essay and have gathered examples of alliteration to include as supporting evidence. That’s just one type of rhetorical choice, and it’s hard to make a credible argument if you’re only looking at one type of evidence. To fix that issue, reread the text again looking for patterns in word choice and syntax, meaningful figurative language and imagery, literary devices, and other rhetorical choices, looking for additional types of evidence to support your argument.
  • After you include evidence, offer your own interpretation and explain how this evidence proves the point you make in your thesis.
  • Don’t summarize or speak generally about the author and the text. Everything you write must be backed up with evidence.
  • Don’t let quotes speak for themselves. After every piece of evidence you include, make sure to explain your interpretation. Also, connect the evidence to your overarching argument.

Sophistication (0-1 point)

In this case, sophistication isn’t about how many fancy vocabulary words or how many semicolons you use. According to College Board , one point can be awarded to AP Lang Rhetorical Analysis essays that “demonstrate sophistication of thought and/or a complex understanding of the rhetorical situation” in any of these three ways:

  • Explaining the significance or relevance of the writer’s rhetorical choices.
  • Explaining the purpose or function of the passage’s complexities or tensions.
  • Employing a style that is consistently vivid and persuasive.

Note that you don’t have to achieve all three to earn your sophistication point. A good way to think of this rubric category is to consider it a bonus point that you can earn for going above and beyond in depth of analysis or by writing an especially persuasive, clear, and well-structured essay. In order to earn this point, you’ll need to first do a good job with your thesis, evidence, and commentary.

  • Focus on nailing an argumentative thesis and multiple types of evidence. Getting these fundamentals of your essay right will set you up for achieving depth of analysis.
  • Explain how each piece of evidence connects to your thesis.
  • Spend a minute outlining your essay before you begin to ensure your essay flows in a clear and cohesive way.
  • Steer clear of generalizations about the author or text.
  • Don’t include arguments you can’t prove with evidence from the text.
  • Avoid complex sentences and fancy vocabulary words unless you use them often. Long, clunky sentences with imprecisely used words are hard to follow.

AP Lang Rhetorical Analysis: Sample Prompt

The sample prompt below is published online by College Board and is a real example from the 2021 AP Exam. The prompt provides background context, essay instructions, and the text you need to analyze. For sake of space, we’ve included the text as an image you can click to read. After the prompt, we provide a sample high scoring essay and then explain why this AP Lang Rhetorical Analysis essay example works.

Suggested time—40 minutes.

(This question counts as one-third of the total essay section score.)

On February 27, 2013, while in office, former president Barack Obama delivered the following address dedicating the Rosa Parks statue in the National Statuary Hall of the United States Capitol building. Rosa Parks was an African American civil rights activist who was arrested in 1955 for refusing to give up her seat on a segregated bus in Montgomery, Alabama. Read the passage carefully. Write an essay that analyzes the rhetorical choices Obama makes to convey his message.

In your response you should do the following:

  • Respond to the prompt with a thesis that analyzes the writer’s rhetorical choices.
  • Select and use evidence to support your line of reasoning.
  • Explain how the evidence supports your line of reasoning.
  • Demonstrate an understanding of the rhetorical situation.
  • Use appropriate grammar and punctuation in communicating your argument.

AP Lang Rhetorical Analysis Essay Example

In his speech delivered in 2013 at the dedication of Rosa Park’s statue, President Barack Obama acknowledges everything that Parks’ activism made possible in the United States. Telling the story of Parks’ life and achievements, Obama highlights the fact that Parks was a regular person whose actions accomplished enormous change during the civil rights era. Through the use of diction that portrays Parks as quiet and demure, long lists that emphasize the extent of her impacts, and Biblical references, Obama suggests that all of us are capable of achieving greater good, just as Parks did.

Although it might be a surprising way to start to his dedication, Obama begins his speech by telling us who Parks was not: “Rosa Parks held no elected office. She possessed no fortune” he explains in lines 1-2. Later, when he tells the story of the bus driver who threatened to have Parks arrested when she refused to get off the bus, he explains that Parks “simply replied, ‘You may do that’” (lines 22-23). Right away, he establishes that Parks was a regular person who did not hold a seat of power. Her protest on the bus was not part of a larger plan, it was a simple response. By emphasizing that Parks was not powerful, wealthy, or loud spoken, he implies that Parks’ style of activism is an everyday practice that all of us can aspire to.

AP Lang Rhetorical Analysis Essay Example (Continued)

Even though Obama portrays Parks as a demure person whose protest came “simply” and naturally, he shows the importance of her activism through long lists of ripple effects. When Parks challenged her arrest, Obama explains, Martin Luther King, Jr. stood with her and “so did thousands of Montgomery, Alabama commuters” (lines 27-28). They began a boycott that included “teachers and laborers, clergy and domestics, through rain and cold and sweltering heat, day after day, week after week, month after month, walking miles if they had to…” (lines 28-31). In this section of the speech, Obama’s sentences grow longer and he uses lists to show that Parks’ small action impacted and inspired many others to fight for change. Further, listing out how many days, weeks, and months the boycott lasted shows how Parks’ single act of protest sparked a much longer push for change.

To further illustrate Parks’ impact, Obama incorporates Biblical references that emphasize the importance of “that single moment on the bus” (lines 57-58). In lines 33-35, Obama explains that Parks and the other protestors are “driven by a solemn determination to affirm their God-given dignity” and he also compares their victory to the fall the “ancient walls of Jericho” (line 43). By of including these Biblical references, Obama suggests that Parks’ action on the bus did more than correct personal or political wrongs; it also corrected moral and spiritual wrongs. Although Parks had no political power or fortune, she was able to restore a moral balance in our world.

Toward the end of the speech, Obama states that change happens “not mainly through the exploits of the famous and the powerful, but through the countless acts of often anonymous courage and kindness” (lines 78-81). Through carefully chosen diction that portrays her as a quiet, regular person and through lists and Biblical references that highlight the huge impacts of her action, Obama illustrates exactly this point. He wants us to see that, just like Parks, the small and meek can change the world for the better.

AP Lang Rhetorical Analysis Essay Example: Why It Works

We would give the AP Lang Rhetorical Analysis essay above a score of 6 out of 6 because it fully satisfies the essay’s 3 rubric categories: Thesis, Evidence and Commentary, and Sophistication . Let’s break down what this student did:

The thesis of this essay appears in the last line of the first paragraph:

“ Through the use of diction that portrays Parks as quiet and demure, long lists that emphasize the extent of her impacts, and Biblical references, Obama suggests that all of us are capable of achieving greater good, just as Parks did .”

This student’s thesis works because they make a clear argument about Obama’s rhetorical choices. They 1) list the rhetorical choices that will be analyzed in the rest of the essay (the italicized text above) and 2) include an argument someone else might disagree with (the bolded text above).

Evidence and Commentary:

This student includes substantial evidence and commentary. Things they do right, per the AP Lang Rhetorical Analysis rubric:

  • They include lots of specific evidence from the text in the form of quotes.
  • They incorporate 3 different types of evidence (diction, long lists, Biblical references).
  • After including evidence, they offer an interpretation of what the evidence means and explain how the evidence contributes to their overarching argument (aka their thesis).

Sophistication

This essay achieves sophistication according to the AP Lang Rhetorical Analysis essay rubric in a few key ways:

  • This student provides an introduction that flows naturally into the topic their essay will discuss. Before they get to their thesis, they tell us that Obama portrays Parks as a “regular person” setting up their main argument: Obama wants all regular people to aspire to do good in the world just as Rosa Parks did.
  • They organize evidence and commentary in a clear and cohesive way. Each body paragraph focuses on just one type of evidence.
  • They explain how their evidence is significant. In the final sentence of each body paragraph, they draw a connection back to the overarching argument presented in the thesis.
  • All their evidence supports the argument presented in their thesis. There is no extraneous evidence or misleading detail.
  • They consider nuances in the text. Rather than taking the text at face value, they consider what Obama’s rhetorical choices imply and offer their own unique interpretation of those implications.
  • In their final paragraph, they come full circle, reiterate their thesis, and explain what Obama’s rhetorical choices communicate to readers.
  • Their sentences are clear and easy to read. There are no grammar errors or misused words.

AP Lang Rhetorical Analysis Essay—More Resources

Looking for more tips to help your master your AP Lang Rhetorical Analysis Essay? Brush up on 20 Rhetorical Devices High School Students Should Know and read our Tips for Improving Reading Comprehension . If you’re ready to start studying for another part of the AP English Exam, find more expert tips in our How to Write the AP Lang Synthesis blog post.

Considering what other AP classes to take? Read up on the Hardest AP Classes .

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Christina Wood

Christina Wood holds a BA in Literature & Writing from UC San Diego, an MFA in Creative Writing from Washington University in St. Louis, and is currently a Doctoral Candidate in English at the University of Georgia, where she teaches creative writing and first-year composition courses. Christina has published fiction and nonfiction in numerous publications, including The Paris Review , McSweeney’s , Granta , Virginia Quarterly Review , The Sewanee Review , Mississippi Review , and Puerto del Sol , among others. Her story “The Astronaut” won the 2018 Shirley Jackson Award for short fiction and received a “Distinguished Stories” mention in the 2019 Best American Short Stories anthology.

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AP Lang Rhetorical Analysis Essay Practice

35 min read • february 2, 2021

Brandon Wu

Rhetorical Analysis practice is one of the most important ways to prepare for the exam! Review student writing practice samples and corresponding feedback from TA Brandon Wu! While you don't need to memorize every rhetorical device for the exam, you should take some time to familiarize yourself with them. To help out, we created this list of 40 rhetorical devices for AP Lang!

The Rhetorical Analysis Practice Prompt

Use the image below to answer the following questions:

https://firebasestorage.googleapis.com/v0/b/fiveable-92889.appspot.com/o/images%2F-Vfk2QtYdpkoO.png?alt=media&token=721979fa-3aae-4a99-89cc-5932e2fc90fc

In your response, make sure to include:

  • A thesis statement or claim that addresses the prompt
  • 1-2 body paragraphs  with specific evidence & commentary (how many devices or sentences of commentary is up to you)
  • Elements of sophistication - Significance/relevance of rhetorical choices (“SOC”) and/or Purpose of complexities or tensions (“POC”)

Writing Samples & Feedback

Short essay practice submission 1.

As a sole female ruler of a growing and powerful nation during the fourteenth century, Queen Elizabeth I faced the hesitance of rulers and a people who doubted in her ability to overcome the weakness of her femininity and rule her nation to prosperity. In order to establish her power and the prove her worth as successful leader, Elizabeth I creates a tone of loyalty and confidence that serves to persuade her subjects that she is the ruler they deserve and need. In order to maintain her position as queen, Elizabeth uses comparisons and assertive diction throughout her “Speech to the Troops at Tilbury.”

As a ruler, Elizabeth I must establish a sense of loyalty between herself and her people. In order to achieve this common ground of trust, Elizabeth “assures” her people that she knows she has the characteristics of a leader she needs to "be [the people’s] general. and protect them. Through her use of assertive diction, Elizabeth is guaranteeing her people that this victory was not a fluke and she is the ruler they need. If they decide to remove her from her throne, they will suffer because they will not longer have her vigorous loyal devotion to protect them. She compares herself to a general in order to prove to her people that her loyalty is sincere. Although a “feeble woman”, she has the strength of a general to overcome the weakness of her feminine side to be the king that the people deserve.

While proving herself to be a loyal leader is important, Elizabeth also takes into account that she must be a confident leader who believes in her people’s and own ability to be victorious. In her speech, she claims herself to “know” the strengths of her soul and weaknesses of her body. She recognizes that she may not be the strongest, allowing for a sincerity to shine that establishes trust, but she believes so strongly in the cause of Britain, has so much confidence in their inevitable success, that she is willing to take up arms herself and fight. She creates a sense of courage and valor that is not common in a women and further convinces her subjects that she has the soul of a confident king who can lead them well. Without asserting her knowledge of weakness and confidence in her abilities to overcome those weaknesses, Elizabeth could not reasonably convince her subjects that she was a good leader. Without addressing the aspects of her nature that could make her feeble, her confidence could not shine in the persuasive way it did in this speech.

TA Feedback

Thesis - 1 point. I think you definitely include a defensible thesis and answer the prompt adequately by talking about Queen Elizabeth’s purpose. Great job with context in the intro paragraph!
Evidence & Commentary - 3 points. Great embedding of evidence throughout this first body paragraph. I really like your analysis about Elizabeth’s loyal devotion; it shows that you aren’t summarizing! What’s keeping you from the fourth point here in my opinion is that to get four points in E&C, College Board says that you should “Explain how multiple rhetorical choices in the passage contribute to the writer’s argument, purpose, or message” and while it does provide a caveat that “the response may observe multiple instances of the same rhetorical choice if each instance further contributes to the argument, purpose, or message of the passage.” However, I think your representation of diction and tone in the last paragraph does not quite meet that threshold of “further contributing” to the argument, purpose, or message, given the similar commentary. For instance, you say that Elizabeth has the strength of a general to “overcome the weakness of her feminine side” and sort of repeat that later on when you say she creates a “sense of courage and valor that is not common in a woman”. I feel like both of your body paragraphs sort of link to the same argument you make that she is strong, confident, and will fight for Britain. While this is typically something that is good (linking back to a central thesis), unfortunately, your two body paragraphs reference the  same literary device  (diction) and thus you earn only three points. My advice is to look for other literary devices, such as perhaps an appeal to emotion (live and die amongst you all) or an appeal to authority (under God/references to religious authority). Having multiple devices compared to multiple instances of the same device with accompanying analysis that links the appeals to emotion/religious authority to your thesis (loyalty/confidence) would have likely earned you the fourth point.
Sophistication - 0 points. I think there isn’t enough consistency here to grant you sophistication. While you do mention the hesitance of rulers and people who doubted in the ability of her femininity as context, your references the two other times (although a “feeble woman” & "creates a sense of courage and valor that is not common in a woman) don’t really demonstrate how you are  explaining the significance or relevance of the writer’s rhetorical choices given the rhetorical situation . They also seem kind of contradictory to me (is she feeble or is she courageous?) Think of the Madeline Albright student sample where it brings up the thematic idea of how women could do things in the broader context (seek out problems and fix them); I feel like your references to context seem to just be in the realm of Elizabeth’s leadership when they should have been more of a reference to women’s role in society as a whole.
Overall Score : 4/6 - Great job!

Short Essay Practice Submission 2

Queen Elizabeth showed herself as a strong leader during the threat of the Spanish Armada, taking over England, a major country, in 1588. As she addresses the land forces at TIlbury she reminds them that they need to trust her, and they shouldn’t fear. She enforces the trust by saying that she will place her life in danger, by being a general, if the Spanish Armada succeeds in attacking England. While saying this she is conveying that even though England is being threatened and a very significant event in world history could happen, the land forces should not fear because even though she is a woman she still has,”the heart and stomach of a king”.

At the beginning of Queen Elizabeth’s speech she recognizes the call from some people that she and other individuals holding a high office should be very careful of their safety. She disagrees with this thought because she is one with the people. By specifically telling the land forces, in Tilbury, she is empowering them by not giving up and retreating to a safer place, just because she is a queen. This gives the forces lots of strength because they know that their queen has their back and will not lose hope in the country or them. This trust alongside military power is what allowed the forces to defeat the biggest world power, of the time.

These empowering speeches are given all the time by world leaders in times of crisis. While the Covid pandemic may not be a battle like the land forces had with the Spanish Armada, it is a battle because people are fearing that the way of life they know will be taken away from them. To quell the fear of all battles or pandemics leaders will give speeches, or press conferences in modern day, it also helps their re-election if they showed strength during crisis. Another way Queen Elizabeth specifically empowers the land forces during their crisis is by saying that she will be their general if the Spanish Armada do gain control of English land. When she does this she immediately makes the country feel much more comfortable in that their queen will not leave them, even if her own city is invaded. This gives not just hope to the land forces they may have to directly battle the Spanish Armada but also the common citizens whose homes could be destroyed and families killed by warfare. This is very important because, as we saw with the Vietnam War in 1970, if the citizens don’t back the war it is very unlikely that you will win because it is the citizens who have to fight and produce warfare materials.

In conclusion, even though Queen Elizabeth was a woman she had the grit and determination of a man. This significantly helped the land forces respond to the strongest world power of the time. As she addresses the land forces at Tilbury she reminds them that they need to trust her, and they shouldn’t fear. She enforces the trust by saying that she will place her life in danger, by being a general, if the Spanish Armada succeeds in attacking England. While saying this she is conveying that even though England is being threatened and a very significant event in world history could happen, the land forces should not fear because even though she is a woman she still has, ”the heart and stomach of a king”.

Thesis - 1 point - I couldn’t find your thesis in the intro, so I ended up going to the conclusion. I honestly think it is much better to have your thesis as the  last sentence of your intro paragraph . Your introduction paragraph feels much more like a summary of what happened in the speech as opposed to a  rhetorical analysis  of how she used devices to help achieve her purpose. This does get answered though in the conclusion, but I would advise you to have an explicit thesis in the introduction.
Evidence & Commentary - 2 points - Your evidence is pretty general, but at times it is specific which connects to your thesis of how Queen Elizabeth was helping support the land forces and demonstrating her grit and determination. To increase your evidence & commentary score, I would highly recommend you quote (use embedded quotes) rather than paraphrase to help create a line of reasoning (which is how your argument flows / the structure of your thesis & body paragraphs). Moreover, I think you need to be answering why the author used the specific rhetorical device & how it specifically contributes to the author’s purpose. Using words to guide the AP reader like “this supports the author’s purpose…” will help you here.
Sophistication - 0 Points - While I think you do a great job bringing in outside context and talking about pandemics/re-elections, I think you need to be very careful here with how you incorporate sophistication. Remember, SOC = significance (or relevance) of the writer’s rhetorical choices in the  context of the rhetorical situation , and it seems that you are moreso talking about  other rhetorical situations  (Vietnam War, COVID, etc.). Also, I’m not very clear as to which rhetorical devices/techniques you’re talking about (details? diction? imagery? what kind of diction?) so I don’t think I can give you sophistication here.
Overall Score - 3 Points. I think this is an instance where it is definitely more important to work on evidence & commentary and find specific evidence of  rhetorical techniques and devices  to support your overarching thesis statement; then you can work on sophistication and talking about the significance/relevance of such rhetorical devices.

Short Essay Practice Submission 3

Ruler of England, Queen Elizabeth I, in her speech to the troops of tilbury, addresses the land forces during a threat of invasion by the Spanish Armada. Queen Elizabeth I purpose is to convince the Troops of Tilbury to stand by her side during the threat of invasion by the Spanish Armada and fight with her. Queen Elizabeth I, establishes her purpose through the application of diction, and the repetition of the word I. Queen Elizabeth I begins her speech by stating, “My loving people.” Starting the speech off like this, Queen Elizabeth I is creating a bond with the audience, she is implying that she cares for her people and stands by them. Queen Elizabeth I emphasizes the fight for her England as she applies strong diction to engender patriotism from the soldiers. She states “Your valor in the field, we shall shortly have a famous victory over those enemies of God, of my kingdom, and of my people.” Here Queen Elizabeth is utilizing the soldier’s sense of patriotism for their country to convince them to fight. “Valor” and “Victory” inspire the soldier to fight for their country and gives them a sense of purpose to fight for what is right. Queen Elizabeth establishes her reasoning through the repetition of the word “I.” Queen Elizabeth begins by stating, “I know that I have the body but of a weak and feeble woman,” by calling her self “weak” and “feeble” Queen Elizabeth is setting up a counterargument to defend herself because she knows that this is how many of the following troops see her. She is stating the thoughts of many and then counteracts it by stating, “I have the heart and stomach of a king, and of a King of England.” Queen Elizabeth is establishing her status to the troops, as well as establishing her credibility. When Elizabeth states, “I Myself will take up arms, I myself will be your general…” She is implying that she is no different from her. She is emphasizing that if she is willing to fight for her country, then they should stand by herself and fight with her. In her speech, Queen Elizabeth is inspiring a sense of patriotism and hope to influence the Troops to protect England from Spain. Queen Elizabeth doesn’t speak to the Soldiers as if she was a queen, but she speaks to them like a friend. She tugs on their sense of patriotism to achieve her purpose of convincing the troops of Tilbury to fight against the Spanish Armada. She applies the rhetorical devices of diction and repetition to imply her purpose to the people around her.

Thesis - 1 Point - I love your explicit mention of Queen Elizabeth’s purpose and the rhetorical devices you emphasize. Make sure though that you specify what the diction is - every author has an application of diction, but include an adjective before to describe  what the diction is (emotional? nostalgic? uplifting? etc) . Evidence & Commentary - 4 Points - I think you do a very good job at analyzing the strong diction and anaphora (repetition of beginning words) and linking this to your thesis. Thus, I would give you four points for your  consistent commentary  in addition to your specific evidence.
Sophistication - 0 Points - There isn’t necessarily discussion here of the significance/relevance of the rhetorical choices Queen Elizabeth made nor is there a discussion of complexities/tensions. I don’t think I am a fair judge of ‘excellent prose style’, so thus I can’t really reward points on that metric.
Great job overall with a 5/6 on this rhetorical analysis essay!

Short Essay Practice Submission 4

Queen Elizabeth I faced many challenges throughout her reign, but by far the largest was her ongoing battle with the Spanish Armada. In 1588, Queen Elizabeth was awaiting an impending attack from the Armada and needed to rally her citizens to fight against something much bigger and much stronger than themselves. By abating her audience’s concerns about her gender and raising the spirits of the soldiers, Queen Elizabeth I unites the British people under a common goal of defeating the Spanish Armada.

In her speech, Queen Elizabeth tackles the stigma of her womanliness to display herself as a powerful leader that will fight hand-in-hand with the country’s front lines. She begins by saying “I know I have the body but of a weak and feeble woman; but I have the heart and stomach of a king, and a king of England too,…”. Here, Queen Elizabeth is being open with her audience and acknowledging her physical weaknesses while displaying her determination and passion for her country. Her direct reference to herself as having qualities of a king of England puts the listener’s worries at bay, as the kings in the past have been strong and capable of creating the large British empire that ruled during that time. Queen Elizabeth elaborates even further on her obligation to her country, saying that “[any country] should dare to invade the borders of my realm… I myself will take up arms, I myself will be your general, judge, and rewarder of every one of your virtues in the field.” Though she is a woman, Queen Elizabeth’s determination and passion shines through and erases the worries of her gender. By not ignoring her gender and weaknesses, she is building credibility with the listeners and making herself more trustworthy. Britain could be facing a dark time ahead, and her words calm the listener and give them confidence and pride in their country, something that is necessary when fighting an army that is much more powerful than theirs.

Queen Elizabeth also raises the spirits of the soldiers and citizens in several ways. Near the beginning of her speech, Queen Elizabeth assures her people that she has “placed [her] chiefest strength and safeguard in the loyal hearts and good-will of [her] subjects”. This is important, as committing to fight a much mightier army without complete support from a noble leader would be demoralizing to the members fighting. Another way that Queen Elizabeth lifts the morale of her citizens is by promising pay: “We do assure you in the word of a prince, [rewards and crowns] should be duly paid you.” If Queen Elizabeth had not done this, she would be left with many unmotivated soldiers who needed this money from the Crown to support their families. To conclude her speech, she with the most confident line yet: “we shall shortly have a famous victory over those enemies of my God, of my kingdom, and of my people.” With this line, Queen Elizabeth evokes the listeners’ emotions because of her references to personal ideas such as religion and patriotism, thus showing the reasons why she is willing to fight the battle as the underdog.

For many soldiers that had been fighting without pay and were scared by the sheer power of the Spanish Armada, Queen Elizabeth put their concerns aside and allowed soldiers to fight without other worries. She also gives other British citizens (non-soldiers) a reason to support a fight that seemed impossible to be won by the British if analyzed by the size of the armed forces. However, Queen Elizabeth was right: this fight is not about quantity of forces, but about heart. And by making her subjects sympathize with this belief, Queen Elizabeth successfully rallied her people and defeated the Spanish Armada.

Great job with the thesis point here - very explicit at the end of the introduction paragraph that tells me what the author’s purpose is and Queen Elizabeth’s rhetorical choices. In your evidence & commentary paragraphs, you did a great job of mentioning Queen Elizabeth’s gender and how she built credibility. I really enjoy your line of reasoning here in the second body paragraph while you mention her lifting morale and how she was able to motivate people. For sophistication, I think you do mention context “kings in the past have been strong and capable of creating the large British empire” and your analysis of how soldiers and non-soldiers alike were impacted (tied to your rhetorical devices) gives you credence to earn the sophistication point under the “significance or relevance of rhetorical choices” category. Great job on the 6/6 essay!

Short Essay Practice Submission 5

In 1588, Queen Elizabeth faced one of the most imminent threats of her career: the invasion by the Spanish Armada. Elizabeth had the task of not only rallying up her forces but also ensuring that they place trust in her and her plans to come out of the threat victorious. In order to increase confidence in her troops and cast aside their doubts of having a woman leader during this time of male domination, Elizabeth emphasizes that she will be making sacrifices alongside her troops to make and acknowledges and rebuttals her downsides that were associated with having a female leader at the time.

In the first two sentences, Elizabeth expresses her trust in her troops, saying “I have placed my chiefest strength and safeguard in the loyal hearts and good-will of my subjects”. These words of encouragement aid in pulling together the army as one; the leader has faith in them, so they should have faith in themselves. She continues on to say that she comes as a leader ready “to live and die amongst you all”, and lay down her body for her “God”, “kingdom”, and “people”. This is exactly what she is encouraging her troops to do: give everything they have to ensure the safety of their country and the victory during her war. As a fighter, you want to hear that your leader is in the fight with you, and that you are not alone. It holds even more weight as a woman leader, as women did not fight during that time period. If a woman, dainty and proper, is willing and pledging to lay down her life, the army is left with the thought that they are expected and must be capable of doing the same. This also serves as a warning sign for anyone who should “dare to invade the borders of [her] realm”; she is increasing the esteem of her army, making them a stronger threat, and is warning them that while she may be a woman, she is adept and strong enough to lead a country and mobilize a strong response.

In the next sentence, Elizabeth takes the argument that she is a “feeble woman” who is not expected to nor capable of leading an army of men head-on. She responds saying, “I have the heart and stomach of a king, and of a king of England too”. By equating herself to the previous successful English kings, she is emphasizing the fact that while she may be a woman, she is just as mentally strong as any other successful ruler that preceded her. She wants the army to trust her, just as they had placed trust in King Henry and King Edward years prior. Not only is she increasing her troop’s trust in herself by underscoring her mental toughness, but she is also being open with her troops by acknowledging her perceived downsides as a woman ruler. Despite her being a woman, she will do the best she can to have “a famous victory over those enemies”. And, this statement serves as a “heads-up” for foreign invaders as well–She is strong, she is capable, and she is ready to fight, regardless of her gender.

Good job here with the the thesis - I would include something along the lines of “Elizabeth uses rhetorical devices and techniques to emphasize…” in order to help your essay flow later. Still, you aren’t restating the prompt and answering with something that can be proven by evidence, so you earn the thesis point. For evidence & commentary, I think you have great analysis about women during that time period and how she is “increasing the esteem of her army”. Moreover, I appreciate your analysis of King Henry and King Edward adding some useful context. Ultimately though, I feel as if you are really only talking about diction in these two paragraphs and College Board says that you need to mention  more than one rhetorical device  (with the caveat that I mentioned in Perla’s post). Thus, I think you earn 3 points here in evidence & commentary.
In terms of sophistication, I’m a bit borderline on this, but I’ll award it to you because I think you do mention multiple times (and incorporate it into your argument) that women during that time period didn’t really have leading positions and she demonstrated her committed leadership both in your second and third paragraph. So in total, you earned five out of six points!

There is something that every country needs to be successful: a great leader. A great leader is not just someone who makes the decisions, a great leader respects their people. A great leader loves their people. A great leader inspires their people. Queen Elizabeth I proves that she is a great leader during her speech to her land forces in 1588. There was a threat of invasion by the Spanish Armada and Queen Elizabeths duty as a leader was to make sure that this invasion does not happen. By establishing a sense of trust with her people and appealing to her audiences patriotism, Elizabeth successfully inspires her people which provokes them to fight for their country with their whole heart.

Queen Elizabeth opens up her speech with an compassionate tone, which helps her establish a sense of loyalty with her people. Her first words were “My loving people” which provokes emotion from her audience. She continues to express that she “does not desire to live to distrust my faithful and loving people.” This continues to establish a sense of trust between her and her audience. She also goes on to say that she will “live and die amongst you all; to lay down for my God, and for my kingdom, my honor and my blood, even the dust.” By sharing that she will stand by her people no matter what, her audience can clearly see how loyal Queen Elizabeth was and how much she loved her people. Queen Elizabeth’s tone and her affectionate word choice towards her people, gave her audience someone to trust during this scary and unknown time, which proves that she was a great leader overall.

After establishing a sense of trust, Queen Elizabeth now focuses on her power and shifts into a more urgent and patriotic tone in order to inspire her people and army to protect England with all they have. She acknowledges that she has “the body but of a weak and feeble woman” but she also highlights that she has the “heart and stomach of a king.” This imagery provokes her audience to see outside of her gender and more into how much she loves her people and how far she will go to protect them. She continues with a forceful tone, claiming that if any prince “should dare invade the borders of my realm”, she herself “will take up arms”. By revealing that she is one with them in this battle, Queen Elizabeth inspires her army to do the same. She ends her speech by claiming that “we shall shortly have a famous victory,” which identifies how confident she is that they will win. Queen Elizabeths powerful use of imagery and tone at the end of her speech, arouses the audience and gives them a sense of duty to England. She proves that she is a exemplary leader again when she successfully conveys that she is not just the queen of England, she is also a soldier for her country.

Queen Elizabeths passionate speech for her country demonstrated she was a great leader. During her time, it was men who dominated society, but she was the one who bought England into its Golden Age, not a man. She had to convince her country, that even as a woman, she was going to bring victory to England. She crafted her speech with passion and inspiration in order to convey that she loved her people and that she was ready to do anything to prevent the threat of the Europe Prince as well as provoke a sense of patriotism and trust. During this threat, Queen Elizabeth proved that she was a great leader, and because of that, England was able to rise.

Good thesis! I would maybe briefly mention rhetorical devices “Elizabeth successfully inspires her people using rhetorical devices…” to tie in to the prompt more specifically and “respond to it” persay. If your teacher told you to write it as you have written it here, then just keep writing as you have been  I think your reference of a tone shift and imagery coupled with strong analysis of Queen Elizabeth’s loyalty and inspiration of army contributes to a strong line of reasoning and therefore I think you earn four points on evidence & commentary. Make sure Queen Elizabeth's has an apostrophe 
Good job with the conclusion that brings in relevance of her rhetorical choices, something that I think you also tie in throughout the essay (“proves that she is a[n] exemplary leader again”). Fantastic 6 / 6 essay!

Short Essay Practice Submission 6

As a female ruler of the time, Queen Elizabeth I broke established societal rules for women and was able to successfully rule and protect England during difficult times. She united the nation through her speech and assured them they would be protected by their country. Through the use of anaphora and juxtaposition, Queen Elizabeth I was able to unite and grant confidence in England under her subjects.

The possessive pronoun “my”, takes responsibility for the actions and the influence of the speaker. Here, Queen Elizabeth I uses “my” repetitively in the same sentence as a form of anaphora. She says, “to lay down for my God, my kingdom, and my people, my honour and my blood.” As a ruler, these would be Queen Elizabeth I’s, yet the use of anaphora also emphasizes each of these things. Putting her kingdom and her people after God but before her honor and blood show that their safety is almost more important to God in her eyes and their harm would, therefore, affect her honor. She also may be implying that she is instilling the power and influence of God himself, as Queen Elizabeth I was Protestant. Through this, she can provide deeper confidence toward her subjects, showing she will protect them through God and her power no matter what, or else it will deeply transform her. Queen Elizabeth I was emphasizing personal responsibility as if her belongings and identities themselves had a responsibility in the protection of her subjects whom she needed to establish trust with. Queen Elizabeth I also uses anaphora with “my” when she concludes her speech, saying “of my God, of my kingdom, and of my people.” Queen Elizabeth I is ensuring to her subjects that through the influence of her identities and possessions, England and its subjects will be successful in the Spanish Armada as they eventually were. Again, repeating “my” emphasizes that she will put all she can towards defeating Spain and protecting her people and their religion. As Spain was trying to bring Catholicism, Queen Elizabeth I wanted to protect the Protestant church in England. This is also why she emphasizes God being hers, not the Catholic God, and the beliefs of the Catholic church. With many subjects also being Protestant, this would have been a strong appeal of support, which was Queen Elizabeth I’s ultimate goal of the speech. The use of “my” also separates herself from the “majestic plural” of “our” which would have also been used to refer to herself. This again places a deeper sense of personal responsibility onto Queen Elizabeth I. While “we” may seem simple, it ultimately can possess a significant load of power in its use.

A powerful statement made by Queen Elizabeth I was when she used juxtaposition when she compared herself to a king. She said, “I have the body but of a weak and feeble woman; but I have the heart and stomach of a king.” This quote is ironic yet true, as Queen Elizabeth I was able to successfully rule and protect England for 45 years. Here, Queen Elizabeth I compares women to kings in drastically different ways, yet can justify how they can work together towards success, like a ying-yang. Being a feeble woman allows her to have a peaceful, soft way about her while being king-like allows her to be a firm ruler and make potent decisions. This blend of the two extremes in one ruler allows her to be able to appeal to more subjects who will instill their trust in her. She also uses this to put down any unnecessary doubts established by society about her in charge as a woman to again gain their support and unite them to protect England. Queen Elizabeth I was able to be a just yet firm leader, allowing her to defeat Spain and protect the subjects of England, even as a woman.

Queen Elizabeth I had a strong influence over England, even as a female ruler over 400 years ago. Her power and control over her kingdom were met with her soft, feminine side, allowing her to take personal responsibility for her subjects and further unite them with support. Without Queen Elizabeth I, England may not have entered the Golden Age or had the influence in history it has.

Great job mentioning author’s purpose and rhetorical devices in the thesis. You earn the thesis point. Good job with noting anaphora and tying in relevance to religion! I think you do a great job of juxtaposition to show Queen Elizabeth’s complexities. Great job with historical context at the end. You have a great line of reasoning and an argument that flows very nicely with specific evidence and great commentary to supplement. Four points here in evidence & commentary.
You do a great job at tackling sophistication! You mention the significance/relevance of certain rhetorical choices such as the reference towards God and the complexities of that seemingly contradictory quote. Great 6/6 essay!

Short Essay Practice Submission 7

Before England’s Golden Age, it had successfully defeated the Spanish Armada under Queen Elizabeth I. Although she lived in a male-dominated society, she was able to prepare her countrymen for the attack of the Spanish Armada so that they were able to stop it before it reached the shore. In order to achieve this purpose of preparing the citizens of England for the possible invasion by the Spanish Armada, she wrote a speech to the land forces at Tilbury in which she creates a loving and optimistic tone as well as explains that she is as mentally and emotionally strong as a king even though she is a woman.

Elizabeth begins her speech by using friendly diction to create a loving tone. She addresses her audience with the phrase “my loving people.” This creates the feeling that they are all in one family that is supporting and taking care of each other. It also implies that Elizabeth wants everyone to unite and feel connected so that they can work together to defeat Spain. Her audience feels a sense of security which decreases any anxiety or fear that they might have regarding the threat of the attack. They realize that she is not a kind of a ruler that applies force to get people to obey her orders, but instead loves her countrymen dearly and speaks to them softly. By hearing this at the very beginning of her speech, her audience will feel more inclined to listen to her and follow her suggestions during the rest of the speech.

Elizabeth goes on to juxtaposing her feminine body and a “heart and stomach of a king.” This means that even though she is a woman, she has a manly personality and has the same feelings and thoughts as a king would. Through this contrast, she succeeds in alleviating her audience’s fears that she will not be a capable ruler due to the fact that she is a woman. This was extremely important for her audience to understand since they were living in a society where women were viewed as inferior and simple-minded compared to men. During the second half of the 16th century, many people thought that women were meant to do only domestic jobs like cooking and cleaning, and only men were capable of governing society. Women were discouraged from expressing their opinions about their husband’s responsibilities like politics and getting a solid education. By admitting that she has a body “of a weak and feeble woman,” she acknowledges this view of women shared by her audience. However, she tries to indicate that she is a special instance and should not be considered the same as other women. Therefore, her land forces her to trust and follow her orders as if they had come from a king.

In 1558, Queen Elizabeth I wrote a letter to her land forces at Tilbury regarding the threat of the Spanish Armada. She proceeded to explain that it is her honorable duty to serve everyone in England. She does this by creating a loving tone right from the beginning of her speech and emphasizing that she is as capable as a king of England. She reminds us that love and support for each other triumphs above the weaknesses of a woman.

Good job mentioning the purpose and mentioning tone as a literary device - I think you aren’t restating the prompt here so as a result you get the thesis point 
In terms of evidence & commentary, I think your reference to diction and tone here is great analysis - it’s very specific and also ties in to your commentary about decreasing anxiety. Moreover, your contextual application of the 16th century and women here is useful and definitely brings in a more in-depth area of analysis. I think your argument about trust is valid. Four points for evidence & commentary.
You did great with SOC!! I think you would earn sophistication in this instance, although it wouldn’t hurt to also maybe tie in her role as a woman in the first body paragraph although that’s not required. Great 6/6 essay.

Short Essay Practice Submission 8

Queen Elizabeth I was a strong female leader, the first of her kind in England. When her country went to war, many citizens were hesitant that a woman could bring the, then all-powerful, country the victory and guide them just as well as a male counterpart. In her speech to the commonfolk, Queen Elizabeth I uses impactful diction/syntax and metaphors throughout in an effort to convince her audience of her dedication to her people and to convince them of her own qualifications.

Queen Elizabeth I first opens by laying out the situation to her pupils. By using intense word choices and impactful images, she “assure[s]” them that “in the midst and heat of the battle,” she will “live and die amongst you all.” She uses this intense moment of climax, perhaps full of fear, to steer the citizen’s attention toward her own devotion to the war effort. By using such intense word usage, she is able to better hit home her point that despite a dreadful sitaution, she will not waver in the time of fear. The people will best respond to such a confident leader, and Elizabeth hopes that these tactics will instill confidence in themselves as well. She closes with another impactful statement that “by your obedience to my general, by your concord in the camp, and your valor in the field, we shall shortly have a famous victory.” The Queen uses the repetitive sentence structure and parallelism exemplified here throughout her speech to best grasp the attention of her audience and builds their attention to the final point of her statement, in this case, a most famous victory. This directs her people away from the opening remarks of “treachery” and towards the ultimate win, all along the way attempting to boost the troops’ confidence.

Often in the wild, to make themselves appear more intimidating, animals will create an image or make themselves appear larger. Queen Elizabeth I uses this exact tactic in her own speech. By using metaphors for herself, she conveys herself to the people as a most powerful jack of all trades, creating a sense of security in her own image. First, she addresses that despite having “the body but of a weak and feeble woman”, she has “the heart and stomach of a king, and of a king of England too.” She reassures the people that even though she may be a female, she knows what is expected of her and she insists she is able to withstand the pressures and responsibilities the title holds. She even uses this sentiment to uplift her mother country, implying that the King of England is not like that of any common King. Elizabeth places herself atop of her throne and creates an air of royalty to her people in this metaphor allowing the people to place trust in her words and actions, and encouraging them towards victory. She further promotes herself when she states that “I myself will be your general, judge, and rewarder of every one of your virtues in the field.” This shows the people that the Queen understands that her role is beyond that of a title, a figurehead. She will rise to the occasion and bring to them a required responsibility of all of these well-respected titles. By using this metaphor, Queen Elizabeth I instills a sense of purpose in herself and will to fight in those listening to her. Without her insistence of everyone’s role and her own ability to fulfill all these she lists, the people are discouraged and frankly, unconvinced of her and their own all-encompassing power.

To hit home her dedication to her country and her belief in her people, Queen Elizabeth goes as far as to join her people in their square. To initially create her sense of power, dressed in armor, Queen Elizabeth delivers a most awe-inspiring speech filled with impactful diction, climactic parallelism, and metaphors creating qualifying images of herself and the troops in an effort to inspire them and instill a level of confidence in all for themselves and England. Without such a historical speech, the people of England may not have been motivated to fight for a “feeble” Queen and may not have had confidence in their own recently endangered country. With her wise words, the troops go forth with a sense of importance and newfound appreciation for thier ruler.

Love the thesis with references to rhetorical devices and a purpose. You earn the thesis point. I love the specific evidence that is incorporated in your evidence & commentary. You bring in a great argument about how Queen Elizabeth instills a sense of purpose in herself and rises to the occasion. You earn all four points in evidence & commentary in my opinion. In terms of sophistication, this is a bit harder line to draw. I don’t necessarily think that you talk about the  relevance or significance  of rhetorical choices. You reference to complexities is not really pursued (comparing the body of a week/feeble woman + heart/stomach of king). Thus, you end with a 5/6! Great job.

Short Essay Practice Submission 9

During times of predicaments, the leaders’ abilities are truly tested. And their failure or success could be the difference between the countries’ triumph and annihilation. In 1588, England’s fate lay in peril as the threat of Spanish Armada’s invasion seemed inevitable. And the leader of this male dominated nation in crisis was a woman: Queen Elizabeth I. In her address to Tilbury land forces, Queen Elizabeth proved to be an effective leader that could not only lead the nation but also transcend any gender barriers that existed at the time. By appealing to national identity and by refuting the notion that her sex will hinder her ability to lead, Queen Elizabeth implores the land forces at Tilbury to unite under her leadership to defeat the Spanish. Doing so encourages the Tilbury land forces, who are all men, to follow Queen Elizabeth’s leadership, even if she is a woman, for the good of England.

Queen Elizabeth commences her address about the need to unite in the time of crisis by appealing to the national identity, specifically noting her reliance on her subjects, as she placed her “chiefest strength and safeguard in the loyal hearts” of her subjects. Given that Queen Elizabeth, a noble, is addressing soldiers, who are common men, at Tilbury, her appeal to national identity remains particularly poignant as it reveals that that despite her title, Queen Elizabeth needs the help of her subjects in order to persevere through this national crisis. And by doing so, Queen Elizabeth makes herself more relatable to the soldiers as they begin to view the queen as just another concerned individual who is fighting for England. Having thoroughly established her argument that she needs the help of her subjects, Queen Elizabeth furthers her appeal to national identity by emphasizing her readiness to “live and die amongst” the soldiers and fight for her “God”, her “kingdom”, and her “people”. And by doing so, Elizabeth further breaks down the notion that she will sit idly by and let the commons do the dirty work. Which in turn, enhances her credibility to the soldiers, who are common men, who now recognizes Queen Elizabeth is a leader who is willing to lead from the frontlines. Therefore, it is imperative for each member of the Tilbury land forces to do their part and unite under Queen Elizabeth to fight for their homeland.

Queen Elizabeth continues to convey her ability to lead England during this time of crisis by refuting the notion that her sex will hinder her ability to lead, particularly emphasizing that she may have a body of “a weak and feeble women”, but she has the “heart and stomach of a king”. Given that Queen Elizabeth is a woman addressing a group of men during a time of patriarchy, this dichotomy proves potent in challenging any unspoken reservations about her ability to lead due to her gender. Queen Elizabeth furthers breaks down the notion of her sex being a hinderance in her leadership by saying “I myself will take up arms, I myself will be your general, judge…” And by repeating the phrase “I myself” in front of actions and positions that are synonymous with masculinity and matriarchy, Queen Elizabeth skillfully demonstrates that she will take it upon herself to move past gender stereotypes and crown herself to assume positions that are held by men for the good of England. Which in turn, will force the land forces at Tilbury, who are all men, to view Queen Elizabeth not as a “weak and feeble women”, but as a “king” who will protect her “God”, her “kingdom”, and her “people”.

Great thesis statement and introduction paragraph that brought in context. I think your evidence and commentary is strong, as you talk about how Queen Elizabeth has made herself “more relatable” and how it convined the Tilbury land forces to unite. Your commentary and line of reasoning is strong throughout the two body paragraphs, and thus I give you four points on evidence & commentary. Moreover, your analysis of the masculine vs feminine conflict is very in-depth and earns you the sophistication point here in my opinion. Great 6/6 essay!

Short Essay Practice Submission 10

Queen Elizabeth I, under imminent threat of invasion by the Spanish Armada, makes a speech to her army and through the use of rhetorical strategies aims to inspire faith in her as their leader in order to rally her forces to fight against the Spanish.

Throughout her speech Queen Elizabeth emphasizes her god given right to be queen. She states “I have always so behaved myself that, under God,” she has made her decision. That she enters this battle to “lay down for my God,” and assures that their army will have victory “over those enemies of my God.” Her repeated allusions to God serve as a reminder to the soldiers that as a British monarch she has a god given right to rule and lead her people. She utilizes these reminder of her divinity in order to build the army’s trust in her and their faith in her decisions.

Queen Elizabeth moves to connect herself with her soldiers and emphasizes that she is on the field fighting with them. She appeals to the camaraderie of her forces by explaining that she has “come amongst you all” to “live and die amongst you all,” and that she “will take up arms, I myself will be your general.” She emphasizes her involvement in the battle in order to appeal to ethos and allow her soldiers to trust her by going far enough to join them in their fight. This works to inspire the soldier’s faith in her as their leader as they understand she believes in their cause so much as to join them in the fight. She continues this appeal to camaraderie through the use of the first person. She begins almost every clause with the word “I”, she says “I have always behaved myself”, “I know already,” “I have the heart ad stomach of a king” and many more instances of using the word “I”. She is emphasizing that all her decisions are her own and she truly believes in their cause, she is combating the image of an aloof monarch with no stake in her people. Her display in faith to her military works to build on the soldier’s trust in her.

As a female queen in the 16th century, Queen Elizabeth faced a lot of doubt in her ability to be a strong leader and make good decisions for the prosperity of her people due to the misogynistic and patriarchal ideals in society at the time. On this day in 1588 on the fields of Tilbury, it was vital that the queen convince her soldiers of her strength as their leader and that the her decisions that brought them to this battle were for the the good of England, so that her soldier might fight valiantly and they will defeat the Spanish.

Good job with the thesis point - very straightforward with mention of rhetorical devices and author’s purpose; this is how I wrote my thesis  In terms of evidence & commentary, your reference/argument about God is very intriguing and the god-given right argument is great context that demonstrates significance. Moreover, I think your argument about seeming relatable is very strong with the mention of I. Thus, you earn all four evidence & commentary points. In terms of sophistication, I think you do earn it because you expound about the relevance of God and mention the significance of the time period. Great 6/6 essay!

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Rhetorical Analysis

Sample rhetorical analysis essay.

Student essay is used with permission.  It was originally submitted double-spaced with no extra spaces between the lines, featured proper MLA pagination, and 1/2″ paragraph indents.  The writing assignment asks for an argument about how several rhetorical elements work together to create a functioning whole in a given chapter of Michael Shermer’s 2004 book The Science of Good and Evil: Why People Cheat, Gossip, Care, Share, and Follow the Golden Rule .

Liana Monnat

English 101

Instructor: Joshua Dickinson

October 16, 2016

Michael Shermer Successfully Proves That Humans Can Be Good Without God

            In his chapter entitled “Can We Be Good Without God?” Michael Shermer’s objective is to prove that one does not need to be religious to be capable of moral behavior.  Shermer has, in his previous four chapters, taken care to establish ethos by demonstrating that he is an open-minded and intelligent fellow.  Judging by his use of vocabulary, he assumes his readers are also intelligent people, with whom he attempts to develop a connection through his intermittent use of humor.  Shermer has already proved that his arguments are well-supported by large quantities of evidence, which lets his audience know that what he is saying is inherently trustworthy.  Taking all of this into consideration and having carefully analyzed this chapter, the reader is compelled by logic to agree with Shermer that one can have religion without morality, and morality without religion.

Shermer begins his fifth chapter with an appeal to pathos.  He describes to readers the massacre perpetrated at Columbine High School by Eric Harris and Dylan Klebold (141).  His description of the event along with a photograph of the black-clad, angry-looking murderers gives the reader a glimpse of the terror that must have been experienced by those unfortunate enough to have been present at the massacre.  In building up to proving his argument, Shermer appeals to readers’ ability to reason by showing that outside influences do not cause a person to behave immorally.  He explains that in the aftermath of the event, many theories were put forth to rationalize the cause of Harris and Klebold’s murderous rampage.  Included in these causes were use of prescription drugs, cult or gang influence, a fatherless home, homosexuality, and exposure to violence in video games (143-144).  Shermer uses logic to point out that none of these causes were relevant, particularly the idea that video game violence may have been the cause.  He makes mention of several newspapers that make such a claim, but dismisses the articles as having been written by “wannabe social commentators” and “ad hoc social scientists” and lacking in evidence (143).  Shermer shows how ridiculous the notion of video games being the causal factor is by relaying testimony of other players of violent games.  They all point out that they have not been driven to violence by their gaming habits (143).  By presenting these testimonies, he appeals to our common sense and ability to reason as intelligent individuals to realize that if video games caused people to behave violently, all gamers who played violent games would exhibit violent behavior, which is certainly not the case.  Shermer has thus far proved to readers that outside influences do not cause a person to abandon their morality.

Having logically dismantled the previous cases, Shermer turns his focus to the subject of gun control.  He quips that those in favor of more gun control took advantage of the Columbine massacre by “squawking for more legislation” (146).  His use of the word ‘squawking’ brings chickens to mind, and the great amount of noise they produce at the slightest provocation.  I believe creating this visual was probably the intent behind his humorous choice of words.

Liberal gun control advocates thoroughly ridiculed, Shermer notes that conservatives answered the call for more gun control by insisting that guns were not the problem.  The problem, as conservatives saw it, was the evil souls of the people who used them to commit evil deeds (146).  I feel that Shermer purposefully saved mentioning the gun control issue for last because it deals with the ideas of evil, morality, and religion.  He has taken much care in the preceding chapters to make it clear that he does not believe that evil exists, and that morality is not a product of religion.  The issue of gun control seems a well-chosen topic from which to begin his argument of how morality is a thing separate from religion.

The first example of evidence Shermer offers in his argument is an excerpt from a letter read by Congressman Tom DeLay.  He uses the excerpt to bring to readers’ attention an argument that is commonly made to explain violent acts.  It implies that as science provides evidence for questions that people once looked to religion to answer, people no longer feel obligated by a higher power to behave morally (147).  Shermer disputes this argument by describing the case of another perpetrator of a school shooting.  Rumors of the perpetrator being an atheist were quickly dispelled by the family priest, whose explanation was that the boy was a sinner but not an atheist, to which Shermer sarcastically quips “Thank God for that” (147).  This remark demonstrates his disgust that the priest would imply that being a Christian murderer was less offensive than being an atheist.  With this evidence, Shermer has supported his argument and demonstrated to his audience that religious people do not necessarily have morals.

For Shermer’s next move, he takes into consideration the opinions of several credible people who believe that morality is impossible without religion.  He utilizes quotes from the 103rd archbishop of Canterbury, Pope Pious XI, and the deeply religious Dostoyevsky who all fervently insist that religion is absolutely necessary for morality (149-150).  Shermer then includes the religious views of Laura Schlessinger, his one-time colleague.  He immediately diminishes her religious credibility by referring to her as a “self-appointed religious authority” (150). This implies to readers that although she is considered a ‘religious authority’ her opinions should not be taken too seriously.   He points out that although Schlessinger claims to have grown up lacking morals due to an atheistic upbringing, she admits that her parents still managed to instill her with some degree of morality (151).  This admission helps support his idea that non-religious people can have morals, but is the only part of Shermer’s paragraphs about Schlessinger that appear to be relevant to his argument.  He continues on about her, however, and it becomes apparent to readers that Shermer once admired her work but was taken aback by her conversion to Judaism.  He further weakens her authority by poking fun at her, and readers (this reader, at least) cannot help but wonder if he only included these paragraphs about Schlessinger because he is still disgruntled about her defection from his cause.

Shermer has, through several quotes from religious authorities, demonstrated to his audience that religious people are adamant that religion is necessary for moral behavior.  In an effort to prove that they are wrong, he refutes the claims of these authorities by serving up examples of religious people that committed atrocities while zealously practicing their religion.  His go-to example is Hitler and the annihilation of the Jews in Germany.  He illustrates for readers the religious fervor of Hitler by quoting him as saying “I believe today that I am acting in the sense of the Almighty Creator.  By warding off the Jews I am fighting for the Lord’s work” (qtd. on 153).  By strategically using this quote, Shermer is proving to readers that not only did Hitler commit mass murder, he did so in the Lord’s name.  This example, more than any other, is meant to show that religion and morality are not related.

In perhaps his most convincing argument that one need not be religious to behave morally, Shermer gets personal.  He asks readers the question “What would you do if there was no God?” (154).  Now the reader must contemplate the point Shermer has been trying to make, but on an intimate level.  He forces one to admit that if it was learned that God did not exist, the vast majority of people would continue to behave morally.  Most people would not, free from fear of eternal reprisal, proceed to pillage, rape, and commit murder.  After this degree of self-examination, it would be illogical to disagree that morality is not a creation of religion.

In his chapter “Can We Be Good Without God?”, Shermer successfully proves that we can indeed be good without God.  He appealed to readers’ emotions by describing the nightmare that was the Columbine massacre and led his audience to logically conclude that no outside influences caused the perpetrators’ behavior.  Through the strategic use of quotes and examples, Shermer effectively demonstrated that contrary to the beliefs of religious authorities, deeply religious people are capable of behaving extremely immorally.  Shermer ingeniously substantiated his point by asking readers to ponder what their own behavior might be like without God holding them accountable for their actions.  I feel that this was his most convincing piece of evidence in support of his argument, it is hard to deny his logic when applying it to oneself.  It can be assumed that most readers would continue to behave morally, and would agree with Shermer that we can be good without God.

Shermer, Michael. “Can We Be Good Without God?”  The Science of Good and Evil: Why People Cheat,

Gossip, Care, Share, and Follow the Golden Rule.   Henry Holt and Company, LLC, 2004, pp.141-156.

  • Sample Rhetorical Analysis Essay (MLA Format). Authored by : Liana Monnat. Provided by : Jefferson Community College. Located at : http://www.sunyjefferson.edu . Project : ENG 101. License : CC BY-SA: Attribution-ShareAlike

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29 Rhetorical Analysis

A rhetorical analysis will need to:

  • focus on a specific text
  • examine individual rhetorical elements
  • discuss the purpose and effect of those elements
  • evaluate the efficacy of the message

What is a rhetorical analysis? A rhetorical analysis essay evaluates the efficacy of a text’s message by examining how well rhetorical elements work together to reach the intended audience. Rhetorical elements include a range of items, such as diction, tone, sources, structure, and even modes of persuasion, ethos, logos, and pathos. The purpose of a rhetorical analysis essay is to discuss how these individual elements function within the text and how they work together to convey the message successfully to a specific audience.

One key to writing a rhetorical analysis is to focus on individual elements rather than the overall topic of the text. Getting off track and arguing the issue is very easy to do with this type of essay since most people want to join the conversation rather than analyzing specific elements. However, try to stay focused on each rhetorical element individually; evaluate how that element functions within the text and evaluate how well it functions in regard to the target audience. Refer to the chapter What is Rhetoric? for further explanations and examples of what rhetoric is and, just as importantly, what rhetoric is not. This chapter also provides heuristics for analyzing author , audience , setting and context , purpose , medium , positionality and identification, and rhetorical fallacies, which are a good place to begin for writing a rhetorical analysis essay. 

What are other approaches to writing a rhetorical analysis? Writers can choose from many approaches to analyze a text, such as the Toulmin Method (See “Analyzing Claims (i.e., Toulmin Method)” for Argumentation , Bitzer’s Rhetorical Situation (See “Another Approach to Argument” under Alternative or Cultural Methods and Approaches for Argumentation , or even the modes of persuasion of logos, ethos, or pathos (See “Writing with the Appeals” for Argumentation) .

The University of Life has posted this helpful video “Writing Center: Rhetorical Analysis.”

For heuristics on analyzing the author’s intent, see Excelsior Online Reading Lab’s “Evaluating an Author’s Intent.”

Evaluating an Author’s Intent

If you’d like more information on rhetorical strategies, take a look at “Common Rhetorical Devices” on YouTube.

What are some examples of this genre? 

  • “Not Quite a Clean Sweep: Rhetorical Strategies in Grose’s ‘Cleaning: The Final Feminist Frontier’” by Harriet Clark
  • Sample Rhetorical Analysis: Rhetorical Analysis of Addison’s “Two Years are Better Than Four”

A lesson on analyzing Fallacies is located in the Supplemental section.

Reading and Writing in College Copyright © 2021 by Jackie Hoermann-Elliott and TWU FYC Team is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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How To Write A Rhetorical Analysis Essay That Stands Out

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Are you struggling to write a compelling rhetorical analysis essay that captures your readers' attention?

Don't worry, you're not alone! 

Crafting an effective analysis requires a deep understanding of rhetorical devices and techniques.

In this comprehensive guide, we will equip you with the essential knowledge of writing impactful rhetorical analysis essays.

By following our step-by-step approach you'll gain the skills needed to analyse texts, engage your audience, and leave a lasting impression.

Let's dive into the world of rhetorical analysis essays and embark on a transformative writing journey!

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What is a Rhetorical Analysis Essay?

Rhetorical analysis is a type of college essay in which the writer conducts a deep analysis of an object. 

In this type of analysis, the object of analysis is mostly some kind of book, a movie, or any other type of creative work. 

When it comes to rhetorical analysis, a writer picks a particular subject and analyzes its effects on the surroundings and the target audience. 

It is important to mention that rhetorical analysis can be done on nearly anything that comes to your mind. Be it a billboard, a logo, a motto, or anything else you can think of.  

What are the Five Rhetorical Situations?

The concept of the rhetorical situation is an essential aspect of rhetorical analysis. The following are the five rhetorical situations that you need to consider when analyzing a text:

  • Audience : The audience refers to the individuals who receive the message. Understanding the audience's characteristics, values, and expectations is crucial in crafting persuasive communication that resonates with them.
  • Purpose : The purpose is the reason why the communication is created. It could be to inform, entertain, persuade, or educate the audience.
  • Speaker : The speaker is the person who creates or delivers the communication. The speaker's characteristics, such as their credibility, expertise, and reputation, play a significant role in how the audience perceives and responds to the message.
  • Occasion : The occasion is the event or situation that prompts the creation of the communication. The occasion may affect the tone, language, and overall message of the communication.
  • Context : The context is the broader environment that shapes the communication, including the cultural, social, political, and historical factors. Understanding the context helps you analyze how the message relates to larger societal issues and trends.

What are the Three Rhetorical Analysis Strategies?

There are three main methods of persuasion: ethos, pathos, and logos. To be successful in persuading someone, you need to understand how to use each of these methods.

  • Ethos (Credibility)

Ethos focuses on the credibility and authority of the speaker or author. It involves evaluating their expertise, knowledge, experience, and reputation. By examining the speaker's ethos, you can assess how their credibility influences the audience's perception of the message. 

Look for elements such as professional qualifications, personal anecdotes, or references to establish ethos.

  • Pathos (Emotional Appeal)

Pathos involves appealing to the emotions and values of the audience. This strategy aims to evoke specific emotions, such as empathy, fear, joy, or anger, to create a connection with the audience. Analyze the use of vivid language, storytelling, imagery, personal anecdotes, or appeals to shared values and beliefs. 

Consider how these emotional appeals impact the audience's engagement and response.

  • Logos (Logical Reasoning)

Logos centers on logical reasoning and appeals to the audience's rationality and critical thinking. It involves analyzing the use of evidence, statistics, logical arguments, facts, and logical structures within the text. 

Assess how the author or speaker supports their claims, presents a logical progression of ideas, and uses reasoning to persuade the audience.

Check out this blog on ethos, pathos, logos for dig deeper into these rhetorical strategies!

Rhetorical Analysis Essay Structure

Below is a rhetorical analysis essay structure for your help.

How To Write a Rhetorical Analysis Essay?

Writing a rhetorical analysis essay may seem challenging at first, but with a systematic approach, you can effectively analyze and interpret a piece of rhetoric. 

Here is a step-by-step guide to help you craft a successful rhetorical analysis essay.

Analyzing The Text

Before you directly hop on to write your rhetorical analysis essay, make sure that you follow some prewriting steps. These steps will make essay writing easy and less time-consuming. 

Some simple pre-writing steps of such an essay are as follows:

  • Identify your Target Audience 

Identifying the audience is the most important factor for an essay. Identifying the audience allows the writer to write the essay according to the intellectual level of the intended audience. 

If a writer writes the essay without knowing the audience, all the effort will go in vain as the audience will not understand the essay's purpose. 

  • The Subject of the Essay  

Another important thing about a rhetorical analysis essay is identifying and analyzing the chosen subject’s underlying meaning. A writer of this essay type should understand that message and explain it in a few words. 

  • Define Purpose 

Defining the purpose of the rhetorical analysis essay provides logic to the reader for the essay. The writer explains the reason behind the composition and what made them choose a particular topic for an essay. 

  • Mention the Occasion

The occasion refers to the work and its setting. When analyzing the occasion, two approaches are used, i.e., micro view and macro view. Both these views are used to explain where the occasion took place. 

  • Identify the SOAPSTone

The SOAPSTone of a text includes its Speaker, Occasion, Audience, Purpose, Subject, and Tone. Further elaboration of SOAPSTone is as follows: 

  • Speaker: The speaker basically refers to the first and last name of the writer. 
  • Occasion: The occasion mostly refers to the type of text and the context under which the text was written.
  • Audience: The audience is who the text was written for. 
  • Purpose: The purpose refers to what the writer wants to accomplish in the text. 
  • Subject: The subject is simply the topic the writer discusses in the text.

These were some basic pre-writing steps for a rhetorical analysis essay. Let’s move forward and see what steps we need to follow to write a good rhetorical analysis essay.

Rhetorical Analysis Essay Outline

An outline is an essential part of essay writing. It serves as a guide for the reader throughout the essay. 

All the information you have gathered so far needs to be organized. A rhetorical analysis outline can help you in this regard. 

A rhetorical analysis essay uses the typical 5-paragraph outline. It has the following elements:

  • Introduction 
  • Body Paragraphs
  • Conclusion 

Let us see what elements are added in these five parts of a rhetorical analysis essay. 

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Rhetorical Analysis Essay Introduction

The introduction is the first part of an essay. This part of the essay must be made as attractive as possible. 

The reader can perceive the whole idea of the essay by just reading the introduction. This is why this part should be interesting, as well as expressive. 

Essay introduction usually starts with a hook sentence. The hook sentence is an attention-grabbing sentence that can be a quotation, fact, or even a question. 

The most important part of the essay, the thesis statement, is stated in this part. It is stated somewhere before the last sentence of the introduction.  

Rhetorical Analysis Essay Body Paragraphs

Body paragraphs are the scene element in an outline and come after the introductory paragraph. 

In these paragraphs, the writer elaborates on the key elements in detail. Usually, there are three body paragraphs in this type of academic essay. 

Each body paragraph is written to explain a key element. All the facts and evidence the writer has collected for that point are also mentioned in that paragraph. 

Keep in mind a topic sentence is used to start a paragraph. This sentence is just like a short introduction to the body paragraph. It gives the reader an idea about the element that will be discussed in the following paragraph. 

Rhetorical Analysis Essay Conclusion 

After all the information is mentioned in the body paragraphs, the reader expects to see how you represent your final analysis. The writer is supposed to give the final verdict in the last part, which is the conclusion. 

The conclusion is the shortest but the most technical part of an essay. In this part, the entire essay is summarized in such a way that all the key elements are once again revised. 

Also, the thesis statement is reiterated but uses more convincing words. 

In a rhetorical analysis essay conclusion, it should be mentioned how the main argument is proved right. The writer also presents the impact of the author’s work on the audience in the past paragraph.

Make sure to look at the example below for more information.

Rhetorical Analysis Essay Sample (PDF)

Rhetorical Analysis Essay Examples

To gain a better understanding of how to write a rhetorical analysis essay, it can be helpful to examine some examples. Here are a few notable examples that showcase the application of rhetorical analysis techniques:

Rhetorical Analysis Essay Example (PDF)

A visual rhetorical analysis essay document communicates primarily through images or the interaction of image and text. 

Here is an example of such an essay.

Visual Rhetorical Essay Example (PDF)

H3- Rh etorical Analysis Essay Example: AP Language 

Rhetorical analysis done in AP Language and Composition is one of the biggest tasks a student can ever get. There are some specific tips that you need to follow for this purpose. Those major tips are mentioned below: 

  • Understand the Prompt

It is a must for this type of essay to understand the prompt to know what the task demands from you.

  • Stick to the Format

The content for the rhetorical analysis should be properly organized and structured. The rhetorical analysis essay outline divides all the information into different sections such as introduction, body, and conclusion. 

Look at the example given below and see how a well-written rhetorical analysis essay is written for AP language. 

AP Rhetorical Analysis Essay (PDF)

Letter from Birmingham Jail Rhetorical Analysis Essay (PDF)

AP Lang Rhetorical Analysis Essay Rubric (PDF)

Rhetorical Analysis Essay Format (PDF)

Comparative Rhetorical Analysis Essay Example (PDF)

Rhetorical Analysis Essay Example High School (PDF)

Rhetorical Analysis Essay Topics

Writing an essay is easy, but finding a good topic to compose an essay on is the real deal. Similarly, writing a rhetorical analysis essay becomes very easy when a writer has a good topic in hand. 

Here we have summed up some very good rhetorical analysis essay topics. One of them might help you to compose an impressive rhetorical analysis essay. 

Easy Rhetorical Analysis Essay Topics

  • “I Am Prepared to Die” by Nelson Mandela 
  • Nobel Peace Prize Speech by Malala Yousafzai
  • The Gettysburg Address by Abraham Lincoln
  • “Full Power of Women” by Priyanka Chopra 
  • Emma Watson’s speech on the Power of Women
  • “Integrity” speech by Warren Buffet
  • Freedom Speech from Braveheart
  • Ending Scene from The Breakfast Club 
  • Maximus’ Speech to Commodus from Gladiator
  • Oprah’s 2018 Golden Globes speech 

High School Rhetorical Analysis Essay Topics

  • Rhetorical Analysis of “The Olympic Games”
  • “NFL And the Concussion Rules”
  • BCS or Playoffs
  • AAU or NBA; which team has more fan following?
  • Rhetorical Analysis of “Football World Cup”
  • Kobe Bryant or LeBron
  • Rhetorical Analysis of Presidential Sports Encomia
  • Rhetorical Analysis of Symbolic Power of Sports
  • The communication between the players and a coach.
  • Rhetorical Analysis of the use of steroids

College Rhetorical Analysis Essay Topics

  • Importance of theme of hope in literature
  • The fact does not support the rhetorical questions.
  • A streetcar named desire.
  • Conduct a rhetorical analysis of the Bible
  • The key allegories are used in Daddy by Sylvia Plath.
  • The absurdity of the Afterlife
  • Do we laugh when someone tickles us?
  • The year of magical thinking
  • Rhetorical analysis of James Joyce’s Ulysses
  • Analyze a piece of work from the Parks library

Tips to Write an Effective Rhetorical Analysis Essay

Writing a strong rhetorical analysis essay requires careful analysis, persuasive writing skills, and attention to detail. 

Here are five tips to help you write an effective essay:

  • Analyze the Rhetorical Situation

Before diving into the analysis, thoroughly understand the rhetorical situation. Consider the author, audience, purpose, and context of the text. This understanding will shape your analysis and help you identify the most relevant rhetorical devices.

  • Focus on Key Rhetorical Devices

Identify and analyze the key rhetorical devices used in the text. Look for devices such as ethos, logos, pathos, rhetorical questions, metaphors, and analogies. Discuss how these devices contribute to the author's persuasive techniques and the overall effectiveness of the text.

  • Provide Strong Evidence

Back up your analysis with strong evidence from the text. Quote specific passages, examples, or statistics to support your claims. Ensure that your evidence directly relates to the rhetorical devices and strategies you are discussing.

  • Consider the Impact on the Audience

Evaluate how the rhetorical devices and strategies used in the text affect the target audience. Discuss the emotional, logical, and ethical appeals created by these devices and their potential influence on the readers or listeners.

  • Structure and Coherence

Organize your essay in a logical and coherent manner. Use a clear introduction that provides context and presents your thesis statement. Develop body paragraphs that focus on specific rhetorical devices, supporting your analysis with evidence. 

Common Pitfalls to Avoid While Writing a Rhetorical Analysis Essay

Writing a rhetorical analysis essay requires careful attention to detail and critical thinking. To ensure a successful essay, be mindful of these common pitfalls and avoid them:

  • Summarizing Instead of Analyzing

One of the main pitfalls is falling into the trap of summarizing the text instead of analyzing it. Remember that your task is to dissect the rhetorical devices and strategies used by the author, not simply summarize the content of the text.

  • Neglecting the Rhetorical Context

Failing to consider the rhetorical context of the text can weaken your analysis. Always take into account the author's purpose, intended audience, and the social, historical, or cultural context in which the text was produced. 

  • Lack of Focus

Stay focused on the main argument or thesis of your essay. Avoid going off on tangents or including irrelevant information. Every point you make should directly support your thesis and contribute to the overall analysis.

  • Insufficient Evidence and Examples

To strengthen your analysis, provide ample evidence and examples from the text. Merely stating your interpretation is not enough; you need to back it up with specific quotes, examples, or references. 

Overgeneralizing or Oversimplifying

Be cautious of overgeneralizing or oversimplifying the author's intent or the impact of rhetorical devices. Avoid making broad statements without proper evidence or disregarding the complexity of the text.

  • Lack of Structure and Coherence

A poorly structured essay can undermine the effectiveness of your analysis. Ensure that your essay has a clear introduction, well-developed body paragraphs, and a concise conclusion. 

  • Neglecting Revision and Proofreading

Failing to revise and proofread your essay can lead to errors and inconsistencies. Take the time to review your essay, checking for grammar, spelling, and punctuation mistakes. 

In conclusion, mastering the art of writing a rhetorical analysis essay can open doors to a deeper understanding of persuasive communication.

By following the outlined structure and incorporating the provided tips, you can confidently navigate the process and produce a compelling essay.

Now that you have a solid understanding of rhetorical analysis, it's time to put your knowledge into practice. 

If you need assistance with your college essays or any other academic writing, consider trying our AI writing tool . 

Our writing service consists of experienced writers who can provide professional essay help .

Visit our rhetorical analysis essay writing service today and take the first step towards academic success. 

Frequently Asked Questions

What are the elements of a rhetorical analysis.

The main elements of a rhetorical analysis essay are: 

  • Situation 
  • Audience  
  • Purpose 
  • Medium 
  • Context 

How do you end a rhetorical analysis essay?

Here are some ways that help you to end the rhetorical analysis essay. 

  • Summarize the entire essay. 
  • Restate the thesis statement. 
  • Focus on the main ideas. 

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rhetorical analysis essay practice

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Organizing Your Analysis

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This resource covers how to write a rhetorical analysis essay of primarily visual texts with a focus on demonstrating the author’s understanding of the rhetorical situation and design principles.

There is no one perfect way to organize a rhetorical analysis essay. In fact, writers should always be a bit leery of plug-in formulas that offer a perfect essay format. Remember, organization itself is not the enemy, only organization without considering the specific demands of your particular writing task. That said, here are some general tips for plotting out the overall form of your essay.

Introduction

Like any rhetorical analysis essay, an essay analyzing a visual document should quickly set the stage for what you’re doing. Try to cover the following concerns in the initial paragraphs:

  • Make sure to let the reader know you’re performing a rhetorical analysis. Otherwise, they may expect you to take positions or make an evaluative argument that may not be coming.
  • Clearly state what the document under consideration is and possibly give some pertinent background information about its history or development. The intro can be a good place for a quick, narrative summary of the document. The key word here is “quick, for you may be dealing with something large (for example, an entire episode of a cartoon like the Simpsons). Save more in-depth descriptions for your body paragraph analysis.
  • If you’re dealing with a smaller document (like a photograph or an advertisement), and copyright allows, the introduction or first page is a good place to integrate it into your page.
  • Give a basic run down of the rhetorical situation surrounding the document: the author, the audience, the purpose, the context, etc.

Thesis Statements and Focus

Many authors struggle with thesis statements or controlling ideas in regards to rhetorical analysis essays. There may be a temptation to think that merely announcing the text as a rhetorical analysis is purpose enough. However, especially depending on your essay’s length, your reader may need a more direct and clear statement of your intentions. Below are a few examples.

1. Clearly narrow the focus of what your essay will cover. Ask yourself if one or two design aspects of the document is interesting and complex enough to warrant a full analytical treatment.

The website for Amazon.com provides an excellent example of alignment and proximity to assist its visitors in navigating a potentially large and confusing amount of information.

2. Since visual documents often seek to move people towards a certain action (buying a product, attending an event, expressing a sentiment), an essay may analyze the rhetorical techniques used to accomplish this purpose. The thesis statement should reflect this goal.

The call-out flyer for the Purdue Rowing Team uses a mixture of dynamic imagery and tantalizing promises to create interest in potential, new members.

3. Rhetorical analysis can also easily lead to making original arguments. Performing the analysis may lead you to an argument; or vice versa, you may start with an argument and search for proof that supports it.

A close analysis of the female body images in the July 2007 issue of Cosmopolitan magazine reveals contradictions between the articles’ calls for self-esteem and the advertisements’ unrealistic, beauty demands.

These are merely suggestions. The best measure for what your focus and thesis statement should be the document itself and the demands of your writing situation. Remember that the main thrust of your thesis statement should be on how the document creates meaning and accomplishes its purposes. The OWl has additional information on writing thesis statements.

Analysis Order (Body Paragraphs)

Depending on the genre and size of the document under analysis, there are a number of logical ways to organize your body paragraphs. Below are a few possible options. Which ever you choose, the goal of your body paragraphs is to present parts of the document, give an extended analysis of how that part functions, and suggest how the part ties into a larger point (your thesis statement or goal).

Chronological

This is the most straight-forward approach, but it can also be effective if done for a reason (as opposed to not being able to think of another way). For example, if you are analyzing a photo essay on the web or in a booklet, a chronological treatment allows you to present your insights in the same order that a viewer of the document experiences those images. It is likely that the images have been put in that order and juxtaposed for a reason, so this line of analysis can be easily integrated into the essay.

Be careful using chronological ordering when dealing with a document that contains a narrative (i.e. a television show or music video). Focusing on the chronological could easily lead you to plot summary which is not the point of a rhetorical analysis.

A spatial ordering covers the parts of a document in the order the eye is likely to scan them. This is different than chronological order, for that is dictated by pages or screens where spatial order concerns order amongst a single page or plane. There are no unwavering guidelines for this, but you can use the following general guidelines.

  • Left to right and top to down is still the normal reading and scanning pattern for English-speaking countries.
  • The eye will naturally look for centers. This may be the technical center of the page or the center of the largest item on the page.
  • Lines are often used to provide directions and paths for the eye to follow.
  • Research has shown that on web pages, the eye tends to linger in the top left quadrant before moving left to right. Only after spending a considerable amount of time on the top, visible portion of the page will they then scroll down.

Persuasive Appeals

The classic, rhetorical appeals are logos, pathos, and ethos. These concepts roughly correspond to the logic, emotion, and character of the document’s attempt to persuade. You can find more information on these concepts elsewhere on the OWL. Once you understand these devices, you could potentially order your essay by analyzing the document’s use of logos, ethos, and pathos in different sections.

The conclusion of a rhetorical analysis essay may not operate too differently from the conclusion of any other kind of essay. Still, many writers struggle with what a conclusion should or should not do. You can find tips elsewhere on the OWL on writing conclusions. In short, however, you should restate your main ideas and explain why they are important; restate your thesis; and outline further research or work you believe should be completed to further your efforts.

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Lindsay Ann Learning English Teacher Blog

70 Rhetorical Analysis Essay Topics for Secondary ELA

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May 28, 2019 //  by  Lindsay Ann //   8 Comments

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Before we get to the rhetorical analysis essay prompts (a.k.a. tons of ready-to-analyze texts at your fingertips), let’s take a time-out to lay the groundwork for understanding a rhetorical analysis essay using ethos, pathos, and logos.

Rhetoric is Defined As…

Put simply, rhetoric refers to any technique an author uses to persuade an audience.

Or, the behind-the-scenes choices an author makes to give you all the feels. 

Chances are, if you consider a text or speech to be  really good , rhetorical techniques are working like a master puppeteer to pull at your heart strings, make an impact on your brain, and get you to let down your guard because you trust the author or speaker.

That’s why political figures have speech writers.

That’s why authors spend time fine-tuning their words and sentences.

Rhetoric is important.

In addition, rhetoric goes back to the ancient Greek philosophers like Aristotle, the “father” of rhetoric.

rhetorical-analysis-essay-high-school

The Rhetorical Analysis Essay

Moving on, if rhetoric is the art of persuasion, then the rhetorical analysis essay analyzes how an author or speaker creates opportunity for persuasion in his/her text.

Writing a rhetorical analysis essay involves understanding of context and occasion for writing. It also involves understanding the subject matter of the speech and intended audience.

Beyond this, noticing how the author uses rhetorical appeals and rhetorical devices to impact the target audience can help you to write an in-depth rhetorical essay analysis.

The BEST Rhetoric Topics

rhetorical-analysis-essay

As a teacher, I’m always in search of engaging texts for students to analyze. In this post, I’m sharing the best speeches, advertisements, and essays  for rhetorical analysis. You’ll never run out of rhetorical analysis essay topics again!

So, you’ll definitely want to stop right now and pin this post. 

Your future English-teacher-self will thank you. 

47 Rhetoric Examples in Speeches

The following speeches work well individually, but I’ve also tried to add value by pairing texts together.

Whether you’re analyzing rhetorical appeals such as ethos, pathos, and logos or looking at rhetorical devices, these speeches will work for discussion or as the text for a rhetorical analysis essay.

rhetorical-analysis-essay

  • Gettysburg Monologue in Remember the Titans  – Pair with “ The Gettysburg Address ” by Abraham Lincoln
  • “ Full Power of Women ” by Priyanka Chopra – Pair with Emma Watson’s speech on the Power of Women
  • Speech from Finding Forrester – Pair with “ Integrity ” by Warren Buffet
  • Red’s Parole Hearing from Shawshank Redemption – Pair with the Freedom Speech from Braveheart
  • Ending Scene from The Breakfast Club – Pair with  “ The Danger of a Single Story ” by Chimamanda Ngozi Achichi
  • Authentic Swing Speech from The Legend of Bagger Vance – Pair with  “ How Winning is Done ” from  Rocky Balboa
  • Maximus’ Speech to Commodus from Gladiator – Pair with  The Revolutionary Speech  from  V for Vendetta
  • The Natural State of Mankind from Amistad – Pair with “ Our Diversity Makes Us Who We Are ” by Michelle Obama
  • Denzel Washington’s  Dillard University Commencement Speech – Pair with “ The Last Lecture ” by Randy Pausch
  • “ Like Pieces of Glass in my Head ” from The Green Mile – Pair with “ Eulogy for Beau Biden ” by Barack Obama
  • Oprah’s  2018 Golden Globes speech – Pair with  Seth Myers’ Golden Globes Monologue  and/or  Ellen says #MeToo
  • Independence Day speech – Pair with  Aragorn’s Helm’s Deep Speech  from LOTR: The Two Towers
  • Pair  “I am Human”  &  “Love Liberates” , both by Maya Angelou
  • Pink’s  VMA acceptance speech – Pair with “ If I Should Have a Daughter ” by Sarah Kay
  • Ellen’s  People’s Choice Humanitarian Award Acceptance Speech – Pair with “ Pep Talk ” by Kid President
  • Gandalf Speaks to Frodo in Moria  from  LOTR : Fellowship of the Ring – Pair with   Sam’s Speech   in LOTR: The Two Towers
  • Obama’s  Final Farewell Speech – Pair with Al Pacino’s  Any Given Sunday  speech – clean version
  • Harvard Graduation Speech by Donovan Livingston – Pair with Steve Jobs  2005 Stanford Commencement Speech
  • “ Inside the Mind of a Master Procrastinator ” by Tim Urban – Pair with “ Five Second Rule ” by Mel Robbins
  • Rachel Hollis “Inspire Women to be Their Best” (mild profanity)
  • My Philosophy for a Happy Life by Sam Berns
  • “ To this Day: For the Bullied and the Beautiful ” by Shane Koyczan – Pair with Kid President’s “ Pep Talk to Teachers and Students “
  • “ The Power of Introverts ” by Susan Cain – Pair with “ Don’t Let Others Stop You From Living Your Own Truth “

Rhetoric in Advertising: 23 Examples

This next list holds a blend of print advertisements and commercials, perfect for introducing close reading and rhetorical analysis and for writing a rhetorical analysis essay.

Ads are short, but pack a punch. Honestly, my students love analyzing the rhetoric of advertisements a lot because they are accessible and visual.

Rhetoric Commercials & Print Advertisements

  • “ Web of Fries “
  • Duracell “ Teddy Bear ” Commercial
  • Apple 1984 Commercial Introducing the New Macintosh Computer
  • Nike “ Find Your Greatness ” Ads
  • Pepsi, Superbowl 53 Commercial: “ More than Okay ”
  • “ Get a Mac ” Commercial Compilation
  • “ Can You Hear Me Now ” Verizon Wireless
  • Apple iPhone X – “ Unlock ”
  • Kiwi “ First Steps ” Print Advertisement
  • Vauxhall’s  Backwards Cinderella
  • Lego Print Advertisement
  • Top 10 Powerful Ads of 2014

Rhetoric of the Image

  • Entourage NGO for the Homeless Print Advertisement Images
  • 33 Creative Print Ads
  • Protege Group
  • Greenpeace Print Advertisement Collection
  • “ Divorce Furniture “
  • L’Oréal Paris: “This Ad Is For Men, 1 ” L’Oréal Paris: “This Ad Is For Men, 2 ” L’Oréal Paris: “This Ad Is For Men, 3 ”
  • “ It’s Not Acceptable to Treat a Woman Like One”
  • “ 50 Creative and Effective Advertising Examples “
  • Juvenile Protective Association
  • Anti-Bullying Campaign
  • 25 Serious Ads

Writing a Rhetorical Analysis Essay Using Ethos, Pathos, and Logos

No doubt, writing a rhetorical analysis essay is like taking apart a puzzle and putting it back together again. Teachers, help your students to understand how all of the pieces fit together in order to see the bigger picture of what the author is trying to accomplish.

First, take time to understand how a text “works” for a rhetorical analysis essay using ethos, pathos, and logos:

  • Read or listen to understand overall content. Look up unfamiliar words.
  • Mark the text for the author’s main points and sub-points.
  • descriptive
  • compare/contrast
  • cause/effect
  • argumentative
  • Take notes on SOAPS: subject, occasion, audience, purpose, speaker
  • Discuss the text(s) in Socratic Seminar .

Next, identify rhetorical appeals . 

  • Ethos: How an author demonstrates credibility and builds trust.
  • Pathos: How an author creates an emotional response.
  • Logos: How an author demonstrates expertise and knowledge.

Look for rhetorical devices & patterns in the text.

  • Rhetorical devices refer to an author’s use of diction and syntax.
  • Does the author repeat key words / phrases? What’s the impact?
  • Does the author return to the same idea or image? Why?

Finally, write a clear thesis statement & topic sentences for your rhetorical analysis essay.

  • Use your thesis statement to generate topic sentences.
  • In your body paragraphs, identify a technique, provide an example, and discuss the “right there” and “beneath the surface” meanings. How does the author’s choice impact the audience, further a message, establish a tone?
  • What’s the context for the repetition?
  • What connotations are important?
  • How is the anaphora used to move the reader to greater understanding (logos), emotional investment (pathos), and/or trust in the author’s ideas (ethos)?

Six Strategies for Teaching Rhetorical Analysis

I’ve created an awesome free guide to inspire English teachers who teach rhetoric and the rhetorical analysis essay in their classrooms. Even if you don’t teach AP lang, you can benefit from these strategies !

rhetorical-analysis-teaching-guide

Rhetorical Analysis Essay FAQ’s

How do you write a rhetorical analysis essay.

Writing a rhetorical analysis essay is like writing a literary analysis essay, except the focus is on one or more non-fiction texts and the analysis targets an author’s style or rhetorical “moves” (a.k.a. use of rhetorical appeals and/or devices). Rhetorical analysis essays usually prove a claim about the author’s message or purpose for writing. The paragraphs in a rhetorical analysis essay unpack “what” an author is doing to send this message and “how” these choices impact the audience.

What does it mean to write a rhetorical analysis?

Writing a rhetorical analysis means that you are aware, as an audience member, reader, listener, human being, of the messages you consume. As a critical consumer of others’ ideas, you ask hard questions about how these messages are shaped, why they’re being delivered in certain ways, and why this is important for you and for society.

What are the three rhetorical strategies?

The three most commonly known rhetorical strategies are known as rhetorical appeals. Ethos (ethics) refers to credibility and trustworthiness. Pathos (passion) refers to engaging an audience’s emotions. Logos (logic) refers to engaging an audience’s brain through logical organization and use of evidence and arguments.

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About Lindsay Ann

Lindsay has been teaching high school English in the burbs of Chicago for 18 years. She is passionate about helping English teachers find balance in their lives and teaching practice through practical feedback strategies and student-led learning strategies. She also geeks out about literary analysis, inquiry-based learning, and classroom technology integration. When Lindsay is not teaching, she enjoys playing with her two kids, running, and getting lost in a good book.

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Reader Interactions

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January 9, 2023 at 9:38 am

Hi Lindsay Ann, thanks so much for these great resources. Just wanted to gently point out a couple errors that you might want to fix:

#12: should be Seth Myers’ (not Seth Myer’s) #13: should be independence (not independance)

Teachers have to help each other out 🙂

Best, Nikkee

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January 9, 2023 at 5:44 pm

Thank you so much for letting me know, Nikkee!

[…] a lot of options and extensions for analyzing rhetoric in social media. Who knows, maybe your next rhetorical analysis essay assignment will be focused on rhetoric in social […]

[…] 70 Rhetorical Analysis Essay Topics for Secondary ELA […]

[…] find that teaching rhetorical analysis and close reading skills go hand-in-hand with teaching voice in […]

[…] helps students to remember that everything comes back to the author’s purpose or message in rhetorical analysis. Author’s purpose is central to unpacking an author’s choices, including use of […]

[…] you assigning a rhetorical analysis essay? Why not try having students use rhetorical analysis sentence […]

[…] I introduced students to rhetoric. First, we journaled on this topic: Think of a time someone talked you into doing something or believing something. How did they do it? What tactics did they use? Students may share out journals. I gave students a graphic organizer with a PAPA analysis (purpose, audience, persona, argument) and picked a speech. Frankly, the speech I picked, which was Samwise Gamgee’s speech to Frodo Baggins in The Two Towers, failed spectacularly since students had no frame of reference. Note: that movie is old now. I know. It makes me sad, too. So go cautiously if you use this, but maybe pick something else. You can find a massive list here. […]

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Rhetorical Analysis Essay

Rhetorical Analysis Essay Outline

Nova A.

Crafting an Effective Rhetorical Analysis Essay Outline - Free Samples!

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Rhetorical Analysis Essay - A Complete Guide With Examples

Rhetorical Analysis Essay Topics – 120+ Unique Ideas

Rhetorical Analysis Essay Example - Free Samples

Ethos, Pathos, and Logos - Structure, Usage & Examples

Have you ever stared at a blank page, wondering how to begin your rhetorical analysis essay?

You're not alone. Many students find the first step, creating an outline, to be a challenge. 

The truth is - tackling a rhetorical analysis without a well-structured outline can lead to confusion and disorganization. But fear not because there's a solution.

In this blog, we will show you how you can create a rhetorical analysis essay outline. By the end, you’ll have a thorough understanding of what your outline should look like. 

So, keep reading to find out how you can beat the blank pages!

Arrow Down

  • 1. What Is Rhetorical Analysis Essay?
  • 2. Why Create a Rhetorical Analysis Essay Outline?
  • 3. Components of a Rhetorical Analysis Outline
  • 4. Steps to Create a Rhetorical Analysis Essay Outline
  • 5. Rhetorical Analysis Essay Outline Examples

What Is Rhetorical Analysis Essay?

A rhetorical analysis essay is a type of analytical essay that examines how an author uses language and persuasion to get their message across.

It involves analyzing speeches or essays to understand how authors use strategies within the rhetorical triangle to influence their intended audience. These techniques usually involve logical appeal, moral argument, and vivid imagery that appeals to the listener. 

Key Elements to Analyze

In a rhetorical analysis essay, you would be analyzing the text keeping these key rhetorical concepts in mind:

  • Ethos: This concerns the credibility of the author or speaker.
  • Logos: This focuses on the logical aspects of the argument.
  • Pathos: Pathos explores the emotional appeal of the discourse.
  • Style and Tone: This involves analyzing the author's writing style and the overall tone of the text.

These elements provide a structured approach to rhetorical analysis, revealing how effective communication is achieved.

Why Create a Rhetorical Analysis Essay Outline?

Writing a rhetorical analysis essay requires a writer to draft a structured piece of writing. This essay type is one of the most challenging tasks students are assigned to do for their academics. 

Apart from conducting a strong analysis, a rhetorical analysis essay depends on how perfectly the essay outline is drafted. 

An outline organizes the raw information and makes it understandable for the readers. It serves as your compass, ensuring you stay on course throughout the rhetoric essay. It helps you structure your ideas and arguments, adding clarity to your essay writing process. 

Moreover, an outline works as a checklist for your essay. It assures you that nothing important is missed in the content.

Components of a Rhetorical Analysis Outline

Now that we've explored why creating an essay outline is essential, it's important to explore the different components of a rhetorical analysis outline. 

Here’s a detailed rhetorical analysis essay outline:

Each element plays a crucial role in crafting a well-structured and persuasive analysis, so let's explore them in detail:

Introduction

The introduction of your rhetorical analysis essay serves as the gateway to your analysis. It's where you captivate your reader's interest, provide essential background information, and present your thesis statement. 

Here are the elements typically included in an introduction paragraph:

  • Hook The " hook " is a sentence or two designed to grab the reader's attention. It could be a thought-provoking quote, a surprising fact, or a compelling question. The purpose is to make your reader interested in what you're about to discuss—how an author uses rhetorical devices.
  • Background Information After the hook, provide some context. Here, you briefly introduce the text you're analyzing, the author or speaker, and the overall topic. It's like giving your reader a map to navigate through your analysis.
  • Thesis Statement The thesis statement is the main argument, your "claim." This concise sentence outlines what you'll be analyzing and what your main points will be. Your thesis should tell the reader what to expect in your analysis.

The body of your essay is where you dissect the author's persuasive techniques and reveal their impact on the audience. It contains sections dedicated to each rhetorical strategy you're examining. 

In these sections, you'll explain the strategies, provide evidence from the text, and offer your insightful analysis of their effectiveness. 

Section for Each Rhetorical Strategy

In the body paragraphs, you'll have sections dedicated to each rhetorical strategy you're analyzing. These sections each will focus on a different aspect of the text. For each strategy, you'll do three things:

  • Explanation of the Strategy Start by explaining what the rhetorical technique is. Define it clearly for your reader. This is like providing a dictionary definition.
  • Examples from the Text Next, provide examples from the text you're analyzing. These are specific quotes or passages where the author or speaker uses the strategy you're discussing. It's like showing your reader the evidence.
  • Analysis of the Effectiveness Finally, analyze how effective the strategy is. This is where you dive deep into the text and explain how and why the strategy persuades the audience. 

The conclusion should leave your readers with a sense of closure and a clear understanding of your analysis. 

You don't introduce new information or arguments in this section; instead, you tie everything together. Here are the three essential elements of an impactful essay conclusion:

  • Restate Thesis Start by restating your thesis to remind readers of your main argument. Repeating your main argument clearly helps the reader tie in all they have read in your essay.
  • Summarize Main Points Summarize the main points from each section of your analysis. This serves as a reminder of the highlights of your arguments made throughout the essay.
  • Final Thoughts Conclude by sharing your thoughts on how the author's strategies affect the audience and the text's broader importance. Encourage readers to consider these strategies' impact and the text's relevance.

This structure in your rhetorical analysis outline ensures that your analysis is clear, well-organized, and persuasive. Each component plays a crucial role in guiding your reader through your analysis.

Steps to Create a Rhetorical Analysis Essay Outline

Creating an essay outline is a crucial step in organizing your thoughts and effectively analyzing a piece of rhetoric. Here are the steps to craft an outline for a rhetorical analysis essay:

Step 1 - Choose the Text

Select the piece of rhetoric that you will be analyzing. It could be a speech, a written essay, an advertisement, a political campaign, or any other form of communication.

Step 2 - Identify Rhetorical Devices and Rhetorical Appeals

Look for rhetorical devices such as metaphor, simile, analogy, hyperbole, and alliteration. Analyze how these devices contribute to the message. Identify any repetition, parallelism, or rhetorical questions used in the text.

Moreover, look for common rhetorical appeals i,e., ethos, pathos, and logos.

Step 3 -  Analyze Appeals and Strategies in Each Section

For each argument, dedicate a body paragraph that will analyze how the author/speaker uses ethos, pathos, and logos.

Note the specific rhetorical devices used in each section and their impact.

Step 4 -  Consider the Effect on the Audience

While outlining the last body paragraph, add points that analyze how the appeals are intended to affect the audience.

Consider whether the author/speaker is trying to persuade, inform, entertain, or provoke a specific emotional response. Include specific examples and quotations from the text to support your analysis.

Step 5 -  Filter Out Extra Information

It's important to know what parts of the arguments should be included and which should be filtered out. 

After having a sketch of the introduction and body paragraphs, remove any information that might feel irrelevant.

Step 6 -  Conclude and Summarize

For the ending, make sure to restate your thesis statement. Include points that directly support your arguments and sum up your analysis.

These steps help you plan your essay for a well-structured, clear, and cohesive essay.

Here's a sample rhetorical analysis essay outline template that analyzes ethos, pathos and logos :

Here’s a practice outline:

Rhetorical Analysis Essay Outline Fill In The Blanks

Rhetorical Analysis Essay Outline Examples

Here are some rhetorical analysis essay outline pdf that you can use as reference outlines:

Rhetorical Analysis Essay Outline Ethos Pathos Logos

Rhetorical Analysis Essay Outline Ap Lang

Visual Rhetorical Analysis Essay Outline

Comparative Rhetorical Analysis Essay Outline

Rhetorical Analysis Essay Introduction Outline

Need more help getting started? Check out these expert rhetorical analysis essay examples to get inspired!

In conclusion, you've got the tools and examples you need to ace your rhetorical analysis essay. The steps we've gone through provide a strong starting point for your academic journey into analyzing persuasive writing. 

But if you ever hit a wall or need help with tight deadlines, don't forget our essay writing service . Our skilled writers have helped lots of students like you get top-notch essays.

So, why wait? Place your order now and set yourself up for academic success!

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Nova Allison is a Digital Content Strategist with over eight years of experience. Nova has also worked as a technical and scientific writer. She is majorly involved in developing and reviewing online content plans that engage and resonate with audiences. Nova has a passion for writing that engages and informs her readers.

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Rhetorical Analysis Essay

The Integrated Teacher

16 Simple Steps for Teaching Essay Rhetorical Analysis Writing

Sep 26, 2023

Very often, we sit and stare at the pacing guide for rhetorical analysis essay writing with a deer-in-the-headlights look.  How do we go about teaching essay rhetorical analysis writing when our students struggle with writing a basic 3-5 paragraph expository or argumentative essay and cannot read on grade level?

I totally get it! For 5 years, I taught AP English Language and Composition as well as Dual Enrollment classes for 11th/12th grade ELA, and only about half of my students had passed the 10th-grade reading state standardized test. And essay rhetorical analysis writing is a VITAL skill to student success in Advanced Placement and/or Dual Enrollment courses.

For these students, the trek to mastering this type of analytical writing is very difficult; however, trying to teach the average or below-average reading and/or writing student can be even more challenging. But don’t lose hope!

I hope you keep reading below to get help with the essay rhetorical analysis writing process!

By following these 16 Super Simple Steps for Teaching Essay Rhetorical Analysis Writing , you and your students will have a much easier time meeting these academic milestones!

Need help with Test Prep? Check out this  FREE Pack of 3 Test Prep Activities  to help students achieve success on standardized tests!

Table of Contents

What is Rhetorical Analysis?

Often, students have never heard terms like rhetoric or rhetorical analysis before, especially in standard middle school or early high school classrooms.

So we need to start with basic definitions when beginning our examination of essay rhetorical analysis writing!

Rhetoric is the language used to achieve a specific purpose. It sounds fancy, but really, this definition personifies what rhetoric is!

Rhetorical Analysis requires the reader to examine the strategies used by the rhetor, analyze how they are being utilized, and assess their overall effectiveness in achieving the purpose. It can vary greatly depending on the situation, the rhetor (speaker/writer/creator), the overall purpose or intention, the audience, etc.

By first explaining some of these ideas, you will be setting the groundwork for starting your rhetorical analysis unit !

rhetorical analysis essay practice

1. Introduce the definition of rhetoric analysis and explain its importance.

Explain to your students that we use rhetoric every day, and you can ask your students a simple question:  What would you say to your parents if you arrive home one hour past curfew?

This question seems simple, but there are so many possible answers and effective ways of responding to this question in the hopes that the consequences are nonexistent or benign at worst. If you use one type of rhetoric, you might end up with a month of grounding. But if you use other types of rhetoric, you might achieve your goal of avoiding punishment…

Another easy way to begin this discussion is by watching ads. Students don’t have to examine logical fallacies or persuasive techniques right away. Instead, just take the time to examine advertisements and what makes them effective.

Ask students to identify the following:

  • Rhetor-who created the ad?
  • Audience-who is this ad geared toward?
  • Rhetoric-what language is used throughout?
  • Purpose-what purpose(s) does the creator/rhetor hope to achieve?

Ultimately, we want students to examine the effectiveness of the rhetoric within a text like an advertisement. What makes it effective?

By starting off in this way, your students will start to see the importance of analyzing the rhetoric they encounter every day.

2. Explain the various types of rhetorical appeals and strategies.

START WITH RHETORICAL APPEALS

Any unit or lesson focused on rhetoric usually first introduces  the appeals – ethos, logos, and pathos .

  • Ethos  is the appeal to the audience through a belief in the writer’s authority or credibility.
  • Logos  is the appeal to the audience’s rational thoughts using facts and statistics.
  • Pathos  is the appeal to the audience’s emotions through emotional language.

Check out What are the Rhetorical Appeals? 3 Important Appeals! for specific details about each appeal!

what are the rhetorical appeals

MOVE ON TO OTHER RHETORICAL STRATEGIES

  • Repetition- Using the same word or phrase more than once, particularly in close proximity usually has significance.
  • Alliteration- Much like the repetition of a word or phrase, the repetition of a beginning letter sound in close proximity – aka alliteration – draws the audience’s attention.
  • Hyperbole- This device refers to the use of extreme exaggeration.
  • Irony- When a writer includes deliberately contrary information to elicit a particular effect, we know this as irony.
  • Allusion- A writer who alludes to other texts with mythical, literary, biblical, religious, pop culture, and historical elements often does this to connect to other big ideas.
  • Tone- Tone is the writer’s emotion about a topic.
  • Imagery- Description tied to the five senses refers to imagery.
  • Rhetorical Question- Does this one need an explanation? Voila, a rhetorical question! It implies an answer but doesn’t require one.
  • Point of View- The writer decides who tells the ‘story’ and who the audience is, too.
  • Comparison: Simile and Metaphor- The comparisons an author includes through simile and metaphor are used to simplify a complex text. A simile is a comparison of unlike things using like or as. A metaphor is a comparison of unlike things without using like or as.

Want an easy-to-use RHETORICAL APPEALS CHART ? Click HERE !

3. Start out with short speeches, video clips, and movie scenes with interesting rhetoric.

You don’t have to break down older, classical rhetoric right away. Delving into seminal pieces of traditional texts can be quite overwhelming for most people, let alone high school students.

So start off with shorter, less complex pieces of rhetoric:

  • Speeches less than 1 page like The Gettysburg Address or Ain’t I a Woman?
  • Movie Clips (one of my favorites is the last speech from  Mr. Smith Goes to Washington )
  • YouTube™ Videos

4. Annotate for effective strategies/appeals with your students.

There is no substitute for modeling what good annotations look like. Taking your students through the process is super helpful. Plus, when students practice over and over again before their essay rhetorical analysis assessments, annotating will become natural to them!

Highlight and Annotate EVIDENCE for the following elements to help prepare for their essay rhetorical analysis assignments :

-Context/Situation

-Rhetorical Appeals

-Other Rhetorical Strategies

Click below to get a teacher example for Florence Kelley’s Speech !

essay rhetorical analysis florence kelley

5. Use graphic organizers to examine the rhetorical situation and strategies.

Ultimately, we need to help students to organize their thoughts! And using graphic organizers that lead to writing the actual essay is the goal!

  • Speaker- Make sure to have students provide the name and describe the speaker (physical or mental characteristics). Using evidence from the directions or text is key.
  • Purpose- Usually the purpose is near the end of the first paragraph of the text. When it comes to satire, the real purpose is often near the end of the text. Think: What does the speaker really hope to accomplish?
  • Audience- The “reader” is ALMOST NEVER the answer. Sojourner Truth’s intended audience is not ME; she is speaking to a crowd back in the 1800s. A simple description of the goal audience should be inferred or directly stated within the rhetoric.
  • Universal Idea- Typically, the rhetoric surrounds a main topic, idea, or message. This universal idea should be directly connected to the purpose.
  • Tone- What is the tone/emotion of the speaker towards the topic/idea? What diction is used to get this tone across?
  • Strategies- You can identify appeals, strategies, techniques, devices, etc. Really, they are the same things. They are tools to achieve the speaker’s goals!

After students identify the above information with textual evidence to accompany each concept, let students take the time to discuss how the evidence reveals the purpose!

Here is an example from the Declaration of Independence :

6. Demonstrate how to use graphic organizers to prepare for an essay rhetorical analysis writing prompt.

When the graphic organizers for SPAUTS and the Rhetorical Analysis of EACH piece of evidence have been filled out, the student is ready for the essay rhetorical analysis writing process . If students have this information, the actual writing of the essay is EASY!

Without the speaker, purpose, audience, universal ideas, tone, and strategies as well as the analysis, the essay rhetorical analysis writing experience will be overwhelming!

You can combat some of the overwhelm by offering examples!

If you show students rhetorical analysis essay examples, they will be able to easily see each element in the essays. Perhaps, you could reverse the process and have students fill out the organizers based on the information in the student examples!

Click below for pre-writing essay rhetorical analysis organizers !

essay rhetorial analysis

7. Practice writing thesis statements based on the text and organizer.

Students need a starting place, especially in the thesis writing process. When they master the basics, they can start experimenting with other structures!

Here is my basic template:

Your template could look like the following: In ________________________(text), ________________(author) uses ______________, _______________, and _______________ in order to _________ (purpose verb) ________(audience) to ________________________________________________(universal idea).

Feel free to vary this template based on the text and/or your students’ needs!

8. Show students how to start an essay rhetorical analysis introductory paragraph.

Remember, the purpose of a rhetorical analysis is NOT the act of creating rhetoric but of examining how a rhetor achieves his or her purpose. Well, this is not entirely true. Once in a while, an accomplished writer can be successful in both; however, let’s start with the basics, shall we?

  • Introduce the text title, rhetor, audience, and overall context (when it was written, place, etc.).
  • Summarize the text in 2-3 sentences. There is no need to go into too many details or include random quotes, questions, or fancy techniques.
  • Write the thesis near the end in 1 or 2 sentences. Some teachers can be super hardcore about a 1-sentence thesis, but I find that some students do better with flexible options.

After they write 3 or 4 introductions, they will be much more confident when they start writing the “dreaded” body paragraphs.

9. Model how to write a body paragraph based on the graphic organizer, thesis, and essay outline.

Body Paragraphs: By Appeal/Strategy

1. Topic sentence-connect the appeal/strategy with the purpose (use the thesis for help)

2. Textual evidence-cite direct evidence from the text (use evidence from the organizers)

3. 2-4 sentences of commentary/analysis; how does the evidence support the purpose? (use the rhetorical analysis for the evidence)

4. Transition to another piece of textual evidence-cite direct evidence from the text (use evidence from the organizers)

5. 2-4 sentences of commentary/analysis; how does the evidence support the purpose? (use the rhetorical analysis for the evidence)

6. Ending sentence-discuss the effectiveness of the appeal/strategy (use the thesis for help)

essay rhetorical analysis

10. Let students practice writing their body paragraphs based on previously analyzed texts first.

Students don’t need to go into writing their first essay rhetorical analysis assignments without some practice with familiar passages first. In order to write moderately well and effectively, try using previous texts with organizers, thesis statements, and introductory paragraphs.

Trust me; students will heave a huge sigh of relief if you offer this opportunity!

Click 5 Elements of an Effective Outline for Rhetorical Analysis Essay Writing for additional help with essay rhetorical analysis writing!

outline for rhetorical analysis essay

11. Provide easy-to-use rubrics and read through them in your class.

There are so many rubrics out there, but I actually like more specific, objective rubrics rather than subjective rubrics.

Ex. Support-When I ask for evidence, I want to see at least 4-6 pieces of evidence for a 4-paragraph essay.

Ex. Grammar-I usually include numbers here, so students can identify specific issues.

Reading over the rubrics before writing the essay rhetorical analysis task, during the writing process, and after the essay has been written will help many students meet their goals!

12. Give students easier texts to analyze for their full first essay rhetorical analysis writing prompt.

I would definitely start with easier passages of rhetoric before assigning classic nonfiction or satire. Sojourner Truth’s “Ain’t I a Woman” or Florence Kelley’s Speech about Child Labor should be MUCH easier to analyze versus “Give Me Liberty,” the Declaration of Independence ,  or “A Modest Proposal.”

In fact, I would not approach these super high-level texts until at least 10th-grade English.

TOP TIP: Let students work in PAIRS to write their first fully-developed essay. Think of it as additional, most likely needed, practice for future essay rhetorical analysis assignments 🙂

13. Guide your class through their first essay rhetorical analysis drafts by having them highlight the thesis, topic sentences, evidence, and analysis.

After students have written a 4+ paragraph rhetorical analysis essay, take the time to do a writing conference.

Highlight/Underline the following in different colors:

  • Thesis, Topic Sentences, & Ending Sentences- They should all be connected through the strategy and purpose.
  • Evidence- Students need to have evidence in every body paragraph. I prefer at least 2 pieces of textual evidence for each body paragraph.
  • Analysis- The goal is to see if the student is summarizing or analyzing how the evidence contributes to the overall purpose. I like to see 2+ sentences after each piece of evidence for their rhetorical analyses.
  • Transitions- I definitely want to see embedded transitions (He also includes…/She additionally utilizes…) versus “Firstly,” “Next,” and “In Conclusion.”
  • Higher-Level Language- If students use repetitive, general terms versus specific, varied vocabulary, they will see how they can improve.
  • Complex and Simple Sentences- I don’t really care if they have super-long or super-short sentences as long as they are grammatically correct. Taking the time to change up the sentence structure is key!

When students see what they are accomplishing and how they can improve, they will make progress. Additionally, let other students who have good analysis, share it out. When students hear what others are saying in their writing, they can begin to see what your expectations are!

Check out the pack below to get a step-by-step rhetorical analysis writing pack for ANY text!

essay rhetorical analysis

14. Offer the opportunity to revise and resubmit their essay rhetorical analysis drafts.

If you are worried about AI issues, I totally get it. In this day and age, you may want to keep student writing in class only.

And if students want this opportunity to revise and resubmit their essay rhetorical analysis drafts, then you could provide time in class to accomplish this goal.

As soon as students take the draft home, there exists the possibility of cheating. Whatever works for your classroom, do it!

15. Supply at least 2 essay rhetorical analysis writing assignments for practice.

I am clearly a big fan of practice makes better . Perfection is unobtainable, but better is always possible, especially when it comes to essay rhetorical analysis writing!

If you are in the middle of teaching a Women in Literature unit, you could have students start out by examining “Ain’t I a Woman,” move on to the Florence Kelley Speech , and end with the “Declaration of Sentiments!”

These speeches are not super long, but they are long enough to have plenty of material to write about. Plus, this scaffolding of textual complexity will help your students level up their essay rhetorical analysis skills!

Check out this Essay Rhetorical Analysis Writing Bundle to help you teach 8 pieces of classic rhetoric!

rhetorical analysis essay practice

16. Encourage students to bring in their own rhetoric for a rhetorical analysis project/presentation.

To extend this unit on essay rhetorical analysis concepts, you could have your students bring in their own pieces of rhetoric!

Students could offer up songs, poetry, advertisements, video clips, movie scenes, podcast episode transcripts, art, etc.

In class, you could do an analysis as a whole group, let students work in small groups, or trade to examine the rhetoric independently. After discussing the major elements of each, your students could mirror the genre and create their own rhetoric!

Not every essay rhetorical analysis has to end in a writing assignment; you could give lots of options to choose from!

Need more fun lessons and activ ities for essay rhetorical analysis concepts ? Check out my store Kristin Menke-Integrated ELA Test Prep !

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Home — Essay Samples — Literature — Animal Farm — Animal Farm: Rhetorical Analysis

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Animal Farm: Rhetorical Analysis

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Published: Mar 20, 2024

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Manipulation.

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  • Assignment Sheet
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“Time” By Pawel Kuczynski

rhetorical analysis essay practice

image source.

Pawel Kuczynski is a artist and a philosopher who is highly praised, who has multiple paintings that depict the passing of time. His piece ‘Time’ is the one shown above, which tells a tale of exploring humanity and how little time us humans have on this earth. This artwork goes on to explain how people self-reflect on their own lives and actions, and challenges people to the about the world differently and to live life to the fullest. This essay will examine its composition, symbolism, contextual interpretation, texture, detail, as well as its color and light.

The main focus of the artwork is the hourglass. An hourglass represents time and mortality, and has been around for many centuries, making it a perfect symbol of years passing. This hourglass is of great size, so much that is dominates the frame. When the viewer looks at the people in the hourglass, they can see four of them, three on the top half and one in the bottom half of the hourglass. There is striking symmetry throughout this piece of art, symbolizing the balance of life. The only two things breaking this symmetry are the people, representing the relentless effect of aging, but then there is the sand, that uses gravity to show that the passing of time is inevitable as something falling. The symmetry represents how valuable time is in everyone’s life, showing how it affects every person no matter their age.

This makes the viewer reflect on the old women at the bottom and shows how much time we spend on doing what would be considered as ‘boring’ jobs such as working as we get older, instead of the carefree time that we had as children. The three children at the top could be seen as more important than the older lady because when humans get old, they become unable to do many of the things they used to do previously and have less of an effect on other’s lives. Since there is nothing in the background but the two colors, it seems like it is in a void, portraying feelings of loneliness and isolation, which feeds into the older woman’s section below, who can be seen as more vunerable. The way the hourglass is proportioned is to grab the viewer’s attention, giving the viewer a feeling of reflection; when you are young it seems like you have all the time in the world, but most people only realize how limited their time is when they age. The hourglass being the center of this piece means Kuczynski wanted this moment of reflection to happen in the viewers mind, matching what the older lady is experiencing.

The artist does not use bright and vibrant colors, almost feeding into the depressing aura of the piece. The entire mood of the artwork is incredibly sad except for the children playing with the ball, showing the mental state of the older women. She has these fun memories, but they are enveloped by the responsibilities and knowledge of later life. The two colors are in contrast of each other, and joined with a short gradient, showing that the difference between being unaware and aware of our own mortality is a very short moment. Once you realize it, you never go back. The two colors being near the opposite ends of the color spectrum almost symbolizes how your outlook in life can radically change after this realization.

There is a magnitude of symbolism in Kuczynski’s ‘Time’. The hourglass represents the journey everyone is on, and how it doesn’t stop no matter what you experience. The three people on the top are children and they symbolize happiness, a carefree attitude, and healthiness. The older woman represents what you think of when you see an older person: that they are more vulnerable and how they do not have as much time left compared to the rest of us. The sand shows the flow of time, appearing like a slow stream at first but is slowly building up a large portion on the bottom before anyone realizes what is happening. It also symbolized how a younger life can ‘slip away’ with age showing them literally standing on the sands of time themselves, and how they will slip more and more is filtered to the bottom. The older woman is trying to clean it up because time goes away so fast that these younger children do not notice before it is too late. It makes the people who are interpreting the piece want to cherish every moment of their life because they may next experience it again.

There could be some cultural context about technology and how much time that takes away from your life, but this is only implied with the children’s age and never explicitly shown. It does show that you will never have infinite resources, so you must make do with what you have as you are always battling time, which will always win in the end.

The difference in their bodies is stark. The frailty and size of the older women is in contrast to the smaller and fitter younger people on the top. This is a reminder that the passing of time is inevitable, and the effects it has are not just mental, but physical. The older women could not do what the younger children are doing, so she is forced to return to that moment only through memories. Kuczynski leaves it up to the viewer whether the woman in the top section is the same woman in the bottom section. It could be that she is remembering a fond moment of her earlier life to escape the realities of aging, or it could be that she is looking back on younger children in general without it being her memory in specific. While my interpretation is of the former, the latter brings some interesting new ideas, such as the potential jealously of the older woman on behalf of anything younger and having fun.

There are multiple colors in the top half of the hourglass. The bright blues, greens, and pinks of the people’s clothing, as well as the beach ball, which is the lightest object in the piece. In the bottom half, the only colors we see are a deeper, darker blue, on both the older woman and the vacuum. This shows her outlook on life in comparison to the younger people is less bright, and the fact that her outfit matches the vacuum closer than any of the younger people shows just how preoccupied she now is with working and jobs.

The older woman is by herself, conjuring feelings of isolation which is sadly often the case for many older people in today’s society. The children are in a group and seem to be enjoying themselves, meaning Kuczynski is showing the viewer the benefits and enjoyment of companionship and friendship, in comparison to the lone older woman. The younger people on the top are all looking at each other and the ball, oblivious to the woman below. The older woman, however, is staring up at them. This shows how often we look back at the past experiences and memories after the fact not realizing the effect they will have in the moment, and perhaps not enjoying them to the extent we should during the time, leaving us only to remember them. The top half of the piece is a brighter blue, while the bottom is in a deeper, darker red. The lighter backdrop to the younger people shows both their enjoyment of the moment but also how the older woman sees them in comparison to her own surroundings, which are more subdued and less bright.

To conclude, Kuczynski’s ‘Time’ is a thought-provoking artwork that makes the viewer reflect on their own past experiences, whether they truly appreciated them at the time, and to think about their own mortality. The sand and hourglass prove a brutal reminder that no matter what you experience in life everyone will have the same end result, looking back and remembering their carefree moments, because they go too soon.

Works Cited

Artlex. “Pawel Kuczynski – Artwork, Bio and Analysis of the Polish Artist and Philosopher.” Artlex , www.artlex.com/artists/pawel-kuczynski.

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    Crafting an effective analysis requires a deep understanding of rhetorical devices and techniques. In this comprehensive guide, we will equip you with the essential knowledge of writing impactful rhetorical analysis essays. By following our step-by-step approach you'll gain the skills needed to analyse texts, engage your audience, and leave a ...

  15. Organizing Your Analysis

    Many authors struggle with thesis statements or controlling ideas in regards to rhetorical analysis essays. There may be a temptation to think that merely announcing the text as a rhetorical analysis is purpose enough. However, especially depending on your essay's length, your reader may need a more direct and clear statement of your intentions.

  16. 70 Rhetorical Analysis Essay Topics

    The Rhetorical Analysis Essay. Moving on, if rhetoric is the art of persuasion, then the rhetorical analysis essay analyzes how an author or speaker creates opportunity for persuasion in his/her text. Writing a rhetorical analysis essay involves understanding of context and occasion for writing. It also involves understanding the subject matter ...

  17. 20+ Best Rhetorical Analysis Essay Example & Sample Papers

    Step #2: Stick to the Format. The content for the rhetorical analysis should be appropriately organized and structured. For this purpose, a proper outline is drafted. The rhetorical analysis essay outline divides all the information into different sections, such as the introduction, body, and conclusion.

  18. PDF Paper #1

    Paper #1 - Rhetorical Analysis Draft Due via CTools (in your drop box) by 10:00 a.m. on Monday, Sept. 29 Bring two hard copies of your draft to class Write an essay (3 pages) in which you analyze and evaluate the rhetorical strategies employed by Lewis Thomas, Randy Moore, or Barbara Sharf. What was the author's

  19. AP English Language and Composition Past Exam Questions

    Free-Response Questions. Download free-response questions from past exams along with scoring guidelines, sample responses from exam takers, and scoring distributions. If you are using assistive technology and need help accessing these PDFs in another format, contact Services for Students with Disabilities at 212-713-8333 or by email at ssd@info ...

  20. Rhetorical Analysis Essay Outline With Templates & Tips

    Key Elements to Analyze. In a rhetorical analysis essay, you would be analyzing the text keeping these key rhetorical concepts in mind: Ethos: This concerns the credibility of the author or speaker. Logos: This focuses on the logical aspects of the argument. Pathos: Pathos explores the emotional appeal of the discourse.

  21. PDF Rhetorical Analysis Sample Essay

    RHETORICAL ANALYSIS SAMPLE ESSAY. 13 Feb. 2015 Not Quite a Clean Sweep: Rhetorical Strategies in Grose's "Cleaning: The Final Feminist Frontier" A woman's work is never done: many American women grow up with this saying and feel it to be true. One such woman, author Jessica Grose, wrote "Cleaning: The Final Feminist Frontier ...

  22. 16 Simple Steps for Teaching Essay Rhetorical Analysis Writing

    1. Introduce the definition of rhetoric analysis and explain its importance. 2. Explain the various types of rhetorical appeals and strategies. 3. Start out with short speeches, video clips, and movie scenes with interesting rhetoric. 4. Annotate for effective strategies/appeals with your students. 5.

  23. Rhetorical Analysis of Mlk Speech 'i Have a Dream'

    In conclusion, the rhetorical analysis of Martin Luther King Jr.'s "I Have a Dream" speech reveals the profound impact of its rhetorical devices in inspiring and uniting people in the fight for civil rights. The speech remains a powerful testament to the ongoing struggle for racial equality and justice, continuing to resonate with audiences and ...

  24. Animal Farm: Rhetorical Analysis: [Essay Example], 538 words

    One of the central themes in Animal Farm is the corrupting nature of power. Orwell uses rhetorical devices such as repetition and symbolism to highlight the abuse of power by the pigs, who represent the ruling class. The most prominent example of this is the pigs' gradual transformation from revolutionary leaders to oppressive dictators, as ...

  25. Marissa Kirkland

    This essay will examine its composition, symbolism, contextual interpretation, texture, detail, as well as its color and light. The main focus of the artwork is the hourglass. An hourglass represents time and mortality, and has been around for many centuries, making it a perfect symbol of years passing. This hourglass is of great size, so much ...