Rhetorical Analysis Essay for Academic Success

Rhetorical Analysis Essay (15%) 

I recommend you print this document but delete the articles you are not working on. 

First deadline – March 9 before midnight MST (Feedback will be provided only if instructions have been followed and the student has been in regular attendance)

Second deadline – March 16 before midnight MST (If you choose due date #2, there is no grade penalty but no written feedback.) 

Essays submitted after the second deadline will be penalized 10% per calendar day. Non-submission of this assignment will result in a course failure. 

1. Kingwell, Mark. “The League of Extraordinary Assholes.”  The Walrus, 7 Apr. 2020, ca/the-league-of-extraordinary-assholes/.
2. Koul, Scaachi. “A User’s Guide to My Stupid Name.” BuzzFeed, 10 Feb. 2016, www.buzzfeed.com/scaachikoul/a-users-guide-to-my-stupid-name.
3. Wu, Katherine, J. “Your Vaccinated Immune System Is Ready for Breakthroughs.” The Atlantic, 26 July 2021, theatlantic.com/science/archive/2021/07/anatomy-of-a-vaccine-breakthrough/619562.

The full text of all the above articles is at the end of this assignment handout.

In this analysis, you will report on the rhetorical techniques the writer used to support his or her thesis. Your job is NOT to mark the essay or article, NOT to write a review of the essay or article, just to analyze its rhetoric. The idea is to help illuminate (for your readers) the rhetorical situation and the internal rhetoric of the text.

The key to a good rhetorical analysis is to discover and report on how the writer gets the message to the reader. Follow the FOUR D’s for every technique (limit your discussion to one technique per body paragraph):

1. Discoverthe technique.
2. Definethe technique (as necessary).
3. Describe(1)the context or circumstance in which the technique is being used; (2) the writer’s use of the technique by including at least two or three examples (quotations) of each.
4. Discuss(only as necessary)the probable motive for the technique and its impact on the reader.

First, here are things we don’t write about:

1. We are not concerned if the writer is effective or not.
2. We are notconcerned if the reader is engaged.
3. We are notconcerned if the writer is correct or not. That is, we are not arguing with the essay.
4. We are not concerned with the fact that the writer uses ethos, logos and pathos – not for the approach I explain shortly.

Step 1: Read the article enough times that you truly understand it, can identify and restate the thesis, and can make an assumption about who the intended audience is.

Step 2: Since it's important to understand the rhetorical situation, you need to start by looking up the author and finding out who she/he is and what she/he brings to table (or they, in the case of a gender-neutral writer). This information might be just for your benefit and not something you choose to include in your analysis, but if you do include biographical information in your essay, you must cite the source for it. Then, look up where the article was published so you understand what typical publications for this venue look like and who a typical audience is. Between your thorough reading/critical thinking about the article and what you learn about the author, venue, and general audience, you will be in a good position to understand who, within that group of typical readers, would be drawn to this article in particular. Again, this information is primarily for you, but it might, under some circumstances, be information you choose to include in your analysis. 

Four D's of Rhetorical Analysis

So, what is next? 

Step 3: Once you have all the basic information, you will need to investigate how the writer gets the message across. Ask yourself, “What is striking or interesting about the essay? What makes this essay unlike the other essays I have read?”

For example, imagine you are giving a tour of your city, and saying, "This is a house. It is built of wood and stucco. The basement has a concrete foundation." Wouldn't I wonder why on earth you picked this house and were telling me these things?

The following paragraph is much better because it tells me the same essential information (stucco, cement, wood) but explains why this house is significant or important. Note the difference:

This house is historically significant for the Edmonton area. While most homes now have concrete basements, this was the first to have one. At the time, they believed that the cold would lead to cracks. This house proved otherwise and revolutionized building in the city. The wood and stucco, so familiar to the area, was typical of the 1920s post-war building boom. Wood was plentiful and stucco cheap, allowing for affordable housing for the veterans. Thus, even though this house seems typical today, it is really the first of its kind.”

This analogy should help you understand that it’s not good enough to list strategies. Instead, in a rhetorical analysis, you must demonstrate why those elements are important to the article as a whole and how they serve to impact the intended audience.

Look for anything that really stands out—and is repeated. Think about which traditional appeals (ethos, pathos, and logos) the author uses (or uses primarily). However, you are going to dig deeper. For example, if you decide the writer has primarily used pathos, then you would search for several BIG ways in which the writer does so.

1. The introductory paragraph will name the author, the title, and any background information you think is necessary. (If you include biographical information about the author, cite the source). At times, you might find it important to name the magazine (in italics) and the target audience. The introduction will also include a brief summary (synopsis), after which there will be a transition into a re-statement of the article’s thesis. The paragraph will end with yourthesis statement, which will look something like this:

In her essay, “Don’t Pick Up,” published in The Chronicle of Higher Education, Terry Castle writes primarily to educators, scholars, and parents to express concern over young adults’ growing reluctance to become independent. She points out that once upon a time, kids couldn’t wait to be free from the yoke of paternalism, couldn’t wait for the chance to decide everything for themselves. Now, however, Castle believes that college-aged kids consult with their parents on a daily basis. Castle fears society is heading back to a pre-Enlightenment view of authority, where power is vested in a select few, and the old decide the fate of the young. As hard as it may be, she concludes, kids must “defy, debunk, or just plain old disappoint” their parents if they hope to fully mature as individuals (Castle). Castle defends this thesis by balancing humor, colorful language, and illustrative examples from post-Enlightenment literature.

Step by Step Guide for Writing

This introduction introduces the author and text being analyzed, and it gives an indication of the author’s overall point of view, which is followed by a brief synopsis.  Finally, the introduction addresses the thesis of Castle’s argument and clearly tells the reader what elements of rhetoric will be examined.

Note that the in-text citation doesn’t include a page number because the essay was found in an online source: The Chronicle of Higher Education. In MLA, unless page numbers appear on the page, they are not included.

1. The first body paragraph will be about one of the author’s primary writing techniques. The second body paragraph will be about a second important technique, and so on. Body paragraphs in a rhetorical analysis should be very straightforward. You will have a topic sentence like this: "One of the most obvious of Castle’s techniques is her use of humor." The rest of your paragraph would be devoted to one example after another, so if you were writing on this article, you'd write that Castle shares a funny story about so and so, and then you would quote from parts of that story. You'd go on to offer a second example of humor – maybe this time, it would be that Castle repeatedly uses hyperbole (exaggeration), and then you would provide several examples of hyperbole (in context).

As you go through this process, make sure to vary your language and sentence structures. At the end of all your examples, you might, if it hasn’t been clarified already, have a sentence or two explaining the ultimate effect of the rhetorical technique -- but again -- only if necessary. Your next body paragraph would start with a transition like "in addition to humor, Castle also xxxxxxx." Your paragraph would follow the same structure I just described.

1. The concluding paragraph should NOT repeat but must speak to the overall impact of the article. What does the article leave readers thinking about? What is its impact?

Step 5: Write a draft of your essay.

Step 6: Revise, revise, and revise.

Sample Rhetorical Analysis – The rhetorical analysis below is single spaced to reduce the size of this document. Normally, it would be double spaced. I have written comments off to the side to help you understand what the writer of this analysis did in various parts of the short essay. These comments should help you structure your own analysis effectively:

A Rhetorical Analysis of “Remarks by the First Lady at the Democratic National Convention”

In her “Remarks by the First Lady at the Democratic National Convention,” Michelle Obama describes to the American people what type of person she thinks the next President of the United States should be.  First, however, she recalls what it was like moving into the White House, the struggles her family endured in adjusting to their new roles, and the admirable traits that her husband so eloquently portrayed during his term.  She discusses how important the nation’s children are, how they are always watching and learning, and how integral a role model the President can be.  Obama then endorses Hilary Clinton as the candidate who should be the next President; she explains how Clinton’s devotion, advocacy and perseverance will lead to a better future for all American children.  By relating to the audience, using repetitive language, and satirizing the opposition, Obama seeks to persuade her audience that Hilary Clinton should be the next President of the United States.

Examples

Obama uses relatable, specific examples and experiences to convince the audience that she is someone who understands their perspectives and ideals, especially when it comes to future generations. She talks about her daughters and “how they are the heart of [her] hearts, the center of [her] world,” a sentiment most parents can share.  She reminisces about seeing them “set off for their first day at . . . school.”  She recalls observing them “playing with their dogs on the . . . [White House] lawn.”  She remembers “watching them grow from bubbly little girls into poised young women.”  She then attributes great value to “folks who volunteer to coach [a] team, [or] teach . . . Sunday school class because they know it takes a village.”  Not only does Obama appeal to Americans through experiences they can relate to but also through shared hopes for the future by emphasizing the collective wish for “a leader who will be guided every day by the love and hope and impossibly big dreams that we all have for our children.”  By humbly appealing to shared values, Obama becomes a trustworthy, empathetic voice of reason.

Obama also uses repetitive language to reinforce essential presidential traits.  Her list includes “someone with the proven strength to persevere,” “[s]omeone who knows [the] job and takes it seriously,” “[s]omeone who understands that the issues a President faces are not black and white,” and “someone whose life’s work shows our children that . . . we fight to give everyone a chance to succeed” (my emphasis). The repetition of someone becomes increasingly emphatic, leading the audience to understand just how important these qualities are. Obama also talks about how she “want[s] a President with a record of public service,” how she “want[s] a President who will teach our children that everyone in [the] country matters,” and how she “want[s] someone with [that] proven strength to persevere” (my emphasis).  Having established her oneness with the audience in the first part of her speech, Obama’s repetition of what she wants resonates and becomes what those in the audience want too. After listing the qualities she believes the next President should have, she shifts to discussing how the only candidate to demonstrate all of those traits is the Democratic nominee, Hilary Clinton.  By relating to her listeners personally and convincing them, through repetition, that she cares about the same things they do, Obama makes a convincing case.

To further her argument that Clinton should be president, Obama satirically alludes to the Republic nominee.  Although she never identifies Donald Trump by name, she does mention how he “questioned [Barack Obama’s] citizenship or faith,” regularly speaks “hateful language, and “acts like a bully.”  When she refers to “someone who understands that the issues a President faces . . . cannot be boiled down to 140 characters,” she is poking fun at how Trump’s main form of communication to the American people is through Twitter.  Obama argues that the next President “can’t have thin skin or a tendency to lash out” or “chase fame and fortune,” suggesting that Trump is not just retaliatory but a megalomaniac as well.  Near the end of her speech, Obama attacks Trump’s campaign slogan by announcing “don’t let anyone ever tell you that this country isn’t great, that somehow we need to make it great again.  Because this, right now, is the greatest country on [E]arth.”  Obama’s intentional satirizing of Trump serves to undermine him while simultaneously enhancing the audience’s perspective of Clinton.

Tips and Tricks

She concludes her speech with a powerful challenge for voters “to pour every last ounce of [your passion, strength and love] for this country into electing Hillary Clinton as President of the United States of America.” Michelle Obama’s speech at the 2015 Democratic National Convention was a tremendous achievement, despite the outcome.

Obama, Michelle. "Remarks by the First Lady at the Democratic National Convention." The White House, 25 Jul. 2016, www.whitehouse.gov/the-press-office/2016/07/25/remarks-first-lady-democratic-national-convention. 

Begin by writing a full outline for your rhetorical analysis with a set of three meaningful points (and subpoints for each) that construct an organized, clear line of thought.

Make sure to follow steps one through six (the ones listed in this document) and demonstrate your ability to

1. understand the article thoroughly
2. summarize correctly and effectively
3. select relevant, meaningfulstrategies
4. use topic sentences and transitional topic sentences at the start of paragraphs
5. use transitions throughout your paragraphs
6. develop your paragraphs with meaningful, intelligent discussion
7. choose well-selected quotations
8. integrate/blend all quotations and paraphrases correctly using one of the three methods.
9. employ strong writing and editing skills
10. follow the assignment checklist - carefully
11. create a perfectly done Works Cited page. Please click hereto see how to arrange your essay in MLA format. 

• You are invited to sign up for an optional 15-minute appointment with me to review your outline. Please take advantage of this opportunity.
• You are invited to sign up for an optional 30-minute appointment with me to review your final product before submission. Please take advantage of this opportunity.
• If you need extra writing support, click hereto contact Student Learning Services.
• First deadline submissions benefit from my written feedback. This kind of marking takes a great deal of time, so in order to maximize my efficiency and ensure my time is well spent, I require students who want comments to have attended regularly, been at certain classes and to have followed the parameters of the assignment. I also require you to have had an appointment with me to review your draft.

When you are ready to submit, upload your essay to Blackboard as a Microsoft Word or PDF file. Do NOT convert from Pages. Do not copy/paste your essay into the Blackboard submission area.  If you need help understanding how to submit an assignment, please click here.

Remember that you will be graded not just for the sophistication of the content of your essay but for the strength of its organization, grammar, spelling, and punctuation. 

ASSIGNMENT CHECKLIST/RUBRIC: Your work will be assessed for content, expression, format, instruction & documentation compliance. Although there is some crossover of categories, the questions below primarily fall into one category or another. 

Note: Since format, instructions, and documentation (everything in blue) are all elements within your control that you can perfect no matter your level of writing ability, errors will result in a deduction of up to 15% (excluding plagiarism).

 To get an 85% (A) or above, your

• content must be excellent
• organization must be excellent
• writing must be excellent with no grammatical errors and few mechanical errors

Further,

• instructions must be followed 100% precisely
• in-text citations for both paraphrases and quotations must be 100% correct
• the Works Cited page must be 100% correct

1. Did you use MLA first-page format and do it properly?

2. Did you check your first page against an example? If not, Google “MLA first page sample.” Double check your date format marks? Is the title the same size as the rest of the test (12 font)?

3. Did you give it a proper title like this: Rhetorical Analysis of “xxxxx”?

4.Did you introduce the reading by identifying the author’s full name, the title, and the subject matter? Did you put the title of the essay in quotation marks? Did you check any other titles you named in your essay against the handout I put on BB called Titles: Italics vs. Quotation Marks to make sure you’ve used quotation marks or italics correctly?

5.Did you briefly and neutrally summarize both sides of the debate in your introduction and/or did you provide necessary background and then add a transitional sentence before your thesis? In composing the summary and/or background segment, you must indicate the scope & gravity of the problem, describe and contextualize the problem you are addressing, and identify any existing policies.

Common Mistakes to Avoid

6.Did you include a brief summary of the article following your sentence of introduction? 

7.I hate to ask, but have you checked that you spelled the author’s name correctly in every instance? 

8.Is your thesis/map the last sentence of the first paragraph?

9.Is your essay/road map parallel structured? 

10.(a) Does each paragraph have a topic sentence or transitional topic sentence to identify the technique, followed by at least three examples (quoted) of the technique?

(b) Did you include context or circumstance before quoting?

(c) If necessary, did you discuss the effect of the technique at the beginning or end of your paragraph?

11.Did you use transitional words or phrases, as necessary, between sentences? 

12.Have you used third-person point of view throughout? Check and make sure you have not shifted into first person (I) or second person (you/your). You can use a global search to double check (command “F”).

13.Did you check each use of research to determine whether you integrated/blended it? Ask yourself whether you integrated/blended ALL paraphrases and quotations into your own writing by using a combination of (1) a peppering/snippet; (2) a colon; (3) the author, title, or both. 

14.When you quoted, did you place your periods BEFORE the quotation mark if no citation follows or, if there is one, AFTER the citation? Check every instance.

15.(a) Did you ensure that you never placed a quotation that is an independent clause (a full sentence) inside any of your own sentences? (2) Did you check your quotation integrations against the integration no-no’s we reviewed? 

16.Did you avoid praising the writer with accolades like “did a great job on...,” “fantastic use of…,” “excellent language,” and so on?

17.Did you use present tense when discussing the article? Check every instance.

18.If you began a new paragraph by mentioning the author, did you make sure to use the author’s last name instead of a pronoun (he or she)?

19.Did you avoid the singular word “reader” and opt for the plural word “readers” instead to avoid any problems with grammatical agreement and indefinite pronouns? 

20.Although you will rarely have to use parenthetical (in-text) citations with this essay, did you do so when necessary? Did you use the last name of the author in the citation and exclude page numbers since none is available?  

21.Did you do your Works Cited correctly by including a centered, properly capitalized title and copy/pasting what I have provided while checking to make sure the formatting was maintained?

22.Did you create a suggestive, emphatic conclusion rather than one in which you unnecessarily repeat the main supporting points? 

23.Did you check your essay against the sample student essays?

24.Did you revise your essay to ensure organized, rich, detailed, developed, interesting content? By the end of your essay, will your readers be persuaded? 

25.Did you revise your essay for grammar, mechanics, sentence structure, wordiness, awkward expressions, and style?