does a rhetorical analysis need a thesis

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How to write a rhetorical analysis

What is a rhetorical analysis?

What are the key concepts of a rhetorical analysis, rhetorical situation, claims, supports, and warrants.

• Step 1: Plan and prepare
• Step 2: Write your introduction
• Step 3: Write the body
• Step 4: Write your conclusion

Frequently Asked Questions about rhetorical analysis

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Rhetoric is the art of persuasion and aims to study writers’ or speakers' techniques to inform, persuade, or motivate their audience. Thus, a rhetorical analysis aims to explore the goals and motivations of an author, the techniques they’ve used to reach their audience, and how successful these techniques were.

This will generally involve analyzing a specific text and considering the following aspects to connect the rhetorical situation to the text:

• Does the author successfully support the thesis or claims made in the text? Here, you’ll analyze whether the author holds to their argument consistently throughout the text or whether they wander off-topic at some point.
• Does the author use evidence effectively considering the text’s intended audience? Here, you’ll consider the evidence used by the author to support their claims and whether the evidence resonates with the intended audience.
• What rhetorical strategies the author uses to achieve their goals. Here, you’ll consider the word choices by the author and whether these word choices align with their agenda for the text.
• The tone of the piece. Here, you’ll consider the tone used by the author in writing the piece by looking at specific words and aspects that set the tone.
• Whether the author is objective or trying to convince the audience of a particular viewpoint. When it comes to objectivity, you’ll consider whether the author is objective or holds a particular viewpoint they want to convince the audience of. If they are, you’ll also consider whether their persuasion interferes with how the text is read and understood.
• Does the author correctly identify the intended audience? It’s important to consider whether the author correctly writes the text for the intended audience and what assumptions the author makes about the audience.
• Does the text make sense? Here, you’ll consider whether the author effectively reasons, based on the evidence, to arrive at the text’s conclusion.
• Does the author try to appeal to the audience’s emotions? You’ll need to consider whether the author uses any words, ideas, or techniques to appeal to the audience’s emotions.
• Can the author be believed? Finally, you’ll consider whether the audience will accept the arguments and ideas of the author and why.

Summing up, unlike summaries that focus on what an author said, a rhetorical analysis focuses on how it’s said, and it doesn’t rely on an analysis of whether the author was right or wrong but rather how they made their case to arrive at their conclusions.

Although rhetorical analysis is most used by academics as part of scholarly work, it can be used to analyze any text including speeches, novels, television shows or films, advertisements, or cartoons.

Now that we’ve seen what rhetorical analysis is, let’s consider some of its key concepts .

Any rhetorical analysis starts with the rhetorical situation which identifies the relationships between the different elements of the text. These elements include the audience, author or writer, the author’s purpose, the delivery method or medium, and the content:

• Audience: The audience is simply the readers of a specific piece of text or content or printed material. For speeches or other mediums like film and video, the audience would be the listeners or viewers. Depending on the specific piece of text or the author’s perception, the audience might be real, imagined, or invoked. With a real audience, the author writes to the people actually reading or listening to the content while, for an imaginary audience, the author writes to an audience they imagine would read the content. Similarly, for an invoked audience, the author writes explicitly to a specific audience.
• Author or writer: The author or writer, also commonly referred to as the rhetor in the context of rhetorical analysis, is the person or the group of persons who authored the text or content.
• The author’s purpose: The author’s purpose is the author’s reason for communicating to the audience. In other words, the author’s purpose encompasses what the author expects or intends to achieve with the text or content.
• Alphabetic text includes essays, editorials, articles, speeches, and other written pieces.
• Imaging includes website and magazine advertisements, TV commercials, and the like.
• Audio includes speeches, website advertisements, radio or tv commercials, or podcasts.
• Context: The context of the text or content considers the time, place, and circumstances surrounding the delivery of the text to its audience. With respect to context, it might often also be helpful to analyze the text in a different context to determine its impact on a different audience and in different circumstances.

An author will use claims, supports, and warrants to build the case around their argument, irrespective of whether the argument is logical and clearly defined or needs to be inferred by the audience:

• Claim: The claim is the main idea or opinion of an argument that the author must prove to the intended audience. In other words, the claim is the fact or facts the author wants to convince the audience of. Claims are usually explicitly stated but can, depending on the specific piece of content or text, be implied from the content. Although these claims could be anything and an argument may be based on a single or several claims, the key is that these claims should be debatable.
• Support: The supports are used by the author to back up the claims they make in their argument. These supports can include anything from fact-based, objective evidence to subjective emotional appeals and personal experiences used by the author to convince the audience of a specific claim. Either way, the stronger and more reliable the supports, the more likely the audience will be to accept the claim.
• Warrant: The warrants are the logic and assumptions that connect the supports to the claims. In other words, they’re the assumptions that make the initial claim possible. The warrant is often unstated, and the author assumes that the audience will be able to understand the connection between the claims and supports. In turn, this is based on the author’s assumption that they share a set of values and beliefs with the audience that will make them understand the connection mentioned above. Conversely, if the audience doesn’t share these beliefs and values with the author, the argument will not be that effective.

Appeals are used by authors to convince their audience and, as such, are an integral part of the rhetoric and are often referred to as the rhetorical triangle. As a result, an author may combine all three appeals to convince their audience:

• Ethos: Ethos represents the authority or credibility of the author. To be successful, the author needs to convince the audience of their authority or credibility through the language and delivery techniques they use. This will, for example, be the case where an author writing on a technical subject positions themselves as an expert or authority by referring to their qualifications or experience.
• Logos: Logos refers to the reasoned argument the author uses to persuade their audience. In other words, it refers to the reasons or evidence the author proffers in substantiation of their claims and can include facts, statistics, and other forms of evidence. For this reason, logos is also the dominant approach in academic writing where authors present and build up arguments using reasoning and evidence.
• Pathos: Through pathos, also referred to as the pathetic appeal, the author attempts to evoke the audience’s emotions through the use of, for instance, passionate language, vivid imagery, anger, sympathy, or any other emotional response.

To write a rhetorical analysis, you need to follow the steps below:

With a rhetorical analysis, you don’t choose concepts in advance and apply them to a specific text or piece of content. Rather, you’ll have to analyze the text to identify the separate components and plan and prepare your analysis accordingly.

Here, it might be helpful to use the SOAPSTone technique to identify the components of the work. SOAPSTone is a common acronym in analysis and represents the:

• Speaker . Here, you’ll identify the author or the narrator delivering the content to the audience.
• Occasion . With the occasion, you’ll identify when and where the story takes place and what the surrounding context is.
• Audience . Here, you’ll identify who the audience or intended audience is.
• Purpose . With the purpose, you’ll need to identify the reason behind the text or what the author wants to achieve with their writing.
• Subject . You’ll also need to identify the subject matter or topic of the text.
• Tone . The tone identifies the author’s feelings towards the subject matter or topic.

Apart from gathering the information and analyzing the components mentioned above, you’ll also need to examine the appeals the author uses in writing the text and attempting to persuade the audience of their argument. Moreover, you’ll need to identify elements like word choice, word order, repetition, analogies, and imagery the writer uses to get a reaction from the audience.

Once you’ve gathered the information and examined the appeals and strategies used by the author as mentioned above, you’ll need to answer some questions relating to the information you’ve collected from the text. The answers to these questions will help you determine the reasons for the choices the author made and how well these choices support the overall argument.

Here, some of the questions you’ll ask include:

• What was the author’s intention?
• Who was the intended audience?
• What is the author’s argument?
• What strategies does the author use to build their argument and why do they use those strategies?
• What appeals the author uses to convince and persuade the audience?
• What effect the text has on the audience?

Keep in mind that these are just some of the questions you’ll ask, and depending on the specific text, there might be others.

Once you’ve done your preparation, you can start writing the rhetorical analysis. It will start off with an introduction which is a clear and concise paragraph that shows you understand the purpose of the text and gives more information about the author and the relevance of the text.

The introduction also summarizes the text and the main ideas you’ll discuss in your analysis. Most importantly, however, is your thesis statement . This statement should be one sentence at the end of the introduction that summarizes your argument and tempts your audience to read on and find out more about it.

After your introduction, you can proceed with the body of your analysis. Here, you’ll write at least three paragraphs that explain the strategies and techniques used by the author to convince and persuade the audience, the reasons why the writer used this approach, and why it’s either successful or unsuccessful.

You can structure the body of your analysis in several ways. For example, you can deal with every strategy the author uses in a new paragraph, but you can also structure the body around the specific appeals the author used or chronologically.

No matter how you structure the body and your paragraphs, it’s important to remember that you support each one of your arguments with facts, data, examples, or quotes and that, at the end of every paragraph, you tie the topic back to your original thesis.

Finally, you’ll write the conclusion of your rhetorical analysis. Here, you’ll repeat your thesis statement and summarize the points you’ve made in the body of your analysis. Ultimately, the goal of the conclusion is to pull the points of your analysis together so you should be careful to not raise any new issues in your conclusion.

After you’ve finished your conclusion, you’ll end your analysis with a powerful concluding statement of why your argument matters and an invitation to conduct more research if needed.

A rhetorical analysis aims to explore the goals and motivations of an author, the techniques they’ve used to reach their audience, and how successful these techniques were. Although rhetorical analysis is most used by academics as part of scholarly work, it can be used to analyze any text including speeches, novels, television shows or films, advertisements, or cartoons.

The steps to write a rhetorical analysis include:

Your rhetorical analysis introduction is a clear and concise paragraph that shows you understand the purpose of the text and gives more information about the author and the relevance of the text. The introduction also summarizes the text and the main ideas you’ll discuss in your analysis.

Ethos represents the authority or credibility of the author. To be successful, the author needs to convince the audience of their authority or credibility through the language and delivery techniques they use. This will, for example, be the case where an author writing on a technical subject positions themselves as an expert or authority by referring to their qualifications or experience.

Appeals are used by authors to convince their audience and, as such, are an integral part of the rhetoric and are often referred to as the rhetorical triangle. The 3 types of appeals are ethos, logos, and pathos.

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

November 27, 2023

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 .

• High School Success

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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How to Write a Rhetorical Analysis Essay–Examples & Template

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. 

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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4 Rhetorical Analysis Concepts and Strategies

What is rhetorical analysis.

Rhetoric: The art of persuasion

Analysis: Breaking down the whole into pieces for the purpose of examination

Unlike summary, a rhetorical analysis does not simply require a restatement of ideas; instead, you must recognize rhetorical moves that an author is making in an attempt to persuade their audience to do or to think something. In the 21st century’s abundance of information, it can sometimes be difficult to discern what is a rhetorical strategy and what is simple manipulation. However, an understanding of rhetoric and rhetorical moves will help you become more savvy with the information surrounding you on a day-to-day basis. In other words, rhetorical moves can be a form of manipulation, but if you can recognize those moves, then you can be a more critical consumer of information rather than blindly accepting whatever you read, see, hear, etc. as indisputable truth.

The goal of a rhetorical analysis is to explain what is happening in the text, why the author might have chosen to use a particular move or set of rhetorical moves, and how those choices might affect the audience. The text you analyze might be explanatory, although there will be aspects of argument because you must negotiate with what the author is trying to do and what you think the author is doing.

One of the elements of doing a rhetorical analysis is looking at a text’s rhetorical situation. The rhetorical situation is the context out of which a text is created. Another element of rhetorical analysis is simply reading and summarizing the text. You have to be able to describe the basics of the author’s thesis and main points before you can begin to analyze it.

To do rhetorical analysis, first connect the rhetorical situation to the text. Move beyond  summarizing and instead look at how the author shapes their text based on its context. In developing your reading and analytical skills, allow yourself to think about what you’re reading, and to question the text and your responses to it as you read. Consider using the following questions to help you to take the text apart—dissecting it or unpacking to see how it works:

• Does the author successfully support the thesis or claim? Is the point held consistently throughout the text or does it wander at any point?
• I s the evidence the author used effective for the intended audience? How might the intended audience respond to the types of evidence that the author used to support the thesis/claim?
• What rhetorical moves do you see the author making to help achieve their purpose? Are there word choices or content choices that seem to you to be clearly related to the author ’s agenda for the text?
• Describe the tone   in the piece. Is it friendly? Authoritative? Does it lecture? Is it biting or sarcastic? Does the author use simple language or is it full of jargon? Does the language feel positive or negative? Point to aspects of the text that create the tone; spend some time examining these and considering how and why they work with the purpose and audience of the piece.
• Is the author objective, or do they try to convince you to have a certain opinion? Why does the author try to persuade you to adopt this viewpoint? If the author is biased, does this interfere with the way you read and understand the text?
• Do you feel like the author knows the audience? Does the text seem to be aimed at readers like you or at a different audience? What assumptions does the author make about their audience? Would most people find these reasonable, acceptable, or accurate?
• Does the flow of the text make sense? Is the line of reasoning logical? Are there any gaps? Are there any spots where you feel the reasoning is flawed in some way?
• Does the author try to appeal to your emotions? Does the author use any controversial words in the headline or the article? Do these affect your reading or your interest?
• Do you believe the author? Do you accept their thoughts and ideas? Why or why not?

Once you have done this basic, rhetorical, critical reading of your text, you are ready to think about how the rhetorical situation – the context out of which the text arises – influences certain rhetorical appeals that appear in it.

The Basic Elements of Rhetorical Analysis

The rhetorical appeals of logos, pathos, and ethos  make up what is called the Rhetorical Triangle. The ancient Greek scholar Aristotle believed that an argument would not be successful without the skillful use of all three rhetorical appeals to persuade the audience. We also will explore an additional appeal: kairos.

The appeals connect the purpose to the audience and are necessary in some fashion for a good argument. An argument that only appeals to logic but lacks emotion, for example, will not move readers to action. An argument that has great logic and emotion, but presents the author as a shady character is not going to be persuasive, either. When the three appeals work in harmony, the most effective arguments are created.

Appeal to Logic (logos)

Logos is the rhetorical appeal based on facts and reason. Evidence and statistics strengthen logical arguments, which can be based on hard evidence or on reason and common sense.

Every reason in the paper should be supported by at least one piece of hard evidence. If a reason listed in the paper cannot be supported by evidence, it is considered personal opinion . Personal opinion is valuable in many writing situations, but it is not helpful in argument, where the readers expect the author to offer proof, rather than assumption.

1) Facts  Facts are ideas that cannot be disputed. They differ from values in that facts are traditionally not controversial. Although anyone can dispute a fact for the sake of argument (the sky is blue; no, the sky is gray), the best facts to use in the paper are those that are widely accepted as true by respected and esteemed sources. This is where signal words can really help. Attributing facts to a reputable source (“According to the New York Times ” or “According to the White House Press Office”) can add strength to any argument.

2) Statistics People trust numbers; therefore, statistics in the paper are very good pieces of evidence. It is, however, simple to view statistics in opposing ways. Whenever statistics are used in the argument, make sure the reasoning behind the argument is clearly supported by the numbers. If the reader looks at the numbers and reads the opposite argument, the paper will be less persuasive. For this reason, it’s very important to use statistics from the original source, not statistics that have been used to support another argument.

3) Surveys, polls, studies It is one thing to state in a paper, “most people supported the war.” It is a completely different argument to state, “According to a poll conducted by Amnesty International, 35% of Americans supported the war.” The first example lacks specificity and proof. The second example is more specific, but it comes from a source that is inherently opposed to war and is therefore likely to be biased. Also in the second example, without the actual question that was addressed in the poll, there is no way to tell for sure exactly to what question people polled were responding. There is also no mention of how many people (out of millions of Americans) were polled. While numbers can be good argumentative tools, be careful to support and interpret data in the argument.

4) Testimonies, narratives, interviews Information from experts on a topic can be a very convincing type of evidence. Make sure, however, to establish the credentials of the expert in the text. Stating, “my roommate supports a gun ban” is very different from saying, “John Doe, Director of the Center for Violence against Children, supports a gun ban.”

Literally translated,  logos  means “word.”  In this case, it refers to information, or more specifically, the writer’s appeal to logic and reason. A successful  logical appeal  provides clearly organized information as well as evidence to support the overall argument.  If one fails to establish a logical appeal, then the argument will lack both sense and substance.

For example, consider this: A writer is crafting a speech for a politician who is running for office, and in it, the writer raises a point about Social Security benefits. What if the writer only included a touching story about 80-year-old Mary without providing any statistics, data, or concrete plans for how the politician proposed to protect Social Security benefits? Without any factual evidence for the proposed plan, the audience would not have been as likely to accept his proposal, and rightly so.

When evaluating a writer’s  logical appeal , ask the following questions:

Does the writer organize his information clearly?

• Choose the link for  examples of common transitions   (https://tinyurl.com/oftaj5g).
• Ideas have a clear and purposeful order

Does the writer provide evidence to back his claims?

• Specific examples
• Relevant source material

Does the writer use sources and data to back his claims rather than base the argument purely on emotion or opinion?

• Does the writer use concrete facts and figures, statistics, dates/times, specific names/titles, graphs/charts/tables?
• Are the sources that the writer uses credible?
• Where do the sources come from? (Who wrote/published them?)
• When were the sources published?
• Are the sources well-known, respected, and/or peer-reviewed (if applicable) publications?

Recognizing a Manipulative Appeal to Logos:

Pay particular attention to numbers, statistics, findings, and quotes used to support an argument. Be critical of the source and do your own investigation of the facts. Remember: What initially looks like a fact may not actually be one.  Maybe you’ve heard or read that half of all marriages in America will end in divorce. It is so often discussed that we assume it must be true. Careful research will show that the original marriage study was flawed, and divorce rates in America have steadily declined since 1985 (Peck, 1993). If there is no scientific evidence, why do we continue to believe it? Part of the reason might be that it supports the common worry of the dissolution of the American family.

Fallacies that misuse appeals to logos or attempt to manipulate the logic of an argument are discussed in the next chapter.

Exercise 3: Analyzing Logos

The debate about whether college athletes, namely male football and basketball players, should be paid salaries instead of awarded scholarships is one that regularly comes up when these players are in the throes of their respective athletic seasons, whether that’s football bowl games or March Madness.  While proponents on each side of this issue have solid reasons, you are going to look at an article that is  against  the idea of college athletes being paid.

Take note : Your aim in this rhetorical exercise is  not  to figure out where you stand on this issue; rather, your aim is to evaluate how effectively the writer establishes a logical appeal to support his position, whether you agree with him or not.

See the article  here   (https://tinyurl.com/y6c9v89t).

Step 1 : Before reading the article, take a minute to preview the text, a critical reading skill explained in  Chapter 1 .

Step 2 : Once you have a general idea of the article, read through it and pay attention to how the author organizes information and uses evidence, annotating or marking these instances when you see them.

Step 3 : After reviewing your annotations, evaluate the organization of the article as well as the amount and types of evidence that you have identified by answering the following questions:

• Does the writer use transitions to link ideas?
• Do ideas in the article have a clear sense of order, or do they appear scattered and unfocused?
• Was there too little of it, was there just enough, or was there an overload of evidence?
• Were the examples of evidence relevant to the writer’s argument?
• Were the examples clearly explained?
• Were sources cited or clearly referenced?
• Were the sources credible?  How could you tell?

Appeals to Emotion (Pathos)

While logos appeals may convince an audience, it is the pathos appeals that move the audience to action through emotions–anger, sadness, fear, joy, etc. A writer might appeal to a reader’s emotions by telling a story, painting a picture, or using loaded language. Pathos is powerful, but can be difficult to use.

“ emotion icon ” by Łukasz Strachanowski is licensed under CC BY-NC 2.0 .

Emotions can be used to establish a bond between writer and reader. Arguments expressed in emotional terms that readers can relate to can create strong reactions. Using personal experience to communicate hardship, pain, joy, faith, or any other emotion often allows the reader to empathize more fully with the goals of an argument. Some emotions, however, may work in the opposite way. Emotions such as rage, pity, or aggression may turn readers away.

1) Telling a Story. Emotions add to the logical reasoning in an argument to make it stronger or more memorable. A simple story relating to the topic can often be the best method of appealing to emotion. It uses personal experience to build bridges with the readers, it gives an example of the topic, and it allows the reader to empathize and connect with the issue at hand.

2) Vivid Description. Description works in much the same way as telling a story. For example, by painting a picture of a beach covered with trash, a writer can evoke the a stronger emotion in readers than if they were to simply say that the beach is covered in trash. Putting the reader into the situation and allowing them to “see” it for themselves can be a wonderful way to move then to action.

3) Loaded Words . Finally, using loaded words that remind readers of shared values can be a powerful tool to move emotions. For example, careful word choice that evokes feelings of patriotism can help sway an audience. Pay attention to your word choices and work to make your audiences care about your topic enough that they will be moved to action.

When a writer establishes an effective pathetic appeal , she makes the audience care about what she is saying.  If the audience does not care about the message, then they will not engage with the argument being made.

For example, let’s return to the speech for a politician who is running for office and the point about raising Social Security benefits.  In order to make this point more appealing to the audience so that they will feel more emotionally connected to what the politician says, the writer inserts a story about Mary, an 80-year-old widow who relies on her Social Security benefits to supplement her income.  While visiting Mary the other day, sitting at her kitchen table and eating a piece of her delicious homemade apple pie, the writer recounts how the politician held Mary’s delicate hand and promised that her benefits would be safe if he were elected.  Ideally, the writer wants the audience to feel sympathy or compassion for Mary because then they will feel more open to considering the politician’s views on Social Security (and maybe even other issues).

When evaluating a writer’s  pathos appeal , ask the following questions:

Does the writer try to engage or connect with the audience by making the subject matter relatable in some way?

• Does the writer have an interesting writing style?
• Does the writer use humor at any point?
• Does the writer use narration, such as storytelling or anecdotes, to add interest or to help humanize a certain issue within the text?
• Does the writer use descriptive or attention-grabbing details?
• Are there hypothetical examples that help the audience to imagine themselves in certain scenarios?
•  Does the writer use any other examples in the text that might emotionally appeal to the audience?
• Are there any visual appeals to pathos, such as photographs or illustrations?

Recognizing a Manipulative Appeal to Pathos:

Up to a certain point, an  appeal to pathos  can be a legitimate part of an argument. For example, a writer or speaker may begin with an anecdote showing the effect of a law on an individual. This anecdote is a way to gain an audience’s attention for an argument in which evidence and reason are used to present a case as to why the law should or should not be repealed or amended. In such a context, engaging the emotions, values, or beliefs of the audience is a legitimate and effective tool that makes the argument stronger.

An appropriate appeal to  pathos  is different from trying to unfairly play upon the audience’s feelings and emotions through fallacious, misleading, or excessively emotional appeals. Such a  manipulative  use of pathos may alienate the audience or cause them to “tune out.” An example would be the American Society for the Prevention of Cruelty to Animals (ASPCA)  commercials  (https://youtu.be/6eXfvRcllV8, transcript   here ) featuring the song “In the Arms of an Angel” and footage of abused animals. Even Sarah McLachlan, the singer and spokesperson featured in the commercials, admits that she changes the channel because they are too depressing (Brekke).

Even if an appeal to pathos is not manipulative, such an appeal should complement rather than replace reason and evidence-based argument. In addition to making use of pathos, the author must establish her credibility ( ethos ) and must supply reasons and evidence ( logos ) in support of her position. An author who essentially replaces logos and ethos with pathos alone does not present a strong argument.

Exercise 2: Analyzing Pathos

In the movie  Braveheart , the Scottish military leader, William Wallace, played by Mel Gibson, gives a speech to his troops just before they get ready to go into battle against the English army of King Edward I.

See clip  here  (https://youtu.be/h2vW-rr9ibE, transcript  here ). See clip with closed captioning  here .

Step 1 : When you watch the movie clip, try to gauge the general emotional atmosphere.  Do the men seem calm or nervous? Confident or skeptical? Are they eager to go into battle, or are they ready to retreat?  Assessing the situation from the start will make it easier to answer more specific, probing rhetorical questions after watching it.

Step 2 : Consider these questions:

• What issues does Wallace address?
• Who is his audience?
• How does the audience view the issues at hand?

Step 3 : Next, analyze Wallace’s use of pathos in his speech.

• How does he try to connect with his audience emotionally?  Because this is a speech, and he’s appealing to the audience in person, consider his overall look as well as what he says.
• How would you describe his manner or attitude?
• Does he use any humor, and if so, to what effect?
• How would you describe his tone?
• Identify some examples of language that show an appeal to pathos: words, phrases, imagery, collective pronouns (we, us, our).
• How do all of these factors help him establish a pathetic appeal?

Step 4 : Once you’ve identified the various ways that Wallace tries to establish his appeal to pathos, the final step is to evaluate the effectiveness of that appeal.

• Do you think he has successfully established a pathetic appeal?  Why or why not?
• What does he do well in establishing pathos?
• What could he improve, or what could he do differently to make his pathetic appeal even stronger?

Appeal to Character (Ethos)

An appeal to ethos ( the author’s character) establishes a speaker’s credibility.  Ethical appeals convey honesty and authority. Appeals to character answer the questions, “What does this person know about the subject?” and “Why should I pay attention?” To seem credible sometimes means to admit limitations. Honesty and likeability are important characteristics used to persuade. Your character is established through your use of good support, through documenting your sources, through your tone, and through your background.

Claiming Authority: Readers are apt to be skeptical of any claim, but especially in cases where the author is not an expert. In such cases, honesty, integrity, and modesty are essential. Drawing on source material and acknowledging multiple sides of the argument are ways to prove to the reader that though the author may not have studied the topic closely for 20 years, he or she has performed ample research to come to a conclusion.

Establishing Credibility: The tone of the writing can have a big impact on how well the arguments are received. Elevated word choice that does not fit the subject and creates a forced formal tone can cause a reader to view the text as arrogant. In addition, an overly informal word choice that includes slang and simplistic language can cause a reader to view the text as uninformed or elementary. Careful word choice helps establish credibility by allowing the reader to see the honest level of knowledge of the text.

It will be almost impossible to convince all readers in all contexts. However, by paying careful attention to the ways you use the rhetorical appeals, you will be more likely to succeed in your goals.

Evaluating an Appeal to Ethos

Literally translated, ethos means “character.”  In this case, it refers to the character of the writer or speaker, or more specifically, his credibility.  The writer needs to establish credibility so that the audience will trust him and, thus, be more willing to engage with the argument.  If a writer fails to establish a sufficient  ethical appeal , then the audience will not take the writer’s argument seriously.

For example, if someone writes an article that is published in an academic journal, in a reputable newspaper or magazine, or on a credible website, those places of publication already imply a certain level of credibility.  If the article is about a scientific issue and the writer is a scientist or has certain academic or professional credentials that relate to the article’s subject, that also will lend credibility to the writer. Finally, if that writer shows that he is knowledgeable about the subject by providing clear explanations of points and by presenting information in an honest and straightforward way that also helps to establish a writer’s credibility.

When evaluating a writer’s  ethical appeal , ask the following questions:

Does the writer come across as reliable?

• Viewpoint is logically consistent throughout the text
• Does not use hyperbolic (exaggerated) language
• Has an even, objective tone (not malicious but also not sycophantic)
• Does not come across as subversive or manipulative

Does the writer come across as authoritative and knowledgeable?

• Explains concepts and ideas thoroughly
• Addresses any counter-arguments and successfully rebuts them
• Uses a sufficient number of relevant sources
• Shows an understanding of sources used

What kind of credentials or experience does the writer have?

• Look at byline or biographical info
• Identify any personal or professional experience mentioned in the text
• Where has this writer’s text been published?

Recognizing a Manipulative Appeal to Ethos:

In a perfect world, everyone would tell the truth, and we could depend upon the credibility of speakers and authors. Unfortunately, that is not always the case. You would expect that news reporters would be objective and tell news stories based upon the facts; however, Janet Cooke, Stephen Glass, Jayson Blair, and Brian Williams all lost their jobs for plagiarizing or fabricating part of their news stories. Janet Cooke’s Pulitzer Prize was revoked after it was discovered that she made up “Jimmy,” an eight-year old heroin addict (Prince, 2010). Brian Williams was fired as anchor of the  NBC Nightly News  for exaggerating his role in the Iraq War.

Others have become infamous for claiming academic degrees that they didn’t earn as in the case of Marilee Jones. At the time of discovery, she was Dean of Admissions at Massachusetts Institute of Technology (MIT). After 28 years of employment, it was determined that she never graduated from college (Lewin, 2007). However, on her  website    (http://www.marileejones.com/blog/) she is still promoting herself as “a sought after speaker, consultant and author” and “one of the nation’s most experienced College Admissions Deans.”

Beyond lying about their own credentials, authors may employ a number of tricks or fallacies to lure you to their point of view. Some of the more common techniques are described in the  next chapter . When you recognize these fallacies, you should question the credibility of the speaker and the legitimacy of the argument. If you use these when making your own arguments, be aware that they may undermine or even destroy your credibility.

Exercise 1: Analyzing Ethos

Choose an article from the links provided below.  Preview your chosen text, and then read through it, paying special attention to how the writer tries to establish an ethical appeal.  Once you have finished reading, use the bullet points above to guide you in analyzing how effective the writer’s appeal to ethos is.

“Why cancer is not a war, fight, or battle ”  by Xeni Jordan (https://tinyurl.com/y7m7bnnm)

“Relax and Let Your Kids Indulge in TV”  by Lisa Pryor (https://tinyurl.com/y88epytu)

“Why are we OK with disability drag in Hollywood?”  by Danny Woodburn and Jay Ruderman (https://tinyurl.com/y964525k)

The Appeal to Kairos (the “supreme moment”)

Literally translated,  Kairos  means the “supreme moment.”  In this case, it refers to appropriate timing, meaning  when  the writer presents certain parts of her argument as well as the overall timing of the subject matter itself.  While not technically part of the Rhetorical Triangle, it is still an important principle for constructing an effective argument. If the writer fails to establish a strong  Kairotic appeal , then the audience may become polarized, hostile, or may simply just lose interest.

If appropriate timing is not taken into consideration and a writer introduces a sensitive or important point too early or too late in a text, the impact of that point could be lost on the audience.  For example, if the writer’s audience is strongly opposed to her view, and she begins the argument with a forceful thesis of why she is right and the opposition is wrong, how do you think that audience might respond?

In this instance, the writer may have just lost the ability to make any further appeals to her audience in two ways: first, by polarizing them, and second, by possibly elevating what was at first merely strong opposition to what would now be hostile opposition.  A polarized or hostile audience will not be inclined to listen to the writer’s argument with an open mind or even to listen at all.  On the other hand, the writer could have established a stronger appeal to Kairos by building up to that forceful thesis, maybe by providing some neutral points such as background information or by addressing some of the opposition’s views, rather than leading with why she is right and the audience is wrong.

Additionally, if a writer covers a topic or puts forth an argument about a subject that is currently a non-issue or has no relevance for the audience, then the audience will fail to engage because whatever the writer’s message happens to be, it won’t matter to anyone.  For example, if a writer were to put forth the argument that women in the United States should have the right to vote, no one would care; that is a non-issue because women in the United States already have that right.

When evaluating a writer’s  Kairotic appeal , ask the following questions:

• Where does the writer establish her thesis of the argument in the text?  Is it near the beginning, the middle, or the end?  Is this placement of the thesis effective?  Why or why not?
• Where in the text does the writer provide her strongest points of evidence? Does that location provide the most impact for those points?
• Is the issue that the writer raises relevant at this time, or is it something no one really cares about anymore or needs to know about anymore?

Exercise 4: Analyzing Kairos

In this exercise, you will analyze a visual representation of the appeal to Kairos. On the 26 th  of February 2015, a photo of a dress was posted to Twitter along with a question as to whether people thought it was one combination of colors versus another. Internet chaos ensued on social media because while some people saw the dress as black and blue, others saw it as white and gold. As the color debate surrounding the dress raged on, an ad agency in South Africa saw an opportunity to raise awareness about a far more serious subject: domestic abuse.

Step 1 : Read this  article   (https://tinyurl.com/yctl8o5g)   from CNN about how and why the photo of the dress went viral so that you will be better informed for the next step in this exercise:

Step 2 : Watch the  video   (https://youtu.be/SLv0ZRPssTI, transcript  here )from CNN that explains how, in partnership with The Salvation Army, the South African marketing agency created an ad that went viral.

Step 3 : After watching the video, answer the following questions:

• Once the photo of the dress went viral, approximately how long after did the Salvation Army’s ad appear? Look at the dates on both the article and the video to get an idea of a time frame.
• How does the ad take advantage of the publicity surrounding the dress?
• Would the ad’s overall effectiveness change if it had come out later than it did?
• How late would have been too late to make an impact? Why?

When Writers Misuse Logos, Pathos, or Ethos, Arguments can be Weakened

Above, we defined and described what logos, pathos, and ethos are and why authors may use those strategies. Sometimes, using a combination of appeals leads to a sound, balanced, and persuasive argument. It is important to understand, though, that using rhetorical appeals does not always lead to a sound, balanced argument. In fact, any of the appeals could be misused or overused. When that happens, arguments can be weakened. We will learn more about these weaknesses–called fallacies–in the next chapter.

Chapter Attribution

This chapter is slightly modified (derivative) and includes materials from the following sources:

“3.2 What is Rhetorical Analysis? ” by A Guide to Rhetoric, Genre, and Success in First-Year Writing is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

“What are the Basic Elements of Rhetorical Analysis?” in Let’s Get Writing! by Elizabeth Browning is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

“ Rhetorical Appeals: Logos, Pathos, and Ethos Defined ” by Melanie Gagich; Emilie Zickel; and Terri Pantuso is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

These sources, in turn, included materials from the following sources:

“What is Rhetorical Analysis?” In A Guide to Rhetoric, Genre, and Success in First-Year Writing , by Melanie Gagich and Emilie Zickel. Cleveland: MSL Academic Endeavors. Accessed July 2019. https://pressbooks.ulib.csuohio.edu/csu-fyw-rhetoric/chapter/what-is-rhetorical-analysis/ . Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

Burnell, Carol, Jaime Wood, Monique Babin, Susan Pesznecker, and Nicole Rosevear. The Word on College Reading and Writing . Open Oregon Educational Resources. Accessed December 18, 2020. https://openoregon.pressbooks.pub/wrd/ . Licensed under a Creative Commons Attribution-NonCommercial 4.0 International License .

Gagich, Melanie and Emilie Zickel. “Rhetorical Appeals: Logos, Pathos, and Ethos Defined.” In A Guide to Rhetoric, Genre, and Success in First-Year Writing , by Melanie Gagich and Emilie Zickel. Cleveland: MSL Academic Endeavors. Accessed July 2019. https://pressbooks.ulib.csuohio.edu/csu-fyw-rhetoric/chapter/rhetorical-strategies-building-compelling-arguments/ Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

Upping Your Argument and Research Game Copyright © 2022 by Liona Burnham is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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AP ® Lang teachers: looking to help your students improve their rhetorical analysis essays?

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clear, concise rhetorical analysis instruction.

How to Write a Rhetorical Analysis Thesis

November 20, 2021 by Beth Hall

One of the first steps of writing a rhetorical analysis essay is knowing how to write a rhetorical analysis thesis.

Rhetorical analysis thesis statements can seem intimidating, but they do not have to be.

While the thesis is a small portion of an essay, it carries significant weight and impact, especially on the AP® Lang exam. For example, on AP® Lang rubric, a defensible thesis is one out of six possible points.

So, what is a defensible thesis and how do you write one for a rhetorical analysis essay?

A defensible thesis means that the thesis or position can be justified, proven, or defended.

You can craft a rhetorical analysis thesis statement with the following steps:

Step 1: As you are reading the passage, look for strategies or choices the author utilizes. Ask: What rhetorical choices does the writer/speaker make? (ie. juxtaposition, allusion, etc) This will be the basis of your thesis statement.

Step 2: Mention the author’s purpose in the thesis. Ask: Why did he/she make these choices? Why did he/she write this?

Step 3: Consider the effect on the audience. This step is not mandatory or always appropriate, but it can strengthen the thesis. The effect is looking at the author’s call to action. Ask: How does he/she want the audience to think/act?

Now that you understand the basis of a thesis statement, let’s talk about where this thesis goes in the essay.

The thesis is best placed in the introductory paragraph. By placing it in the introduction, it gives you a direction for your writing (and often where readers go looking for the thesis). The introduction contains the hook, context, and thesis statement. Often, the context and the thesis are combined together (look at the example below). The context identifies the specific passage you are talking about in your essay.

You can write only a thesis statement for an introductory paragraph if you are short on time, but it is better to have a well-developed introduction. If you want to know more about writing an introduction, you can watch the video here.

Let’s put this information together and look at an example of a thesis statement.

In Leonid Fridman’s passionate article “America Needs its Nerds,” ← context

he defines “geek” and contrasts America with other industrialized nations to develop his argument that America values athletes more than intellectuals. ← thesis

By doing so, Fridman urges readers to reprioritize the current social hierarchy. ← Effect

If you are feeling unsure about thesis statements or need a place to start, sentence frames are a great way to begin a thesis statement. Below are several sentence frames and examples to help you navigate thesis statements.

In SPEAKER/WRITER’S (tone) speech/letter/article (to AUDIENCE), he/she uses ___ and ____ to PURPOSE.

Note: The blanks in this sentence frame should be choices or strategies (nouns). For example, “he uses repetition and juxtaposition to…” Saying “uses” and then a device is rather simple. However, this sentence frame can lead to a defensible thesis. Once you understand this style of thesis writing, you can try more advanced styles.

In SPEAKER/WRITER’S (tone) speech/letter/article (to AUDIENCE), he/she ____ and ____ to PURPOSE.

Example: In his patriotic speech to Congress, President Roosevelt repeats “attacked” and “deliberate” as well as appeals to patriotism in order to convince Congress to declare war on Japan.

Example: In his patriotic speech to Congress, President Roosevelt repeatedly emphasizes the deliberate nature of the attack on Pearl Harbor and appeals to patriotism in order to convince Congress to declare war on Japan.

When you are ready to begin writing thesis statements on your own, remember to keep the following items in mind:

• A thesis identifies the strategies / choices AND purpose. Without both of these, it is not a defensible thesis.
• A thesis does not restate the prompt. Use the prompt as a guide, not as a thesis.
• A thesis answers the prompt. This may seem obvious, but it can be easy to get caught up in writing and lose track of your goal

Looking for more tips about how to write a rhetorical analysis essay, check out this post here.

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Rhetorical Analysis Thesis Statement

Surely you’ve already realized the difficulty involved in compacting all that is important in your essay into one key sentence – the thesis statement. Reaching a stage in writing your essay when you have decided on the main point that you would like to make can be quite challenging. That is especially when you consider the bearing that a single sentence could have on your entire essay. That's how important a thesis statement is. It's a focal point, a foundation on which you consequently build your paper, relating all the arguments you make back to this statement. Thesis statements vary depending on a particular type of essay you're writing. Here, we provide a detailed guide on how one formulates a rhetorical analysis thesis statement.

What is a rhetorical analysis essay?

Rhetorical analysis is a detailed study of how an author of a non-fiction work succeeded (or failed) in creating a specific effect – to convince, inform or entertain his/her audience. Analyzed work can be a text, a speech or a visual argument such as an advertisement or promotional video. You refer to the author of such work as a rhetorician. Important tools used by a rhetorician include factual evidence and, more importantly, appeals of an emotional (pathetic), ethical or logical type. Generally speaking, appeals represent attempts to earn the audience's approval by making use of fundamental human affinities or shared experience. Pathetic ones (here, we use the word pathetic without a negative connotation) primarily elicit an emotional response, sympathy or compassion, disappointment, sorrow or anger to persuade the audience of the rhetorician's argument. Logical ones use common sense to prove a point, while ethical ones rely upon the author's authority and trustworthiness to persuade the public of whatever attitude he/she has expressed towards a specific theme or topic. When performing a rhetorical analysis, you should look at which tool or technique the author has used, how successfully and what he/she has achieved by doing so.

Definitive essay outline page has useful information about authority and trustworthiness.

What is a rhetorical analysis thesis statement?

All thesis statements represent a final element of the introduction section of an essay. They consist of three parts: topic, argument and reason for it. A thesis statement written within a rhetorical analysis paper could look like this:

Author (name) effectively convinces readers (viewers) of the product quality by pointing to the (health or other) benefits of using it.

Alternatively, you could also argue:

Author (name) fails to persuade the audience of the product quality by using trivial argumentation and appealing to the wrong emotions.

But how do you decide what stand to take towards work you're analyzing? First of all, you should explore the goal a particular text or video is intended to reach. Next, check if the rhetorician has successfully achieved it. Then try to find out which techniques he/she used along the way and what has proven to be decisive in gaining the audience's approval or disapproval.

What to remember when writing a rhetorical thesis statement

• Thesis statement is to serve as an orientation for readers, letting them know what will be discussed in a paper and from what angle or perspective.
• It keeps you, as a writer, focused. It functions as an anchor to prevent you from drifting away from your topic. Without it, you would risk straying from your central theme which could cause you to end up not proving your point or seeming unclear of the message you're trying to get across.
• It defines the overall content of your paper covering all points you would need for convincing your reader that your argument is indeed valid.
• It is composed as an arguable claim. If something is an indisputable fact, then there is no use arguing its veracity. Thesis statement must have a potential to instigate discussion and provoke a reaction.

While there is no simple recipe on how to compose a compelling thesis statement for your rhetorical analysis essay, there are a few essential rules to follow:

• Become sufficiently acquainted with analyzed material (text, audio or video) which acts as a topic of your rhetorical analysis. Read it thoroughly or watch it a couple of times to find out what impression it makes on you, what the author's primary goal was, what techniques he/she employed to reach this goal and whether it was successful. Analyze precisely what kinds of appeals the author used and to what avail. Don’t rush it. Take your time and if necessary go over the material several times to make sure that you didn’t miss anything.
• After you've scrutinized the material and got to the bottom of every appeal used and to check for its efficiency, continue to next step which includes more specific analysis of things that were contrasted or made to appear similar in the material. Try to find out what was the aim and if it was successful.
• Formulate a working hypothesis which will serve as an interim thesis statement while you further analyze material by examining factual evidence presented. It will be refined in the process until you reach a final thesis statement.

With what rules should a rhetorical analysis thesis statement comply?

• Most importantly, it is supposed to be well-defined and precise. There is no room for vagueness and ambiguity when writing a thesis statement. It should provide a clear indication of your principle idea, which you will elaborate throughout your paper. Its formulation should make it clear to everyone what your essay will cover and what position you will be taking on this subject. If necessary, read your thesis statement to a few friends or family members and ask them what they think will be the theme of your essay. If what you get as an answer differs from your initial intention, then your thesis statement was not clear enough and you need to alter it.
• Next, itemize rhetorical methods used by the author. Rhetorical analysis should identify all appeals used by the rhetorician to accomplish his/her goal. Determine which strategies were used and subject them to critical analysis. Decide if the author was successful in his use of common sense appeals, emotional cues or moral grounds for his argument. What impression do you think the audience got after reading or viewing the material?
• Restrict the scope of your analysis to a particular segment of the material. You cannot possibly cover every conceivable aspect in one essay. So keep it specific. Decide upon a topic you find the most significant or appealing. Then thoroughly examine it to find enough support for your thesis.
• Put some effort into finding a unique angle to your rhetorical analysis. Object essay examples may help with this one. It's an original essay and should be as distinctive as possible. Your essay provides your subjective view on how effectively the author has persuaded the audience of his argument. Of course, this perspective should be backed up with supporting evidence or facts but it remains personal and different from anyone else's nevertheless.
• Although personal, your view should not be illogical or biased. Your task is not to pass judgment but to determine the author’s successfulness in accomplishing his work’s goal. So, do not claim that the material is good or bad, but establish if it was efficient in conveying a particular message or successful in creating a public opinion on a subject.
• Discuss the author’s style and general tone he employed in his work. Consider the target audience for analyzed material and whether a particular style of presenting it is suited for them. If not, explain why. Talk about different techniques the author used to make an impression on his intended audience.
• Your thesis statement should represent the point you would like to make in your essay. It should state your position clearly and provide a basis for further analysis.

Step-by-step refinement of rhetorical analysis thesis statement

Step #1: consider all possible angles of approaching your analyzed material. Read or watch it several times and write down everything that comes to your mind. Include impressions made on you by the author, as well as emotional responses these impressions elicited. Then think of the author's style and rhetorical appeals he utilized to accomplish his aim.

Step #2: restrict the scope of your analysis by deciding on which aspects of the material you would like to focus. These will be subjected to meticulous examination in your paper. Upon analysis, you will decide on the author's effectiveness in proving his point. What contributed to his success or failure?

Step #3: formulate your thesis. Now is the time to compose a compelling thesis which provides information on your general position regarding the material you analyzed and the main argumentation that you will discuss in more detail in the remaining parts of your essay. Take a stand on how you think the author's style, tone, and the various appeals used contributed to influencing the audience to think or feel in a particular way. If necessary, write multiple thesis statements and later decide on the most fitting one.

Step #4: refine your thesis. If you think your working version of the thesis statement is a bit rough around the edges, polish it to get a final version which pinpoints your position and expresses your point of view most clearly. A thesis statement is like a living organism; it changes and evolves over the time needed to write tips for rhetorical analysis . Adjusting it along the way is therefore crucial.

With a bit of luck, the information and guidance provided in this text will make the task of writing a rhetorical analysis thesis statement somewhat easier. It is a critically important part of the essay and should be given sufficient consideration so that you can structure the entire paper around it.

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Chapter 6: Thinking and Analyzing Rhetorically

6.3 What is Rhetorical Analysis?

Rhetoric: The art of persuasion

Analysis: Breaking down the whole into pieces for the purpose of examination

Unlike summary, a rhetorical analysis does not only require a restatement of ideas; instead, you must recognize rhetorical moves that an author is making in an attempt to persuade his or her audience to do or to think something. In the 21st century’s abundance of information, it can sometimes be difficult to discern what is a rhetorical strategy and what is simple manipulation; however, an understanding of rhetoric and rhetorical moves will help you become more savvy with the information surrounding you on a day-to-day basis. In other words, rhetorical moves can be a form of manipulation, but if one can recognize those moves, then one can be a more critical consumer of information rather than blindly accepting whatever one reads, sees, hears, etc.

The goal of a rhetorical analysis is to explain what is happening in the text,  why the author might have chosen to use a particular move or set of rhetorical moves, and how those choices might affect the audience. The text you analyze might be explanatory, although there will be aspects of argument because you must negotiate with what the author is trying to do and what you think the author is doing. Edward P.J. Corbett observes, rhetorical analysis “is more interested in a literary work for what it does than for what it is”  (qtd. in Nordqvist).

One of the elements of doing a rhetorical analysis is looking at a text’s rhetorical situation. The rhetorical situation is the context out of a which a text is created.

• The questions that you can use to examine a text’s rhetorical situation are in   Chapter 6.2 .

Another element of rhetorical analysis is simply reading and summarizing the text. You have to be able to describe the basics of the author’s thesis and main points before you can begin to analyze it.

• The questions that you can use to summarize a text are in  Chapter 5.1

A third element of rhetorical analysis requires you to connect the rhetorical situation to the text. You need to go beyond summarizing and look at how the author shapes his or her text based on its context. In developing your reading and analytical skills, allow yourself to think about what you’re reading, to question the text and your responses to it, as you read. Use the following questions to help you to take the text apart—dissecting it to see how it works:

• Does the author successfully support the thesis or claim?   Is the point held consistently throughout the text, or does it wander at any point?
• Is the evidence the author used effective for the intended audience? How might the intended audience respond to the types of evidence that the author used to support the thesis/claim?
• What rhetorical moves do you see the author making to help achieve his or her purpose? Are there word choices or content choices that seem to you to be clearly related to the author’s agenda for the text or that might appeal to the intended audience?
• Describe the tone in the piece. Is it friendly? Authoritative? Does it lecture? Is it biting or sarcastic? Does the author use simple language, or is it full of jargon? Does the language feel positive or negative? Point to aspects of the text that create the tone; spend some time examining these and considering how and why they work. (Learn more about tone in Section 4.5 “ Tone, Voice, and Point of View . ”)
• Is the author objective, or does he or she try to convince you to have a certain opinion? Why does the author try to persuade you to adopt this viewpoint? If the author is biased, does this interfere with the way you read and understand the text?
• Do you feel like the author knows who you are? Does the text seem to be aimed at readers like you or at a different audience? What assumptions does the author make about their audience? Would most people find these reasonable, acceptable, or accurate?
• Does the text’s flow make sense? Is the line of reasoning logical? Are there any gaps? Are there any spots where you feel the reasoning is flawed in some way?
• Does the author try to appeal to your emotions? Does the author use any controversial words in the headline or the article? Do these affect your reading or your interest?
• Do you believe the author? Do you accept their thoughts and ideas? Why or why not?

It is also a good idea to revisit Section 2.3 “How to Read Rhetorically.” This chapter will compliment the rhetorical questions listed above and help you clearly determine the text’s rhetorical situation.

Once you have done this basic, rhetorical, critical reading of your text, you are ready to think about how the rhetorical situation ( Section 6.2 ) – the context out of which the text arises –  influences certain rhetorical appeals ( Section 6.4 ) that appear in it.

Attributions

This chapter contains material from “The Word on College Reading and Writing” by Monique Babin, Carol Burnell, Susan Pesznecker, Nicole Rosevear, Jaime Wood , OpenOregon Educational Resources , Higher Education Coordination Commission: Office of Community Colleges and Workforce Development is licensed under CC BY-NC 4.0

A Guide to Rhetoric, Genre, and Success in First-Year Writing by Melanie Gagich & Emilie Zickel is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Posted on 11th July 2019

How to Write a Rhetorical Analysis: A Step-by-Step Student Guide 

By Cite This For Me

If you’ve never written a rhetorical analysis, you’re not alone. Rhetorical analysis essays can be a struggle because if you’re unfamiliar with them. Plus, these essays are complex and challenging.

But don’t worry—we’re here to help! In this article, we’ll explain:

• Exactly what a rhetorical analysis is (and isn’t).
• How to read and plan your essay.
• How to write a rhetorical analysis, step-by-step.

We have a lot to cover, so let’s get started!

What is a rhetorical analysis?

Rhetorical analysis requires you to evaluate the work of another author. You must analyze the author’s purpose, as well as the strategies the author uses to achieve this purpose.

This type of essay is not a summary . You shouldn’t rehash what you read in the article or literary work, and you shouldn’t simply interpret the meaning of the text.

Here’s the bottom line: Instead of explaining what the author writes, you need to explain how the author writes. This requires higher-level thinking, which is why you’ll see rhetorical analysis essays on tests and other standardized exams.

How to read critically

The first step to writing a rhetorical analysis is reading. Carefully read through the article(s) or literary work(s) you’ve been assigned to determine the main idea of the author’s argument.

After this initial read-through, read the text(s) again — this time analyzing the author’s use of rhetoric.

Guide your analysis with questions like:

• What is the author’s thesis or overall argument?
• What is the author’s purpose for writing this particular document, speech, etc.?
• Who is the author’s target audience?
• How does the author arrange and connect ideas? Chronologically? Cause and effect? Compare and contrast?
• Does the author repeat important terms?
• How does the writer use punctuation? Does she incorporate fragments or run-ons? Are her sentences declarative, exclamatory, or imperative? What effect does this achieve?
• Does the writer use dialogue and/or quotations? Why?
• What is the effect of the author’s word choice, tone, and diction? Is the language formal or informal? Does the author use slang or technical terminology?
• Does the writer use italics, underlining, or parentheses? Why?
• How does the author use ethos, pathos, and/or logos? Are these appeals effective? Why or why not?

As you consider your answers to these questions, jot down notes on a sheet of scratch paper. And note that this list of questions isn’t exhaustive: If you notice another technique the author is using, be sure to address that as well!

The goal here is to break the text into much smaller elements, then analyze how and why the author incorporated these elements. What effect did the author’s various strategies achieve? Did the author fulfill her purpose?

How to plan your rhetorical essay

Start by crafting the thesis for your rhetorical analysis. In your thesis, you should briefly mention the author’s purpose and main argument, then list 3 to 4 of the main rhetorical devices the author uses.

What if the author used more than 3 to 4 devices? Choose the strategies that you feel have the strongest supporting evidence. Look for quotes and examples you can use to prove your point.

For each of the rhetorical strategies you select, you’ll need to gather examples from the text. Consider why the author used this device and the overall effect it achieved. You can also evaluate how effectively you feel the author implemented this strategy.

Don’t forget to include an in-text citation when quoting the author or citing a specific fact or statement from the author’s works. You’ll also need a full list of references at the end of your paper. If you need help, try the Cite This For Me Harvard referencing tool and guide. Other styles are also available.

How to write your rhetorical analysis: Step-by-step tips

Once you’ve planned your essay, it’s time to start writing. Here’s a look at each step in the writing process.

Introduction

In your intro, provide any necessary background information related to the author or the topics covered by the author.

You also need to include your thesis, referencing the author’s main point or purpose and the rhetorical devices he used to achieve this purpose.

The bulk of your essay should be the body paragraphs, so keep your intro short and sweet.

Body paragraphs

The easiest way to organize your body paragraphs is to devote one body paragraph to each rhetorical strategy mentioned in your thesis. These paragraphs should appear in the same order in which you listed the rhetorical devices in your thesis.

Each body paragraph needs its own topic sentence that clearly states what rhetorical device will be covered, as well as the device’s overall purpose.

Next, you should provide several examples demonstrating the author’s use of the device. Make sure you also explain how each example illustrates the technique being discussed.

You should then analyze the author’s use of rhetoric:

• Why did the author choose to use this rhetorical strategy?
• How does this rhetorical strategy help advance the author’s purpose?
• What was the overall effect of this rhetorical strategy?

Your conclusion should briefly restate your main points. Connect the rhetorical devices you analyzed throughout the essay, explaining their overall effect on the reader.

In your final sentence, apply your argument on a higher level: Why does it matter? How does it relate to the real world? What’s the importance of the speech or text you analyzed?

Now that you’ve written your conclusion, you’re all done, right? Not so fast—it’s essential to devote some time to revising and editing your essay.

Pay attention to grammar, spelling, word usage, and the flow of ideas. Are all of your ideas logically connected? Did you use transitions? Is your paper clear and concise? If you can confidently answer, “Yes” to these questions, now you’re done.

Final thoughts on the rhetorical analysis essay

Writing a rhetorical analysis isn’t quite as complicated as it seems. To ace your next rhetorical analysis essay, simply:

• Read carefully, taking notes on the author’s use of rhetoric as you go.
• Based on your notes, construct your thesis and build a plan. Select 3 to 4 rhetorical devices to discuss in your essay, along with textual examples of each.
• Write your intro, body paragraphs, and conclusion.
• Avoid summarizing! Instead, you’re analyzing and evaluating the author’s use of rhetorical devices.
• Don’t forget to proofread!

Following these tips will help your critical reading, critical thinking, and analytical writing skills shine.

Cite This For Me can help you create references in thousands of styles. Whether that be MLA citations , Chicago style references, APA citations , or more, Cite This For Me can help!

Developing a Thesis for Rhetorical Analysis: Strategies and Examples

This essay about the development of a thesis for rhetorical analysis provides a comprehensive exploration of strategies and examples drawn from various rhetorical discourses. It emphasizes the importance of identifying rhetorical devices, understanding contextual nuances, and maintaining clarity and specificity in thesis formulation. Through examples such as Martin Luther King Jr.’s “I Have a Dream” speech and contemporary political rhetoric, the essay illustrates how effective theses encapsulate the essence of discourse and its persuasive intent. It underscores the significance of honing analytical skills to navigate the complexities of rhetoric and shape discourse with precision.

How it works

As a diligent student of rhetoric, I find myself perpetually immersed in the intricate art of persuasion. Central to this endeavor is the crafting of a compelling thesis for rhetorical analysis. In this essay, I aim to dissect the strategies and exemplify the process of developing such a thesis, drawing from the rich tapestry of rhetorical discourse.

At its core, a rhetorical analysis thesis serves as the fulcrum upon which the entire analysis pivots. It encapsulates the essence of the discourse, delineating the rhetorical strategies employed by the author to convey their message effectively.

Crafting such a thesis requires a meticulous approach, intertwining keen observation with insightful interpretation.

One strategy essential to the formulation of a robust thesis is the identification of the rhetorical devices employed within the text. These devices serve as the building blocks of persuasion, enabling the author to wield language with precision and efficacy. From ethos, pathos, and logos to metaphor, simile, and irony, the rhetorical arsenal is vast and multifaceted. As a discerning student, it is imperative to unravel these devices, discerning their purpose and impact on the audience.

For instance, consider a thesis centered on Martin Luther King Jr.’s iconic “I Have a Dream” speech. By dissecting the text, one may identify King’s adept use of pathos through emotive language and vivid imagery. A thesis could thus assert: “Through the strategic deployment of pathos, Martin Luther King Jr. invokes a profound emotional resonance, galvanizing his audience towards the pursuit of racial equality.” Here, the thesis not only identifies the rhetorical strategy employed but also hints at its broader implications within the socio-political context of the Civil Rights Movement.

Furthermore, a nuanced understanding of rhetorical context is indispensable in thesis development. Context encompasses the myriad factors surrounding the discourse, including the historical backdrop, the intended audience, and the author’s overarching purpose. By contextualizing the text within its temporal and socio-cultural milieu, one can glean deeper insights into the rhetorical strategies at play.

Returning to our example of King’s speech, a contextualized thesis might elucidate: “Against the backdrop of pervasive racial injustice in 1960s America, Martin Luther King Jr. strategically harnesses the power of rhetoric to catalyze a movement for social change.” Here, the thesis not only acknowledges the historical context but also underscores the transformative potential of rhetorical discourse in precipitating societal shifts.

Moreover, a successful thesis for rhetorical analysis transcends mere identification of rhetorical elements; it delves into their cumulative effect on the audience and the broader discourse. This necessitates a nuanced analysis of tone, argumentative structure, and the author’s stance vis-à-vis the subject matter.

Consider the formulation of a thesis pertaining to a contemporary political speech. By dissecting the speaker’s tone, one may discern underlying nuances indicative of their rhetorical intent. A thesis could thus posit: “Through a combination of assertive rhetoric and appeals to national identity, the speaker constructs a compelling argument aimed at garnering public support for their policy agenda.” Here, the thesis not only scrutinizes the rhetorical strategies employed but also interprets their persuasive implications within the realm of public discourse.

In addition to strategic formulation, the efficacy of a rhetorical analysis thesis hinges on its clarity and specificity. A well-crafted thesis not only outlines the overarching rhetorical strategies but also articulates a clear analytical stance. Ambiguity or vagueness can dilute the potency of the thesis, rendering the subsequent analysis unfocused and disjointed.

To illustrate, consider a thesis that lacks specificity: “The author employs rhetorical devices to convey their message.” While technically accurate, this thesis falls short in providing a discernible analytical standpoint. Conversely, a refined thesis might assert: “Through the juxtaposition of statistical evidence and anecdotal narratives, the author constructs a persuasive argument in favor of healthcare reform.” Here, the thesis not only identifies the rhetorical strategies at play but also offers a precise interpretation of their persuasive intent.

Ultimately, the process of developing a thesis for rhetorical analysis is a dynamic interplay between observation, interpretation, and synthesis. As a diligent student of rhetoric, I am continually inspired by the transformative power of persuasive discourse. By honing the craft of thesis development, we equip ourselves with the analytical tools necessary to navigate the labyrinthine realm of rhetoric and shape discourse with precision and efficacy.

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Developing a Thesis for Rhetorical Analysis: Strategies and Examples. (2024, Apr 14). Retrieved from https://papersowl.com/examples/developing-a-thesis-for-rhetorical-analysis-strategies-and-examples/

"Developing a Thesis for Rhetorical Analysis: Strategies and Examples." PapersOwl.com , 14 Apr 2024, https://papersowl.com/examples/developing-a-thesis-for-rhetorical-analysis-strategies-and-examples/

PapersOwl.com. (2024). Developing a Thesis for Rhetorical Analysis: Strategies and Examples . [Online]. Available at: https://papersowl.com/examples/developing-a-thesis-for-rhetorical-analysis-strategies-and-examples/ [Accessed: 10 May. 2024]

"Developing a Thesis for Rhetorical Analysis: Strategies and Examples." PapersOwl.com, Apr 14, 2024. Accessed May 10, 2024. https://papersowl.com/examples/developing-a-thesis-for-rhetorical-analysis-strategies-and-examples/

"Developing a Thesis for Rhetorical Analysis: Strategies and Examples," PapersOwl.com , 14-Apr-2024. [Online]. Available: https://papersowl.com/examples/developing-a-thesis-for-rhetorical-analysis-strategies-and-examples/. [Accessed: 10-May-2024]

PapersOwl.com. (2024). Developing a Thesis for Rhetorical Analysis: Strategies and Examples . [Online]. Available at: https://papersowl.com/examples/developing-a-thesis-for-rhetorical-analysis-strategies-and-examples/ [Accessed: 10-May-2024]

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