rhetorical devices to use in a rhetorical analysis essay

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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 .

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Christina Wood

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

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

Helly Douglas

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

What is a Rhetorical Analysis Essay?

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

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

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

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

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

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

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

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

Rhetorical Strategy 1: Ethos

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

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

Aristotle breaks ethos down into three further categories:

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

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

Rhetorical Strategy 2: Pathos

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

Common use of pathos includes:

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

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

Rhetorical Strategy 3: Logos

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

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

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

The rhetorical situations are:

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

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

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

1: What is the Rhetorical Situation?

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

2: Who is the Author?

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

3: Who is it Written For?

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

4: What is the Central Idea?

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

5: How is it Structured?

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

6: What Form is Used?

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

7: Is the Rhetoric Effective?

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

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

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

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

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

1: Introduction

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

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

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

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

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

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

3: Conclusion

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

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

Before You Submit

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

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

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

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

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

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

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

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

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

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• Writing Tips

How to Write a Rhetorical Analysis Essay

3-minute read

• 22nd August 2023

A rhetorical analysis essay is a type of academic writing that analyzes how authors use language, persuasion techniques , and other rhetorical strategies to communicate with their audience. In this post, we’ll review how to write a rhetorical analysis essay, including:

• Understanding the assignment guidelines
• Introducing your essay topic
• Examining the rhetorical strategies
• Summarizing your main points

Keep reading for a step-by-step guide to rhetorical analysis.

What Is a Rhetorical Strategy?

A rhetorical strategy is a deliberate approach or technique a writer uses to convey a message and/or persuade the audience. A rhetorical strategy typically involves using language, sentence structure, and tone/style to influence the audience to think a certain way or understand a specific point of view. Rhetorical strategies are especially common in advertisements, speeches, and political writing, but you can also find them in many other types of literature.

1.   Understanding the Assignment Guidelines

Before you begin your rhetorical analysis essay, make sure you understand the assignment and guidelines. Typically, when writing a rhetorical analysis, you should approach the text objectively, focusing on the techniques the author uses rather than expressing your own opinions about the topic or summarizing the content. Thus, it’s essential to discuss the rhetorical methods used and then back up your analysis with evidence and quotations from the text.

2.   Introducing Your Essay Topic

Introduce your essay by providing some context about the text you’re analyzing. Give a brief overview of the author, intended audience, and purpose of the writing. You should also clearly state your thesis , which is your main point or argument about how and why the author uses rhetorical strategies. Try to avoid going into detail on any points or diving into specific examples – the introduction should be concise, and you’ll be providing a much more in-depth analysis later in the text.

3.   Examining the Rhetorical Strategies

In the body paragraphs, analyze the rhetorical strategies the author uses. Here are some common rhetorical strategies to include in your discussion:

●  Ethos : Establishing trust between the writer and the audience by appealing to credibility and ethics

●  Pathos : Appealing to the audience’s emotions and values

●  Logos : Employing logic, reason, and evidence to appeal to the reader

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●  Diction : Deliberately choosing specific language and vocabulary

●  Syntax : Structuring and arranging sentences in certain ways

●  Tone : Conveying attitude or mood in certain ways

●  Literary Devices : Using metaphors, similes, analogies , repetition, etc.

Keep in mind that for a rhetorical analysis essay, you’re not usually required to find examples of all of the above rhetorical strategies. But for each one you do analyze, consider how it contributes to the author’s purpose, how it influences the audience, and what emotions or thoughts it could evoke in the reader.

4.   Summarizing Your Main Points

In your conclusion , sum up the main points of your analysis and restate your thesis. Without introducing any new points (such as topics or ideas you haven’t already covered in the main body of your essay), summarize the overall impact that the author’s rhetorical strategies likely had on their intended audience.

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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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Sat / act prep online guides and tips, the 20 most useful rhetorical devices.

General Education

Rhetoric is the art of effective communication; if you communicate with others at all, rhetorical devices are your friends!

Rhetorical devices help you make points more effectively, and help people understand you better. In this article, I'll be covering some important rhetorical devices so you can improve your own writing! 

What Are Rhetorical Devices?

A lot of things that you would think of as just regular everyday modes of communicating are actually rhetorical devices That’s because ‘rhetorical devices’ is more or less a fancy way of saying ‘communication tools.’

Most people don’t plan out their use of rhetorical devices in communication, both because nobody thinks, “now would be a good time to use synecdoche in this conversation with my grocery clerk,” and because we use them so frequently that they don’t really register as “rhetorical devices.”

How often have you said something like, “when pigs fly!” Of those times, how often have you thought, “I’m using a rhetorical device!” That’s how ubiquitous they are!

However, being aware of what they are and how to use them can strengthen your communication , whether you do a lot of big speeches, write persuasive papers, or just argue with your friends about a TV show you all like.

Rhetorical devices can function at all levels: words, sentences, paragraphs, and beyond. Some rhetorical devices are just a single word, such as onomatopoeia. Others are phrases, such as metaphor, while still others can be sentence-length (such as a thesis), paragraph-length (hypophora), or go throughout the entire piece, such as a standard five-paragraph essay.

Many of these (such as the thesis or five-paragraph essay) are so standard and familiar to us that we may not think of them as devices. But because they help us shape and deliver our arguments effectively, they're important to know and understand.

The Most Useful Rhetorical Devices List

It would be impossible to list every single rhetorical device in one blog post. Instead, I've collected a mixture of extremely common devices you may have heard before and some more obscure ones that might be valuable to learn.

Amplification

Amplification is a little similar to parallelism: by using repetition, a writer expands on an original statement and increases its intensity .

Take this example from Roald Dahl’s The Twits :

“If a person has ugly thoughts, it begins to show on the face. And when that person has ugly thoughts every day, every week, every year, the face gets uglier and uglier until you can hardly bear to look at it. A person who has good thoughts cannot ever be ugly. You can have a wonky nose and a crooked mouth and a double chin and stick-out teeth, but if you have good thoughts it will shine out of your face like sunbeams and you will always look lovely.”

In theory, we could have gotten the point with the first sentence. We don’t need to know that the more you think ugly thoughts, the uglier you become, nor that if you think good thoughts you won’t be ugly—all that can be contained within the first sentence. But Dahl’s expansion makes the point clearer, driving home the idea that ugly thoughts have consequences.

Amplification takes a single idea and blows it up bigger, giving the reader additional context and information to better understand your point. You don’t just have to restate the point— use amplification to expand and dive deeper into your argument to show readers and listeners how important it is!

Anacoluthon

Anacoluthon is a fancy word for a disruption in the expected grammar or syntax of a sentence. That doesn’t mean that you misspoke—using anacoluthon means that you’ve deliberately subverted your reader’s expectations to make a point.

For example, take this passage from King Lear :

“I will have such revenges on you both, That all the world shall—I will do such things, What they are, yet I know not…”

In this passage, King Lear interrupts himself in his description of his revenge. This has multiple effects on the reader: they wonder what all the world shall do once he has his revenge (cry? scream? fear him?), and they understand that King Lear has interrupted himself to regain his composure. This tells us something about him—that he’s seized by passion in this moment, but also that he regains control. We might have gathered one of those things without anacoluthon, but the use of this rhetorical device shows us both very efficiently.

Anadiplosis

Anadiplosis refers to purposeful repetition at the end of one sentence or clause and at the beginning of the next sentence or clause. In practice, that looks something like a familiar phrase from Yoda:

“Fear leads to anger. Anger leads to hate. Hate leads to suffering.”

Note the way that the ending word of each sentence is repeated in the following sentence. That’s anadiplosis!

This rhetorical device draws a clear line of thinking for your reader or listener—repetition makes them pay closer attention and follow the way the idea evolves. In this case, we trace the way that fear leads to suffering through Yoda’s purposeful repetition.

Antanagoge is the balancing of a negative with a positive. For example, the common phrase, “When life gives you lemons, make lemonade,” is antanagoge—it suggests a negative (lots of lemons) and follows that up with a positive (make lemonade).

When writing persuasively, this can be a great way to respond to potential detractors of your argument. Suppose you want to convince your neighborhood to add a community garden, but you think that people might focus on the amount of work required. When framing your argument, you could say something like, “Yes, it will be a lot of work to maintain, but working together will encourage us all to get to know one another as well as providing us with fresh fruits, vegetables, and flowers.”

This is a little like procatalepsis, in that you anticipate a problem and respond to it. However, antanagoge is specifically balancing a negative with a positive, just as I did in the example of a garden needing a lot of work, but that work is what ultimately makes the project worth it.

Apophasis is a form of irony relating to denying something while still saying it. You’ll often see this paired with phrases like, “I’m not saying…” or “It goes without saying…”, both of which are followed up with saying exactly what the speaker said they weren’t going to say.

Take this speech from Iron Man 2 :

"I'm not saying I'm responsible for this country's longest run of uninterrupted peace in 35 years! I'm not saying that from the ashes of captivity, never has a phoenix metaphor been more personified! I'm not saying Uncle Sam can kick back on a lawn chair, sipping on an iced tea, because I haven't come across anyone man enough to go toe to toe with me on my best day! It's not about me."

Tony Stark isn’t saying that he’s responsible for all those things… except that’s exactly what he is saying in all of his examples. Though he says it’s not about him, it clearly is—all of his examples relate to how great he is, even as he proclaims that they aren’t.

A scene like this can easily be played for humor, but apophasis can also be a useful (albeit deceptive) rhetorical tool. For example, this argument:

Our neighborhood needs a community garden to foster our relationships with one another. Not only is it great for getting to know each other, but a community garden will also provide us with all kinds of fresh fruit and vegetables. It would be wrong to say that people who disagree aren’t invested in others’ health and wellness, but those who have the neighborhood’s best interests in mind will support a community garden.

That last sentence is all apophasis. Not only did I imply that people who don’t support the community garden are anti-social and uncaring (by outright stating that I wouldn’t say that, but I also implied that they’re also not invested in the neighborhood at all. Stating things like this, by pretending you’re not saying them or saying the opposite, can be very effective.

Assonance and Alliteration

Assonance adds an abundance of attractive accents to all your assertions. That’s assonance—the practice repeating the same vowel sound in multiple words in a phrase or sentence, often at the beginning of a word, to add emphasis or musicality to your work. Alliteration is similar, but uses consonant sounds instead of vowel sounds.

Let’s use Romeo and Juliet as an example again:

“From forth the fatal loins of these two foes; A pair of star-cross’d lovers take their life.”

Here, we have repetition of the sounds ‘f’ and ‘l’ in ‘from forth...fatal...foes,’ and ‘loins...lovers...life.’

Even if you don’t notice the repetition as you’re reading, you can hear the effects in how musical the language sounds. Shakespeare could easily have just written something like, “Two kids from families who hate one another fell in love and died by suicide,” but that’s hardly as evocative as the phrasing he chose.

Both assonance and alliteration give your writing a lyrical sound, but they can do more than that, too. These tools can mimic associated sounds, like using many ‘p’ sounds to sound like rain or something sizzling, or ‘s’ sounds to mimic the sounds of a snake. When you’re writing, think about what alternative meanings you can add by emphasizing certain sounds.

Listen, asterismos is great. Don’t believe me? How did you feel after I began the first sentence with the word ‘listen?’ Even if you didn’t feel more inspired to actually listen, you probably paid a bit more attention because I broke the expected form. That’s what asterismos is—using a word or phrase to draw attention to the thought that comes afterward.

‘Listen’ isn’t the only example of asterismos, either. You can use words like, ‘hey,’ ‘look,’ ‘behold,’ ‘so,’ and so on. They all have the same effect: they tell the reader or listener, “Hey, pay attention—what I’m about to say is important.”

Dysphemism and Euphemism

Euphemism is the substitution of a more pleasant phrase in place of a familiar phrase, and dysphemism is the opposite —an un pleasant phrase substituted in place of something more familiar. These tools are two sides of the same coin. Euphemism takes an unpleasant thing and makes it sound nicer—such as using 'passed away' instead of 'died'—while dysphemism does the opposite, taking something that isn't necessarily bad and making it sound like it is.

We won’t get into the less savory uses of dysphemism, but there are plenty that can leave an impression without being outright offensive. Take ‘snail mail.’ A lot of us call postal mail that without any real malice behind it, but ‘snail’ implies slowness, drawing a comparison between postal mail and faster email. If you’re making a point about how going electronic is faster, better for the environment, and overall more efficient, comparing email to postal mail with the phrase ‘snail mail’ gets the point across quickly and efficiently.

Likewise, if you're writing an obituary, you probably don't want to isolate the audience by being too stark in your details. Using gentler language, like 'passed away' or 'dearly departed' allows you to talk about things that might be painful without being too direct. People will know what you mean, but you won't have to risk hurting anyone by being too direct and final with your language.

You’ve no doubt run into epilogues before, because they’re a common and particularly useful rhetorical device! Epilogues are a conclusion to a story or work that reveals what happens to the characters in the story. This is different from an afterword, which is more likely to describe the process of a book’s creation than to continue and provide closure to a story.

Many books use epilogues to wrap up loose ends, usually taking place in the future to show how characters have changed as a result of their adventures. Both Harry Potter and The Hunger Games series use their epilogues to show the characters as adults and provide some closure to their stories—in Harry Potter , the main characters have gotten married and had children, and are now sending those children to the school where they all met. This tells the reader that the story of the characters we know is over—they’re adults and are settled into their lives—but also demonstrates that the world goes on existing, though it’s been changed forever by the actions of the familiar characters.

Eutrepismus

Eutrepismus is another rhetorical device you’ve probably used before without realizing it. This device separates speech into numbered parts, giving your reader or listener a clear line of thinking to follow.

Eutrepismus is a great rhetorical device—let me tell you why. First, it’s efficient and clear. Second, it gives your writing a great sense of rhythm. Third, it’s easy to follow and each section can be expanded throughout your work.

See how simple it is? You got all my points in an easy, digestible format. Eutrepismus helps you structure your arguments and make them more effective, just as any good rhetorical device should do.

You’ve probably used hypophora before without ever thinking about it. Hypophora refers to a writer or speaker proposing a question and following it up with a clear answer. This is different from a rhetorical question—another rhetorical device—because there is an expected answer, one that the writer or speaker will immediately give to you.

Hypophora serves to ask a question the audience may have (even if they’re not entirely aware of it yet) and provide them with an answer. This answer can be obvious, but it can also be a means of leading the audience toward a particular point.

Take this sample from John F. Kennedy’s speech on going to the moon:

But why, some say, the moon? Why choose this as our goal? And they may well ask why climb the highest mountain? Why, 35 years ago, fly the Atlantic? Why does Rice play Texas? We choose to go to the moon. We choose to go to the moon in this decade and do the other things, not because they are easy, but because they are hard, because that goal will serve to organize and measure the best of our energies and skills, because that challenge is one that we are willing to accept, one we are unwilling to postpone, and one which we intend to win, and the others, too.

In this speech, Kennedy outright states that he’s asking questions others have asked, and then goes on to answer them. This is Kennedy’s speech, so naturally it’s going to reflect his point of view, but he’s answering the questions and concerns others might have about going to the moon. In doing so, he’s reclaiming an ongoing conversation to make his own point. This is how hypophora can be incredibly effective: you control the answer, leaving less room for argument!

Litotes is a deliberate understatement, often using double negatives, that serves to actually draw attention to the thing being remarked upon. For example, saying something like, “It’s not pretty,” is a less harsh way to say “It’s ugly,” or “It’s bad,” that nonetheless draws attention to it being ugly or bad.

In Frederick Douglass’ Narrative of the Life of Frederick Douglass: an American Slave , he writes:

“Indeed, it is not uncommon for slaves even to fall out and quarrel among themselves about the relative goodness of their masters, each contending for the superior goodness of his own over that of the others.”

Notice the use of “not uncommon.” Douglass, by using a double negative to make readers pay closer attention, points out that some slaves still sought superiority over others by speaking out in favor of their owners.

Litotes draws attention to something by understating it. It’s sort of like telling somebody not to think about elephants—soon, elephants becomes all they can think about. The double negative draws our attention and makes us focus on the topic because it’s an unusual method of phrasing.

Onomatopoeia

Onomatopoeia refers to a sound represented within text as a mimicry of what that sound actually sounds like. Think “bang” or “whizz” or “oomph,” all of which can mean that something made that kind of a sound—”the door banged shut”—but also mimic the sound itself—”the door went bang .”

This rhetorical device can add emphasis or a little bit of spice to your writing. Compare, “The gunshot made a loud sound,” to “The gun went bang .” Which is more evocative?

Parallelism

Parallelism is the practice of using similar grammar structure, sounds, meter, and so on to emphasize a point and add rhythm or balance to a sentence or paragraph.

One of the most famous examples of parallelism in literature is the opening of Charles Dickens’ A Tale of Two Cities :

"It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way— in short, the period was so far like the present period, that some of its noisiest authorities insisted on its being received, for good or for evil, in the superlative degree of comparison only."

In the beginning, every phrase begins with “It was,” which is itself a parallelism. But there are also pairs of parallelism within the sentence, too; “It was the ___ of times, it was the ___ of times,” and “it was the age of ___, it was the age of ___.”

Parallelism draws your reader deeper into what you’re saying and provides a nice sense of flow, even if you’re talking about complicated ideas. The ‘epoch of incredulity’ is a pretty meaty phrase, but Dickens’ parallelism sets up a series of dichotomies for us; even if we don’t know quite what it means, we can figure it out by comparing it to ‘belief.’

Personification

Personification is a rhetorical device you probably run into a lot without realizing it. It’s a form of metaphor, which means two things are being compared without the words like or as—in this case, a thing that is not human is given human characteristics.

Personification is common in poetry and literature, as it’s a great way to generate fresh and exciting language, even when talking about familiar subjects. Take this passage from Romeo and Juliet , for example:

“When well-appareled April on the heel Of limping winter treads.”

April can’t wear clothes or step on winter, and winter can’t limp. However, the language Shakespeare uses here is quite evocative. He’s able to quickly state that April is beautiful (“well-appareled”) and that winter is coming to an end (“limping winter”). Through personification, we get a strong image for things that could otherwise be extremely boring, such as if Shakespeare had written, “When beautiful April comes right after winter.”

Procatalepsis

Procatalepsis is a rhetorical device that anticipates and notes a potential objection, heading it off with a follow-up argument to strengthen the point. I know what you’re thinking—that sounds really complicated! But bear with me, because it’s actually quite simple.

See how that works? I imagined that a reader might be confused by the terminology in the first sentence, so I noted that potential confusion, anticipating their argument. Then, I addressed that argument to strengthen my point—procatalepsis is easy, which you can see because I just demonstrated it!

Anticipating a rebuttal is a great way to strengthen your own argument. Not only does it show that you’ve really put thought into what you’re saying, but it also leaves less room for disagreement!

Synecdoche is a rhetorical device that uses a part of something to stand in for the whole. That can mean that we use a small piece of something to represent a whole thing (saying ‘let’s grab a slice’ when we in fact mean getting a whole pizza), or using something large to refer to something small. We often do this with sports teams–for example, saying that New England won the Super Bowl when we in fact mean the New England Patriots, not the entirety of New England.

This style of rhetorical device adds an additional dimension to your language, making it more memorable to your reader. Which sounds more interesting? “Let’s get pizza,” or “let’s grab a slice?”

Likewise, consider this quote from Percy Bysshe Shelly’s “Ozymandias”:

“Tell that its sculptor well those passions read Which yet survive, stamped on these lifeless things, The hand that mocked them.”

Here, Shelly uses ‘the hand’ to refer to the sculptor. The hand did not sculpt the lifeless things on its own; it was a tool of the sculptor. But by using just the hand, Shelly avoids repeating ‘the sculptor,’ preserves the poem’s rhythm, and narrows our focus. If he had referred to the sculptor again, he’d still be a big important figure; by narrowing to the hand, Shelly is diminishing the idea of the creator, mirroring the poem’s assertion that the creation will outlast it.

Tautology refers to using words or similar phrases to effectively repeat the same idea with different wording. It’s a form of repetition that can make a point stronger, but it can also be the basis of a flawed argument—be careful that your uses of tautology is the former, not the latter!

For example, take this section of “The Bells” by Edgar Allen Poe:

“Keeping time, time, time, In a sort of Runic rhyme… From the bells, bells, bells, bells.”

Poe’s poetry has a great deal of rhythm already, but the use of ‘time, time, time’ sets us up for the way that ‘bells, bells, bells, bells’ also holds that same rhythm. Keeping time refers to maintaining rhythm, and this poem emphasizes that with repetition, much like the repetitive sound of ringing bells.

An example of an unsuccessful tautology would be something like, “Either we should buy a house, or we shouldn’t.” It’s not a successful argument because it doesn’t say anything at all—there’s no attempt to suggest anything, just an acknowledgment that two things, which cannot both happen, could happen.

If you want to use tautology in your writing, be sure that it’s strengthening your point. Why are you using it? What purpose does it serve? Don’t let a desire for rhythm end up robbing you of your point!

That thing your English teachers are always telling you to have in your essays is an important literary device. A thesis, from the Greek word for ‘a proposition,’ is a clear statement of the theory or argument you’re making in an essay. All your evidence should feed back into your thesis; think of your thesis as a signpost for your reader. With that signpost, they can’t miss your point!

Especially in longer academic writing, there can be so many pieces to an argument that it can be hard for readers to keep track of your overarching point. A thesis hammers the point home so that no matter how long or complicated your argument is, the reader will always know what you’re saying.

Tmesis is a rhetorical device that breaks up a word, phrase, or sentence with a second word, usually for emphasis and rhythm . We often do this with expletives, but tmesis doesn’t have to be vulgar to be effective!

Take this example from Romeo and Juliet :

“This is not Romeo, he’s some other where.”

The normal way we’d hear this phrase is “This is not Romeo, he’s somewhere else.” But by inserting the word ‘other’ between ‘some’ and ‘where,’ it not only forces us to pay attention, but also changes the sentence’s rhythm. It gets the meaning across perfectly, and does so in a way that’s far more memorable than if Shakespeare had just said that Romeo was somewhere else.

For a more common usage, we can turn to George Bernard Shaw’s Pygmalion , which often has Eliza Doolittle using phrases like “fan-bloody-tastic” and “abso-blooming-lutely.” The expletives—though mild by modern standards—emphasize Eliza’s social standing and make each word stand out more than if she had simply said them normally.

What’s Next?

Rhetorical devices and literary devices can both be used to enhance your writing and communication. Check out this list of literary devices to learn more !

Ethos, pathos, logos, and kairos are all modes of persuasion—types of rhetorical devices— that can help you be a more convincing writer !

No matter what type of writing you're doing, rhetorical devices can enhance it! To learn more about different writing styles, check out this list !

Melissa Brinks graduated from the University of Washington in 2014 with a Bachelor's in English with a creative writing emphasis. She has spent several years tutoring K-12 students in many subjects, including in SAT prep, to help them prepare for their college education.

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31 Useful Rhetorical Devices

What is a rhetorical device and why are they used.

As with all fields of serious and complicated human endeavor (that can be considered variously as an art, a science, a profession, or a hobby), there is a technical vocabulary associated with writing. Rhetoric is the name for the study of writing or speaking as a means of communication or persuasion, and though a writer doesn’t need to know the specific labels for certain writing techniques in order to use them effectively, it is sometimes helpful to have a handy taxonomy for the ways in which words and ideas are arranged. This can help to discuss and isolate ideas that might otherwise become abstract and confusing. As with the word rhetoric itself, many of these rhetorical devices come from Greek.

Ready, set, rhetoric.

The repetition of usually initial consonant sounds in two or more neighboring words or syllables

wild and woolly, threatening throngs

Syntactical inconsistency or incoherence within a sentence especially : a shift in an unfinished sentence from one syntactic construction to another

you really should have—well, what do you expect?

Repetition of a prominent and usually the last word in one phrase or clause at the beginning of the next

rely on his honor—honor such as his?

A literary technique that involves interruption of the chronological sequence of events by interjection of events or scenes of earlier occurrence : flashback

Repetition of a word or expression at the beginning of successive phrases, clauses, sentences, or verses especially for rhetorical or poetic effect

we cannot dedicate—we cannot consecrate—we cannot hallow—this ground

The repetition of a word within a phrase or sentence in which the second occurrence utilizes a different and sometimes contrary meaning from the first

we must all hang together or most assuredly we shall all hang separately

The usually ironic or humorous use of words in senses opposite to the generally accepted meanings

this giant of 3 feet 4 inches

The use of a proper name to designate a member of a class (such as a Solomon for a wise ruler) OR the use of an epithet or title in place of a proper name (such as the Bard for Shakespeare)

The raising of an issue by claiming not to mention it

we won't discuss his past crimes

An expression of real or pretended doubt or uncertainty especially for rhetorical effect

to be, or not to be: that is the question

Harshness in the sound of words or phrases

An inverted relationship between the syntactic elements of parallel phrases

working hard, or hardly working?

A disjunctive conclusion inferred from a single premise

gravitation may act without contact; therefore, either some force may act without contact or gravitation is not a force

The substitution of a disagreeable, offensive, or disparaging expression for an agreeable or inoffensive one

greasy spoon is a dysphemism for the word diner

Repetition of a word or expression at the end of successive phrases, clauses, sentences, or verses especially for rhetorical or poetic effect

of the people, by the people, for the people

Emphatic repetition [ this definition is taken from the 1934 edition of Webster's Unabridged dictionary ]

An interchange of two elements in a phrase or sentence from a more logical to a less logical relationship

you are lost to joy for joy is lost to you

A transposition or inversion of idiomatic word order

judge me by my size, do you?

Extravagant exaggeration

mile-high ice-cream cones

The putting or answering of an objection or argument against the speaker's contention [ this definition is taken from the 1934 edition of Webster's Unabridged dictionary ]

Understatement in which an affirmative is expressed by the negative of the contrary

not a bad singer

The presentation of a thing with underemphasis especially in order to achieve a greater effect : UNDERSTATEMENT

A figure of speech in which a word or phrase literally denoting one kind of object or idea is used in place of another to suggest a likeness or analogy between them ( Metaphor vs. Simile )

drowning in money

A figure of speech consisting of the use of the name of one thing for that of another of which it is an attribute or with which it is associated

crown as used in lands belonging to the crown

The naming of a thing or action by a vocal imitation of the sound associated with it

A combination of contradictory or incongruous words

cruel kindness

The use of more words than those necessary to denote mere sense : REDUNDANCY

I saw it with my own eyes

A figure of speech comparing two unlike things that is often introduced by "like" or "as"

cheeks like roses

The use of a word in the same grammatical relation to two adjacent words in the context with one literal and the other metaphorical in sense

she blew my nose and then she blew my mind

A figure of speech by which a part is put for the whole (such as fifty sail for fifty ships ), the whole for a part (such as society for high society ), the species for the genus (such as cutthroat for assassin ), the genus for the species (such as a creature for a man ), or the name of the material for the thing made (such as boards for stage )

The use of a word to modify or govern two or more words usually in such a manner that it applies to each in a different sense or makes sense with only one

opened the door and her heart to the homeless boy

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Rhetorical Devices List w/ Examples

37 min read • may 10, 2022

List of Rhetorical Devices & Terms

Taking AP English Language? This is a list of main rhetorical device terms that you should know for the exam as well as definitions & examples for each. These terms will mostly show up on the multiple-choice section, so it’s important to be able to identify them in a work of writing, but you won’t actually have to use the device in your own writing. Each term includes a definition, an example of the rhetorical device being used in a text, and an example of analysis that might be used in an essay.

In your essays, you will need to identify which devices are used and their effect on the work as a whole. Sometimes, a writer will use a device (for example: alliteration), but it doesn’t have a huge effect on the work or the writer’s argument. In that case, don't spend an entire paragraph talking about alliteration. You need to focus on what matters most, and you need to specifically show how  these choices make the work effective, and why they are so important. Yes, the rhetorical analysis essay is an argument essay just like the other two.

You aren't required to use rhetorical vocabulary in your essays at all — in fact, it’s probably better if you don’t. If you force the vocabulary into your essay, you risk sounding clunky, and the vocabulary almost always leads you to switch to passive voice. Instead, just describe what is happening! (ex: The author uses imagery → The author’s vivid images). This method also ensures that you are showing how the device is contributing to the work, rather than simply identifying it.

And, without further ado… Here are some rhetorical devices you should know for the AP Lang exam:

1. aesthetic

Definition: This rhetorical device references to artistic elements or expressions within a textual work

Example of aesthetic: 

“The Flapper” by Dorothy Parker (1922)

The Playful flapper here we see,

The fairest of the fair.

She's not what Grandma used to be, —

You might say, au contraire.Her girlish ways may make a stir,

Her manners cause a scene,

But there is no more harm in her

Than in a submarine.

She nightly knocks for many a goal

The usual dancing men.

Her speed is great, but her control

Is something else again.

All spotlights focus on her pranks.

All tongues her prowess herald.

For which she well may render thanks

To God and Scott Fitzgerald.

Her golden rule is plain enough —

Just get them young and treat them

Analysis:  Parker describes the aesthetic  of flapper culture in her poem in order to support women who defied social norms and who adopted more liberal attitudes towards makeup, drinking, smoking, and sex.

Note: aesthetic is not necessarily a specific device; it is the bigger picture. An author would use a rhetorical device (e.g. imagery, allusions, etc.) to achieve a certain aesthetic.

2. allegory

Definition: This rhetorical device references the expression by means of symbolic fictional figures and actions of truths or generalizations about human existence

Allegory Example:  

Animal Farm  by George Orwell (1945)

All that year the animals worked like slaves. But they were happy in their work; they grudged no effort or sacrifice, well aware that everything they did was for the benefit of themselves and those of their kind who would come after them, and not for a pack of idle, thieving human beings.

Analysis:  In George Orwell’s allegorical  novel Animal Farm , overworked farm animals rise up against their owner and subscribe to the concepts of Animalism, which proclaims that “all men are enemies” and “all animals are comrades.” The animals, who now work “like slaves” for the “benefit of themselves and those of that their kind,” run a society that mirrors that of the Russian Revolution. Orwell’s use of animals to describe contemporary political events creates distance between his novel and his potentially incendiary critique of the rise of Communism, which makes the topic more approachable.

3. alliteration  

Definition: This rhetorical device references the repetition of the same sound at the beginning of successive words

Alliteration Example:  

Ronald Reagan’s Address at the Vietnam Veteran’s Memorial (1988)

Our liberties, our values — all for which America stands — is safe today because brave men and women have been ready to face the fire at freedom's front. And we thank God for them.

Analysis:  Reagan acknowledges that the veterans of the Vietnam War were prepared to “face the fire at freedom’s front.” Through his use of alliteration , Reagan emphasizes the soldiers’ willingness to sacrifice themselves for freedom, focusing the audience’s attention on the value of the veterans’ deeds.

4. allusion

Definition: This rhetorical device is a reference, explicit or implicit, to something in previous literature or history

Allusion Example:  

“I Have a Dream” by Martin Luther King, Jr. (1963)

Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity.

Analysis:  King begins his speech with both an indirect and direct allusion  to Abraham Lincoln’s “Emancipation Proclamation.” The first phrase of King’s speech, “Five score years ago,” directly mirrors Lincoln’s historic speech, which opens with “four score and seven years ago.” By associating himself with a prominent figure in the fight against injustice, King implies that he shares Lincoln’s values and establishes a sympathetic relationship with his audience.

5. ambiguity

Definition: This rhetorical device references a word, phrase, or sentence whose meaning can be interpreted in more than one way

Ambiguity Example:  

The Awakening  by Kate Chopin (1899)

Exhaustion was pressing upon and overpowering her.

"Good-by— because I love you." He did not know; he did not understand. He would never understand. Perhaps Doctor Mandelet would have understood if she had seen him — but it was too late; the shore was far behind her. And her strength was gone.

Analysis:  At the end of Kate Chopin’s The Awakening , Edna lends herself to the tide with the vague last words, “good-by— because I love you,” leaving Victor to question whether her death was intentional. Chopin’s use of ambiguity  to depict Enda’s death illustrates Victor’s lack of closure and his feeling of utter helplessness and confusion as he watches his loved one, both physically and metaphorically, swept away by the current.

Definition: This rhetorical device references an extended comparison between two things/instances/people etc. that share some similarity to make a point

Analogy Example:  

“What True Education Should Do” by Sydney J. Harris (1994)

Pupils are more like oysters than sausages. The job of teaching is not to stuff them and then seal them up, but to help them open and reveal the riches within. There are pearls in each of us, if only we knew how to cultivate them with ardor and persistence.

Analysis:  Harris compares students to oysters whom we should help “open and reveal the riches within.” Through her analogy , Harris establishes a basis on which readers can shift their perspective. Rather than simply listing specific traits of students, Harris helps her readers change their perception of how students should be treated, and gives readers a concrete and memorable lense through which readers should view the classroom.

7. anaphora

Definition: This rhetorical device references repetition of the same word or group of words at the beginning of successive clauses, sentences, or lines

Anaphora Example:  

I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice. I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.

I have a dream today.

Analysis:  King repeats the phrase, “I have a dream” to emphasize his vision for racial equality in the United States. By employing anaphora  to underscore his beliefs, King connects his ideas with a common motif, helping his audience follow his speech and make it more memorable. King thus invites his audience to share in his “dream,” as he reminds them that it is their dreams for a more equal future that unite their movement.

8. anecdote

Definition: This rhetorical device references a usually short narrative of an interesting, amusing, or biographical incident

Anecdote Example:  

“Gender Equality is Your Issue Too” by Emma Watson (2014)

I started questioning gender-based assumptions when at eight I was confused at being called “bossy,” because I wanted to direct the plays we would put on for our parents—but the boys were not. When at 14 I started being sexualized by certain elements of the press. When at 15 my girlfriends started dropping out of their sports teams because they didn’t want to appear “muscly.” When at 18 my male friends were unable to express their feelings. I decided I was a feminist and this seemed uncomplicated to me.

Analysis:  By sharing a short anecdote  about being “sexualized” and called “bossy,” while acknowledging her male friends being “unable to express their feelings,” Watson establishes her authority to speak on gender-related issues, and she appeals to her audience’s sense of emotion and empathy as she aims to establish a common experience between both men and women in the United Nations.

9. antithesis

Definition: This rhetorical device references the rhetorical contrast of ideas by means of parallel arrangements of words, clauses, or sentences

Antithesis Example:  

Neil Armstrong’s moon landing (1969)

“That’s one small step for man; one giant leap for mankind”

Analysis:  Armstrong’s antithesis  serves to highlight the monumental impact that the moon landing will have on the human race. By contrasting his “small step” with the “giant” effect that this step will have, he emphasizes its significance.

10. assonance

Definition: the repetition of vowel sounds but not consonant sounds

Assonance Example:  

The Color Purple  by Alice Walker (1982)

She got sicker an sicker.

Finally, she ast Where it is?

I say God took it.

He took it. He took it while I was sleeping. Kilt it out there in the woods. Kill this one too, if he can.

Analysis:  In her second letter to God, Celie describes her mother getting “sicker an sicker” and the way God “kilt” her first child in the woods. The repetition of the “i” sound creates a staccato and rhythmic quality to the letter while still creating a thin, ill-sounding intonation.

Note: assonance is often associated with euphony : soothing and pleasant sounds.

11. asyndeton

Definition: conjunctions are omitted, producing a fast-paced and rapid prose

Asyndeton Example:  

“Duty, Honor, Country” by General Douglas MacArthur (1962)

Duty, Honor, Country: Those three hallowed words reverently dictate what you ought to be, what you can be, what you will be. They are your rallying points: to build courage when courage seems to fail; to regain faith when there seems to be little cause for faith; to create hope when hope becomes forlorn.

Analysis:  In his speech, MacArthur rallies the United States army with three simple words: “duty, honor, country.” MacArthur’s asyndeton  creates a powerful and concise phrase that galvanizes his men through its simplicity. Because the conjunctions have been omitted, MacArthur’s phrase reads like a chant in which each word is emphasized equally. This rhythmic phrase is thus very easy to remember and to repeat, which allows MacArthur to invigorate and prepare his army.

12. chiasmus

Definition: repetition of ideas in inverted order

Example:  John F. Kennedy’s Inaugural Address (1971)

The energy, the faith, the devotion which we bring to this endeavor will light our country and all who serve it — and the glow from that fire can truly light the world. And so, my fellow Americans: ask not what your country can do for you — ask what you can do for your country.

Analysis:  In his 1971 Inaugural Address, Kennedy encourages his audience to have faith in their generation and in their country in the midst of a trying Cold War. Kennedy attempts to unite the audience under a national identity and purpose, inviting them to consider not what their “country can do for” them, but what they “can do for” their country. By employing chiasmus , Kennedy highlights the difference between an archaic mentality and the attitude that he wants the country to adopt moving forward. Because Kennedy repeats the same simple ideas, he also creates a memorable phrase that allows his message to spread easily among the American people.

13. colloquial

Definition: characteristic of spoken or written communication that seeks to imitate informal speech

Example:  Barack Obama’s message about political ‘wokeness’ (2019)

This idea of purity and you’re never compromised and you’re always politically woke and all that stuff; you should get over that quickly. The world is messy. There are ambiguities.

Analysis:  In his commentary regarding the call-out culture on the current socio-political stage, Obama uses the term “woke” to describe those who believe they are more aware of social injustices. By adopting a colloquial  expression, Obama molds his message to resonate with young Americans. Obama is thus able to connect with his audience by mimicking their language.

14. connotation

Definition: the set of associations implied by a word in addition to its literal meaning

Example:  “Black Men in Public Space” by Brent Staples (1986)

My first victim was a white woman, well dressed, probably in her early twenties. I came upon her late one evening on a deserted street in Hyde Park, a relatively affluent neighborhood in an otherwise mean, impoverished section of Chicago. As I swung onto the avenue behind her, there seemed to be a discreet, noninflammatory distance between us. Not so. She cast back a worried glance. To her, the youngish black man – a broad six feet two inches with a beard and billowing hair, both hands shoved into the pockets of a bulky military jacket – seemed menacingly close.

Analysis:  In his essay “Black Men in Public Space,” Brent Staples refers to the woman who runs away from him as his “victim” to whom he is “menacingly close,” which connotes violence and criminal activity. However, the actions that ensue do not match such connotations ; rather than attacking the woman, Staples simply walks down the avenue. By breaking the audience’s expectations, Staples highlights the misleading dialogue surrounding African-American men and forces his readers to confront their own racial biases.

Note: connotation and tone are very closely related. Often, an author will use words that carry certain connotations to establish a tone. You can use this idea in your essays to demonstrate tone by citing the connotative words the author uses to establish such a tone.

15. consonance

Definition: the repetition of consonant sounds, but not vowels, as in assonance

Example: “Jabberwocky” by Lewis Caroll (1871)

“Beware the Jabberwock, my son!

The jaws that bite, the claws that catch!

Beware the Jubjub bird, and shun

The frumious Bandersnatch!”

Analysis:  In Lewis Carol’s poem “Jabberwocky,” he warns against the Jabberwock’s “jaws” and the “Jubjub bird,” repeating the “j” sound. Carol uses consonance  to create dissonant and almost disorienting sounds through harsh, hard tones, which emphasize the obnoxious nature of the Jabberwocky. Because of the abundance of consonants, the poem reads similar to a tongue-twister, which further serves to disorient the reader and make them feel as if they are in a completely different world.

Note: consonance can be associated with cacophony, or harsh, discordant sounds, if it uses “explosive consonants” such as B, C, CH, D, G, J, K, P, Q, T, X.

16. deductive reasoning

Definition: reasoning that works from the more general to the more specific, beginning with a theory that becomes a hypothesis, and using observations to confirm the original theory (top-down approach)

Example:  Mahatma Gandhi’s letter to British Viceroy Lord Irwin (1930)

If I have equal love for your people with mine, it will not long remain hidden. It will be acknowledged by them, even as the members of my family acknowledged after they had tried me for several years. If the people join me, as I expect they will, the sufferings they will undergo, unless the British nation sooner retraces its steps, will be enough to melt the stoniest hearts. The plan through civil disobedience will be to combat such evils as I have sampled out. If we want to sever the British connection it is because of such evils. When they are removed, the path becomes easy. Then the way to friendly negotiation will be open. If the British commerce with India is purified of greed, you will have no difficulty in recognizing our independence.

Analysis:  In his letter to Lord Irwin, Gandhi uses a series of if-then statements to defend India’s call for independence through civil disobedience. Gandhi begins by establishing his “equal love” for the British people and mentioning that if they join him in his protests, it will “melt the stoniest of hearts” in the British government, forcing the British to “retrace their steps” and remove the “evils” in the current British regime. If the evils are removed, Gandhi promises, the “way to friendly negotiation will be open.” By articulating his position with deductive reasoning , Gandhi appeals to Lord Irwin’s logic and maintains that the Indian people are not acting irrationally. Gandhi provides Lord Irwin with only one logical option: purify the British commerce system of greed and open the table to negotiate with India.

17. denotation

Definition: the literal meaning of a word, the dictionary definition

Example:  “Gender Equality is Your Issue Too” by Emma Watson (2014)

I was appointed six months ago and the more I have spoken about feminism the more I have realized that fighting for women’s rights has too often become synonymous with man-hating. If there is one thing I know for certain, it is that this has to stop.

For the record, feminism by definition is: “The belief that men and women should have equal rights and opportunities. It is the theory of the political, economic and social equality of the sexes.

Analysis:  By explicitly defining feminism as “the belief that men and women should have equal rights and opportunities,” Watson juxtaposes the denotation  of feminism with the connotations with which it is associated. Watson directly confronts the misconceptions regarding feminism to quell any opposition regarding such misconceptions, and she appeals to a credible source — the dictionary — to support her claims and establish her own authority over the matter.

Note: denotation is almost always used in contrast with connotation. Authors will often define a word to clarify its meaning, which suggests that the connotations of the term do not match how the author wants the audience to view that term.

18. diction

Definition: a writer's choice of words, phrases, sentence structures, and figurative language, which combine to help create meaning

Example:  “On Dumpster Diving” by Lars Eighner (1992)

Canned goods are among the safest foods to be found in Dumpsters but are not utterly foolproof. Although very rare with modern canning methods, botulism is a possibility. Most other forms of food poisoning seldom do lasting harm to a healthy person, but botulism is almost certainly fatal and often the first symptom is death. Except for carbonated beverages, all canned goods should contain a slight vacuum and suck air when first punctured. Bulging, rusty, and dented cans and cans that spew when punctured should be avoided, especially when the contents are not very

acidic or syrupy.

Analysis:  Eighner employs empirical diction  to describe the process of dumpster diving, which is generally considered a dishonorable and crude practice. Eighner details the “fatal” effects of “botulism,” and provides a practical assessment of “modern canning methods,” instructing readers to avoid “bulging, rusty, and dented cans” and to look for a “slight vacuum” in canned goods. By analyzing the process of dumpster diving through a scientific lens, Eighner emphasizes that those who dumpster dive are not inferior to their store going counterparts, and he suggests that dumpster diving can be a practical hobby for anyone, even if it is not done out of necessity.

19. didactic

Definition: tone; instructional, designed to teach an ethical, moral, or religious lesson

Example:  “Advice to Youth” by Mark Twain (1882)

First, then. I will say to you my young friends — and I say it beseechingly, urgently — Always obey your parents, when they are present. This is the best policy in the long run because if you don’t, they will make you. Most parents think they know better than you do, and you can generally make more by humoring that superstition than you can by acting on your own better judgment.

Analysis:  In his satire “Advice to Youth,” Twain adopts a didactic  tone that mimics that of many parents chastising their children. He instructs youth to “always obey [their] parents” because “most parents think they know better than” their children. By using a familiar instructional tone while mocking parental attitude, Twain appeals to his credibility by establishing that he too has faced criticism from his parents. By recognizing a common experience, Twain builds a rapport with his young audience, making them more receptive to his message.

Note: Generally, essays with a very didactic tone are ineffective, so they don’t have much rhetorical merit. Twain’s speech is instead a satire of the didactic tone many parents adopt, which allows him to connect with his audience in their mutual scorn for some parents’ sanctimonious attitude.

20. elegiac

Definition: a tone involving mourning or expressing sorrow for that which is irrecoverably past

Example:  Ronald Reagan’s address following the explosion of the Challenger Space Shuttle (1986)

Today is a day for mourning and remembering. Nancy and I are pained to the core by the tragedy of the shuttle Challenger. We know we share this pain with all of the people of our country. This is truly a national loss. For the families of the seven, we cannot bear, as you do, the full impact of this tragedy. But we feel the loss, and we're thinking about you so very much.

Analysis:  At the beginning of his address, Reagan adopts an elegiac  tone, declaring that “today is a day for mourning and remembering.” He describes the deaths of the astronauts as a “national loss” that pains “all of the people” in the United States. By taking the time to recognize the tragic loss of the astronauts and by empathizing with the American people’s shock at the explosion, Reagan appeals to his audience’s grief and establishes an emotional connection with them before he begins speaking about the future of the United States space exploration program.

21. epistrophe

Definition: ending a series of lines, phrases, clauses, or sentences with the same word or words

Example:  Madelynn Albright’s commencement speech for Mount Holyoke College (1997)

As you go along your own road in life, you will, if you aim high enough, also meet resistance, for as Robert Kennedy once said, “if there’s nobody in your way, it’s because you’re not going anywhere.” But no matter how tough the opposition may seem, have courage still—and persevere.

There is no doubt, if you aim high enough, that you will be confronted by those who say that your efforts to change the world or improve the lot of those around you do not mean much in the grand scheme of things. But no matter how impotent you may sometimes feel, have courage still — and persevere.

It is certain, if you aim high enough, that you will find your strongest beliefs ridiculed and challenged; principles that you cherish may be derisively dismissed by those claiming to be more practical or realistic than you. But no matter how weary you may become in persuading others to see the value in what you value, have courage still—and persevere.

Inevitably, if you aim high enough, you will be buffeted by demands of family, friends, and employment that will conspire to distract you from your course. But no matter how difficult it may be to meet the commitments you have made, have courage still—and persevere.

Analysis:  In her commencement speech, Albright encourages women to stand firm and to “aim high,” despite the prevalence of gender inequality. Albright recognizes that women face opposition and glass ceilings, but she urges them to “have courage still— and persevere,” repeating the phrase after each challenge she discusses. Like her attitude towards success, Albright’s speech always returns to the idea that women must “have courage still — and persevere,” regardless of the obstacles presented to her. Albright’s motto to “have courage still—and persevere” is the most prominent part of her speech, and remains consistent even when the rest of her speech shifts, which mirrors the outlook that Albright endorses.

Definition: appealing to credibility

Example:  “Letter from a Birmingham Jail” by Martin Luther King, Jr. (1963)

I think I should indicate why I am here in Birmingham since you have been influenced by the view which argues against "outsiders coming in." I have the honor of serving as president of the Southern Christian Leadership Conference, an organization operating in every southern state, with headquarters in Atlanta, Georgia. We have some eighty-five affiliated organizations across the South, and one of them is the Alabama Christian Movement for Human Rights. Frequently we share staff, educational and financial resources with our affiliates. Several months ago the affiliate here in Birmingham asked us to be on call to engage in a nonviolent direct action program if such were deemed necessary. We readily consented, and when the hour came we lived up to our promise. So I, along with several members of my staff, am here because I was invited here. I am here because I have organizational ties here.

Analysis:  King mentions that he is the “president of the Southern Christian Leadership Conference” that operates in “every southern state” and has “eighty-five affiliated organizations across the South.” He also emphasizes that he is in Birmingham because he was “invited” due to “organizational ties.” King spends a significant amount of time describing his credentials and his affiliation with the Church, which not only creates a common experience among the clergymen and himself but also establishes King as a respectable man with significant accomplishments. Because many white southerners believed that African Americans were inferior to themselves, King takes the time to appeal to his own credibility and authority in hopes that the clergymen will view him as their equal and will respect his message.

Note: please don’t write “appeals to ethos/pathos/logos.” Instead, try “appeals to credibility/emotion/logic,” or go further to describe specifically which emotion or credentials the author appeals to.

23. extended metaphor

Definition: differs from a regular metaphor in that several comparisons similar in theme are being made

Example:  “Is Google Making Us Stupid?” by Nicholas Carr (2008)

Over the past few years I’ve had an uncomfortable sense that someone, or something, has been tinkering with my brain, remapping the neural circuitry, reprogramming the memory. My mind isn’t going—so far as I can tell—but it’s changing. I’m not thinking the way I used to think. I can feel it most strongly when I’m reading. Immersing myself in a book or a lengthy article used to be easy. My mind would get caught up in the narrative or the turns of the argument, and I’d spend hours strolling through long stretches of prose.

Analysis:  Carr employs an extended metaphor  to liken his brain to a machine, suggesting that something “has been tinkering” with his brain, “remapping” and “reprogramming” his “neural circuitry.” By comparing his brain to a machine, Carr conveys his feeling that he is a slave to his computer and his sense of disconnectedness from his brain. Rather than being in harmony with his mind, he describes his brain as a separate entity. Carr’s metaphor also highlights the increasing influence of technology in modern life — so much so that our brains themselves have become computers.

24. imagery

Definition: descriptive language that provides vivid images that evoke the senses

Example:   Last Child in the Woods  by Richard Louv (2008)

In our useful boredom, we used our fingers to draw pictures on fogged glass as we watched telephone poles tick by. We saw birds on the wires and combines in the fields. We were fascinated with roadkill, and we counted cows and horses and coyotes and shaving-cream signs. We stared with a kind of reverence at the horizon, as thunderheads and dancing rain moved with us. We held our little plastic cars against the glass and pretended that they, too, were racing toward some unknown destination. We considered the past and dreamed of the future, and watched it all go by in the blink of an eye.

Analysis:  Louv recounts his experience staring out of the car window as a child with vivid imagery , describing watching “telephone poles tick by,” “birds on the wires,” “cows and horses and coyotes,” and “shaving-cream signs.” Louv jots seemingly disconnected images in short snippets, mimicking a car whizzing past an ever-changing landscape. The sharp images appeal to the reader’s sense of nostalgia as Louv allows them to witness their own youth “go by in the blink of an eye.”

25. inductive reasoning

Definition: reasoning that moves from specific observations to broader generalizations and theories; uses observations to detect patterns and regularities, and develops a hypothesis and later broader theories based on these observations (bottom-up approach)

Example:  “On Being a Cripple” by Nancy Mairs (1986)

"Cripple" seems to me a clean word, straightforward and precise. As a lover of words, I like the accuracy with which it describes my condition: I have lost the full use of my limbs. "Disabled," by contrast, suggests any incapacity, physical or mental. And I certainly don't like "handicapped," which implies that I have deliberately been put at a disadvantage, by whom I can't imagine (my God is not a Handicapper General), in order to equalize chances in the great race of life. These words seem to me to be moving away from my condition, to be widening the gap between word and reality. Most remote is the recently coined euphemism "differently-abled," which partakes of the same semantic hopefulness that transformed countries from "undeveloped" to "underdeveloped," then to "less developed," and finally to "developing" nations. People have continued to starve in those countries during the shift. Some realities do not obey the dictates of language.

Analysis:  Mairs begins by outlining her views on the word “cripple,” which “describes [her] condition” in a “straightforward and precise manner,” unlike vague terms such as “handicapped” and “differently-abled,” which widen “the gap between word and reality.” Much like “people have continued to starve” in underdeveloped nations despite the shift in nomenclature, Mairs scorns the “semantic hopefulness” that has led people to use less precise words to describe her condition, even though the disability itself cannot change. Mairs uses inductive reasoning  to conclude that “some realities do not obey the dictates of language” as she appeals to readers’ logic to deduce that using euphemisms to describe unfavorable circumstances is irrational and only serves to dilute the rectitude of precise language.

Definition: stating the opposite of what is said or meant

I hope you will treasure up the instructions which I have given you, and make them a guide to your feet and a light to your understanding. Build your character thoughtfully and painstakingly upon these precepts, and by and by, when you have got it built, you will be surprised and gratified to see how nicely and sharply it resembles everybody else’s.

Analysis:  Twain instructs youth to “treasure” his instructions and to construct their “character thoughtfully and painstakingly upon” the precepts they have read. However, Twain mentions that if they do so, they will be “surprised and gratified to see how nicely and sharply it resembles everybody else’s.” Twain’s irony  warns youth that if they simply obey their parents, they will not become a unique individual, and the unexpected ending to his satire reinforces his position that one should not mold themselves to meet societal norms.

27. juxtaposition

Definition: placing two or more things side by side for comparison or contrast

Example:   Silent Spring  by Rachel Carson (1962)

Along the roads, laurel, viburnum, and alder, great ferns and wildflowers delighted the traveler’s eye through much of the year. Even in winter, the roadsides were places of beauty, where countless birds came to feed on the berries and on the seed heads of the dried weeds rising above the snow. The countryside was, in fact, famous for the abundance and variety of its birdlife, and when the flood of migrants was pouring through in spring and fall people traveled from great distances to observe them. Others came to fish the streams, which flowed clear and cold out of the hills and contained shady pools where trout lay. So it had been from the days many years ago when the first settlers raised their houses, sank their wells, and built their barns.

Then a strange blight crept over the area and everything began to change. Some evil spell had settled on the community: mysterious maladies swept the flocks of chickens; the cattle and sheep sickened and died. Everywhere was a shadow of death. The farmers spoke of much illness among their families. In the town the doctors had become more and more puzzled by new kinds of sickness appearing among their patients. There had been several sudden and unexplained deaths, not only among adults but even among children, who would be stricken suddenly while at play and die within a few hours.

Analysis:  In her novel Silent Spring , Rachel Carson describes the beautiful American town with the cold, vapid town that it is destined to become due to climate change. She juxtaposes  the town’s “great ferns and wildflowers,” “birdlife,” and “clear and cold” streams with the “strange blight” that cast an “evil spell” on the community and the animals who have “sickened and died” from “mysterious maladies.” By creating such a sharp contrast between the present and the future, Carson coveys the magnitude of the climate crisis and emphasizes the urgency with which we must address it. Carson’s starkly contrasting images aim to evoke a strong emotional response in the reader that appeals to their sense of responsibility and citizenship.

Definition: appealing to logic

Example:  Greta Thunberg’s speech at the National Assembly in Paris (2019)

A lot of people, a lot of politicians, business leaders, journalists say they don't agree with what we are saying. They say we children are exaggerating, that we are alarmists. To answer this I would like to refer to page 108, chapter 2 in the latest IPCC report. There you will find all our "opinions" summarized because there you find a remaining carbon dioxide budget. Right there it says that if we are to have a sixty-seven percent chance of limiting the global temperature rise to below 1.5 degrees, we had on January 1st, 2018, 420 gigatons of carbon dioxide left in our CO2 budget. And of course, that number is much lower today. We emit about 42 gigatons of CO2 every year.

Analysis:  In her address to the National Assembly in Paris, Thunberg cites the 2018 “IPCC report” that outlines a total “remaining carbon dioxide budget” of “420 gigatons” in order to “have a sixty-seven percent chance of limiting the global temperature rise to below 1.5 degrees,” while “we emit about 42 gigatons of CO2 each year.” By citing specific data from a reputable scientific journal, Thunberg appeals to her audience’s logic; the data proves that the only viable option is to limit carbon dioxide emissions.

29. metonymy

Definition: a figure of speech consisting of the use of the name of one thing for that of another of which it is an attribute or with which it is associated

Example:  Margaret Thatcher’s eulogy for Ronald Reagan (2004)

Yet his ideas, so clear, were never simplistic. He saw the many sides of truth. Yes, he warned that the Soviet Union had an insatiable drive for military power and territorial expansion, yet he also sensed that it was being eaten away by systematic failures impossible to reform. Yes, he did not shrink from denouncing Moscow’s evil empire, but he realized that a man of goodwill might nonetheless emerge from its dark corridors.

Analysis:  In her eulogy for United States President Ronald Reagan, Thatcher refers to the Soviet Union as “Moscow’s evil empire.” Her metonymy  explicitly communicates a disdain for the Soviet Union, which establishes common ground between the United States and the United Kingdom, which helps Thatcher strengthen relations with the United States while eulogizing a friend.

Definition: the speed at which a piece of writing flows — use when discussing organization; point out where action/syntax begins to speed up, slow down, is interrupted, etc.

Example:   Notes on ‘Camp’  by Susan Sontag (1964)

1. To start very generally: Camp is a certain mode of aestheticism. It is one way of seeing the world as an aesthetic phenomenon. That way, the way of Camp, is not in terms of beauty, but in terms of the degree of artifice, of stylization.

2. To emphasize style is to slight content, or to introduce an attitude which is neutral with respect to content. It goes without saying that the Camp sensibility is disengaged, depoliticized — or at least apolitical.

Analysis:  Sontag writes Notes on ‘Camp’  as a “series of jottings” rather than in paragraph format in order to mimic the spontaneous and ever-changing nature of Camp. By presenting her notes as a numbered list, Sontag develops a quick, irregular pace  that is more fitting to describe the eccentricities of Camp. Because the notes are presented as a list, the ideas move by quickly, which further mirrors the whimsicality that is so characteristic of Camp.

31. paradox

Definition: apparently self-contradictory statement, the underlying meaning of which is revealed only by careful scrutiny; its purpose is to arrest attention and provoke fresh thought

Example:  “On the Writing of Essays” by Alexander Smith (1881)

He is the frankest, most outspoken of writers; and that very frankness and outspokenness puts the reader off his guard. If you wish to preserve your secret, wrap it up in frankness. The Essays are full of this trick. The frankness is as well simulated as the grape-branches of the Grecian artist which the birds flew towards and pecked. When Montaigne retreats, he does so like a skillful general, leaving his fires burning.

Analysis:  Smith describes Montaigne’s writing style as very frank and outspoken, asserting that “if you wish to preserve your secret, wrap it up in frankness.” Smith’s paradox , although outwardly nonsensical, forces the reader to pause and ruminate on the conflicting ideas, which naturally places emphasis on these ideas. Through his paradox, Smith suggests that an author’s works often contain intimate personal revelations that seem obvious, yet are often overlooked by most readers.

32. parallelism (parallel structure)

Definition: a repetition of sentences using the same grammatical structure emphasizing all aspects of the sentence equally

Example:  “Luckiest Man on the Face of the Earth” by Lou Gherig (1939)

When the New York Giants, a team you would give your right arm to beat, and vice versa, sends you a gift — that's something. When everybody down to the groundskeepers and those boys in white coats remembers you with trophies — that's something. When you have a wonderful mother-in-law who takes sides with you in squabbles with her own daughter — that's something. When you have a father and a mother who work all their lives so you can have an education and build your body — it's a blessing. When you have a wife who has been a tower of strength and shown more courage than you dreamed existed — that's the finest I know.

Analysis:  Gherig presents a series of parallel  sentences to emphasize his gratitude for the life he has lived. Because each sentence follows the same structure, Gherig’s list builds to a climax, which Gherig uses to enumerate his priorities and to emphasize his love for his family. Gherig further emphasizes his appreciation for his family even above his career by shifting from the phrase “that’s something” to describe his wife’s courage as “the finest” he knows. By breaking the pattern in his parallel sentences, Gherig focuses the attention on his family and loved ones, humbly placing his own successes on the back burner.

Definition: appealing to emotion

Example:  Viola Davis’s Women’s March Speech (2018)

I am speaking today not just for the 'Me Toos,' because I was a 'Me Too,' but when I raise my hand, I am aware of all the women who are still in silence. The women who are faceless. The women who don't have the money and don't have the constitution and who don't have the confidence and who don't have the images in our media that gives them a sense of self-worth enough to break their silence that is rooted in the shame of assault and rooted in the stigma of assault.

Analysis:  In her speech at the 2018 Women’s March, Viola Davis recognizes the millions of women who have been silently affected by sexual violence. She describes the women “don’t have the money,” “constitution,” or “confidence,” and those who still struggle with the “shame” and “stigma of assault.” Davis employs anaphora, repeating the phrase “don’t have” to evoke a sense of empathy for these women among the audience. By emphasizing that these victims “don’t have” the resources that many take for granted, Davis sheds light on the cruel reality that many victims still face due to the stigma surrounding sexual assault and women’s rights.

34. polysyndeton

Definition: the use of many conjunctions has the effect of slowing the pace or emphasizing the numerous words or clauses

Example:  “After the Storm” by Ernest Hemingway (1932)

I said, “Who killed him?” and he said, “I don’t know who killed him but he’s dead all right,” and it was dark and there was water standing in the street and no lights and windows broke and boats all up in the town and trees blown down and everything all blown and I got a skiff and went out and found my boat where I had her inside Mango Key and she was all right only she was full of water.

Analysis:  After learning of the murder, the narrator describes as “dark and there was water standing in the street and no lights and windows broke and boats all up in the town,” repeating the conjunction “and.” Hemingway employs

polysyndeton  to illustrate the narrator’s shock and panic following the murder. By inserting “and” between each phrase, Hemingway slows down the pace of the sentence, conveying the sense of the narrator’s surroundings moving in slow motion after hearing the news.

35. rhetorical question

Definition: a question presented by the author that is not meant to be answered

Example:  Clare de Booth Luce’s Speech at the Women’s National Press Club (1960)

For what is good journalism all about? On a working, finite level it is the effort to achieve illuminating candor in print and to strip away cant. It is the effort to do this not only in matters of state, diplomacy, and politics but also in every smaller aspect of life that touches the public interest or engages proper public curiosity.

Analysis:  In her speech at the Women’s National Press Club, de Booth asks the rhetorical question : “For what is good journalism all about?” in order to signal a shift in tone as she moves to describe the purpose of “good journalism.” By asking the audience a question, she invites them to consider their own motivations as journalists as she explains her own belief that “good journalism” is “the effort to achieve illuminating candor in print.” Rather than simply speaking about her views on journalism, de Booth expertly inserts a rhetorical question in order to evoke a moment of wonder and self-reflection in her audience before she answers her own question.

36. stream of consciousness

Definition: a technique that records the thoughts and feelings of a character without regard to logical argument or narrative sequence; reflects all the forces, internal and external, affecting the character's psyche at the moment

Example:  “Ain’t I a Woman” by Sojourner Truth (1851)

That man over there says that women need to be helped into carriages, and lifted over ditches, and to have the best place everywhere. Nobody ever helps me into carriages, or over mud-puddles, or gives me any best place! And ain't I a woman? Look at me! Look at my arm! I have ploughed and planted, and gathered into barns, and no man could head me! And ain't I a woman? I could work as much and eat as much as a man — when I could get it — and bear the lash as well! And ain't I a woman? I have borne thirteen children, and seen most all sold off to slavery, and when I cried out with my mother's grief, none but Jesus heard me! And ain't I a woman?

Analysis:  In 1851, Sojourner Truth gave a moving speech at the Women’s Rights Convention without preparation. Truth’s stream of consciousness  approach to the speech allows her to directly address her audience, beginning by mentioning “that man over there” and refuting his beliefs that women are fragile. Truth then moves to note that she has “ploughed and planted” more successfully than men, and she moves to the fact that she can “work as much and eat as much as a man.” She shifts yet again to recount that she has “borne thirteen children” and that “none but Jesus” heard her cry with her “mother’s grief” when they were sold to slavery. Albeit slightly messy, Truth’s lack of structure is effective because it reflects the never-ending struggles that African American women faced. When the injustices seemed to cease, another injustice would arise in a never-ending cycle of oppression. Truth’s speech thus resonated with many other women who had experienced the same struggles, and Truth became a powerful voice in the fight racial and gender equality.

37. synecdoche

Definition: the rhetorical substitution of a part for the whole

Example:  “Falling Down is Part of Growing Up” by Henry Petroski (1985)

We are transported across impromptu bridges of arms thrown up without plans or blueprints between mother and aunt, between neighbor and father, between brother and sister — none of whom is a registered structural engineer. We come to Mama and to Papa eventually to forget our scare reflex and we learn to trust the beams and girders and columns of their arms and our cribs.

Analysis:  Petroski refers to a child’s parents and crib as “beams and girders and columns” that the child must trust, emphasizing the structural aspect of a young child’s support system. Instead of referring to the parents and crib as a whole, Petroski uses synecdoche  to strip away the sentimental connotations associated with a mother’s arms and a baby’s crib, highlighting only the “beams and girders and columns” that prevent the child from falling and returning to his novel’s central topic of engineering.

Definition: the structure of sentences and/or phrases

We have waited for more than 340 years for our constitutional and God-given rights. The nations of Asia and Africa are moving with jetlike speed toward gaining political independence, but we still creep at horse and buggy pace toward gaining a cup of coffee at a lunch counter. Perhaps it is easy for those who have never felt the stinging darts of segregation to say, "Wait." But when you have seen vicious mobs lynch your mothers and fathers at will and drown your sisters and brothers at whim; when you have seen hate-filled policemen curse, kick and even kill your black brothers and sisters; when you see the vast majority of your twenty million Negro brothers smothering in an airtight cage of poverty in the midst of an affluent society; when you suddenly find your tongue twisted and your speech stammering as you seek to explain to your six-year-old daughter why she can't go to the public amusement park that has just been advertised on television, and see tears welling up in her eyes when she is told that Funtown is closed to colored children, and see ominous clouds of inferiority beginning to form in her little mental sky, and see her beginning to distort her personality by developing an unconscious bitterness toward white people; when you have to concoct an answer for a five-year-old son who is asking: "Daddy, why do white people treat colored people so mean?"; when you take a cross-country drive and find it necessary to sleep night after night in the uncomfortable corners of your automobile because no motel will accept you; when you are humiliated day in and day out by nagging signs reading "white" and "colored"; when your first name becomes "nigger," your middle name becomes "boy" (however old you are) and your last name becomes "John," and your wife and mother are never given the respected title "Mrs."; when you are harried by day and haunted by night by the fact that you are a Negro, living constantly at tiptoe stance, never quite knowing what to expect next, and are plagued with inner fears and outer resentments; when you are forever fighting a degenerating sense of "nobodiness" — then you will understand why we find it difficult to wait.

Analysis:  In his “Letter from a Birmingham Jail,” King addresses those who instruct him to “wait” for racial equality by describing the “stinging pain of segregation” as seeing “vicious mobs lynch your mothers and fathers,” seeing “hate-filled policemen curse, kick, and even kill your brothers and sisters,” and seeing the “tears welling up” in your six-year-old daughter’s eyes when “she is told that Funtown is closed to colored children,” among a host of other horrific images. Rather than using several shorter sentences to describe segregation, King uses a single sentence, separated by numerous semicolons. King’s choice of syntax  mirrors the never-ending reach of segregation and racial inequality. While the sentence consists of a string of short images, it pauses on a longer phrase in which King describes finding his “tongue-twisted” as he explains to his “six-year-old daughter why she can't go to the public amusement park that has just been advertised on television,” and seeing “tears welling up in her eyes when she is told that Funtown is closed to colored children” while he watches the “ominous clouds of inferiority beginning to form in her little mental sky” and her “distort her personality by developing an unconscious bitterness toward white people.” By making this phrase significantly longer than his other images, King allows the reader to pause and ruminate on the idea of a young girl losing her innocence to an unjust world. King appeals to the reader’s emotions as he conveys such a heartbreaking image.

Definition: a statement of purpose, intent, or main idea in a literary work

Example:   Notes on ‘Camp’  by Susan Sontag

58. The ultimate Camp statement: it's good because  it's awful . . . Of course, one can't always say that. Only under certain conditions, those which I've tried to sketch in these notes.

Analysis:  Sontag places her thesis  at the end of her Notes on ‘Camp’ , which allows her to summarize her list and to assert that Camp is “good because  it’s awful.” Sontag concludes the notes by referencing her sporadic list of musings regarding Camp as a whole and declaring them the “conditions” under which Camp can be both good and awful.

the use of stylistic devices that reveal an author’s attitude towards a subject

Example:  “If Black English Isn’t a Language, Then Tell Me, What Is?” by James Baldwin (1979)

I say that the present skirmish is rooted in American history, and it is. Black English is the creation of the black diaspora. Blacks came to the United States chained to each other, but from different tribes: Neither could speak the other's language. If two black people, at that bitter hour of the world's history, had been able to speak to each other, the institution of chattel slavery could never have lasted as long as it did. Subsequently, the slave was given, under the eye, and the gun, of his master, Congo Square, and the Bible–or in other words, and under these conditions, the slave began the formation of the black church, and it is within this unprecedented tabernacle that black English began to be formed. This was not, merely, as in the European example, the adoption of a foreign tongue, but an alchemy that transformed ancient elements into a new language: A language comes into existence by means of brutal necessity, and the rules of the language are dictated by what the language must convey.

Analysis:  Baldwin adopts a formal, academic tone , assessing the development of “Black English” through a historical lens. Baldwin concludes that “Black English is the creation of the black diaspora” as “an alchemy that transformed ancient elements into a new language.” By using academic diction, Baldwin approaches the development of Black English not as a cultural or social issue, but simply as a historical phenomenon that should be studied objectively, which allows him to persuade his readers that Black English should be considered a distinct language.

👉 Play Kahoot with AP Lang teacher Kathryn Howard as she recaps rhetorical strategies and devices!  

One last disclaimer: Fiveable is an educational company without political or religious affiliations and it neither endorses nor opposes any views expressed in the above passages. There you go! When looking at each device and its corresponding example, think of ways and reasons authors integrate these rhetorical devices, styles, and terms into their writing! Thinking that much ahead will pay off when you write the Rhetorical Analysis essay in May! 😄

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Free Rhetorical Analysis Generator

• 🌟 Intro to Rhetorical Analysis Generator

🤔 What Is Rhetorical Analysis?

• ✒️ Components of Rhetorical Analysis
• 💎 SOAPSTone Template
• 📝 Essay Outline

🔗 References

🌟 intro to our free rhetorical analysis generator.

Rhetoric refers to the use of language that helps motivate, persuade, or get the point across to a particular audience. Rhetorical analysis involves studying and evaluating strategies authors and speakers use to achieve this goal. Here, you’ll learn how to use our generator, the fundamentals of rhetorical analysis, and the components of making a great essay.

Rhetorical Analysis Generator & Reasons to Try

It’s not always easy to conduct a good rhetorical analysis. Many students struggle with it and may even fail to submit their work on time. Our rhetorical analysis generator is here to help! It has many benefits that help you finish your work faster:

A rhetorical analysis evaluates a piece of work and the effectiveness with which the author communicated their ideas. It can be anything from a novel to a movie, as long as the work wants to persuade an audience. In other words, instead of discussing the events of The Count of Monte Cristo, you explore what Alexander Dumas wanted to tell his readers, which techniques were used to convey the message, and whether it was successful.

11 Common Rhetorical Analysis Devices

Look at some of the most popular rhetorical devices you can encounter in written and spoken works. They will help you better identify and include them in your upcoming papers.

✒️ Rhetorical Analysis Components & Their Meaning

You can come across several rhetorical analysis methods in your professional and academic work. The rhetorical triangle is the most popular type but has several lesser-known subtypes.

Its components are:

• Ethos . This notion appeals to the author or speaker’s credibility. It evaluates a person’s authority on a subject and tells the audience if they should trust them.
• Pathos . Pathos deals with emotions. It’s the most effective rhetorical device as it’s used to connect the speaker and the audience. For example, an emotional appeal over the use of facts is a tell-tale sign of propaganda.
• Logos . This element backs up a claim with logical and reasonable substance. Through it, the author provides factual evidence that supports their claims.
• Kairos . When a writer or a speaker addresses a particular time and place, they use kairos to provide specific context. To illustrate, an address concerning the First Amendment is most effective during a political debate.
• Stasis . The final segment of the rhetorical analysis lets people view arguments from different perspectives. This adds an impact and makes the audience more likely to side with the writer or speaker.

💎 Rhetorical Analysis: SOAPSTone Template

Like any analysis, evaluating a person’s rhetorical capabilities requires structure. Without it, you may fail to address some aspects of the work, making your paper incomplete. You can make this process easier with the SOAPSTone template and its components:

📝 Rhetorical Analysis Essay Outline

Writing any type of essay requires structure and cohesion. While you may have encountered this structure before, it’s worth to remember the basics. A rhetorical analysis paper outline requires the following elements:

• Introduction . This paragraph introduces the text and its author. Some experts recommend including a summary of the work and elements of the SOAPStone analysis you uncovered. Explain why you’re conducting the research and give a clear thesis statement.
• Body . The section where you present arguments about work and what makes it persuasive. Here you discuss the methods, strategies, and rhetorical and literary devices the author used to convey their message.
• Conclusion . The conclusive paragraph ties your analysis together by driving home the main arguments provided in its body. It can also explain how the work impacted society or its target audience.

3 Good Rhetorical Analysis Essay Examples

Here we have picked up some samples with rhetorical analysis of different types of works that can inspire you to create own impressive essay.

• Rhetorical Analysis of Paypal’s Online Payments Commercial Essay . PayPal's online payments commercial employs a potent blend of rhetorical techniques to convey its message effectively. The ad emotionally connects with the audience through vibrant visuals, stirring music, and relatable scenarios. Using real-life situations highlights the convenience and security of PayPal's services, appealing to the ethos and building trust. Additionally, persuasive language and a call to action stimulate a sense of urgency, prompting viewers to adopt PayPal as their preferred online payment platform. By artfully combining pathos, ethos, and logos, the commercial convinces viewers that PayPal is a trustworthy and convenient decision for their online payment requirements.
• “The Myth of Multitasking” by Rosen: Rhetorical Analysis Essay . The author adeptly employs rhetorical strategies to debunk the notion of multitasking. Christine Rosen dismantles the prevalent belief in multitasking efficiency through persuasive arguments and compelling evidence, revealing its detrimental effects on productivity and cognitive abilities. Her skillful use of logic and reasoning challenges readers to question their habits and consider a more focused approach to tasks. By strategically dismantling this cultural trend, Rosen urges her audience to reassess their attitudes toward multitasking, prompting a profound reevaluation of its impact on daily life and productivity.
• A Rhetorical Analysis: “Chevy Commercial 2014” Essay . Chevy Commercial from 2014 is a captivating piece of rhetoric that skillfully employs various persuasive techniques to resonate with its audience. The ad establishes an immediate connection with viewers through emotional storytelling. The commercial artfully weaves heartwarming scenes of people's lives, accompanied by an inspiring soundtrack, evoking a sense of nostalgia and relatability. Ethos is reinforced by showcasing real people in everyday situations, enhancing the credibility of Chevy's brand positioning as an integral part of consumers' lives. Furthermore, logos strategically highlights the car's innovative features and performance. By aligning Chevy with moments of happiness and adventure, the ad compels viewers to consider Chevy as the vehicle that can accompany them on their life journeys.

We hope our tool will facilitate your rhetorical analysis of books, commercials, or speeches, so you'll create a unique essay! Besides, you may try our hook generator to engage the audience to read your paper from the beginning.

📌 Rhetorical Analysis Generator – FAQ

Updated: Oct 25th, 2023

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This page contains a free tool for conducting rhetorical analysis. It is user-friendly, accurate, and fast. You can customize the analysis according to your text type and context. Also, we have prepared a guide where you can find out about literary devices, components of rhetorical analysis, and the structure of your future essay.

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How to Use Rhetorical Devices in Your College Essay

←Essential Grammar Rules for Your College Applications

Developing a Personalized Metaphor for Your College Applications→

Writing the personal statement is one of the most important, yet difficult aspects of the college application process. The elusive perfect personal statement is deeply moving, expertly written, rich with details of accomplishments or inspiring life stories, and fits neatly into the word limit. These constraints can leave many struggling to fit what they want to say in so few words. But what many fail to realize when writing personal statements is that admissions officers are evaluating more than just the story you have to tell. They’re also examining your writing style and ability to convey the abstract qualities in an eloquent way.

Long story short: you should be focused on not only what you’re saying, but also how you’re saying it.

Presenting Your Case: The Seed of a Personal Statement

It’s crucial to acknowledge that a personal statement should contain, at its core, an argument. We don’t mean an argument in the same way you might write a debate or an SAT essay – there’s no need for a rigid evidence and analysis structure here. However, you are setting forth a case to the office of undergraduate admissions at your school of choice that you’ll contribute substantially to their community; by telling your story, highlighting your personal strengths, and displaying how you’ve grown into the person you are today, you are essentially arguing that you’re a great candidate for admission. Like any great argument, your personal statement should contain the same rhetorical strategies you would employ when trying to write a persuasive essay or speech. The difference is that the subject matter isn’t some topic your teacher assigned – it’s you!

An exceptionally written personal statement that successfully employs rhetorical strategies can elevate your application enormously; it’s an opportunity to display creativity, strong writing skills, and personal depth that can’t be conveyed through a stellar GPA or strong test scores. Additionally, a personal statement is not a piece of academic writing. It’s meant to be personal – it should give the reader as clear an idea of who you are in the word count given. So don’t agonize over grammar conventions, formal speech, and populating your essay with as many vocabulary words as possible. Rather, take the opportunity to showcase your creativity and make the most of it!

Rhetorical Devices to Use in Your College Essay

While any rhetorical devices used in your essay will elevate the quality of your writing and strengthen your argument, there are some that work particularly well for the purpose of the personal statement. Below are a few of our favorite rhetorical devices and how you can use them to set your essay apart.

A conceit is a metaphor that extends throughout the length of a piece of writing. A well-developed conceit will leave a strong impression on readers and immediately make your essay distinctive and memorable. If you can assign a metaphor to the narrative of your personal essay that you can extend throughout, it will make your essay not only more interesting to read, but also more unique; standing out is, of course, of utmost importance in the college admissions process. For example, if you’re struggling to explain a powerful emotional experience like depression, consider using a conceit to develop the idea:

“In television and magazine advertisements, depression is often depicted as a small, feeble raincloud, showering its sufferer with negative thoughts and tiny anxieties. In reality, however, depression is more like a vast ocean; expansive, terrifying, impossibly powerful and seemingly invincible. Depression thrashes one mercilessly against the rocks one moment, only to suffocate one with silent, infinite waves the next. I spent two years of my life lost at sea, but through the turbulent journey, I have come to…”

Comparisons to natural entities like water, fire, storms, etc., work well (if you manage to avoid clichés), but be as creative and authentic as you can be; what’s most important is that whatever comparison you draw is logical and does not seem contrived, nonsensical, or immature. Consider opening and closing your essay with 2-4 sentences relating to your conceit, and make sure the tone throughout your essay is consistent too.

Another engaging, memorable way to open an essay is with a personal anecdote, or story. Specific sensory details setting a scene immediately capture the reader’s interest and immerse them in your story. For instance, if you plan to write about how being captain of the varsity soccer team has shaped you, try opening your essay with a vivid description of your state of mind when you’re playing a game:

“As I sprint across the field, savoring the sensation of my cleats cutting through the earth beneath me, I notice a gap in the opposing team’s defense that’s practically begging me to take the shot. The raucous soundtrack of the game – parents screaming, players shouting to one another, children crying – fades into white noise as I focus solely on the black and white ball stained with bright green grass, the glaring red of the goalkeeper’s gloves. The moment I kick, time seems to slow and then stop entirely; the ball hangs suspended in the air for a brief moment, hanging high above the players’ heads like the sun, before grazing just past the tips of the goalkeeper’s fingers…”

Beginning essays with anecdotes heavy with sensory language like the one above provide you with an opportunity to display both your writing skills and your passion about a specific topic. Anecdotes can be intense, humorous, tragic, joyful – no matter what they describe, they are a guaranteed way to catch a reader’s attention and offer an alternative to beginning with a sentence like, “all my life, I’ve loved playing soccer.”

Using anecdotes becomes crucial in light of one of the paradoxical truths about writing: people are always more able to relate their own experiences to detailed and personal writing rather than universal and bland writing, despite the fact that universal writing will apply to an audience in a more literal sense.

Anaphora is the repeated use of a certain word or phrase at the beginning of separate sentences or clauses. Consider the example below:

“Today, I am immensely proud of my family’s culture. Today, I can speak publicly with my parents in our native language without fear of judgment from others.”

Anaphora is extremely effective in emphasizing a specific emotion or idea. The deliberate repetition is dramatic and emotionally moving, an obvious superior alternative to the awkwardness and dullness of rewording the same idea in different ways repeatedly in order to avoid reusing the same words. Anaphora is also useful when highlighting a transition into a new mindset or environment, as in the sample above.

Still, using anaphora can be surprisingly tricky, and picking the right moment to use it is crucial. If there hasn’t been adequate build-up to create a dense and moving point in the essay, anaphora might come off as more redundant than anything. Anaphora, as with many rhetorical devices, can be watered down through overuse. Make sure that you’re balancing original and variegated writing with this rhetorical device if you want to maximize your impact.

Allusion is a reference to something that is well known, whether that be a person, place, thing, or event. Using allusion can help you to communicate large ideas quickly:

With an uncanny genius for hope, she was the Gatsby of our school; she could look to the past, present, and future, and see only possibility. 

Allusion can help you to draw on your reader’s knowledge of popular culture, history, and more, in order to avoid long and cumbersome descriptions that would ruin your word count. In the example above, the author alludes to F. Scott Fitzgerald’s widely known novel, The Great Gatsby, in order to emphasize the point they were making. Allusion can be especially useful when you want to give the reader extra insight into your meaning without leveraging an entire anecdote. In this way, anecdote and allusion can work together to help you give meaning to primary and secondary events, characters, and insights while still maintaining certain section’s primacy within the essay.

Be careful not to use too many allusions in one essay, though, as they are designed to stretch your essay outwards towards general social and historical knowledge. While this is immensely useful, and allows you to leverage details and feelings without actually explaining them, overuse runs the risk of pulling your essay apart entirely. Allusions are strongest when they are used in tandem with anecdotes that keep your essay in intensely personal territory.

Parallelism:

Parallelism is used to bring rhythm to a sentence or highlight a certain point, accomplished by repeating similar sentence structure, sounds, meter, or meaning.

I was sweaty, I was breathless, and I was hot. The humid air weighed down on my skin and my heavy thoughts weighed down on my mind. Maybe I just didn’t have it in me to be a runner.

In this excerpt, the writer emphasizes their physical state through parallelism. Repeating “I was” highlights their exhaustion. It feels like a more dramatic sentence than “I was sweaty, breathless, and hot.” Similarly, the parallelism of the humid air and their thoughts weighing down evoke an especially uncomfortable, almost suffocating feeling for the writer’s thoughts. 

Since parallelism can make a sentence more dramatic, it can be a powerful addition to the beginning or end of your essay. You can also use it at any other point in your essay, if you want to draw attention to a particular section. 

Personification:

Personification is when you give human-like qualities to inanimate objects. This can make your writing feel more descriptive, poetic, and emotive:

The brilliant fall leaves whispered a goodbye as we left our beloved forest and treehouse for the last time. 

Leaves can’t whisper, but by giving them this human action, the writer evokes a sense of longing. The personification highlights that the forest was so meaningful to the writer that it seemed like even the trees were saying goodbye.

That being said, personification should be used judiciously and viewed with a critical eye, as the wrong comparison can easily sound cheesy. Be sure to get a second or third opinion if you’re not sure whether your personification works.

Wrapping Up

These are only a select few of the vast array of rhetorical devices that can be used to enhance an essay. Try browsing a list of devices and attempting to incorporate several into the latest draft of your personal statement. The greatest advantage of rhetorical devices is that they are incredibly effective in lending an essay a strong emotional appeal, also known as pathos. The ability to skillfully appeal to emotion in an essay while also clearly communicating your accomplishments and personality will be invaluable as you complete your applications.

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

Writing a rhetorical analysis essay for academics can be really demanding for students. This type of paper requires high-level analyzing abilities and professional writing skills to be drafted effectively.

As this essay persuades the audience, it is essential to know how to take a strong stance and develop a thesis. 

This article will find some examples that will help you with your rhetorical analysis essay writing effortlessly. 

• 1. Good Rhetorical Analysis Essay Example
• 2. Rhetorical Analysis Essay Example AP Lang 2023
• 3. Rhetorical Analysis Essay Examples for Students 
• 4. Writing a Visual Rhetorical Analysis Essay with Example 
• 5. Rhetorical Analysis Essay Writing Tips

Good Rhetorical Analysis Essay Example

The step-by-step writing process of a rhetorical analysis essay is far more complicated than ordinary academic essays. This essay type critically analyzes the rhetorical means used to persuade the audience and their efficiency. 

The example provided below is the best rhetorical analysis essay example:

Rhetorical Analysis Essay Sample

In this essay type, the author uses rhetorical approaches such as ethos, pathos, and logos .  These approaches are then studied and analyzed deeply by the essay writers to weigh their effectiveness in delivering the message.

Let’s take a look at the following example to get a better idea;

The outline and structure of a rhetorical analysis essay are important. 

According to the essay outline, the essay is divided into three sections: 

• Introduction
• Ethos 
• Logos 

A rhetorical analysis essay outline is the same as the traditional one. The different parts of the rhetorical analysis essay are written in the following way:

Rhetorical Analysis Introduction Example

The introductory paragraph of a rhetorical analysis essay is written for the following purpose:

• To provide basic background information about the chosen author and the text.
• Identify the target audience of the essay. 

An introduction for a rhetorical essay is drafted by:

• Stating an opening sentence known as the hook statement. This catchy sentence is prepared to grab the audience’s attention to the paper. 
• After the opening sentence, the background information of the author and the original text are provided. 

For example, a rhetorical analysis essay written by Lee Jennings on“The Right Stuff” by David Suzuki. Lee started the essay by providing the introduction in the following way:

Analysis of the Example: 

• Suzuki stresses the importance of high school education. He prepares his readers for a proposal to make that education as valuable as possible.
• A rhetorical analysis can show how successful Suzuki was in using logos, pathos, and ethos. He had a strong ethos because of his reputation. 
• He also used pathos to appeal to parents and educators. However, his use of logos could have been more successful.
• Here Jennings stated the background information about the text and highlighted the rhetorical techniques used and their effectiveness. 

Thesis Statement Example for Rhetorical Analysis Essay 

A thesis statement of a rhetorical analysis essay is the writer’s stance on the original text. It is the argument that a writer holds and proves it using the evidence from the original text. 

A thesis statement for a rhetorical essay is written by analyzing the following elements of the original text:

• Diction - It refers to the author’s choice of words and the tone
• Imagery - The visual descriptive language that the author used in the content. 
• Simile - The comparison of things and ideas

In Jennings's analysis of “The Right Stuff,” the thesis statement was:

Example For Rhetorical Analysis Thesis Statement

Rhetorical Analysis Body Paragraph Example 

In the body paragraphs of your rhetorical analysis essay, you dissect the author's work, analyze their use of rhetorical techniques, and provide evidence to support your analysis. 

Let's look at an example that analyzes the use of ethos in David Suzuki's essay:

Rhetorical Analysis Conclusion Example

All the body paragraphs lead the audience towards the conclusion.

For example, the conclusion of “The Right Stuff” is written in the following way by Jennings:

In the conclusion section, Jennings summarized the major points and restated the thesis statement to prove them. 

Rhetorical Essay Example For The Right Stuff by David Suzuki

Rhetorical Analysis Essay Example AP Lang 2023

Writing a rhetorical analysis for the AP Language and Composition course can be challenging. So drafting it correctly is important to earn good grades. 

To make your essay effective and winning, follow the tips provided by professionals below:

Step #1: Understand the Prompt

Understanding the prompt is the first thing to produce an influential rhetorical paper. It is mandatory for this academic writing to read and understand the prompt to know what the task demands from you. 

Step #2: Stick to the Format

The content for the rhetorical analysis should be appropriately organized and structured. For this purpose, a proper outline is drafted. 

The rhetorical analysis essay outline divides all the information into different sections, such as the introduction, body, and conclusion.  The introduction should explicitly state the background information and the thesis statement. 

All the body paragraphs should start with a topic sentence to convey a claim to the readers. Provide a thorough analysis of these claims in the paragraph to support your topic sentence. 

Step #3: Use Rhetorical Elements to Form an Argument 

Analyze the following things in the text to form an argument for your essay:

• Language (tone and words)
• Organizational structure
• Rhetorical Appeals ( ethos, pathos, and logos) 

Once you have analyzed the rhetorical appeals and other devices like imagery and diction, you can form a strong thesis statement. The thesis statement will be the foundation on which your essay will be standing. 

AP Language Rhetorical Essay Sample

AP Rhetorical Analysis Essay Template

Rhetorical Analysis Essay Example AP Lang

AP Lang Rhetorical Analysis Essay Example

Rhetorical Analysis Essay Examples for Students 

Here are a few more examples to help the students write a rhetorical analysis essay:

Rhetorical Analysis Essay Example Ethos, Pathos, Logos

Rhetorical Analysis Essay Example Outline

Rhetorical Analysis Essay Example College

Rhetorical Analysis Essay Example APA Format

Compare and Contrast Rhetorical Analysis Essay Example

Comparative Rhetorical Analysis Essay Example

How to Start Rhetorical Analysis Essay Example

Rhetorical Analysis Essay Example High School

Rhetorical Analysis Essay Example APA Sample

Rhetorical Analysis Essay Example Of a Song

Florence Kelley Speech Rhetorical Analysis Essay Example

Rhetorical Analysis Essay Example MLA

Writing a Visual Rhetorical Analysis Essay with Example 

The visual rhetorical analysis essay determines how pictures and images communicate messages and persuade the audience. 

Usually, visual rhetorical analysis papers are written for advertisements. This is because they use strong images to convince the audience to behave in a certain way. 

To draft a perfect visual rhetorical analysis essay, follow the tips below:

• Analyze the advertisement deeply and note every minor detail. 
• Notice objects and colors used in the image to gather every detail.
• Determine the importance of the colors and objects and analyze why the advertiser chose the particular picture. 
• See what you feel about the image.
• Consider the objective of the image. Identify the message that the image is portraying. 
• Identify the targeted audience and how they respond to the picture. 

An example is provided below to give students a better idea of the concept. 

Simplicity Breeds Clarity Visual Rhetorical Analysis Essay Example

Rhetorical Analysis Essay Writing Tips

Follow the tips provided below to make your rhetorical writing compelling. 

• Choose an engaging topic for your essay. The rhetorical analysis essay topic should be engaging to grab the reader’s attention.
• Thoroughly read the original text.
• Identify the SOAPSTone. From the text, determine the speaker, occasions, audience, purpose, subject, and tone.
• Develop a thesis statement to state your claim over the text.
• Draft a rhetorical analysis essay outline.
• Write an engaging essay introduction by giving a hook statement and background information. At the end of the introductory paragraph, state the thesis statement.
• The body paragraphs of the rhetorical essay should have a topic sentence. Also, in the paragraph, a thorough analysis should be presented.
• For writing a satisfactory rhetorical essay conclusion, restate the thesis statement and summarize the main points.
• Proofread your essay to check for mistakes in the content. Make your edits before submitting the draft.

Following the tips and the essay's correct writing procedure will guarantee success in your academics. 

We have given you plenty of examples of a rhetorical analysis essay. But if you are still struggling to draft a great rhetorical analysis essay, it is suggested to take a professional’s help.

MyPerfectWords.com can assist you with all your academic assignments. The top essay writer service that we provide is reliable. If you are confused about your writing assignments and have difficulty meeting the deadline, get help from custom essay writing online .

Hire our analytical essay writing service today at the most reasonable prices. 

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Rhetorical Analysis Sample Essay

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13 Feb. 2015

Not Quite a Clean Sweep: Rhetorical Strategies in

Grose's "Cleaning: The Final Feminist Frontier”

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

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

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

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

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

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

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

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

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

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

Works Cited

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

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

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Hey everyone! I need to write a rhetorical analysis essay for my English class. What are some common rhetorical devices that I should look for and analyze in the text? Also, do you have any tips on how to structure the essay and present my arguments clearly? Thanks!

Hi there! Rhetorical analysis essays focus on examining how an author uses different rhetorical devices to achieve their purpose. Here's a list of common rhetorical devices that you might want to analyze:

1. Pathos: Emotional appeal to the audience

2. Ethos: Establishing credibility and trustworthiness of the writer or speaker

3. Logos: Use of logical reasoning and evidence

4. Allusion: A reference to another work, event, or person

5. Anaphora: Repetition of words or phrases at the beginning of successive sentences or clauses

6. Antithesis: The juxtaposition of contrasting ideas, usually in parallel structure

7. Hyperbole: Deliberate exaggeration for emphasis

8. Irony: When words are used to convey a meaning opposite to their usual meaning

9. Metaphor: A comparison between two unlike things without using "like" or "as"

10. Simile: A comparison between two unlike things using "like" or "as"

11. Personification: Giving human characteristics to inanimate objects, animals, or ideas

For structuring your essay and presenting your arguments clearly, consider the following tips:

1. Introduction: Start with an engaging opening sentence (hook), followed by a brief background of the text and its author. Introduce your thesis statement, which should make a claim about the effectiveness of the rhetorical devices used in the text.

2. Body paragraphs: Organize your body paragraphs around specific rhetorical devices or strategies. Start each paragraph with a topic sentence that states the main idea or rhetorical device you'll be discussing. Then, provide textual evidence (quotes) and analyze how the chosen device contributes to the author's purpose. Remember to explain the significance of each device and its impact on the audience.

3. Conclusion: Restate your thesis statement in different words. Sum up your main points and briefly discuss the broader implications of your analysis.

Remember to maintain a formal and objective tone throughout the essay. Avoid using the first person ("I") and keep your focus on the author's use of rhetorical devices rather than your own opinions or emotions. Proofread your work for clarity and conciseness, and make sure to cite your sources properly.

Good luck with your rhetorical analysis essay!

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9.4 Annotated Student Sample: “Rhetorical Analysis: Evicted by Matthew Desmond” by Eliana Evans

Learning outcomes.

By the end of this section, you will be able to:

• Identify the ways a student writer has analyzed the rhetorical strategies in a persuasive text.
• Demonstrate critical thinking and problem-solving when reading a rhetorical analysis.

Introduction

Matthew Desmond (b. 1979 or 1980) is a sociology professor at Princeton University . He has published four books, each addressing issues of poverty or racial inequality in American life. He has been recognized by the Politico 50 list as an important contributing voice to national political debate. In the analysis that follows, student Eliana Evans examines Desmond’s work from a rhetorical perspective.

Living by Their Own Words

Story as persuasion.

public domain text Imagine it’s Friday—payday. One American worker picks up her check for $637. Now, imagine that $550 will go toward rent, leaving only a small amount for everything else. The remaining $87 must be divided among food, utilities, childcare, and medical treatment. Unfortunately, many of the nation’s poor don’t have to imagine this troubling scenario because this is their reality. In his book Evicted: Poverty and Profit in the American City , ethnographer and author Matthew Desmond follows eight poor families in Milwaukee, Wisconsin, as they struggle to establish and maintain one of humanity’s most basic needs: housing. As an ethnographer, Desmond gathers research to promote the study and documentation of human culture: how people live under all kinds of conditions. end public domain text

annotated text Ethos. By mentioning Desmond’s qualifications as an ethnographer, Eliana Evans appeals to ethos: Desmond is an authority whose opinions can be taken seriously. end annotated text

annotated text Introductory Anecdote. By beginning with a real-life example and addressing the reader directly, the writer immediately emphasizes Desmond’s hard-hitting point. This strategy engages readers from the start. end annotated text

public domain text Living and working in the typical mid-size American city of Milwaukee in the early 2000s, Desmond highlights the source of the cyclical poverty he observes around him. He concludes that unstable housing is “deeply . . . implicated in the creation of poverty” (5). end public domain text

annotated text Thesis Statement. The writer notes that Desmond offers his thesis statement, or the main point of his argument, without delay, building off the specific example in the introduction. end annotated text

public domain text Throughout his book, Desmond explains that inflated rents and evictions— the forced loss of housing—create power imbalances between landlords and tenants. Legal and economic systems rigged against the poor are to blame for creating an unbreakable cycle of poverty for renters. To advance his deductive argument, Desmond largely employs emotional anecdotal evidence, introducing readers to the real-life circumstances of eight families, thus using pathos to reach his readers. To reinforce this anecdotal evidence, he also employs logical statistical evidence as well as emotional allusions to the nation’s founding principle of equality. end public domain text

public domain text To bring his book to life, Desmond uses many quotations from the people he portrays in the cycle of poverty. Early in the book, he describes the life of Sherrena Tarver, an entrepreneur landlord who owns and manages numerous properties and has to evict nonpaying tenants in the most difficult circumstance. At one point, she faces a tough decision about Lamar, a legless man who occupies an apartment where he helps neighborhood boys stay in school and control their lives. He simply cannot meet his financial responsibilities, and Sherrena is torn between helping him and protecting her own bottom line. “I guess I got to stop feeling sorry for these people because nobody is feeling sorry for me,” she states (11). She will have to pay her own mortgage on the property. No connection exists if others do not feel sorry for Sherrena, who has to face her own inner conflict about Lamar. end public domain text

annotated text Ethos, Pathos, and Logos. Desmond speaks with authority as someone who cares deeply about the injustices of the housing situation. Evans notes that Desmond also relies on emotional and logical thought and examples, and she shows this in his quotations. end annotated text

public domain text Although his book identifies unstable housing as a cause of poverty, Desmond writes for the purpose of creating empathy in voters and establishing facts that policy makers cannot ignore to remedy the housing trap. The moving description of eviction and its effects allows readers to fully appreciate his proposed solutions. As a main point, Desmond advocates for legislation that would establish a universal housing voucher program combined with government regulation to stabilize rents. He explains that voucher “programs lift roughly 2.8 million people out of poverty” each year (302). If these programs were expanded and supported by laws that would prevent landlords from establishing exploitative rents, many more people could be helped. Desmond hopes to convince voters who have been moved by his ethnographic discussion to elect candidates who are serious about ending poverty and creating a more equal America. end public domain text

annotated text Language Use. Evans uses the phrase “as a main point” to emphasize to readers that Desmond strongly believes in the voucher system. end annotated text

public domain text In support of his argument, Desmond presents multiple anecdotal examples to illustrate the root of the cyclical poverty his subjects face. For example, in Chapter 16, Kamala, a middle-aged mother of three, leaves her children for one evening in the care of Devon, their father. Later, a fire caused by a lamp kills their eight-month-old daughter. The apartment is uninhabitable, but the landlord, Sherrena, keeps the month’s rent. The police report that the three children, abandoned by Devon, were alone in the apartment. The high cost of monthly rent leaves Kamala with few options for proper childcare, and without childcare, she has few options for employment. The exploitation by landlords such as Sherrena only intensifies the tenant’s poverty. Kamala, who still has two children to support, is left with no home, no money, and little means of survival. Her story, and the stories of the many others Desmond chronicles, supports the argument that unstable housing is a cause of poverty, not a condition. end public domain text

annotated text Examples and Pathos. Desmond’s discussion gains emotional strength from the story of a child’s needless death. end annotated text

annotated text Pathos and Logos. The logic of the situation is that a family must endure hardship with little support. The overwhelming need and the trap of poverty in poor housing make for strong logical and emotional persuasion. end annotated text

public domain text Desmond relays the stories of Kamala and others to generate empathy with readers. These stories create emotional appeal in that they allow readers to experience the spiraling effects of poverty along with people they come to care about. Indeed, Desmond relies on the intensity of Kamala’s story to give poverty a face. Kamala is no longer a nameless, faceless statistic. She is a real woman who experiences the loss of a child as a result of circumstances beyond her control. Kamala’s story helps break the preconception that poor people are lazy and make individual choices to perpetuate their own poverty. Her situation illustrates a cycle of unbreakable tragedy and poverty that begins with her inability to secure affordable and stable housing. The details of her story make it hard for the public to ignore. end public domain text

public domain text Desmond does not rely on anecdotal evidence alone. He also includes statistical evidence to support his argument. end public domain text

annotated text Logical Evidence. The writer notes Desmond’s use of quantitative evidence—an appeal to logic. Readers are eager to learn facts that will strengthen the impact of Desmond’s argument. end annotated text

public domain text In the prologue, Desmond explains that Arleen pays “88 percent of [her] $628-a-month welfare check” in rent (3). This disproportionate sum creates a situation in which “1 in 8 poor renting families nationwide [are] unable to pay all of their rent” (5). In Milwaukee, “landlords evict roughly 16,000 adults and children each year” (4). Such numbers go beyond empathy and instead appeal to logic. Policy makers are likely to reject the idea of drafting laws to relieve poverty based on feelings or empathy. Statistics, however, provide hard numbers that are not subject to debate and that reinforce the need for logical and realistic solutions. Desmond also notes that eviction and its effects have been vastly ignored by sociologists. These statistics fight preconceptions such as Why don’t poor people just get jobs? In addition, by using personification, Desmond explains that poverty is a formidable enemy that a minimum-wage job cannot defeat. end public domain text

annotated text Logos. As a skilled writer, Desmond knows that if political action is called for, he will have to present a heavy dose of facts and numbers. Evans notes that readers are more likely to be persuaded by a combination of different rhetorical strategies, such as pathos and logos. end annotated text

annotated text Personification. Evans notes that Desmond uses figurative language to personify the idea of poverty, calling it “a formidable enemy.” end annotated text

public domain text Finally, Desmond appeals to his readers’ sense of right and wrong when he asks a key rhetorical question: Is housing a fundamental American right? If readers answer “yes,” then it is un-American to systematically lock poor people away from the founding ideals of the country through housing, banking, and legal systems that work to guarantee their poverty. The American dream is one of equal opportunity. Yet, despite the constitutional guarantee of civil rights, the poor people who struggle to maintain housing in Desmond’s Milwaukee are further separated from the American dream by race. end public domain text

public domain text For example, in Chapter 3, Desmond describes the segregation that has long plagued Milwaukee: despite the “open housing measure” guaranteed by “the 1968 Civil Rights Act,” Milwaukee “remain[s] one of the most racially divided cities in the nation” (34). The housing divide in Milwaukee not only keeps poor people from achieving the American dream of stable and affordable housing, but it also supports a system of segregation that goes against the founding ideal of equality. end public domain text

annotated text Logos and Pathos. Desmond addresses the issue of right vs. wrong. He attempts to persuade readers by offering examples that make them think about the legal aspects of housing (logos) and the effects that deprivation have on individuals (pathos) . end annotated text

public domain text Desmond’s argument is enticing in many ways. However, critics point out that he proposes a solution that fixes only the short-term problem of sustaining stable housing with a universal voucher program that provides no incentive for work. The long-term problem, which Desmond never addresses, would have to include a solution that would raise a massive number of people out of poverty by enabling them to sustain reliable housing, along with other living expenses, without relying heavily on government assistance. Vouchers may begin to eat away at the root of poverty, but they are a short-term, rather than a long-term, fix. end public domain text

annotated text Addressing Counterclaims. Evans is careful to include some possibly negative views of Desmond’s main points to indicate that she has considered all sides before reaching a final verdict on the validity of his argument . end annotated text

public domain text In the end, though, Desmond’s argument is effective because he provides ample evidence with varying appeals to support his claims. The use of anecdotes allows readers to feel the pain of poverty. Desmond’s statistical research shows logical reasons to end poverty through universal housing. The mentions of founding principles such as equality show that readers have a moral obligation as Americans to participate in a solution to the housing crisis. end public domain text

public domain text Although much of Desmond’s book relies on its anecdotal evidence and emotional appeal, it is his logic that ultimately proves convincing. He identifies a tangible cause of poverty, then offers an equally tangible solution to the problem he describes. If having stable and affordable housing will help end poverty and thus improve society, then the government should provide this through vouchers and rent regulation. end public domain text

annotated text Conclusion and Thesis Statement Reaffirmed. Evans praises Desmond for his rhetorical ability to appeal to readers in different ways. She claims that his logical approach, presenting facts and figures along with emotional appeals, should be enough to convince the government to act. end annotated text

Desmond, Matthew. Evicted: Poverty and Profit in the American City. Broadway Books, 2016.

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