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How to Write a Rhetorical Analysis | Key Concepts & Examples

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

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

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Table of contents

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

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

Appeals: Logos, ethos, pathos

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

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

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

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

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

Text and context

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

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

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

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

Claims, supports, and warrants

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

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

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

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

For example, look at the following statement:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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

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

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

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

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

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

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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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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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9.5 Writing Process: Thinking Critically about Rhetoric

Learning outcomes.

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

• Develop a rhetorical analysis through multiple drafts.
• Identify and analyze rhetorical strategies in a rhetorical analysis.
• Demonstrate flexible strategies for generating ideas, drafting, reviewing, collaborating, revising, rewriting, and editing.
• Give and act on productive feedback for works in progress.

The ability to think critically about rhetoric is a skill you will use in many of your classes, in your work, and in your life to gain insight from the way a text is written and organized. You will often be asked to explain or to express an opinion about what someone else has communicated and how that person has done so, especially if you take an active interest in politics and government. Like Eliana Evans in the previous section, you will develop similar analyses of written works to help others understand how a writer or speaker may be trying to reach them.

Summary of Assignment: Rhetorical Analysis

The assignment is to write a rhetorical analysis of a piece of persuasive writing. It can be an editorial, a movie or book review, an essay, a chapter in a book, or a letter to the editor. For your rhetorical analysis, you will need to consider the rhetorical situation—subject, author, purpose, context, audience, and culture—and the strategies the author uses in creating the argument. Back up all your claims with evidence from the text. In preparing your analysis, consider these questions:

• What is the subject? Be sure to distinguish what the piece is about.
• Who is the writer, and what do you know about them? Be sure you know whether the writer is considered objective or has a particular agenda.
• Who are the readers? What do you know or what can you find out about them as the particular audience to be addressed at this moment?
• What is the purpose or aim of this work? What does the author hope to achieve?
• What are the time/space/place considerations and influences of the writer? What can you know about the writer and the full context in which they are writing?
• What specific techniques has the writer used to make their points? Are these techniques successful, unsuccessful, or questionable?

For this assignment, read the following opinion piece by Octavio Peterson, printed in his local newspaper. You may choose it as the text you will analyze, continuing the analysis on your own, or you may refer to it as a sample as you work on another text of your choosing. Your instructor may suggest presidential or other political speeches, which make good subjects for rhetorical analysis.

When you have read the piece by Peterson advocating for the need to continue teaching foreign languages in schools, reflect carefully on the impact the letter has had on you. You are not expected to agree or disagree with it. Instead, focus on the rhetoric—the way Peterson uses language to make his point and convince you of the validity of his argument.

Another Lens. Consider presenting your rhetorical analysis in a multimodal format. Use a blogging site or platform such as WordPress or Tumblr to explore the blogging genre, which includes video clips, images, hyperlinks, and other media to further your discussion. Because this genre is less formal than written text, your tone can be conversational. However, you still will be required to provide the same kind of analysis that you would in a traditional essay. The same materials will be at your disposal for making appeals to persuade your readers. Rhetorical analysis in a blog may be a new forum for the exchange of ideas that retains the basics of more formal communication. When you have completed your work, share it with a small group or the rest of the class. See Multimodal and Online Writing: Creative Interaction between Text and Image for more about creating a multimodal composition.

Quick Launch: Start with a Thesis Statement

After you have read this opinion piece, or another of your choice, several times and have a clear understanding of it as a piece of rhetoric, consider whether the writer has succeeded in being persuasive. You might find that in some ways they have and in others they have not. Then, with a clear understanding of your purpose—to analyze how the writer seeks to persuade—you can start framing a thesis statement : a declarative sentence that states the topic, the angle you are taking, and the aspects of the topic the rest of the paper will support.

Complete the following sentence frames as you prepare to start:

• The subject of my rhetorical analysis is ________.
• My goal is to ________, not necessarily to ________.
• The writer’s main point is ________.
• I believe the writer has succeeded (or not) because ________.
• I believe the writer has succeeded in ________ (name the part or parts) but not in ________ (name the part or parts).
• The writer’s strongest (or weakest) point is ________, which they present by ________.

Drafting: Text Evidence and Analysis of Effect

As you begin to draft your rhetorical analysis, remember that you are giving your opinion on the author’s use of language. For example, Peterson has made a decision about the teaching of foreign languages, something readers of the newspaper might have different views on. In other words, there is room for debate and persuasion.

The context of the situation in which Peterson finds himself may well be more complex than he discusses. In the same way, the context of the piece you choose to analyze may also be more complex. For example, perhaps Greendale is facing an economic crisis and must pare its budget for educational spending and public works. It’s also possible that elected officials have made budget cuts for education a part of their platform or that school buildings have been found obsolete for safety measures. On the other hand, maybe a foreign company will come to town only if more Spanish speakers can be found locally. These factors would play a part in a real situation, and rhetoric would reflect that. If applicable, consider such possibilities regarding the subject of your analysis. Here, however, these factors are unknown and thus do not enter into the analysis.

Introduction

One effective way to begin a rhetorical analysis is by using an anecdote, as Eliana Evans has done. For a rhetorical analysis of the opinion piece, a writer might consider an anecdote about a person who was in a situation in which knowing another language was important or not important. If they begin with an anecdote, the next part of the introduction should contain the following information:

• Author’s name and position, or other qualification to establish ethos
• Title of work and genre
• Author’s thesis statement or stance taken (“Peterson argues that . . .”)
• Brief introductory explanation of how the author develops and supports the thesis or stance
• If relevant, a brief summary of context and culture

Once the context and situation for the analysis are clear, move directly to your thesis statement. In this case, your thesis statement will be your opinion of how successful the author has been in achieving the established goal through the use of rhetorical strategies. Read the sentences in Table 9.1 , and decide which would make the best thesis statement. Explain your reasoning in the right-hand column of this or a similar chart.

The introductory paragraph or paragraphs should serve to move the reader into the body of the analysis and signal what will follow.

Your next step is to start supporting your thesis statement—that is, how Octavio Peterson, or the writer of your choice, does or does not succeed in persuading readers. To accomplish this purpose, you need to look closely at the rhetorical strategies the writer uses.

First, list the rhetorical strategies you notice while reading the text, and note where they appear. Keep in mind that you do not need to include every strategy the text contains, only those essential ones that emphasize or support the central argument and those that may seem fallacious. You may add other strategies as well. The first example in Table 9.2 has been filled in.

When you have completed your list, consider how to structure your analysis. You will have to decide which of the writer’s statements are most effective. The strongest point would be a good place to begin; conversely, you could begin with the writer’s weakest point if that suits your purposes better. The most obvious organizational structure is one of the following:

• Go through the composition paragraph by paragraph and analyze its rhetorical content, focusing on the strategies that support the writer’s thesis statement.
• Address key rhetorical strategies individually, and show how the author has used them.

As you read the next few paragraphs, consult Table 9.3 for a visual plan of your rhetorical analysis. Your first body paragraph is the first of the analytical paragraphs. Here, too, you have options for organizing. You might begin by stating the writer’s strongest point. For example, you could emphasize that Peterson appeals to ethos by speaking personally to readers as fellow citizens and providing his credentials to establish credibility as someone trustworthy with their interests at heart.

Following this point, your next one can focus, for instance, on Peterson’s view that cutting foreign language instruction is a danger to the education of Greendale’s children. The points that follow support this argument, and you can track his rhetoric as he does so.

You may then use the second or third body paragraph, connected by a transition, to discuss Peterson’s appeal to logos. One possible transition might read, “To back up his assertion that omitting foreign languages is detrimental to education, Peterson provides examples and statistics.” Locate examples and quotes from the text as needed. You can discuss how, in citing these statistics, Peterson uses logos as a key rhetorical strategy.

In another paragraph, focus on other rhetorical elements, such as parallelism, repetition, and rhetorical questions. Moreover, be sure to indicate whether the writer acknowledges counterclaims and whether they are accepted or ultimately rejected.

The question of other factors at work in Greendale regarding finances, or similar factors in another setting, may be useful to mention here if they exist. As you continue, however, keep returning to your list of rhetorical strategies and explaining them. Even if some appear less important, they should be noted to show that you recognize how the writer is using language. You will likely have a minimum of four body paragraphs, but you may well have six or seven or even more, depending on the work you are analyzing.

In your final body paragraph, you might discuss the argument that Peterson, for example, has made by appealing to readers’ emotions. His calls for solidarity at the end of the letter provide a possible solution to his concern that the foreign language curriculum “might vanish like a puff of smoke.”

Use Table 9.3 to organize your rhetorical analysis. Be sure that each paragraph has a topic sentence and that you use transitions to flow smoothly from one idea to the next.

As you conclude your essay, your own logic in discussing the writer’s argument will make it clear whether you have found their claims convincing. Your opinion, as framed in your conclusion, may restate your thesis statement in different words, or you may choose to reveal your thesis at this point. The real function of the conclusion is to confirm your evaluation and show that you understand the use of the language and the effectiveness of the argument.

In your analysis, note that objections could be raised because Peterson, for example, speaks only for himself. You may speculate about whether the next edition of the newspaper will feature an opposing opinion piece from someone who disagrees. However, it is not necessary to provide answers to questions you raise here. Your conclusion should summarize briefly how the writer has made, or failed to make, a forceful argument that may require further debate.

For more guidance on writing a rhetorical analysis, visit the Illinois Writers Workshop website or watch this tutorial .

Peer Review: Guidelines toward Revision and the “Golden Rule”

Now that you have a working draft, your next step is to engage in peer review, an important part of the writing process. Often, others can identify things you have missed or can ask you to clarify statements that may be clear to you but not to others. For your peer review, follow these steps and make use of Table 9.4 .

• Quickly skim through your peer’s rhetorical analysis draft once, and then ask yourself, What is the main point or argument of my peer’s work?
• Highlight, underline, or otherwise make note of statements or instances in the paper where you think your peer has made their main point.
• Look at the draft again, this time reading it closely.
• Ask yourself the following questions, and comment on the peer review sheet as shown.

The Golden Rule

An important part of the peer review process is to keep in mind the familiar wisdom of the “Golden Rule”: treat others as you would have them treat you. This foundational approach to human relations extends to commenting on others’ work. Like your peers, you are in the same situation of needing opinion and guidance. Whatever you have written will seem satisfactory or better to you because you have written it and know what you mean to say.

However, your peers have the advantage of distance from the work you have written and can see it through their own eyes. Likewise, if you approach your peer’s work fairly and free of personal bias, you’re likely to be more constructive in finding parts of their writing that need revision. Most important, though, is to make suggestions tactfully and considerately, in the spirit of helping, not degrading someone’s work. You and your peers may be reluctant to share your work, but if everyone approaches the review process with these ideas in mind, everyone will benefit from the opportunity to provide and act on sincerely offered suggestions.

Revising: Staying Open to Feedback and Working with It

Once the peer review process is complete, your next step is to revise the first draft by incorporating suggestions and making changes on your own. Consider some of these potential issues when incorporating peers’ revisions and rethinking your own work.

• Too much summarizing rather than analyzing
• Too much informal language or an unintentional mix of casual and formal language
• Too few, too many, or inappropriate transitions
• Illogical or unclear sequence of information
• Insufficient evidence to support main ideas effectively
• Too many generalities rather than specific facts, maybe from trying to do too much in too little time

In any case, revising a draft is a necessary step to produce a final work. Rarely will even a professional writer arrive at the best point in a single draft. In other words, it’s seldom a problem if your first draft needs refocusing. However, it may become a problem if you don’t address it. The best way to shape a wandering piece of writing is to return to it, reread it, slow it down, take it apart, and build it back up again. Approach first-draft writing for what it is: a warm-up or rehearsal for a final performance.

Suggestions for Revising

When revising, be sure your thesis statement is clear and fulfills your purpose. Verify that you have abundant supporting evidence and that details are consistently on topic and relevant to your position. Just before arriving at the conclusion, be sure you have prepared a logical ending. The concluding statement should be strong and should not present any new points. Rather, it should grow out of what has already been said and return, in some degree, to the thesis statement. In the example of Octavio Peterson, his purpose was to persuade readers that teaching foreign languages in schools in Greendale should continue; therefore, the conclusion can confirm that Peterson achieved, did not achieve, or partially achieved his aim.

When revising, make sure the larger elements of the piece are as you want them to be before you revise individual sentences and make smaller changes. If you make small changes first, they might not fit well with the big picture later on.

One approach to big-picture revising is to check the organization as you move from paragraph to paragraph. You can list each paragraph and check that its content relates to the purpose and thesis statement. Each paragraph should have one main point and be self-contained in showing how the rhetorical devices used in the text strengthen (or fail to strengthen) the argument and the writer’s ability to persuade. Be sure your paragraphs flow logically from one to the other without distracting gaps or inconsistencies.

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How to write a rhetorical analysis

What is a rhetorical analysis?

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

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

Frequently Asked Questions about rhetorical analysis

Related articles.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The steps to write a rhetorical analysis include:

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

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

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

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

November 27, 2023

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

What is the AP Lang Rhetorical Analysis Essay?

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

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

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

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

AP Lang Rhetorical Analysis Rubric

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

Thesis (0-1 point)

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

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

Evidence and Commentary (0-4 points)

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

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

Sophistication (0-1 point)

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

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

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

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

AP Lang Rhetorical Analysis: Sample Prompt

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

Suggested time—40 minutes.

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

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

In your response you should do the following:

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

AP Lang Rhetorical Analysis Essay Example

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

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

AP Lang Rhetorical Analysis Essay Example (Continued)

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

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

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

AP Lang Rhetorical Analysis Essay Example: Why It Works

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

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

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

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

Evidence and Commentary:

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

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

Sophistication

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

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

AP Lang Rhetorical Analysis Essay—More Resources

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

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

• High School Success

Christina Wood

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

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A comprehensive guide to rhetorical essays, carla johnson.

• June 14, 2023
• How to Guides

Rhetorical essays are an important part of academic writing because they require students to analyze and evaluate the ways that writers try to convince their readers. At its heart, a rhetorical essay looks at how a writer uses language, tone, and structure to get their point across. By learning how to write good rhetorical essays, students can learn how to think critically and become better communicators.

A rhetorical essay has more than one goal and is important for more than one reason. First, it helps students improve their analytical skills by letting them look at how writers try to convince their readers. Second, it helps students become better communicators by teaching them how to use language, tone, and structure in different ways. Lastly, it gives students a chance to work with complicated ideas and arguments and add to the academic discussion in their field.

This thorough guide will cover the most important parts of writing a rhetorical essay, such as planning, writing, and editing. We will also talk about how important it is for a rhetorical essay to have a clear and logical structure and give you tips on how to use rhetorical devices effectively. By the end of this guide, readers will know how to write effective and convincing rhetorical essays in a wide range of academic fields.

What You'll Learn

Understanding Rhetoric

Rhetoric is the art of persuading people with words. It means knowing how different parts of language, like tone, structure, and diction, can be used to persuade people. Rhetoric has a long and interesting history that goes back to ancient Greece and Rome, where it was seen as one of the most important parts of education and public life. One of the most important philosophers of all time, Aristotle, wrote a lot about rhetoric and how important it is in society.

The study of rhetoric is important because it gives people a way to think about how language can be used to persuade and change people. Rhetoric is often used in academic writing to analyze and evaluate the ways that writers use to get their point across. By learning how rhetoric works in writing, students can become better communicators and learn how to think critically .

Elements of a Rhetorical Essay

A rhetorical essay is composed of four key elements: the speaker, audience, purpose, and context. Each element plays an important role in the overall effectiveness of the essay .

The speaker is the person or thing in the essay that is giving the message. When analyzing a rhetorical essay, it is important to think about the background, beliefs, and values of the speaker, as well as their credibility. Knowing the speaker’s point of view can help the reader understand the essay’s purpose and setting better.

2. Audience

The group of people the speaker is talking to in the essay is called the audience. When analyzing a rhetorical essay, it is important to think about the audience’s background, beliefs, and values. Understanding the audience’s perspective can help readers better understand the strategies that the speaker is using to persuade them.

The purpose of a rhetorical essay is the reason why the speaker is delivering the message. It can be to inform , persuade, entertain, or any combination of these. It is important to consider the purpose of the essay when analyzing the strategies used by the speaker to achieve their goal.

A rhetorical essay’s context is its cultural, social, and political setting at the time it was written. It’s important to think about the essay’s setting to figure out how the people who read it might have felt about it. For example, an essay written during a time of social unrest might use different strategies than one written during a time of peace.

Real-world examples can help show why each part of a rhetorical essay is important. One powerful example of effective rhetoric is Martin Luther King Jr.’s “I Have a Dream” speech. King gave this speech to the thousands of people who had gathered in Washington, D.C. The goal of the speech was to get people to join the civil rights movement, and it was given in the context of the fight for racial equality in the United States . By looking at each part of this speech, readers can learn more about the methods King used to get his point across and the effects it had on society.

To become a better communicator and improve your critical thinking skills , you need to know what goes into a rhetorical essay. By thinking about the speaker, audience, purpose, and setting of a rhetorical essay, readers can learn more about the ways writers try to convince their readers. Students can become more informed and involved citizens by studying rhetoric and adding to the academic conversation in their field of study.

How to Write a Rhetorical Essay

Writing a rhetorical essay requires careful analysis of a text and the use of effective writing strategies. Here is a step-by-step guide to writing a rhetorical essay:

1. Brainstorm and select a topic: Choose a topic that interests you and has a clear purpose. Consider the author’s intent, audience, and context of the text you will be analyzing.

2. Read and analyze the text: Read the text thoroughly and take notes on its key points, structure, and language. Identify the author’s use of rhetorical devices such as imagery, tone, and metaphor.

3. Develop a thesis statement: Based on your analysis, develop a thesis statement that summarizes the main argument of your essay.

4. Organize the essay: Create an outline that includes an introduction, body paragraphs, and a conclusion. Use the four elements of a rhetorical essay (speaker, audience, purpose, and context) as a guide to structure your essay .

5. Write the introduction: Begin with a hook to grab the reader’s attention and provide background information on the text. End with a thesis statement that summarizes your argument.

6. Write the body paragraphs: Each body paragraph should focus on a specific rhetorical device or strategy used by the author. Use evidence from the text to support your analysis , and explain how the device contributes to the author’s overall purpose.

7. Write the conclusion: Summarize your main points and restate your thesis statement. End with a thought-provoking statement or call to action.

Tips for coming up with ideas and choosing a topic include picking a text with a clear purpose and audience, as well as thinking about your own interests and how the text relates to your life or field of study. When you’re trying to figure out what the text is about, it can help to mark up the text with notes about key points and rhetorical devices. Look for patterns in the language, like repetition, metaphor, or allusion, to figure out what kind of rhetorical device is being used.

To write a good rhetorical essay, you need to organize and structure the essay . Use the four parts of a rhetorical essay as a guide to organize the essay and make an outline with an introduction, body paragraphs, and a conclusion. The introduction should give background information about the text, grab the reader’s attention, and end with a thesis statement that sums up your argument.

In the body paragraphs, you should focus on specific types of rhetoric and use textual evidence to back up your analysis. The conclusion should summarize your main points and restate your thesis statement . It should end with a strong statement or a call to action.

Rhetorical Essay Examples

To better understand the use of rhetoric in writing, it can be helpful to examine examples of effective rhetorical essays. Here are ten inspiring examples of rhetorical essays:

1. Letter from Birmingham Jail” by Martin Luther King Jr.

2. “The Gettysburg Address” by Abraham Lincoln

3. A Modest Proposal” by Jonathan Swift

4. “Sinnersin the Hands of an Angry God” by Jonathan Edwards

5. Politics and the English Language” by George Orwell

6. “The Declaration of Independence” by Thomas Jefferson

7. “Why Women Still Can’t Have It All” by Anne-Marie Slaughter

8. “I, Too” by Langston Hughes

9. The Death of the Moth” by Virginia Woolf

10. The Souls of Black Folk” by W.E.B. Du Bois

Each of these examples shows how rhetoric can be used well in writing. For example, Martin Luther King Jr.’s “Letter from Birmingham Jail” makes a strong case for civil rights and peaceful protest by using strong images, repetition, and persuasive language. In his “Gettysburg Address,” Abraham Lincoln uses parallelism and imagery to honor the Civil War soldiers and promote the idea of a united country.

When looking at these examples, it’s important to figure out what rhetorical tools the authors used and how they fit into the essay as a whole. For example, in “Why Women Still Can’t Have It All,” by Anne-Marie Slaughter, she uses personal stories and statistics to show that working mothers need more help and a better balance between work and life. By looking at how rhetorical tools like pathos and logos are used, readers can get a better idea of how well the essay works .

A good way to learn how to use rhetoric in writing is to look at examples of good essays that use rhetoric. By looking at the main points and rhetorical devices in these essays , readers can learn more about how language can be used to persuade and sway an audience. It is important to identify the four parts of a rhetorical essay (speaker, audience, purpose, and context) and analyze how they contribute to the overall effectiveness of the essay . Students can learn the skills and knowledge they need to write their own effective and convincing rhetorical essays by looking at these examples and using them as guides.

Conclusion:

In conclusion, anyone who wants to improve their critical thinking , communication, and writing skills needs to learn how to write rhetorical essays. By understanding the main parts of a rhetorical essay, such as the speaker, the audience, the purpose, and the setting, as well as good writing techniques and the analysis of real-world examples , readers can become better communicators and more involved citizens.

To write a good rhetorical essay, you need to follow a step-by-step plan that includes coming up with ideas and choosing a topic , analyzing the text, coming up with a thesis statement, organizing and structuring the essay, and using good writing techniques. Also, it’s important not to make common mistakes like not addressing the four parts of a rhetorical essay, making claims that aren’t backed up, and not having a clear and logical structure.

By looking at examples of good rhetorical essays, readers can learn more about the power of language and the methods writers use to persuade and sway their audience. Letter from Birmingham Jail” by Martin Luther King Jr. and “Why Women Still Can’t Have It All” by Anne-Marie Slaughter are good examples of how imagery, repetition, and personal stories can be used to make a point.

To sum up, to be good at writing rhetorical essays, you need to be able to think critically and write well, and you also need to know what the main parts of a rhetorical essay are. By following the step-by-step instructions in this article and looking at real-world examples , readers can develop the skills they need to write effective and persuasive rhetorical essays that deal with complex ideas and add to academic discourse in their field of study.

1. What is a rhetorical essay?

A rhetorical essay is one that looks at and evaluates the ways that writers try to convince their readers. It means knowing how to use language, tone, structure, and other tools of rhetoric to get your point across.

2. How do I write a rhetorical essay?

To write a rhetorical essay, you should start by choosing a text to analyze and figuring out who the speaker, audience, purpose, and setting are. Look for rhetorical devices in the text, come up with a thesis statement, and put your essay together with an introduction , body paragraphs, and a conclusion.

3. What are some examples of rhetorical essays?

Examples of rhetorical essays include Martin Luther King Jr.’s “Letter from Birmingham Jail,” Abraham Lincoln’s “Gettysburg Address,” and Anne-Marie Slaughter’s “Why Women Still Can’t Have It All.”

4. How do I choose a topic for a rhetorical essay?

When choosing a topic for a rhetorical essay, consider the author’s intent, audience, and context of the text. Choose a topic that interests you and has a clear purpose.

5. What are some common mistakes to avoid when writing a rhetorical essay?

Common mistakes to avoid when writing a rhetorical essay include failing to address the four elements of a rhetorical essay, using unsupported assertions, and failing to provide a clear and logical structure.

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

By Cite This For Me

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

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

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

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

What is a rhetorical analysis?

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

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

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

How to read critically

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

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

Guide your analysis with questions like:

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

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

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

How to plan your rhetorical essay

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

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

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

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

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

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

Introduction

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

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

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

Body paragraphs

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

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

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

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

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

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

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

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

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

Final thoughts on the rhetorical analysis essay

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

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

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

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In my English class, we have to write a rhetorical analysis essay and I've never done one before. Can anyone give me some advice on how to break down the text and write a solid essay? I'd really appreciate any help you guys can provide!

First and foremost, it's essential to understand the basic structure of a rhetorical analysis essay and what the purpose is. Rhetorical analysis essays focus on examining how authors use rhetorical strategies (such as ethos, pathos, and logos) to create an argument or persuade the audience. Here is a step-by-step guide to help you write an effective rhetorical analysis essay:

1. Carefully read the text: Begin by reading the text multiple times to ensure that you thoroughly understand the arguments presented. Note down significant points, arguments, and claims made by the author.

2. Identify rhetorical strategies: After understanding the text, identify the rhetorical strategies the author uses, such as ethos (credibility), pathos (emotional appeal), and logos (logical appeal). Keep in mind that authors may also utilize rhetorical devices like analogy, juxtaposition, or irony to enrich their arguments.

3. Analyze the effectiveness of rhetorical strategies: Examine how the rhetorical strategies contribute to the author's purpose and message. Assess the effectiveness of each strategy and how they work in tandem to persuade the audience.

4. Develop a thesis statement: Craft a concise and clear thesis statement that outlines your essay's focus. The thesis should articulate the author's purpose, the rhetorical strategies used, and your analysis of their effectiveness.

5. Outline your essay: Create an outline that includes the introduction, main points supporting your thesis, and a conclusion. This will help you organize your thoughts and ensure a coherent flow throughout the essay.

6. Write the introduction: In the introduction, provide some background on the text and author, as well as a brief summary of the main arguments. Your thesis statement should be placed at the end of the introduction.

7. Develop body paragraphs: Each body paragraph should focus on one rhetorical strategy, starting with a topic sentence that connects to your thesis statement. Then, provide evidence from the text to illustrate the strategy's use and effectiveness. Finally, analyze how the strategy contributes to the author's overall message and purpose.

8. Write the conclusion: Summarize your analysis, restate your thesis, and discuss the implications or significance of your findings. Avoid introducing new ideas in this section.

9. Revise and edit: Make sure to proofread your essay and revise any errors in grammar, syntax, or punctuation. Also, check for clarity, coherence, and cohesion throughout the essay.

By following these steps and maintaining a clear focus on the author's rhetorical strategies, you'll be well on your way to crafting a strong rhetorical analysis essay. Good luck!

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Rhetorical Analysis Essay

Rhetorical Analysis Essay Outline

Rhetorical Analysis Essay Outline - Tips & Examples

11 min read

Published on: Aug 4, 2020

Last updated on: Jan 31, 2024

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A rhetorical analysis essay is an essay type that aims to study how the author persuaded, informed, or entertained the audience. This essay type analyzes the text in specific terms of rhetoric. Then break it down into several parts and examine them individually.

The writer uses different techniques and methods to analyze text. Writing this essay requires a writer to explore the author’s writing style and present information in a structured manner.

To make this essay effective, develop an outline, and organize your raw data into logical information.

This article is written to understand how a rhetorical analysis essay outline is created. Continue reading the blog and make your academic writing impressive.

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How to Write a Rhetorical Analysis Essay Outline?

An outline of an essay is as important as a backbone to the human body. An outline provides a structure to the content making it readable and understandable for the readers.

A rhetorical analysis essay uses the traditional essay outline to arrange its content. According to the standard outline, an essay is divided into three sections and five paragraphs.

• Introduction
• Body Paragraph 1
• Body Paragraph 2
• Body Paragraph 3

Outlining an essay falls under the planning phase. Experts suggest before you jump on to the writing process, plan out your essay. Arrange all the gathered ideas and information in a logical order to make it easier for you to write the essay.

Start your essay with all the pre-writing steps. Pre-writing includes choosing a topic, identifying the target audience, and gathering supporting information. After taking these steps, arrange everything according to the outline.

Continue reading to learn how the information is organized in each section.

An introduction is the first section of your rhetorical analysis essay. It introduces the selected piece of work and the essay topic to the audience.

The rhetorical analysis essay’s introductory paragraphs must be informative to clear the primary goal to the readers. The rhetorical analysis introduction has three basic components:

• Background information
• Thesis statement.

The opening statement of the introductory paragraph is called a hook. The purpose of drafting this sentence is to grab the reader’s attention and motivate them to read the entire essay. The hook statement is designed, keeping in mind the chosen text and its theme.

Once you have started your essay, provide the background information for your essay. The background information includes the author and his work’s introduction and strategies to persuade the audience.

After this, the writer provides his argument or claim on the original text. It is the essay’s thesis statement, and the writer proves it by gathering evidence from the chosen content. The last part of the introduction makes the audience clear about what the paper is about. 

Here's an example of a rhetorical essay introduction to a speech from president trump:

Your essay’s body is the most significant section of the outline as it contains all the details on the topic. Therefore, this part of the essay presents an in-depth analysis of the text. 

Each point is discussed in a separate paragraph in the body section. A topic sentence is used for each paragraph. It focuses on the point that is to be addressed in that particular segment. The topic sentence makes it easier for the readers to identify which aspect is under discussion in that specific paragraph.

Moreover, the body paragraphs shed light on the persuasive methods that the author used and their effectiveness. The writer uses quotes and analysis to support the main thesis statement .

A trick to making your content stand out is to quote less and provide more analysis. The readers are looking forward to seeing your viewpoint on the text.

In a nutshell, the body of the rhetorical analysis essay should discuss the following things:

• Effectiveness of the strategies
• How well the strategy works in the example?
• Reasons behind choosing the specific approach
• Effects of the appeals on the audience

Here’s an example of a rhetorical analysis essay’s body paragraphs.

All the paragraphs in the body section should lead the audience toward the rhetorical analysis essay’s conclusion. It is the last section where the discussion is concluded by summarizing the significant points. Moreover, the conclusion also highlights how the author influenced the audience’s opinion or society in general.

At the end of the concluding paragraph, restate the text’s importance and its contribution to history.

Rhetorical Analysis Essay Outline Template (PDF)

Types of Rhetorical Strategies

Writing a rhetorical analysis essay is a bit different from other essay types . The reason is, a writer studies rhetorical or persuasive techniques used by the author to influence his audience.

Generally, there are three rhetorical devices or strategies through which the author attempts to persuade the audience. These include:

• Ethos - It establishes the writer’s credibility in the work. Ethos is then used to persuade the audience on a particle idea. The author built this credibility through his knowledge, expertise, and moral competence in the field.
• Pathos - It is a device that the author uses to appeal to the reader’s emotions. The goal of this technique is to arouse feelings in the audience to persuade them.
• Logos - Unlike the other two devices, logos is a strategy that uses logic and reasons to persuade readers. The writer uses facts, critical thinking, statistics, and undeniable data to convince the audience of his viewpoint.

For writing an effective rhetorical analysis essay, a writer identifies the author’s strategies in the original text and evaluates them.

Here's an example of ethos, pathos, and logos.

Watch the video to discover more about rhetorical strategies and how they can help you create persuasive content.

Rhetorical Analysis Essay Example

Students require written examples and essay samples to understand the actual writing process and its structure. The following are examples to make the students learn the rhetorical analysis essay concept.

These examples will allow them to draft an impressive piece, making them achieve higher grades. 

How to Write a Rhetorical Analysis Essay - Sample (PDF)

Rhetorical Analysis Essay Sample (PDF)

Rhetorical Analysis Essay Outline College

Comparative Rhetorical Analysis Essay Outline

AP Lang Rhetorical Analysis Essay Outline

Visual Rhetorical Analysis Essay Outline

Searching for additional rhetorical analysis essay examples ? Click this link to explore more essays!

Rhetorical Analysis Essay Topics 

Rhetorical analysis essays are a great way to practice analyzing and interpreting the persuasive techniques used in different forms of media. 

So, if you’re stuck on where to begin, why not start with one of these Rhetorical Analysis Essay topics for college students?

• "I Have a Dream" speech by Martin Luther King Jr.
• "The Gettysburg Address" by President Abraham Lincoln
• The use of imagery in Edgar Allan Poe's "The Raven"
• The impact of tone in F. Scott Fitzgerald's "The Great Gatsby"
• The use of ethos, pathos, and logos in Arthur Miller's "The Crucible"
• "The First Inaugural Address" by President Franklin D. Roosevelt
• "The Ballot or the Bullet" speech by Malcolm X
• "A Modest Proposal" by Jonathan Swift
• Civil rights movement  protests
• The representation of society in Jane Austen's "Pride and Prejudice"

Need more rhetorical analysis essay topics ? Visit this link!

In summary, the rhetorical analysis essay outline is a valuable tool to analyze a piece of writing. By using the outline to structure their analysis, writers can present a clear and convincing argument.

Are you still confused? Not sure where to take the start and which format to follow? Take our professional's help.

Embark on your academic journey with confidence, thanks to our college essay writing service . Tailored to meet the unique demands of college assignments, our team of expert writers is committed to delivering essays that not only meet but exceed your expectations. 

Or, elevate your writing experience with our AI essay writer , an advanced tool designed to refine your essays with the precision of artificial intelligence.

Frequently Asked Questions

How do you outline a rhetorical analysis.

Here are some tips that will help you outline a rhetorical analysis essay.

• Identify the rhetorical strategies
• Describe the rhetoric appeals
• State your thesis statement
• Organize your ideas

What are the 5 parts of rhetorical analysis?

Below are the five main parts of rhetorical analysis.

How many paragraphs is a rhetorical analysis essay?

When writing a rhetorical analysis, it is important to use a typical 5-paragraph essay structure. A rhetorical analysis essay must include three essential parts: an introduction, body paragraphs, and a conclusion.

What are the 6 elements of the rhetorical situation?

The six main elements of the rhetorical situation are;

What are the 8 rhetorical modes?

The main eight rhetorical modes are;

• Description
• Illustration
• Compare and contrast
• Cause and effect
• Classification
• Argumentation 

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• Writing Tips

How Many Paragraphs Should an Essay Have?

• 6-minute read
• 19th May 2023

You have an essay to write. You’ve researched the topic and crafted a strong thesis statement . Now it’s time to open the laptop and start tapping away on the keyboard. You know the required word count, but you’re unsure of one thing: How many paragraphs should you have in the essay? Gee, it would’ve been nice if your professor had specified that, huh?

No worries, friend, because in this post, we’ll provide a guide to how many paragraphs an essay should have . Generally, the number of paragraphs will depend on how many words and how many supporting details you need (more on that later). We’ll also explore the concept of paragraphs if you’re wondering what they’re all about. And remember, paragraphs serve a purpose. You can’t submit an essay without using them!

What Is a Paragraph?

You likely know what a paragraph is, but can you define it properly in plain English? Don’t feel bad if that question made you shake your head. Off the top of our heads, many of us can’t explain what a paragraph is .

A paragraph comprises at least five sentences about a particular topic. A paragraph must begin with a well-crafted topic sentence , which is then followed by ideas that support that sentence. To move the essay forward, the paragraph should flow well, and the sentences should be relevant.

Why Are Paragraphs Important?

Paragraphs expand on points you make about a topic, painting a vivid picture for the reader. Paragraphs break down information into chunks, which are easier to read than one giant, uninterrupted body of text. If your essay doesn’t use paragraphs, it likely won’t earn a good grade!

 How Many Paragraphs Are in an Essay?

As mentioned, the number of paragraphs will depend on the word count and the quantity of supporting ideas required. However, if you have to write at least 1,000 words, you should aim for at least five paragraphs. Every essay should have an introduction and a conclusion. The reader needs to get a basic introduction to the topic and understand your thesis statement. They must also see key takeaway points at the end of the essay.

As a rule, a five-paragraph essay would look like this:

• Introduction (with thesis statement)
• Main idea 1 (with supporting details)
• Main idea 2 (with supporting details)
• Main idea 3 (with supporting details)

Your supporting details should include material (such as quotations or facts) from credible sources when writing the main idea paragraphs.

If you think your essay could benefit from having more than five paragraphs, add them! Just make sure they’re relevant to the topic.

Professors don’t care so much about the number of paragraphs; they want you to satisfy the minimum word requirement. Assignment rubrics rarely state the number of required paragraphs. It will be up to you to decide how many to write, and we urge you to research the assigned topic before writing the essay. Your main ideas from the research will generate most of the paragraphs.

When Should I Start a New Paragraph?

Surprisingly, some students aren’t aware that they should break up some of the paragraphs in their essays . You need to start new paragraphs to keep your reader engaged.

As well as starting a new paragraph after the introduction and another for the conclusion, you should do so when you’re introducing a new idea or presenting contrasting information.

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Starting a paragraph often involves using transitional words or phrases to signal to the reader that you’re presenting a new idea. Failing to use these cues may cause confusion for the reader and undermine your essay’s coherence.

Let’s consider examples of transitional words and phrases in action in a conclusion. Note that the essay is about too much mobile device screen time and that transitional words and phrases can occur later in a paragraph too:

Thanks to “In conclusion” and “Additionally,” the reader clearly knows that they are now in the conclusion stage. They can also follow the logic and development of the essay more easily.

How Do I Know Whether I Have Enough Paragraphs?

While no magic number exists for how many paragraphs you need, you should know when you have enough to satisfy the requirements of the assignment. It helps if you can answer yes to the following questions:

• Does my essay have both an introduction and a conclusion?
• Have I provided enough main ideas with supporting details, including quotes and cited information?
• Does my essay develop the thesis statement?
• Does my essay adequately inform the reader about the topic?
• Have I provided at least one takeaway for the reader?

 Conclusion

Professors aren’t necessarily looking for a specific number of paragraphs in an essay; it’s the word count that matters. You should see the word count as a guide for a suitable number of paragraphs. As a rule, five paragraphs should suffice for a 1,000-word essay. As long as you have an introduction and a conclusion and provide enough supporting details for the main ideas in your body paragraphs, you should be good to go.

Remember to start a new paragraph when introducing new ideas or presenting contrasting information. Your reader needs to be able to follow the essay throughout, and a single, unbroken block of text would be difficult to read. Transitional words and phrases help start new paragraphs, so don’t forget to use them!

As with any writing, we always recommend proofreading your essay after you’ve finished it. This step will help to detect typos, extra spacing, and grammatical errors. A second pair of eyes is always useful, so we recommend asking our proofreading experts to review your essay . They’ll correct your grammar, ensure perfect spelling, and offer suggestions to improve your essay. You can even submit a 500-word document for free!

1. What is a paragraph and what is its purpose?

A paragraph is a group of sentences that expand on a single idea. The purpose of a paragraph is to introduce an idea and then develop it with supporting details.

2. What are the benefits of paragraphs?

Paragraphs make your essay easy to read by providing structure and flow. They let you transition from one idea to another. New paragraphs allow you to tell your reader that you’ve covered one point and are moving on to the next.

3. How many paragraphs does a typical essay have?

An essay of at least 1,000 words usually has five paragraphs. It’s best to use the required word count as a guide to the number of paragraphs you’ll need.

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Alt sub for AP students while the CB shuts down the main one. For MEMES only. Be smart, don't get us shut down.

How many paragraphs do you suggest writing for AP Lang?

For me, I’ve always done 3 body paragraphs to talk about 3 rhetorical techniques, but I wrote an FRQ recently with only 2 body paragraphs that I feel like were better developed bc I had more time to write about it. I just find 2 body paragraphs kinda risky so I always shoot for three but I just wanna know if y’all recommend 2 or 3.

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The editorial board is a group of opinion journalists whose views are informed by expertise, research, debate and certain longstanding values . It is separate from the newsroom.

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Spring 2025 Semester

Undergraduate courses.

Composition courses that offer many sections (ENGL 101, 201, 277 and 379) are not listed on this schedule unless they are tailored to specific thematic content or particularly appropriate for specific programs and majors.

• 100-200 level

ENGL 201.ST2 Composition II: The Mind/Body Connection

Dr. sharon smith.

In this online section of English 201, students will use research and writing to learn more about problems that are important to them and articulate ways to address those problems. The course will focus specifically on issues related to the body, the mind, and the relationship between them. The topics we will discuss during the course will include the correlation between social media and body image; the psychological effects of self-objectification; and the unique mental and physical challenges faced by college students today, including food insecurity and stress.

English 201 S06 and S11: Composition II with an emphasis in Environmental Writing

S06: MWF at 10–10:50 a.m. in Yeager Hall Addition 231

S11: MWF at 12–12:50 p.m. in Crothers Engineering Hall 217

Gwen Horsley

English 201 will help students develop skills to write effectively for other university courses, careers, and themselves. This course will provide opportunities to further develop research skills, to write vividly, and to share their own stories and ideas. Specifically, in this class, students will (1) focus on the relationships between world environments, land, animals and humankind; (2) read various essays by environmental, conservational, and regional authors; and (3) produce student writings. Students will improve their writing skills by reading essays and applying techniques they witness in others’ work and those learned in class. This class is also a course in logical and creative thought. Students will write about humankind’s place in the world and our influence on the land and animals, places that hold special meaning to them or have influenced their lives, and stories of their own families and their places and passions in the world. Students will practice writing in an informed and persuasive manner, in language that engages and enlivens readers by using vivid verbs and avoiding unnecessary passives, nominalizations, and expletive constructions.

Students will prepare writing assignments based on readings and discussions of essays included in Literature and the Environment and other sources. They will use The St. Martin’s Handbook to review grammar, punctuation, mechanics, and usage as needed.

Required Text: Literature and the Environment: A Reader On Nature and Culture. 2nd ed., edited by Lorraine Anderson, Scott Slovic, and John P. O’Grady.

LING 203.S01 English Grammar

TuTh 12:30-1:45 p.m.

Dr. Nathan Serfling

The South Dakota State University 2023-2024 Undergraduate Catalog describes LING 203 as consisting of “[i]nstruction in the theory and practice of traditional grammar including the study of parts of speech, parsing, and practical problems in usage.”

“Grammar” is a mercurial term, though. Typically, we think of it to mean “correct” sentence structure, and, indeed, that is one of its meanings. But Merriam-Webster reminds us “grammar” also refers to “the principles or rules of an art, science, or technique,” taking it beyond the confines of syntactic structures. Grammar also evolves in practice through application (and social, historical, economic changes, among others). Furthermore, grammar evolves as a concept as scholars and educators in the various fields of English studies debate the definition and nature of grammar, including how well its explicit instruction improves students’ writing. In this course, we will use the differing sensibilities, definitions, and fluctuations regarding grammar to guide our work. We will examine the parts of speech, address syntactic structures and functions, and parse and diagram sentences. We will also explore definitions of and debates about grammar. All of this will occur in units about the rules and structures of grammar; the application of grammar rhetorically and stylistically; and the debates surrounding various aspects of grammar, including, but not limited to, its instruction.

ENGL 210 Introduction to Literature

Jodi andrews.

Readings in fiction, drama and poetry to acquaint students with literature and aesthetic form. Prerequisites: ENGL 101. Notes: Course meets SGR #4 or IGR #3.

ENGL 222 British Literature II

TuTh 9:30-10:45 a.m.

This course serves as a chronological survey of the second half of British literature. Students will read a variety of texts from the Romantic period, the Victorian period, and the twentieth and twenty-first centuries, placing these texts within their historical and literary contexts and identifying the major characteristics of the literary periods and movements that produced them.

ENGL 240.ST1 Juvenile Literature

Randi l. anderson.

A survey of the history of literature written for children and adolescents, and a consideration of the various types of juvenile literature.

ENGL 240.ST1 Juvenile Literature: 5-12 Grade

In English 240 students will develop the skills to interpret and evaluate various genres of literature for juvenile readers. This particular section will focus on various works of literature at approximately the 5th-12th grade level.

Readings for this course include works such as Night, Brown Girl Dreaming, All American Boys, Esperanza Rising, Anne Frank’s Diary: A Graphic Adaptation, Animal Farm, Fahrenheit 451, The Giver, The Hobbit, Little Women, and Lord of the Flies . These readings will be paired with chapters from Reading Children’s Literature: A Critical Introduction to help develop understanding of various genres, themes, and concepts that are both related to juvenile literature, and also present in our readings.

In addition to exploring various genres of writing (poetry, non-fiction, fantasy, historical, non-fiction, graphic novels, etc.) this course will also allow students to engage in a discussion of larger themes present in these works such as censorship, race, rebellion and dissent, power and oppression, gender, knowledge, and the power of language and the written word. Students’ understanding of these works and concepts will be developed through readings, discussion posts, quizzes and exams.

ENGL 240.ST2 Juvenile Literature Elementary-5th Grade

April myrick.

A survey of the history of literature written for children and adolescents, and a consideration of the various genres of juvenile literature. Text selection will focus on the themes of imagination and breaking boundaries.

ENGL 242.S01 American Literature II

TuTh 11 a.m.-12:15 p.m.

Dr. Paul Baggett

This course surveys a range of U.S. literatures from about 1865 to the present, writings that treat the end of slavery and the development of a segregated America, increasingly urbanized and industrialized U.S. landscapes, waves of immigration, and the fulfilled promise of “America” as imperial nation. The class will explore the diversity of identities represented during that time, and the problems/potentials writers imagined in response to the century’s changes—especially literature’s critical power in a time of nation-building. Required texts for the course are The Norton Anthology of American Literature: 1865 to the Present and Toni Morrison’s A Mercy.

WMST 247.S01: Introduction to Women, Gender and Sexuality Studies

As an introduction to Women, Gender and Sexuality studies, this course considers the experiences of women and provides an overview of the history of feminist thought and activism, particularly within the United States. Students will also consider the concepts of gender and sexuality more broadly to encompass a diversity of gender identifications and sexualities and will explore the degree to which mainstream feminism has—and has not—accommodated this diversity. The course will focus in particular on the ways in which gender and sexuality intersect with race, class, ethnicity, and disability. Topics and concepts covered will include: movements for women’s and LGBTQ+ rights; gender, sexuality and the body; intersectionality; rape culture; domestic and gender violence; reproductive rights; Missing and Murdered Indigenous Women (MMIW); and more.

ENGL 283.S01 Introduction to Creative Writing

MWF 1-1:50 p.m.

Prof. Steven Wingate

Students will explore the various forms of creative writing (fiction, nonfiction and poetry) not one at a time in a survey format—as if there were decisive walls of separation between then—but as intensely related genres that share much of their creative DNA. Through close reading and work on personal texts, students will address the decisions that writers in any genre must face on voice, rhetorical position, relationship to audience, etc. Students will produce and revise portfolios of original creative work developed from prompts and research. This course fulfills the same SGR #2 requirements ENGL 201; note that the course will involve creative research projects. Successful completion of ENGL 101 (including by test or dual credit) is a prerequisite.

English 284: Introduction to Criticism

This course introduces students to selected traditions of literary and cultural theory and to some of the key issues that animate discussion among literary scholars today. These include questions about the production of cultural value, about ideology and hegemony, about the patriarchal and colonial bases of Western culture, and about the status of the cultural object, of the cultural critic, and of cultural theory itself.

To address these and other questions, we will survey the history of literary theory and criticism (a history spanning 2500 years) by focusing upon a number of key periods and -isms: Greek and Roman Classicism, The Middle Ages and Renaissance, The Enlightenment, Romanticism, Realism, Formalism, Historicism, Political Criticism (Marxism, Post-Colonialism, Feminism, et al.), and Psychological Criticism. We also will “test” various theories we discuss by examining how well they account for and help us to understand various works of poetry and fiction.

• 300-400 level

ENGL 330.S01 Shakespeare

TuTh 8-9:15 a.m.

Dr. Michael S. Nagy

This course will focus on William Shakespeare’s poetic and dramatic works and on the cultural and social contexts in which he wrote them. In this way, we will gain a greater appreciation of the fact that literature does not exist in a vacuum, for it both reflects and influences contemporary and subsequent cultures. Text: The Riverside Shakespeare: Complete Works. Ed. Evans, G. Blakemore and J. J. M. Tobin. Boston: Houghton Mifflin, 1997.

ENGL 363 Science Fiction

MWF 11-11:50 a.m.

This course explores one of the most significant literary genres of the past century in fiction and in film. We will focus in particular on the relationship between science fiction works and technological and social developments, with considerable attention paid to the role of artificial intelligence in the human imagination. Why does science fiction seem to predict the future? What do readers and writers of the genre hope to find in it? Through readings and viewings of original work, as well as selected criticism in the field, we will address these and other questions. Our reading and viewing selections will include such artists as Ursula K. LeGuin, Octavia Butler, Stanley Kubrick and Phillip K. Dick. Students will also have ample opportunity to introduce the rest of the class to their own favorite science fiction works.

ENGL 383.S01 Creative Writing I

MWF 2-2:50 p.m.

Amber Jensen

Creative Writing I encourages students to strengthen poetry, creative nonfiction, and/or fiction writing skills through sustained focus on creative projects throughout the course (for example, collections of shorter works focused on a particular form/style/theme, longer prose pieces, hybrid works, etc.). Students will engage in small- and large-group writing workshops as well as individual conferences with the instructor throughout the course to develop a portfolio of creative work. The class allows students to explore multiple genres through the processes of writing and revising their own creative texts and through writing workshop, emphasizing the application of craft concepts across genre, but also allows students to choose one genre of emphasis, which they will explore through analysis of self-select texts, which they will use to deepen their understanding of the genre and to contextualize their own creative work.

ENGL 475.S01 Creative Nonfiction

Mondays 3-5:50 p.m.

In this course, students will explore the expansive and exciting genre of creative nonfiction, including a variety of forms such as personal essay, braided essay, flash nonfiction, hermit crab essays, profiles and more. Through rhetorical reading, discussion, and workshop, students will engage published works, their own writing process, and peer work as they expand their understanding of the possibilities presented in this genre and the craft elements that can be used to shape readers’ experience of a text. Students will compile a portfolio of polished work that demonstrates their engagement with course concepts and the writing process.

ENGL 485.S01 Writing Center Tutoring

MW 8:30-9:45 a.m.

Since their beginnings in the 1920s and 30s, writing centers have come to serve numerous functions: as hubs for writing across the curriculum initiatives, sites to develop and deliver workshops, and resource centers for faculty as well as students, among other functions. But the primary function of writing centers has necessarily and rightfully remained the tutoring of student writers. This course will immerse you in that function in two parts. During the first four weeks, you will explore writing center praxis—that is, the dialogic interplay of theory and practice related to writing center work. This part of the course will orient you to writing center history, key theoretical tenets and practical aspects of writing center tutoring. Once we have developed and practiced this foundation, you will begin work in the writing center as a tutor, responsible for assisting a wide variety of student clients with numerous writing tasks. Through this work, you will learn to actively engage with student clients in the revision of a text, respond to different student needs and abilities, work with a variety of writing tasks and rhetorical situations and develop a richer sense of writing as a complex and negotiated social process.

ENGL 492.S01 The Vietnam War in Literature and Film

Tuesdays 3-5:50 p.m.

Dr. Jason McEntee

In 1975, the United States officially included its involvement in the Vietnam War, thus marking 2025 as the 50th anniversary of the conclusion (in name only) of one of the most chaotic, confusing, and complex periods in American history. In this course, we will consider how literature and film attempt to chronicle the Vietnam War and, perhaps more important, its aftermath. I have designed this course for those looking to extend their understanding of literature and film to include the ideas of art, experience, commercial products, and cultural documents. Learning how to interpret literature and movies remains the highest priority of the course, including, for movies, the study of such things as genre, mise-en-scene (camera movement, lighting, etc.), editing, sound and so forth.

We will read Dispatches , A Rumor of War , The Things They Carried , A Piece of My Heart , and Bloods , among others. Some of the movies that we will screen are: Apocalypse Now (the original version), Full Metal Jacket , Platoon , Coming Home , Born on the Fourth of July , Dead Presidents , and Hearts and Minds . Because we must do so, we will also look at some of the more fascinatingly outrageous yet culturally significant fantasies about the war, such as The Green Berets and Rambo: First Blood, Part II .

ENGL 492.S02 Classical Mythology

TuTh 3:30-4:45 p.m.

Drs. Michael S. Nagy and Graham Wrightson

Modern society’s fascination with mythology manifests itself in the continued success of novels, films and television programs about mythological or quasi-mythological characters such as Hercules, the Fisher King, and Gandalf the Grey, all of whom are celebrated for their perseverance or their daring deeds in the face of adversity. This preoccupation with mythological figures necessarily extends back to the cultures which first propagated these myths in early folk tales and poems about such figures as Oðin, King Arthur, Rhiannon, Gilgamesh, and Odysseus, to name just a few. English 492, a reading-intensive course cross-listed with History 492, primarily aims to expose students to the rich tradition of mythological literature written in languages as varied as French, Gaelic, Welsh, Old Icelandic, Greek, and Sumerian; to explore the historical, social, political, religious, and literary contexts in which these works flourished (if indeed they did); and to grapple with the deceptively simple question of what makes these myths continue to resonate with modern audiences. Likely topics and themes of this course will include: Theories of myth; Mythological Beginnings: Creation myths and the fall of man; Male and Female Gods in Myth; Foundation myths; Nature Myths; The Heroic Personality; the mythological portrayal of (evil/disruptive) women in myth; and Monsters in myth.

Likely Texts:

• Dalley, Stephanie, trans. Myths from Mesopotamia: Creation, the Flood, Gilgamesh, and Others. Oxford World’s Classics, 2009
• Faulkes, Anthony, trans. Edda. Everyman, 1995
• Gregory, Lady Augusta. Cuchulain of Muirthemne: The Story of the Men of the Red Branch of Ulster. Forgotten Books, 2007
• Jones, Gwyn, Thomas Jones, and Mair Jones. The Mabinogion. Everyman Paperback Classics, 1993
• Larrington, Carolyne, trans. The Poetic Edda . Oxford World’s Classics, 2009
• Matarasso, Pauline M., trans. The Quest of the Holy Grail. Penguin Classics, 1969
• Apollodorus, Hesiod’s Theogony
• Hesiod’s Works and Days
• Ovid’s Metamorphoses, Homeric Hymns
• Virgil’s Aeneid
• Iliad, Odyssey
• Apollonius of Rhodes Argonautica
• Ovid’s Heroides
• Greek tragedies: Orestaia, Oedipus trilogy, Trojan Women, Medea, Hippoolytus, Frogs, Seneca's Thyestes, Dyskolos, Amphitryon
• Clash of the Titans, Hercules, Jason and the Argonauts, Troy (and recent miniseries), Oh Brother, Where Art Thou?

ENGL 492.ST1 Science Writing

Erica summerfield.

This course aims to teach the fundamentals of effective scientific writing and presentation. The course examines opportunities for covering science, the skills required to produce clear and understandable text about technical subjects, and important ethical and practical constraints that govern the reporting of scientific information. Students will learn to present technical and scientific issues to various audiences. Particular emphasis will be placed on conveying the significance of research, outlining the aims, and discussing the results for scientific papers and grant proposals. Students will learn to write effectively, concisely, and clearly while preparing a media post, fact sheet, and scientific manuscript or grant.

Graduate Courses

Engl 575.s01 creative nonfiction.

In this course, students will explore the expansive and exciting genre of creative nonfiction, including a variety of forms such as personal essay, braided essay, flash nonfiction, hermit crab essays, profiles, and more. Through rhetorical reading, discussion, and workshop, students will engage published works, their own writing process, and peer work as they expand their understanding of the possibilities presented in this genre and the craft elements that can be used to shape readers’ experience of a text. Students will compile a portfolio of polished work that demonstrates their engagement with course concepts and the writing process.

ENGL 592.S01: The Vietnam War in Literature and Film

Engl 704.s01 introduction to graduate studies.

Thursdays 3-5:50 p.m.

Introduction to Graduate Studies is required of all first-year graduate students. The primary purpose of this course is to introduce students to modern and contemporary literary theory and its applications. Students will write short response papers and will engage at least one theoretical approach in their own fifteen- to twenty-page scholarly research project. In addition, this course will further introduce students to the M.A. program in English at South Dakota State University and provide insight into issues related to the profession of English studies.

ENGL 792.ST1 Grant Writing

This online course will familiarize students with the language, rhetorical situation, and components of writing grant proposals. Students will explore various funding sources, learn to read an RFP, and develop an understanding of different professional contexts and the rhetorical and structural elements that suit those distinct contexts. Students will write a sample proposal throughout the course and offer feedback to their peers, who may be writing in different contexts, which will enhance their understanding of the varied applications of course content. Through their work in the course, students will gain confidence in their ability to find, apply for, and receive grant funding to support their communities and organizations.