6/14/19

1

TEACHING RHETORICAL ANALYSIS

Key Concepts to Teach• Distinguish between Literary and Rhetorical Analysis

• Identify the genre

• Identify the writings place on the truth seeking-persuasion continuum

• Identify the author’s purpose and audience

LITERARY VS. RHETORICAL ANALYSIS

• For the purposes of the AP Language course both Literary and Rhetorical analysis require a descriptive response rather than an evaluative response

• Traditional literary analysis focuses on aesthetic forms of language;

• Rhetorical analysis, focuses on the functions of language in action

• Clarify the confusion that comes from using many of the same techniques of analysis in both areas

• Carefully define terminology

• Carefully identify the tools of Rhetorical analysis

PARTIAL GENRE LIST

• Personal correspondence• Letters to the editor• Newspaper editorials/op-ed pieces• Blogs and postings to chat rooms and electronic bulletin

boards• Articles in public affairs or niche magazines• Articles in scholarly journals• Legal briefs and court decisions• Organizational white papers• Public affairs advocacy advertisements• Advocacy web sites• Visual arguments• Speeches and power point presentations• Documentary films

6/14/19

2

TRUTH SEEKING – PERSUASION CONTINUUM

Exploratory

essay examining all sides of an issue

Argument

as inquiry; asking audiences to think out an issue with

the writer

Dialogic

argument seeking common ground with a resistant

audience

Classical

argument aimed at a neutral or possibly skeptical

audience

One-sided

argument aimed at a friendly audience

Aggressive

one-sided argument

Outright

propaganda

Truth Seeking Persuasion

AUTHOR’S PURPOSE AND AUDIENCE

• Lobbyists and advocacy groups• Legislators, political candidates, and government

officials• Business professionals, labor union leaders, and

bankers• Lawyers and judges• Media commentators• Professional freelance or staff writers• Think tanks• Scholars and academics• Independent and commercial filmmakers• Citizens and students

STRATEGIES FOR READING AN ARGUMENT RHETORICALLY

1. What genre of argument is this? How do conventions of that genre help determine the depth, complexity, and even appearance of the argument?

2. Who is the author? What are the author’s credentials and what is his or her investment in the issue?

3. What audience is he or she writing for?4. What motivating occasion prompted the writing? The motivating occasion could

be a current event, a crisis, pending legislation, a recently published alternative view, or another ongoing problem.

5. What is the author’s purpose? The purpose could range from inquiring truth seeker to strong advocacy.

6. What information about the publication or source (magazine, newspaper, advocacy web site) helps explain the writer’s perspective and the structure and style of the argument.

7. What is the writer’s angle of vision? Angle of vision can be understood as the “filter lens” or “selective seeing” through which the author is approaching the issue. What is left out of the argument? What does the author not see?

6/14/19

3

STRUCTURAL CONSIDERATIONS

• How is the writing put together?• Is it a narrative? • A ‘5-paragraph’ essay? (Introduction/claim - evidence 1, evidence 2,

evidence 3, conclusion), • Are their “parts?” What are the relationships between the “parts?”• Are the transitions clear and purposeful?

• What is the nature of the evidence? Examples, anecdotes, facts, expert testimony

• What is the nature of the appeal – reasoning, authority, arousing emotion in the audience

• What are the specific language techniques (rhetorical devices) the writer uses to shape the reader’s reaction?

ANALYSIS CLASS ACTIVITIES AND ASSIGNMENTS

• Teacher Model Rhetorical Reading

• Identify 550-700 word passages in which the writer is clearly trying to do something to the reader

• Read the passage aloud straight through

• Identify in clear, concise terms what the writer is trying to do to the reader

• Identify the specific rhetorical strategies the writer employs and how the author seeks to use them to do something to the reader

• Identify how the individual strategies come together to achieve the writer’s purpose and characterize the overall strategies

ANALYSIS CLASS ACTIVITIES AND ASSIGNMENTS

• Model Rhetorical Reading 2

• Work with another 550-700 word passage in which the writer

is clearly trying to do something to the reader

• Have a student read the passage aloud straight through

• Using Socratic dialogue

• Identify in clear, concise terms what the writer is trying to do to the reader

• Identify the specific rhetorical strategies the writer employs and

how the author seeks to use them to do something to the reader

• Identify how the individual strategies come together to achieve the writer’s purpose and characterize the overall strategies

6/14/19

4

ANALYSIS CLASS ACTIVITIES AND ASSIGNMENTS

• Classroom Rhetorical Reading Activity 1

• Work with another 550-700 word passage in which the writer is clearly trying to do something to the reader

• Have a student read the passage aloud straight through

• Move the class into 5-6-member teams, tasking them to• Identify in clear, concise terms what the writer is trying to do to the

reader

• Identify the specific rhetorical strategies the writer employs and how the author seeks to use them to do something to the reader

• Identify how the individual strategies come together to achieve the writer’s purpose and characterize the overall strategies

• Teams report back to the class

ANALYSIS CLASS ACTIVITIES AND ASSIGNMENTS

• Classroom Rhetorical Reading Activity 2

• Task teams to find 550-700 word passage in which the writer is

clearly trying to do something to the reader

• Task the teams to

• Identify in clear, concise terms what the writer is trying to do to

the reader

• Identify the specific rhetorical strategies the writer employs and how the author seeks to use them to do something to the reader

• Identify how the individual strategies come together to achieve the writer’s purpose and characterize the overall strategies

• Teams report to the class

ANALYSIS CLASS ACTIVITIES AND ASSIGNMENTS

• Model Writing a Rhetorical Analysis• Using the first passage, Teacher composes an argumentative essay

defending the claim “The writer’s purpose in Passage #1 is to urge the reader to do ‘X’.”

• Model an introductory paragraph which contextualizes the task in an holistic fashion and outlines the approach the essay will take

• Model using the most effective evidence to support the claim seeking to use at least three supporting elements

• Model a concluding paragraph which draws together the evidence into a unified whole

6/14/19

5

ANALYSIS CLASS ACTIVITIES AND ASSIGNMENTS

• Task teams to compose a Rhetorical Analysis of the second passage you selected following the process outlined in the

modeling work

• Have teams present their efforts using a document camera

• Lead a class discussion of what the teams did

ANALYSIS STUDENT ASSIGNMENT

• Using either one of the passages selected by the team or another passage selected by the student…

• Assign an at-home essay as a written analysis

• Peer edit the essay and ask for revisions

• Grade the essay offering one more opportunity for revision and

include this written essay in the class portfolio

ANALYSIS STUDENT ASSIGNMENT

• Follow-up Assignment• Select a passage from a past AP English Language and Composition

exam and have students read and write an analysis essay on the passage limiting the time to 50 minutes

• Have class score the essays and make suggestions about how they could be improved

• Repeat this assignment as necessary….