Writing Guide: Rhetorical Analysis

Transcription

1 ATTACKING THE PROMPT (1-2 minutes) Writing Guide: Rhetorical Analysis 1. Carefully read the prompt. You must know exactly what is expected of you in your response. 2. MAKE SURE TO UNDERLINE OR CIRCLE THE ASPECTS OF THE PROMPT THAT YOU MUST ADDRESS in your essay. If you miss one portion of the prompt, your essay will be considered incomplete, no matter how well-written it might be. SAMPLE PROMPT In the following letter, Abigail Adams ( ) writes to her son John Quincy Adams, who is traveling abroad with his father, John Adams, a United States diplomat and later the country s second president. Read the letter carefully. Then, in a well-developed essay, analyze the rhetorical strategies Adams uses to advise her son. Support your analysis with specific references to the text. * While reading the letter, I must identify ways in which Adams attempts to advise her son. * I must identify at least three rhetorical strategies that she uses. * Make sure that you fully understand what you are looking for before you start reading and annotating the selection. READING AND ANNOTATING THE PASSAGE (6-8 minutes) 1. Read the passage carefully, seeking to understand main ideas. Focus on the parts of the passage that directly relate to what you underlined in the prompt. 2. Ignore what you don t immediately understand. It might make more sense after you re done reading. 3. TAKE MARGIN NOTES!!! Highlight, underline, circle. Use numbers, circles, arrows, or anything else that helps you get it. GENERATING TOPICS FOR BODY PARAGRAPHS / ORGANIZING DETAILS (4-5 minutes) 1. After you ve finished reading, you should be ready to quickly generate three or four body paragraph topics. Sometimes, the prompt will literally spell out possible topics for your body paragraphs. However, if you are responding to a more open-ended prompt, like the one listed above, you need to be able to identify three or more rhetorical strategies on your own. 2. Go back and re-examine your margin notes and the passage. Make sure that you circle or underline examples of each strategy and identify the strategy being used in the margin. 3. Body paragraph topics need to be broad enough that you can find multiple examples to help you develop your ideas. For instance, if the passage includes 1 simile, 1 metaphor, and 1 example of personification, identify figurative language as the topic for a body paragraph. By choosing the broader topic, you free yourself to use all of these examples within that paragraph.

2 RHETORICAL STRATEGIES Keep in mind that you can choose topics not identified on this chart, or you can reword any of these strategies in a way that will best fit your thesis. MODES = methods a writer uses to organize or structure his/her writing narration telling a story definition defining a term / explaining its meaning description describing something classification - to categorize different elements / ideas process analysis to show how something is done exemplification to give examples causes and effect to explain what causes a result comparison / contrast to show similarities and differences analysis to show how separate parts work together to create the whole argumentation using logical argument to convince or persuade concession strategically admitting that the other side has a point qualification qualifying / limiting your point clearly defining what you do and do not mean DEVICES = specific tools that writers use to create meaning / support their purpose allusion = reference to history, literature, mythology irony = contradiction creating humor juxtaposition = placing two things side-by-side in order to compare / contrast them analogy = a comparison that examines the relationship between two things / situations rhetorical question = a question that does not expect an answer FIGURATIVE LANGUAGE = using words or expressions with a meaning that is different from the literal interpretation metaphor = direct comparison simile = comparison using like or as personification = giving non-human things human characteristics symbolism = concrete items that represent ideas hyperbole = exaggeration for effect TONE = how the writer speaks to the audience; the writer s attitude or feeling toward the subject matter (see tone words) X uses a tone in order to X demonstrates a attitude toward to appeal to X s tone appeals to. TONE is developed through diction = word choice (never say that a writer uses diction, say that they use diction) imagery = words that appeal to the five senses detail = including important facts or key information language = the type of language one uses (i.e. colloquial language, formal language) syntax = word order, the way sentences are structured SCHEMES / SYNTACTICAL DEVICES = word order / syntax is altered in some way (see handbook for specific definitions) balanced sentence structures: the syntactic structure supports meaning (parallelism, chiasmus, clmax, antithesis) types of repetition: (anadiplosis, polyptoton, anaphora) inverted word order: (anastrophe) addition: adding words or phrases to a sentence to vary style and draw emphasis to certain parts of a sentence (apposition, parenthesis) omission: words are left out for emphasis (asyndenton, ellipsis) sound devices: the repetition of certain sounds with a paragraph or a sentence (alliteration, consonance, assonance) types of sentences: periodic, loose, declarative, interrogative, simple, compound, complex, compound-complex

3 WRITING THE OPENING (4-5 minutes) Now that you ve read the passage and identified three or topics for your body paragraphs, you re ready to write your opening. The opening should be SHORT and SWEET. It needs to grab the reader, address all parts of the prompt, and clearly mention all of the elements that will be discussed in the essay. BACKGROUND INFORMATION + THESIS Perhaps no two early Americans are more famous for their personal communications than John and Abigail Adams. The now archived letters exchanged by this husband and wife combination are filled with passionate intellectual exchanges and tender words of love. The same is true of the letter Abigail Adams sent to her son John Quincy Adams back in 1780 regarding his travels abroad with his father. In this letter, Abigail Adams uses reasonable arguments, effective comparisons, and a passionate yet respectful tone to convince John Quincy that his travels abroad will benefit him. BIG THEME + THESIS* Many people regard parenting as the most demanding profession in the world because parents need to strike a delicate balance between the demonstration of love and the reiteration of principles when instructing their children. In her letter to her son John Quincy Adams, Abigail Adams skillfully maintains this delicate balance, advising her son to accompany his father and brother to France. By considering her son s perspective and then offering her own opinions, employing exemplification and contrast to substantiate her arguments, and showing a loving and trusting attitude toward her son, Abigail Adams reveals why a journey to France can benefit John Quincy Adams in the long run. AP Sample score of 9 DIRECT APPROACH + THESIS Back in 1780, Abigail Adams wrote a letter to her son John Quincy, advising him to grow his character during his travels in France. Over the course of this letter, she demonstrates her skills as both a parent and a persuader. Adams uses reasonable arguments, effective comparisons, and a passionate yet respectful tone to emphasize the benefits that John Quincy can gather from his travels. YOUR OPENING MUST identify the author and title, include the elements that you will refer to in the essay, and address ALL elements of the prompt.

4 DEVELOPING THE BODY PARAGRAPHS (16-20 minutes) 1. The body of the essay is where you present your analysis, so it needs to be the longest and most developed portion of the essay. 2. STICK TO THE QUESTION. Each paragraph body paragraph needs to be unified, focusing on one and only one topic. 3. The topic sentence of each body paragraph should echo the thesis statement. 4. Each body paragraph should include several specific references and details from the passage. Make sure to include several blended quotations from the passage to support your analysis. 5. Analyze, don t summarize. You should constantly be explaining HOW and WHY the author is using various techniques. You should not be merely summarizing what was said. 6. Use word glue (synonyms, repeated words or phrases) and transitions to connect one ideas and create coherence. 7. Use powerful verbs and an active voice. Try not to use linking verbs (am, is, are, was, were) or unnecessary helping verbs (AVOID: Adams is demonstrating / INSTEAD: Adams demonstrates ). 8. Spend your time developing your body paragraphs, rather than worrying about a concluding paragraph. Your conclusion does not need to be long; however, your body paragraphs do. AP Graders want to see essays that demonstrate your ability to analyze (discuss the how and why, not just the what). Do not merely summarize. your use of sophisticated language. Use apt, specific diction. Avoid clichés. Avoid slang / informal words or phrases. your command of language (avoid distracting errors, use third person only, no contractions, use active voice). your ability to use a variety of sentence structures (use some complex structures, avoid run-ons or fragments). your ability to smoothly embed quotations (blend them into your analysis seamlessly).

5 ANALYZING - USING POWER VERBS The topic sentence should identify the element being examined. It should also use a power verb to identify how or why the element is being used. After the topic sentence is established, power verbs should be used to analyze the how and why. What technique, method, or element is the author using? (literal level) X use s X employs X draws on X makes use of X applies X utilizes HOW is the author using this method, technique, or element? to emphasize, highlight, accentuate to define, delineate to repudiate, rebut, to evoke, bring to mind, stir up feelings of to alter, change to elicit, bring forth to reveal, show, illustrate, convey to build, construct to appeal to to create, generate to inspire, motivate, encourage to establish credibility to characterize, portray, humanize, depict to compare, to show the similarities between to suggest, hint at, imply to explore, investigate to contrast, juxtapose to elucidate, clarify, illuminate to symbolize, represent, signify, embody to assert, declare, affirm How does a particular word or phrase convey meaning? The use of the word connotes (suggests, reminds one of, emphasizes, evokes). The use of the phrase connotes (suggests, reminds one of, emphasizes evokes). WHY is the author using this method or technique? WHAT is he/she trying to accomplish? This suggests (hints at, implies) that By presenting in this manner, X reveals Here, X communicates a message of Here, X suggests (asserts, reveals, etc.) X s use of at this point emphasizes how Having characterized as being, X now. Using this metaphor, X... In X s view,. POSSIBLE TOPIC SENTENCES for BODY # 1 Throughout the first two paragraphs, Adams uses reasonable arguments that appeal to John Quincy s respect for his mother s judgment. By starting her letter with reasonable arguments that take into account John Quincy s point of view, Adams appeals to her son s respect for his mother s judgment. Using reasonable arguments, Adams appeals to John Quincy s respect for his mother s judgment. SAMPLE BODY # 1 (a few of the power verbs are in bold, 147 words long) Throughout the first two paragraphs, Adams uses reasonable arguments that appeal to John Quincy s respect for his mother s judgment. She asks her son to trust her because he is not yet capable of judging what [is] most for [his] own benefit (5-6). This classic argument drives at the heart of the parent-child relationship: the child must accept his limitations and put his trust in the judgment of the parent. Abigail Adams asserts that because her son has readily submitted to [her] advice (9) on prior occasions, he must now act on it with dignity and honor. Here, the mother emphasizes the son s intellect and his sense of duty while calmly reminding him that following his mother s guidance has worked well for him so far. Adams also characterizes John Quincy as an obedient and honorable son, leaving him with little choice but to seek out daily improve[ment] (15) while he travels abroad. In Adams view, her son has a duty to improve himself, and he can do that by following the sensible suggestions of his mother.

6 USING TRANSITIONS & WORD GLUE TO CREATE COHERENCE Topic sentences should begin with some sort of transitional word or phrase that moves the reader from the previous paragraph to the current one. As the reader moves through the paragraph, word glue (transitional words and phrases, synonyms, pronouns, or repeated words) should help connect sentences. SAMPLE BODY # 2 (word glue / transitions in bold, 161 words) Having appealed to her son on a personal level, Adams employs some effective comparisons to suggest John Quincy s potential for greatness. Adams compares John Quincy to a judicious traveler who is like a river (17). John Quincy is like certain springs, which, running through rich veins of minerals, improve their qualities as they pass along (19-21). Adams s use of this metaphor suggests all of the personal gains that will come from his travels to France. Not only will John increase (16) his knowledge, he will also grow rich by developing wisdom and character. Adams then includes a historical comparison, reminding her son of Cicero, and suggesting that he would not have been as great an orator if he had not been roused, kindled, and inflamed by the tyranny of Catiline, Verres, and Mark Anthony (30-32). By referencing the brilliance of Cicero, she leaves open the possibility of her son s own genius while also evoking the revolutionary spirit of the day. If John Quincy shows diligence, perhaps he can become great like Cicero. Perhaps he can become even as great as his revered father. * Notice that the words in bold all make reference to the previous sentence in some way. This use of word glue builds coherence.

7 USING VIVID, SPECIFIC VOCABULARY Avoid using vague and mundane language. Always try to choose the most precise, vivid word possible. WEAK WORD CHOICE: Adams uses a friendly tone to tell her son to go to France. STRONGER WORD CHOICE: Adams employs a passionate yet respectful tone to convince her son to travel abroad. Tone = speaker s attitude; how a writer speaks to the audience Positive Tone Words admiring, approving, complimentary, laudatory adoring, affectionate bemused, mystified benevolent, kind-hearted blithe, carefree, casual calm, placid, relaxed, tranquil celebratory, cheerful, ebullient comic, funny, humorous compassionate, comforting, empathetic, tender conciliatory, peace-making, pacifying confident, self-assured contented, satisfied earnest, sincere, fervent excited, ecstatic, elated, effusive, euphoric encouraging, supportive, reassuring facetious, flippant, teasing, tongue-in-cheek forthright, straightforward introspective, reflective, wistful jovial, mirthful, playful lively, whimsical, light-hearted, sprightly modest, humble, unassuming, reserved nostalgic, sentimental, poignant, optimistic, sanguine, hopeful, expectant passionate, emotionally-charged proud, prideful respectful, reverent, worshipful romantic, idealistic, impractical scholarly, cerebral, bookish Neutral Tone Words commanding direct impartial indirect meditative objective questioning speculative unambiguous unconcerned understated * Keep in mind that when words are grouped together, this does not necessarily mean that they are synonyms. The words in groups share similarities, but they do not necessarily mean the same thing. Negative Tone Words acerbic, biting, bitter, caustic ambiguous, vague, uncertain ambivalent, apathetic, indifferent, resigned angry, annoyed, enraged, furious, hostile, inflammatory antagonistic, belligerent, indignant bewildered, confused bossy, demanding cold, stolid, emotionless, indifferent conceited, haughty, arrogant, pretentious, patronizing condescending, smug contemptuous, derisive, derogatory, curt, rude, terse, harsh cynical, pessimistic, doubtful, skeptical desolate, despairing, fatalistic, gloomy, grim, hopeless desperate, insecure diabolic, psychotic, sinister disrespectful, insolent disenchanted, disillusioned, crestfallen, embittered disbelieving, incredulous embarrassed, self-conscious fearful, frightened, foreboding, ominous, threatening frantic, uncertain, uneasy, impatient grave, serious, severe, solemn, stern, holier-than-thou, irreverent, mocking, mischievous, sly, clever melancholy, mournful paranoid, nervous, suspicious pedantic, finicky, (like a know-it-all) reticent, restrained, uncommunicative sarcastic, sardonic, wry, ironic, scornful Terms to Describe Language: different from tone, language describes the force or quality of the diction, images, or details academic, bookish, educated, scholarly antiquated, archaic artificial, fake bombastic, long-winded, overbearing casual, informal, relaxed charming, quaint clear, simple, straightforward, transparent coarse, crude, tasteless, vulgar colloquial, folksy, homespun, rustic commonplace, conventional, ordinary concrete, exact connotative, suggestive, evocative conversational, informal convoluted, elaborate, drawn-out cultivated, cultured, refined, sophisticated denotative, literal detached, flat didactic, instructive, moralistic emotional, subjective erudite, learned, intellectual esoteric, obscure, arcane, pedantic euphemistic, suggestive, manipulative factual, informative, objective fanciful, fantastic figurative, symbolic, metaphorical formal, proper, ceremonial grotesque, monstrous hackneyed, worn-out, tired, overused imprecise, vague incisive, perceptive, penetrating incongruous, absurd, inconsistent inflated, exaggerated, overblown insipid, dull, bland, obtuse, unintelligent ironic, satiric jargon (n.), technical gobbledygook lyrical, melodious, poetic mature moralistic, righteous mundane, trite, pedestrian orderly, logical ostentatious, showy pompous, pretentious plain, practical picturesque, sensuous precise, particular, specific provincial, dialect (n.), vernacular (n.) reasoned, logical, rational, lucid unpolished, unsophisticated You can use these words to help describe the writer s tone. In some cases, you may use the words to describe the impact of a particular rhetorical device. Overall, these are just great words to know and use in your writing and speaking.

8 SAMPLE BODY # 3 (specific word choice in bold, 188 words) As Adams nears the conclusion of the letter, her tone becomes increasingly passionate while continuing to be supportive. Her language incorporates religious emotionalism, referring to the scourges of the Almighty [war], tyranny, and desolation (41). Having identified these evils, Adams argues that God is on the side of the American revolutionaries. In her opinion, God is a powerful ally (48), who supports their glorious defense of their invaded liberties (46). By discussing the Almighty, she seeks to work her son into an excited state, making him more willing to follow her advice and to strive for the greatness that can come from engaging in the Revolutionary struggle. Adams then skillfully transitions from religion to family. She reminds John Quincy that he has a father who has discharged the trust reposed in him with so much satisfaction as to be honored with the important embassy which at present calls him abroad (55). This forthright reference to the honors John Adams has received appeals to John Quincy s reverence for his father. It also establishes John Quincy as an important heir of liberty who will transmit this inheritance to ages yet unborn (49). Adams s earnest words build her son up while also appealing to his love for God and family.

9 WRITING THE CONCLUSION (3 minutes) Don t feel like you need to spend much time drafting a conclusion. It is more important to have a detailed, well-developed body than a brilliant closing. Your conclusion should simply consist of one to three sentences that offer your final observations. DISCUSS THE FINAL LINES OF THE PASSAGE Adams ends her letter with an appeal to John Quincy s honor. By acquiring manly virtues such as justice and fortitude, he can earn the esteem of both country, parents, and, most importantly, an affectionate mother. Bombarded with emotional rhetoric, John Quincy has little choice but to enjoy his time in France and make his mother happy. REFER BACK TO YOUR OPENING / HOOK Through her use of rhetoric, Adams succeeds in balancing* love with authority. She advises her son by appealing to his emotions and to his duty as a son, and shows herself to be both a skillful parent and persuader. * The writer is referring back to the opening which discussed parenting as a balancing act. REWORD THE THESIS Adams s use of reasonable arguments, effective comparisons, and a passionate yet respectful tone ultimately help her skillfully explain how this trip to France will benefit him. Her success demonstrates her skill as both a parent and an artful persuader. DISCUSS OVERALL PURPOSE + REWORD THESIS Throughout her letter, Adams advises her son to use his time abroad to improve himself and to prepare himself for greatness. Her use of reasonable arguments, effective comparisons, and a passionate yet respectful tone serve this purpose well, preparing her son for a distinguished and honorable future.

10 EDITING / PROOFREADING (3-5 minutes) After completing your essay, you should take a few minutes to read it back to yourself. Hold a pencil as you read, and make edits / revisions as you go. Obviously, when you are taking the actual AP test, you won t have time to go through an organized checklist like the one provided below. However, if you can repeatedly practice using this checklist, you will become quite familiar with the key facets of strong rhetorical analysis. Prompt: Does the opening paragraph identify the author and title, include the elements that will be discussed in the essay, and address ALL elements of the prompt? Organization of Body Paragraphs and Conclusion Does each topic sentence directly support the thesis statement? Are transitional words or phrases or other types of word glue used to smoothly move from one idea to the next? Does the concluding paragraph offer the writer s final observations / wrap the essay up appropriately? Development Does each body paragraph include multiple (usually 3+) blended quotes (usually short fragments, phrases, or words)? MOST IMPORTANTLY, good analysis looks at how the author uses various strategies, devices, or elements to serve a purpose. Does each body paragraph discuss how and why the author uses various strategies, or is the student merely summarizing what the author said? Clarity / Correctness Do errors or awkward sentence constructions interfere with understanding? Do any glaring surface errors detract from the power of the writing (i.e. punctuation, usage errors)? Does the writer stick to a 3 rd person voice (No I, me, my, you, your)? Are all quotes smoothly blended / incorporated into the essay? Does the writer generally use active voice (Adams ends her letter ), or does he/she use the passive voice (The letter is concluded by Adams ) unnecessarily? Look out for unnecessary use of forms of be (am, is, are, was were). Diction Does the writer use a variety of powerful verbs to describe the author s action? Does the writer use specific, apt words within his/her analysis? Sentence Variety Look at the first word of each sentence. Does the writer vary sentence beginnings? Does the writer use a variety of sentence structures?

11 SAMPLE ESSAY (received a score of 8) Perhaps no two early Americans are more famous for their personal communications than John and Abigail Adams. The now archived letters exchanged by this husband and wife combination are filled with passionate intellectual exchanges and tender words of love. The same is true of the letter Abigail Adams sent to her son John Quincy Adams back in 1780 regarding his travels abroad with his father. In this letter, Abigail Adams uses reasonable arguments, effective comparisons, and a passionate yet respectful tone to convince John Quincy that his travels abroad will benefit him. Throughout the first two paragraphs, Adams uses reasonable arguments that appeal to John Quincy s respect for his mother s judgment. She asks her son to trust her because he is not yet capable of judging what [is] most for [his] own benefit (5-6). This classic argument drives at the heart of the parent-child relationship: the child must accept his limitations and put his trust in the judgment of the parent. Abigail Adams asserts that because her son has readily submitted to [her] advice (9) on prior occasions, he must now act on it with dignity and honor. Here, the mother calls out to the son s intellect and his sense of duty by calmly reminding him that following his mother s guidance has worked well for him so far. Adams also characterizes John Quincy as an obedient and honorable son, leaving him with little choice but to seek out daily improve[ment] (15) while he travels abroad. In Adams view, her son has a duty to improve himself, and he can do that by following the sensible suggestions of his mother. Having appealed to her son on a personal level, Adams employs some effective comparisons to suggest John Quincy s potential for greatness. Adams compares John Quincy to a judicious traveler who is like a river (17). John Quincy is like certain springs, which, running through rich veins of minerals, improve their qualities as they pass along (19-21). Adams s use of this metaphor suggests all of the personal gains that will come from his travels to France. Not only will John increase (16) his knowledge, he will also grow rich by developing wisdom and character. Adams then includes a historical comparison, reminding her son of Cicero, and suggesting that he would not have been as great an orator if he had not been roused, kindled, and inflamed by the tyranny of Catiline, Verres, and Mark Anthony (30-32). By referencing the brilliance of Cicero, she leaves open the possibility of her son s own genius while also evoking the revolutionary spirit of the day. If John Quincy shows diligence, perhaps he can become great like Cicero. Perhaps he can become even as great as his revered father. As Adams nears the conclusion of the letter, her tone becomes increasingly passionate while continuing to be supportive. Her language incorporates religious emotionalism, referring to the scourges of the Almighty [war], tyranny, and desolation (41). Having identified these evils, Adams argues that God is on the side of the American revolutionaries. In her opinion, God is a powerful ally (48), who supports their glorious defense of their invaded liberties (46). By discussing the Almighty, she seeks to work her son into an excited state, making him more willing to follow her advice and to

12 learn from his father. Adams then skillfully transitions from religion to family. She reminds John Quincy that he has a father who has discharged the trust reposed in him with so much satisfaction as to be honored with the important embassy which at present calls him abroad (55). This forthright reference to the honors John Adams has received appeals to John Quincy s reverence for his father. It also establishes John Quincy as an important heir of liberty who will transmit this inheritance to ages yet unborn (49). Adams s earnest words build her son up while appealing to his love for God and family. Adams ends her letter with an appeal to John Quincy s honor. By acquiring manly virtues such as justice and fortitude, he can earn the esteem of both country, parents, and, most importantly, an affectionate mother. Bombarded with rhetoric like that, what else can a son do but enjoy his journey and make his mother happy? * This essay is 647 words in length. It was written following the time guidelines detailed in this packet. The AP allots 15 minutes to read through the questions and then recommends 40 minutes for each essay. I believe this is unrealistic because it takes longer to plan and write the synthesis and rhetorical analysis essays than it does to write the argumentative essay. I spent the 15 minutes of reading time focused exclusively on reading, annotating, and planning my response to the synthesis essay. I divided my planning and writing time as follows: 45 minutes on the synthesis essay, 42 on the rhetorical analysis essay, and about 33 on the argumentative essay.

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