Comparative Rhetorical Analysis
When Analyzing Argument Analysis is when you take apart an particular passage and dividing it into its basic components for the purpose of examining how the writer develops his or her subject. You should dissect the argument and identify the tools the author uses to seek the reader s agreement. You need to read critically and effectively evaluate the essential elements of argument that are being used.
Comparing Two Essays Throughout your essay you should consider the following: Rhetorical triangle Ethos, logos, and pathos Style, tone, language, audience, dialogue, punctuation, imagery, metaphors, word choice, content, narrative structure, visual images, music, medium, etc. Claims made by the writers Evidence presented to defend claims Ways in which the essays are similar, yet different
Developing a Point by Point Comparison A comparison makes a point by discussing the similarities between two or more topics. A contrast makes a point by discussing the differences between two or more topics. To support a point through comparison or contrast, a writer identifies the comparable points of the topic, offers relevant and concrete descriptions and examples for each comparable point, and effectively uses coordination and subordination of ideas.
Making Your Point When you write a comparison or a contrast piece, you limit your thoughts to a set of topics based on their relationship to each other. Most likely you have an opinion or belief about the two topics and their comparable points. Your opinion is your point or main idea. In a comparison or contrast paragraph, you also reveal your opinion by discussing the topics and their points of similarities or differences in the order of your own choosing. A topic sentence states the overall point of the comparison or the contrast between the two topics. For example, the following topic sentence contains (1) the comparable topics, (2) the writer s opinion about the topic, and (3) the pattern of organization used to organize details.
The Evidence: Present Ideas in a Logical Order Once you have identified the comparable points between your topics and have focused on a main idea, you are ready to generate and organize additional details. To make a point using comparison or contrast, a writer moves from a general idea (the comparison or contrast of two or more topics) to a major support (a comparable point about the topics) to minor supports (details or examples of the comparable point about the topics). To signal the movement among these levels of ideas, a writer uses transitions to signal similarities or differences and examples. Strong transitions establish coherence, a clear and understandable flow of ideas.
What to Anaylze Discuss the author s use of: Diction Syntax Figures of Speech Rhetorical Strategies
Diction Diction or Word choice the conscious selection of words to further the author s purpose Most appropriate, evocative, or precise word Sensitive to denotation, connotation, and symbolism You should be able to link examples of specific diction to the ideas, purpose, or tone of a passage. Diction IS, it is not USED! Identify the key words. Think about the connotations of words. Are they negative? Positive? What do they evoke? Ask Why?
Syntax Syntax means Word Order - The deliberate structure the author chooses to make his or her point Phrases Clauses Short sentences Abrupt, intense, confrontational Long sentences Thoughtful, reflective Parallelism Repetition Ask Why?
Rhetorical Modes (also described as Patterns of Development) Example Comparison and Contrast Definition Cause and Effect Process Analysis and Division Classification Description Narration
Writing Strategies: Introduction When you write a rhetorical analysis, all you're really doing is putting onto paper the strategies you discovered/ideas you came up with when reading the text critically. Your Introduction: DETAILING THE RHETORICAL SITUATION How would you describe the rhetorical situation? What will you say about the writer, the subject, the context, the audience, and the principal aim/purpose of the text? How would you summarize the essay in one or two sentences? (Try not to digress into a lengthy paraphrase of the piece.) What is the writer's claim? What features of substance and style will you focus on in the bof your essay, and why do you consider them so important to the discourse? (This is your thesis.)
Writing Strategies: Body DISCUSSING THE CONTENT OF THE TEXTS How does the writer develop the discourse, and why has she/he chosen these methods of development? How has the writer arranged the discourse, and why has he/she chosen this pattern of arrangement over others? (Make specific reference to the introduction, the thesis, the body, and the conclusion if you think it is important.) If the essay is persuasive, which of the persuasive appeals (logos, ethos, or pathos) predominates, and how do these appeals strengthen or weaken the argument? Are there any fallacies or other weaknesses in the argument? How do they affect the reader s response to the work? What kinds of assumptions are at work here? Are they fair assumptions? What are the particular strengths of the argument? How does the writer establish common ground?
Writing Strategies: Body DISCUSSING THE CONTENT OF THE TEXTS Does the writer make effective use of concession, refutation, and/or counter-argument? Which of the following features of style do you consider most important to the discourse and why? o language (including level of diction and tone of voice) o figurative language, symbolism, allusion (biblical, historical etc.), irony o humor o number and length of paragraphs o length and style of sentences o rhythm and repetition How do these particular features of style enable the writer to achieve her/ his purpose?
Writing Strategies: Conclusion Your Conclusion: Use your conclusion to comment on the effect and effectiveness of the essay as a whole. How well does the writer achieve the purpose, appeal to the audience, and demonstrate the effect of style on content? Note the following conventions of analysis: Analyze a text in the simple present tense Enclose essay titles inside quotation marks Refer to yourself as "the reader" or "the audience Support your claims with textual evidence (direct quotations and paraphrases)