Rhetorical Strategies Lesson #7

Writing Tip #4 – Commas (continued)  Restrictive clauses vs. non-restrictive clauses  Restrictive clauses provide information essential to the meaning of the sentence, introduced by “that” or “who.” They are not separated from the rest of the sentence by a comma. Ex: Last week’s essays that the students submitted were well-written.

 Nonrestrictive clauses can be omitted from the sentence without obscuring the meaning of the sentence. Usually introduced by “which” and must be set off from the rest of the sentence by commas. Ex: Last week’s essays, which the students submitted beforehand, were well-written. Jared had the last piece of cake, which isn’t entirely fair.

Freewriting Exercise Based on Beverly Gross’ article, how would you define the word “bitch”?

Group Discussion  Does Gross mainly appeal to her audience’s emotions, logic, or her own credibility?  What stood out to you about her writing?  How does the way she write the article improve or weaken her argument?

Rhetorical Tools  Writers use rhetorical tools to appeal to an audience’s logos, pathos, and ethos.  In a rhetorical analysis, show the connection between each rhetorical tool you identify and the way the author uses the tool to create a reaction in his or her audience.

Analyzing Appeals to Ethos For these appeals to authority, ask yourself:  What authority does the speaker hope his audience will trust?  Is this authority the author’s or an outside source?  What connections is the speaker trying to make in the minds of the audience?  Will the audience accept his or her authority?  How does establishing trust in this authority help persuade the audience to trust the author?

Analyzing Appeals to Logos  Why does the author use a logical argument instead of a emotional or credible one?  How selective or particular is this logic?  Is the author using logic to persuade the audience about a highly emotional issue?

Analyzing Appeals to Pathos  W hat emotion is the author highlighting? Why this emotion?  What particular tool is used to manipulate or arouse these emotions? Does it work or not?  Once the author creates this emotion, how does he or she connect that emotion to the essay’s purpose?  How does establishing an emotional connection help persuade people to believe the author’s argument?

Examples of Rhetorical Tools  Parallelism  Metaphor  Simile  Imagery  Diction (word choice)  Tone  Allusions (or references)  Alliteration  Onomatopoeia  Oxymoron  Irony  Repetition  Rhetorical question  Anecdote  Pun  Hyperbole (exaggeration)

Analyzing These Tools 1.Use one paragraph to analyze each of the tools (one main idea per paragraph) 2.Begin that paragraph by answering the following question: “What does this rhetorical tool contribute to the author’s argument, and how does it help him or her achieve the text’s purpose?” 3.Give an example of that rhetorical tool (quote from the text) 4. Analyze its effectiveness 5.Explain the effect that the tool has on the audience

What’s the difference between summary and analysis?

 A summary is a brief description of the author’s ideas and arguments.  An analysis involves critiquing another’s ideas, unpacking their meaning, and determining whether or not they’re effective.

Summary or analysis? In his letter, Dr. King defends his preference for nonviolent resistance through allusions to the Bible. He uses the story of Shadrach, Meshach, and Abednego as an example of resistance that other Christians can follow. This works for his audience because they are also Christian and are familiar with this story, building his own credibility in the process.

Summary or analysis? In his letter, Dr. King defends his strategy of nonviolent resistance against segregation. He argues that people have a moral responsibility to defy unjust laws by saying, “Injustice anywhere is a threat to justice everywhere.”

Final Tips  Pathos, logos, and ethos are not rhetorical tools but appeals. You use a rhetorical tool to make an appeal.  Don’t make moral or circumstantial judgments about the author or the situation he or she is writing in.  ANALYZE, don’t summarize.

Homework  Read pg. 339–345, 349–355 and then pg. 246–250, 271–273  Reply to Canvas Discussion post  Start writing first draft of your rhetorical analysis!