1. Intro to Rhetorical Analysis
AP Language

2. Agenda: ACT Bell Ringer Notes on Rhetorical Analysis
Practice with MLK’s “A Time to Break the Silence”
I can explain what it means to analyze a text rhetorically.
I can analyze a text rhetorically.

3. Bell Ringer
Complete the ACT Prep Bell Ringer

4. Rhetorical Analysis
To analyze a text rhetorically, we have to consider 2 things as we read: intention and effect.
Intention: The goal the author wants to accomplish by producing the piece of rhetoric.
To define an issue
To reflect on the importance of something
To persuade the audience
To evaluate the truth of a claim or another’s argument
To explain/inform about an issue/topic/event
To entertain
To clarify difficult material

5. Rhetorical Analysis
To analyze a text rhetorically, we have to consider 2 things as we read: intention and effect.
Effect: How certain choices made by the author contribute to the intention
Diction
Rhetorical appeals
Rhetorical devices
Style
Tone/Mood
Syntax

6. Rhetorical Analysis: Discuss
Can a piece have unstated/implied intentions?
Can a piece have unintended intentions and effects? Explain.
If you see unintended or unstated intentions/effects in a piece, can you discuss them in your rhetorical analysis even if the author might not have intended that purpose?

7. Rhetorical Analysis: STEPS
Read the piece and ANNOTATE for intention/effect—look for the thesis, consider the rhetorical mode (definition, process analysis, compare/contrast, etc)
Determine intention (remember that some could be unstated)
Determine at least three major choices made by the author that he/she uses to develop that intention.

8. Rhetorical Analysis: REMINDERS
Remember, when you talk about the author’s choices and how they effect the development of the intention, DO NOT say things like: “the author uses pathos/logos/ethos” or “the author uses diction.”
Instead: “The author builds her own credibility with her audience by referencing other Civil Rights experts such as Martin Luther King Jr.”
Instead: “Using colloquial diction, the highly-educated Smith makes herself more relatable to the general public she’s addressing by presenting her argument in a conversational way.”

9. Rhetorical Analysis: REMINDERS
DO NOT EVEN SAY LOGOS, PATHOS, OR ETHOS.
If you want to talk about the author’s use of pathos—NAME THE EMOTION that he/she creates and explain HOW.
If you want to talk about the author’s use of ethos—JUST USE THE WORD CREDIBILITY and explain how he/she creates credibility.
If you want to talk about the author’s use of logos—JUST USE THE WORDS “FACTS” OR “LOGIC/LOGICAL” and explain how he/she develops that logic.

10. Rhetorical Analysis: REMINDERS
Do not forget about the rhetorical triangle!
Remember to always consider the context of this piece of rhetoric. What is going on in the world? What spurs the author to produce this piece of rhetoric right then?
Remember the audience. Is the author presenting to people that agree or disagree with them? Is the audience highly educated or more general public? Is the author addressing a certain age or gender? All this will matter in terms of author’s choices.

11. Rhetorical Analysis: REMINDERS
Do not forget about the rhetorical triangle!
Speaker
Context
Purpose/
Intention
Audience
Topic

12. Rhetorical Analysis: Practice
Easy: Starbucks Glen Commercial
Hard: Donald Trump Says “China”
What is/are the intention(s) of the video you chose? THINK DEEPLY!
What 3 strategies/effects would you pick out to analyze?

13. Rhetorical Analysis: Practice
Last night, you read “A Time to Break the Silence” by MLK Jr.
Break into groups of 3-4
Get a poster
Follow the instructions on your sheet for creating your poster!