1. Writing a Rhetorical Analysis
AP Language
OTHS

2. The prompt How does the author use language to accomplish a task?
Underline and circle key terms (NON-NEGOTIABLE)
Read the prompt BEFORE you read the passage. Keep the task in mind as you annotate.
Each prompt has 2 parts: a concrete task and an abstract task.
You MUST do both parts!

3. Prompt examples
Concrete task is underlined; abstract task is bracketed
Write an essay in which you analyze the methods that Green uses [to persuade his fellow African Americans to join the Union forces.]
In a well-written essay, analyze the rhetorical strategies that Chesterfield uses [to reveal his own values.]
In a well-written essay, analyze how Barry uses rhetorical strategies [to characterize scientific research.]

4. What are “rhetorical strategies?”
The way the author uses language.
Think FIDDS/DIDLS
Appeals (ethos, pathos, logos, appeal to authority, etc)
Organization/Modes
No matter how it is worded, identifying the strategies will always be the concrete part of the task.

5. Thesis statements
In this class, your thesis MUST BE the last sentence of your introduction.
Thesis must respond to prompt and answer all parts of the question.
You must identify both the concrete and abstract tasks of the thesis.
No other formula.

6. Examples How does Amy Tan use tone [to appeal to her audience?]
Tan adopts a sentimental tone [in order to appeal to similar feelings and experiences in her adult readers.]
How does David Sedaris use rhetorical strategies [in order to achieve his purpose?]
Sedaris uses humorous diction, exaggeration, and imagery [in order to highlight the absurdity he experienced in his French language class.]

7. Reading the passage Annotate only for the tasks in the prompt
MARK UP THE PASSAGE (NON-NEGOTIABLE)
After reading, look for your drivers.
Drivers are the strategies that are most effective in creating effects.
Usually tone, diction, syntax, organization, figurative language, etc. BIG CONCEPTS
Usually not individual strategies like personification, alliteration, similes, etc.
Look for “umbrella terms”

8. Basic introductions Short and to-the-point; 3-4 sentences
Use SOAPSTone.
Basic outline:
1. Identify speaker, occasion, and subject.
2. Identify the author’s purpose and audience.
3. Thesis.

9. Writing the body Work through the text chronologically.
(para by para or separate into chunks and do beginning/middle/end)
Use transition words to help your paper flow.
Begins, opens, closes, contrasts, compares, shifts to, juxtaposes, ends, moves to
Identify the drivers and organize these into your body paragraphs.
Do not write about every rhetorical strategy; write about the strongest ones!
No “magic #” of paragraphs (but usually 2-4)

10. Organization
Strongest idea goes last. Weakest idea gets sandwiched in the middle.
If you only have 2 paragraphs, they need to be multi-chunk paragraphs.
“Chunk” = 1 set of CD/CM/CM
Each body paragraph gets a topic sentence (TS) that links to the thesis.
Each body paragraph gets at least 1 chunk of text and analysis.

11. Body paragraphs
TS must identify the section of the text you are discussing and the purpose/main idea of that section.
TS should include the strategies/drivers you are discussing.
TS must include the effect/purpose of the strategies.
EX: Reagan begins his tribute to the Challenger astronauts by expressing the depth of his and his wife’s personal grief and acknowledging that the shuttle accident has appropriately postponed his planned State of the Union.
Next, include CD/CM/CM chunks as appropriate.

12. DO NOT SUMMARIZE Your task is to ANALYZE, not SUMMARIZE the text.
The grader has access to the passage, so you don’t need to tell them what they have already read.
Your TS is an assertion: your insight on how the author uses language. You are creating an argument.

13. Strong vs. Weak Verbs Weak Strong Implies trivializes argues lists
Says
This quote shows
Explains
Goes on to say
Tells
Shows
States
Implies trivializes argues lists
Suggests ridicules addresses flatters
Compares minimizes processes warns
Emphasizes praises narrates examines
Defines describes questions proves

14. You can almost always write about
Diction (be sure to put an adjective first)
Tone
Syntax
Appeals (but never call them ethos, pathos, and logos)

15. Conclusion Be brief. 2-3 sentences max. Do not restate your essay.
Answer the “so what?” question.
Why is this important/significant?
Why would anyone ask you to respond to this task?
What do we learn from this piece?
Contextualization works best for RA: How does this piece fit into a global context/what is the larger purpose?