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Name___________________________ Date___________________ Red Black _______Pre-AP English 10

Rhetorical Analysis Essay Pre-Writing

Step One: Annotate the TextRead and thoroughly annotate the speech. Reread the speech as many times as necessary to become familiar with the purpose of the speech and the strategies used to achieve the purpose.

Step Two: Determine Purpose and Context in Order to Evaluate the ArgumentComplete the following chart. Use a separate sheet of paper if needed.

● Read the question in column one.● In column two, record the evidence that leads to an answer for that question.● In column three, write the answer to the question based on the textual evidence

selected.

Questions to evaluate the

argument

Textual evidence Answer

1. What is the speaker’s topic? What is he discussing?

2. What is the speaker’s purpose in discussing this topic? What does he hope to accomplish overall?

3. Who is the audience?



Step Three: Chunk the Text and Identify the PurposeYou have already determined the overall purpose of the speech, so now your job is to DIVIDE the text into THREE chunks and justify why you have decided to divide the text in those particular locations. Identify the specific purpose of each section. The chunks do NOT need to be equal in length, but should be logical and should reflect a shift in tone and/or purpose. (See Antigone Rhetorical Analysis packet for examples).

Overall purpose:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Purpose of Section #1: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Why I chose to chunk the text here (specifically how it relates to a shift in purpose and/or tone): ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________






Rhetorical Analysis Essay Pre-Writing Step Four: Identifying the Strategies in a Chunk

Chunk #1ExampleOverall purpose: In Act III, Haimon attempts to convince his father not to put his fiancée, Antigone, to death for breaking the decree and burying her brother.

Purpose of Chunk #1: Haimon first reassures his father of his filial loyalty and good intentions.

What are Haimon’s plans to accomplish this? Use strong verbs! Make Creon feel respected and superior by expressing his obedience Remind his father of their family bond

Rewrite Overall purpose:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Rewrite Purpose of Chunk #1: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What are the speaker’s plans to accomplish this? Use strong verbs! (see your bookmark)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What specific strategies does he use to carry out these plans? Write the three that are most effective. This does not have to sound fancy or polished; just get the idea on paper.

Example: Haimon uses nice words to compliment his dad.

1.___________________________________________________________________________

2.___________________________________________________________________________

3.___________________________________________________________________________

Then complete ONLY the three graphic organizers that correspond to the strategies you wrote for the chunk above. This means you will NOT complete every page in the packet and will have some pages left blank. For the example above, “Haimon uses nice words to compliment his dad,” you would need to fill out the graphic organizer about diction.




Purpose of Chunk: Haimon first reassures his father of his filial loyalty and good intentions.


Rewrite Overall purpose:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________





1.___________________________________________________________________________

2.___________________________________________________________________________

3.___________________________________________________________________________





Purpose of Chunk: Haimon first reassures his father of his filial loyalty and good intentions.


Rewrite Overall Purpose:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________





1.___________________________________________________________________________

2.___________________________________________________________________________

3.___________________________________________________________________________




Step Five: Analyzing Strategies Using Graphic Organizers **See the website to print extra copies of each type if needed! **

Pronouns● In the first column, make a list of the different pronouns used in the passage followed by

the line numbers. ● In the second column, tell whether the pronoun is singular or plural.● In the third column, write the antecedent to which the pronoun refers.

Pronouns Singular or Plural Antecedent

1. Explain the effect of using OR not using first person pronouns in the speech. Explain the effect of the choice of singular vs. plural first person pronouns.

2. Explain the effect of using OR not using second person pronouns in the speech. Explain the effect of the choice of singular vs. plural second person pronouns.

3. Explain the effect of using OR not using third person pronouns in the speech. Explain the effect of the choice of singular vs. plural third person pronouns.

4. Based on the various pronouns you have listed on the chart, explain the overall effect of the pronouns employed by the speaker at different points in the speech. How does the usage of the pronouns help him achieve his purpose?


Rhetorical Analysis Essay Pre-Writing Diction

Two elements most speakers use to support an argument are diction and details, which can also be used to create emotional appeals. Go back through the speech and find the best examples of specific words that support the speaker’s position. In the chart below, record the connotative words and the context in which each is used. Be sure to describe the word choice.

Note: Many times readers confuse the terms diction and detail. The difference is made clear when you think about the number of words you are dealing with: diction is ONE emotionally loaded word that carries meaning on its own, like death or love. On the other hand, a detail is a group of words that gives specific information. A detail is a fact or description, such as John is 13 years old or “Maycomb was an old town, but it was a tired old town…”

Positively connotative diction Negatively connotative diction

Word Context and Description of the

Word Choice

Word Context and Description of the Word

Choice

hero (line 33) Creon praises Eteocles’s death as honorable by using highly commendatory diction.

slavery (line 36) Creon describes the purportedly horrible fate of the citizens of Thebes had Polyneices been victorious by using words that are disturbing.


Rhetorical Analysis Essay Pre-Writing Once you have answered the following questions about the speaker’s diction, you will be able to write commentary (analysis) about how a specific word choice supports the speaker’s claim. Read the questions below and study the example closely before analyzing your own.

Example taken from Creon’s speech in Antigone on page 655 of the textbook.Word: slavery (line 36) Context: What are the circumstances surrounding the word? How is it being used? What is it describing?Context: Slavery in this context is being used to describe the hypothetical and catastrophic consequences for the citizens of Thebes had Polyneices been victorious.

Denotation of the word: What is the literal meaning of the word (the dictionary definition)?Slavery is bondage or servitude and refers to the involuntary subjection to another or others. Slavery emphasizes the idea of complete ownership and control by a master. Bondage indicates a state of subjugation or captivity often involving burdensome and degrading labor.

Connotation of the word: What is the implied meaning of the word? What is suggested by the word or phrase? What does it bring to mind? What concrete connections can you make between the word and real-life experience?Connation: Slavery suggests the idea of an unequal and unfair relationship characterized by a tyrannical master wielding absolute control and an oppressed and powerless victim who has no freedoms because the master chooses to exploit the victim for his own gain.

Emotions the speaker wants the audience to experience: What feelings are stirred by the word? Begin by categorizing the feelings a positive or negative, but then try to identify a more specific feeling, such as happiness, anger, compassion, fear, revulsion, guilt, sadness, loneliness, confidence, pity, surprise, dread, shock, delight, love, etc. Emotions: The word “slavery” creates hostility and resentment because this practice threatens the most basic and universal personal liberties that all human beings should be guaranteed.

Effect the author is trying to create: What does the speaker want the audience to think, to feel, to do? What kind of connections does he want us to make?Intended effect: In boldly declaring that Polyneices intended to sell the people of Thebes into slavery, Creon intends for the audience to feel hostility and resentment towards Polyneices.

Commentary/Analysis: How does this word support the speaker’s claim within the text?Commentary/Analysis: By using disturbing words like “slavery” to describe the purportedly horrible fate of the citizens of Thebes had Polyneices been victorious, Creon villainizes Polyneices in order to arouse hostility and resentment in his audience which will motivate them to accept the decree that Polyneices should be punished by not being buried.

Now complete the exercise for three of your connotative words using the previous example as a guide. You may need to repeat this exercise several more times on a separate sheet of paper.



Word: ______________________________________

Context: What are the circumstances surrounding the word? How is it being used? What is it describing?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Denotation: What is the literal meaning of the word (the dictionary definition)?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Connotation: What is the implied meaning of the word? What is suggested by the word or phrase? What does it bring to mind? What concrete connections can you make between the word and real-life experience?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Emotions: What feelings are stirred by the word? Begin by categorizing the feelings a positive or negative, but then try to identify a more specific feeling, such as happiness, anger, compassion, fear, revulsion, guilt, sadness, loneliness, confidence, pity, surprise, dread, shock, delight, love, etc. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Intended Effect: What does the speaker want the audience to think, to feel, to do? What kind of connections does he want us to make?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Commentary/Analysis: How does this word support the speaker’s claim within the text?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Example structure (this is only a suggestion, not a formula!): By using (description of diction) words like, “(word)” when/to (context) the speaker (strong verb)s in order to (effect in audience) to achieve (purpose).

Word: ______________________________________




____________________________________________________________________________________________________________________________________________________________________________________________________________________________________




Intended Effect: What does the speaker want the audience to think, to feel, to do? What kind of connections does he want us to make?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Commentary/Analysis: How does this word support the speaker’s claim within the text?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Example structure (this is only a suggestion, not a formula!): By using (description of diction) words like, “(word)” when/to (context) the speaker (strong verb)s in order to (effect in audience) to achieve (purpose).

Word: ______________________________________




____________________________________________________________________________________________________________________________________________________________________________________________________________________________________




Intended Effect: What does the speaker want the audience to think, to feel, to do? What kind of connections does he want us to make?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Commentary/Analysis: How does this word support the speaker’s claim within the text?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Example structure (this is only a suggestion, not a formula!): By using (description of diction) words like, “(word)” when/to (context) the speaker (strong verb)s in order to (effect in audience) to achieve (purpose).

Details


Rhetorical Analysis Essay Pre-Writing Along with diction, details can also be used to create emotional appeals. Go back through the speech and find examples of details that support the speaker’s position in that particular chunk. Record those details in the charts below and indicate the context in which each is used.

Note: Many times readers confuse the terms diction and detail. The difference is made clear when you think about the number of words you are dealing with: diction is ONE emotionally loaded word that carries meaning on its own, like death or love. On the other hand, a detail is a group of words that gives specific information. A detail is a fact or description, such as John is 13 years old or “Maycomb was an old town, but it was a tired old town…”

Positive Details Negative Details

Quote Context Quote Context

“Eteocles, who died as a man should die, fighting for his country […]” (lines 30-31)

Creon explains how Eteocles died with honor by defending the city of Thebes when Polyneices attacked trying to reclaim his position as king.

“Polyneices, who broke his exile to come back with fire and sword against his native city […]” (lines 33-34)

Creon explains how Polyneices was a traitor by attacking his own people in an attempt to take back the throne.

Just like diction, details can be used by a speaker to evoke specific emotions in his audience. In order to analyze the intended effect, you must consider the context that the emotions the


Rhetorical Analysis Essay Pre-Writing speaker the speaker wants to reader to experience and the effect the speaker is trying to create. Read the following questions and study the example closely before analyzing your own.

Example taken from Creon’s speech in Antigone on page 655 of the textbook.

Detail: “Eteocles, who died as a man should die, fighting for his country […]”

Context: What does the detail tell us about the subject? How does this detail add to the audience’s understanding of the topic?Context: This detail gives the audience a concrete example of true loyalty to the State. By preceding the description of Polyneices’s traitorous actions, it also helps the audience to further revere the devotion of Eteocles to his country.

Emotions the author wants the reader to experience: What human feelings are stirred by the detail?Emotions being appealed to: pride/patriotism, admiration, gratitude, grief

Effect the author is trying to create: What does the author want the audience to think, to feel, to do? What kind of connections does he want us to make?Effect: Creon uses this detail to evoke admiration and gratitude in the audience for the heroic sacrifice Eteocles made in protecting his country and also a feeling of grief for the loss of such a loyal Theban patriot. In praising the honor of Eteocles directly before condemning Polyneices, Creon wants the audience to compare the brothers and abhor the actions of Polyneices.

Analysis of the effect: How does this particular detail support the speaker’s claim?Commentary/Analysis: Creon illustrates what true loyalty to the State is by telling of Eteocles’s patriotic sacrifice in order to evoke admiration and gratitude in the audience for the heroism of Eteocles in protecting his country and also a feeling of grief for the loss of such a loyal Theban patriot. In creating these emotions in the audience, Creon can justify not burying Polyneices, who in contrast with his heroic and honorable brother, was disloyal and thus deserving of his punishment.

Speaker (strong verb)s (context) by (detail) in order to (effect in audience). In creating (effect), speaker (how effect achieves purpose of chunk).

Now complete the same exercise for four of your details, two positive and two negative, using the previous example as a guide. You may need to repeat this exercise several more times on a separate sheet of paper.



Positive Detail (no more than 15 words!): ____________________________________________________________________________

Context: What does the detail tell us about the subject? How does this detail add to the audience’s understanding of the topic?________________________________________________________________________________________________________________________________________________________

Emotions the author wants the reader to experience: What human feelings are stirred by the detail?____________________________________________________________________________

Effect the author is trying to create: What does the author want the audience to think, to feel, to do? What kind of connections does he want us to make?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Analysis of the effect: How does this particular detail support the speaker’s claim?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Example structure (this is only a suggestion, not a formula!): Speaker (strong verb)s (context) by (detail) in order to (effect in audience). In creating (effect), speaker (how effect achieves purpose of chunk).

Positive Detail (no more than 15 words!): ____________________________________________________________________________



Effect the author is trying to create: What does the author want the audience to think, to feel, to do? What kind of connections does he want us to make?


Rhetorical Analysis Essay Pre-Writing ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Analysis of the effect: How does this particular detail support the speaker’s claim?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Example structure (this is only a suggestion, not a formula!): Speaker (strong verb)s (context) by (detail) in order to (effect in audience). In creating (effect), speaker (how effect achieves purpose of chunk).

Negative Detail (no more than 15 words!): ____________________________________________________________________________




Analysis of the effect: How does this particular detail support the speaker’s claim?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Example structure (this is only a suggestion, not a formula!): Speaker (strong verb)s (context) by (detail) in order to (effect in audience). In creating (effect), speaker (how effect achieves purpose of chunk).Negative Detail (no more than 15 words!): ____________________________________________________________________________


Rhetorical Analysis Essay Pre-Writing Context: What does the detail tell us about the subject? How does this detail add to the audience’s understanding of the topic?________________________________________________________________________________________________________________________________________________________



Analysis of the effect: How does this particular detail support the speaker’s claim?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Example structure (this is only a suggestion, not a formula!): Speaker (strong verb)s (context) by (detail) in order to (effect in audience). In creating (effect), speaker (how effect achieves purpose chunk).


Rhetorical Analysis Essay Pre-Writing ImageryRecord the examples of specific images created in the speech that support the speaker’s position. In the chart below, record the words or phrases that create the imagery and the context in which each is used. Be sure to indicate to which sense(s) the image appeals.

Positive Imagery Negative Imagery

Word/Phrase Context and Sense(s) Word/Phrase Context and Sense(s)


Rhetorical Analysis Essay Pre-Writing Study the example from the details graphic organizer. Now complete the same exercise for four of your images, two positive and two negative, using the previous example as a guide. You may need to repeat this exercise several more times on a separate sheet of paper.

Positive Image (no more than 15 words!): ____________________________________________________________________________

Context: What does the image tell us about the subject? How does this image add to the audience’s understanding of the topic?________________________________________________________________________________________________________________________________________________________

Emotions the author wants the reader to experience: What human feelings are stirred by the image?____________________________________________________________________________


Analysis of the effect: How does this particular image support the speaker’s claim?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Example structure (this is only a suggestion, not a formula!): Speaker (strong verb)s (context) by (image) in order to (effect in audience). In creating (effect), speaker (how effect achieves purpose of chunk).

Positive Image (no more than 15 words!): ____________________________________________________________________________




Rhetorical Analysis Essay Pre-Writing Effect the author is trying to create: What does the author want the audience to think, to feel, to do? What kind of connections does he want us to make?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Negative Image (no more than 15 words!): ____________________________________________________________________________







Negative Image (no more than 15 words!): ____________________________________________________________________________






Rhetorical Analysis Essay Pre-Writing Syntax

Syntax refers to the way words are arranged within a sentence. Another aspect of syntax is sentence length and type: short, long, complex, simple, etc. A final aspect of syntax is punctuation. A semicolon (;) gives equal weight to two or more independent clauses in a sentence. Writers use this to reinforce parallel ideas and show how both ideas are equally important. A colon (:) directs the reader’s attention to the words that follow. Writers use this to show the reader that the information after the colon is important. A dash (-) marks a sudden change in thought or tone or sets off a brief summary.

Record the syntax that stands out to you and explain how it helps achieve the speaker’s purpose in that particular chunk. DO NOT write “the author uses syntax.”Textual Evidence and Device

(sentence types/lengths, parallelism, repetition,

grammar tools, rhetorical questions, etc.)

Context Effect(s)

Choose two from your chart and analyze them further.



Context: What does the syntax tell us about the subject? How does this syntax add to the audience’s understanding of the topic?________________________________________________________________________________________________________________________________________________________Emotions the author wants the reader to experience: What human feelings are stirred by the syntax?____________________________________________________________________________Effect the author is trying to create: What does the author want the audience to think, to feel, to do? What kind of connections does he want us to make?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Analysis of the effect: How does this particular syntax support the speaker’s claim/purpose?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Example structure (this is only a suggestion, not a formula!): Speaker (strong verb)s (context) by (specific syntactical device) in order to (effect in audience). In creating (effect), speaker (how effect achieves purpose of chunk).

Context: What does the syntax tell us about the subject? How does this syntax add to the audience’s understanding of the topic?________________________________________________________________________________________________________________________________________________________Emotions the author wants the reader to experience: What human feelings are stirred by the syntax?____________________________________________________________________________Effect the author is trying to create: What does the author want the audience to think, to feel, to do? What kind of connections does he want us to make?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Analysis of the effect: How does this particular syntax support the speaker’s claim/purpose?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Rhetorical Analysis Essay Pre-Writing Comparisons and Contrasts

Comparisons can help the speaker explain something abstract and/or unfamiliar in more concrete terms as well as add artistic style. Comparisons include, but are not limited to, similes, metaphors, allusions, analogies, and personification.

Record the comparisons that stand out to you and explain how they help achieve the speaker’s purpose in that particular chunk.Textual Evidence and Device Context Effect(s)

Choose two from your chart and analyze them further.


Rhetorical Analysis Essay Pre-Writing Context: What does the comparison/contrast tell us about the subject? How does this comparison/contrast add to the audience’s understanding of the topic?________________________________________________________________________________________________________________________________________________________Emotions the author wants the reader to experience: What human feelings are stirred by the comparison/contrast?____________________________________________________________________________Effect the author is trying to create: What does the author want the audience to think, to feel, to do? What kind of connections does he want us to make?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Analysis of the effect: How does this particular comparison/contrast support the speaker’s purpose?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Example structure (this is only a suggestion, not a formula!): Speaker (strong verb)s (context) by (comparison or contrast) in order to (effect in audience). In creating (effect), speaker (how effect achieves purpose of chunk).

Context: What does the comparison/contrast tell us about the subject? How does this comparison/contrast add to the audience’s understanding of the topic?________________________________________________________________________________________________________________________________________________________Emotions the author wants the reader to experience: What human feelings are stirred by the comparison/contrast?____________________________________________________________________________Effect the author is trying to create: What does the author want the audience to think, to feel, to do? What kind of connections does he want us to make?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Analysis of the effect: How does this particular comparison/contrast support the speaker’s purpose?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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