ࡱ> OQNa jbjb11 $:[[[       d8 Td8*PPPPPPPP,bR PPPPP  PPP P P$B"    P  D R0&l08,HH dd ( dd( Checklist for Rhetorical Analysis I. Analyzing the ArrangementDescription: This process is designed to make explicit the structure of the article, the function of each section, and the claims made by the writer. 1. Draw a line where the introduction ends. Is it after the first paragraph, or are there more introductory paragraphs? 2. Divide the body of the essay into sections based on topics or themes. 3. Draw a line where the conclusion begins. Is it the last paragraph or does it begin before that? 4. In the margins, write brief statements describing the rhetorical function and content of each paragraph or section. What does each section do for the reader? What is the writer trying to accomplish? What does each section say? What is the content? (Helps to summarize) What are the major claims or assertions made by the writer? (You may want to underline these.) 5. Lastly, what do you think is the essays main point? Is it explicit or implicit? II. Audience and Purpose 1. Who is the audience for this piece? 2. Does the writer use appropriate tone and/or voice to address his or her audience? 3. What is the writer trying to accomplish with this piece? III. Thinking CriticallyEthical Questions (Ethos) 1. Who is this author? What can you tell from the information in the text? Does he or she have the background to speak with authority on this subject? 2. If you were going to perform a background research on this author, what would you want to find out? Why? 3. What sort of ethos does this writer try to project in this article? What devices does he/she use to project this ethos? 4. Do you trust this author? Do you think this author is deceptive? Why or why not? Questions about emotional effects (Pathos) 1. Does this piece affect you emotionally in any way? What parts? 2. Do you think the author is trying to manipulate your emotions in any way? How? 3. Do your emotions conflict with your logical interpretation of the arguments? In what ways? Logical Questions (Logos) 1. Aristotle notes that in ordinary speaking and writing, we often use what he calls a rhetorical syllogism or an enthymemewhich is an argument in which some of the premises remain unstated or are simply assumed. Locate major claims and assertions you have identified in your previous analysis and work out the unstated assumptions behind them. Are these assumptions valid? Why or why not? Explain. 2. Look at the support/evidence for major claims and ask, Is there any claim that appears to be weak or unsupported? Which one and why? 3. Can you think of counter-arguments that the author fails to deal with? 4. Do you think the author has left something out on purpose? Why or why not? Lastly, after you consider all your responses to previous questions, are you persuaded by this authors thesis and arguments? Why or why not? IV. A More Practical Application Good writers tend to touch on all three of these appeals in the course of their essays. That is not to say that an equal emphasis should be given on logos, pathos, and ethos every time (of course, this depends on the kind of essay that you are writing), but experienced writers understand the various uses and effects of each appeal, and uses them accordingly to strengthen their arguments. Examples of LogosHere you pay attention to your audience by arranging your thoughts into patterns that most people would find reasonable and convincing. 1. Reasoning from consequences: The outcome of an idea that guides your reasoning about its merit. Ex. If we dont pay teachers more, then the good teachers will be forced to find work elsewhere, and we will be left with teachers who arent as qualified to teach. 2. Reasoning from comparisons: Arguing for or against a point of view by comparing it to another situation. Ex. A school district in Texas raised teachers salaries and found that it was easier to attract higher qualified teachers and that overall worker morale was higher. 3. Reasoning from authority, testimony, and statistics: Here you use the ideas and evidence from experts in the field you are writing about, including statistics, research findings, etc. Ex. I taught for thirty years in some of the worst schools in Manhattan, and in some of the best, and during that time I became an expert in boredom (Gatto, 152). 4. Reasoning from examples: Here you draw upon specific events or situations to demonstrate your point. The more specific and concrete the illustration, the better. Ex. In 1999 one-quarter of U.S. public schools reported that the condition of at least one of their buildings was inadequate. In 1997 the entire Washington D.C. school system had to delay the start of school for three weeks because nearly one-third of the schools were found to be unsafe (Moore, 140). Pathos- Here you aim at the readers heart by using language, quotations, examples, and images that provoke an emotional response. Ex. When I went to my teachers home, I was shocked to discover that she was only able to afford a run-down apartment. The fixtures were old and worn. The carpet was badly stained. And the noises from the neighbors came through the walls and floor. Since the heater didnt work, we sat in the cold as we talked. I hardly heard her words. Instead, I was asking myself again and again how my favorite teacher could give so much to her students and yet live in such a filthy hole. Ethos- Here you appeal to the readers sense of fairness by discussing the ethics, morals and values behind the situation in question. Ex. If we truly value our children, as we often say we do, then we should also value those we entrust to furthering their intellectual development. In other words, if we care about our kids, then we should care about their teachers.(*Adapted from John Edlund, Director of University Writing Center) Eng 104 Instructor A. 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