1. AGENDA
Prompt
Share your plan for the structure of your Rhetorical Analysis
Presentation – Rhetorical Analysis structure
Shitty First Draft - Intro
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Closing
Homework: Either build yourself a really detailed outline/plan
for your rhetorical analysis, or write a complete Shitty First
Draft.

2. WRITING PROMPT
Think about the last few times you were arguing a point to
someone.
Did you rely on ethos (your own authority, expertise,
experiences) to back up your point?
Did you rely on pathos (trying to make the person you were
arguing to feel a certain emotion in order to convince him or
her)?
Did you rely on logos (giving statistics, logically reasoning to
persuade) to back up your point?
What does your choice of rhetorical strategies say about
you???

3. INTRODUCTION – THIS WILL LOOK A LOT LIKE THE OPENING OF YOUR
EXTENDED JOURNAL #4, BUT WITH A LITTLE MORE DETAIL AND YOUR
CLAIM ABOUT THE OVERALL EFFECTIVENESS OF THE ARGUMENT,
WHICH WILL BE THE LAST SENTENCE OF THE INTRO.
BRIEF DISCUSSION OF INTENDED AUDIENCE.
BODY SECTION 1:
BODY SECTION 2:
BODY SECTION 3:
CONCLUSION
HOW TO STRUCTURE AND OUTLINE YOUR
ESSAY

4. POSSIBLE STRUCTURE ONE:
INTRODUCTION –
BRIEF DISCUSSION OF INTENDED AUDIENCE.
BODY SECTION 1: DISCUSS THE OVERALL STRUCTURE/CHRONOLOGY
OF YOUR ARGUMENT. USE THE ROIPHE SAMPLE AS A MODEL.
BODY SECTION 2: STRENGTHS OF THE ARGUMENT
.
BODY SECTION 3: WEAKNESSES OF THE ARGUMENT
.
CONCLUSION
HOW TO STRUCTURE AND OUTLINE YOUR
ESSAY

5. POSSIBLE STRUCTURE TWO:
INTRODUCTION.
BRIEF DISCUSSION OF INTENDED AUDIENCE.
BODY SECTION 1: FOCUS ON PATHOS, ETHOS OR LOGOS
BODY SECTION 2: FOCUS ON PATHOS, ETHOS OR LOGOS.
BODY SECTION 3: FOCUS ON PATHOS, ETHOS OR LOGOS.
CONCLUSION
HOW TO STRUCTURE AND OUTLINE YOUR
ESSAY

6. POSSIBLE STRUCTURE THREE
INTRODUCTION
BRIEF DISCUSSION OF INTENDED AUDIENCE.
BODY SECTION 1: DISCUSS THE OVERALL STRUCTURE/CHRONOLOGY
OF YOUR ARGUMENT.
BODY SECTION 2: DISCUSS SOME OTHER PATTERN YOU NOTICED.
BODY SECTION 3DISCUSS SOME OTHER PATTERN YOU NOTICED.
CONCLUSION
HOW TO STRUCTURE AND OUTLINE YOUR
ESSAY

7. Regardless of the structure you choose, you will have to
have some discussion of the rhetorical strategies used by
your author.
So today we will briefly look at strengths/weaknesses, then
look at how to analyze an author’s use of the three rhetorical
strategies (pathos, logos, ethos).

8. INTRODUCTION
A. __Contextualize the essay: discuss its context, give a
little background on the issue, paint a quick picture of the
cultural climate into which the argument was introduced.
B. __Introduce the author and essay: mention the essay’s
title and discuss briefly the author’s background,
occupation, other writings, etc.
C. __Describe/summarize briefly the essay’s subject/gist
D. __Identify briefly the author’s main claims/goals
E. __Identify briefly the author’s intended audience
F. __State thesis: How persuasive or unpersuasive you find
this argument, listing briefly some of its greatest
strengths and weaknesses

9. AN INTRO CAN LOOK
LIKE THIS:
“Anne Roiphe’s “Confessions of a Female Chauvinist Sow”
first appeared in the magazine New York in 1972. In this
essay Roiphe aims to convince her readers that women must
put faith in the idea that they are equal to men, not superior:
“Women who want equality must be prepared to give it and
believe in it…” (Roiphe). Personal anecdotes, contrast, and
comparison are techniques Roiphe skillfully uses to create a
strong, convincing essay.

10. AUDIENCE
(This can be part of a single introduction paragraph, or it can
be broken into a separate paragraph that is still part of the
introduction section. We haven’t talked a lot about audience
yet, so listen up (-:
__Identify author’s intended audience – the likely readers of
the publication.
__Describe how else we know – from the essay’s subject
matter, argument, etc. – that this is the likely intended
audience.
__Discuss why the author likely chose this audience and how
you know this.

11. WHAT THIS CAN LOOK
LIKE:
(Second paragraph)
“Judging by the author’s persuasive pleas, this article is
written mainly to people who do not already share the
author’s views entirely or in part. The Journal, Social
Research, Is primarily written to scholars and learned
individuals, but I think the general population just does not
have enough information on wild species and/or the direness
of their situations to feel greatly motivated to act. Here, he
could have supplied more information for the less
knowledgeable majority, though it is not really necessary
because of the journal’s target audience.”

12. DISCUSS THE
STRUCTURE OF THE
ESSAY
Provide a roadmap of the of the essay’s organization and/or
logic for your readers.
__Do so by describing how the essay opens, how it unfolds,
and how it concludes.
__Also, you can describe any major shifts in the argument’s
reasoning.
__Evaluate the argument’s structure. In other words, you can
comment on how the structure of the essay itself might
persuade (or fail to persuade) the audience.
(Some of you are already doing this, especially if your claim
says that the author is successful with one part of the essay
but not another part)

13. WHAT THIS CAN LOOK
LIKE:
“Roiphe begins her essay with a personal anecdote describing
the “horrifying” realization that she married a man exactly like
her father. This technique immediately establishes the essay as
informal and personal. It is a great way to capture the reader’s
interest…”
“Shortly after capturing the reader’s interest with the
introductory anecdote, Roiphe begins using contrast…”
“About midway through the essay, Roiphe makes a transition
from contrast to comparison…”
“More important than the functions of the techniques she uses
independently is how Roiphe uses them together…It is obvious
that Roiphe purposely used the techniques in a planned way.
This allowed her to create a specifically designed essay that
helped convince her readers…”

14. STRENGTHS AND
WEAKNESSES
After discussing the chronological
structure of your essay, you can
discuss first the strengths of the
essay you are analyzing, and then its
weaknesses.

15. STRENGTHS
From Milena Ateya:
“The author earns the reader’s
respect because of his knowledge and
through his logical presentation of the
issue.”
“The author also emphasizes the
danger of the slippery slope of
censorship…”

16. WEAKNESSES
From Milena Ateya:
“Overall, however, Bok’s work lacks
the kinds of evidence that statistics,
interviews with students, and other
representative examples of
controversial conduct could provide.”
“Throughout, Bok’s personal feelings
are implied but not stated directly.”

17. PATHOS, ETHOS,
LOGOS
Although these three prongs of the rhetorical
triangle are treated as separate sections in
this powerpoint, you will find yourself going
back and forth among them, especially as
you work your way through the chronological
structure before moving on to strengths and
weaknesses. Alternatively, these could
represent the “patterns” you noticed in your
argument and you could devote a section to
each one.

18. ETHOS
__Discuss briefly the author’s ethos (credibility): How is it
established, and how might it influence the intended
audience. (Can include quoting an authority).
__Provide a few key examples of how the author builds his or
her ethos/credibility throughout the argument. Some of these
may be subtle or even implied, and you have to read quite
closely to find them.
__Analyze each example briefly: discuss how the author
uses that example or strategy to persuade readers.
__Conclude this example by commenting on how the
intended audience will likely respond, overall, to the author’s
ethos/credibility.

19. WHAT THIS CAN LOOK
LIKE:
Think about how Milena Ateya used her own background in
both the introduction and conclusion of her rhetorical
analysis.

20. LOGOS
_Identify the main claim (and sub-claims, if applicable) of the
argument.
__Describe overall how the author supports these claims
(what reasons does he/she give).
__Discuss the kinds of evidence the author uses to persuade
readers. Provide examples.
__Analyze each example briefly: discuss how the author
uses that type and/or specific bit of evidence to persuade
readers.
__Evaluate the argument’s evidence: conclude this section
or element by commenting on how the audience will likely
respond to the author’s use of evidence, given its quality and
quantity.

21. LOGOS
Identify the main claim (and sub-claims, if applicable) of the
argument.
__Describe overall how the author supports these claims
(what reasons does he/she give).
__Discuss the kinds of evidence the author uses to persuade
readers. Provide examples.
__Analyze each example briefly: discuss how the author
uses that type and/or specific bit of evidence to persuade
readers.
__Evaluate the argument’s evidence: conclude this section
or element by commenting on how the audience will likely
respond to the author’s use of evidence, given its quality and
quantity.

22. WHAT THIS CAN LOOK
LIKE:
From the RA of “The Responsibility to Conserve Wild
Species.”
“He argues from his self-proclaimed conservationist
viewpoints that all interventions are justifiable…The author
explains (logos/reasoning) how the roles between human
beings have changed over time…He could have supplied
more information for the less knowledgeable majority,
though it is not really necessary because of the journal’s
target audience.

23. LOGOS
Identify the main claim (and sub-claims, if applicable) of the
argument.
__Describe overall how the author supports these claims
(what reasons does he/she give).
__Discuss the kinds of evidence the author uses to persuade
readers. Provide examples.
__Analyze each example briefly: discuss how the author
uses that type and/or specific bit of evidence to persuade
readers.
__Evaluate the argument’s evidence: conclude this section
or element by commenting on how the audience will likely
respond to the author’s use of evidence, given its quality and
quantity.

24. WHAT THIS CAN LOOK
LIKE:
From the RA of “The Responsibility to Conserve Wild
Species.”
“He argues from his self-proclaimed conservationist
viewpoints that all interventions are justifiable…The author
explains (logos/reasoning) how the roles between human
beings have changed over time…He could have supplied
more information for the less knowledgeable majority,
though it is not really necessary because of the journal’s
target audience.

25. LOGOS
Identify the main claim (and sub-claims, if applicable) of the
argument.
__Describe overall how the author supports these claims
(what reasons does he/she give).
__Discuss the kinds of evidence the author uses to persuade
readers. Provide examples.
__Analyze each example briefly: discuss how the author
uses that type and/or specific bit of evidence to persuade
readers.
__Evaluate the argument’s evidence: conclude this section
or element by commenting on how the audience will likely
respond to the author’s use of evidence, given its quality and
quantity.

26. WHAT THIS CAN LOOK
LIKE
From the RA of “The Responsibility to Conserve Wild
Species.”
“He argues from his self-proclaimed conservationist
viewpoints that all interventions are justifiable…The author
explains (logos/reasoning) how the roles between human
beings have changed over time…He could have supplied
more information for the less knowledgeable majority,
though it is not really necessary because of the journal’s
target audience.

27. LOGOS
Identify the main claim (and sub-claims, if applicable) of the
argument.
__Describe overall how the author supports these claims
(what reasons does he/she give).
__Discuss the kinds of evidence the author uses to persuade
readers. Provide examples.
__Analyze each example briefly: discuss how the author
uses that type and/or specific bit of evidence to persuade
readers.
__Evaluate the argument’s evidence: conclude this section
or example by commenting on how the audience will likely
respond to the author’s use of evidence, given its quality and
quantity.

28. WHAT THIS CAN LOOK
LIKE
From the RA of “The Responsibility to Conserve Wild
Species.”
“He argues from his self-proclaimed conservationist
viewpoints that all interventions are justifiable…The author
explains (logos/reasoning) how the roles between human
beings have changed over time…He could have supplied
more information for the less knowledgeable majority,
though it is not really necessary because of the journal’s
target audience.

29. PATHOS
__Discuss the author’s appeals to the audience’s emotions,
values, assumptions, sense of identity.
__Provide a few key examples of how the author uses pathos
in different ways to persuade his audience.
__Analyze each example briefly: discuss how the author
uses that particular strategy to evoke certain
responses/feelings from readers.
__Conclude this section or element by commenting on how
the audience likely will respond, overall, to the author’s
appeals to pathos. Note strengths as well as weaknesses.

30. PATHOS
Discuss the author’s appeals to the audience’s emotions,
values, assumptions, sense of identity.
__Provide a few key examples of how the author uses pathos
in different ways to persuade his audience.
__Analyze each example briefly: discuss how the author
uses that particular strategy to evoke certain
responses/feelings from readers.
__Conclude this section or element by commenting on how
the audience likely will respond, overall, to the author’s
appeals to pathos. Note strengths as well as weaknesses.

31. WHAT CAN THIS LOOK
LIKE?
“Roiphe begins her essay with a personal anecdote describing
the “horrifying” realization that she married a man exactly like
her father. This technique immediately establishes the essay as
informal and personal. It is a great way to connect emotionally
to readers and, ultimately, to convince them…
(Essay continues on with several anecdotes…)
“Anecdotes such as these are entertaining and tend to lighten
the mood of the essay. Also, it is quite easy for readers to relate
to personal experience. Another function of anecdotes in this
essay is to substantiate and support main ideas.”

32. PATHOS
Discuss the author’s appeals to the audience’s emotions,
values, assumptions, sense of identity.
__Provide a few key examples of how the author uses pathos
in different ways to persuade his audience.
__Analyze each example briefly: discuss how the author
uses that particular strategy to evoke certain
responses/feelings from readers.
__Conclude this section or element by commenting on how
the audience likely will respond, overall, to the author’s
appeals to pathos. Note strengths as well as weaknesses.

33. WHAT CAN THIS LOOK
LIKE?
“Roiphe begins her essay with a personal anecdote
describing the “horrifying” realization that she married a man
exactly like her father. This technique immediately
establishes the essay as informal and personal. It is a great
way to connect emotionally to readers and, ultimately, to
convince them…
(Essay continues on with several anecdotes…)
“Anecdotes such as these are entertaining and tend to
lighten the mood of the essay. Also, it is quite easy for
readers to relate to personal experience. Another function of
anecdotes in this essay is to substantiate and support main
ideas.”

34. PATHOS
Discuss the author’s appeals to the audience’s emotions,
values, assumptions, sense of identity.
__Provide a few key examples of how the author uses pathos
in different ways to persuade his audience.
__Analyze each example briefly: discuss how the author
uses that particular strategy to evoke certain
responses/feelings from readers.
__Conclude this section or element by commenting on how
the audience likely will respond, overall, to the author’s
appeals to pathos. Note strengths as well as weaknesses.

35. WHAT THIS CAN LOOK
LIKE:
“Roiphe begins her essay with a personal anecdote
describing the “horrifying” realization that she married a man
exactly like her father. This technique immediately
establishes the essay as informal and personal. It is a great
way to connect emotionally to readers and, ultimately, to
convince them…
(Essay continues on with several anecdotes…)
“Anecdotes such as these are entertaining and tend to
lighten the mood of the essay. Also, it is quite easy for
readers to relate to personal experience. Another function of
anecdotes in this essay is to substantiate and support main
ideas.”

36. COUNTER
ARGUMENTS
Huh????
Remember, an author’s argument is stronger if he or she
acknowledges the possibility or existence of opposing views.
__Discuss how or whether the author acknowledges any
different points of view.
__Discuss how the author handles those points of view, if he
or she acknowledges them.

37. WHAT THIS CAN LOOK
LIKE:
From the RA of “The Responsibility to Conserve Wild
Species.”
“Are there any other viewpoints that he ignored or failed to
see? I think there are, but Robinson does not even
acknowledge the existence of other points of view. I think
that to him there are just no other opinions and he does not
want readers to begin to consider not intervening…”

38. CONCLUSION
_The concluding paragraph should highlight the argument’s
strengths and weaknesses.
__After weighing strengths and weaknesses, offer a final
evaluation of the argument’s overall persuasiveness.

39. WHAT THIS CAN LOOK
LIKE:
From “A Curse and a Blessing” (Milena Ataya’s rhetorical
analysis in response to Harvard president).
“In writing this essay, Bok faced a challenging task: to write a
short response to a specific situation that represents a very
broad and controversial issue. Some people may find that
freedom of expression is both a curse and a blessing
because of the difficulties it creates. As one who has lived
under a regime that permitted very limited, censored
expression, I am all too aware that I could not have written
this response in 1991 in Bulgaria. As a result, I feel, like
Derek Bok, that freedom of expression is a blessing, in spite
of any temporary problems associated with it.”