Rhetorical Analysis Essay
People told me that AP English in eleventh grade was the most difficult English Course I would ever take, and I was scared. English has never been one of my stronger subjects, and this year will be a real challenge for me. Our first writing assignment of the year is a three-page synthesis of chapters one and two of The Language of Composition textbook. Chapters one and two are 80 pages of extremely long, boring, confusing, and challenging information to understand. I regret not doing all the extra summer work provided by Mr. Hankins. Can I not be that far behind, or can I?
Chapter 1: An Introduction to Rhetoric details the different types of rhetoric appeals and situations and how to use them. Chapter 2: Close Reading will explain how to close read and the difference between analysis and close reading. Understanding these two chapters is extremely important for the rest of the year because these are the topics we will study most of the year and what I will be studying in future AP English courses.
In Chapter one, the author quotes the Greek philosopher Aristotle. Aristotle defines rhetoric as “the faculty of observing in any given case the available means of persuasion” (Shea 1). This means rhetoric is the art of persuading an audience in a speech or writing. Rhetoric is always situational. Rhetoric could have an occasion, the time or place the text was written or spoken.
The occasion was created within a specific context, the circumstances and events surrounding the text. Rhetoric will also have a purpose, which the speaker wants to achieve. A rhetorical situation is about the relationship between the speaker, the audience, and the subject. The most important part of chapter one is rhetorical appeals. According to Aristotle, rhetorical appeals are ethos, logos, and pathos.
Ethos, logos, and pathos have been in every TED talk we have listened to in class. This makes sense because speakers appeal to ethos, logos, and pathos. Speakers use ethos to form trust with their audience. When speakers use ethos, they share common values with their audience. Speakers must build ethos by explaining their background and values to their audience.
When they use logos, they have the main idea and use specific details, statistics, and other information to back their idea up. Logos can require a lot of research. Pathos is the appeal to emotions, values, and desires (Shea13). Even though arguments that show emotion are considered weak, speakers need to have enough emotion in their speeches to evoke their audience’s emotions.
You can also use pathos by using imagery in your writing. A picture can say a lot more than anything written on paper. Most “good” authors use not just one rhetorical appeal but all three, ethos, logos, and pathos, in their writings. All three of the rhetorical appeals are bounded together. Chapter 2: Close Reading is about the art and craft of analysis.
The chapter starts by explaining that teachers can read the same book every year because books have different layers to them with different meanings. To effectively close the read, the reader must read and then reread the text. When close readings, you must talk with the text. Talking with the text is asking questions by interrogating the author’s choices. Annotating is another close reading technique. I was taught annotating was circling, underlining, and boxing in sentences or phrases I found interesting or stood out.
But annotating is circling words you do not know, identifying the author’s thesis, main ideas, and sentences that appeal to you. As I read chapter two, the author starts moving her focus from close reading to analysis. I had to read and reread this section multiple times because I could not wrap my head around the analysis concept.
I took away from the textbook that analysis and close meaning are extremely similar. In close reading, the reader takes away the main idea of the text and can summarize the text to anyone. The analysis is rereading the text after close reading it and pulling out information, examining it even closer than you did when you closed reading. Chapter two ended by explaining how to write a close analysis essay.
The first step in writing a close analysis essay is developing a thesis statement. This will help with staying focused on the topic being talked about. I can take away many things from chapters one and two, but one thing is authors put a lot of thought into what they say to get the right reaction from their audience.
As I read through the first two chapters of The Language of Composition textbook, I attempted to understand rhetoric, rhetoric appeals, close reading, and analysis. I only understood the concept of close reading and annotating. My understanding of rhetoric appeals and reading analysis is still extremely shaking. Still, I know and understand little amounts of all of them. But with more studying and practice, I will get there one day and be able to use and explain rhetoric and rhetorical analysis.
Moving into the school year, I now have somewhat of an understanding of the information covered in chapters one and two. Now in class, I will not be at a total loss when Mr. Hankins starts talking about ethos, logos, and pathos in TED talks. I may understand what is going on.