Rhetorical Analysis Activity Pack
Teaches Analysis of:

Rhetoric (SOAPSTone
Method)
 Language and Tone
 Rhetorical Devices
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Copyright © 2014 Amanda Czerniuk!
Rhetorical Analysis Activity Pack
Unit Overview:
This CCSS aligned activity pack includes concept overviews, activities and assessments to effectively
teach rhetorical analysis, rhetorical devices, and tone analysis. Assessment options include two essays
and a magazine/newspaper project. Also includes a link to a Colbert Report video, Lincoln’s “Second
Inaugural Address” reading, peer editing handouts, writing rubrics and teacher notes.
Unit Contents:
Rhetorical Analysis Learning Activity Directions!
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Rhetorical Analysis--The SOAPSTone Method!!
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Rhetorical Analysis Practice! !
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Rhetorical Analysis Practice Teacher Key !
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SOAPSTone Rhetorical Analysis--The Colbert Report! !
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SOAPSTone Rhetorical Analysis--CR Teacher Key ! !
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Blank SOAPSTone Rhetorical Analysis Handout!
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Rhetorical Analysis Overview Variation!!
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Tone Analysis Learning Activity Directions!
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Tone and Language Overview !!
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Tone and Language Overview Teacher Key ! !
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Lincoln’s “Second Inaugural Address” Reading!!
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Language and Tone Analysis--Lincoln’s “Second Inaugural Address”!
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Language and Tone Analysis--Lincoln’s Address Teacher Key !!
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Blank Language and Tone Analysis Handout! !
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Rhetorical Devices Learning Activity Directions!
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Rhetorical Devices Overview ! !
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Rhetorical Devices--Lincoln’s “Second Inaugural Address” ! !
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Rhetorical Devices--“Second Inaugural Address” Teacher Key !
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Blank Rhetorical Devices Analysis Handout! !
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Assessment Directions !
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Rhetorical Analysis Essay Assignment!!
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Rhetorical Analysis Essay Peer Editing!
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Rhetorical Analysis Essay Rubric!
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Persuasive Essay Assignment!!
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Persuasive Essay Assignment Peer Editing! !
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Persuasive Essay Assignment Rubric! !
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Newspaper/Magazine Project! !
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Newspaper/Magazine Project Rubric! !
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Copyright © 2014 Amanda Czerniuk
All rights reserved by author.
Permission to copy for single classroom use only.
Electronic distribution limited to single classroom use only.
Not for public display.
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Copyright © 2014 Amanda Czerniuk!
Image and Text Credits:
“Abraham Lincoln”. WPClipart. Online Clip Art. 1 Apr 2014.
Books, Reading and Writing Illustrations. Dover Clip Art collection.
“Hatter Engaging in Rhetoric.” WPClipart. Online Clip Art. 11 Oct 2013.
Lincoln, Abraham. “Second Inaugural Address.” Delivered March 4, 1865. Bartleby Online. 1 Apr 2014.
Common Core State Standards Addressed (there is overlap between grades 9-10 and 11-12;
assignments can be adapted to fit grade level):
RI1.Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain.
RI4. Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings.
RI6--Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.
W2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information
clearly and accurately through the effective selection, organization, and analysis of content.
W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.
W9. Draw evidence from literary of informational texts to support analysis, reflection and research.
W10. Write routinely over extended time frames and shorter time frames for a range of tasks, purposes and
audiences.
SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance,
premises, links among ideas, word choice, points of emphasis, and tone used.
L1.Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
L2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
L5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
The National Governors Association Center for Best Practices and Council of Chief State School
Officers are the sole owners and developers of the Common Core State Standards.
© Copyright 2010. All rights reserved.
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Rhetorical Analysis Learning Activities Directions
Learning Activities (included documents are bolded): To begin the unit, teacher may ask students
what they know about rhetoric and why we should be mindful about rhetoric in our daily life (teacher
may want to stress that we need to be savvy about the messages we receive, be it visually or verbally,
in order to make educated choices). Students should look over the Rhetorical Analysis--The
SOAPSTone Method handout (page 5) for an introduction to or review of rhetorical analysis. After
reading through the handout, students should ask any questions for clarity then read the short speech
and answer the questions located on the Rhetorical Analysis Practice handout (page 6; Key 7) either
individually or with a partner; teacher may want to make double-sided copies of the two handouts to
save paper. Teacher should review responses for clarity. Note: I used the words “writer” and “text” for
the overview and activities, though these terms could just as easily be “speaker”, “communicator”,
“speech”, “video”, etc.
Next, students should access a computer to practice rhetorical analysis using a clip from The Colbert
Report either at school or for homework (the six minute clip titled “StePhest Colbchella '013 - Special
Guest Stephen Colbert!” is from Aug. 6, 2013 and is found at Colbert Nation Online: http://
www.colbertnation.com/the-colbert-report-videos/428371/august-06-2013/stephest-colbchella--013--special-guest-stephen-colbert-). Students analyze the clip using the SOAPSTone Rhetorical
Analysis--The Colbert Report handout (page 8; Key 9-10). Students should use the middle columns
of the handout to respond to the questions prompted in the left-hand columns of the graphic organizer,
then offer support from the clip in the right-hand columns. Students may want to keep the “How Do You
Know” cell empty for the “Subject” row; it’s a bit redundant. Teacher should review responses for clarity.
Note: I also included a Blank SOAPSTone Rhetorical Analysis Handout (page 11) to use with any
text and a Rhetorical Analysis Overview (page 12) as a variation of the SOAPSTone method if
needed.
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Rhetorical Analysis--The SOAPSTone Method
Not brute force but only persuasion and faith are the kings of this world--Thomas Carlyle (1795-1881)
Rhetoric- The art or study of using language effectively and persuasively.
Rhetorical analysis- The examination of texts to determine how the author shapes the content to
achieve a purpose for a given audience. In other words, finding what the writer wants the reader to
understand by analyzing his or her language usage, literary and rhetorical techniques.
When we are mindful of a writer’s rhetorical strategy when we read, we are better able to understand
his or her message. When we are mindful of our own rhetorical strategy when we write, we are better
able to advance our point of view and achieve our purpose.
Use the SOAPSTone acronym and corresponding questions described below as a model to rhetorically
analyze a text:
Speaker
The communicator who produced the work. Consider: what has gotten under the
communicator’s skin? What can you infer about his or her background? Is he or she
credible and trustworthy?
Occasion
The time, place, context, and/or current situation that prompted the work. Consider:
is the work in response to a specific event or person?
Audience
The group of readers to whom the work is directed. Generally there is a primary and
secondary audience; the primary audience is the particular individual or group the
writer is addressing, while the secondary audience is the individual or group other
than the intended audience who will also read the piece. Consider: what
assumptions can you make about the audience in terms of gender, socio-economic
status, education, beliefs, etc.?
Purpose
The reason why the work was created. Consider: is the work meant to inform,
persuade, or explain? What does the writer want the reader/listener to do?
Subject
The general topic, content, and ideas contained in the text. Consider: how has the
subject been presented? Is the subject explicitly stated or is it implied?
Tone
The speaker’s attitude. Consider: what striking uses of diction, syntax, details, and
imagery help convey the speaker’s attitude?
(CCSS RI 9-12.6)
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Copyright © 2014 Amanda Czerniuk!
Name:___________________________________ Date: ________________ Class Period:________
Rhetorical Analysis Practice
Read the speech below, then use the SOAPSTone method to identify the rhetorical elements in the speech.
George Graham Vest, a lawyer and U.S. Senator from Missouri, delivered “Tribute to the Dog” (1855) when
representing a man who sued another for killing his dog. Vest won the case.
Gentlemen of the Jury: The best friend a man has in the world may turn against him and become his enemy.
His son or daughter that he has reared with loving care may prove ungrateful. Those who are nearest and
dearest to us, those whom we trust with our happiness and our good name may become traitors to their
faith. The money that a man has, he may lose. It flies away from him, perhaps when he needs it most. A
man's reputation may be sacrificed in a moment of ill-considered action. The people who are prone to fall on
their knees to do us honor when success is with us, may be the first to throw the stone of malice when
failure settles its cloud upon our heads.
The one absolutely unselfish friend that man can have in this selfish world, the one that never deserts him,
the one that never proves ungrateful or treacherous is his dog. A man's dog stands by him in prosperity and
in poverty, in health and in sickness. He will sleep on the cold ground, where the wintry winds blow and the
snow drives fiercely, if only he may be near his master's side. He will kiss the hand that has no food to offer.
He will lick the wounds and sores that come in encounters with the roughness of the world. He guards the
sleep of his pauper master as if he were a prince. When all other friends desert, he remains. When riches
take wings, and reputation falls to pieces, he is as constant in his love as the sun in its journey through the
heavens.
If fortune drives the master forth, an outcast in the world, friendless and homeless, the faithful dog asks no
higher privilege than that of accompanying him, to guard him against danger, to fight against his enemies.
And when the last scene of all comes, and death takes his master in its embrace and his body is laid away
in the cold ground, no matter if all other friends pursue their way, there by the graveside will the noble dog
be found, his head between his paws, his eyes sad, but open in alert watchfulness, faithful and true even in
death.
1. Who is the speaker? Is he credible? Why or why not? _______________________________________
______________________________________________________________________________________
2. What is the occasion? _________________________________________________________________
______________________________________________________________________________________
3. Who is the audience? _________________________________________________________________
______________________________________________________________________________________
4. What is the purpose of the work?________________________________________________________
______________________________________________________________________________________
5. What is the subject matter of the work? Is it explicitly stated or is it implied? How do you know?
______________________________________________________________________________________
______________________________________________________________________________________
6. What is the speaker’s tone? Select a couple of examples from the text that help reveal that tone.
______________________________________________________________________________________
______________________________________________________________________________________
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Copyright © 2014 Amanda Czerniuk!
Rhetorical Analysis Practice Teacher Notes (suggested responses)
Read the speech below, then use the SOAPSTone method to identify the rhetorical elements in the speech.
George Graham Vest, a lawyer and U.S. Senator from Missouri, delivered “Tribute to the Dog” (1855) when
representing a man who sued another for killing his dog. Vest won the case.
Gentlemen of the Jury: The best friend a man has in the world may turn against him and become his enemy.
His son or daughter that he has reared with loving care may prove ungrateful. Those who are nearest and
dearest to us, those whom we trust with our happiness and our good name may become traitors to their
faith. The money that a man has, he may lose. It flies away from him, perhaps when he needs it most. A
man's reputation may be sacrificed in a moment of ill-considered action. The people who are prone to fall on
their knees to do us honor when success is with us, may be the first to throw the stone of malice when
failure settles its cloud upon our heads.
The one absolutely unselfish friend that man can have in this selfish world, the one that never deserts him,
the one that never proves ungrateful or treacherous is his dog. A man's dog stands by him in prosperity and
in poverty, in health and in sickness. He will sleep on the cold ground, where the wintry winds blow and the
snow drives fiercely, if only he may be near his master's side. He will kiss the hand that has no food to offer.
He will lick the wounds and sores that come in encounters with the roughness of the world. He guards the
sleep of his pauper master as if he were a prince. When all other friends desert, he remains. When riches
take wings, and reputation falls to pieces, he is as constant in his love as the sun in its journey through the
heavens.
If fortune drives the master forth, an outcast in the world, friendless and homeless, the faithful dog asks no
higher privilege than that of accompanying him, to guard him against danger, to fight against his enemies.
And when the last scene of all comes, and death takes his master in its embrace and his body is laid away
in the cold ground, no matter if all other friends pursue their way, there by the graveside will the noble dog
be found, his head between his paws, his eyes sad, but open in alert watchfulness, faithful and true even in
death.
1. Who is the speaker? Is he credible? Why or why not?
George Graham Vest is the speaker. For this situation, Vest is credible by virtue of his law degree (though
this doesn’t guarantee credibility). Additionally, he’s a thoughtful and skilled speaker which encourages his
audience to fully consider his argument.
2. What is the occasion?
Vest is delivering his closing argument in court in response to his client’s case.
3. Who is the audience?
The members of the jury are Vest’s audience.
4. What is the purpose of the work?
Vest’s purpose is to persuade the jury to believe that a dog’s loyalty supersedes that of a human, and,
therefore, the defendant should be held accountable for taking a dog’s life.
5. What is the subject matter of the work? Is it explicitly stated or is it implied? How do you know?
The subject of a dog’s loyalty is explicitly stated while the defendant’s guilt is not; Vest finds dogs to be an
“unselfish friend... that never proves ungrateful... in health and in sickness [and is] faithful and true even in
death”.
6. What is the speaker’s tone? Select a couple of examples from the text that help reveal that tone.
Vest feels compassion for dogs’ relationships with their owners depicted in his use of imagery: the dog “will
sleep on the cold ground, where the wintry winds blow and the snow drives fiercely, if only he may be near
his master's side” and uses a simile to compare a dog’s love to the constance of the sun.
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Name:___________________________________ Date: ________________ Class Period:________
SOAPSTone Rhetorical Analysis--The Colbert Report
Response
How Do You Know?
Speaker
Who is the speaker? What
can you infer about his or
her background? Is he or
she credible and/or
trustworthy?
Occasion
What is the time, place,
context, and/or current
situation that prompted the
work? Is it in response to a
specific person or event?
Audience
To whom the work is
directed? Is there is a
primary and secondary
audience? What
assumptions can you make
about the audience?
Purpose
Why was the work created?
Is the work meant to inform,
persuade or explain? What
does the speaker want the
reader/listener to do?
Subject
What is the general topic?
How has the subject been
presented? Is the subject
explicitly stated or is it
implied?
Tone
What is the speaker’s
attitude? What striking uses
of diction, syntax, details,
and imagery help convey
this view?
Did Colbert achieve his purpose with this segment? Why or why not? ___________________________
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Copyright © 2014 Amanda Czerniuk!
SOAPSTone Rhetorical Analysis--The Colbert Report
Teacher Notes (suggested responses)
Response
How Do You Know?
Occasion
What is the time, place,
context, and/or current
situation that prompted the
work? Is it in response to a
specific person or event?
Colbert is the speaker with a strong The Colbert Report is a show based
interest in politics and current events. on politics and current events. While
Colbert is generally not credible and Colbert is prone to offer misleading
trustworthy as a primary news source, information, it is presented in a way
as he is facetious and plays a parody that his audience would recognize as
of a newscaster. In this clip, Colbert a parody, though in this segment he is
manages to be forthright even though credible even though he sprinkles
he is also being humorous.
humor throughout.
Colbert’s 2013 episode is responding Colbert provides background about
to Daft Punk’s cancellation of his
Daft Punk’s cancellation including the
show and Van Toffler’s role in the
scheduled timeline of events prior to
band’s cancellation.
the cancellation and Colbert’s
correspondence with Toffler after the
cancellation.
Audience
To whom the work is
directed? Is there is a
primary and secondary
audience? What
assumptions can you make
about the audience?
Colbert’s show is ultimately for his live Colbert’s audience would need to be
and viewing audience, though this
interested in political, cultural and
segment is also targeted for Mr.
humor or they wouldn’t be watching
Toffler, Daft Punk and his sponsors at his show. Colbert also makes direct
Hyundai. We can assume his
references to his other audience
audience is politically and culturally
during his segment: Toffler, Daft Punk
aware with a sense of humor.
and Hyundai.
Speaker
Who is the speaker? What
can you infer about his or
her background? Is he or
she credible and /or
trustworthy?
Colbert’s segment aims to inform his Colbert shares with the audience the
audience and sponsor about DP’s
date that Daft Punk was supposed to
Purpose
cancellation and persuade his
perform, as well as the dates and
Why was the work created? audience to watch the a different
exchanges between Toffler after the
Is the work meant to inform, award show. Ultimately, Colbert wants cancellation. Colbert further offers the
persuade or explain? What
date for the VH1 performance as a
does the speaker want the to ruin Daft Punk’s surprise
performance
on
MTV
because
MTV
form of protest against MTV.
reader/listener to do?
ruined DP’s performance on Colbert’s
show.
The subject of the segment is
Subject
explicitly stated as Daft Punk
What is the general topic? canceling their performance on
How has the subject been Colbert’s show. Colbert is
presented? Is the subject
disappointed and angered yet
explicitly stated or is it
manages to present this subject with
implied?
humor.
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Tone
What is the speaker’s
attitude? What striking uses
of diction, syntax, details,
and imagery help convey
this view?
Colbert is both offended and
disappointed by Daft Punk’s
cancellation and Toffler’s response as
evident in his diction and details.
Colbert states he had “a rough day”
before pouring himself an alcoholic
beverage to decompress; he calls
Daft Punk unflattering names like
“click and clack” and he intentionally
flubs Toffler’s name. Colbert uses
details like spoiling Daft Punk’s
surprise performance and sharing The
Beatles performance on The Ed
Sullivan Show to share his
disappointment.
Did Colbert achieve his purpose with this segment? Why or why not?
Answers will vary. Many will find that Colbert provided enough background information about DP’s
scheduled performance and expressed his disappointment in such a way that he could easily convince
some members of his audience to either shame MTV and Daft Punk and/or boycott the MTV Music Awards.
Also, by Colbert sharing Toffler’s own words from his letter, Colbert damages Toffler’s credibility as a fairminded company president able to make scheduling arrangements that are beneficial for all parties.
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Copyright © 2014 Amanda Czerniuk!
Name:___________________________________ Date: ________________ Class Period:________
SOAPSTone Rhetorical Analysis Practice
Response
Textual Support for Response
Speaker
Who is the speaker? What
can you infer about his or
her background? Is he or
she credible and/or
trustworthy?
Occasion
What is the time, place,
context, and/or current
situation that prompted the
work? Is it in response to a
specific person or event?
Audience
To whom the work is
directed? Is there is a
primary and secondary
audience? What
assumptions can you make
about the audience?
Purpose
Why was the work
created? Is the work meant
to inform, persuade or
explain? What does the
writer want the reader/
listener to do?
Subject
What is the general topic?
How has the subject been
presented? Is it explicitly
stated or is it implied?
Tone
What is the speaker’s
attitude? What striking
uses of diction, syntax,
details, and imagery help
convey this view?
(CCSS RI 9-12.6)
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Copyright © 2014 Amanda Czerniuk!
Rhetorical Analysis Overview
Not brute force but only persuasion and faith are the kings of this world--Thomas Carlyle (1795-1881)
Rhetoric- The art or study of using language effectively and persuasively.
Rhetorical analysis- The examination of texts to determine how the author shapes the content to
achieve a purpose for a given audience. In other words, finding what the writer wants the reader to
understand by analyzing his or her language usage, literary and rhetorical techniques.
When we are mindful of a writer’s rhetorical strategy when we read, we are better able to understand
his or her message. When we are mindful of our own rhetorical strategy when we write, we are better
able to advance our point of view and achieve our purpose.
Consider the questions below when rhetorically analyzing a text:
1.
What is the purpose of the essay (to inform, persuade, explain, entertain, analyze)? What is the
writer’s point of view? What does the writer want the reader to do?
2.
Why does the writer feel the need to write? What has “gotten under the writer’s skin”?
3.
Who is the audience for the piece? Generally there is a primary and secondary audience; the
primary audience is the particular individual or group the writer is addressing, while the
secondary audience is the individual or group other than the intended audience who will also
read the piece.
4.
What support does the writer use? Does the writer use factual support? Examples? Personal
experiences? Descriptions (with important details)? Experts? A combination?
5.
What appeals, or persuasive strategies, are used? Many non-fiction works contain a
combination of ethos, pathos and logos to persuade its audience.
6.
What language does the writer use (is it concrete, figurative, connotative, etc.)? What about
imagery, interesting sentence structures, details or any other notable literary features that make
the writer’s argument more effective?
Ideally, all of these elements work together to help create a rhetorically strong written work.
(CCSS RI 9-12.6)
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Tone Learning Activity Directions
Learning Activities (included documents are bolded): The SOAPSTone method of rhetorical
analysis includes analyzing tone, so this section delves in a bit deeper into tone and language.
Individually, in pairs or as a class, students should work their way through the four practice activities
covering connotation, language and tone found on the Tone and Language Overview (pages 14-15;
Key 16-17) with the teacher’s assistance if needed. I suggest making a double-sided copy for each
student to save paper.
Once students are comfortable identifying tone, they should read Lincoln’s “Second Inaugural
Address” (page 18) either silently or aloud, then complete the Language and Tone Analysis-Lincoln’s “Second Inaugural Address” graphic organizer (page 19; Key 20). Students should first
identify the tone of Lincoln’s speech and add that tone word to the top of the graphic organizer, then
find four instances of connotative and/or figurative language from his text that capture that tone, before
explaining the meaning of that language and analyzing how that language reveals Lincoln’s tone. There
is a space on the graphic organizer for each of these prompts. If this assignment is too difficult for your
students, the class can work together to determine a tone and/or identify language elements before
analyzing how that language reveals the tone. Teacher should review responses for clarity. This reading
will be needed for the next section’s activity too.
Note: I also included a Blank Language and Tone Analysis Handout (page 21) to use with any text if
needed.
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Name:___________________________________ Date: ________________ Class Period:________
Language Overview--Diction and Tone
Diction, or the author’s word choice, is a powerful element of an author’s style and helps to develop
the tone of a text. Words that develop the author’s attitude can have a connotative meaning, an
implied or suggested meaning, or a denotative meaning, a literal dictionary definition meaning. Authors
use this language purposefully to elicit certain responses from the reader.
As an example, the words giggle and cackle both literally describe a type of laughter, which is
the dictionary definition, or denotative meaning. The word giggle has the connotation of being youthful
and playful, while the word cackle has an evil or dark connotation.
Practice 1:
Identify if the following words have a negative, positive, or neutral connotation.
A. spinster, old maid, bachelorette, unmarried woman, career woman
B. saving, tight, miserly, frugal, economical, thrifty, penny-pinching, budget minded
C. shrewd, calculating, clever, sly, knowing, cunning, skillful, smooth
Words That Describe Language
There are many words one could use to describe the language a writer uses, though the following
adjectives are the most common:
formal, informal, simple, complex, colloquial (like spoken language), scholarly, concrete, abstract,
descriptive, technical (with jargon), emotional or neutral
Practice 2:
Which word(s) would you use to describe the language usage in the sentences below?
A. “The company’s customer-centric business model provides a strong value proposition to
consumers.” From PRDaily
B. “I became aware of the old island here that flowered once for Dutch sailors’ eyes — a fresh, green
breast of the new world. Its vanished trees, the trees that had made way for Gatsby’s house, had once
pandered in whispers to the last and greatest of all human dreams...” From The Great Gatsby
C. "Riches is nothing in the face of the Lord, for He can see into the heart." From As I Lay Dying
(continued)
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The language a writer uses helps to create the tone of a work. This tone is the author’s attitude towards
his or her subject matter. When reading for tone, consider not only language but also how the details,
imagery, sentence structure and literary choices lend insight into the author’s purpose and attitude.
Being able to determine tone is an essential skill needed to fully comprehend a text.
Here are just some of the many words one can use to describe an author’s tone:
lighthearted, hopeful, enthusiastic, complimentary, confident, optimistic, elated, sympathetic,
compassionate, proud, angry, disgusted, urgent, outraged, accusing, indignant, threatening, sarcastic,
cynical, critical, satiric, condescending, mock-serious, taunting, somber, sad, disturbed, mournful,
solemn, serious, apprehensive, concerned, hopeless, formal, objective, nostalgic, restrained, clinical,
sentimental, detached, urgent, instructive, matter-of-fact, informative and authoritative
Practice 3:
Answer the questions below based on a few lines of poetry with strong connotative diction from Dylan
Thomas’s poem “Do Not Go Gentle into That Good Night”:
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“Do not go gentle into that good night,
Old age should burn and rave at close of day;
Rage, rage against the dying of the light.”
A. What do the words “good night” denote?
B. What do the words “good night” connote?
C. Pick another word from the poem with a strong connotation. What does the word suggest?
D. How would you describe Thomas’s language overall?
E. What tone is created in Thomas’s three lines of poetry (or what is his attitude towards living life)?
How is it created?
Practice 4:
Alter the following sentence so that each conveys the attitude of the tone word listed below:
The boy looked out his window to the street below.
A. Elated
B. Detached
C. Select your own tone word to convey:
(CCSS RL & RI 9-12.4)
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Language Overview--Diction and Tone Teacher Notes (suggested responses)
Diction, or the author’s word choice, is a powerful element of an author’s style and helps to develop
the tone of a text. Words that develop the author’s attitude can have a connotative meaning, an
implied or suggested meaning, or a denotative meaning, a literal dictionary definition meaning. Authors
use this language purposefully to elicit certain responses from the reader.
As an example, the words giggle and cackle both literally describe a type of laughter, which is
the dictionary definition, or denotative meaning. The word giggle has the connotation of being youthful
and playful, while the word cackle has an evil or dark connotation.
Practice 1:
Identify if the following words have a negative, positive, or neutral connotation.
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neg.
neg.
pos.!
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neu.! !
pos/neu
A. spinster, old maid, bachelorette, unmarried woman, career woman
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neu. neg.
neg.
pos.
pos.!
pos.
neg.
neu
B. saving, tight, miserly, frugal, economical, thrifty, penny-pinching, budget minded
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pos.
neg.
pos. neg. neu.
neg.
pos.
pos.
C. shrewd, calculating, clever, sly, knowing, cunning, skillful, smooth
Words That Describe Language
There are many words one could use to describe the language a writer uses, though the following
adjectives are the most common:
formal, informal, simple, complex, colloquial (like spoken language), scholarly, concrete, abstract,
descriptive, technical (with jargon), emotional or neutral
Practice 2:
Which word(s) would you use to describe the language usage in the sentences below?
A. “The company’s customer-centric business model provides a strong value proposition to
consumers.” From PRDaily ! Technical
B. “I became aware of the old island here that flowered once for Dutch sailors’ eyes — a fresh, green
breast of the new world. Its vanished trees, the trees that had made way for Gatsby’s house, had once
pandered in whispers to the last and greatest of all human dreams...” From The Great Gatsby
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Descriptive
C. "Riches is nothing in the face of the Lord, for He can see into the heart." From As I Lay Dying
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(continued)
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The language a writer uses helps to create the tone of a work. This tone is the author’s attitude towards
his or her subject matter. When reading for tone, consider not only language but also how the details,
imagery, sentence structure and literary choices lend insight into the author’s purpose and attitude.
Being able to determine tone is an essential skill needed to fully comprehend a text.
Here are just some of the many words one can use to describe an author’s tone:
lighthearted, hopeful, enthusiastic, complimentary, confident, optimistic, elated, sympathetic,
compassionate, proud, angry, disgusted, urgent, outraged, accusing, indignant, threatening, sarcastic,
cynical, critical, satiric, condescending, mock-serious, taunting, somber, sad, disturbed, mournful,
solemn, serious, apprehensive, concerned, hopeless, formal, objective, nostalgic, restrained, clinical,
sentimental, detached, urgent, instructive, matter-of-fact, informative and authoritative
Practice 3:
Answer the questions below based on a few lines of poetry with strong connotative diction from Dylan
Thomas’s poem “Do Not Go Gentle into That Good Night”:
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“Do not go gentle into that good night,
Old age should burn and rave at close of day;
Rage, rage against the dying of the light.”
A. What do the words “good night” denote? An end of the day pleasantry.
B. What do the words “good night” connote? Death or the end of life.
C. Pick another word from the poem with a strong connotation. What does the word suggest? “Rage” in
this context is not the explosive anger the word denotes but, rather, grabbing hold of life and living
purposefully.
D. How would you describe Thomas’s language overall? Thomas’s language is emotional.
E. What tone is created in Thomas’s three lines of poetry (or what is his attitude towards living life)?
How is it created?!
The tone is authoritative or urgent created by Thomas’s commanding words,
repetition, and figurative language.
Practice 4:
Alter the following sentence so that each conveys the attitude of the tone word listed below:
The boy looked out his window to the street below.
A. Elated
The boy ran to his window with his smile beaming to the street below.
B. Detached
The boy slumped in his chair while he haphazardly peered out to the street below.
C. Select your own tone word to convey using the sentence above:
Responses will vary.
(CCSS RL & RI 9-12.4)
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The Second Inaugural Address of Abraham Lincoln (March 4, 1865)
Fellow-Countrymen:
At this second appearing to take the oath of the Presidential office there
is less occasion for an extended address than there was at the first. Then
a statement somewhat in detail of a course to be pursued seemed fitting
and proper. Now, at the expiration of four years, during which public declarations
have been constantly called forth on every point and phase of the great contest which still absorbs the
attention and engrosses the energies of the nation, little that is new could be presented. The progress
of our arms, upon which all else chiefly depends, is as well known to the public as to myself, and it is, I
trust, reasonably satisfactory and encouraging to all. With high hope for the future, no prediction in
regard to it is ventured.
On the occasion corresponding to this four years ago all thoughts were anxiously directed to an
impending civil war. All dreaded it, all sought to avert it. While the inaugural address was being
delivered from this place, devoted altogether to saving the Union without war, insurgent agents were in
the city seeking to destroy it without war--seeking to dissolve the Union and divide effects by
negotiation. Both parties deprecated war, but one of them would make war rather than let the nation
survive, and the other would accept war rather than let it perish, and the war came.
One-eighth of the whole population were colored slaves, not distributed generally over the Union, but
localized in the southern part of it. These slaves constituted a peculiar and powerful interest. All knew
that this interest was somehow the cause of the war. To strengthen, perpetuate, and extend this interest
was the object for which the insurgents would rend the Union even by war, while the Government
claimed no right to do more than to restrict the territorial enlargement of it. Neither party expected for
the war the magnitude or the duration which it has already attained. Neither anticipated that the cause
of the conflict might cease with or even before the conflict itself should cease. Each looked for an easier
triumph, and a result less fundamental and astounding. Both read the same Bible and pray to the same
God, and each invokes His aid against the other. It may seem strange that any men should dare to ask
a just God's assistance in wringing their bread from the sweat of other men's faces, but let us judge not,
that we be not judged. The prayers of both could not be answered. That of neither has been answered
fully. The Almighty has His own purposes. "Woe unto the world because of offenses; for it must needs
be that offenses come, but woe to that man by whom the offense cometh." If we shall suppose that
American slavery is one of those offenses which, in the providence of God, must needs come, but
which, having continued through His appointed time, He now wills to remove, and that He gives to both
North and South this terrible war as the woe due to those by whom the offense came, shall we discern
therein any departure from those divine attributes which the believers in a living God always ascribe to
Him? Fondly do we hope, fervently do we pray, that this mighty scourge of war may speedily pass
away. Yet, if God wills that it continue until all the wealth piled by the bondsman's two hundred and fifty
years of unrequited toil shall be sunk, and until every drop of blood drawn with the lash shall be paid by
another drawn with the sword, as was said three thousand years ago, so still it must be said "the
judgments of the Lord are true and righteous altogether."
With malice toward none, with charity for all, with firmness in the right as God gives us to see the right,
let us strive on to finish the work we are in, to bind up the nation's wounds, to care for him who shall
have borne the battle and for his widow and his orphan, to do all which may achieve and cherish a just
and lasting peace among ourselves and with all nations.
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Name:___________________________________ Date: ________________ Class Period:________
Language and Tone Analysis--Lincoln’s “Second Inaugural Address”
Directions: Determine the tone of Lincoln’s address before selecting four examples of language that
demonstrates that tone. Next, explain the meaning of that language before analyzing its impact on the
overall tone of his text.
Overall Tone of Text:
Example #1of figurative or connotative
language: ___________________________
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Example #2 of figurative or connotative
language: ___________________________
____________________________________
____________________________________
What does the example mean? ___________
____________________________________
____________________________________
____________________________________
What does the example mean? ___________
____________________________________
____________________________________
____________________________________
How does the example shape the tone of the
speech? ____________________________
____________________________________
____________________________________
____________________________________
How does the example shape the tone of the
speech? ____________________________
____________________________________
____________________________________
____________________________________
Example #3 of figurative or connotative
language: ___________________________
____________________________________
____________________________________
Example #4 of figurative or connotative
language: ___________________________
____________________________________
____________________________________
What does the example mean? ___________
____________________________________
____________________________________
____________________________________
What does the example mean? ___________
____________________________________
____________________________________
____________________________________
How does the example shape the tone of the
speech? ____________________________
____________________________________
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How does the example shape the tone of the
speech? ____________________________
____________________________________
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(CCSS RL & RI 9-12.4)
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Language and Tone Analysis--Lincoln’s “Second Inaugural Address”
Teacher Notes (suggested responses)
Directions: Determine the tone of Lincoln’s address before selecting four examples of language that
demonstrates that tone. Next, explain the meaning of that language before analyzing its impact on the
overall tone of his text.
Overall Tone of Text: War-weary
Example #1of figurative or connotative
language: The civil war of unexpected
“magnitude” and “duration” persists, even
though “the cause of the conflict [has ceased]”
in contrast to the “easier triumph” expected
from both sides.
What does the example mean?
Lincoln is highlighting that the war has
persisted longer than both sides expected.
How does the example shape the tone of the
speech?
Lincoln, like his constituents, has lived
through a war that has persisted long beyond
what was anticipated.
Example #3 of figurative or connotative
language: Lincoln states: “Fondly do we hope,
fervently do we pray, that this mighty scourge
of war may speedily pass away.”
What does the example mean?
Lincoln uses both alliteration and rhyme to
convey his hope for a quicker end to the awful
war.
How does the example shape the tone of the
speech?
Lincoln’s “hope” and “pray[ers]” for a
“speed[y]” end to the war demonstrates his
war-weariness.
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Example #2 of figurative or connotative
language: God has give “both North and
South this terrible war as the woe due to
those by whom the offense came.”
What does the example mean?
Lincoln states that God gave America the Civil
War as a punishment for condoning slavery.
How does the example shape the tone of the
speech?
Lincoln finds slavery and God’s wrath for it
“terrible” and a cause of great “woe” for
America.
Example #4 of figurative or connotative
language: Lincoln seeks to end the war
without “malice” but “with charity for all, with
firmness in the right as God gives us” and “to
finish the work we are in, to bind up the
nation's wounds” for a “lasting peace among
ourselves and with all nations.”
What does the example mean?
Lincoln and his fellow Americans are tired of
war and ready to “finish” the war and “bind”
the “wounds” for a “lasting peace” in America.
How does the example shape the tone of the
speech?
Lincoln ends his speech with an optimistic
look towards the future, in which neither side
is to be looked at with “malice” but with
“charity”. Though war-weary they must “strive
on” and “do all” to achieve a “lasting peace”.
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Name:___________________________________ Date: ________________ Class Period:________
Language and Tone Analysis
Directions: Determine the tone of a text before selecting four examples of language that demonstrates
that tone. Next, explain the meaning of that language before describing its impact on the overall tone of
his text.
Overall Tone of Text:
Example #1of figurative or connotative
language: ___________________________
____________________________________
____________________________________
Example #2 of figurative or connotative
language: ___________________________
____________________________________
____________________________________
What does the example mean? ___________
____________________________________
____________________________________
____________________________________
What does the example mean? ___________
____________________________________
____________________________________
____________________________________
How does the example shape the tone and/or
meaning of the text? ___________________
____________________________________
____________________________________
____________________________________
How does the example shape the tone and/or
meaning of the text? ___________________
____________________________________
____________________________________
____________________________________
Example #3 of figurative or connotative
language: ___________________________
____________________________________
____________________________________
Example #4 of figurative or connotative
language: ___________________________
____________________________________
____________________________________
What does the example mean? ___________
____________________________________
____________________________________
____________________________________
What does the example mean? ___________
____________________________________
____________________________________
____________________________________
How does the example shape the tone and/or
meaning of the text? ___________________
____________________________________
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How does the example shape the tone and/or
meaning of the text? ___________________
____________________________________
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(CCSS RL & RI 9-12.4)
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Rhetorical Devices Learning Activities Directions
Learning Activities (included documents are bolded): Once students are comfortable with the
concept of rhetoric and rhetorical analysis, they should be ready to increase their awareness of
rhetorical devices used in texts. Students should review the Rhetorical Devices Overview (page 23);
they should know most of terms already but I provided examples for clarity. Note: More specific appeals
are included in the following section. For the next activity, students should revisit The Second
Inaugural Address of Abraham Lincoln (page 18), then complete the Rhetorical Devices--Lincoln’s
“Second Inaugural Address” graphic organizer (page 24; Key 25-26). Students should write Lincoln’s
purpose above the chart, then identify six rhetorical devices with an example of that device from the
text, before explaining how each device helps Lincoln achieve his purpose. Teacher should review
responses for clarity.
Note: I also included a Blank Rhetorical Devices Analysis Handout (page 27) if needed.
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Rhetorical Devices Overview
A rhetorical device is a technique a writer or speaker uses to encourage his or her audience to understand,
act or believe. Some techniques are obvious like when a political candidate states, “Vote for me! I have 20
years of experience running city government!” While some techniques are more complex like when a
candidate says, “Cleaning up this city will be a chore fit for Sisyphus!” Being able to understand a writer’s
rhetorical techniques gives the reader a fuller understanding of the writer’s purpose. The following are
popular rhetorical techniques a writer may use:
Allusion is a short, informal reference to a significant person, place, event or idea.
Example: “Plan ahead: it wasn't raining when Noah built the ark.” --Richard Cushing
Appeals are persuasive strategies detailed below:
Ethos--Offers the reader evidence that he or she is credible or ethical; for example, the author is an
expert in his or her field or is highly knowledgable about the subject matter.
Example: "I will end this war in Iraq responsibly, and finish the fight against al Qaeda and the Taliban in
Afghanistan... But I will also renew the tough, direct diplomacy that can prevent Iran from obtaining
nuclear weapons and curb Russian aggression...And I will restore our moral standing, so that America is
once again that last, best hope for all who are called to the cause of freedom..." --Barack Obama
Logos--Offers the reader logical ideas and develops the ideas with appropriate reasoning, examples
and/or details; for example, the author uses facts and figures or expert testimony.
Example: "Although private final demand, output, and employment have indeed been growing for more
than a year, the pace of that growth recently appears somewhat less vigorous than we expected.
Notably, since stabilizing in mid-2009, real household spending in the United States has grown in the
range of 1 to 2 percent at annual rates, a relatively modest pace..." --Ben Bernanke
Pathos--Draws on the reader’s emotions so they will be sympathetic; for example, the author uses
examples or language designed to stir up feelings of anger, compassion or fear.
Example: "I am not unmindful that some of you have come here out of great trials and tribulations.
Some of you have come fresh from narrow jail cells. And some of you have come from areas where your
quest -- quest for freedom left you battered by the storms of persecution and staggered by the winds of
police brutality.” --Martin Luther King
Antithesis is the juxtaposition of contrasting ideas for emphasis.
Example: “That’s one small step for man, one giant leap for mankind.” --Neil Armstrong
Parallelism is crafting sentences so that items are placed in comparable grammatical structures.
Example: I like cooking better than I like washing dishes. (cooking and washing are parallel constructions.)
Contrast with: I like cooking better than I like to do dishes.
Repetition is using the same word of group of words (this includes anaphora, which is the repetition of
word(s) at the beginning of successive clauses).
Example: “Let freedom ring from the snow-capped Rockies of Colorado. Let freedom ring from the
curvaceous slopes of California."--Martin Luther King, Jr.
Rhetorical Question is a thought-provoking question asked merely for effect with no answer expected.
Example: “For if we lose the ability to perceive our faults, what is the good of living on?” --Marcus Aurelius
Simile and/or Metaphor is a comparison between two different things that resemble each other in at least
one way.
Example: “And money is like muck, not good except it be spread.” --Francis Bacon
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Name:___________________________________ Date: ________________ Class Period:________
Rhetorical Devices--Lincoln’s “Second Inaugural Address”
Directions: Carefully read Lincoln’s speech, then identify the purpose of Lincoln’s address. Next, select six
rhetorical devices used in the work and explain how they help Lincoln achieve his purpose.
Purpose of Lincoln’s Address:
Rhetorical Device
(CCSS RI 9-12.6)
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Example of Device from Text
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How Device Helps Work Achieve
Purpose
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Copyright © 2014 Amanda Czerniuk!
Rhetorical Devices--Lincoln’s Second Inaugural Address Teacher Notes (suggested responses)
Directions: Carefully read Lincoln’s speech, then identify the purpose of Lincoln’s address. Next, select six
rhetorical devices used in the work and explain how they help Lincoln achieve his purpose.
Purpose of Lincoln’s Address: The purpose of Lincoln’s speech is to help unify the North and South at
the end of a long civil war.
Rhetorical Device
Example of Device from Text
How Device Helps Work Achieve
Purpose
Lincoln requests: “let us judge not, that
we be not judged” and states "the
judgments of the Lord are true and
righteous altogether."
Lincoln’s use of biblical allusions aims
to unite the North and South with their
shared belief in the Bible and its
teachings.
Antithesis
Lincoln states that “one of [the parties]
would make war rather than let the
nation survive, and the other would
accept war rather than let it perish”
and later notes “With malice toward
none, with charity for all...”.
Lincoln’s use of antithesis serves to
juxtapose the two sided of the war
without laying blame. He also looks
towards a future without “malice” or
blame but with “charity” in hopes of
peaceful times ahead.
Ethos
Lincoln has been elected to his second
Presidential term; he further uses
biblical passages like "the judgments
of the Lord are true and righteous
altogether" that his audience would
revere.
Lincoln’s role as the nation’s leader
establishes his credibility, especially
for northerns. He further uses the
words of the Bible to demonstrate that
he is righteous and is, like his
audience, ultimately under God’s will.
Parallelism
Lincoln uses measured and balanced
sentences throughout his speech, for
example: “All dreaded it, all sought to
avert it” and “Fondly do we hope,
fervently do we pray...”.
Lincoln’s use of parallelism
demonstrates Lincoln’s thoughtfulness
about the state of his country. He is
measured in his response to calm the
tempers of the North and South to
expedite the end of the war.
Lincoln’s last statement of “let us strive
on to finish the work we are in, to bind
up the nation's wounds, to care for him
who shall have borne the battle and for
his widow and his orphan, to do all
which may achieve and cherish a just
and lasting peace among ourselves
and with all nations...” is heavy with
emotion.
Lincoln appeals to the audience’s
emotions as he ends his speech by
personifying a country as a wounded
being that needs to heal. Lincoln also
pays homage to those who have paid
the greatest price for war: the veteran,
the widow and the orphan. Further,
thoughts of peace during war time
creates feelings of great hope, which is
what Lincoln wanted for both the North
and South.
Allusion
Pathos
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Rhetorical Device
Repetition
Example of Device from Text
How Device Helps Work Achieve
Purpose
Lincoln repeatedly uses the details of
war throughout his speech, he states:
“Both parties deprecated war, but one
of them would make war rather than
let the nation survive, and the other
would accept war rather than let it
perish, and the war came”. Lincoln
also references God throughout: “It
may seem strange that any men
should dare to ask a just God's
assistance in wringing their bread from
the sweat of other men's faces” and
“The Almighty has His own
purposes...”.
Lincoln’s repeated details of the war
serves to remind his audience of all
that they have lost during this time and
to stress that now is the right time for
the feuding to end to ensure that the
country can move forward together.
Lincoln further references God
repeatedly as a way to mend the North
and South; Lincoln recognizes that
both sides share the same God and
may unite both under God and under a
united nation.
(CCSS RI 9-12.6)
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Name:___________________________________ Date: ________________ Class Period:________
Rhetorical Devices Analysis
Directions: Carefully read a non-fiction text, then identify the purpose of the work. Next, select six rhetorical
devices used in the work and explain how they help the writer or speaker achieve his or her purpose.
Purpose of Text:
Rhetorical Device
(CCSS RI 9-12.6)
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Example of Device from Text
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Copyright © 2014 Amanda Czerniuk!
Assessments Activity Directions
Assessment Activities (included documents are bolded): There are three assessment options for
this unit; the teacher should select the assessment(s) that work best for his or her class. The first
assessment option is a Rhetorical Analysis Essay Assignment (page 29; Peer editing handout 30;
Rubric 31); students or teacher should select a work for students to analyze then craft a written
response. The assignment handout includes a couple different options for organization. Teacher may
want to offer a Blank SOAPSTone Rhetorical Analysis Handout (page 11) for students to use as a
brainstorming tool. Teacher should select a due date for peer editing and for final draft submission.
The second assessment option is a Persuasive Essay Assignment (page 32; Peer editing handout
33; Rubric 34); students craft an essay on a student-selected subject and integrate the three Socratic
appeals and three other rhetorical techniques. Teacher should select a due date for peer editing and for
final draft submission. Teacher may want students to share essays aloud, then the classmates can
determine if the writer was able to effectively achieve his or her purpose.
The third assessment option is a Newspaper/Magazine Project (page 35; Rubric 36); students create
a newspaper or magazine about a student-selected topic that includes three different modes of writing
(to persuade, to inform and to explain) with a specific audience in mind. Students further create an ad
and a visual. The specifics are on the assignment handout. Teacher should select a due date for this
project. Teacher may want to copy the assignment and the rubric double-sided, as students will need to
fill in the left-hand column of the rubric and submit it with their project.
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Rhetorical Analysis Essay
How does a writer craft a text to encourage
his or her audience to understand, act or believe?
In two-three typed pages, determine a writer’s purpose and analyze the techniques he or she
uses to achieve that purpose.You may want to consider the following questions before you
begin writing your essay: What is the writer’s purpose? Which of the following rhetorical or
stylistic elements best develop the writer’s purpose: diction, syntax, details, appeals,
assumptions the writer has about his or her audience, and/or other noteworthy literary
elements?
When writing this essay, ensure that your thesis is clear, arguable and well-supported using
properly formatted quotes and examples from the text. You may want to organize this essay by
dedicating a paragraph to each specific rhetorical technique you are analyzing OR you may
want to organize your essay by breaking the text into chunks and examining particular
techniques that unfold as the text progresses. Your ideas should build with the text with
effective transitions to create a cohesive piece. Finally, consider your audience by using a
formal style with proper English language conventions.
Due Date:
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Rhetorical Analysis Essay
How does a writer craft a text to encourage
his or her audience to understand, act or believe?
In two-three typed pages, determine a writer’s purpose and analyze the techniques he or she
uses to achieve that purpose.You may want to consider the following questions before you
begin writing your essay: What is the writer’s purpose? Which of the following rhetorical or
stylistic elements best develop the writer’s purpose: diction, syntax, details, appeals,
assumptions the writer has about his or her audience, and/or other noteworthy literary
elements?
When writing this essay, ensure that your thesis is clear, arguable and well-supported using
properly formatted quotes and examples from the text. You may want to organize this essay by
dedicating a paragraph to each specific rhetorical technique you are analyzing OR you may
want to organize your essay by breaking the text into chunks and examining particular
techniques that unfold as the text progresses. Your ideas should build with the text with
effective transitions to create a cohesive piece. Finally, consider your audience by using a
formal style with proper English language conventions.
Due Date:
(CCSS RIT 9-12.6)
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Copyright © 2014 Amanda Czerniuk!
Rhetorical Analysis Essay--Peer Editing
Writer:__________________________!
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Peer editor:____________________________
Read your partner’s essay through completely before reviewing and answering the questions.
1. Look at the introduction. Is it engaging and focused? Is the writer’s purpose clearly identified? If not, make
suggestions. _________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
2. a. Look at the body paragraphs. Does each claim within each body paragraph add support to the central
idea? If not, make a suggestion. __________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
b. Are there quotes to add support to the claims? Are they clearly explained? Are there citations for the
quotes? If not, make suggestions. ________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
3. Look at the concluding paragraph. Does it follow from and support the central idea? If not, make
suggestions. __________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
4. Are transitions used to link ideas between sentences or paragraphs? If not, make suggestions.
____________________________________________________________________________________
____________________________________________________________________________________
5. Note any spelling or grammatical errors, instances of informal style, or inappropriate tone and offer
suggestions for improvement. ____________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
6. The best thing about this essay is: ______________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
7. I am confused about: _________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
8. I would improve this essay by: __________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
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Rhetorical Analysis Writing Rubric
5- Exceptional 4- Developed 3- Adequate 2- Developing 1- Inadequate
_____/5 Focus: Essay introduces precise claim that references a writer’s rhetorical purpose; essay creates
a logical organization for rhetorical technique analysis.
_____/5 Development: Essay analyzes rhetorical techniques with sufficient evidence for each technique.
_____/5 Cohesion: Essay uses words and phrases to create cohesion between claim, evidence and
analysis.
_____/5 Style/Conventions: Essay establishes and maintains a formal style and objective tone;
demonstrates a commanding control of standard English language conventions; follows citation guidelines.
_____/5 Conclusion: Essay’s conclusion follows from and supports claim.
_____/25!
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Grade:
Comments:
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Rhetorical Analysis Writing Rubric
5- Exceptional 4- Developed 3- Adequate 2- Developing 1- Inadequate
_____/5 Focus: Essay introduces precise claim that references a writer’s rhetorical purpose; essay creates
a logical organization for rhetorical technique analysis.
_____/5 Development: Essay analyzes rhetorical techniques with sufficient evidence for each technique.
_____/5 Cohesion: Essay uses words and phrases to create cohesion between claim, evidence and
analysis.
_____/5 Style/Conventions: Essay establishes and maintains a formal style and objective tone;
demonstrates a commanding control of standard English language conventions; follows citation guidelines.
_____/5 Conclusion: Essay’s conclusion follows from and supports claim.
_____/25!
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Grade:
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Comments:
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Copyright © 2014 Amanda Czerniuk!
Persuasive Writing Assignment
Write a persuasive piece that encourages your audience to
understand, act or believe. In your piece, use a well-balanced
integration of the three Socratic appeals in addition to three
other rhetorical techniques. Take care to steer clear of logical
fallacies. The piece should be two-three typed, spell-checked
pages with a clear central idea. Your ideas should build with the
text with effective transitions used to create a cohesive piece. Finally,
consider your audience by using an appropriate style for your subject with
proper English language conventions.
Due date:
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Persuasive Writing Assignment
Write a persuasive piece that encourages your audience to
understand, act or believe. In your piece, use a well-balanced
integration of the three Socratic appeals in addition to three
other rhetorical techniques. Take care to steer clear of logical
fallacies. The piece should be two-three typed, spell-checked
pages with a clear central idea. Your ideas should build with the
text with effective transitions used to create a cohesive piece. Finally,
consider your audience by using an appropriate style for your subject with
proper English language conventions.
Due date:
---------------------------------------------------------------------------
Persuasive Writing Assignment
Write a persuasive piece that encourages your audience to
understand, act or believe. In your piece, use a well-balanced
integration of the three Socratic appeals in addition to three
other rhetorical techniques. Take care to steer clear of logical
fallacies. The piece should be two-three typed, spell-checked
pages with a clear central idea. Your ideas should build with the
text with effective transitions used to create a cohesive piece. Finally,
consider your audience by using an appropriate style for your subject with
proper English language conventions.
Due date:
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Copyright © 2014 Amanda Czerniuk!
Persuasive Essay--Peer Editing
Writer:__________________________!
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Peer editor:____________________________
Read your partner’s essay through completely before reviewing and answering the questions.
1. Look at the introduction. Is it engaging and focused? Is the writer’s position clear? If not, make
suggestions. _________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
2. a. Look at the body paragraphs. Does each claim within each body paragraph add support to the central
idea? If not, make a suggestion. __________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
b. Is there adequate support for each of the claims? Are there appeals and rhetorical techniques integrated
throughout? If not, make suggestions. _____________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
3. Look at the concluding paragraph. Does it follow from and support the argument presented? If not, make
suggestions. __________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
4. Are transitions used to link ideas between sentences or paragraphs? If not, make suggestions.
____________________________________________________________________________________
____________________________________________________________________________________
5. Note any spelling or grammatical errors and instances of inappropriate style or tone; offer suggestions for
improvement. ________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
6. The best thing about this essay is: ______________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
7. I am confused about: _________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
8. I would improve this essay by: __________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
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Name:! !
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Persuasive Writing Rubric
5- Exceptional 4- Developed 3- Adequate 2- Developing 1- Inadequate
_____/5 Focus: Text introduces precise, knowledgable and significant claim; text creates an organization
that logically sequences ideas.
_____/5 Development: Text develops the writer’s purpose with relevant evidence, thoughtful appeals and
rhetorical techniques that anticipate the audience’s knowledge level, concerns, values and biases.
_____/5 Cohesion: Text uses words and phrases to create cohesion between claim and supporting
evidence.
_____/5 Style/Conventions: Text establishes and maintains a style and tone appropriate for the subject
matter; demonstrates a commanding control of standard English language conventions; follows citation
guidelines.
_____/5 Conclusion: Text’s conclusion follows from and supports argument and gives a finished feel to the
essay.
_____/25!
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Grade:
Comments:
--------------------------------------------------------------------------Name:! !
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Persuasive Writing Rubric
5- Exceptional 4- Developed 3- Adequate 2- Developing 1- Inadequate
_____/5 Focus: Text introduces precise, knowledgable and significant claim; text creates an organization
that logically sequences ideas.
_____/5 Development: Text develops the writer’s purpose with relevant evidence, thoughtful appeals and
rhetorical techniques that anticipate the audience’s knowledge level, concerns, values and biases.
_____/5 Cohesion: Text uses words and phrases to create cohesion between claim and supporting
evidence.
_____/5 Style/Conventions: Text establishes and maintains a style and tone appropriate for the subject
matter; demonstrates a commanding control of standard English language conventions; follows citation
guidelines.
_____/5 Conclusion: Text’s conclusion follows from and supports argument and gives a finished feel to the
essay.
_____/25!
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Grade:
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Comments:
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Copyright © 2014 Amanda Czerniuk!
Newspaper/Magazine Project
For this task, you will create a mini-magazine or newspaper from conception to final product. To
complete this project effectively, you will need to be mindful of your audience, your purpose, historical
context and, of course, your writer’s craft.
Here are the guidelines for this project:
First, pick a subject for your magazine or newspaper (here are just a few ideas to get you started:
music, film, animals, food, life school, a historical era, science, etc.). Next, provide markers to create a
historical context for your project (this project does not need to be set in modern day). Determine who
your audience will be; pick a general age group, income bracket, education level, and consider biases
or fears they may have. Create different purposes for the different articles.
The following items must be included in your project:
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One article that informs
One article that explains
One article that persuades
One ad AND one image (which can be a cartoon, a graph, a chart, etc.)
In addition, include one of the items below:
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A book, movie or restaurant review
An editorial
A letter to the editor
A how-to article
Each written piece should be about a half page to a full page depending on the subject matter. Compile
your project in a thoughtful manner so that it has a finished feel. Have fun and be creative!
Due date:
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Newspaper/Magazine Project Rubric
Directions: Fill in the left-hand column and submit this with your finished project. Note: your written work
will be assessed on the following: the extent that each article fulfills its intended purpose in addition to
the clarity of your language and conventions.
Student Responses:
Teacher Comments:
1. What is the subject matter of your
work?
Point Values
____/5
2. What is the historical context? What
markers provided this time frame?
____/5
3. Who is your intended audience?
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Age group?
Income bracket?
Education level?
Biases or fears?
____/10
How did you craft this project to appeal
to your target audience?
4. Title of piece that informs:
____/15
5. Title of piece that explains:
____/15
6. Title of piece that persuades:
____/15
7. Title of other written piece:
____/15
8. Ad
____/10
9. Other visual
____/10
General comments:
Grade:
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Copyright © 2014 Amanda Czerniuk!