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AP Language Writing Rhetorical Analysis Essays

ttam110ttam110 Posts: 53Registered User Junior Member
edited September 2012 in English
Any tips, or common rhetorical tools you can use as your main points? A good list or something? Or maybe some general tips on how to score high on the rhetorical analysis essay?

I do very well on argument one and synthesis.
Post edited by ttam110 on

Replies to: AP Language Writing Rhetorical Analysis Essays

  • wesaysummerwesaysummer Posts: 2Registered User New Member
    My teacher mentioned that it's a good idea to refer to pathos (passion), ethos (credibility), and logos (logic/reasoning). Also, I've noticed that in a lot of my practice essays, repetition and general rhythm of diction have been very important. Pay attention to how the writing manipulates you; for example, if it sounds rushed and anxious, take note of it. Don't be afraid to think abstractly; if you can prove your point strongly, go for it.
    Good luck to everyone!
  • echoyjeff222echoyjeff222 Posts: 316Registered User Member
    the first thing to look for is tone or diction/syntax. those are the big ones that you should always address, and they are also always there in every essay you'll read. i'm thinking about perhaps organizing my paper tomorrow into something with tone/diction and then another with another unique aspect of the paper (mixture of ... organization, compare/contrast, hyperbole/understatement, appealing to emotion or using concrete evidence, etc)
  • SuperCuberSuperCuber Posts: 243Registered User Junior Member
    Could anyone decent at it analyze this and tell me what's in there?
    Really the only things I can think of are that praise the subject:
    - Opening, comparing subject with historical greats like Napoleon and Washington
    - Refers to his victory in many battles against European powers

    Also can anyone explain why lines 21 and 27 are sort of paradoxical?
    (I get why they are, but what is the effect?)
  • sharanjeetwaliasharanjeetwalia Posts: 1Registered User New Member
    I only have three days till this is due. It is a real challenge.
    Prompt: Annie Dillard recalls and incident from childhood when she was chased be a man after she hit his car with a snowball. From the memoir, analyze the rhetorical strategies Dillard uses to convey her purpose that the chase had a lasting effect on her life. Support your analysis with specific line references to the text.
    Requirements: 8paragraphs


    Author, Annie Dillard, in her memoir, “The Chase,” recounts an incident from her childhood when she was chased by a man after hitting his car with a snowball. Dillard’s purpose is to convey that even though it is fast-paced, the exciting moments in life can be remembered ages after. Dillard uses a polytonous syntax in which she implements many rhetorical strategies to immerse the reader into the story. In this immersion, the reader is able to relate “The Chase,” to his or her own life story.
    Dillard begins her story of the day she was chased by analyzing the details that led to the day of the chase. Dillard describes the tactics that she has learned by playing football. These tactics toughened her up both physically and mentally. Dillard says “all or nothing,” to signify the skills required to play football. She continues to use diction such as “wholeheartedly”, “body and soul”, “fearlessly”, “fate,” to emphasize the seriousness of her actions. Dillard’s use of vivid details allows her to illustrate the sport in the narrator’s mind. She says “…you would get kicked in the face while the kid got away,” which sends quivers through the reader’s mind who are imagining such pain. This outpour of imagery is used to construct the idea that will soon be demonstrated later in “The Chase.”
    Dillard continues to immerse the reader with imagery and details throughout paragraphs three to six. She describes the setting with the “six inches of snow.” The author continues to describe her accomplices- the Fahey brothers, Chickie McBride, Billy Paul, and Mackie Kean are described as “dark and furious, grew up skinny, knowing and skilled.” This description allows the reader to identify and imagine the players of such game. Furthermore, Dillard describes the setting using similes. The tracks left by the tires were “beige chunks like crenellated castle walls,” which has been seen by any reader who has experienced snow in a populated society. In the sixth paragraph, Dillard begins describing the “iceball.” From the shape, to its color, she describes the ice circumspectly. These detailed descriptions put the reader in Dillard’s point of view.
    In paragraphs seven to nine, Dillard begins to describe a sudden change in action. “We heard tire chains come clanking from afar,” introduces the man who eventually chases these children. The scenario is intense which is implied by the children spreading out. The author begins to use shorter syntax to furthermore imply the seriousness. This variation in syntax shows the author’s polytonous implementation into the story to make it less banal.
    Dillard shifts to a more fast-paced sequence in paragraphs ten through fourteen. Details of the setting have become vague. Dillard begins to shift the illustration from the setting to the action. She implements more action verbs such a “chased”, “running”, etc. She implements many of the tactics that she learned while playing football into the chase. She shortens the sentences to create an illusion as if she is speaking while running. Every sentence cut off from needing to take a breath.
    The author moves to the part where she and her friend get caught by the man. Dillard begins to slow the syntax. The author and her friend are split off from the rest of the group and are entrapped in a backyard. She begins “cherishing my [her] excitement. Contrary to what is expected of people being caught, Dillard refers to the man as a “hero.” She begins to describe their clothing, having barely noticed it while running. The author uses this change in pace to show her excitement for the game she played with a stranger.
    In the end of the memoir, Dillard begins to describe her amazement at the man’s perfunctory response. All he said is “you stupid kids,” after chasing these kids throughout Pittsburgh. She begins to list all the violent things any other adult would have done after chasing kids for such a long time. Dillard’s sudden change into a sarcastic tone shows her befuddlement and she attempts to put this feeling into the reader’s mind by listing all the possible things the man could have done instead of just having a word.
    The author combines many rhetorical strategies to keep the reader’s imagination going. Her use of detail not only tells the story, it also allows the reader to recall a memory in a similar manner. Annie Dillard shows us that exciting moments, no matter how short, can be remembered easily.
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