Questions for Rhetorical Analysis

First-year writing students often encounter a crucial hurdle in their academic journey: understanding the essence of effective questioning. This hurdle arises not merely from a lack of exposure to such questions but also from a need to internalize their significance. Effective questions serve as catalysts for intellectual exploration and critical thinking, guiding students towards deeper engagement with the subject matter. By incorporating these questions into their thought processes regularly, students can develop the cognitive habit of inquiry, thereby honing their analytical skills. It's akin to laying the foundation for a structured approach to understanding and dissecting complex ideas—a skill set that transcends the confines of any specific course or discipline.

The significance of asking the right questions cannot be overstated, particularly for students grappling with the transition from surface-level comprehension to nuanced analysis. Often, students may find themselves stuck in the rut of summarizing texts without delving into deeper layers of interpretation. Effective questioning serves as a transformative tool in such scenarios, empowering students to navigate beyond mere surface-level understanding. As the quote attributed to Alexandra K. Trenfor aptly encapsulates, the role of an educator is not merely to provide answers but to instill in students the ability to ask the right questions—an approach that fosters independent critical thinking and intellectual autonomy.

In light of these insights, I've embarked on the task of curating a comprehensive list of rhetorical analysis questions tailored specifically to empower students in their critical thinking endeavors. This compilation serves as a roadmap, guiding students through the intricate terrain of rhetorical analysis and encouraging them to approach texts with a discerning eye. By posing probing questions that delve into the nuances of language, argumentation, and persuasion, students are challenged to deconstruct texts systematically, uncovering layers of meaning that may elude casual observation.

Moreover, this initiative aligns with pedagogical principles that emphasize student-centered learning and active engagement with course material. Rather than passively absorbing information, students are encouraged to actively interrogate texts, discerning the underlying strategies employed by authors to convey their message effectively. Through this process of inquiry and reflection, students not only enhance their analytical skills but also cultivate a deeper appreciation for the intricacies of rhetoric and persuasion—a skill set that holds relevance across various academic disciplines and real-world contexts.

Questions of Rhetorical Ecology

Purpose

1. What is the rhetorical situation?

2. What events or occasions created a need or opportunity for this text (exigency)?

3. What is the cultural context for this text?

4. What do you think is the writer’s intention?

5. How does the writer’s relationship with the audience limit or support the purpose?

6. Does this text effectively meet its purpose? How do you know?

Audience

1. Who is the primary audience for this text?

2. Who is the secondary audience for this text?

3. What values does the audience likely hold that the writer seeks to appeal to?

4. What is the audiences’ relationship to the subject of the text?

5. Does the writer anticipate the audience’s needs? Where and how?

6. Does the writer anticipate the audience’s response? Where and how?

7. What are the experiences shared by the writer and the audience?

8. What are the values shared by the writer and the audience?

9. How might the audience perceive the writer’s intention?

10. Does the writer make assumptions about the audience that hinder the argument? What are they?

Subject

1. What is the central idea or assertion of the text?

2. What are the principle kinds of arguments used?

3. What are the principle lines of reasoning (logic) used?

4. How does the writer appeal to emotion? How does the writer appeal to reason?

5. Is the data used to support the argument qualitative or quantitative?

6. Is the data used to support the argument reliable and valid? How do you know?

7. What other background information is provided to help the audience understand the subject? Is it adequate?

Questions of Argumentation and Persuasion

Structure and Organization

1. What is the arrangement of the argument? (Classical, Rogerian, other) OR How is the work organized?

2. What rhetorical methods are used to develop the argument? (problem/solution, cause/effect, narration, etc.)

3. Does the organization of the text complement the subject? What about the purpose?

4. How does the conclusion reinforce or extend the purpose? Does it involve the audience?

5. What concepts are repeated? How does this develop the argument?

6. What information do the longest sentences in each paragraph convey? How do they develop the argument?

7. What information do the shortest sentences in each paragraph convey? How do they develop the argument?

8. Is the argument inductive or deductive?

9. If concessions are made, where in the organizational structure do they occur? What is the effect of their placement?

Author’s Bias

1. How does the writer present the information?

2. Is the writer speaking on behalf of another entity?

3. What is the writer’s stake in the message? (Why is this message important to the writer?)

4. How does the writer establish credibility? Does the writer seem knowledgeable? Fair? How can you tell?

5. How does the writer treat people who disagree? How does the writer treat people who agree?

6. Does the writer use stereotypes or reveal prejudices?

7. What are the writer’s professional affiliations? How might they impact the argument he/she/they makes?

8. What are the writer’s personal affiliations? How might they impact the argument he/she/they makes?

9. How does the writer’s reputation influence the reception of his/her/their message?

10. How might the writer have insight into the subject that the audience doesn’t have?

11. How might the writer’s understanding of the subject be limited?

Questions of Aesthetics

Style

1. What is the point of view?

2. What patterns exist in the writer’s word choice? What about sentence structure?

3. Does the text tend to be concise or verbose? How does this impact the conveyance of meaning?

4. Is the writer’s approach to their central idea objective or subjective?

5. How does the writer use diction to emphasize information that supports or minimize information that detracts from the argument?

6. How does the writer use syntax to emphasize information that supports or minimize information that detracts from the argument?

7. What rhetorical devices are used? What is their effect?

8. Is the language formal or informal? How does this meet/not meet the audience’s needs?

9. Does the writer use satire? What is its effect?

10. Does the writer omit but imply key words, phrases, or ideas? What effect does this have on the meaning of the text?

11. Are the descriptions/images concrete or abstract? How does this contribute to the argument?

Tone

1. What are 2-3 words that describe the tone of the text?

2. Are there shifts in tone? (From ____ to ____)

3. At what point(s) do(es) shift(s) in tone occur?

4. What is the function of the shift(s) in tone?

5. What is the effect of the tone at the beginning of the text? At the middle? At the end?

6. How does the tone impact the writer’s credibility?

7. How does the tone impact the audience’s reception of the message?

8. What is the overall effect of the tone?

(These questions were adapted from those developed by Rhetor’s Toolbox.)