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.

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 is the author’s intention?

5. How does the author’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 hold that the author seeks to appeal to?

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

5. How does the author anticipate the audience’s needs?

6. How does the author anticipate the audience’s response?

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

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

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

10. Does the author make assumptions about the audience that hinder the argument?

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 author appeal to emotion?

5. How does the author appeal to reason?

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

7. Is the data used to support the argument reliable?

8. Is the data used to support the argument valid?

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

Style

1. What is the point of view?

2. What patterns exist in the author’s word choice?

3. What patterns exist in the author’s sentence structure?

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

5. Is the author’s approach to central idea objective or subjective?

6. How does the author use diction to emphasize information that supports the argument?

7. How does the author use diction to minimize information that detracts from the argument?

8. How does the author use syntax to emphasize information that supports the argument?

9. How does the author use syntax to minimize information that detracts from the argument?

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

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

12. Does the author use satire? What is its effect?

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

14. 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?

6. What is the effect of the tone at the middle of the text?

7. What is the effect of the tone at the end of the text?

8. How does the tone impact the author’s credibility?

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

10. What is the overall effect of the tone?

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?

4. Does the organization of the text complement the purpose?

5. How does the conclusion reinforce or extend the purpose?

6. How does the conclusion involve the audience?

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

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

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

10. Is the argument inductive or deductive?

11. 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 author present the?

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

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

4. How does the author establish credibility?

5. Does the author seem knowledgeable?

6. Does the author seem fair?

7. How does the author treat people who disagree?

8. How does the author treat people who agree?

9. Does the author use stereotypes?

10. Does the author reveal prejudice?

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

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

13. How does the author’s reputation influence the reception of his/her message?

14. How might the author have insight into the subject that the audience doesn’t have?

15. How might the author’s understanding of the subject be limited?

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