16.3: Rhetorical Analysis--Assignment

15.3 Assignment: Rhetorical Analysis Essay

15.3.1 Assignment Description

• 1,000 words minimum (around 3-4 pages), 1,250 word maximum. Word count DOES NOT include your heading and title
• Must be in MLA format
• Must have a Works Cited page

 

Purpose: Examine the rhetorical modes of persuasion (logos, pathos, and ethos) employed by Rev. Dr. Martin Luther King, Jr. in “Letter from a Birmingham Jail” to argue whether, and to what extent, he is effective in arguing his own points.

Audience: Your fellow Engl-101-097 classmates

Source text: “Letter from a Birmingham Jail” by Rev. Dr. Martin Luther King, Jr.

No outside sources are required for this paper. Depending on your thesis, you may find it helpful to reference details about the author(s)—if you do so, and those details are not common knowledge, those sources must be sited.

This is NOT a research essay. Your goal is to identify and assess the modes of persuasion used by the author, not the actual validity of their arguments. This essay should not argue points on MLK, The Civil Rights movement, or protesting. Remember that rhetorical effectiveness does not necessarily equal truth or validity. Something that is rhetorically effective simply achieves its purpose.

To do this assignment, you will need to carefully read—do the 3 reads, and annotate— “Letter from a Birmingham Jail.” If you had difficulty understanding the article, I recommend you see a Reading tutor at Truman’ WRC before you begin writing. I also recommend everyone schedule an appointment with a writing tutor at least once for each major writing assignment.

Structure requirements

Your introduction must include an attention-getting hook, some context on the letter, a short summary of the letter including MLK’s thesis, a bridge to your thesis, and your thesis statement.

The body of your essay must argue your thesis. Everything in the body of your essay should support your thesis. If it doesn’t, it shouldn’t be there. You’ll prove your argument viable by providing explanation of the rhetorical modes of persuasion used, showing (by quotes and paraphrases) where the authors attempt to employ these devices, and then explaining how and why these attempts are successful or not.

Your conclusion is a single paragraph that restates your main points and your thesis. It must not present any new information. It should end with a provocative or summative thought.

15.3.2 Thesis example

In “A Letter from Birmingham Jail,” Martin Luther King Jr. does not effectively argue his major points because he relies too heavily on pathos, his employment of logos is incorrect, and his use of ethos would not have connected to his audience.

 

Now, let’s break it down:

In “A Letter from Birmingham Jail,”

[1. Martin Luther King Jr. does not effectively argue his major points] CONCLUSION

because

[2. he relies too heavily on pathos,] PREMISE

while

[3. his employment of logos is incorrect], PREMISE

and

[4. his use of ethos would not have connected to his audience]. PREMISE

 

·         Part 1 states if you think MLK was effective in his use of rhetoric, or the conclusion of your argument.

o   Options:

§  he was effective

§  he was not effective

§  he was somewhat effective/ he was somewhat ineffective

·         Part 2 provides a premise for your conclusion: it describes your perspective on how he used pathos, and how that relates to the effectiveness/ineffectiveness of his argument for his audience.

·         Part 3 provides a premise for your conclusion: it describes your perspective on how he used logos, and how that relates to the effectiveness/ineffectiveness of his argument for his audience.

·         Part 4 provides a premise for your conclusion: it describes your perspective on how he used ethos, and how that relates to the effectiveness/ineffectiveness of his argument for his audience.

 

Try it for yourself:

 

In “A Letter from Birmingham Jail,” Martin Luther King Jr. ____________________________

_____________________, because _______________________________________________,

__________________________________________________________, and ______________

_________________________________________________________________________.

 

Keep in mind, this is a suggested template. You can organize your thesis in any way you see

fit, as long as it states whether or not MLK’s argument was effective, and addresses his use of logos, pathos, and ethos.

 

15.3.3 Suggestions on How to Organize Your Rhetorical Analysis

There are many ways to organize your rhetorical analysis, but here are two possible ways:

 

By Argument

MLK refutes many points that his opponents, real or intelligently imagined, make. Before refuting them,

however, he states their specific argument. Consider the following quotes:

“One of the basic points in your statement is that the action that I and my associates have taken in

Birmingham is untimely.” (real opposition)

“You may well ask: ‘Why direct action? Why sit ins, marches and so forth? Isn't negotiation a better

path?’” (an imagined opponent/opposition—this is called planting a naysayer—more on this later!)

In either case, MLK reports what “they say,” and he then refutes his opponent’s claims using logos, pathos, and ethos (his “I say”). He does this many times throughout the essay.

So, you can organize your essay based on these arguments. Begin by locating those “they say/I say”

arguments, then select the most important arguments, and finally identify the modes of persuasion (the logos,

pathos, and ethos) he uses to effectively/ineffectively argue.

 

Each paragraph would look something like this, but each paragraph will cover a different argument:

I. Topic sentence: King states that X says Y, and he then then expertly refutes X’s claims primarily using pathos, though he

also relies on logos.

A. Transition

B. Example of “expert” use of pathos from text

C. Explanation as to why this strengthens his argument

D. More explanation

E. Another example of pathos

F. Explanation as to why this strengthens his argument

G. More explanation

H. Transition

I. Example of use of logos from text

J. Explanation as to why this strengthens his argument

K. More explanation

L. Another example of logos

M. Explanation as to why this strengthens his argument

N. Conclusion

By Logos/Pathos/Ethos.

You can also organize your paper by separately covering logos, pathos, and ethos.

In this model, you would have one paragraph about logos, one on pathos, and another on ethos.

This seems easy, right? Well, this model does not allow for the complexity of the text. MLK

is often uses pathos and logos in the same phrase, or ethos, logos, and pathos in a single sentence.

Remember, in rhetoric, there are few “pure” pathos or ethos statements, and even logos will usually work in tandem with pathos or ethos. If you choose to use this model, then you will still have to talk about more than one element of rhetoric in any given paragraph.

 

In order to properly deal with the complexity of the text, you can choose to have paragraphs that primarily deal with a single mode of persuasion, but that also deal with other modes.

 

For example:

I. Topic sentence: King’s use of ethos is the foundation of his argument.

A. Transition

B. Example of foundational use of ethos from text

C. Explanation as to why this strengthens his argument

D. More explanation

E. Another example of ethos

F. Explanation as to why this strengthens his argument

G. More explanation

H. Transition

I. Another example of ethos

J. Explanation as to why this strengthens his argument

K. Acknowledgement that his quote also contains pathos.

L. Explanation of how this combination of ethos and pathos work well together

M. Example of use of ethos from text

N. Explanation as to why this strengthens his argument

O. Conclusion

 

From this outline we can see that this paragraph would be mostly about ethos, but it would also acknowledge when other modes of persuasion are present in the given examples.

 

Other outline examples

You do not have to use either outline for your essay—these are just possibilities to spark your own outline creation. You may, however, use them in part or exactly.

Example brief outline 1

1. Introduction (1-2 paragraphs)
   1. Hook
   2. Topic introduction
   3. Article Summary
   4. Bridge to thesis
   5. Argumentative thesis statement
2. Author’s use of ethos (1 paragraphs)
3. use of logos (1-paragraph)
4. use of pathos (1 paragraph)
5. Conclusion (1 paragraph)
   1. Restate thesis
   2. Summarize main points
   3. Summary sentence

Example brief outline 2

1. Introduction (1-2 paragraphs)
   1. Hook
   2. Topic introduction
   3. Article Summary
   4. Bridge to thesis
   5. Argumentative thesis statement
2. Discuss MLK’s use of logos, pathos, ethos and its effectiveness for his intended audience (2 paragraphs)
3. Discuss MLK’s use of logos, pathos, ethos and its effectiveness for his audience (2 paragraphs)
4. Conclusion (1 paragraph)
   1. Restate thesis
   2. Summarize main points
   3. Summary sentence

 

However you decide to organize your analysis, keep in mind that your argument should flow, and most importantly, it should answer the prompt completely and in detail.

 

15.3.4 Rubric

 

Rhetorical Analysis Essay Rubric             Engl-101/097               Prof. Nowacki

150 points possible    Your score:       / 150     Letter Grade:

Essay Element/Criteria	Excellent	Good	Meets Expectations	Does not Meet Expectations
INTRODUCTION/CONCLUSION (25-0) --introductory paragraph(s) contain(s) ALL of the following: attention-getting hook, a brief overview of the issue the article discusses and why it’s relevant, a short summary of the article including it is arguing (their thesis), a bridge to your thesis, and your thesis statement --conclusion is a single paragraph that restates your main points and your thesis. It must not present any new information. It should end with a provocative or summative thought.	25-22.5	22-20	20-17.5	17-0
THESIS (15-0) The thesis statement examines the rhetorical modes of persuasion (logos, pathos, and ethos) employed by both authors to argue whether, and to what extent, they are effective in arguing their own points.	15-14	13-12	12-11	10-0
UNDERSTANDING THE RHETORICAL SITUATION AND MODES OF PERSUASION (40-0) --demonstrates understanding of logos, pathos, and ethos and correctly identifies each in the authors’ texts --the rhetorical situation of the texts are addressed and incorporated into the analysis	40-36	35.5-32	31.5-28	27.5-0
STRENGTH OF THE ARGUMENT (30-0) --includes a focused, clear thesis statement that states a position, gives reasoning, and has an appropriate scope and relevant information for readers --develops a persuasive argument --uses topic sentences to support the thesis with clear assertions, explanations, and well-reasoned arguments --uses thorough and accurate evidence from the two source texts to support the thesis and develop the argument --uses critical thinking to interpret and explain evidence logically	30-28	27-24	23-20	19-0
QUALITY OF THE WRITING (15-0) --follows MLA formatting guidelines and is at least 1,000 words --is organized and coherent with well-structured paragraphs --all content in the essay supports the thesis --shows originality of voice --displays tone, sentence style, and word choice appropriate to an academic audience (casual, conversational, or expletives are NOT used) --controls grammar errors, which do not interfere with comprehension	15-14	13-12	12-11	10-0
USE OF SOURCES (25-0) --MLK’s text is analyzed and cited --integrates source material effectively through the use of quotations, paraphrase, or summary (as appropriate) --gives credit to sources from which facts, ideas, and quotations are taken using correct MLA in-text citations and a “Works Cited” page --in-text citations are correctly presented in MLA format --Works Cited page is its own page and is correctly presented in MLA format --if you used outside resources (not required), those sources are correctly cited in MLA format	25-22.5	22-20	20-17.5	17-0