Rhetorical Analysis Essay

The three-part process

Annotate (formative). Annotate a printed copy of your chosen speech, tracking the emotions the speaker creates and the techniques that create them.
Outline (formative). Plan your essay in note form: evidence, introduction and thesis, at least three PEEL body paragraphs, and a conclusion. You will use this outline when you write.
Write (summative). Write your essay by hand in class over two 80-minute sessions.

Speech choices

Malala Yousafzai, speech to the United Nations Youth Assembly (2013)
Mary Fisher, "A Whisper of AIDS" (1992)
Barack Obama, Sandy Hook interfaith prayer vigil speech (2012)

Your essay must include

An introduction that gives the context (speaker, occasion, audience) and ends with your thesis.
At least three body paragraphs following PEEL, one for each stage of the emotional journey, in the order the stages appear in the speech.
A conclusion that restates your thesis in new words and explains why the emotional journey persuades.

Conditions

Two 80-minute sessions, in class.
Handwritten in blue or black pen, on the writing paper provided. Number every page.
No devices.
Length: approximately 800 words. Write your word count on the cover page when you finish.
All papers are collected at the end of Session 1 and returned at the start of Session 2. Nothing goes home.

On your desk

Allowed

Your annotated speech (Part 1)
Your outline (Part 2), in note form
Your extra paragraphs sheet, if used
Pens and a highlighter

Not allowed

Devices of any kind
Pre-written paragraphs or full drafts
Any notes other than your annotations and outline

Remember

Use academic writing conventions: formal diction, no hedging, an objective voice, precise word choice, no idioms or slang.
Embed short quotations in your own sentences and give the ¶ number, for example: (¶ 4).
Explain HOW the speaker's words create each emotion and WHY that moves the audience. Do not retell the speech.
Save time at the end of Session 2 to proofread.

Tips for parents

The essay is written by hand in class and nothing goes home, so the best help is conversation, not drafting. Please do not write or edit the essay for your child.
Ask your child to explain the essay question in their own words: how does a speaker move an audience from one emotion to the next?
Ask your child to talk you through their annotated speech. Which emotions did they find, and which words create them?
Ask your child to explain their outline out loud, one PEEL paragraph at a time. Explaining it is good practice for writing it.
Make sure your child has a blue or black pen and a highlighter for both sessions.

Rubric

Each criterion is marked out of 8 (total 32). Start with the lowest band and move up, and choose the band that best fits the essay as a whole.

Criterion A: Analyzing (9 Zurich)

Strands: (i) analyze content, context, language, structure, technique, and style; (ii) analyze the effects of the creator's choices on an audience; (iii) justify opinions and ideas using examples, explanations, and terminology. Strand (iv), comparing texts, is not assessed.

Band	Descriptor
0	The essay does not reach a standard described by any of the descriptors below.
1–2	Limited analysis. The essay mostly summarizes the speech. A few emotions or techniques are named, with little explanation of how they affect the audience. Evidence is missing or not explained. Little terminology.
3–4	Adequate analysis. The main emotional stages and some techniques are identified. Effects on the audience are explained in general terms. Some explanation retells the evidence. Some terminology is used.
5–6	Competent analysis. The essay analyzes how specific words and techniques create each emotion and how the stages move the audience toward the speaker's purpose. Evidence supports each point. Terminology is accurate.
7–8	Perceptive analysis. The essay makes an insightful argument about the emotional structure. Close analysis of precise words shows how each stage sets up the next and builds to the persuasive conclusion. Evidence is carefully selected and terminology is precise.

Criterion B: Organizing (9 Zurich)

Strands: (i) employ organizational structures that serve the context and intention; (ii) organize opinions and ideas in a sustained, coherent, and logical manner; (iii) use referencing and formatting tools.

Band	Descriptor
0	The essay does not reach a standard described by any of the descriptors below.
1–2	Minimal organization. The introduction, thesis, or conclusion is missing. Paragraphs do not follow PEEL and ideas are not in a logical order. Quotations are rarely referenced.
3–4	Adequate organization. The essay has an introduction, body paragraphs, and a conclusion, but PEEL is used inconsistently. The order of ideas is sometimes unclear and transitions are weak. Some quotations are referenced.
5–6	Competent organization. At least three PEEL paragraphs follow the order of the emotional journey. The thesis guides the essay, and transitions connect paragraphs. Quotations are embedded and referenced with ¶ numbers.
7–8	Sophisticated and effective organization. Every part of the essay builds one coherent argument. Transitions trace how each emotional stage leads to the next. Quotations are smoothly embedded and consistently referenced.

Criterion C: Producing text (9 Zurich)

Strands: (i) demonstrate insight and critical reflection on ideas; (ii) make stylistic choices with awareness of the impact on an audience; (iii) select relevant details and examples to develop ideas.

Band	Descriptor
0	The essay does not reach a standard described by any of the descriptors below.
1–2	Limited insight. Ideas are obvious or undeveloped. Few stylistic choices show awareness of an academic reader. Details and examples are few or not relevant.
3–4	Some insight. Ideas are developed in places but stay general. Some stylistic choices suit an academic reader. Details and examples are mostly relevant but not always developed.
5–6	Considerable insight. Ideas are developed thoughtfully, with some original thinking about how the speech works. Stylistic choices suit an academic reader. Well-chosen details develop each idea.
7–8	A high degree of insight. The essay offers original, critical thinking about why the emotional journey persuades and what it shows about language. Stylistic choices are deliberate and effective. Details are precisely chosen and fully developed.

Criterion D: Using language (9 Zurich)

Strands: (i) use appropriate and varied vocabulary, sentence structures, and forms of expression; (ii) write in a register and style that serve the context and intention; (iii) use correct grammar, syntax, and punctuation; (iv) spell with accuracy. Strand (v), non-verbal communication, is not assessed.

Band	Descriptor
0	The essay does not reach a standard described by any of the descriptors below.
1–2	Limited. Vocabulary and sentence structures are limited and repetitive. The register is often informal (slang, hedging, personal opinion). Frequent errors in grammar, punctuation, and spelling interfere with meaning.
3–4	Adequate. Vocabulary and sentence structures show some variety. The register is mostly formal, with some lapses. Errors are noticeable but meaning is generally clear.
5–6	Varied. Vocabulary is varied and precise, and sentences are varied. A formal, objective academic register is used consistently. Errors are few and do not interfere with meaning.
7–8	Sophisticated. Vocabulary is sophisticated and precise, and sentence structures are varied for effect. The academic register is consistent and effective. Grammar, punctuation, and spelling are highly accurate.