Rhetorical Analysis Concept: Psychology Exercise Project

This psychology project provides a detailed explanation of rhetorical analysis, defining the concept, outlining critical and variable features, and using examples and non-examples to illustrate the concept. The project begins by defining rhetoric and rhetorical analysis, emphasizing its role in understanding how writers or speakers communicate and persuade. Critical features such as the presence of an introduction, body, and conclusion; discussion of stylistic devices; the use of ethos, pathos, and logos; and an evaluation of the author's effectiveness are highlighted. Variable features like target audience, topical issues, and persuasiveness are also discussed. The project includes a sample rhetorical analysis of an article to demonstrate the application of these concepts. Additionally, it presents further examples and non-examples to help students differentiate between them, reinforcing the understanding of rhetorical analysis. This project aims to serve as a concept learning tool for students to conceptualize and write rhetorical analyses.

PSYCHOLOGY CONCEPT EXERCISE 1
Psychology Concept exercise
Student’s name
Affiliated school

PSYCHOLOGY CONCEPT EXERCISE 2
Overview
Rhetorical analysis is used to gain an understanding of the writer or speaker success in
communicating to the reader or the listener. Rhetorical analysis is a means of evaluating the
work of another person to evaluate how he/she has successfully achieved the intended
communication. The main objective of this paper is to explain what rhetorical analysis is and
how it is done using various examples of rhetorical analysis. Basically, the paper is a tool for
concept learning with regard to ensuring that high school students are able to conceptualize and
write a rhetorical analysis of any case literature or visual work.
For the purpose of this paper, in order to achieve the above-mentioned objective, I will start by
explaining the concept of rhetorical analysis. The general overview will include the definition of
what rhetorical analysis is and what it is not; the critical; and variable characteristics. For a
detailed understanding of the concept, various examples and non-examples will be used in the
analysis of their critical and variable features. The assessment of the student understanding of the
concept will be carried out by administering a test. The student is expected to do the test and the
assessment results will be used to assess the understanding of the whole concept of rhetorical
analysis.
Part I: Concept Definition & Analysis of Features
A) Concept Definition
Rhetoric explores how the writer or the speaker has employed different ways to deliver the
intended message or influence the readers or the listeners. Rhetorical analysis is generally a
form of criticism which uses principles of rhetoric to establish the interaction that exists
between the writer or the speaker and the audience. The analysis breaks the work of the
writer or the speaker into parts and how those parts have formed conveyed the message.
Rhetoric can be used for persuasion, entertainment or information. Rhetorical analysis is
done on various literal works and arts including non-fiction, cartoon, advertisement, or oral
performance. When writing rhetorical analysis your opinion is not valid on whether you
agree or not with the writer or speaker argument. Instead, you are expected to explain how
the writer is able to communicate his/her message of persuasion, entertainment or
information to the intended audience. When applied to a literary work, rhetorical analysis
regards the work not as an aesthetic object but as an artistically structured instrument for
communication.
B) Critical Features
For the purpose of this concept, there are various critical features which must be there for an
analysis to qualify to be called a rhetorical analysis. Critical features are those features of the
concept which MUST be present in order for an item to be considered to belong to the stimulus
class. With regard to the aforementioned definition, the following are critical features of a
rhetorical analysis.

PSYCHOLOGY CONCEPT EXERCISE 3
i. The introduction, body, and conclusion
The rhetorical analysis consists of the thesis statement in the introduction, the body
covering various discussions about the item, and conclusion to bring out the student
remarks on the author’s work.
ii. Discussion of the author’s choice of various stylistic literary devices
A rhetorical analysis will be wholly incomplete if the stylistic devices used by the writer
or the speaker are not addressed. In any literary or visual work, there are various artistic
devices used to convey the message to the audience. Identifying and detailing them in
any rhetorical analysis is critical.
iii. Provide the use of ethos, pathos, and logos
These are the various critical appeals the author use to communicate to the readers or the
listener.
iv. Discussion of how effective the author has communicated
The writer of the rhetorical analysis must be ready to defend his/her opinion or
suggestions made based on the genre of the work being analyzed. One must be able to
provide a reason(s) to deviate or modify a specific part of the communication being
made.
C) Variable Features
As opposed to critical features, variable features are those features of a stimulus (or item) which
can be present but are not necessary in order for the item to be considered within the stimulus
class. In addition, these features can vary across different examples yet not exclude the item from
being considered a member of the stimulus class. As long as all critical features are present, the
variable features can essentially be considered irrelevant with respect to their impact on the
discrimination process.
Below are the variable features for the concept of the rhetorical analysis.
 Target Audience: rhetorical analysis is not restricted to any specific audience. The
audiences vary from one genre and topic to the other.
 The topical issue: the student is expected to analyze various types of works ranging
from non-fiction to audio and visual, thus, there is no at any given time is expected a
similarity of the topical issues in rhetorical analysis. The topic issues vary from one
author to the other with respect to the targeted audience.
 The persuasiveness of the analysis: rhetorical analysis is believed to be based on
persuasive articles or visual items. The authors may or may not be able to achieve the
intended persuasion level.

PSYCHOLOGY CONCEPT EXERCISE 4
D) Example
For the purpose of illustration, we will look at an example of a rhetorical analysis:
Persuading the Medical Community
In his article “Leech, Leech, Et Cetera”, Lewis Thomas explain the changes in the patient care.
The world of medicine is ever changing and the interaction between the doctor and the patient is
being overlooked. Using references he is able to explain the transformation that has taking place
over the years in the medical field.
The essay has gained credibility his use of intelligent tone. His persuasions use logic to capture
the audience’s attention. Showing how “leech the doctor... [carries] the implication of knowledge
and wisdom,” Thomas accurately states how the medical profession was once viewed. Doctors
were most respected and high profile people attracting a lot of admiration. On the other hand,
Thomas gives the other side of the word leech referring to the worm. He uses words like “blood”
and “tax collectors” which are associated with this form. Thomas is persuading the medical
physicians and students to go back to the old ways of medicine.
Along with using word meanings, Thomas appeals to the reader’s emotions by giving
explanations on how the family was in those days. He says that “touching was the real
professional secret,” when patient felt the real treatment by the doctor. Today, “the doctor can
perform a great many of the most essential tasks from his office in another building without ever
seeing the patient”. He is showing how the profession has changed over time and patients are not
feeling the care. This triggers the emotion of the audience by making them be attached to the
issues.
In addition to the above, the word choice of the author is convincing to the doctors and medical
students to change their way of serving the patients. The use of a word like “leech” to refer to
doctors and “dehumanizing” to describe their training has triggered negative impression of
doctors. Thomas uses cold and impersonal tone to describe the medical world.
The writing of Thomas has clearly shown how the medical profession has changed to distance
the doctor-patient relationship. His argument could convince the students to rethink their passion
for the profession and how they expect to treat patients.
The overall persuasiveness of the essay is a success. He may be able to convince the doctors to
change their ways of interacting with patients. Through proper use of emotional and logical
appeals, he is able to give a convincing essay to the medical practitioners. However, the essay
fails to show his motive. The question is if the doctors change; will the number of the patient
being healed increase? The patient may not be interested in the relationship but both are
interested in a cure.

PSYCHOLOGY CONCEPT EXERCISE 5
Upon examining the above example we can assess for the critical features defined earlier:
 There is an introduction, body, and conclusion
 Presence of ethos, pathos, and logos
 The critic also show artistic styles applied by the author
 Also, it has shown how the author is effective in communication
All critical features are present in the item qualifying it to be a perfect example of a rhetorical
analysis.
The variable features were not considered in the discrimination process. These include the
topical issue of the rhetorical analysis, the audience and the persuasiveness of the author.
Part II: Teaching Examples and Non-Examples
Having defined the concept and outlined the critical and variable features of a limerick, we now
move to the presentation of sample items. The purpose of this exercise is to allow the student to
begin to differentiate between examples and non-examples of rhetorical analysis. The easiest
method to facilitate this is to present divergent examples. An example of a rhetorical analysis
will first be presented. By labeling it an “example” we are stating that this item contains all
critical features listed above. Following this, an almost identical rhetorical analysis will be
presented as a non-example. We refer to it as a “non-example” because it will be missing one of
the critical features listed above. Each item will be accompanied by a brief analysis of whether
the item is classified as an example or non-example of a rhetorical analysis with respect to
critical features. Variable features will be noted but emphasized as unimportant. A concluding
statement will also be given to emphasize classification. Note that various features will be
presented across both examples and non-examples to emphasize their irrelevance in the decision-
making process. By working through the various examples, one should conclude this section by
being able to discriminate between examples and non-examples of rhetorical analysis.
Example 1
Rhetorical Analysis of "Treat Teenage Moms like Moms, Not Children"
In their essay "Treat Teenage Moms like Moms, Not Children" the writers effectively appealed
to the government policymakers on the need for the teenage mothers to be allowed to make
decisions, which currently in most states in America are not allowed. The writers have
adequately addressed the need for allowing the validity of their consent to take long-term birth
controls. They have managed to persuade the reader by employing academic tone, diction, and
superior artistic devices to persuade the audience into seeing the need for allowing teenagers
unlimited legal consent to long-term birth control methods.
The "Treat Teenage Moms like Moms, Not Children" has clearly addressed the need for
considering legalizing teenage consents such as birth control, which is currently not allowed in
more than 20 states in America. According to United Nations Population Fund (UNFPA) report,
statistics have provided facts about the adolescent pregnancies around the world (United Nations

PSYCHOLOGY CONCEPT EXERCISE 6
Population Fund 7). Approximately16 million girls aged 15-19 years and girls under 16 years
amounting to more than 2.5 million, have unwanted pregnancies each in developing regions
(UNFPA 8). World Health Organization further establishes that most deaths of 15-19 years girls
occur due complications during pregnancy and childbirth (World Health Organization 23). The
adolescent mothers face higher risks of eclampsia, puerperal endometritis, preterm birth, and
systemic infections compared to their counterpart aged 20-24 years. There is medical
practitioners concern on the regality of these teenage girls’ consent to long-term birth control and
other decisions which the law considers can only be made by an adult woman. This is regardless
of these pregnant teenagers being able to give some consent like the circumcision of their boy
child and taking vaccinations for the protection of the unborn child.
The writers used logical appeals to trigger the logical reasoning of the authorities by comparing
the facts about an adolescent pregnant mother and the irony in the law. They begin the essay by
pointing out how in Indiana pregnant teenagers are deprived of their rights to consent on issues
that greatly affect their lives. In another instance, the writers show how ironically “The 17-year-
old can consent to her infant’s hearing testing, vaccines and anything else the baby might need.”
But cannot give consent to “long-acting, reversible contraceptive” (Wilkinson et al 1). They are
also applying the credibility of the scientific scholarly reports to demonstrate the geographical
distribution of the limiting rights of teenage girls to receive long-term contraceptive without
parent appending their consent through signature even after birth. The essay has applied
academic tone to logically convince the authorities of the need to allow the teenage girls’
consent. This proves how the rights of the pregnant teenage girls have been limited virtually
because of age unless “if married, legally emancipated or on active military duty, or after a
sexual assault by a family member” (Wilkinson et al 2). Ironically this applies to the small
population of teenage girls who get pregnant.
The writers have also expressed the logic in irony on how generally there has been a decline in
pregnancy rates in America but there is an alarming trend in subsequent pregnancies. They use
proof of statistics on Indianapolis subsequent pregnancies in less than 18 months. For example
“1 in 3 adolescents who delivered between 2010 and 2012 were pregnant again in less than 18
months.” (Wilkinson et al 3). This shows how subsequent early pregnancy is risky for the young
girl and appeal for contraceptives, the writers say “The 2005 study found that the risk of preterm
delivery or stillbirth tripled in the women’s subsequent pregnancies” (Wilkinson et al 3) and try
to give the pediatricians opinion on the risk of early pregnancies.
Further, the writers have invoked the logic of having young girls allowed consent to birth
control. It is logical to see it as the burden to the country when these girls give more births. To
prove this their allegations, they cite a 2010 study on how it cost the state more than $9.4 billion
for healthcare and foster care (NCPTUP 10). This finding appeals to the authorities to see it as
the burden to the society especially through loss of tax revenues. The writers have also used
contrast to bring out the aspect of the irony of the facts regarding teenage pregnancy. Contrast is
effective in bringing out the logic of their argument. For instance, being allowed to consent some
cases like child vaccine and circumcision but cannot be allowed to consent for birth controls.
The writers have employed pathetic appeals to invoke the audience’s emotion to gain acceptance
and approval to the birth control consent of the young girls. They express how “rapid repeat

PSYCHOLOGY CONCEPT EXERCISE 7
pregnancies is financial, emotionally, and physically draining to the pregnant young girls.”
(Wilkinson et al 4) To prove the risk they used a 2005 study on the preterm births of the
subsequent pregnancies. They appeal to the authorities that to avert the scenario they need long-
lasting control measures by referring to the study on the effectiveness of the birth control after
birth in controlling subsequent pregnancy to the young girls (Tocce et al. 4).
The essay has used ethical appeals to the audience for the credibility of its arguments. The
writers have cited the recommendation of the reputable research organizations to ethically appeal
the government policymakers. The reference of organizations like the American Academy of
Pediatrics and American College of Obstetrics and Gynecology in the essay is sufficiently
convincing on legalizing the teenage consents to have long-term contraceptives after birth. These
sources have reported on their findings on the teenage pregnancies and the effects on their life
and life of the child. These sources arguments are persuasive enough to the issue of adolescence
subsequent pregnancies and the need to allow their consent for birth controls without the
approval of their parents. The effect of this on the audience is the credibility of the opinion as
asserted by the writers. The effective use of academic tone in providing prove is quite
convincing. Therefore, the essay has successfully shown the need to treat teenage moms like
moms, not children.
The use of irony and contrast in the essay have aided in the written appeal to the logic of the
audience on the issue of teenage girls’ limited consent. This is because subsequent pregnancy
has adverse effects not only on them but also to the unborn child and the country as a whole. On
the part, the use of pathos rhetorically triggers the feelings and emotion of the audience into the
plight of the girl child right to consent for long-term birth control. And the other ethically
expressed the credibility of their claim from credible sources.
The writers’ arguments have been brought clearly through the effective combination of logic,
pathos, and ethos, and other stylistic devices. The essay largely uses logic to appeal to the
audience and effectively persuade them. In my opinion, the writers’ use of logic has greatly
helped in bringing out their preferences of the writers in as far as teenage pregnancy control is
concerned. Other artistic devices like irony and contrast effectively drew the logic behind their
arguments. On the other parts, the writers integrated pathos and ethos in appealing to the
audiences’ emotions and acceptance respectively. The teenage girls should be allowed to access
and consent to the long-term contraceptives to avoid adverse effects as result of subsequent
pregnancies.
Analysis:
CRITICAL FEATURE PRESENT IN ITEM DESCRIPTION
i) The introduction, body, and
conclusion
✔ The item has a thesis statement, body,
and conclusion
ii) Discussion of the author’s
choice of various stylistic devices
✔ It has explained the stylistic devices
used in the item

PSYCHOLOGY CONCEPT EXERCISE 8
iii) Provide the use of ethos,
pathos, and logos
✔ The various appeals have been used
iv) Discussion of how effective the
author has communicated
✔ The analysis has been addressed
effectively
Variable features: the topic of the rhetorical analysis is “Treat Teenage Moms like Moms, Not
Children” which seek to address the plight of teenage mothers who have been deprived of rights
to make some important life decision. The audience of the article is the government and
authorities responsible to legislation and the medical agencies around the world. These variables
do not determine whether the above item is rhetorical analysis or not.
Concluding Statement: After analysis of the item, all the critical features are present. It is,
therefore, an example of a rhetorical analysis
Non-example 1:
From the rhetoric analysis example above, you delete the first paragraph to make a non-example
of it. Therefore, the analysis of the non-example will be as follows:
Analysis:
CRITICAL FEATURE PRESENT IN ITEM DESCRIPTION
i) The introduction, body, and
conclusion
X The analysis lack thesis statement and
topical conclusion
ii) Discussion of the author’s
choice of various stylistic devices
✔ It has explained the stylistic devices
used in the item
iii) Provide the use of ethos,
pathos, and logos
✔ The various appeals have been used
iv) Discussion of how effective the
author has communicated
✔ The analysis has been effectively
addressed this
Variable features: Recall that variable features do not influence whether the item is or is not a
rhetorical analysis
Concluding Statement: After analysis of the item, one critical feature is missing. It is, therefore,
not an example of a rhetorical analysis.
Example 2

PSYCHOLOGY CONCEPT EXERCISE 9
Rhetorical Analysis of Henry David Thoreau’s “Walden”
Henry David Thoreau “Walden” analyze the interaction in the society. The writer explains how
he isolated himself in chapter “solitude”. He establishes how one can have and enjoy personal
company when physically apart from others. To accomplish these, the writer uses various
techniques which include ethos, pathos, and logos. He largely uses ethos to achieve his intended
communication.
David ethos appeal is accomplished by his personal experience in Walden Pond away from the
people. He further uses an example by quoting “the crowded hives of Cambridge College,”
which demonstrate his knowledge and familiarity.
David also uses logos appeal using the analogy of a divergent student to that of a dervis in the
desert. This analogy gives the reader a better understanding of segregation of students. This is
because imagining a single plant in the desert is much easier than having to explain about a
person amongst hundreds. The author use comparison in making his explanations for clarity
reasons. His application between paradox and segregation, he used “I never found the companion
that was so companion as solitude”. In his logical explanations, he used an analogy, metaphor,
and figurative languages.
The writer also saw emotional acceptance by the use of pathos in his work. This is majorly done
by the use of the first person. For instance, he used, “I love to be alone. I never found the
companion that was so companionable as solitude,” for the reader to recognize his passion for
the argument. The article shows a student who is peaceful regardless of isolation from the
society.
The writer shows the isolation of the student through the use of analogy. The effect of the
analogy to the reader is to create sympathy from the audience. The writer uses the student as the
means of emphasizing his passion for solitude. Pathos is used to understand the solitude the
writer is illustrating.
Through emotional appeal, the writer is able to portray solitude. Therefore, the writer has largely
used pathos instead of logos and ethos. The use of logos in the article was to clarify the styles of
language use. Thoreau establishes his argument, that people who constantly engage their minds
are never alone, by using pathos most heavily, while using logos and ethos for support.
Analysis:
CRITICAL FEATURE PRESENT IN ITEM DESCRIPTION
i) The introduction, body, and
conclusion
✔ The item has a thesis statement, body,
and conclusion
ii) Discussion of the author’s
choice of various stylistic devices
✔ It has explained the stylistic devices
used in the item
iii) Provide the use of ethos,
pathos, and logos
✔ The various appeals have been used:
ethos, pathos, and logos

PSYCHOLOGY CONCEPT EXERCISE 10
iv) Discussion of how effective the
author has communicated
✔ The analysis has been effectively
addressed this
Variable features: the topic of the rhetorical analysis is “Walden” which seek to explain his
isolation. The audience of the article is the whole society and especially those who are lonely to
find peace from within them. These variables do not determine whether the above item is
rhetorical analysis or not.
Concluding Statement: After analysis of the item, all the critical features are present. It is,
therefore, an example of a rhetorical analysis
Nonexample 2
From the rhetoric analysis example above, you delete the last paragraph to make a non-example
of it. Therefore, the analysis of the non-example will be as follows:
Analysis:
CRITICAL FEATURE PRESENT IN ITEM DESCRIPTION
i) The introduction, body, and
conclusion
X The item has a thesis statement and
body but lacks a conclusion
ii) Discussion of the author’s
choice of various stylistic devices
✔ It has explained the stylistic devices
used in the item
iii) Provide the use of ethos,
pathos, and logos
✔ The various appeals have been used:
ethos, pathos, and logos
iv) Discussion of how effective the
author has communicated
✔ The analysis has been addressed
effectively
Variable features: Recall that variable features do not influence whether the item is or is not a
rhetorical analysis
Concluding Statement: After analysis of the item, one critical feature is missing. It is, therefore,
not an example of a rhetorical analysis.
Example 3
Rhetorical Analysis of Addison’s “Two Years are Better Than Four”

PSYCHOLOGY CONCEPT EXERCISE 11
The article “Two Years are Better Than Four,” by Liz Addison, focuses on the importance of
embracing and praising community colleges for better “college experience of self-discovery.”
She establishes that the four years course has shaped the student through “worldly, insightful,
cultured, and mature”. Liz put more praises on community college about their high education
standards and acceptance of all students from various backgrounds. Liz explains her argument
through the application of rebuttal. However, most of her evaluation is based on logical
reasoning.
Addison opens up with a rebuttal in explaining Rick Perlstein’s assertion that today’s students
lack a chance to enjoy and experience what he had decades ago. Addison disapproves of this
because Mr. Perlstein did not school in America community college. The use rebuttal in of his
argument sets up the stage for her to put her explanation about the community colleges. It also
captures the attention of the reader.
Addison reference of Perlstein throughout the essay is for the purpose of applying his criteria in
evaluating and arguing the greatness of community colleges. She says that these colleges deserve
respect and appreciation because of the chances they offer to all students indiscriminately. The
phrase “community colleges are great because…” has been repeated in the whole essay.
Therefore the reader is provided with a clear logical appeal for the support of community
colleges.
I tend to dislike the tone of Addison. It is a good point to note Perlstein was wrong to be for
failure to consider community colleges in his writing. The tone used to attack Mr. Perlstein by
Addison is undercutting the argument of community college. For a stronger argument, she could
have used a friendly tone in disagreement and respectable. This is an ethical error which might
present her as unreasonable.
Analysis:
CRITICAL FEATURE PRESENT IN ITEM DESCRIPTION
i) The introduction, body, and
conclusion
✔ The item has a thesis statement, body,
and conclusion
ii) Discussion of the author’s
choice of various stylistic devices
✔ It has explained the stylistic devices
used in the item like repetition and
emphasis
iii) Provide the use of ethos,
pathos, and logos
✔ The various appeals have been used:
ethos and logos
iv) Discussion of how effective the
author has communicated
✔ The analysis has been effectively
addressed this

PSYCHOLOGY CONCEPT EXERCISE 12
Variable features: the topic of the rhetorical analysis is “Two Years are Better than Four”
which attach the important roles and need to embrace the American community colleges. The
audience of the article is the whole American society and especially those responsible for
education support and activists. These variables do not determine whether the above item is
rhetorical analysis or not. The item fails to persuade the reader because of being over-reactive
and use of unfriendly tone.
Concluding Statement: After analysis of the item, all the critical features are present. It is,
therefore, an example of a rhetorical analysis
Non-example 3
From the rhetoric analysis example above, you delete the second and third paragraphs to make a
non-example. Therefore, the analysis of the non-example will be as follows:
Analysis:
CRITICAL FEATURE PRESENT IN ITEM DESCRIPTION
i) The introduction, body, and
conclusion
✔ The item has a thesis statement, body,
and conclusion
ii) Discussion of the author’s
choice of various stylistic devices
X Various artistic devices are missing in
the item
iii) Provide the use of ethos,
pathos, and logos
✔ The various appeals have been used:
ethos, pathos, and logos
iv) Discussion of how effective the
author has communicated
✔ The analysis has been effectively
addressed this
Variable features: Recall that variable features do not influence whether the item is or is not a
rhetorical analysis
Concluding Statement: After analysis of the item, one critical feature is missing. It is, therefore,
not an example of a rhetorical analysis.
Example 4
Rhetorical Analysis of "The Sanctuary of School"
Lynda Barry writes about his harsh upbringing in childhood and could only find happiness and
peace at school. Her essay “show that how school was her only “safe haven”. The essay shows