Rhetorical Analysis 10 common errors

Error #1 Raspberry shows what the definition of blackness in society is with a series of parallel positive and negative examples. He does this because he wants the reader understands how narrowly confined it is to being a successful athlete or entertainer. What is the error? Telling WHY instead of analyzing HOW.

WHY instead of HOW How do we fix? Focus on identifying choice, effect, connection to purpose. Example: Raspberry shows what the definition of blackness in society is with a series of parallel positive and negative examples. He does this because he wants the reader understands how narrowly confined it is to being a successful athlete or entertainer. The parallel examples of positive and negative establish equality between the two and make the point that both stem from the same narrow definition.

Error #2 Kennedy uses an antithesis when he says today is “not a victory of party, but a celebration of freedom.” He does this to emphasize his point and make his point clear to his audience. What is the error? Analyzing by simply saying “to get her/his point across”

To get her/his point across…. How do we fix? Assume it is always to get point across. Discuss HOW specific choice gets across specific point. Example: Kennedy uses an antithesis when he says today is “not a victory of party, but a celebration of freedom.” He does this to emphasize his point and make his point clear to his audience. This emphasizes the “celebration of freedom” by providing contrast with “victory of party”, immediately establishing the tone of unity he is trying to build early in his speech.

Error #3 Raspberry illustrates the positives and the negatives of the definition of blackness when he writes, “tell a white...sue you for slander”. The use of parallel structure in these two paragraphs subtly reveals the equality between the positives and the negatives as they are both the result of the narrow definition. Inherent in any compliment is also an insult. What is the error? Not providing a complete quotation

Incomplete Quotation How do we fix? Provide enough of the quotation so your sentence makes sense and you illustrate technique. Example: Raspberry illustrates the positives and the negatives of the definition of blackness when he writes, “tell a white...sue you for slander”. “tell Larry Bird…he plays black and he’ll thank you.” He follows this in the next paragraph with “Tell a white lawyer he reasons black and he’ll sue you for slander”. The use of parallel structure in these two paragraphs subtly reveals the equality between the positives and the negatives as they are both the result of the narrow definition. Inherent in any compliment is also an insult.

Error #4 After warning the graduates about the failures of the previous generation, he moves on to address the current generation specifically. What is the error? Incomplete/overly general topic sentence

Incomplete TS How do we fix? Either rewrite to make more specific or add a qualifier. Example: After warning the graduates about the failures of the previous generation, he moves on to address the current generation specifically. He reminds them that they will have the same historical opportunities as their predecessors to do good, but will not have the same opportunities to make excuses.

Error #5 Raspberry begins by showing the positives and negatives of the definition of blackness. What is the error? Topic sentence is a detail rather than an idea

TS is a detail not an idea How do we fix? Determine what idea is being expressed or supported with the detail. Example: Raspberry begins by showing the positives and negatives of the definition of blackness. Raspberry begins by illustrating the narrowness of the definition of blackness with concrete examples.

Error #6 Koppel says “we are these days drowning in information, very little of which is translated into knowledge, almost none of which evolves into wisdom”. He is saying to the students that they have access to much information, and they have the power to use it to help better the lives of everyone. What is the error? Summary rather than analysis

Summary not analysis How do we fix? Focus not just on WHAT is being said, but more on HOW. a.Identify and describe rhetorical choice b.Determine effect—what does it do? c.Connect effect to purpose of section—why would the speaker want to create THAT effect?

Summary not analysis Example: Koppel says “we are these days drowning in information, very little of which is translated into knowledge, almost none of which evolves into wisdom”. He is saying to the students that they have access to much information, and they have the power to use it to help better the lives of everyone. The drowning metaphor Koppel uses here is dark and menacing. It makes the point that there is so much information that we are at risk of being lost in it. This stark warning to the graduates is meant to remind them of the importance of using their education to sift good information from bad and make choices that improve the lives of those around them.

Error #7 Kennedy refers to the current generation of Americans as “heirs to that original revolution”. The family metaphor establishes the tone of unity he tries to create in this section. What is the error? Undeveloped analysis—missed opportunity.

Undeveloped analysis How do we fix? Look for opportunities to expand a.keep appeals in mind (pathos, ethos, logos) b.diction creates tone c.syntax creates emphasis and dynamics Example: Kennedy refers to the current generation of Americans as “heirs to that original revolution”. The family metaphor establishes a tone of unity. This appeal to the audience’s sense of nationalism and patriotism creates the solidarity among the people he needs to accomplish the goals of his presidency.

Error #8 Koppel nears the end of his speech describing the opportunities ahead of them to do good saying, “What a challenge; what a joy”. Koppel’s use of parallel structure in this sentence makes “challenge” and “joy” equal to one another. Finally he concludes with “Now go do it.” What is the error? Analysis of effect without connecting to purpose of section

Effect without purpose How do we fix? Ask yourself WHY speaker would want to create THAT effect to support the purpose of section identified in TS. Example: Koppel ends his speech describing the opportunities ahead of them to do good saying, “What a challenge; what a joy”. Koppel’s use of parallel structure in this sentence makes “challenge” and “joy” equal to one another. Koppel acknowledges the difficulty that comes along with being a force for good, but his syntax encourages the graduates to do good because it will likewise be joyful and fulfilling.

Error #9 Kennedy’s use of the phrase “a century and three quarters ago” helps establish his ethos as a credible and authoritative speaker. What is the error? Detail is connected to purpose but effect is not explained.

Connected to purpose; no effect How do we fix? Ask yourself HOW the detail supports the purpose of the section. What does it do to support? Example: Kennedy’s use of the phrase “a century and three quarters ago” helps establish his ethos as a credible and authoritative speaker. The use of the phrase “a century and three quarters ago” is an allusion to Lincoln’s Gettysburg Address. In making this allusion Kennedy draws an historical connection between himself and another American president who took office during a turbulent time for our nation and guided us expertly. This archaic diction choice establishes Kennedy, like Lincoln, as the capable leader he needs the audience to believe he is.

Error #10 Kennedy says things like “a century and three quarters ago” and “forbears”. Koppel makes the switch to the pronoun “you” in this section. He tells the graduates “You will know”. What is the error? Insufficient context for quotations

Insufficient context How do we fix? Explain WHAT the speaker is describing at the moment of the detail. Example: Kennedy says things like “a century and three quarters ago” and “forbears”. Kennedy describes the founders of our nation as our “forbears” and says he swears the same oath they prescribed “a century and three quarters ago”. Koppel makes the switch to the pronoun “you” in this section. He tells the graduates “You will know”. While the previous generation had the luxury of appealing to ignorance in justifying their inaction in the face of historical evil, Koppel switches pronouns and warns the current generation that this will not be available to them, saying “You will know”.