The Ultimate List Rhetorical Strategies: How to Teach Analysis Best

Rhetorical Choices vs. Rhetorical Devices

Rhetorical Device

When writing rhetorical analysis one of the biggest things that students struggle with is rhetorical choices. When students first learn about argumentive writing, they often learn persuasive techniques. As they start learning more advanced techniques those techniques might shift to be called rhetorical devices. However, to elevate students’ writing, students need to push a little further and think in terms of rhetorical choices. 

So what’s the difference? A rhetorical device is a noun that shows what the author uses in their writing. Whenever my students start analyzing a speech, I have them find the rhetorical devices. Once students have found the rhetorical devices, I have them convert them into rhetorical choices. 

Rhetorical Choice

A rhetorical choice is what the writing is doing in the text. This means that students have to use rhetorically accurate verbs. In their writing, we want students to use rhetorical choices because this leads to stronger writing. 

Turning a Rhetorical Device into a Rhetorical Choice

The good news is that converting rhetorical devices into rhetorical choices is simple. Especially when students have already found the devices. For a lot of rhetorical devices, they can be turned into a rhetorical choice without much effort. For example, if the device is parallelism that can be changed to parallels. Or allusion can be changed to alludes to. 

In the list rhetorical strategies below, I start with the rhetorical devices and in each example, I show how to change it into a rhetorical choice. 

List Rhetorical Strategies Examples 

Check out these top 15 rhetorical devices in my list rhetorical strategies that my students use the most in their analysis. I categorized them to help make them easier to use. I include a definition to start. Don’t forget to check out how each rhetorical device turns into a rhetorical choice. 

Comparison Techniques

These techniques focus on lists, comparing, and aligning differing ideas together to help make the audience aware of their most vauled points. 

Analogy

First, an analogy is when a comparison is used to make a point. The speaker will take two unrelated topics and put them together to emphasize their point. To make a rhetorical choice from analogy, students can utilize verbs such as compares or analogizes. For example, the student could write In his speech “The Gettysburg Address”, Lincoln compares the fight for freedom during the Civil War as a birth that brought new understanding to the United States. 

Parallelism

Next, parallelism is the use of similar grammatical constructions to express ideas related in importance. Parallelism is one of the devices that converts nicely into a verb by using parallels. For example, Martin Luther King Jr. parallels the visions he had for a nation that would unite and make a better future for his children. 

Repetition

Lastly, the most common comparison device is repetition. Repetition is a technique where a word, phrase, or line is repeated for emphasis. Once again the easiest switch from repetition to repeats. For instance, King repeats the phrase “I have a dream” throughout his speech to reiterate the goals that he has for America.

Word Play Techniques

These techniques delve into the different ways that diction and word choice highlight the ways the author appeals to their audience. 

Allusion

First, allusion is an indirect reference to a famous person, place, or event. Students struggle to grasp the concept of allusion being famous and easily identified. As with most of the devices described so far, this strategy easily translates to a rhetorically accurate verb. Students could write Taylor Swift alludes to her famous song lyrics to establish a lighthearted mood. 

Card Stacking

Another technique that focuses on wordsmithing is card stacking. This technique makes one side of the argument look favorable by presenting supporting information with no opposition. In his campaign speech, Barack Obama stacks the cards to highlight the ways he will change America for the better. While technically one could stack the cards by sharing the positives, an alternative strong verb could be “highlights”, “elaborates”, or “illustrates” as examples. This could look like In his campaign speech, Barack Obama illustrates the positive ways he will change America for the better. 

Glittering Generalities

Next, a technique used to elicit an emotion is glittering generalities. This device is defined as emotionally-appealing words that are meant to evoke action. This however is not an easy translation. As much as I love glitter writing the author glitters is not the intention of the analysis. A stronger verb must be chosen. Old Major’s impassioned speech in Animal Farm underscores only the positives of his campaign through the use of glittering generalities. 

Loaded Language

Furthermore, another technique used in speeches is loaded language. Defined by language with strongly positive or negative connotations meant to stir emotions. Instead of loading the language, students should choose a rhetorically strong verb. For example, Coretta Scott King retorts the unlawfulness of the death penalty with language meant to stir anger.

Comedic Techniques

These next two devices are used to create wit and humor within a speech. These clever plays on words bring something more emotional to the text and help to capture the audience’s attention. 

Pun

First, the most clever of the speakers will insert a pun which is a play on words. Students will need to find a strong rhetorical verb in order to shift this technique into a choice. For instance, Amy Poehler deploys puns in her commencement speech to Harvard’s Class of 2011 in order to create a humorous mood within her delivery. 

Sarcasm

While puns tend to be more lighthearted, sarcasm tends to be more scathing and intentional. Sarcasm is defined as a form of sneering criticism in which disapproval is expressed in the form of ironic praise. Sarcasm can be added as an adverb to a rhetorically strong verb. Point in case, Anthony in his famous speech to the Romans sarcastically retorts Brutus’ claims of being honorable.

Personal Techniques

Another way that authors connect with their audiences is through personal techniques. When the speaker can demonstrate a personal connection, the listeners tend to focus and trust the speaker more. 

Anecdote

First, authors will share their own personal stories to engage their audience through anecdotes. Anecdotes are short amusing or interesting stories about a real person or incident. Because you can’t anecdote a person, students will need to choose a strong verb. For instance, In her commencement speech, Taylor Swift relates her personal experiences to appear relatable. 

Bandwagon Appeal

Another way that speakers appeal on a personal level is with the bandwagon appeal. This technique is when a writer taps into the audience’s desire to belong. Students will need to transform this device into a strong rhetorical choice. In Antony’s speech to the Romans, he convinces the people to join his cause by creating a feeling of belonging for everyone. 

Plain Folks Appeal

Similar to bandwagon appeal, plain folks appeal focuses on showing how the speaker connects with the audience. Students can use part of this device to write their choice but they cannot use it all. For example, In Ronald Reagan’s State of the Union Address after the Challenger Shuttle, he appeals to the public by appearing to be feeling just like all of America.

Logical Techniques

Focusing on appealing to the audience’s sense of logic, these strategies map out an unquestionable point of view. The goal of these techniques is to leave emotion out of the argument. 

Rhetorical Question

First, speakers who pose rhetorical questions want to get their audiences to consider their point of view. They ask a question in order to create a dramatic effect or to make a point rather than to get an answer. This technique is easily switched from a noun to a verb to transform it into a choice. For instance, Coretta Scott King rhetorically questions the validity of the death penalty to convince her audience to abolish the death penalty. 

Statistic

Perhaps the most logical of all the devices is the use of a statistic. A statistic is simply a value that is calculated from data. Statistics do not have a direct translation into a verb so students will need to choose a rhetorically strong verb. For example, Coretta Scott King justifies her point by presenting statistics on the unjust nature of the death penalty.

Next Steps: Rhetorical Analysis Essay Writing

Start Here: SPACE CAT Rhetorical Analysis

If you want to teach rhetorical analysis to your students, the best system is the SPACE CAT acronym. This system has been honed from the College Board’s AP LanguageⓇ  for the rhetorical analysis essay. This mnemonic device means that each letter stands for a part of the rhetorical analysis. You can use this list rhetorical strategies to help your students’ analyze a speech. If you want to teach SPACE CAT to your students, check out my blog post, How This Ultimate SPACE CAT Example Will Actually Improve Your Students’ Writing. 

Rhetorical Analysis Essay Writing Steps

Rhetorical Analysis Body Paragraph

I recommend starting with the rhetorical analysis body paragraph. Check out my blog post How To Use A Rhetorical Analysis Body Paragraph Outline to Improve Your Student’s Writing. In this blog post, I will take you step by step on how I teach rhetorical analysis writing. Even better, I show how I teach my students to use a rhetorical analysis body paragraph outline to improve their writing. 

Rhetorical Analysis Introduction

Once your students master the rhetorical analysis body paragraph, have them write their introductions. Check out my blog post, Teaching How to Write Rhetorical Analysis Introduction for Stronger High School Writers. In this blog post, I show you the five steps I use to teach essay introduction. 

Rhetorical Analysis Conclusion

Finally, students end with the rhetorical analysis conclusion. The last blog post in my rhetorical analysis series is Teaching How to Write Conclusion for Rhetorical Analysis in 5 Easy Steps. In this blog post, I break down conclusion writing into five steps. 

More Resources for Teaching Rhetorical Analysis

How This Ultimate SPACE CAT Example Will Actually Improve Your Students’ Writing

How To Use A Rhetorical Analysis Body Paragraph Outline to Improve Your Student’s Writing

Teaching How to Write Rhetorical Analysis Introduction for Stronger High School Writers

Teaching How to Write Conclusion for Rhetorical Analysis in 5 Easy Steps

Helping your students understand the difference between rhetorical devices and rhetorical choices is going to elevate your students’ writing. And with stronger writing leads to easier grading. And who doesn’t want faster grading? If you are ready to utilize this rhetorical devices list and want an easy way to teach it to your students, check out my  SPACE CAT Rhetorical Analysis handout. You will have everything you need to start with rhetorical analysis right away. And then you will have a list rhetorical strategies ready to use for your students.