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How do you scaffold the skills and concepts of rhetorical analysis throughout a writing course?

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Rhetorical analysis is a key skill for effective writing, but it can be challenging to teach and learn. How do you scaffold the skills and concepts of rhetorical analysis throughout a writing course, so that your students can analyze, evaluate, and produce texts for different purposes, audiences, and contexts? In this article, we will share some strategies and tips to help you design and implement a scaffolded approach to teaching rhetorical analysis in your writing course.

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1 What is rhetorical analysis?

Rhetorical analysis is the process of examining how a text communicates its message, using various elements of rhetoric, such as ethos, pathos, logos, genre, tone, style, and structure. Rhetorical analysis helps writers to understand the choices and strategies that other writers use to achieve their goals, and to apply those insights to their own writing. Rhetorical analysis also helps readers to critically evaluate the effectiveness and credibility of a text, and to respond appropriately to its arguments and appeals.

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2 Why scaffold rhetorical analysis?

Scaffolding is a teaching method that provides students with gradual and appropriate support and guidance as they learn new skills and concepts. Scaffolding helps students to build on their prior knowledge, to develop their confidence and autonomy, and to achieve higher levels of understanding and performance. Scaffolding rhetorical analysis can help students to master the complex and interrelated aspects of this skill, such as identifying the rhetorical situation, recognizing the rhetorical appeals, analyzing the rhetorical strategies, evaluating the rhetorical effectiveness, and producing their own rhetorical texts.

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3 How to scaffold rhetorical analysis?

Scaffolding rhetorical analysis does not have a universal approach, but there are some general steps that can be adapted to fit specific course goals, content, and context. To start, familiar and engaging texts that illustrate the basics of rhetoric, such as speeches and advertisements, can be used to introduce key terms like audience and pathos. These texts can be used to discuss how these elements affect the message and the response of the audience. Subsequently, more complex and diverse texts such as essays or reports can be used to explore different types of rhetorical analysis like comparison and synthesis. Students can compare the rhetorical choices of different texts, evaluate their strengths and weaknesses, synthesize their main points, or create their own arguments. Finally, students should create their own rhetorical texts that demonstrate their understanding of rhetorical analysis. They should use genres and formats that suit the purpose and audience of the text, such as reviews or presentations. Feedback, rubrics, models, and peer review should be provided to help them improve their writing.

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4 What are some tips and best practices for scaffolding rhetorical analysis?

Scaffolding rhetorical analysis in your writing course can be done effectively and efficiently with the following tips and best practices. Align your scaffolding with your learning outcomes, assessment criteria, and course content to ensure relevance and consistency. Adjust the scaffolding according to student needs, abilities, and progress by providing more or less support as needed, and by differentiating for different levels. Model and demonstrate rhetorical analysis using think-alouds, annotations, or examples, and explain your reasoning and evidence. Finally, facilitate active and collaborative learning by engaging students in discussions, activities, and tasks that require them to apply rhetorical analysis. Encourage students to work in pairs or groups to exchange ideas and feedback.

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Jerrice Renita Donelson, Ph.D

User Experience (UX) | Online Composition Instructor (OWI)| eLearning | Curriculum & Instruction Design | Writer (Technical/Professional/Content) | Government Contracts (RFP/RFQ) | Educational Technology
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An example of how I teach, rhetorical analysis, begins with analyzing the rhetoric as “working objects”, in any composition, argument or position. First, writers need to understand, and identify the ways in which rhetoric “works” as rhetoric has a job to do by influencing the audience—the listeners, the viewers—and tells the audience what to think, feel or believe, about the speaker’s topics, their position, and how the speaker thinks, feels, says, beliefs. Determining what is effective and what isn’t is how a rhetorical analysis begins to provide clear perspectives on what is used to do the “work” the composer intended, and evaluate if the rhetoric of the arguments, and evidence is effective.

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5 What are some challenges and pitfalls to avoid when scaffolding rhetorical analysis?

When scaffolding rhetorical analysis in your writing course, there are certain challenges and pitfalls to be aware of and avoid. To ensure successful learning and motivation, it is important to find a balance between providing too much or too little support and guidance. Assessing your students' prior knowledge and building on it is essential. Additionally, the context of the texts used for rhetorical analysis should be considered carefully, as neglecting or over-emphasizing it can lead to inaccurate scaffolding. All in all, reviewing and reinforcing the essential skills and concepts of rhetorical analysis throughout the course is key.

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Jerrice Renita Donelson, Ph.D

User Experience (UX) | Online Composition Instructor (OWI)| eLearning | Curriculum & Instruction Design | Writer (Technical/Professional/Content) | Government Contracts (RFP/RFQ) | Educational Technology
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I agree as students already utilize rhetoric in everyday literacy practices such as social media and other computer-mitigated communications. These practices, which already include, rhetorical analysis, argument, and response should be activated in-class. Doing so can provide a connection to ways of analysis where students already have a relationship.

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6 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?

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Krish Prabhakar

General Manager
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Emotional connect is the most effective scaffold that embellishes rhetoric and empowers it to achieve outcomes. Instances of firebrand labor leaders whipping up the sentiment of stakeholders with vivid examples of the consequences of injustice manifest in the reward and retain policies of an organization are strewn across the corporate firmament. Figures can be massaged to appear like weapons being brandished by the working class to extract concessions. Recent negotiations by healthcare workers in the UK illustrate this tactic eloquently. Though it could be construed as blackmail by a beleagured management, it is a legitimate negotiating tactic for larger outcomes beneficial to all stakeholders.

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Jerrice Renita Donelson, Ph.D

User Experience (UX) | Online Composition Instructor (OWI)| eLearning | Curriculum & Instruction Design | Writer (Technical/Professional/Content) | Government Contracts (RFP/RFQ) | Educational Technology
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As a scholar of rhetoric and writing, I see helping students identify rhetorical devices as technology that is applied and functions in varying situations is imperative. As teachers we need to go beyond the rhetorical triangle of ethos, pathos and logos. Writers also need to understand composing where telos, topos and Kairos in composition and communication. Doing so can provide an inclusive learning experience which orientates prior literacy knowledge toward a new rhetorical community.

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How do you scaffold the skills and concepts of rhetorical analysis throughout a writing course?

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1 What is rhetorical analysis?

2 Why scaffold rhetorical analysis?

3 How to scaffold rhetorical analysis?

4 What are some tips and best practices for scaffolding rhetorical analysis?

5 What are some challenges and pitfalls to avoid when scaffolding rhetorical analysis?

6 Here’s what else to consider

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