35 Kaylin Elmore – Rhetorical Analysis

Kaylin Elmore is a freshman Psychology major.  Additionally, Kaylin is minoring in Neuroscience, and  would like to pursue another minor in Chemistry starting this fall.  Kaylin works for the Psychology Department under Dr. Miller, which has helped prepare her for her future, and she loves interacting with fellow students through her position.  In this paper you will see Kaylin explaining and providing examples of rhetorical analysis with academic articles, movies, and nonfiction text.  This work was prepared for Eng-W131 last fall semester.  Professor Jackie Kauza notes, “All of Kaylin’s work is of supremely high quality. Her writing is rich in detail, flows beautifully, and reflects deep and critical thinking about whatever topic she is exploring. Kaylin also has very strong reader awareness and excellent insight about when to delve into more detail in her work.”

Rhetorical Analysis

Rhetorical analysis can be described as analyzing a piece of media, in order to understand the subtext behind the content.  There are many different ways of using rhetorical analysis, including analyzing academic articles, movies, nonfiction texts, and more.  This is a very useful tool, because you can find out more about what the creator of the media intended to convey, through the media that is being consumed.  More often than not, this helps paint a full, rich picture of what the creator was implying.  Rhetorical analysis helps you understand what the creators wanted you to take away from the media.  This builds a full understanding of the media you consume, while helping to convey different thoughts, feelings, and emotions.

As you can see, rhetorical analysis can be useful in multiple contexts.  Whether you’re reading an academic article, and you’re trying to figure out what exactly the article implies, or if you’re watching a movie, and you want to figure out all of the intricacies of the scene; the possibilities of using rhetorical analysis are endless.  Using rhetorical analysis can benefit your academic performance, too.  Because you’ll know how to analyze the media you’re required to consume, then you have a full understanding of what the creator is trying to convey, so you can go into more detail and depth about the topic you’re required to study.

There are different ways to do rhetorical analysis, most of which is determined by what you’re analyzing.  For example, if you’re analyzing a text, you can look at the word choices and how they impact the overall message.  To be more specific, with an academic article, you can think about who the target audience is.  Typically, academic articles are for other academics, in that field, so there may be jargon you’re unfamiliar with.  For example, if you read an academic article that mentions interpersonal communication, you could be unfamiliar with the term, but a someone who researches psychology would understand immediately that this article deals with communication between two or more people.  As for the content of the text, a great way to figure out what they’re trying to convey is to ask why.  Why did they use this specific word?  Why did they repeat words in the sentence or paragraph?  Why did they include this specific paragraph?  These are all questions that help you figure out the context and subtext behind the article.  Another form of text to be discussed is nonfiction text.  You can analyze nonfiction texts by asking the same questions as analyzing an academic article, but the answers could potentially be much different.  You will find that in nonfiction text, depending on the text, there is more emotion involved.  For example, if you’re reading an article about the effects of tariffs, there would be less emotion detailed than a nonfiction text, such as the Diary of Anne Frank.

If you’re analyzing a movie, you can use many of the same strategies previously discussed.  However, you can look for additional details, such as the color choices for the scene, or the music choices made, if applicable.  Another way to analyze a movie, which is very similar to analyzing text, is the word choice and delivery.  An example of this would be someone saying, “I’m not mad,” but depending on their tone, they may actually be mad.  That would give the audience the idea that whoever said that they weren’t mad, actually may be upset, while trying to act as if they’re unbothered.  Reviewing the visual components, as well as the audio, will help analyze the intent and emotions behind the scenes.

Before we start, there’s another pertinent part of rhetorical analysis, the takeaway.  A takeaway is an overall theme or feeling that the creators want the audience to be left with.  This helps create a fully immersive story.  It could be argued that we subconsciously rhetorically analyze media, as we consume it, without realizing that we are forming a takeaway.  Rhetorical analysis helps to bring these thoughts and feelings to the conscious mind and form our perception of what the creators were intending to convey.

Now, let’s take a look at different examples of how we can use different forms of rhetorical analysis, which will give an example of how to apply strategies of rhetorical analysis, as well as introducing the idea of finding different takeaways from the media being analyzed.  To do so, we’ll start with an example of analyzing a movie clip from Alice in Wonderland, then move to an excerpt from Malcolm X’s book for an example of a nonfiction text, and finish with Tony Mirabelli’s academic article on the treatment of waitstaff.

We’ve already discussed different ways to analyze a movie clip, which can be highlighted in this example.  This movie clip is from the scene in Alice in Wonderland, when Alice meets the Cheshire Cat.  As you will see, through analyzing the background, the tone of voice, word choice, you’ll identify a takeaway from the clip.  This takeaway being that the creators wanted the audience to be left with a sense of confusion and embodying the overall sense of being lost and confused.  The first thing to notice about the interactions between the Cheshire Cat and Alice, would be the way he controls the conversation narrative.  Despite Alice attempting to gain advice about where to go, he answers in a factual manner, although it’s not exactly helpful.  An example of this is when he asks her where she wants to go, then when she replies with saying “oh, it doesn’t really matter”, he cuts her off before she could finish her sentence and echos her phrasing by saying “then it doesn’t really matter which way you go.”  Echoing her phrasing may not invoke feelings of confusion with the audience, but him cutting off her sentence and inadvertently taking control of the conversation does.

Another aspect of their interactions that aids in confusion is the conversation they have about the White Rabbit.  Alice and the Cheshire Cat exchange a series of questions between each other, after the Cheshire Cats informs her that the White Rabbit had gone in a specific direction.  It starts with him mentioning that the White Rabbit went one way, then when Alice asks him to confirm that, he answers her question with a question.  This leads them to have a full conversation comprised of questioning each other’s questions, which greatly shows how the writers wanted to evoke a feeling of immense confusion.

The last element of confusion to be detailed, although there are more, is about the end of their meeting.  Right before the Cheshire Cat disappears, he and Alice have a conversation about who can help to find the White Rabbit, when he reveals that they’re all “mad.”  He does so by saying “most everyone’s mad here,” before briefly laughing and saying, “you may notice, that I’m not all there myself,” before he unravels himself through his stripes and disappears.  This is an element that truly embodies the confusion that is being conveyed, through instilling a sense that Alice will be met with constant confusion, no matter where she goes or who she encounters.

This example shows how using rhetorical analysis of a movie clip can form a takeaway, which can then be conveyed through explaining the different rhetorical moves used to form your takeaway.  Now, moving on to the next analysis, let’s take a look at an example of analyzing a nonfiction text, such as Malcolm X’s story about teaching himself in prison.  After reading his story, you see how furthering his literacy opened a whole new world of knowledge.  He evokes feelings of inspiration and curiosity, while explaining to the reader his hunger for knowledge, which is fulfilled by the previously mentioned book collection.  This is seen throughout the text, but his passion for knowledge is highlighted best in a few different spots.  To start, in paragraph eleven, he connects with the audience, by stating “Anyone who has read a great deal can imagine the new world that opened.”  By using this language, he connects the reader directly to his story, which helps illustrate the curiosity that comes with learning.  In addition, he says that all of his free time was spent reading, which helps to gain an understanding of just how passionate he was.  He ensured to emphasize his newly found passion by using a metaphor, “You couldn’t have gotten me out of books with a wedge.”

In addition to illustrating his passion through becoming proficient in literary skills, he informs the audience of how the literature provided continued to spark his desire.  In paragraph thirteen, he describes the books seen in the prison’s library as ancient, with faded covers and parchment bindings.  He further illustrates the collection by mentioning the majority of the donated books remained in boxes, as well as saying any college would be lucky to have them.  The exaggeration helps to convey the age of the book, along with furthering the reader’s sense of curiosity, with thought provoking descriptions and language throughout the paragraph.  Why were the majority of the books in boxes?  Why did the books end up donated to the prison?  How old were the books?  These are just a few of the questions that came to mind, when reading about the collection.

The final paragraph that really helps to describe the sense of passion he wanted to convey, coupled with the curiosity and inspiration he felt, is found in paragraph fourteen.  He discussed how the prison had an emphasis on rehabilitation, which allowed prisoners who showed a strong desire to read to be “smiled upon.”  Which implies that he was one of the aforementioned prisoners who were “smiled upon,” and gives the audience another example as to why he was so passionate.  Then, later in the paragraph, he refers back to his previous mention of higher education by saying “No university would ask any student to devour literature as I did when this new world opened to me, of being able to read and understand.”  By referring back to higher education, it gives the audience another example of how passionate he was.  Not only by making the connection of the books to a higher educational standard, but also by conveying how much he drove himself to read and truly absorb the material.

After noticing the word choices, metaphors, exaggerations, implications, and references back to previous statements, you can see how he used these rhetorical moves to convey his message.  All of these examples culminate, to show a takeaway of how he wanted the audience to understand his desire to further his education, how he was curious about the new world that opened up to him, and how he was inspired to continue learning about this new world.

Now that we’ve covered an example of rhetorical analysis in nonfiction text, let’s move to our final example: how to use rhetorical analysis in an academic article.  This can be tricky, but it will help greatly with academic performance, as previously mentioned.  As the title of the article “Learning to Serve: The Language and Literacy of Food Service Workers” suggests, this article will detail the unique literacy skills acquired by food service workers.  It hints that there is more to working in the food service industry than many would believe, which shows how working in such an industry isn’t as mindless and skill-less as believed.  These glimpses into the content capture the main aspect of this research article.  In fact, you’ll notice that this is a research article, because of the study conducted and the results shared in the end.  For example, under the section titled “Methodology,” Tony Mirabelli, the author of this article, describes the methods used to conduct his research and interpret the results.  This shows the audience that this isn’t a hypothetical article, because there was action taken to conduct a study and gather information, which will form together to produce the results at the end of the study.

To showcase the need for this study, in the beginning of the article, Tony Mirabelli speaks about a website for people in the service industry to vent frustrations.  Which has been met with negative and demeaning backlash from people who feel superior to food industry workers.  This was not the only instance of negative assumptions though, as he mentions The National Skills Standard Board has deemed the educational requirements to be around that of the ninth-grade.  He furthers his point by saying that there is much more to literacy and language in the industry, because it takes a different skill set than in the classroom.  The assumption that people who work in the industry are uneducated and unskilled is challenged by this study, because there is much more to the industry than simply taking orders and running food.

As he explains, working in this industry is far more complex.  For example, “reading” the guests, learning the menu options and what alterations can be made, remaining friendly in a rush, and much more.  He explains that there is more to a menu than written text and furthers the point that it requires more than a ninth-grade education.  You can see this in the quote: “Clearly, the meanings of the language used in menus are socially and culturally embedded in the context of the specific situation or restaurant. To be literate here requires something other than a ninth-grade level of literacy. More than just a factual, or literal interpretation of the words on the page, it requires knowledge of specific practices — such as methods of food preparation — that take place in a particular restaurant.”  This is referring to an example of marinara having a meaning that could vary depending on the restaurant, which means that the waitstaff have to know the menu items and the definition of them.

This all ties together in paragraph thirty-nine, where he discusses the results of his study and shows the complexity of the job and the efficient literacy that must be used.  He starts off the paragraph strong, by stating “Literacy practices in this environment are nothing like those found in traditional classrooms, but they might be more comparable to those found in the emergency ward of a hospital or an air-traffic controller’s tower.”  This potentially shocking comparison will help capture the magnitude of the food service worker’s duties, which may have still been unrealized, unless the comparison was made.  He goes further, detailing the fast-paced environment, nonstop work, careful wording, and efficiency required to do this job well.  By detailing what the comparison suggests, he attempts to evoke a sense of understanding, and hopes to change their minds about the skills required for such a job.

In the conclusion, he drives his points about the literacy and skill required of waitstaff, by reiterating the amount of effort and that is required.  He elaborates that management and guests ultimately have control, even though there are many aspects that are in the waitstaff’s control, such as knowing the possible substitutions and using language that is preferable to guests.  The power dynamic is discussed further, by explaining that many instances of mistreatment are tied to misogyny and prejudice, stemming from waitstaff’s duties being compared to household work and that of servants.  This culminates into an ending that leaves the audience viewing the misconceptions in a different light, by discussing the skill required to do this job and the reasons why waitstaff are treated poorly.  It’s a very powerful ending, too, because it shows the deep-rooted prejudice that lives on in our society, one that many never realize stems from the very things they may disprove of.

This shows how using rhetorical moves can give a full understanding of the article and what the author is wanting to convey.  Through using different rhetorical moves, you get the full picture and meaning, which helps with fully comprehending what the author’s intentions are, and helps you understand what to take away from such an article.  As previously mentioned, rhetorical analysis helps with academic performance, because you will find the pertinent information behind the text, as well as knowing the intent behind it.  Overall, you should now have a foundation to work from in your own use of rhetorical analysis.  We’ve detailed why rhetorical analysis is useful, some rhetorical moves to employ, and gone over different examples of rhetorical analysis in different contexts.  In addition, rhetorical analysis takes practice, so it may not be as easy as you’d think, but as long as you practice taking the thoughts and feelings you’re left with, you’ll start to feel proficient in rhetorical analysis.

Rhetorical Analysis

          What is rhetorical analysis?

• Rhetorical analysis is a technique used to find the intended thoughts and feelings that the creator of the media wants the audience to be left with.
• The techniques used for rhetorical analysis of text include analyzing word choice, repetition of words, asking “why” questions, and more.
• The techniques used for rhetorical analysis of videos/movies include many of the same as text analysis, but include further analysis, such as color usage, background information, tone of voice, and more.
• A takeaway is a general conclusion you come to, as to what the creators wanted to convey, through the rhetorical moves seen.

Rhetorical analysis of a movie clip:

• This gives an example of the different analytical moves used to come to a conclusion about the takeaway of a movie clip.
• You see how and why analysis creates a full picture of the confusing nature of the scene.
• The rhetorical analysis moves used include analyzing visual information, use of tone, and word choice.

Rhetorical analysis of a nonfiction text:

• This gives an example of the different analytical moves used to come to a conclusion about the takeaway of a nonfiction text.
• You see how and why analysis shows the emotions and thoughts being conveyed.
• The rhetorical analysis moves used include noticing word choices, such as metaphors, exaggerations, implications, and references back to previous statements.

Rhetorical analysis of an academic article:

• This gives an example of the different analytical moves used to come to a conclusion about the takeaway of a nonfiction text.
• You see how and why analysis shows the usefulness of the article and impact it has.
• The rhetorical analysis moves used include noticing word choices, such as emphasis and jargon, as well as analyzing the title,