Example Of Rhetorical Analysis Process

Throughout the rhetorical analysis writing process, I learned different techniques on how to better understand the message being conveyed. This activity allowed me to better understand Critical Thinking, and now I can make more clear and reasonable judgments on a topic. I also learned Critical Reading, which allows me to not only recognize what is being said, but how the topic is being presented. But even with that being understood, I still hit some brick walls while writing, but I slowly overcame and learned from those obstacles. The part I found to be the most difficult about the analysis of the speech was, figuring out which parts where logos, ethos, and pathos. I had to read and listen carefully to Martin Luther King Jr.’s speech in order to better understand the message he was trying to express. For the visual, what I found difficult was reading into the details. There were many small details that at first, I just glanced over, not realizing the critical role they played in representing the main idea. To overcome this difficulty, I had to look at the image one piece at a time, examining each part carefully. Also, presenting my image in class helped, because Professor Markowski was able to point out small details and explain how and why they were significant.
Once I understood the messages that the authors were trying to convey, I was able to learn from their techniques.
The main technique I learned is how manipulation can occur. I was able to learn about manipulation through MLK’s speech; his voice and emphasis allows the audience to concentrate on certain aspects of his speech. As for the illustration, I always knew manipulation occurred, but I did not realize how the littlest part of the image could convince the viewer to think of a topic in a different manner. After understanding how the manipulation tactics work, it allowed me to view the speech and image differently than I would normally view a piece of writing or an
image.
Since I was able to learn new reading techniques, I believe I will read articles differently; I will be able to tell when logos, ethos, and pathos are being used to trick the reader. It had given me the ability to better understand the factual parts of the article, rather than just the “fluff” the author added to make the article more interesting. Also, viewing images will be a different experience; I have learned to look at the small details in the picture. The little details can help improve the whole meaning of an image. As for the arguments, I do not know if I will necessarily view them differently, but now I know more about what goes into a good argument. After learning from each assignment, if I could re-write these essays I would change things in my content and style of writing.
While writing, I need to keep my audience in mind more than I previously did. I often write for myself, not taking into consideration who my audience may be. To improve, I could have developed better ideas with the use of different sources that went more in-depth on my topic, rather than just Google. Also, I could create more than just two drafts. With more drafts, it would allow me to better revise them for grammatical errors, and also use more advanced vocabulary. Once in a while, I had a difficult time trying to say what I wanted, so my sentences became either choppy or run-ons. Even with the negatives, there are still parts of my essays that I feel I did well on. The parts where I felt I did my best were when I had to explain the appeals, and also choose examples from the article that fit well within my paper. Overall, these papers were a learning experience that allowed me to shape my understanding on how to rhetorically analysis something.