Rhetorical analysis is a tool for deeper critical reading. When you analyze a text rhetorically, you consider the overall situation and context of the writing and how the needs and constraints of the writing situation may have guided the author’s choices. Rhetorical analysis helps us look at the text itself but also outside the text at other aspects of the writing situation—context, author, audience, genre—that influenced the way this particular text was written.

This unit contains two lessons and two activities.

This resource was created as part of a Developmental Reading course redesign project, with contributions from Theresa Love and David Pontious and support from an Open Oregon Educational Resources grant.

A freshman composition textbook used by the English Department of Virginia Western Community College (VWCC) in Roanoke, Virginia. It aligns with ENG 111, the standard first-year composition course in the Virginia Community College System (VCCS). The ten chapter headings are:

1. Chapter 1 - Critical Reading
2. Chapter 2 - Rhetorical Analysis
3. Chapter 3 - Argument
4. Chapter 4 - The Writing Process
5. Chapter 5 - Rhetorical Modes
6. Chapter 6 - Finding and Using Outside Sources
7. Chapter 7 - How and Why to Cite
8. Chapter 8 - Writing Basics: What Makes a Good Sentence?
9. Chapter 9 - Punctuation
10. Chapter 10 - Working With Words: Which Word is Right?

This book was created by the English faculty and librarians of VWCC using Creative Commons -licensed materials and original contributions.

This media literacy unit was designed and piloted with junior English classes at the start of the school year. Activities can easily be adapted to suit secondary students at various levels. Within the unit, students analyze corporate logos, corporate advertising, movie trailers and stereotypes found in media related to Native American culture. Within the unit, students also learn how to consider the ways in which media appeals to ethos, pathose and logos and how to identify the tone of a piece of media. 

An introduction to emotional and logical appeals, using To Kill a Mockingbird and the Civil Rights Movement as context.

With the adoption of the Common Core State Standards, The Next Generation Science Standards, and the C3 Framework for Social Studies State Standards, many middle and high schools require their content teachers to teach writing within their discipline area, often resulting in role confusion, anxiety, and resistance.“Teaching writing” – the job of the ELA faculty - is confused with “Teaching How to Write like a Historian, a Scientist, a Mathematician . . .”  - the job of the content faculty. Because content faculty are not usually trained in composition pedagogy, they may avoid writing instruction or worse – actually damage young writers by offering misguided instruction in mechanics and grammar.Content faculty may be familiar with the writing conventions of their particular discipline. With raised awareness of their expertise and by identifying the rhetorical characteristics of their subject area, content faculty can learn instructional skills to support writing across the curriculum.As a K-12 informational resource, the librarian holds a key position to raise awareness, reduce role confusion, provide instructional references, and improve writing school-wide. This module prepares pre-service librarians to understand and provide information to rectify the confusion of writing instruction across the secondary curriculum.