Crafting the Rhetorical Thesis

Most students make the mistake of writing a summary when they are asked for an analysis. A summary tells the reader what happened or what the author said. It is like a movie trailer that shows the plot. A rhetorical analysis, however, is like a film critic’s review. It explains how the creator used specific tools—like lighting, music, or dialogue—to make the audience feel a certain way. In Grade 9 rhetoric, we stop asking 'What is this about?' and start asking 'How did the author use words to move the audience?'

Before you can write a thesis, you must identify the Rhetorical Situation. This consists of the Speaker (who is talking?), the Audience (who are they talking to?), and the Purpose (what do they want?). A speech given by a general to soldiers before a battle will look very different from a speech given by a scientist to a group of students. Your thesis must acknowledge these specific players to be successful. We often visualize this as a balance: $S + A + P = Context$.

To ensure your thesis is formal and academic, use the Rhetorical Thesis Formula. This acts as a roadmap for your entire essay. It forces you to name the specific strategies the author uses. Instead of saying 'The author uses many tools,' you will name them specifically, such as metaphor, parallelism, or anecdotes.

A 'Challenge' level thesis doesn't just list strategies; it connects them to the effect they have on the audience's mind. This is the critique. You are evaluating how the strategy functions. For example, why use a metaphor? Perhaps to make a complex idea feel familiar. Why use 'we' instead of 'I'? To create a sense of collective responsibility. Your thesis should hint at these psychological connections.