rhetorical question in essay

Rhetorical Questions in Essays: 5 Things you should Know

Chris Drew (PhD)

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Rhetorical questions can be useful in writing. So, why shouldn’t you use rhetorical questions in essays?

In this article, I outline 5 key reasons that explain the problem with rhetorical questions in essays.

Despite the value of rhetorical questions for engaging audiences, they mean trouble in your university papers. Teachers tend to hate them.

There are endless debates among students as to why or why not to use rhetorical questions. But, I’m here to tell you that – despite your (and my) protestations – the jury’s in. Many, many teachers hate rhetorical questions.

You’re therefore not doing yourself any favors in using them in your essays.

Rhetorical Question Examples

A rhetorical question is a type of metacommentary . It is a question whose purpose is to add creative flair to your writing. It is a way of adding style to your essay.

Rhetorical questions usually either have obvious answers, or no answers, or do not require an answer . Here are some examples:

• Are you seriously wearing that?
• Do you think I’m that gullible?
• What is the meaning of life?
• What would the walls say if they could speak?

I understand why people like to use rhetorical questions in introductions . You probably enjoy writing. You probably find rhetorical questions engaging, and you want to draw your marker in, engage them, and wow them with your knowledge.

1. Rhetorical Questions in Academic Writing: They Don’t belong.

Rhetorical questions are awesome … for blogs, diaries, and creative writing. They engage the audience and ask them to predict answers.

But, sorry, they suck for essays. Academic writing is not supposed to be creative writing .

Here’s the difference between academic writing and creative writing:

• Supposed to be read for enjoyment first and foremost.
• Can be flamboyant, extravagant, and creative.
• Can leave the reader in suspense.
• Can involve twists, turns, and surprises.
• Can be in the third or first person.
• Readers of creative writing read texts from beginning to end – without spoilers.

Rhetorical questions are designed to create a sense of suspense and flair. They, therefore, belong as a rhetorical device within creative writing genres.

Now, let’s look at academic writing:

• Supposed to be read for information and analysis of real-life ideas.
• Focused on fact-based information.
• Clearly structured and orderly.
• Usually written in the third person language only.
• Readers of academic writing scan the texts for answers, not questions.

Academic writing should never, ever leave the reader in suspense. Therefore, rhetorical questions have no place in academic writing.

Academic writing should be in the third person – and rhetorical questions are not quite in the third person. The rhetorical question appears as if you are talking directly to the reader. It is almost like writing in the first person – an obvious fatal error in the academic writing genre.

Your marker will be reading your work looking for answers , not questions. They will be rushed, have many papers to mark, and have a lot of work to do. They don’t want to be entertained. They want answers.

Therefore, academic writing needs to be straight to the point, never leave your reader unsure or uncertain, and always signpost key ideas in advance.

Here’s an analogy:

• When you came onto this post, you probably did not read everything from start to end. You probably read each sub-heading first, then came back to the top and started reading again. You weren’t interested in suspense or style. You wanted to find something out quickly and easily. I’m not saying this article you’re reading is ‘academic writing’ (it isn’t). But, what I am saying is that this text – like your essay – is designed to efficiently provide information first and foremost. I’m not telling you a story. You, like your teacher, are here for answers to a question. You are not here for a suspenseful story. Therefore, rhetorical questions don’t fit here.

I’ll repeat: rhetorical questions just don’t fit within academic writing genres.

2. Rhetorical Questions can come across as Passive

It’s not your place to ask a question. It’s your place to show your command of the content. Rhetorical questions are by definition passive: they ask of your reader to do the thinking, reflecting, and questioning for you.

Questions of any kind tend to give away a sense that you’re not quite sure of yourself. Imagine if the five points for this blog post were:

• Are they unprofessional?
• Are they passive?
• Are they seen as padding?
• Are they cliché?
• Do teachers hate them?

If the sub-headings of this post were in question format, you’d probably – rightly – return straight back to google and look for the next piece of advice on the topic. That’s because questions don’t assist your reader. Instead, they demand something from your reader .

Questions – rhetorical or otherwise – a position you as passive, unsure of yourself, and skirting around the point. So, avoid them.

3. Rhetorical Questions are seen as Padding

When a teacher reads a rhetorical question, they’re likely to think that the sentence was inserted to fill a word count more than anything else.

>>>RELATED ARTICLE: HOW TO MAKE AN ESSAY LONGER >>>RELATED ARTICLE: HOW TO MAKE AN ESSAY SHORTER

Rhetorical questions have a tendency to be written by students who are struggling to come to terms with an essay question. They’re well below word count and need to find an extra 15, 20, or 30 words here and there to hit that much-needed word count.

In order to do this, they fill space with rhetorical questions.

It’s a bit like going into an interview for a job. The interviewer asks you a really tough question and you need a moment to think up an answer. You pause briefly and mull over the question. You say it out loud to yourself again, and again, and again.

You do this for every question you ask. You end up answering every question they ask you with that same question, and then a brief pause.

Sure, you might come up with a good answer to your rhetorical question later on, but in the meantime, you have given the impression that you just don’t quite have command over your topic.

4. Rhetorical Questions are hard to get right

As a literary device, the rhetorical question is pretty difficult to execute well. In other words, only the best can get away with it.

The vast majority of the time, the rhetorical question falls on deaf ears. Teachers scoff, roll their eyes, and sigh just a little every time an essay begins with a rhetorical question.

The rhetorical question feels … a little ‘middle school’ – cliché writing by someone who hasn’t quite got a handle on things.

Let your knowledge of the content win you marks, not your creative flair. If your rhetorical question isn’t as good as you think it is, your marks are going to drop – big time.

5. Teachers Hate Rhetorical Questions in Essays

This one supplants all other reasons.

The fact is that there are enough teachers out there who hate rhetorical questions in essays that using them is a very risky move.

Believe me, I’ve spent enough time in faculty lounges to tell you this with quite some confidence. My opinion here doesn’t matter. The sheer amount of teachers who can’t stand rhetorical questions in essays rule them out entirely.

Whether I (or you) like it or not, rhetorical questions will more than likely lose you marks in your paper.

Don’t shoot the messenger.

Some (possible) Exceptions

Personally, I would say don’t use rhetorical questions in academic writing – ever.

But, I’ll offer a few suggestions of when you might just get away with it if you really want to use a rhetorical question:

• As an essay title. I would suggest that most people who like rhetorical questions embrace them because they are there to ‘draw in the reader’ or get them on your side. I get that. I really do. So, I’d recommend that if you really want to include a rhetorical question to draw in the reader, use it as the essay title. Keep the actual essay itself to the genre style that your marker will expect: straight up the line, professional and informative text.

“97 percent of scientists argue climate change is real. Such compelling weight of scientific consensus places the 3 percent of scientists who dissent outside of the scientific mainstream.”

The takeaway point here is, if I haven’t convinced you not to use rhetorical questions in essays, I’d suggest that you please check with your teacher on their expectations before submission.

Don’t shoot the messenger. Have I said that enough times in this post?

I didn’t set the rules, but I sure as hell know what they are. And one big, shiny rule that is repeated over and again in faculty lounges is this: Don’t Use Rhetorical Questions in Essays . They are risky, appear out of place, and are despised by a good proportion of current university teachers.

To sum up, here are my top 5 reasons why you shouldn’t use rhetorical questions in your essays:

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 10 Reasons you’re Perpetually Single
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 20 Montessori Toddler Bedrooms (Design Inspiration)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 21 Montessori Homeschool Setups
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 101 Hidden Talents Examples

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• How to write a rhetorical analysis | Key concepts & examples

How to Write a Rhetorical Analysis | Key Concepts & Examples

Published on August 28, 2020 by Jack Caulfield . Revised on July 23, 2023.

A rhetorical analysis is a type of essay  that looks at a text in terms of rhetoric. This means it is less concerned with what the author is saying than with how they say it: their goals, techniques, and appeals to the audience.

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Table of contents

Key concepts in rhetoric, analyzing the text, introducing your rhetorical analysis, the body: doing the analysis, concluding a rhetorical analysis, other interesting articles, frequently asked questions about rhetorical analysis.

Rhetoric, the art of effective speaking and writing, is a subject that trains you to look at texts, arguments and speeches in terms of how they are designed to persuade the audience. This section introduces a few of the key concepts of this field.

Appeals: Logos, ethos, pathos

Appeals are how the author convinces their audience. Three central appeals are discussed in rhetoric, established by the philosopher Aristotle and sometimes called the rhetorical triangle: logos, ethos, and pathos.

Logos , or the logical appeal, refers to the use of reasoned argument to persuade. This is the dominant approach in academic writing , where arguments are built up using reasoning and evidence.

Ethos , or the ethical appeal, involves the author presenting themselves as an authority on their subject. For example, someone making a moral argument might highlight their own morally admirable behavior; someone speaking about a technical subject might present themselves as an expert by mentioning their qualifications.

Pathos , or the pathetic appeal, evokes the audience’s emotions. This might involve speaking in a passionate way, employing vivid imagery, or trying to provoke anger, sympathy, or any other emotional response in the audience.

These three appeals are all treated as integral parts of rhetoric, and a given author may combine all three of them to convince their audience.

Text and context

In rhetoric, a text is not necessarily a piece of writing (though it may be this). A text is whatever piece of communication you are analyzing. This could be, for example, a speech, an advertisement, or a satirical image.

In these cases, your analysis would focus on more than just language—you might look at visual or sonic elements of the text too.

The context is everything surrounding the text: Who is the author (or speaker, designer, etc.)? Who is their (intended or actual) audience? When and where was the text produced, and for what purpose?

Looking at the context can help to inform your rhetorical analysis. For example, Martin Luther King, Jr.’s “I Have a Dream” speech has universal power, but the context of the civil rights movement is an important part of understanding why.

Claims, supports, and warrants

A piece of rhetoric is always making some sort of argument, whether it’s a very clearly defined and logical one (e.g. in a philosophy essay) or one that the reader has to infer (e.g. in a satirical article). These arguments are built up with claims, supports, and warrants.

A claim is the fact or idea the author wants to convince the reader of. An argument might center on a single claim, or be built up out of many. Claims are usually explicitly stated, but they may also just be implied in some kinds of text.

The author uses supports to back up each claim they make. These might range from hard evidence to emotional appeals—anything that is used to convince the reader to accept a claim.

The warrant is the logic or assumption that connects a support with a claim. Outside of quite formal argumentation, the warrant is often unstated—the author assumes their audience will understand the connection without it. But that doesn’t mean you can’t still explore the implicit warrant in these cases.

For example, look at the following statement:

We can see a claim and a support here, but the warrant is implicit. Here, the warrant is the assumption that more likeable candidates would have inspired greater turnout. We might be more or less convinced by the argument depending on whether we think this is a fair assumption.

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Rhetorical analysis isn’t a matter of choosing concepts in advance and applying them to a text. Instead, it starts with looking at the text in detail and asking the appropriate questions about how it works:

• What is the author’s purpose?
• Do they focus closely on their key claims, or do they discuss various topics?
• What tone do they take—angry or sympathetic? Personal or authoritative? Formal or informal?
• Who seems to be the intended audience? Is this audience likely to be successfully reached and convinced?
• What kinds of evidence are presented?

By asking these questions, you’ll discover the various rhetorical devices the text uses. Don’t feel that you have to cram in every rhetorical term you know—focus on those that are most important to the text.

The following sections show how to write the different parts of a rhetorical analysis.

Like all essays, a rhetorical analysis begins with an introduction . The introduction tells readers what text you’ll be discussing, provides relevant background information, and presents your thesis statement .

Hover over different parts of the example below to see how an introduction works.

Martin Luther King, Jr.’s “I Have a Dream” speech is widely regarded as one of the most important pieces of oratory in American history. Delivered in 1963 to thousands of civil rights activists outside the Lincoln Memorial in Washington, D.C., the speech has come to symbolize the spirit of the civil rights movement and even to function as a major part of the American national myth. This rhetorical analysis argues that King’s assumption of the prophetic voice, amplified by the historic size of his audience, creates a powerful sense of ethos that has retained its inspirational power over the years.

The body of your rhetorical analysis is where you’ll tackle the text directly. It’s often divided into three paragraphs, although it may be more in a longer essay.

Each paragraph should focus on a different element of the text, and they should all contribute to your overall argument for your thesis statement.

Hover over the example to explore how a typical body paragraph is constructed.

King’s speech is infused with prophetic language throughout. Even before the famous “dream” part of the speech, King’s language consistently strikes a prophetic tone. He refers to the Lincoln Memorial as a “hallowed spot” and speaks of rising “from the dark and desolate valley of segregation” to “make justice a reality for all of God’s children.” The assumption of this prophetic voice constitutes the text’s strongest ethical appeal; after linking himself with political figures like Lincoln and the Founding Fathers, King’s ethos adopts a distinctly religious tone, recalling Biblical prophets and preachers of change from across history. This adds significant force to his words; standing before an audience of hundreds of thousands, he states not just what the future should be, but what it will be: “The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.” This warning is almost apocalyptic in tone, though it concludes with the positive image of the “bright day of justice.” The power of King’s rhetoric thus stems not only from the pathos of his vision of a brighter future, but from the ethos of the prophetic voice he adopts in expressing this vision.

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The conclusion of a rhetorical analysis wraps up the essay by restating the main argument and showing how it has been developed by your analysis. It may also try to link the text, and your analysis of it, with broader concerns.

Explore the example below to get a sense of the conclusion.

It is clear from this analysis that the effectiveness of King’s rhetoric stems less from the pathetic appeal of his utopian “dream” than it does from the ethos he carefully constructs to give force to his statements. By framing contemporary upheavals as part of a prophecy whose fulfillment will result in the better future he imagines, King ensures not only the effectiveness of his words in the moment but their continuing resonance today. Even if we have not yet achieved King’s dream, we cannot deny the role his words played in setting us on the path toward it.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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The goal of a rhetorical analysis is to explain the effect a piece of writing or oratory has on its audience, how successful it is, and the devices and appeals it uses to achieve its goals.

Unlike a standard argumentative essay , it’s less about taking a position on the arguments presented, and more about exploring how they are constructed.

The term “text” in a rhetorical analysis essay refers to whatever object you’re analyzing. It’s frequently a piece of writing or a speech, but it doesn’t have to be. For example, you could also treat an advertisement or political cartoon as a text.

Logos appeals to the audience’s reason, building up logical arguments . Ethos appeals to the speaker’s status or authority, making the audience more likely to trust them. Pathos appeals to the emotions, trying to make the audience feel angry or sympathetic, for example.

Collectively, these three appeals are sometimes called the rhetorical triangle . They are central to rhetorical analysis , though a piece of rhetoric might not necessarily use all of them.

In rhetorical analysis , a claim is something the author wants the audience to believe. A support is the evidence or appeal they use to convince the reader to believe the claim. A warrant is the (often implicit) assumption that links the support with the claim.

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Rhetorical Questions: 30 Effective Examples and Definition

Oct 24, 2023

Rhetorical questions, in particular, possess the unique ability to captivate, engage, and provoke thought. Whether you’re a seasoned orator, a writer, or someone simply looking to enhance their persuasive skills, this article is your definitive guide to mastering this impactful technique. Delve into the world of rhetoric and discover how these 30 examples and expert tips can elevate your communication to new heights.

What Are Rhetorical Questions?

Rhetorical questions are a powerful tool in the realm of persuasive communication. They are a form of interrogative expression used to make a point or convey a message rather than to elicit a direct response. These questions are crafted with a specific intention, often to provoke thought, engage the audience, or emphasize a particular idea. Here’s a clear and easy-to-understand explanation of rhetorical questions:

Rhetorical questions are inquiries posed in conversation or writing that do not require or expect an actual answer. Instead, they serve as a persuasive or rhetorical device, designed to make a statement, emphasize a point, or provoke critical thinking in the audience.

The biggest difference between rhetorical questions and typical questions in that rhetorical questions are not used to gather information or seek a response from others. Rather, they function as a means of guiding the listener or reader’s thoughts in a particular direction. They are strategically employed to emphasize a message, create a sense of engagement, or encourage reflection.

Rhetorical questions are commonly used in persuasive speeches, essays, debates, and everyday communication to achieve various objectives. Here are a few key purposes:

Emphasis –  Rhetorical questions can draw attention to a specific idea or argument by framing it as a question. For example, “Do we want to continue down a path of destruction?” emphasizes the gravity of the situation.

Engagement –  These questions engage the audience by prompting them to consider the topic more deeply. For instance, “Have you ever wondered what the future holds?” encourages the audience to reflect on possibilities.

Affirmation –  Rhetorical questions often lead the audience to agree with the implied answer, reinforcing the speaker’s point. An example is, “Is it not our moral duty to help those in need?” which presupposes that helping others is a moral obligation.

Persuasion –  By framing an argument as a rhetorical question, the speaker can guide the audience to a specific conclusion. For instance, “Wouldn’t you agree that a healthier lifestyle leads to a happier life?” implies that the answer is yes.

30 Best Rhetorical Questions Examples

1. What’s not to love about a beautiful sunset? Rhetorical questions like this one evoke a sense of wonder and appreciation, inviting the audience to share the sentiment.

2. Are you going to let fear hold you back from your dreams? This question challenges the audience to confront their fears and consider the impact on their aspirations.

3. Do you think the world would be a better place without acts of kindness? By implying a positive response, this question emphasizes the importance of kindness in society.

4. Can you imagine a world without art and creativity? It highlights the significance of art and creativity in our lives, making the audience reflect on their value.

5. Is it possible to put a price on freedom? This question prompts reflection on the intangible value of freedom.

6. Why do we fall? So we can learn to pick ourselves up. Rhetorical questions like this can be motivational, emphasizing the importance of resilience.

7. Does anyone really believe in a perfect world? It invites contemplation about the idealistic notion of a perfect society.

8. What’s more important than the health and well-being of our children? This question highlights the paramount importance of children’s welfare.

9. Could we exist without the air we breathe? It emphasizes the fundamental nature of oxygen to human existence.

10. Is there a single recipe for happiness that suits everyone? This question suggests the subjectivity of happiness and personal fulfillment.

11. Is it fair to judge a book by its cover? This age-old question prompts reflection on the issue of prejudice and superficial judgments.

12. Can you really put a price on love? This question emphasizes the idea that love is priceless and beyond monetary value .

13. Who doesn’t want to be successful in life? This question assumes that everyone desires success, making the audience ponder their own aspirations.

14. Do you think anyone would willingly choose pain over pleasure? It underlines the universal preference for pleasure and avoidance of pain.

15. Is there anything more refreshing than a cold glass of water on a hot day? This question appeals to our shared experience of relief on a scorching day.

16. What could be more comforting than the embrace of a loved one? This rhetorical question highlights the emotional value of human connection.

17. Can we really call ourselves civilized when we still wage wars? This question provokes thought about the contradiction between civilization and conflict.

18. What’s stopping you from chasing your dreams? I t encourages self-reflection and motivation to overcome obstacles.

19. Is there anything better than the sound of laughter? This question celebrates the universal joy associated with laughter.

20. How can we expect change if we never take action? It underscores the necessity of taking the initiative to bring about change.

21. Do you think the world would be the same without great leaders? This question underscores the impact of influential leaders throughout history.

22. What would life be without a sense of humor? It highlights the role of humor in our lives, promoting its significance.

23. Is there any greater tragedy than the loss of a loved one? This question evokes empathy and reflection on the depth of human emotion.

24. Can you really put a limit on human potential? It challenges the idea of constraining human capabilities.

25. What could be more fundamental than the pursuit of knowledge? This rhetorical question emphasizes the inherent human curiosity and thirst for knowledge.

26. Can you imagine a world without hope? It prompts reflection on the importance of hope in people’s lives.

27. Is there any greater bond than the love between a parent and child? This question celebrates the profound connection between parents and their children.

28. What would life be without challenges to overcome? It highlights the role of adversity in personal growth and development.

29. Is there a more powerful force than the unity of a community? This question emphasizes the strength of community and solidarity .

30. Who would trade the beauty of nature for a concrete jungle? It encourages reflection on the value of preserving natural environments

Why People Use Rhetorical Questions?

Rhetorical questions serve various compelling purposes. Foremost among these is their ability to engage the audience or reader. They break the monotony of one-way communication and encourage active participation, thereby infusing the conversation or written text with dynamism and interactivity. Rhetorical questions also double as persuasive tools since they often imply a specific answer or point of view, subtly guiding the audience to consider the speaker or writer’s perspective.

Moreover, rhetorical questions can stimulate thought and critical thinking, encouraging individuals to ponder complex issues or view a subject from multiple angles. They possess the remarkable capacity to evoke emotions, eliciting empathy, curiosity, or reflection by framing an issue in a relatable manner. Additionally, rhetorical questions can be effectively employed to emphasize key points, rendering them memorable, and drawing attention to the essential aspects of a message.

Tips On How to Make Good Rhetorical Questions

• Consider your audience’s interests, values, and knowledge. Pattern your questions to resonate with their experiences and perspectives.
• Ensure your question is clear and concise . A complex question may confuse your audience and weaken the impact of your message.
• Rhetorical questions should stimulate thought. Make questions that encourage your audience to reflect on the subject matter.
• Rhetorical questions often imply an answer . Ensure that this answer connects with your intended message or argument.
• Use rhetorical questions to evoke emotions . Appeal to your audience’s feelings to make your message more impactful.
• Ensure that your rhetorical question is directly related to the topic at hand. Irrelevant questions can disrupt the flow of your communication.
• Don’t overuse rhetorical questions. Use them strategically to emphasize key points or engage your audience when necessary.
• While rhetorical questions can be powerful, using too many can lessen their impact. Use them sparingly for maximum effect.
• Some questions can be more complex, but be mindful of your audience’s ability to engage with the topic. Balance between simple and hard questions as needed.
• Crafting effective rhetorical questions is a skill that improves with Seeking feedback from peers or mentors to refine your use of rhetorical questions in your communication.

Upon discussing the key points about rhetorical questions, we learned that: the art of using rhetorical questions is a powerful tool in communication. As we’ve explored in this discussion, rhetorical questions can captivate your audience, prompt reflection, and enhance the impact of your message. By understanding your audience, tailoring your questions, and using them strategically, you can become a more persuasive and engaging communicator. Whether you’re delivering a speech, writing an essay, or simply engaging in a meaningful conversation, the use of rhetorical questions can elevate your communication to a new level. So, the next time you seek to make a point, inspire, or provoke thought, consider the art of the rhetorical question, and watch the power of your words come to life.

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How to Use Rhetorical Questions in Essay Writing Effectively

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Rhetorical Question

Rhetorical Question Definition

What is a rhetorical question? Here’s a quick and simple definition:

A rhetorical question is a figure of speech in which a question is asked for a reason other than to get an answer—most commonly, it's asked to make a persuasive point. For example, if a person asks, "How many times do I have to tell you not to eat my dessert?" he or she does not want to know the exact number of times the request will need to be repeated. Rather, the speaker's goal is to emphasize his or her growing frustration and—ideally—change the dessert-thief's behavior.

Some additional key details about rhetorical questions:

• Rhetorical questions are also sometimes called erotema.
• Rhetorical questions are a type of figurative language —they are questions that have another layer of meaning on top of their literal meaning.
• Because rhetorical questions challenge the listener, raise doubt, and help emphasize ideas, they appear often in songs and speeches, as well as in literature.

How to Pronounce Rhetorical Question

Here's how to pronounce rhetorical question: reh- tor -ih-kuhl kwes -chun

Rhetorical Questions and Punctuation

A question is rhetorical if and only if its goal is to produce an effect on the listener, rather than to obtain information. In other words, a rhetorical question is not what we might call a "true" question in search of an answer. For this reason, many sources argue that rhetorical questions do not need to end in a traditional question mark. In the late 1500's, English printer Henry Denham actually designed a special question mark for rhetorical questions, which he referred to as a "percontation point." It looked like this: ⸮ (Here's a wikipedia article about Denham's percontation point and other forms of "irony punctuation.")

Though the percontation point has fallen out of use, modern writers do sometimes substitute a traditional question mark with a period or exclamation point after a rhetorical question. There is a lively debate as to whether this alternative punctuation is grammatically correct. Here are some guidelines to follow:

• In general, rhetorical questions do require a question mark.
• When a question is a request in disguise, you may use a period. For instance, it is ok to write: "Will you please turn your attention to the speaker." or "Can you please go to the back of the line."
• When a question is an exclamation in disguise, you may use an exclamation point. For instance, it is okay to write: "Were they ever surprised!"
• When asking a question emotionally, you may use an exclamation point. For instance, " Who could blame him!" and "How do you know that!" are both correct.

Rhetorical Questions vs. Hypophora

Rhetorical questions are easy to confuse with hypophora , a similar but fundamentally different figure of speech in which a speaker poses a question and then immediately answers it. Hypophora is frequently used in persuasive speaking because the speaker can pose and answer a question that the audience is likely to be wondering about, thereby making the thought processes of the speaker and the audience seem more aligned. For example, here is an example of hypophora used in a speech by Dwight Eisenhower:

When the enemy struck on that June day of 1950, what did America do? It did what it always has done in all its times of peril. It appealed to the heroism of its youth.

While Eisenhower asked this question without expecting an answer from his audience, this is an example of hypophora because he answered his own question. In a rhetorical question, by contrast, the answer would be implied in the question—to pose a rhetorical question, Eisenhower might have said instead, "When the enemy struck, who in their right mind would have done nothing to retaliate?"

Rhetorical Questions vs. Aporia

Rhetorical questions are also related to a figure of speech called aporia . Aporia is an expression of doubt that may be real, or which may be feigned for rhetorical effect. These expressions of doubt may or may not be made through the form of a question. When they are made through the form of a question, those questions are sometimes rhetorical.

Aporia and Rhetorical Questions

When someone is pretending doubt for rhetorical effect, and uses a question as part of that expression of doubt, then the question is rhetorical. For example, consider this quotation from an oration by the ancient Greek orator Demosthenes:

I am at no loss for information about you and your family; but I am at a loss where to begin. Shall I relate how your father Tromes was a slave in the house of Elpias, who kept an elementary school near the Temple of Theseus, and how he wore shackles on his legs and a timber collar round his neck? Or how your mother practised daylight nuptials in an outhouse next door to Heros the bone-setter, and so brought you up to act in tableaux vivants and to excel in minor parts on the stage?

The questions Demosthenes poses are examples of both aporia and rhetorical question, because Demosthenes is feigning doubt (by posing rhetorical questions) in order to cast insulting aspersions on the character of the person he's addressing.

Aporia Without Rhetorical Questions

If the expression of doubt is earnest, however, then the question is not rhetorical. An example of aporia that is not also a rhetorical question comes from the most famous excerpt of Shakespeare's Hamlet:

To be or not to be—that is the question. Whether ‘tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arms against a sea of troubles, And by opposing end them?

While Hamlet asks this question without expecting an answer (he's alone when he asks it), he's not asking in order to persuade or make a point. It's a legitimate expression of doubt, which leads Hamlet into a philosophical debate about whether one should face the expected miseries of life or kill oneself and face the possible unknown terrors of death. It's therefore not a rhetorical question, because Hamlet asks the question as an opening to actually seek an answer to the question he is obsessing over.

Rhetorical Question Examples

Rhetorical question examples in literature.

Rhetorical questions are particularly common in plays, appearing frequently in both spoken dialogue between characters, and in monologues or soliloquies, where they allow the playwright to reveal a character's inner life.

Rhetorical Questions in Shakespeare's The Merchant of Venice :

In his speech from Act 3, Scene 1 of Shakespeare's The Merchant of Venice , Shylock uses rhetorical questions to point out the indisputable similarities between Jews and Christians, in such a way that any listener would find him impossible to contradict:

I am a Jew. Hath not a Jew eyes? Hath not a Jew hands, organs, dimensions, senses, affections, passions? fed with the same food, hurt with the same weapons, subject to the same diseases, healed by the same means, warmed and cooled by the same winter and summer, as a Christian is? If you prick us, do we not bleed? if you tickle us, do we not laugh? if you poison us, do we not die? and if you wrong us, shall we not revenge? If we are like you in the rest, we will resemble you in that. If a Jew wrong a Christian, what is his humility? Revenge. If a Christian wrong a Jew, what should his sufferance be by Christian example? Why, revenge. The villainy you teach me, I will execute, and it shall go hard but I will better the instruction.

Rhetorical questions in Shakespeare's Romeo and Juliet :

In this soliloquy from Act 2, Scene 2 of Romeo and Juliet , Juliet poses a series of rhetorical questions as she struggles to grasp the difficult truth—that her beloved Romeo is a member of the Montague family:

Thou art thyself, though not a Montague. What's Montague? it is nor hand, nor foot, Nor arm, nor face, nor any other part Belonging to a man. O, be some other name! What's in a name? that which we call a rose By any other name would smell as sweet; So Romeo would, were he not Romeo call'd Retain that dear perfection which he owes Without that title. Romeo, doff thy name, And for that name which is no part of thee Take all myself.

Rhetorical Question Examples in Political Speeches

Rhetorical questions often "challenge" the listener to contradict what the speaker is saying. If the speaker frames the rhetorical question well, it gives the impression that his or her view is true and that it would be foolish, or even impossible, to contradict the speaker's argument. In other words, rhetorical questions are great for speeches.

Rhetorical Questions in Ronald Reagan's 1980 Republican National Convention Acceptance Address:

In this speech, Reagan uses a series of rhetorical questions—referred to as "stacked" rhetorical questions—to criticize the presidency of his predecessor and running opponent, Jimmy Carter:

Can anyone look at the record of this Administration and say, "Well done"? Can anyone compare the state of our economy when the Carter Administration took office with where we are today and say, "Keep up the good work"? Can anyone look at our reduced standing in the world today say, "Let's have four more years of this"?

Rhetorical Questions in Hillary Clinton's 2016 Democratic National Convention Speech:

In this portion of her speech, Clinton argues that her opponent Donald Trump is not temperamentally fit to become president:

A president should respect the men and women who risk their lives to serve our country—including Captain Khan and the sons of Tim Kaine and Mike Pence, both Marines. So just ask yourself: Do you really think Donald Trump has the temperament to be commander-in-chief?

Rhetorical Question Examples in Song Lyrics

Love has left even the best musicians of our time feeling lost, searching for meaning, and—as you might expect—full of rhetorical questions. Musicians such as Tina Turner, Jean Knight, and Stevie Wonder have all released hits structured around rhetorical questions, which allow them to powerfully express the joy, the pain, and the mystery of L-O-V-E.

Rhetorical Questions in "What's Love Got to do with It" by Tina Turner

What's love got to do, got to do with it What's love but a second hand emotion What's love got to do, got to do with it Who needs a heart when a heart can be broken

Rhetorical Questions in "Mr. Big Stuff" by Jean Knight

Now because you wear all those fancy clothes (oh yeah) And have a big fine car, oh yes you do now Do you think I can afford to give you my love (oh yeah) You think you're higher than every star above

Mr. Big Stuff Who do you think you are Mr. Big Stuff You're never gonna get my love

Rhetorical Questions in "Isn't She Lovely" by Stevie Wonder

Isn't she lovely Isn't she wonderful Isn't she precious Less than one minute old I never thought through love we'd be Making one as lovely as she But isn't she lovely made from love

Stevie Wonder wrote "Isn't She Lovely" to celebrate the birth of his daughter, Aisha. The title is a perfect example of a rhetorical question, because Wonder isn't seeking a second opinion here. Instead, the question is meant to convey the love and amazement he feels towards his daughter.

Why Do Writers Use Rhetorical Questions?

Authors, playwrights, speech writers and musicians use rhetorical questions for a variety of reasons:

• To challenge the listener
• To emphasize an idea
• To raise doubt
• To demonstrate that a previously asked question was obvious

The examples included in this guide to rhetorical questions have largely pointed to the persuasive power of rhetorical questions, and covered the way that they are used in arguments, both real and fictional. However, poets also frequently use rhetorical questions for their lyrical, expressive qualities. Take the poem below, "Danse Russe (Russian Dance)" by William Carlos Williams:

If when my wife is sleeping and the baby and Kathleen are sleeping and the sun is a flame-white disc in silken mists above shining trees,— if I in my north room dance naked, grotesquely before my mirror waving my shirt round my head and singing softly to myself: "I am lonely, lonely. I was born to be lonely. I am best so!" If I admire my arms, my face, my shoulders, flanks, buttocks against the yellow drawn shades,— Who shall say I am not the happy genius of my household?

The rhetorical question that concludes this poem has the effect of challenging the reader to doubt Williams' happiness—daring the listener to question this intimate, eccentric portrait of the poet's private world. By ending the poem in this way, Williams maintains a delicate balance. Throughout the poem, he draws the reader in and confides secrets of his interior life, but the question at the end is an almost defiant statement that he does not require the reader's approval. Rather, the reader—like the mirror—is simply there to witness his happy solitude.

Other Helpful Rhetorical Question Resources

• The Wikipedia Page on Rhetorical Questions: A general explanation with a variety of examples, as well as links to specific resources with punctuation rules.
• The Dictionary Definition of Rhetorical Question: A basic definition with some historical information.
• A detailed explanation of rhetorical questions , along with related figures of speech that involve questions.
• A video of Ronald Reagan's 1980 Republican National Convention Speech, in which he asks stacked rhetorical questions.
• An article listing the greatest rhetorical questions in the history of pop music.

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What Is a Rhetorical Question?

• 3-minute read
• 4th April 2023

Rhetorical questions can be an effective tool for writers and speakers to connect with their audience and convey their message more effectively. In this article, we’ll discuss rhetorical questions, how to use them, and some examples.

Definition of a Rhetorical Question

A rhetorical question is a question that isn’t meant to be answered. It’s asked to make a point or create an effect rather than to elicit an actual response. Here are a few examples:

·   Are you kidding me? ‒ Used to express disbelief or shock

·   Do you think I was born yesterday? ‒ Used to express suspicion or doubt

·   Why not? – Used to express willingness to try something

How to Use a Rhetorical Question

Rhetorical questions are rhetorical devices often used in writing and speech to engage the audience, emphasize a point, or provoke thought. They can be used to introduce a topic, make a statement, or open an argument.

Conversational Rhetorical Questions

Rhetorical questions are used in everyday speech and conversations. For example:

·   Who knows? ‒ Indicates that no one knows the answer

·   Isn’t that the truth? ‒ Used to express agreement with something

Introducing a Topic

Rhetorical questions are a common strategy in essay writing to introduce a topic or persuade the reader . Here are some essay questions with rhetorical questions you could use to introduce the topic:

Essay Question: Why should we care about climate change?

Rhetorical Question Introduction: Would you like to live on a dying planet?

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Essay Question: Are dress codes a good idea for school?

Rhetorical Question Introduction: Wouldn’t you like the freedom to choose what you want to wear?

Famous Examples of Rhetorical Questions

Rhetorical questions are a powerful and effective device to use in speech and writing, which is why you can find countless examples, from past and present figures, using them. Here are a few examples:

Here, Obama is using rhetorical questions to emphasize a point to his audience about what type of nation America is. The questions demonstrate his stance on immigration in America.

Dr. King used a variety of literary devices in his writing and speeches to inspire and invoke change and action in his audience. Here, he poses the rhetorical question, “Now, what does all of this mean in this great period of history?” to get his audience thinking. There’s no obvious answer here. He’s setting up his response to this seemingly unanswerable question.

Here, Sojourner Truth is speaking at the 1851 Women’s Convention to persuade the audience that women should have the right to vote like men. She’s emphasizing that she can do everything a man can do and more (childbirth), but she can’t vote like a man because she’s a woman.

Rhetorical questions are statements pretending to be a question. They’re not to be answered, as their answer should be obvious or there isn’t an obvious answer.

You can use rhetorical questions to emphasize a point, introduce a topic, or encourage your audience to think critically about an issue. If you’re looking to enhance your speaking or writing, check out our Literary Devices page to learn more.

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When and How to Write a Rhetorical Question

• Definition & Examples
• When & How to Write a Rhetorical Question

How to Write a Rhetorical Question

It’s best not to set out with the goal of writing a rhetorical question – that’s likely to make them sound forced. Instead, just try to write naturally, just as you would speak, and notice when the rhetorical questions appear.

The exception to this is when you’re writing an aporia to transition between steps in an argument (see section 6). In this case, you should:

• Think about what question the section is trying to answer
• Then simply phrase it as a question rather than a sentence. The question should be direct so that the reader knows exactly where you’re going in the argument.

When to Use Rhetorical Questions

Rhetorical questions are found in all forms of literature, from poetry to philosophy to history. However, there are a few places where rhetorical questions are especially helpful:

Formal Essays

• In the transitions between sections. We’ll see an example in the next section
• Introductions . A good essay should raise a question and then answer it through argument. So it can be very effective in the introduction. Raise a rhetorical question, and then use your thesis statement to answer the question.

Creative Writing

• The opening and transitions of speeches . A good speech is often structured a lot like an essay, so you might want to have the orator (speaker) begin with a rhetorical question that he or she will then go on to make a speech about.
• Opening Sentence . In writing a novel or short story, the opening sentence is often the hardest thing to write. So experiment with rhetorical questions here. Can you come up with a question that gives the reader a hint of what the story is going to be about, what its major themes are, etc.?

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What Is a Rhetorical Analysis and How to Write a Great One

By Helly Douglas

Do you have to write a rhetorical analysis essay? Fear not! We’re here to explain exactly what rhetorical analysis means, how you should structure your essay, and give you some essential “dos and don’ts.”

What is a Rhetorical Analysis Essay?

How do you write a rhetorical analysis, what are the three rhetorical strategies, what are the five rhetorical situations, how to plan a rhetorical analysis essay, creating a rhetorical analysis essay, examples of great rhetorical analysis essays, final thoughts.

A rhetorical analysis essay studies how writers and speakers have used words to influence their audience. Think less about the words the author has used and more about the techniques they employ, their goals, and the effect this has on the audience.

In your analysis essay, you break a piece of text (including cartoons, adverts, and speeches) into sections and explain how each part works to persuade, inform, or entertain. You’ll explore the effectiveness of the techniques used, how the argument has been constructed, and give examples from the text.

A strong rhetorical analysis evaluates a text rather than just describes the techniques used. You don’t include whether you personally agree or disagree with the argument.

Structure a rhetorical analysis in the same way as most other types of academic essays . You’ll have an introduction to present your thesis, a main body where you analyze the text, which then leads to a conclusion.

Think about how the writer (also known as a rhetor) considers the situation that frames their communication:

• Topic: the overall purpose of the rhetoric
• Audience: this includes primary, secondary, and tertiary audiences
• Purpose: there are often more than one to consider
• Context and culture: the wider situation within which the rhetoric is placed

Back in the 4th century BC, Aristotle was talking about how language can be used as a means of persuasion. He described three principal forms —Ethos, Logos, and Pathos—often referred to as the Rhetorical Triangle . These persuasive techniques are still used today.

Rhetorical Strategy 1: Ethos

Are you more likely to buy a car from an established company that’s been an important part of your community for 50 years, or someone new who just started their business?

Reputation matters. Ethos explores how the character, disposition, and fundamental values of the author create appeal, along with their expertise and knowledge in the subject area.

Aristotle breaks ethos down into three further categories:

• Phronesis: skills and practical wisdom
• Arete: virtue
• Eunoia: goodwill towards the audience

Ethos-driven speeches and text rely on the reputation of the author. In your analysis, you can look at how the writer establishes ethos through both direct and indirect means.

Rhetorical Strategy 2: Pathos

Pathos-driven rhetoric hooks into our emotions. You’ll often see it used in advertisements, particularly by charities wanting you to donate money towards an appeal.

Common use of pathos includes:

• Vivid description so the reader can imagine themselves in the situation
• Personal stories to create feelings of empathy
• Emotional vocabulary that evokes a response

By using pathos to make the audience feel a particular emotion, the author can persuade them that the argument they’re making is compelling.

Rhetorical Strategy 3: Logos

Logos uses logic or reason. It’s commonly used in academic writing when arguments are created using evidence and reasoning rather than an emotional response. It’s constructed in a step-by-step approach that builds methodically to create a powerful effect upon the reader.

Rhetoric can use any one of these three techniques, but effective arguments often appeal to all three elements.

The rhetorical situation explains the circumstances behind and around a piece of rhetoric. It helps you think about why a text exists, its purpose, and how it’s carried out.

The rhetorical situations are:

• 1) Purpose: Why is this being written? (It could be trying to inform, persuade, instruct, or entertain.)
• 2) Audience: Which groups or individuals will read and take action (or have done so in the past)?
• 3) Genre: What type of writing is this?
• 4) Stance: What is the tone of the text? What position are they taking?
• 5) Media/Visuals: What means of communication are used?

Understanding and analyzing the rhetorical situation is essential for building a strong essay. Also think about any rhetoric restraints on the text, such as beliefs, attitudes, and traditions that could affect the author's decisions.

Before leaping into your essay, it’s worth taking time to explore the text at a deeper level and considering the rhetorical situations we looked at before. Throw away your assumptions and use these simple questions to help you unpick how and why the text is having an effect on the audience.

1: What is the Rhetorical Situation?

• Why is there a need or opportunity for persuasion?
• How do words and references help you identify the time and location?
• What are the rhetoric restraints?
• What historical occasions would lead to this text being created?

2: Who is the Author?

• How do they position themselves as an expert worth listening to?
• What is their ethos?
• Do they have a reputation that gives them authority?
• What is their intention?
• What values or customs do they have?

3: Who is it Written For?

• Who is the intended audience?
• How is this appealing to this particular audience?
• Who are the possible secondary and tertiary audiences?

4: What is the Central Idea?

• Can you summarize the key point of this rhetoric?
• What arguments are used?
• How has it developed a line of reasoning?

5: How is it Structured?

• What structure is used?
• How is the content arranged within the structure?

6: What Form is Used?

• Does this follow a specific literary genre?
• What type of style and tone is used, and why is this?
• Does the form used complement the content?
• What effect could this form have on the audience?

7: Is the Rhetoric Effective?

• Does the content fulfil the author’s intentions?
• Does the message effectively fit the audience, location, and time period?

Once you’ve fully explored the text, you’ll have a better understanding of the impact it’s having on the audience and feel more confident about writing your essay outline.

A great essay starts with an interesting topic. Choose carefully so you’re personally invested in the subject and familiar with it rather than just following trending topics. There are lots of great ideas on this blog post by My Perfect Words if you need some inspiration. Take some time to do background research to ensure your topic offers good analysis opportunities.

Remember to check the information given to you by your professor so you follow their preferred style guidelines. This outline example gives you a general idea of a format to follow, but there will likely be specific requests about layout and content in your course handbook. It’s always worth asking your institution if you’re unsure.

Make notes for each section of your essay before you write. This makes it easy for you to write a well-structured text that flows naturally to a conclusion. You will develop each note into a paragraph. Look at this example by College Essay for useful ideas about the structure.

1: Introduction

This is a short, informative section that shows you understand the purpose of the text. It tempts the reader to find out more by mentioning what will come in the main body of your essay.

• Name the author of the text and the title of their work followed by the date in parentheses
• Use a verb to describe what the author does, e.g. “implies,” “asserts,” or “claims”
• Briefly summarize the text in your own words
• Mention the persuasive techniques used by the rhetor and its effect

Create a thesis statement to come at the end of your introduction.

After your introduction, move on to your critical analysis. This is the principal part of your essay.

• Explain the methods used by the author to inform, entertain, and/or persuade the audience using Aristotle's rhetorical triangle
• Use quotations to prove the statements you make
• Explain why the writer used this approach and how successful it is
• Consider how it makes the audience feel and react

Make each strategy a new paragraph rather than cramming them together, and always use proper citations. Check back to your course handbook if you’re unsure which citation style is preferred.

3: Conclusion

Your conclusion should summarize the points you’ve made in the main body of your essay. While you will draw the points together, this is not the place to introduce new information you’ve not previously mentioned.

Use your last sentence to share a powerful concluding statement that talks about the impact the text has on the audience(s) and wider society. How have its strategies helped to shape history?

Before You Submit

Poor spelling and grammatical errors ruin a great essay. Use ProWritingAid to check through your finished essay before you submit. It will pick up all the minor errors you’ve missed and help you give your essay a final polish. Look at this useful ProWritingAid webinar for further ideas to help you significantly improve your essays. Sign up for a free trial today and start editing your essays!

You’ll find countless examples of rhetorical analysis online, but they range widely in quality. Your institution may have example essays they can share with you to show you exactly what they’re looking for.

The following links should give you a good starting point if you’re looking for ideas:

Pearson Canada has a range of good examples. Look at how embedded quotations are used to prove the points being made. The end questions help you unpick how successful each essay is.

Excelsior College has an excellent sample essay complete with useful comments highlighting the techniques used.

Brighton Online has a selection of interesting essays to look at. In this specific example, consider how wider reading has deepened the exploration of the text.

Writing a rhetorical analysis essay can seem daunting, but spending significant time deeply analyzing the text before you write will make it far more achievable and result in a better-quality essay overall.

It can take some time to write a good essay. Aim to complete it well before the deadline so you don’t feel rushed. Use ProWritingAid’s comprehensive checks to find any errors and make changes to improve readability. Then you’ll be ready to submit your finished essay, knowing it’s as good as you can possibly make it.

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Helly Douglas

Helly Douglas is a UK writer and teacher, specialising in education, children, and parenting. She loves making the complex seem simple through blogs, articles, and curriculum content. You can check out her work at hellydouglas.com or connect on Twitter @hellydouglas. When she’s not writing, you will find her in a classroom, being a mum or battling against the wilderness of her garden—the garden is winning!

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How to Write a Rhetorical Analysis Essay–Examples & Template

What is a Rhetorical Analysis Essay?

A rhetorical analysis essay is, as the name suggests, an analysis of someone else’s writing (or speech, or advert, or even cartoon) and how they use not only words but also rhetorical techniques to influence their audience in a certain way. A rhetorical analysis is less interested in what the author is saying and more in how they present it, what effect this has on their readers, whether they achieve their goals, and what approach they use to get there. 

Its structure is similar to that of most essays: An Introduction presents your thesis, a Body analyzes the text you have chosen, breaks it down into sections and explains how arguments have been constructed and how each part persuades, informs, or entertains the reader, and a Conclusion section sums up your evaluation. 

Note that your personal opinion on the matter is not relevant for your analysis and that you don’t state anywhere in your essay whether you agree or disagree with the stance the author takes.

In the following, we will define the key rhetorical concepts you need to write a good rhetorical analysis and give you some practical tips on where to start.

Key Rhetorical Concepts

Your goal when writing a rhetorical analysis is to think about and then carefully describe how the author has designed their text so that it has the intended effect on their audience. To do that, you need to consider a number of key rhetorical strategies: Rhetorical appeals (“Ethos”, “Logos”, and “Pathos”), context, as well as claims, supports, and warrants.

Ethos, Logos, and Pathos were introduced by Aristotle, way back in the 4th century BC, as the main ways in which language can be used to persuade an audience. They still represent the basis of any rhetorical analysis and are often referred to as the “rhetorical triangle”. 

These and other rhetorical techniques can all be combined to create the intended effect, and your job as the one analyzing a text is to break the writer’s arguments down and identify the concepts they are based on.

Rhetorical Appeals

Rhetorical appeal #1: ethos.

Ethos refers to the reputation or authority of the writer regarding the topic of their essay or speech and to how they use this to appeal to their audience. Just like we are more likely to buy a product from a brand or vendor we have confidence in than one we don’t know or have reason to distrust, Ethos-driven texts or speeches rely on the reputation of the author to persuade the reader or listener. When you analyze an essay, you should therefore look at how the writer establishes Ethos through rhetorical devices.

Does the author present themselves as an authority on their subject? If so, how? 

Do they highlight how impeccable their own behavior is to make a moral argument? 

Do they present themselves as an expert by listing their qualifications or experience to convince the reader of their opinion on something?

Rhetorical appeal #2: Pathos

The purpose of Pathos-driven rhetoric is to appeal to the reader’s emotions. A common example of pathos as a rhetorical means is adverts by charities that try to make you donate money to a “good cause”. To evoke the intended emotions in the reader, an author may use passionate language, tell personal stories, and employ vivid imagery so that the reader can imagine themselves in a certain situation and feel empathy with or anger towards others.

Rhetorical appeal #3: Logos

Logos, the “logical” appeal, uses reason to persuade. Reason and logic, supported by data, evidence, clearly defined methodology, and well-constructed arguments, are what most academic writing is based on. Emotions, those of the researcher/writer as well as those of the reader, should stay out of such academic texts, as should anyone’s reputation, beliefs, or personal opinions. 

Text and Context

To analyze a piece of writing, a speech, an advertisement, or even a satirical drawing, you need to look beyond the piece of communication and take the context in which it was created and/or published into account. 

Who is the person who wrote the text/drew the cartoon/designed the ad..? What audience are they trying to reach? Where was the piece published and what was happening there around that time? 

A political speech, for example, can be powerful even when read decades later, but the historical context surrounding it is an important aspect of the effect it was intended to have. 

Claims, Supports, and Warrants

To make any kind of argument, a writer needs to put forward specific claims, support them with data or evidence or even a moral or emotional appeal, and connect the dots logically so that the reader can follow along and agree with the points made.

The connections between statements, so-called “warrants”, follow logical reasoning but are not always clearly stated—the author simply assumes the reader understands the underlying logic, whether they present it “explicitly” or “implicitly”. Implicit warrants are commonly used in advertisements where seemingly happy people use certain products, wear certain clothes, accessories, or perfumes, or live certain lifestyles – with the connotation that, first, the product/perfume/lifestyle is what makes that person happy and, second, the reader wants to be as happy as the person in the ad. Some warrants are never clearly stated, and your job when writing a rhetorical analysis essay is therefore to identify them and bring them to light, to evaluate their validity, their effect on the reader, and the use of such means by the writer/creator. 

What are the Five Rhetorical Situations?

A “rhetorical situation” refers to the circumstance behind a text or other piece of communication that arises from a given context. It explains why a rhetorical piece was created, what its purpose is, and how it was constructed to achieve its aims.

Rhetorical situations can be classified into the following five categories:

Asking such questions when you analyze a text will help you identify all the aspects that play a role in the effect it has on its audience, and will allow you to evaluate whether it achieved its aims or where it may have failed to do so.

Rhetorical Analysis Essay Outline

Analyzing someone else’s work can seem like a big task, but as with every assignment or writing endeavor, you can break it down into smaller, well-defined steps that give you a practical structure to follow. 

To give you an example of how the different parts of your text may look when it’s finished, we will provide you with some excerpts from this rhetorical analysis essay example (which even includes helpful comments) published on the Online Writing Lab website of Excelsior University in Albany, NY. The text that this essay analyzes is this article on why one should or shouldn’t buy an Ipad. If you want more examples so that you can build your own rhetorical analysis template, have a look at this essay on Nabokov’s Lolita and the one provided here about the “Shitty First Drafts” chapter of Anne Lamott’s writing instruction book “Bird by Bird”.

Analyzing the Text

When writing a rhetorical analysis, you don’t choose the concepts or key points you think are relevant or want to address. Rather, you carefully read the text several times asking yourself questions like those listed in the last section on rhetorical situations to identify how the text “works” and how it was written to achieve that effect.

Start with focusing on the author : What do you think was their purpose for writing the text? Do they make one principal claim and then elaborate on that? Or do they discuss different topics? 

Then look at what audience they are talking to: Do they want to make a group of people take some action? Vote for someone? Donate money to a good cause? Who are these people? Is the text reaching this specific audience? Why or why not?

What tone is the author using to address their audience? Are they trying to evoke sympathy? Stir up anger? Are they writing from a personal perspective? Are they painting themselves as an authority on the topic? Are they using academic or informal language?

How does the author support their claims ? What kind of evidence are they presenting? Are they providing explicit or implicit warrants? Are these warrants valid or problematic? Is the provided evidence convincing?  

Asking yourself such questions will help you identify what rhetorical devices a text uses and how well they are put together to achieve a certain aim. Remember, your own opinion and whether you agree with the author are not the point of a rhetorical analysis essay – your task is simply to take the text apart and evaluate it.

If you are still confused about how to write a rhetorical analysis essay, just follow the steps outlined below to write the different parts of your rhetorical analysis: As every other essay, it consists of an Introduction , a Body (the actual analysis), and a Conclusion .

Rhetorical Analysis Introduction

The Introduction section briefly presents the topic of the essay you are analyzing, the author, their main claims, a short summary of the work by you, and your thesis statement . 

Tell the reader what the text you are going to analyze represents (e.g., historically) or why it is relevant (e.g., because it has become some kind of reference for how something is done). Describe what the author claims, asserts, or implies and what techniques they use to make their argument and persuade their audience. Finish off with your thesis statement that prepares the reader for what you are going to present in the next section – do you think that the author’s assumptions/claims/arguments were presented in a logical/appealing/powerful way and reached their audience as intended?

Have a look at an excerpt from the sample essay linked above to see what a rhetorical analysis introduction can look like. See how it introduces the author and article , the context in which it originally appeared , the main claims the author makes , and how this first paragraph ends in a clear thesis statement that the essay will then elaborate on in the following Body section:

Cory Doctorow ’s article on BoingBoing is an older review of the iPad , one of Apple’s most famous products. At the time of this article, however, the iPad was simply the latest Apple product to hit the market and was not yet so popular. Doctorow’s entire career has been entrenched in and around technology. He got his start as a CD-ROM programmer and is now a successful blogger and author. He is currently the co-editor of the BoingBoing blog on which this article was posted. One of his main points in this article comes from Doctorow’s passionate advocacy of free digital media sharing. He argues that the iPad is just another way for established technology companies to control our technological freedom and creativity . In “ Why I Won’t Buy an iPad (and Think You Shouldn’t, Either) ” published on Boing Boing in April of 2010, Cory Doctorow successfully uses his experience with technology, facts about the company Apple, and appeals to consumer needs to convince potential iPad buyers that Apple and its products, specifically the iPad, limit the digital rights of those who use them by controlling and mainstreaming the content that can be used and created on the device . 

Doing the Rhetorical Analysis

The main part of your analysis is the Body , where you dissect the text in detail. Explain what methods the author uses to inform, entertain, and/or persuade the audience. Use Aristotle’s rhetorical triangle and the other key concepts we introduced above. Use quotations from the essay to demonstrate what you mean. Work out why the writer used a certain approach and evaluate (and again, demonstrate using the text itself) how successful they were. Evaluate the effect of each rhetorical technique you identify on the audience and judge whether the effect is in line with the author’s intentions.

To make it easy for the reader to follow your thought process, divide this part of your essay into paragraphs that each focus on one strategy or one concept , and make sure they are all necessary and contribute to the development of your argument(s).

One paragraph of this section of your essay could, for example, look like this:

One example of Doctorow’s position is his comparison of Apple’s iStore to Wal-Mart. This is an appeal to the consumer’s logic—or an appeal to logos. Doctorow wants the reader to take his comparison and consider how an all-powerful corporation like the iStore will affect them. An iPad will only allow for apps and programs purchased through the iStore to be run on it; therefore, a customer must not only purchase an iPad but also any programs he or she wishes to use. Customers cannot create their own programs or modify the hardware in any way. 

As you can see, the author of this sample essay identifies and then explains to the reader how Doctorow uses the concept of Logos to appeal to his readers – not just by pointing out that he does it but by dissecting how it is done.

Rhetorical Analysis Conclusion

The conclusion section of your analysis should restate your main arguments and emphasize once more whether you think the author achieved their goal. Note that this is not the place to introduce new information—only rely on the points you have discussed in the body of your essay. End with a statement that sums up the impact the text has on its audience and maybe society as a whole:

Overall, Doctorow makes a good argument about why there are potentially many better things to drop a great deal of money on instead of the iPad. He gives some valuable information and facts that consumers should take into consideration before going out to purchase the new device. He clearly uses rhetorical tools to help make his case, and, overall, he is effective as a writer, even if, ultimately, he was ineffective in convincing the world not to buy an iPad . 

Frequently Asked Questions about Rhetorical Analysis Essays 

What is a rhetorical analysis essay.

A rhetorical analysis dissects a text or another piece of communication to work out and explain how it impacts its audience, how successfully it achieves its aims, and what rhetorical devices it uses to do that. 

While argumentative essays usually take a stance on a certain topic and argue for it, a rhetorical analysis identifies how someone else constructs their arguments and supports their claims.

What is the correct rhetorical analysis essay format?

Like most other essays, a rhetorical analysis contains an Introduction that presents the thesis statement, a Body that analyzes the piece of communication, explains how arguments have been constructed, and illustrates how each part persuades, informs, or entertains the reader, and a Conclusion section that summarizes the results of the analysis. 

What is the “rhetorical triangle”?

The rhetorical triangle was introduced by Aristotle as the main ways in which language can be used to persuade an audience: Logos appeals to the audience’s reason, Ethos to the writer’s status or authority, and Pathos to the reader’s emotions. Logos, Ethos, and Pathos can all be combined to create the intended effect, and your job as the one analyzing a text is to break the writer’s arguments down and identify what specific concepts each is based on.

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Rhetorical Questions: Learn What They Are and How To Use Them

You’ve probably heard of the term “rhetorical question,” but do you know what it means? And no, that’s not a rhetorical question. Don’t worry—we’ll tell you exactly what they are with easy-to-understand explanations and examples.

Rhetorical Question: Quick Summary

A rhetorical question is a question that is not meant to be answered, but is asked to make a point or create a desired effect.

Pretend you’ve worked on a puzzle for three days. You finally finished, and then your teenage brother destroys it in a second. You might ask:

• Are you crazy?

This is a rhetorical question because you aren’t expecting a response. Instead, you’re emphasizing shock or confusion (and maybe heartbreak).

If it looks like a question and sounds like a question, it must require an answer, right?

Well, no, not always.

Rhetorical questions aren’t meant to be answered. Below, we’ll explain what they are and how to use them.

What’s a Rhetorical Question?

A rhetorical question is a statement that’s formulated as a question that is not meant to be answered. Instead, it creates an effect or emphasizes a point.

Consider the following scenario: You’re watching the news with a friend and hear that someone in your town has won the lottery. You might say to your friend

Can you imagine?

It’s technically a question, but you aren’t expecting a “yes” or “no” response. Instead, the point you’re trying to make is more similar to stating “Imagine that.”

The real meaning of rhetorical questions is often implied or suggested, but not explicitly stated.

Rhetorical questions are extremely common. They can be found in everyday speech and writing, but also in literature and persuasive texts, like debates, speeches, essays, and marketing advertisements.

What Are the Different Types of Rhetorical Questions?

There are different types of rhetorical questions, with each of them serving a distinct purpose.

Hypophora (Anthypophora)

Hypophora (also known as anthypophora ) is when a speaker or writer poses a question and then immediately provides an answer to it. It engages the audience or reader by anticipating their questions and addressing them directly.

What’s the easiest way to improve our public education system? Pay teachers more.

What is the key to success in business? Forming strong relationships with your customers and clients.

How can we improve income inequality in our society? Easy—raise the minimum wage.

It should be noted that there is disagreement among scholars regarding the precise definition of hypophora and anthypophora. The Century Dictionary defines hypophora as the inquiry, while anthypophora refers to the response. Nowadays, both terms have come to encompass both the questioning and answering elements of the technique.

Epiplexis is a type of rhetorical question that is used to rebuke or reprimand the audience. It challenges and engages the audience in a pointed and sometimes confrontational manner. This type of rhetorical device is meant to persuade (or shame) the audience into accepting the speaker’s perspective.

I can’t believe you skipped class. Do you not care about your education or future?

That’s horrible. How could you think such a thing?

Are you really going to let fear stop you from reaching your fullest potential?

As a rhetorical device, erotesis is asked to elicit a strong response, either in affirmation or denial, but they typically anticipate a negative response.

Do you really think it’s okay that basic healthcare is only accessible to those who can afford it?

Is it really worth it to risk your career just to impress someone?

Do you actually think it’s a good idea to stay up all night before the big exam?

How Do You Punctuate a Rhetorical Question?

That’s a good question, and one that doesn’t have a definitive answer. The punctuation used for a rhetorical question can vary depending on the context. Some options include using a question mark, period, or exclamation mark. However, some experts argue that a question mark should always be used for any type of question, whether it’s rhetorical or not.

We’d recommend punctuating rhetorical questions with a question mark.

Here’s a fun fact for you: In the 1580s, Henry Denham proposed using a reverse question mark for these particular types of questions. Known as a percontation mark , it never became standard.

Examples of Rhetorical Questions

Below, you ’ ll find several examples of rhetorical questions.

Rhetorical Questions Found in Literature

William Shakespeare often used rhetorical questions in his writing. A few of them are:

Shall I compare thee to a summer’s day? (Sonnet 18)

Was he not born of [ a] woman? (Macbeth)

Can one desire too much of a good thing? (As You Like It)

Common Rhetorical Questions Used in Everyday Speech

Are you kidding me?

Isn’t that the craziest thing you’ve ever seen?

Did you really think I would believe that?

Can’t you take a joke?

What’s the harm in trying?

Do you think I was born yesterday?

Who do you think you are?

Using Rhetorical Questions in Your Writing

Keep in mind that rhetorical questions can:

• Keep readers engaged.
• Draw attention to something important.
• Encourage reflection.

In short, rhetorical questions can be a powerful tool for writers to use to engage their audience and emphasize their ideas. Another great tool for writers to use is LanguageTool—a multilingual spelling and grammar checker that goes above and beyond to elevate your writing.

Wasn’t this the most helpful, easy-to-understand guide on rhetorical questions you’ve ever read?

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Rhetorical Question

Definition of rhetorical question, common rhetorical question examples, how to punctuation rhetorical questions, rhetorical question and hypophora,  rhetorical question and aporia, use of rhetorical questions in sentences, examples of rhetorical questions in literature, example #1: romeo and juliet by william shakespeare.

JULIET: ” ’Tis but thy name that is my enemy. Thou art thyself, though not a Montague. What’s Montague ? It is nor hand, nor foot , Nor arm, nor face, nor any other part Belonging to a man. O, be some other name! What’s in a name ? That which we call a rose By any other name would smell as sweet.”

Example #2: Ode to the West Wind by Percy Bysshe Shelley

“…O Wind, If Winter comes, can Spring be far behind ?”

Example #3: Creation by Hladia Porter Stewart

“What made you think of love and tears And birth and death and pain?”

Example #4: The Solitary Reaper by William Wordsworth

“Will no one tell me what she sings?”

Example #5: The Merchant of Venice by William Shakespeare

“If you prick us, do we not bleed? If you tickle us, do we not laugh? If you poison us, do we not die? And if you wrong us, shall we not revenge?”

Function of Rhetorical Question

Synonyms of rhetorical question, related posts:, post navigation.

What Is a Rhetorical Question? Definition and Examples

Gary Waters/Getty Images

• An Introduction to Punctuation
• Ph.D., Performance and Feminist Studies, University of California San Diego
• M.F.A., Creative Writing, Antioch University-Los Angeles
• B.A., Theatre/Writing, Barnard College

“It’s 107 degrees outside. Can you believe it?” a friend asks you on a sweltering summer day.

Do you feel the need to answer the question? Probably not. That's because your friend asked you a rhetorical question: a question asked for effect or emphasis that requires no answer. In this instance, your friend's question simply served to emphasize the intensity of the heat.

A rhetorical question is a question that requires no reply, either because the answer is obvious or because the asker already knows the answer. Rhetorical questions are generally used to draw a contrast, persuade the audience, make the listener think, or direct the reader’s attention to an important topic.

We use rhetorical questions in conversation every day: "Who knows?" and "Why not?" are two common examples. Rhetorical questions are also used in literature, usually to emphasize a particular idea or persuade the audience of a point.

Types of Rhetorical Questions

Rhetorical questions are used everywhere from casual conversation to formal works of literature. While their content is wide-ranging, there are three primary types of rhetorical questions that everyone should know.

• Anthypophora/Hypophora .  ​​ Anthypophora is a literary device in which the speaker asks a rhetorical question and then answers it herself. Though sometimes the terms “anthypophora” and “hypophora” are used interchangeably, they have a subtle difference. Hypophora refers to the rhetorical question itself, while anthypophora refers to the response to the question (generally provided by the original questioner). Example : "After all, what's a life, anyway? We're born, we live a little while, we die." —E.B. White,  Charlotte’s Web
• Epiplexis. Epiplexis is an interrogative figure of speech, and a persuasive tactic, in which the speaker uses a series of rhetorical questions to expose the flaws in the opponent’s argument or position. In this case, the questions being asked don’t require answers because they are not being used to secure a response, but rather as a mode of argument-via-questioning. Epiplexis is confrontational and reproachful in tone. Example : “When, O Catiline, do you mean to cease abusing our patience? How long is that madness of yours still to mock us? When is there to be an end of that unbridled audacity of yours, swaggering about as it does now?” —Marcus Tullius Cicero, “Against Catiline”
• Erotesis . Erotesis, also known as erotema, is a rhetorical question to which the answer is profoundly obvious, and to which there is a strongly negative or affirmative reply. Example : “Another thing that disturbs me about the American church is that you have a white church and a Negro church. How can segregation exist in the true Body of Christ?"—Martin Luther King, Jr., "Paul's Letter to American Christians”

Literary Examples of Rhetorical Questions

In literature, political speech, and drama, rhetorical questions are used for stylistic purposes or to demonstrate a point for the sake of emphasis or persuasion. Consider the following examples of how rhetorical questions are used effectively in literature and rhetoric.

Sojourner Truth’s “Ain’t I a Woman?” Speech

Look at me! Look at my arm! I have ploughed and planted, and gathered into barns, and no man could head me! And ain't I a woman? I could work as much and eat as much as a man - when I could get it - and bear the lash as well! And ain't I a woman? I have borne thirteen children, and seen most all sold off to slavery, and when I cried out with my mother's grief, none but Jesus heard me! And ain't I a woman?

Rhetorical questions are often used in the context of public speaking or persuasive arguments in order to confront the audience or get them thinking. Sojourner Truth , a formerly enslaved woman who later became a renowned abolitionist speaker and courageous human rights activist, delivered this iconic speech in 1851 at the Women’s Convention in Akron, Ohio.

What’s the answer to Truth’s question? Of course, it’s a resounding yes. “Obviously, she’s a woman,” we think—yet, as she demonstrates, she isn’t afforded the rights and dignity offered to other women. Truth uses a recurring rhetorical question here in order to drive home her point and strike a stark contrast between the status she is given as an African American woman and the status enjoyed by other women during her time.

Shylock in Shakespeare’s The Merchant of Venice

If you prick us, do we not bleed? If you tickle us, do we not laugh? If you poison us, do we not die? And if you wrong us, shall we not revenge? (3.1.58–68)

Characters in Shakespeare’s plays frequently use rhetorical questions in soliloquies, or monologues delivered straight to the audience, as well as in persuasive speeches to one another. Here, Shylock, a Jewish character, is speaking to two anti-Semitic Christians who have mocked his religion.

As in Truth’s speech, the answers to the rhetorical questions Shylock asks are obvious. Certainly, Jews, like everyone else, bleed, laugh, die, and avenge their wrongs. Shylock points out the other characters’ hypocrisy, as well as how he’s being dehumanized, by humanizing himself—here, with the help of a series of rhetorical questions.

“Harlem” by Langston Hughes

What happens to a dream deferred? Does it dry up like a raisin in the sun? Or fester like a sore— And then run? Does it stink like rotten meat? Or crust and sugar over— like a syrupy sweet? Maybe it just sags like a heavy load. Or does it explode?

Langston Hughes’ short, sharp poem “Harlem” also serves as the prologue for Lorraine Hansberry’s famous play, A Raisin in the Sun, setting the scene for the disappointments and heartbreak to follow onstage .

The series of rhetorical questions in Hughes’ poem are poignant and persuasive. The narrator asks the reader to pause and reflect on the aftermath of a lost dream and a broken heart. Posing these reflections as rhetorical questions, rather than statements, requires the audience to provide their own internal “answers” about their personal losses and evokes a nostalgic pang of soul-deep pain.

• erotesis (rhetoric)
• Stasis Theory in Rhetoric
• Elenchus (argumentation)
• An Introduction to Rhetorical Questions
• Rhetorical Move
• Anthypophora and Rhetoric
• Figures of Speech: Epiplexis (Rhetoric)
• expeditio (elimination)
• An Introduction to Declarative Questions
• Thesis: Definition and Examples in Composition
• Hypophora (Rhetoric)
• Definition and Examples of Dialectic in Rhetoric
• epimone (rhetoric)
• sentence fragment
• Understanding Percontation Punctuation Marks

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How to use Rhetorical Questions in your Speech, with Examples

April 5, 2018 - Gini Beqiri

Rhetorical questions can be used as an effective communication tool during a speech. These questions provide you with a way of controlling the speech and thoughts of the audience.

They are especially useful in engaging the audience and  persuading them  to agree with you. In this article we discuss how to use rhetorical questions in a speech or presentation.

What is a rhetorical question?

A rhetorical question can be “an effective persuasive device, subtly influencing the kind of response one wants to get from an audience” – (Edward P.J. Corbett)

A rhetorical question is a question that’s asked for effect with no answer expected. The answer may be immediately provided by the questioner or obvious.

• The question may have an obvious answer
• The question may not have an answer
• The question may be answered immediately by the questioner

Examples of rhetorical questions

General examples.

Rhetorical questions with obvious answers are asked about well-known facts, or the answer is suggested based on the question’s context. They are used to emphasises an idea or point:

• Are you kidding me?
• Can birds fly?
• Is the Pope catholic?

Rhetorical questions which have no answers:

• What’s the meaning of life?
• How many times do I have to tell you not to…?

Examples from Obama and Shakespeare

President Obama’s immigration address

Ever since the  5th century BC , orators have put their points across by asking rhetorical questions whose implied answers clearly support their point. This rhetorical passage comes from Obama’s immigration speech:

“Are we a nation that tolerates the hypocrisy of a system where workers who pick our fruit and make our beds never have a chance to get right with the law? Are we a nation that accepts the cruelty of ripping children from their parents’ arms? Or are we a nation that values families, and works to keep them together?” –  Obama’s Immigration Address

William Shakespeare

Shall I compare thee to a summer’s day? – Sonnet 18

If you prick us, do we not bleed? If you tickle us, do we not laugh? If you poison us, do we not die? And if you wrong us, shall we not revenge? – The Merchant of Venice

Mighty Caesar! Dost thou lie so low? Are all thy conquests, glories, triumphs, spoils, shrunk to this little measure? – Julius Caesar

Benefits of rhetorical questions

Rhetorical questions are not a necessity but they can be valuable. They can be used in many different ways to:

• Engage the audience
• Increase the variety of your presentation
• Influence and persuade the audience
• Subtly draw attention and emphasise specific points
• Introduce topics/ideas
• Make the listeners think about certain topics

How to use rhetorical questions in a speech

1. engage the audience.

Ask a rhetorical question to engage the audience and pause to allow them to think of an answer. This gets the audience to  actively participate  rather than passively listen as they create hypotheses or resolutions.

For example: asking “Why is practicing mindfulness beneficial for reducing anxiety?” would be more effective than saying “Practicing mindfulness exercises can reduce anxiety levels because…”

Speakers may start presentations with rhetorical questions to increase the likelihood of the audience staying engaged.

2. Personalise your questions

Make the audience feel as though you are speaking to each member individually by using “you” and “your.”

For example: asking “Do you want to lose weight without feeling hungry?” would be more effective than asking “Does anyone here want to lost weight without feeling hungry?”

3. Persuade the audience

To get your audience to agree with you, ask a rhetorical question where the answer is clearly a “yes”. Once the audience begins agreeing with you they are more likely to continue agreeing. You will be familiar with this type of persuasion in casual conversation, for example, “Nice weather today, isn’t it?”

Another way to get the audience to agree with you is to show them that you’re similar. Show your listeners that you have shared experiences and that you understand their problems.

For example, “We’ve all experienced being so stressed at work that we come home and don’t feel like doing anything, haven’t we?”

4. Evoke emotions

Make the audience feel the same way you do about something by asking questions that trigger emotional reactions.

For example, rather than saying “X has never helped our community” ask “What has X ever done for our community?” This will trigger a strong  emotional response  because the audience will come to that conclusion that “X haven’t done anything.”

5. Emphasise a statement

After a statement has been made use a rhetorical question to get the audience to think about that statement.

For example, “The amount of plastic in the ocean is rising at a considerable rate. How much damage will it take for you to help reduce this?”

6. Predict the audiences questions

Think about your topic and audience when planning your speech. Try to predict what the audience may want to ask. In your speech use the predictions as rhetorical questions and answer them.

For example, “As a dog owner you may think ‘What should I be focusing on to keep my dog healthy?’ The answer is providing your dog with the correct nutrition and therefore food.”

You could also introduce one or more rhetorical questions at the  start of your speech  and explain that you will answer them during your speech. For example: “In the next 20 minutes let’s explore the answers to these questions.” Asking these difficult questions and promising you will provide the answers will increase interest and attention.

7. Answer questions with questions

Answer a question, either an audience member’s or your own, using another rhetorical question. Generally both the questions have the same answer.

For example: “Have we met the targets again this year? Is the Pope Catholic?”

Try to make the second question unique and relatable to the audience because common examples can sound cheesy.

8. Consecutive rhetorical questions

– Increase the impact of your argument

Ask multiple rhetorical questions consecutively – each one more specific or more powerful than the previous. This way your content will have a greater impact on the listeners.

For example: “Isn’t their skin lovely? Don’t you think it looks really clear? Can you see any blemishes? Wouldn’t you like to have skin like that?”

– Show conflicting opinions

Use rhetorical questions consecutively to highlight the complexity of a topic by asking questions in which the answers provide conflicting viewpoints.

For example: “How can we reduce the crime rate in the UK? Should we rehabilitate offenders? Should criminals be punished with longer sentences? Should we create initiatives targeting at-risk children?” etc

If you start your speech with this technique, you can  structure your speech  or presentation around it, with each section addressing a different viewpoint.

– Show supporting opinions

You can also consecutively ask questions in which the answers provide similar viewpoints. This is similar to repetition which is used to continually highlight an important point.

For example: “Which company achieves over 90% in customer satisfaction? Which company provides one of the best employee benefits programs in the country? Which company scores highest in employee happiness and fulfilment? Of course, our company does!”

Rhetorical questions are an effective way to gain the support of the audience but ensure that you do your research beforehand. This means finding out  who your audience are , such as, their general views, attitudes, age etc. With this information you can plan rhetorical questions that will be appropriate and tailored to your listeners.

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Master the art of crafting an impactful rhetorical essay to captivate your readers.

When it comes to expressing one’s thoughts and opinions, the art of rhetoric plays a crucial role. Whether it be through verbal communication or the written word, the power of persuasive language has the ability to sway hearts and minds, making it a powerful tool in any communicator’s arsenal. In this article, we will delve deep into the world of crafting a rhetorical essay, a form of composition that requires careful analysis, insightful interpretation, and skillful persuasion. By following a thoughtful and systematic approach, you will be able to effectively convey your message and leave a lasting impact on your audience.

Understanding the Nature of a Rhetorical Essay

An essay of rhetorical nature seeks to analyze and evaluate how the author uses various rhetorical appeals and strategies to effectively communicate their message. By dissecting the text, the writer aims to identify the key components that contribute to the overall persuasiveness of the composition. This could involve examining the author’s use of ethos, pathos, and logos, as well as the rhetorical devices employed, such as metaphor, irony, or repetition. Through a close examination of these elements, the writer can gain a deeper understanding of how they contribute to the audience’s perception and interpretation of the text.

The Importance of Pre-Writing

Before diving into the actual writing process, it is important to engage in thorough pre-writing activities. This includes reading and analyzing the text, identifying the author’s intended audience, and understanding the context in which the composition was created. By doing so, you will be able to gather the necessary information and develop a clear understanding of the rhetorical strategies employed by the author. This will also help you establish your own stance and create a solid foundation for your essay.

Understanding the purpose of a rhetorical essay

Exploring the true essence and objective of a rhetorical essay is vital for any aspiring writer. This type of essay delves into the art of persuasion, dissecting various techniques used to convince an audience of a particular point of view or argument. More than just presenting facts, a rhetorical essay aims to evoke emotions, challenge preconceived notions, and provoke critical thinking in its readers.

Unlike other forms of writing, a rhetorical essay allows the writer to express their opinions and beliefs openly. It serves as a platform for individuals to analyze and evaluate the effectiveness of rhetorical strategies employed by speakers or authors in order to sway an audience. By carefully examining language choices, logical reasoning, and appeals to ethos, pathos, and logos, the writer can gain a deeper understanding of the intended message and effectively convey their own interpretations.

Moreover, a rhetorical essay acts as a tool for students and scholars to enhance their analytical skills. It encourages them to critically analyze texts and speeches to uncover the underlying motives, biases, and strategies used. By closely studying the rhetoric employed in various forms of communication, writers can sharpen their ability to identify persuasive techniques and employ them effectively in their own writing.

• Recognize the goals and intentions of the speaker or author.
• Analyze the rhetorical strategies employed to convey meaning.
• Evaluate the effectiveness of those strategies in achieving the intended purpose.
• Develop and present a well-structured argument based on the analysis.

In conclusion, understanding the purpose of a rhetorical essay goes beyond examining the surface-level techniques and strategies employed by speakers or authors. It involves delving deep into the art of persuasion, exploring the intended message, and honing one’s analytical skills. By becoming proficient in this form of writing, individuals can effectively engage and persuade their audience while developing their own critical thinking abilities.

Analyzing the rhetorical situation

When it comes to dissecting a rhetorical piece of writing, one of the first steps is to analyze the rhetorical situation. This involves examining the various elements that make up the context in which the text was produced, such as the audience, the purpose, and the speaker. By understanding these components, one can gain valuable insights into the persuasive techniques and strategies employed in the text.

Identifying the audience: The audience refers to the group of people for whom the text is intended. This could be a specific demographic, such as young adults or professionals in a particular field, or a broader general audience. Understanding the intended audience helps to determine the tone, language, and arguments used in the text.

Clarifying the purpose: Every piece of writing has a purpose, and analyzing the rhetorical situation involves determining what that purpose is. The purpose could be to inform, to persuade, to entertain, or a combination of these. By identifying the underlying purpose, one can better understand the rhetorical choices made by the author.

Evaluating the speaker: The speaker, or author, of a text plays a significant role in shaping its rhetorical elements. Analyzing the rhetorical situation involves considering the credibility, expertise, and biases of the speaker. By evaluating the speaker, one can assess their authority and understand how it impacts the persuasive power of the text.

Examining the context: Context refers to the broader circumstances surrounding the creation of the text. This includes factors such as the historical, social, and cultural background in which the text was produced. Analyzing the context helps to uncover the motivations behind the text and provides a deeper understanding of its rhetorical strategies.

By analyzing the rhetorical situation, readers can gain a comprehensive understanding of the persuasive techniques used in a text. This knowledge allows for a more critical and informed interpretation, enabling readers to engage with the piece on a deeper level.

Identifying the rhetoric elements

When analyzing a piece of writing from a rhetorical perspective, it is essential to be able to identify the various elements of rhetoric that are present. These elements encompass the strategies and techniques used by the writer to persuade and influence the audience. By understanding and recognizing these elements, readers can gain a deeper appreciation for the art of rhetoric and the effectiveness of the writer’s message.

One key element to look for is the use of ethos, which refers to the credibility and ethical appeal of the writer. This can be observed through the author’s use of personal anecdotes, expert testimonials, or the establishment of their own expertise on the subject. The presence of ethos can lend credibility to the writer’s argument and make the audience more likely to trust their perspective.

Another important rhetorical element to consider is pathos, which refers to the emotional appeal of the writing. This can be achieved through the use of vivid language, anecdotes that tug at the reader’s heartstrings, or appeals to their values and emotions. By appealing to the reader’s emotions, the writer can evoke empathy and create a lasting impact on the audience.

Additionally, the use of logos, or logical appeal, is another element to be aware of. This can be observed through the writer’s use of evidence, reasoning, and logical arguments to support their claims. By presenting a well-reasoned and logical argument, the writer can convince the audience of the validity of their perspective and sway their opinions.

Furthermore, the consideration of tone is crucial when identifying rhetoric elements. Tone refers to the author’s attitude and approach towards the subject matter and the audience. By analyzing the tone of the writing, readers can gain insight into the writer’s intentions and how they are attempting to persuade the audience.

Finally, an important rhetorical element is the use of rhetorical devices such as repetition, rhetorical questions, parallelism, and figurative language. These devices can add emphasis, create a memorable impact, and enhance the overall persuasive effect of the writing. Recognizing these devices allows readers to appreciate the skill and craftsmanship employed by the writer.

In summary, identifying the rhetoric elements within a piece of writing involves recognizing the use of ethos, pathos, logos, tone, and rhetorical devices. By analyzing these elements, readers can gain a deeper understanding of the writer’s persuasive techniques and the effectiveness of their argument. Being able to identify these elements is essential in appreciating the art of rhetoric and becoming a more critical and discerning reader.

Developing a thesis statement

Creating a strong and effective thesis statement is a crucial step in writing a successful essay. It serves as the foundation for your entire argument and guides the reader’s understanding of your main points. In this section, we will discuss the process of developing a thesis statement that encapsulates the central idea of your essay.

When crafting a thesis statement, it is essential to clearly articulate the main argument or claim you will be making in your essay. This statement should be concise, specific, and thought-provoking, setting the tone for the rest of your paper. The thesis should also be debatable, meaning there should be room for disagreement and a potential counter-argument.

To develop a strong thesis statement, start by identifying your topic or subject matter. What is the main focus of your essay? Once you have a clear understanding of your subject, think about the main point or argument you want to make. Consider the evidence and arguments you will present throughout your essay to support this main point.

Next, condense your main argument into a single, clear sentence. This thesis statement should be direct and assertive, expressing your overall stance on the topic. Avoid vague and general statements that lack specificity. Instead, aim for a thesis that is concise and impactful.

Additionally, your thesis statement should be compelling and engaging. It should grab the reader’s attention and make them interested in reading further. Consider incorporating strong language, rhetorical devices, or compelling evidence to make your thesis statement more persuasive and memorable.

Finally, it is important to revisit and revise your thesis statement as you progress in your essay writing process. As you gather more information and refine your arguments, your thesis statement may evolve or change altogether. Be open to reevaluating and adapting your thesis statement to best reflect the content and direction of your essay.

In conclusion, developing a well-crafted thesis statement is a vital component of writing a rhetorical essay. It serves as the foundation for your argument and sets the tone for the rest of your paper. By following these steps and continually revisiting and refining your thesis statement, you will create a strong and impactful essay.

Organizing your essay outline

Structuring your essay is a crucial step in the writing process, as it helps to ensure clarity and cohesiveness in your argument. In this section, we will explore effective strategies for organizing your essay outline, enabling you to present your rhetorical analysis in a logical and persuasive manner.

Begin by identifying the key elements of the text you will be analyzing. Look for the main thesis or argument, as well as any supporting evidence or rhetorical devices employed by the author. Once you have a clear understanding of these elements, you can start crafting your essay outline.

A strong introduction is essential to grab the reader’s attention and provide context for your analysis. Use a compelling opening statement or anecdote to engage the audience, and briefly outline the main points you will cover in your essay. Remember to include a clear thesis statement that articulates your overall interpretation of the text.

Next, divide the body of your essay into distinct sections, each focusing on a specific rhetorical device or strategy used by the author. Consider organizing your analysis chronologically, examining how the author introduces and develops their argument over the course of the text. Alternatively, you can organize your essay thematically, grouping together examples and evidence that support specific ideas or themes.

Within each section, provide a clear topic sentence that introduces the rhetorical device you will be discussing. Follow this with detailed analysis and examples, using quotes from the text to support your points. Be sure to explain how each rhetorical device contributes to the overall effectiveness of the author’s argument.

Finally, conclude your essay by summarizing your main points and offering a final analysis of the text. Restate your thesis in a fresh way, and consider the broader implications of the author’s rhetorical choices. What message or impact do they have on the audience? What can we learn from the author’s techniques? End your essay with a thought-provoking statement or question that encourages further reflection.

By organizing your essay outline in a clear and logical manner, you can effectively convey your analysis and persuade your audience of your interpretation. Remember to revise and refine your outline as you go, ensuring that each section flows seamlessly into the next. With a well-structured essay outline, you will be well-equipped to write a compelling rhetorical analysis.

Using effective rhetorical strategies

Mastering the art of persuasive writing involves implementing a variety of powerful rhetorical strategies that can captivate your audience and convey your message with clarity and impact. By skillfully using these strategies, you can enhance the effectiveness of your writing and persuade your readers to see things from your perspective.

Rhetorical strategies are techniques used to persuade or influence an audience. They involve the skillful use of language, structure, and appeals to emotions, logic, and ethics. These strategies can be used in various forms of writing, including speeches, essays, and advertisements, to effectively communicate your message and convince your audience of your viewpoint.

One effective rhetorical strategy is the use of rhetorical questions. By asking thought-provoking questions, you can engage your audience and encourage them to consider your ideas. Rhetorical questions are not meant to be answered, but rather to stimulate reflection and provoke thinking.

Another powerful strategy is the use of logical appeal, also known as logos. This involves presenting a logical argument supported by evidence, facts, and reasoning. By employing logical appeal, you can convince your audience through sound and rational arguments that are difficult to dispute.

Emotional appeal, or pathos, is another strategy that can be highly effective in persuading your audience. By appealing to their emotions, you can evoke empathy, sympathy, or even anger, motivating them to take action or change their viewpoint. Personal anecdotes, vivid imagery, and touching stories are all effective tools in creating emotional appeal.

The use of ethical appeal, or ethos, is also crucial in persuasive writing. It involves establishing credibility and trust with your audience by presenting yourself as knowledgeable, reliable, and trustworthy. By demonstrating your expertise and integrity, you can gain the confidence of your readers and make your argument more convincing.

By utilizing these effective rhetorical strategies, you can effectively communicate your ideas and persuade your readers to engage with and accept your message. Remember to use these strategies strategically and analytically assess their effectiveness for each specific rhetorical situation.

Revising and editing your essay

Once you have completed the initial draft of your rhetorical analysis, it is crucial to revise and edit your essay to ensure clarity and coherence in your arguments. This stage of the writing process involves reviewing your work to identify any areas that require improvement or further development.

During the revision process, focus on examining the overall structure and flow of your essay. Consider whether your introduction effectively captures the reader’s attention and provides a clear thesis statement that sets the tone for the rest of the essay. Additionally, evaluate the development of your arguments in each paragraph and the effectiveness of your transitions between ideas.

When revising, pay close attention to the clarity and precision of your language. Eliminate any unnecessary jargon or technical terms that may confuse your audience. Instead, strive for clear and concise language that is accessible to a wide range of readers. Make sure your arguments are supported by evidence and examples, and that your analysis is thorough and well-reasoned.

Editing is an essential step in the writing process that involves checking for grammatical errors, typos, and inconsistencies in your essay. Carefully proofread your work for spelling and punctuation mistakes, and ensure that your writing adheres to the appropriate style guide. It can be helpful to read your essay aloud or have someone else review it to catch any errors that may have been overlooked.

Lastly, consider the overall effectiveness of your rhetorical analysis. Reflect on whether your essay successfully persuades your audience and achieves its intended purpose. Consider seeking feedback from others to gain different perspectives and to further improve your essay.

By revising and editing your essay, you can refine your arguments, improve the clarity of your language, and enhance the overall impact of your rhetorical analysis.

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Rhetorical Analysis Essay

Rhetorical Analysis Essay Example

Rhetorical Analysis Essay Example - Free Samples

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Rhetorical Analysis Essay - A Complete Guide With Examples

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Crafting an Effective Rhetorical Analysis Essay Outline - Free Samples!

Ethos, Pathos, and Logos - Structure, Usage & Examples

Many students find themselves confused by rhetorical strategies, which often leads to essays that miss the mark. The good news is there's an easy fix: using great examples. 

By looking at high-quality rhetorical analysis essay examples, you can learn what works and improve your own writing. 

That’s why we’ve compiled some top-notch rhetorical analysis essay examples to boost your understanding of how to write a compelling and well-structured essay. 

So, let’s explore these examples!

• 1. Good Rhetorical Analysis Essay Example
• 2. Rhetorical Analysis Essay Examples for Students 
• 3. Writing a Visual Rhetorical Analysis Essay with Example 
• 4. Rhetorical Analysis Essay Writing Tips

Good Rhetorical Analysis Essay Example

The step-by-step writing process of a rhetorical analysis essay is far more complicated than ordinary academic essays. This essay type critically analyzes the rhetorical means used to persuade the audience and their efficiency. 

The example provided below is the best rhetorical analysis essay example:

Rhetorical Analysis Essay Sample

In this essay type, the author uses rhetorical approaches such as ethos, pathos, and logos .  These approaches are then studied and analyzed deeply by the essay writers to weigh their effectiveness in delivering the message.

Let’s take a look at the following example to get a better idea;

The outline and structure of a rhetorical analysis essay are important. 

According to the essay outline, the essay is divided into three sections: 

• Introduction
• Ethos 
• Logos 

A rhetorical analysis essay outline follows a traditional essay outline. Here’s how each part is typically written:

Rhetorical Analysis Introduction Example

An introduction for a rhetorical essay is drafted by:

• Stating an opening sentence known as the hook . This catchy sentence is prepared to grab the audience’s attention to the paper. 
• After the opening sentence, the background information of the author and the original text are provided. 

For example, a rhetorical analysis essay written by Lee Jennings on“The Right Stuff” by David Suzuki. Lee started the essay by providing the introduction in the following way:

Analysis of the Example: 

• Suzuki stresses the importance of high school education. He prepares his readers for a proposal to make that education as valuable as possible.
• A rhetorical analysis can show how successful Suzuki was in using logos, pathos, and ethos. He had a strong ethos because of his reputation. 
• He also used pathos to appeal to parents and educators. However, his use of logos could have been more successful.
• Here Jennings stated the background information about the text and highlighted the rhetorical techniques used and their effectiveness. 

Thesis Statement Example for Rhetorical Analysis Essay 

A thesis statement of a rhetorical analysis essay is the writer’s stance on the original text. It is the argument that a writer holds and proves it using the evidence from the original text. 

A thesis statement for a rhetorical essay is written by analyzing the following elements of the original text:

• Diction - It refers to the author’s choice of words and the tone
• Imagery - The visual descriptive language that the author used in the content. 
• Simile - The comparison of things and ideas

In Jennings's analysis of “The Right Stuff,” the thesis statement was:

Example For Rhetorical Analysis Thesis Statement

Rhetorical Analysis Body Paragraph Example 

In the body paragraphs of your rhetorical analysis essay, you dissect the author's work. Each body paragraph opens with a topic sentence that shows the main point of that paragraph.

This is where you present the main analysis of  their rhetorical techniques, and provide evidence to support your analysis. 

Let's look at an example that analyzes the use of ethos in David Suzuki's essay:

Rhetorical Analysis Conclusion Example

All the body paragraphs lead the audience towards the essay’s conclusion .

Here is the conclusion for rhetorical analysis essay example by Jennings:

In the conclusion section, Jennings summarized the major points and restated the thesis statement to prove them. 

Rhetorical Essay Example For The Right Stuff by David Suzuki

Rhetorical Analysis Essay Examples for Students 

Writing a rhetorical analysis for AP Language and Composition courses can be challenging. Here are some AP English language rhetorical analysis essay examples:

AP Language Rhetorical Essay Sample

AP Rhetorical Analysis Essay Template

Rhetorical Analysis Essay Example AP Lang

AP Lang Rhetorical Analysis Essay Example

Here are a few more rhetorical analysis essay examples pdfs to help students:

Rhetorical Analysis Essay Example Ethos, Pathos, Logos

Rhetorical Analysis Essay Example Outline

Rhetorical Analysis Essay Example College

Rhetorical Analysis Essay Example APA Format

Compare and Contrast Rhetorical Analysis Essay Example

Comparative Rhetorical Analysis Essay Example

How to Start Rhetorical Analysis Essay Example

Rhetorical Analysis Essay Example High School

Rhetorical Analysis Essay Example APA Sample

Rhetorical Analysis Essay Example Of a Song

Florence Kelley Speech Rhetorical Analysis Essay Example

Rhetorical Analysis Essay Example MLA

Writing a Visual Rhetorical Analysis Essay with Example 

The visual rhetorical analysis essay determines how pictures and images communicate messages and persuade the audience. 

Usually, visual rhetorical analysis papers are written for advertisements. This is because they use strong images to convince the audience to behave in a certain way. 

To draft a perfect visual rhetorical analysis essay, follow the tips below:

• Analyze the advertisement deeply and note every minor detail. 
• Notice objects and colors used in the image to gather every detail.
• Determine the importance of the colors and objects and analyze why the advertiser chose the particular picture. 
• See what you feel about the image.
• Consider the objective of the image. Identify the message that the image is portraying. 
• Identify the targeted audience and how they respond to the picture. 

An example is provided below to give students a better idea of the concept. 

Simplicity Breeds Clarity Visual Rhetorical Analysis Essay Example

Rhetorical Analysis Essay Writing Tips

Follow the tips provided below to make your rhetorical writing compelling. 

• Choose an engaging topic for your essay. The rhetorical analysis essay topic should be engaging to grab the reader’s attention.
• Thoroughly read the original text.
• Identify the SOAPSTone. From the text, determine the speaker, occasions, audience, purpose, subject, and tone.
• Develop a thesis statement to state your claim over the text.
• Draft a rhetorical analysis essay outline.
• Write an engaging essay introduction by giving a hook statement and background information. At the end of the introductory paragraph, state the thesis statement.
• The body paragraphs of the rhetorical essay should have a topic sentence. Also, in the paragraph, a thorough analysis should be presented.
• For writing a satisfactory rhetorical essay conclusion, restate the thesis statement and summarize the main points.
• Proofread your essay to check for mistakes in the content. Make your edits before submitting the draft.

Following the tips and the essay's correct writing procedure will guarantee success in your academics. 

We have given you plenty of examples of a rhetorical analysis essay. But if you are still struggling to draft a great rhetorical analysis essay, it is suggested to take a professional’s help.

MyPerfectWords.com can assist you with all your academic assignments. The top essay writer service that we provide is reliable. If you are confused about your writing assignments and have difficulty meeting the deadline, get help from custom essay writing online .

Hire our analytical essay writing service today at the most reasonable prices. 

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Rhetoric Student Essay Contest

Each semester, we hold an essay contest to honor our students' hard work. Winners receive a $75 award and the opportunity to be published in I Write , the Rhetoric textbook. Students may submit Narrative Essays, Rhetorical or Source Analyses, Argumentative or Position Essays, Multimodal or Multigenre projects, reflective writing, and exploratory work. Submissions are welcome throughout the semester, but are limited to one per student. To submit, visit go.illinois.edu/rhetcontest .

2023–2024 Academic Year

Rachel Perkins, "Analyzing Rhetorical Strategies used in Alternative Responder Program Advocacy"  Zach Simon

Anonymous, “Position Essay on a Solution in Palestine” Jade Williams ​​​​

Randolph Miguel Ayala, “Reporting on Food Insecurity in Colleges: Audience and Approach” Julie Kraft 

Natalie Barrera, “Decentering Whiteness from Social Work” Michael Odom

Amy Choi, “The Psychological Effects of Attending Forest Schools on Children” Erin Stoodley 

Drew Farmer, “Oregon's Drug Decriminalization” Hannah Thorpe 

Austin Gabis, “Understanding the Danger Associated with Anabolic Androgenic Steroids’ Presence in Social Media” Barry Hudek 

Sophie Gies, “Eco-Anxiety and its Effects on the Young Adult Population” Krista Roberts 

Avah Hitchcock, “Societal Implications of Gene Editing Technology” Calgary Martin 

Yuno Kimura, “Dance as a Form of Social Activism” Curtis Dickerson 

Rachel Li, “The Damaging Effects of Ballet on Mental Health” Katie Menendez 

Yusen Liang, “Dive into Traditional Culture: My Supercut of 2023 Traditional Chinese Culture Carnival” Mary Hays 

Stella Liao, “Atlantic Cod: What is There to Save?” Mary Rose Cottingham  

Mary McQuaid, “Bridging Eastern and Western Medicine” Syamantak Basu 

Alexander Pacheco, “Our Voices Matter: Exploration of an Accessible Higher Music Education" Mary Rose Cottingham 

Simon Radford, “Capitol Records or Record Capital: Defining Post-Revival Market Values” David Foley 

Aubrey Tate, “To Binge or Not To Binge” Jason Pfister 

Briana Varghese, “Ethical Considerations of Family Vlogging” Megi Mecolli  

Tryggve Vilaseca, “Scavenger Hunt for Belonging: The Road Not Taken” Julie Kraft 

Lily Windmiller, “TikTok Made Me Buy It: A Research Proposal on the Influence of Social Media on Purchasing Habits” Patrick Fadely 

Weili Xu (徐纬立), “Toward Cultural and Environmental Preservation Through Asian Heritage Food: A Research Proposal and Annotated Bibliography” Mary Hays 

Christine Yuan, “K-Pop Fan Culture and the Perpetuation of Parasocial Relationships via Digital Platforms” Barry Hudek 

Boyue Zhang, “Multimodal Genre Revision: Production of a Hypothetical Campaign Speech by Biden” Barry Hudek 

• Aashay Patel,  “To What Extent Should AI be Implemented in the Education System to Mitigate the Dangers it Poses to Learning?”  Cyanne Topaum  
• Allie Burke,  “Struggles With Sleep Deprivation in College”  Julie Kraft   
• Annie Mak,  “Artificial Intelligence’s Role in Healthcare”  Barry Hudek  
• Erdem Amarsaikhan,  “Bilingualism and its Effects on Cognitive Abilities”  Shawn Gilmore  
• Evan McPheron,  “The Causes of and Solutions to the Loneliness Epidemic”  Patrick Fadely  
• Fei-Hsi Ko,  “Single Use Plastics”  Mark Gunter  
• Felix Romero,  “Virtual Reality in the Medical Field (Infomercial)”  Deon Robinson  
• Flynn Ma,  “Mindfulness in Treating Procrastination and Bridging Social Divides”  Barry Hudek  
• Hannah Sundararajan,  “Deconstructing the Debate Surrounding Guerilla Gardening”  John Claborn  
• Isabella Rivera,  “Oncolytic Virotherapy: A New Lens”  Jess Williard  
• Jacqueline Shin,  “Truth Behind the Problem”  Hannah Charity  
• Jenny Zhu,  “STEM + Feminism = STEMinism”  Heather McLeer  
• Karolina Mikulec,  “An Examination of the Intricate Relationship between Working Students and Academics”  David Foley  
• Kaya Ganko,  “My Little Secret”  Michael Hurley  
• Lydia Oesterling,  “English as a Second Language Pedagogy”  Hannah Thorpe  
• Marianna Tarpley,  “Sip Smart Drink Tracker to Reduce College Binge Drinking”  Krista Roberts  
• Marin Flynn,  “Gender Inequalities in Sports: A Solution”  Gabriella Hoggatt  
• Nicholas Militello,  “The Reality of Plastic Recycling”  Syamantak Basu  
• Nicolette Amundsen,  “The Detrimental Effects of the Standard American Diet on Brain Function”  Kristi McDuffie 
• Olivia Green,  “What is Hidden Behind the Stage: Feminist Standpoint Against Ballet”  Mary Rose Cottingham 
• Rain Seriosa,  “Edutainment’s Influence on the Youth’s Perception of Depression”  Patrick Fadely  
• Rebecca Cohen , “Art Therapy and Well-being Among College Students”  Madeline Furlong  
• Robin Kasput,  “Social Media Data and its Uses During Disasters”  Callan Latham  
• Sonny Steinhauer,  “The True Cost of Luxury Student Housing”  Julie Kraft  
• Victoria Bogusz,  “Research on Environmental Impact of Pharmaceuticals in Water”  Jordan Sellers    

2022–2023 Academic Year

• Alex Fallaw,  “Genre and Platform: A Happy Medium”  Kristi McDuffie
• Ella Phalen,  “Competition in Youth Sports and its Effect on Mental Health and Development”  Cyanne Topaum
• Alexandra Way , “Miscarriage Matters”  Jordan Sellers
• Ariah Booker , “How Do You See Me: The Gendered Portrayal of African Americans”  Dana Smith
• Ava Brancato , “Project Proposal: Exploring Benefits and Potential Eligibility for Physician-Assisted Suicide”  Barry Hudek
• Cecilia Lopez , “The Power of Paint: How Murals Shape Politics of Pilsen”  Mary Rose Cottingham
• Christian Zlatarski , “A Revitalization of Personal Finance Classes in U.S. High Schools”  Brian Landes
• Christopher Taylor , “Source Analysis Essay on Artificial Intelligence’s Impact on Society”  Mary Rose Cottingham
• Ellie Rohe , “Bioconcrete’s Feasibility”  Matt Schering
• Emma Guarni , “Animal Captivity Awareness”  Jenn Lee
• Grace Yoon , “Research Proposal: The Potential Negatives Associated with Code Switching”  Krista Roberts
• Isabella Chon , “Environmental Racism: An Injustice that Must Be Acknowledged”  Calandra Warren
• Jamaira Williams , “A Letter Rewritten:  The Institutionalized Conviction of Blackness Within the Biosphere of Society”  Marie Rivera Lopez
• Jocelyn Gama , “Poetry on the Lives of Immigrants at the Border”  Marie Rivera Lopez
• Karah McCarl , “Why United States Figure Skating Must Change”  Tessa Crosby
• Kyle Zhou , “Moving is Not the Solution: Resolving Rural Housing Vulnerability from a Public Housing Perspective”  Dana Smith
• Luke Gauer , “The Impact of AI”  Zachariah McVicker
• Margaret Wei , “The Role of Socioeconomic Status and the Associated Risk Factors in Nicotine Addiction Development Among Adolescents”  Erin Hoffman
• Nicole Wee , “Racism and Vegans: What’s the Connection?”  Marie Rivera Lopez
• Sangjun Ko , “The Dual Nature of Hallyu and K-Pop”  Zach Simon
• Shelby Bushong , “Service Dog Therapy”  Jordan Sellers
• Zhen Yan,  “Use New Words to Treat Living Beings as Families: Let’s Use the Toulmin Analysis Method and Rhetorical Triangle”  Mary Hays
• Rawda Abdeltawab , “Pilot Shortage: A Massive Challenge for the Aviation Industry” Meg Morrow
• Amari Anderson , “Racial Prejudice in Healthcare” Yoonsuh Kim
• Aera Boateng , “Overlooked: Why Neurodivergent BIPOC Aren’t Getting Help” Cyanne Topaum
• Nia Brass , “Psychopathy within ASPD: A Perspective on Treatment” Zach Simon
• Roy Chang , “The Relationship Between Remote Learning and Mental Health” Yoonsuh Kim
• Elliot Finn , “Viability of a Novel Cancer Treatment Modality” Krista Roberts
• Macy Hull , “Annotated Bibliography and Synthesis on Revenge Porn” Curtis Dickerson
• Rebeca Jacobs , “The Impact of Security Cameras Regarding Campus Safety” Mary Lindsey
• Riley Millsap , “The Cost of Plastics” Kathryn O’Toole
• Daniel Odicho , “You Are Missing Out on the Flipped Learning Model” Mary Rose Cottingham
• Martin Pouliot , “Should Human Development in Floodplains be Prohibited?” Calandra Warren
• Anaya Prasad , “Genre Remix and Reflection: PTA Newsletter” Jordan Sellers
• Jenna Quafisheh , “Importance of Special Education” Andrea Sielicki
• Srijana Sapkota , “The Impact of Monetary Support on Poverty and Mental Health” Hannah Charity
• Zhuoyang Shen , “’Romantic Dream in Garden’ -The Wonderful Experience at the 2022 Traditional Chinese Culture Carnival” Mary Hays
• Josh Steinfink , “Implementing Music at Home” Jordan Sellers
• Olivia Thompson , “Social Media’s Effects on Female Body Image: A Poison to Our Youth” Marie Rivera López
• Li Tianxin , “Reasons that Social Media is a Great Communication Tool for NGOs” Victoria Millen
• Victoria Titus , “Letters Concerning the Atlanta Child Murders” Lily Dawn
• Dev Rishi Udata , “Drilling Deeper: The Harmful Effects of Hydraulic Fracturing” Shawn Gilmore
• Kotryna Vaitkevicius , “Infographic for Persons Using Opioids in the Chicago Area” Krista Roberts
• Miles Wood , “Psilocybin: A Revolutionary New Treatment for People Suffering from Depression” David Miller
• Boyang Zhao , “The Regulation of Cryptocurrency” Carrie Johnson
• Xicheng Zhu , “The revolution has not yet succeeded” John Claborn
• Yu Ziheng , “Present to a Peer” Ryan Flanagan

2021–2022 Academic Year

• Alyssa Marmolejo, “Censorship: A Matter of Public Influence or Corporate Benefit?” Instructor Daniel Myers
• Anne Schmidt, “The Effects of Media on Sustainable Fashion,” Instructor Patrick Fadely
• Arnav Motwani, “The Psychology of Procrastination,” Instructor Curtis Dickerson
• Brian Pau, “Is Solar Energy the Future for Developing Nations?” Instructor Mary Rose Cottingham
• Daniel Wang, “Object Ethnography for the Real World,” Instructor Neal Liu
• Elaine Wei, “Commercialization: The Death or Renaissance of Classical Music?” Instructor Mary Lindsey
• Elisabeth Zamora, “Pressure on BIG 10 and NCAA athletes and its Mental Effects,” Instructor Andrea Sielicki
• Emily Lee, “Synthesis and Annotated Bibliography on Cultural Impacts on Mental Health,” Instructor Mary Lindsey
• Haddon Lybarger, “Ad Campaign: Social Media and Its Effects on Adolescents' Mental Health,” Instructor Naomi Taub
• Jaya Ashrafi, “The Political and Psychological Impacts of Negative Advertising,” Instructor Naomi Taub
• Jazmin Villagomez-Guzman, “Source Analysis: The Relationship Between Social Media and Eating Disorders,” Instructor Erin Hoffman
• Jonathan Gao, “Revelations in Film: Asian American Representation,” Instructor Jade Williams
• Madelyn Pawyza, “Exploratory Essay,” Instructor Erin Hoffman
• Madison Helms, “The Scariest Mask of All: Autistic Camouflaging in Females,” Instructor Meg Morrow
• Riya Patel, “New Beginnings,” Instructor Kirsten Dillender
• Saneea Malik, “Analyzing Factors Affecting Implementation of the Sustainable Product Life-Cycle in the Cosmetics Industry,” Instructor Mary Rose Cottingham
• Sophia Gardner, “Shortcomings of University Mental Health Resources,” Instructor Victoria Millen
• Sophia Talbert, “Modern Problem: United States Teacher Shortage,” Instructor Erin Hoffman
• Tallulah Trezevant, “Drug Decriminalization: Put That in Your Pipe and Smoke It!” Instructor Zach Simon
• Zaina Anarwala, “Can we 3D Print the Future of Housing?” Instructor Meg Morrow
• Zhijun Zhao, “Sino-US Cooperation for Creative Ideas on Campus Lifestyle,” Instructor Mary Hays
• Zixuan Zhang, “Marino's Abuse of Empathy: Walked a Long Way, but Forgot Why to Start,” Instructor Ryan Flanagan
• Acosta, Michael, “The Benefits of Implementing Restorative Justice into our Prison System,” Instructor Sielicki, Andrea
• Agarwal, Yash, “Research on Waste Segregation and Composting in India,” Instructor Myers, Daniel
• Anand, Rishikesh, “Restructuring American Foreign Policy by Analyzing American Interventionism,” Instructor Dillender, Kirsten
• Aso, Mayu, “The Successful Use of Rhetoric in Sources Related to Medical Cadaver Research,” Instructor Williams, Jade
• Babu, Sanjana, “The Impact of the Caste System on Non-Hindu Populations,” Instructor Johnson, Carrie
• Bui, Sydney, “Research on Western Violence Against Asians during COVID-19,” Instructor Furlong, Madeline
• Funk, Rachelle, “Examining the Link Between the COVID Vaccine and POTS through Two Different Genres,” Instructor Odom, Mike
• Gadde, Akhil, “Weighing the Benefits against Ethical Constraints of Nanotechnology in Medicine,” Instructor Cottingham, Mary Rose
• Garcia Lopez, “Sandra, Drug Decriminalization,” Instructor Garcia Marquez, Issy
• Gu, Rachael, “Alternative Energy Sources for a Sustainable Future (Nuclear Energy),” Instructor Shuger, Alixandra
• Heersche, Jeremiah, “The U.S. Criminal Injustice System: The Mass Incarceration Era,” Instructor Short, Cassidy
• Hosey, Grace, “Synthesizing and Annotating Sources on the History and Ethics of Greek Life,” Instructor Dickerson, Curtis
• Junzhou, Fang, “Photographs Taken in My Writing Life,” Instructor Hays, Mary
• Moody, Amaris, “Snowfall, Masculinity, and Drugs,” Instructor Nyikos, Dani
• Murillo, Daniella, “The Mental Health of Undocumented Children,” Instructor Stewart, Catie
• Ovalle, Stephanie, “The Embark of My Journey With Writing,” Instructor Hurley, Michael
• Park, Michael, “Research on the Correlation Between Wealthy Students and Standardized Tests,” Instructor Weber, Rebecca
• Phatak, Mukta, “The Effects of Principals on Dual Language Education,” Instructor Morrow, Meg
• Renteria, Camila, “Developing a Better Bilingual Education,” Instructor Short, Cassidy
• Sauer, Isabella, “Comparative Source Analyses on Arguments Regarding Critical Race Theory,” Instructor Bacon, Dustin
• Soni, Keya, “Fast Fashion Position Essay,” Instructor Bishop, David
• Turner, Linnea, “Sustainable Coastal Management in Growing Coastal Areas,” Instructor Furlong, Madeline
• Yang, Owen, “Left-Behind Children Research Proposal Essay,” Instructor Sellers, Jordan
• Zhang, Alex, “Modern Technology and Their Impacts on Youth,” Instructor Dillender, Kirsten
• Zielke, Josiah, “Deutschland and the Future,” Instructor Hurley, Michael

2020–2021 Academic Year

• Willy Choe, “Music: More Than Just an Art Form,” Instructor Suzanne Valentine
• Marina Betancourt, “How does an authoritative style parenting approach breed more benefits in a college student when it comes to their physical health, behaviors, and mental well-being?” Instructor Meg Cole
• Jose Arellano, “The Effects of the BRI on ASEAN Nations,” Instructor Kristi McDuffie
• Madilyn Bernhard, “Are Warehouses Worth the Harm They Produce?,” Instructor Isaac Willis
• Anniston Brant, “Female Serial Murder Research Proposal,” Instructor Jordan Sellers
• TJ Byun, “Pandemic (Deluxe) by COVID-19,” Instructor Tracy Anne Travis
• Isaiah Calaranan, “The African Diaspora and Music in America,” Instructor Neal Liu
• Samar Chehab, “Research Proposal: COVID-19 Lockdown and Eating Disorder Development,” Instructor Jordan Sellers
• Storey Childs, “The Effect of the ERA on US Law,” Instructor Emily Renne
• Xiaoyang Chu, “Cultured Meat:  World-Changing Technology Is on The Way,” Instructor Mary Hays
• Daniela Del Bosque Siller, “The Successful Use of Rhetoric in Sources Related to Gender Discrimination in Healthcare,” Instructor Kristi McDuffie
• Kate Friedman, “What are the influences mass media has on body image of adolescent women of color?”  Instructor Jordan Sellers
• Jeremy Hughes, “Should Everyone Adopt Plant-Based Diets?” Instructor Weston Morrow
• Brenna Hurtado, “Disability Rights in the Workplace, ” Instructor Kristi McDuffie
• Kaden Kirby, “Stigma and The FDA Gay Blood Ban,” Instructor Cassidy Short
• Mayura Kulkarni, “Freshwater Scarcity in Developing Countries,” Instructor Curtis Dickerson
• Mason Mitchell, “A Solution to Mental Disorder Diagnoses: Molecular Genetics,” Instructor Cassidy Short
• Patricia Moreno,  “Synthesizing Sources on the Factors Contributing to Health Disparities amongst Women of Color,” Instructor Alixandra Shuger
• Giselle Munoz, “Use of Rhetoric in Conversation with Bilingual Education,” Instructor Erin Hoffman
• Arisu Oya, “Asynchronous vs. Synchronous Learning,” Instructor Rebecca Weber
• Noah Pogonitz, “Rhetorical Analysis: "What's the Point of College?" Instructor Jordan Sellers
• Emma Prybylski, “Synthesis of Retail Pet Sale Legislation and Puppy Mill Sources,” Instructor Weston Morrow
• Maeli Sanchez, “The Impact of Screentime on the Mental Health of Young People,” Instructor Hollis Druhet
• Jacob Wagner, “An Argument for a Rhetorical Change in Right to Repair,” Instructor Tessa Crosby
• Tianle Wu, “Self-contradiction, Fallacy and Out of Focus: Will Renkl Convince Her Audience?” Instructor Ryan Flanagan
• Caroline Anderson, “Position Essay on Prison Reform,” Instructor Erin Cheslow
• Oneida Byrd, “Multigenre Research on Diversity and Inclusivity in Panhellenic Sororities,” Instructor Dana Kinzy
• Isabella Chacon, “From Internal to External: The Bidirectional Influences on a Child’s Development,” Instructor Dan Zhang
• Xiaoyang Chu, “A Letter to a Friend: Videogames: Angels or Devils,” Instructor Mary Hays
• Joyce Credo, “Source Control during COVID-19,” Instructor Elizabeth Boyle
• Kacie Cusick, “Is Title IX Successful? A Source Analysis,” Instructor Kent Quaney
• Colby Garrard, “Genetic Editing: Is it in the Near Future?” Erin Cheslow
• Emma Glennon, “Annotated Bibliography on Effectiveness of Professional Athlete Protesting,” Instructor Erin Hoffman
• Eyzid Hadi, “Source Synthesis: Autonomous Vehicles and Safety,” Instructor Kent Quaney
• Greta Heinz, “Moral Distress Among Nurses & the Provided Quality of Care for Cancer Patients,” Instructor Jordan Sellers
• Hamza Mohammad Husain, “The Negative Effects of Covid-19 and its Prevention Measures,” Instructor Kristi McDuffie
• Xiaojun Jia, “Why do Chinese International Students Love Chinese Idol Reality Shows?” Instructor Mary Rose Cottingham
• Heeseong Jo, “Climate Change: renewable energy as the ultimate solution,” Instructor Debayudh Chatterjee
• Naomi Lindquist, “Stop Silencing Survivors: Ballerinas and Rape,” Instructor Elizabeth Boyle
• Lauren Moy, “What it Means to Be Asian,” Instructor Tessa Crosby
• Oliver Mucka, “Solutions To Decreasing The Effects of Tourism on National Parks,” Instructor Kathryn O’Toole
• Thomas Nguyen, “Rhetorical Analysis of “On STEM” by Johann Neem,” Instructor Jordan Sellers
• Britney A. Origel, “My Guardian Angel,” Instructor Michael Hurley
• Ania Pupa, “The Truth About Mask Wearing During a Pandemic,” Instructor Mary Rose Cottingham
• Julianne Ross, “We Need More Teachers on Aisle Three: A Shortage that is Seemingly Never-ending,” Instructor Dustin Bacon
• Aria Ruan, “Synthesizing Sources on Ethical Considerations about Neurotechnology Development,” Instructor Kristi McDuffie
• Mia Sabic, “Televising Hatred: How the Media Normalizes Racist Stereotypes,” Instructor Debayudh Chatterjee
• Brea Schorn, “Annotated Bibliography: Teaching Graphic Novels for Inclusivity,” Instructor Jordan Sellers
• Emily Springer, “Direct-to-Consumer Genetic Testing: So Much More Than Just Results,” Instructor Dana Kinzy
• Shulamit Wu, “Promoting Democracy through Cryptocurrency and Blockchain Technology,” Instructor Drew Jennings
• Wenpeng Zhang, “My Shambling Pursuit for Writing,” Instructor Mary Hays

2019–2020 Academic Year

• Caedan Cervantes, “Bro Science Isn’t Science: How Misleading Claims in Fitness Set Harmful Precedents,” Instructor Debayudh Chatterjee
• Qianzhong Chen, “Education and Class Stratification,” Instructor John Maclean
• Lauren Di Stefano, “Whore Online, Madonna Offline: How the Dichotomy of Young Women’s Relationships with Sexualized Social Media Impacts Their Relational Health,” Instructor Suzanne Valentine
• Devon Jackson, “SORRY! (Settler’s Colonialism: Oppression Edition) Game Guide,” Instructor Kathryn O’Toole
• Haruya Kamitani, “Societal Influence on College Major Choice,” Instructor Emily Renne
• Hanifa Mohammed, “Tap Water Versus Bottled Water,” Instructor Mary Lindsey
• Daisy Ruiz, “The Influence of Social Media on the Political Participation of Youth,” Instructor Emily Renne
• Sarvani Upadrasta, “Digital Racism,” Instructor Aidan Watson-Morris
• Mariah Webb, “Mira Con Tus Ojos,” Instructor Jasmine Johnson
• Kathleen Wilkison, “What are the benefits of bilingualism and second language acquisition at an early age?,” Instructor Mary Lindsey
• Fan Yang, “Fisheries Would Hate the Climate Change,” Instructor Mary Hays
• Ushna Zamir, “The Macro Problem of Microplastics,” Instructor Kathryn O’Toole
• Ushna Zamir, “The Debate on Nuclear Fusion as a Viable Source for Renewable Energy,” Instructor Kathryn O’Toole
• Ting Zheng, “Equity Unachieved Of Women In the Music Industry Among Artists, Songwriters, Producers, and Creators,” Instructor Neal Liu

I Asked Trump the Viral Question About Childcare. What His Answer Tells Us

O n September 5, like millions of parents across America, I got up, got my kids ready for school—and, as always, worried about childcare. “Who’s doing drop-off today,” I wondered to myself. “Will I have to leave that meeting early to get to pick-up? How are we going to make this work?”

But, unlike those millions of parents, after drop off, I came home, put on a suit, and had a rare opportunity: I got to ask former President Donald Trump what he plans to do to fix the problem.

Trump’s  rambling, word-salad of an answer  to my question at the Economic Club of New York set off a firestorm. We’ve learned something about Trump: he has no plan to address the childcare crisis. That much is obvious. But we’ve also learned something about this election: childcare is, for the first time in a national campaign, a top economic issue. 

To be clear, I didn’t  ask Trump  a gotcha question. In fact, it was a softball: “If you win in November, can you commit to legislation making childcare affordable? And, if so, what specific piece of legislation will you advance?”

Name one bill—that’s all. He could have said he’d expand the child tax credit , or reinstate the pandemic-era funding for childcare centers that expired last year, for starters.

Instead, Trump took a hard pivot into his tariff policy, before concluding, “as much as childcare is talked about as being expensive, it’s, relatively speaking, not very expensive compared to the kind of numbers we’ll be taking in.”

But when childcare costs more than rent in all 50 states, when it’s costing our country $122 billion each year in lost earnings, productivity, and revenue, and when childcare prices are rising at nearly double the pace of overall inflation —there’s no question that it is expensive and families are feeling the pain.

Childcare is an economic issue. Full stop.

Parents already know this. They’re the ones sitting at the kitchen table planning out their budgets for the month and seeing on paper that the numbers just don’t add up. As the founder and CEO of Moms First—a movement for affordable childcare, paid family leave, and equal pay—I’ve heard from countless women forced out of the workforce because they had no other way to take care of their families. Even worse are the heart wrenching stories from moms forced to make impossible choices, like deciding between paying for day care and feeding their baby.

Read More: Positive Economic Data Is Still Hiding Bleak Reality for Families

Moms are drowning right now. So it shouldn’t be surprising that Trump’s comments have sparked outrage—from people on  both sides of the aisle .

Trump has never treated childcare as a serious economic issue with consequences for working families. At the debate back in June, he spent more time talking about his  golf game  than about childcare policy. In fact, during his first term, his administration killed a  bipartisan deal  that would have doubled funding for childcare. 

Trump is not alone. Republican leadership has  never  treated childcare as a serious economic issue, either.  JD Vance  is another obvious offender—with his delusional proposal that we fix the crisis by asking grandma to pitch in, or his equally baffling suggestion that education requirements are what is preventing people from becoming childcare workers—not the fact that we  pay them less  than dog walkers. The Democratic Party, on the other hand, has put forward serious policy proposals and yet, every time big, transformative childcare policy is on the table, Democratic leadership has traded it away instead of making it the non-negotiable that American families deserve.

So Trump hasn’t changed—but maybe we have. Maybe  this  was the final straw after years of disrespect from politicians. Maybe parents are bone tired and have reached their breaking point. Maybe we’re ready to express our collective anger and disappointment at the ballot box. 

As we head into the final stretch of the election, one thing is clear: Something has shifted. Childcare finally has been vaulted into the national conversation. 

Candidates, take note. It’s time to treat childcare as a top economic issue because it is. When voters say that they can’t get to work because gas prices are too high, politicians take them seriously and do something about it. When parents say that they can’t get to work because daycare is too expensive, they deserve the same treatment and consideration.

And parents, what we’ve seen in the last week is that childcare can be a galvanizing issue. The biggest mistake that we could make right now is to let the moment fizzle out. Voters need to demand clear, specific childcare plans from their candidates and hold them to their promises at the polls. There’s been a lot of talk this election cycle about whether being a parent makes you more qualified to lead this country. No, you don’t need to be a parent to be president—but you do need to listen to them. And right now we’re demanding what we want, loud and clear.

More Must-Reads from TIME

• How Kamala Harris Knocked Donald Trump Off Course
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• What Makes a Friendship Last Forever?
• 33 True Crime Documentaries That Shaped the Genre
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As Debate Looms, Trump Is Now the One Facing Questions About Age and Capacity

With President Biden no longer in the race, former President Donald J. Trump would be the oldest person ever to serve in the Oval Office. But his rambling, sometimes incoherent public statements have stirred concern among voters.

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By Peter Baker

Reporting from Washington

Follow along with live updates and debate analysis on the Trump and Harris campaigns .

The last time the nation held a debate with the presidency on the line, a candidate with about eight decades of life behind him faced the challenge of proving that he was still up to the job of running the country. He failed .

Two and a half months later, the cast of characters has shifted and another candidate heading toward the octogenarian club confronts his own test to demonstrate that he has not diminished with age. Whether he passes that test may influence who will be the next occupant of the Oval Office.

At 78, former President Donald J. Trump exhibits more energy and speaks with more volume than President Biden does at 81, but he, too, has mixed up names, confused facts and stumbled over his points. Mr. Trump’s rambling speeches, sometimes incoherent statements and extreme outbursts have raised questions about his own cognitive health and, according to polls, stimulated doubts among a majority of voters.

With Mr. Biden now out of the race, the politics of age have been turned on their head. Mr. Trump is now the oldest person ever to run for president on a major party ticket and, if he wins, would become the oldest president in history by the end of his term, when he would be 82. While he managed to sidestep questions about his own capacity while Mr. Biden was his opponent, the rival he will square off against at Tuesday’s prime-time debate in Philadelphia will be Vice President Kamala Harris, who at 59 is nearly two decades younger.

The issue has been propelled back into the campaign by some of Mr. Trump’s recent public performances, most notably a meandering, hard-to-follow answer to a question on child care at the Economic Club of New York last week. Asked how he would help American working families stressed by the cost of taking care of children, Mr. Trump wandered through a thicket of unfinished sentences, non sequitur clauses and confusing logic that tied the answer to tariffs on imports.

Speaking at the Economic Club of New York, Mr. Trump gave a rambling answer when asked what he would do to lower the cost of child care.

“If you win in November, can you commit to prioritizing legislation to make child care affordable? And if so, what specific piece of legislation will you advance?” “Well, I would do that. And we’re sitting down, you know, I was — somebody, we had Senator Marco Rubio and my daughter, Ivanka, was so impactful on that issue. It’s a very important issue. But I think when you talk about the kind of numbers that I’m talking about that — because, look, child care is child care. It couldn’t, you know, there’s something — you have to have it in this country. You have to have it. But when you talk about those numbers compared to the kind of numbers that I’m talking about, by taxing foreign nations at levels that they’re not used to, but they’ll get used to it very quickly. And it’s not going to stop them from doing business with us. But they’ll have a very substantial tax when they send product into our country. Those numbers are so much bigger than any numbers that we’re talking about, including child care, that it’s going to take care. We’re going to have — I look forward to having no deficits within a fairly short period of time, coupled with the reductions that I told you about on waste and fraud and all of the other things that are going on in our country because I have to stay with child care. I want to stay with child care. But those numbers are small relative to the kind of economic numbers that I’m talking about.”

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7 big issues at stake in the 2024 election

WASHINGTON — The policy contrasts between President Joe Biden and former President Donald Trump are sharpening as the general election campaign gets fully underway.

But what does the choice represent for ordinary voters and the economic and cultural issues they care about? A rematch between the Democratic incumbent and his Republican predecessor may feel uninspiring to many voters, but the policy stakes are enormous for tens of millions of Americans — and the world.

Here are seven big issues at stake in the 2024 election.

The contrast: Biden favors federal abortion protections; Trump opposes them. Trump supported nationwide restrictions on abortion as president but now downplays the need for a federal ban, as Republicans are divided over the issue. Biden does not support federal limits.

Biden has championed the Women’s Health Protection Act, a bill to protect abortion rights in all 50 states under federal law and prohibit medically unnecessary hurdles to accessing the procedure. He has asked voters to send him a Democratic Congress that supports legal abortion to achieve that.

Trump has boasted that he "broke Roe v. Wade" by picking three of the five Supreme Court justices who overturned it, delivering on a four-decade goal of the GOP. More recently, Trump has openly fretted that the backlash may cost him and his party the election. Last week, Trump said the issue should be left to states, a shift from his support for nationwide restrictions when he was president. His new stance has drawn pushback from GOP allies, like Sen. Lindsey Graham, of South Carolina , and anti-abortion-rights advocates, who say that he is wrong and that Republicans should not be deterred from their long-standing goal of enacting some nationwide abortion limits.

Some Republicans downplay the prospects of federal abortion restrictions’ passing Congress, even if they win full control. Biden and his allies are telling voters to look at the GOP’s long history of championing federal restrictions and not their recent rhetoric.

Immigration

The contrast: Trump has promised a sweeping crackdown on illegal immigration and tougher executive actions; Biden is asking Congress to give him more tools to manage an overwhelmed border and create new legal pathways to immigrate to the U.S.

Trump has called existing border laws an existential threat to the U.S., saying migrants are “ poisoning the blood of our country” and bringing new “ languages .” His campaign website says: “President Trump will shut down Biden’s border disaster. He will again end catch-and-release, restore Remain in Mexico , and eliminate asylum fraud. In cooperative states, President Trump will deputize the National Guard and local law enforcement to assist with rapidly removing illegal alien gang members and criminals.”

After having rescinded some of Trump's policies, Biden has recently shifted to support stricter immigration laws as the system remains overwhelmed. He championed a bipartisan bill to raise the bar for gaining asylum, grant more U.S. resources to process asylum claims and turn away migrants who do not qualify, and empower the president to temporarily shut down the border if migration levels hit certain triggers. (Republicans blocked the bill in the Senate amid lobbying by Trump , who wants to use the border as an election issue.) Biden has also endorsed the U.S. Citizenship Act , which would grant a pathway to citizenship for people in the U.S. illegally if they pass background checks and pay their taxes.

Fundamentally, Trump has aligned with forces who want less immigration into the country, while Biden has embraced the belief that immigrants make the U.S. better.

Health care and prescription drugs

The contrast: Biden wants to extend Affordable Care Act provisions and empower Medicare to negotiate more prescription drugs; Trump has aggressively criticized the ACA but not offered a health care plan.

Biden, who was vice president when the Affordable Care Act passed in 2010, sees it as a cherished achievement to protect and strengthen. The law, also known as "Obamacare," which has extended coverage to 45 million people through subsidies, insurance mandates and a Medicaid expansion, continues to face conservative opposition.

Separately, Biden has touted a provision in his party-line Inflation Reduction Act that empowers Medicare to negotiate lower prices for 10 prescription drugs. He said he wants to boost that to 50 if he is re-elected, with the goal of $200 billion in savings.

Trump spent his four years as president fighting unsuccessfully to repeal and unravel the law — through legislation and executive action and endorsing lawsuits to wipe it out. In November, Trump called for revisiting plans to "terminate" the ACA . He has recently sought to downplay that and insists he only wants to improve the law. But he has not offered a health care plan. Many of his GOP allies in Congress still favor repealing or undoing the ACA, including a budget by the Republican Study Committee, which boasts about 80% of the House GOP conference as members, including Speaker Mike Johnson, of Louisiana.

The contrast: Trump's 2017 tax cuts expire at the end of next year, and he has called for extending them; Biden has called for raising taxes on families earning over $400,000 to fund various priorities.

A series of Trump tax cuts, which Republicans passed on a party-line basis in 2017, expire at the end of 2025. Congress and the winner of the election will decide what happens to them.

In a recent private speech to wealthy donors, Trump s aid his policies include "extending the Trump tax cuts" if he is elected, according to a Trump campaign official. That would preserve lower rates across the income spectrum, with the biggest benefits for top earners.

Biden has attacked that law as a giveaway to the wealthiest Americans, vowing to make "big corporations and the very wealthy finally pay their fair share." He has backed a corporate tax rate hike from 21% to 28% and said that "nobody earning less than $400,000 will pay an additional penny in federal taxes." Biden is also calling for a $3,600-per-child tax cut for families, an $800 average tax break for "front-line workers" and a 25% minimum tax on billionaires, according to a newly released campaign plank.

The expiration of the Trump tax cuts will restore the unlimited federal deduction for state and local taxes, which Republicans had capped at $10,000 in the 2017 law. Republicans broadly support preserving the cap, with some exceptions, while most Democrats want to lift it.

Judges and the Supreme Court

The contrast: Their track records tell a clear story. Trump has picked young conservative judges to serve on the federal bench, while Biden has picked liberals with a focus on professional and personal diversity.

One of the clearest contrasts is what kinds of judges Trump and Biden would pick for lifetime appointments on the federal courts. A simple way for voters to think about it is whether they prefer new judges with the conservative views of Justice Neil Gorsuch, Trump's first Supreme Court pick, or with the liberal views of Justice Ketanji Brown Jackson, Biden's (so far only) high court pick.

As president, Trump nominated young conservative judges who will serve for generations. Biden has focused on finding judges with diverse backgrounds and résumés, including more civil rights lawyers and public defenders.

Perhaps the biggest question is whether a Supreme Court vacancy will open up in the next four years. The presidential election winner and the party that controls the Senate would fill it.

The contrast: Trump is pushing a 10% across-the-board tariff on imports; Biden's White House opposes that, saying it would raise inflation.

Trump, long a skeptic of U.S. trade deals, has proposed to impose a 10% tariff on all imported goods if he returns to the White House. He recently told Fox News that it could be 60% — or potentially “more than that” — on imports of Chinese goods.

Biden opposes that idea. In a memo over the weekend, the White House slammed the idea of "across-the-board tariffs that would raise taxes and prices by $1,500 per American family," without naming Trump; it referred to an estimate by the Center for American Progress, a liberal think tank, that Trump's 10% tax on imports could cost an average American household $1,500 per year.

Biden, instead, has sought to boost domestic manufacturing with major federal investments in semiconductors and electric vehicles.

Foreign policy and NATO

The contrast: Biden favors Ukraine aid, while Trump is skeptical of it; Biden supports NATO and a traditional view of American power, while Trump has criticized NATO and voiced some isolationist views.

The clearest example of the foreign policy differences between the two concerns the fate of Ukraine, which is running low on ammunition and says it needs U.S. assistance to continue holding off Russia’s aggression. Biden is an ardent proponent of helping Ukraine, while Trump has poured cold water on U.S. aid to Ukraine and successfully pressured House Republicans to block it since they took the majority in January 2023.

And that points to a deeper divide: Biden is an outspoken supporter of the NATO alliance as a bulwark against adversaries like Russia and China and of preserving the post-World War II order. Trump has dialed up his criticisms of NATO and aligned with a growing isolationist wing in the U.S. that wants to be less involved in global affairs. Trump recently said that as president, he “would encourage” Russia “to do whatever the hell they want” to member countries who are “delinquent” in their dues.

Sahil Kapur is a senior national political reporter for NBC News.