The Rhetorical Prcis

Overview: In order to concisely describe the argument and context an author presents in a text,
academic writers sometimes use a format called the rhetorical prcis. This form is a highly
structured four-sentence paragraph that highlights the essential rhetorical elements in any text.
The prcis includes the name of the speakerwriter!s", the context or situation in which the text is
delivered, the ma#or assertion, the mode of development or support of the main idea, the stated
andor apparent purpose of the text, and the relationship between the writer!s" and the audience.
The following is a breakdown of the information to include in each of the four sentences.
SENTENCE 1 include the following:
the name of author,
a phrase describing the author !optional",
the type and title of work, the date of work !inserted in
parentheses",
a rhetorically accurate verb !such as $assert,% $argue,%
$suggest,% $imply,% $claim,% etc." that describes what the
author is doing in the text,
a T&'T clause in which you state the ma#or assertion
!thesis statementclaim" of the author(s text.
)*'+,-):
Toni +orrison, a well.known
scholar in the humanities, in
her essay, $/isturbing 0urses
and the 1indness of 2harks,%
implies T&'T racism in the
3nited 2tates has affected the
craft and process of
'merican novelists.
SENTENCE 2 : 'n explanation of how the author develops
andor supports the thesis !for instance, comparing and
contrasting, defining, narrating, illustrating, defining, using
humor or sarcasm, relating personal experience, depending on
facts /statistics /opinion, etc.". 4onsider the author(s
organi5ation, use of evidence, andor strategies used to
construct hisher argument. 6our explanation is usually
presented in the same chronological order that the items of
support are presented in the work.
)*'+,-):
+orrison supports her
implication by describing
how )rnest &emingway
writes about black characters
and by illustrating his
strategies for plot
development seen within his
novels and short stories.
SENTENCE : ' statement of the
author(s apparent purpose, followed by
an I0 O7/)7 TO phrase in which you
explain what the author wants the
audience to do or feel as a result of
reading the work.
)*'+,-):
&er purpose is to make her readers aware of the cruel
reality of racism underlying some of the greatest
works of 'merican literature I0 O7/)7 TO help
them examine the far.reaching effects racism has not
only on those discriminated against but also on those
who discriminate.

SENTENCE !: ' description of the
intended audience and the relationship
the author establishes with the
audience.
)*'+,-):
2he establishes a formal and highly analytical tone
with her audience of racially.mixed, theoretically.
sophisticated readers and critical interpreters of
'merican literature.
Melissa Watson & DRWS
Templates for the Rhetorical Prcis
,rovided below are three templates you can refer to when using the rhetorical prcis form. 6ou
should use these for guidance, but use your best #udgment about how to form sentences
appropriate to the text andor author you write about.
8. !'uthor(s credentials", !author(s first and last name", in his"her !type of text", !title of text",
published in !publishing info", addresses the topic of !topic of text" and argues that
!argument".
9. S"he supports this claim by:::::::::::, then:::::::::::, and finally::::::::::::.
;. !'uthor(s last name"#s purpose is to !author(s purpose in writing" in order to !change in
readersociety the author wants to achieve".
<. $e"she adopts a%n& :::::::::: tone for his"her audience' the readers of !publication"
and others interested in the topic of::::::::::::::.
8. (n the !type of text", !title of text" !!year"", author !author(s first and last name", !author(s
credentials", asserts that !argument" and suggests !explanation of sub.claims or
resolution".
9. S"he bac)s up this claim by doing the following: first' s"he = ne*t' s"he
= last' s"he +
;. !'uthor(s last name" appears to write in hopes of !author(s purpose in writing" in order to
!change in readersociety the author wants to achieve.
<. ,ecause of the author#s tone' it seems as if s"he writes for a and
audience+
8. (n his"her !type of text" !title of text" !!year"", !author(s credentials" !author(s first and last
name" asserts that !argument" by addressing , , and
.
9. ,y supplying the reader with information about and ,
!author(s last name" builds his"her claims about .
;. !'uthor(s name" wishes to con-ey to readers the importance of !author(s purpose in
writing" in order to !change in readersociety the author wants to achieve".
<. The author#s audience li)ely consists of those interested in as is
e-ident through his"her references to and = s"he addresses
readers with a tone that is and .
Melissa Watson & DRWS
Student Model Paragraphs: Samples of the Rhetorical Prcis
.1/ >riter and )conomist, ?eremy 7ifkin in his )ditorial column, $' 4hange of &eart
about 'nimals, published in 2eptember 8, 9@@;, addresses the topic of 'nimal 7ights and
behavior and argues that animals should be treated and viewed with more respect since each
individual animal is so closely related to us humans. .2/ &e constructs this claim by introducing
the idea that animals feel the same feelings that humans feel, presenting evidence that proves the
animals( behaviors to be like humans, then Auestioning our perceptions of animals, and
challenging his readers to expand our perception and empathy to our fellow creatures. ./ 7ifkin(s
purpose is to illustrate the way animal behavior is similar to human behavior in order to persuade
his audience to reevaluate their perception of animals and more than that, treat them better. .!/ &e
adopts a persuasive, emotional, and unbiased tone for his audience, the readers of the Los Angeles
Times and others interested in the topic of human.like animal behavior.
.1/ )arl 2horris, Bounder and 4hairman of the 'dvisory Coard for The 4lemente 4ourse
in the &umanities, in his article, $On the 3ses of -iberal )ducation: 's a >eapon in the &ands of
the 7estless ,oor% !8DDE", claims that through the teaching of humanities the poor will be able to
free themselves from the forces society has on them. .2/ To support his argument, 2horris does
the following: first, in a narrative form he briefly introduces his background and provides
information about the current study= second, he describes his research and explains how he met a
woman in a correctional facility that influenced his idea for the research study= third, he describes
his planmethodology and the participants that form part of the study= and last, he explains the
happenings and outcome of his study. ./ In order to help the poor reach their fullest potential
through social politics and exposure of the teachings of humanities, the author wishes to convey
for readers that the humanities are an essential part of life. .!/ 2horris establishes an educated and
inspiring article meant for educators and economically disadvantaged persons.
.1/ 2cholars in the field of behavior science, -. 7owell &uesmann and ?essica +oise, in
their essay $+edia Fiolence: ' /emonstrated ,ublic &ealth Threat to 4hildren% !?une 8DDG",
argue that exposure to media violence stimulates aggression in children and that children should
be protected from media violence. .2/ The authors support their claim by making an analogy to
the issue of lung cancer and cigarettes, by refuting claims made by /r. Breedman, by providing
research results that show a connection between media violence and behavior, and by describing
the process of desensiti5ation. ./ Their purpose is to make their readers aware that there is a
connection between media violence and violence seen in children in order to protect all children
from future violence. .!/ The authors use a serious and academic tone to establish a reasoned,
ob#ective attitude toward their audience of people who are involved in academics and research,
especially those concerned with behavior science and government regulations.
Melissa Watson & DRWS