Rhetorical Devices

How writers use language to influence the reader

Rhetorical question
Definition
The writer will not expect you to answer this question –
they suggest the answer for you
Effects
Draws the reader into the text
Introduces ideas / topics
Makes the reader think
Example
Should the UK leave the European Union?
Examples of Rhetorical
Devices
Alliteration
Definition
Within a sentence, a series of words will begin with the
same sound
Effects
Draws attention to the key words
Can be used to reinforce ideas / concepts
May be used for humorous effect
Example
Politics is probably pointless
Lists of 3
Definition
Three nouns, adjectives or verbs will be used in a list
within a sentence
Effects
The ‘magic 3’ fixes itself in the reader’s mind
Highlights important ideas
Example
School uniforms are uncomfortable, unattractive and
unfashionable
Repetition
Definition
The technique of repeating the same word and phrase
Effects
Highlights key messages
Reinforces important points
Links different parts of the text
Example
That class is boring, boring, boring.
Personal involvement / anecdote
Definition
The writer incorporates aspects of their personal
experience into the text – look for ‘I’
Effects
Appeals to the reader – makes the writer seem more
human or involved
Can be used for humour / pathos
Example
I was shocked to find that many children don’t know
the National Anthem!
Audience involvement / direct address
Definition
The writer involves the reader by relating the subject to
their lives
Look for ‘you’ / ‘we’ / ‘us’ / ‘our’
Effects
Makes the reader care about the subject
Establishes a relationship between the reader and writer
The writing is less intimidating
Example
We all know how bad school lunches are!
Facts and statistics
Definition
Information and data, that can be proved to be true
Effects
There are a range of specific effects, including to shock,
surprise, support the writer’s view etc
Example
60% of the world’s population lives in poverty
Expert opinion / quotations
Definition
The knowledge of an expert is referred to by the writer
Effects
Can show an alternative point of view
The reader trusts what the writer is saying
Quotations are very persuasive
Example
Dr. Martin believes that more needs to be done to
improve the health of young people
Metaphor and simile
Definition
Types of imagery
 Metaphor – one object is said to be the same as another
 Simile – objects are compared to each other – look for ‘like’ or
‘as’
Effects
Makes the writing more interesting and imaginative for
the reader
Example
As dead as a dodo
Over-exaggeration
Definition
The writer uses superlatives and adjectives to make a
situation seem much worse / better than it really is
Effects
Shows the writer’s strong feelings
Can be used in humorous or ironic ways
Example
Many schools have become like learning factories
Emotional language
Definition
Language that is used to create a particular emotional
response in the reader
Effects
Can create strong feelings such as anger, guilt, joy,
concern, empathy, hope etc
Involves the reader in the text
Example
This disastrous situation will only get worse unless we
do something about it
Irony / Sarcasm
Definition
Ideas are presented in a way that seems opposite to
what is really meant
Effects
Creates humour
Can over-exaggerate a situation
Engages the reader on a personal level
Example
“What a lovely day” when it is pouring with rain
Parenthesis
Definition
Brackets, dashes or commas are used to separate
phrases from the main sentence
Effects
Shows the writer’s personal views
Can be used to create irony or humour
Example
Most teenagers in the survey said they didn’t like
homework (what a surprise!)
Pun
Definition
A joking use of a word sounding the same as another
Effects
Engages the reader’s attention through the use of
humour
Can be used to highlight an important idea
Often an interesting way of starting a text e.g. a headline
Example
Deciding where to bury him was a grave decision
Combining techniques
Remember that writers will often combine several
rhetorical devices within a section of text
Example: Over 90% of us believe that Americans are
dull-witted, dreary and docile (no surprise there then!)
 Try to comment on the overall impact of this on the reader
Important advice
Use your reading time efficiently. If you know
you have to write about the language in one of the
texts, highlight key examples as you read it
You do not have to write about every device – it is
better to evaluate three or four good examples
than to simply ‘spot’ lots of them
 Aristotle’s Triangle
Logos, Ethos, Pathos
Aristotle’s Triangle: A pictorial analysis of the speaking
or writing situation.
Speaker

Audience Purpose
or subject
Rhetoric
Rhetoric is a fancy word for using persuasive techniques in
writing or speaking.
Basically: using language effectively or persuasively
In rhetoric, a rhetorical device is a technique that an author
or speaker uses to convey to the listener or reader a meaning
with the goal of persuading him or her towards considering
a topic from a different perspective.
 Examples:
 Irony
 Metaphor
 List of 3
 Repetition
In order for a speaker or writer to speak or
write, he or she MUST consider both the
audience and purpose.
For example: If you are talking to an elementary
school class, your topic, diction, and tone will be
different than if you were speaking to a high school
class.

Another example: When you talk to your friends, your

topic, diction, and tone are different than when you
talk to your parents or teachers.
The speaker uses different approaches to influence
the audience’s attitude toward the subject. These are
the three ways you can appeal to an audience.
Logos (logic)
Logos refers to any attempt to appeal to the intellect.
Everyday arguments rely heavily on ethos and pathos,
but academic arguments rely more on logos.
Use clear and reasonable ideas with proof (any
statistic)
Effect of appeal: Evokes a cognitive, rational response
 For example:
 Nine out of ten dentists prefer Crest toothpaste.
 If you have a good education, you are more likely to find a

good job.
Ethos (ethical or credibility)
 Related to the English word “ethics” and refers to the trustworthiness
of the speaker/writer. Effective persuasive strategy because when we
believe that the speaker does not intend to do us harm, we will more
likely listen.
 The person must be qualified to give this speech.
 You must be credible and knowledgeable about the content about the
speech or piece of writing
 Effect of appeal: Demonstrates author's reliability, competence, and
respect for the audience's ideas and values
 For example:
 If you walk in to your calculus class, and I am the teacher, I have no ethos in

that class.
 A high school football player gives speech about the time and discipline

required to be a successful football player.

 If you are sick, you are not going to go to your mechanic for help.
Pathos (Emotions)
Pathos is related to the words pathetic, sympathy and
empathy. Whenever you accept a claim based on how it
makes you feel without fully analyzing the rationale
behind the claim, you are acting on pathos.
As the writer or speaker, you try to appeal to their
emotions
You may want them to feel sympathy or joy
Effect of appeal: Evokes a personal, emotional response
 For example:
 The commercials about the starving children or dogs use

pathos to appeal to your emotions hoping to persuade you to

believe in their purpose.