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In a rhetorical précis, you analyze both the content (the what) and the delivery (the how) of a piece of written or spoken discourse. It has a rigidly-structured four-sentence format, which is outlined below, that must be followed in order to blend summary with analysis. Contained within the paragraph, you must include specific pieces of information as well as brief quotations to highlight the author’s style and tone. A brief look at the format: Sentence 1: Include the name of the author (sometimes a helpful descriptor is nice), the genre and title of the piece, and the date (but put the date in parentheses); use a rhetorically accurate verb (such as “asserts,” “argues,” “suggests,” “implies,” “claims,” “disproves”); follow this with a “THAT” clause containing the major assertion (thesis statement) of the piece. Sentence 2: Provide an explanation of how the author develops and supports the thesis, usually in chronological order. Sentence 3: Make a statement of the author’s purpose followed by an “in order to” phrase. Sentence 4: Provide a description of the intended audience and the relationship the author establishes with the audience. 1. The FIRST sentence identifies the essay’s author, genre, and title; provides the article’s publication date; uses a more sophisticated and clear form of the verb “says” followed by “that” and the essay’s thesis (paraphrased or quoted). EXAMPLE: President Abraham Lincoln, in his speech “Address at the Dedication of the Gettysburg National Cemetery” (1863), asserts that we are unable to consecrate or dedicate this land as it has already been achieved by those soldiers who made the ultimate sacrifice and calls for renewed dedication among the American citizens to maintain the “government of the people, by the people, for the people.” EXAMPLE: 2. The SECOND sentence conveys the author’s support for the thesis (how the author develops the essay); attempt to briefly convey the breadth of the author’s examples in chronological order. EXAMPLE: He supports his assertion by referencing the Constitution, appealing to pathos in his description of the fallen soldiers’ sacrifice, appealing to ethos by including himself in the audience, and by including a call to action, asking the audience to “stay the course.” 3. The THIRD sentence analyzes the author’s purpose using an “in order to” phrase (or something similar). EXAMPLE: Lincoln attempts to inspire the audience in order to continue to fight for the ideals of the American nation. Adapted from Stevenson, V. and Frerichs, M. “Rhetorical Precis Writing.” (2010). 4. The FOURTH sentence describes the essay’s target audience and characterizes the relationship between the author and that audience; this step gets to the heart of the piece’s tone. EXAMPLE: Lincoln’s immediate audience consists of those attending the dedication—the families of the fallen, statesmen, soldiers, and civilians—but he does recognize that his audience will include the nation as a whole, despite his assurance that “the world will little note, nor long remember what [he says] here”; in order to best reach his wide audience, Lincoln uses a solemn and sincere tone to honor the dead as well as an uplifting and hopeful tone to encourage the nation to fight for the honor of the promises of our forefathers. President Abraham Lincoln, in his speech “Address at the Dedication of the Gettysburg National Cemetery” (1863), asserts that we are unable to consecrate or dedicate this land as it has already been achieved by those soldiers who made the ultimate sacrifice and calls for renewed dedication among the American citizens to maintain the “government of the people, by the people, for the people.” He supports his assertion by referencing the Constitution, appealing to pathos in his description of the fallen soldiers’ sacrifice, appealing to ethos by including himself in the audience, and by including a call to action, asking the audience to “stay the course.” Lincoln attempts to inspire the audience in order to continue to fight for the ideals of the American nation. Lincoln’s immediate audience consists of those attending the dedication—the families of the fallen, statesmen, soldiers, and civilians—but he does recognize that his audience will include the nation as a whole, despite his assurance that “the world will little note, nor long remember what [he says] here”; in order to best reach his wide audience, Lincoln uses a solemn and sincere tone to honor the dead as well as an uplifting and hopeful tone to encourage the nation to fight for the honor of the promises of our forefathers. Use the following sentence starters as practice (but know that you must start using your own voice to dictate new ways to word your responses): Sentence 1 (What?) In the ______________, “______________________________________________, _____________________ (A) (author’s full name) (title) ___________________ that __________________________________________________________________ (B-verb) (thesis) ________________________________________________________________________________________. Sentence 2 (How?) _______________________ supports his/her _______________ by __________________________________ (author’s last name) (B-noun) (C-series of -ing verbs and details) _________________________________________________________________________________________ ________________________________________________________________________________________. Sentence 3 (Why?) The author’s purpose is to ___________________________________________________________________ (D-verb + details) __________________________________ in order to /so that _______________________________________ (statement of “why”) ________________________________________________________________________________________. Sentence 4 (To whom?) He/She writes in a(n) _______________________ tone for ________________________________________, (E) (audience) which is evident in ________________________________________________________________________. (evidence of tone) A B C D E article, essay, book review, argues/argument, comparing, contrasting, telling, suggest, reveal, inform, formal, informal, sarcastic, Adapted from Stevenson, V. and Frerichs, M. “Rhetorical Precis Writing.” (2010). column, editorial, research asserts/assertion, explaining, detailing, defining, study suggests/suggestion, demonstrating, describing, compassionate, enthusiastic, claims/claim, listing, illustrating spiteful, bitter, optimistic, questions/question, explains/explanation Adapted from Stevenson, V. and Frerichs, M. “Rhetorical Precis Writing.” (2010). persuade, convince, prevent humorous, contemptuous, respectful, playful, accusatory