Download In a rhetorical précis, you analyze both the content

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