English Language Arts9-12+
Rhetorical Analysis Viewing Guide for 9th Grade
By Christopher F.
A fill-in-the-blank viewing guide to pair with the Study Hall Rhetoric and Composition video on rhetorical analysis, which runs about 11 minutes. Students define key terms like context, medium, interface, and exigency, then apply them to a workplace CEO email, practicing how to examine audience, strategies, and purpose with evidence.
Customize for your classroom
Teacher Guide & Tips
- Use this guide during a single class period by playing the video in two or three segments, pausing so students can complete the key-terms table and the analysis questions as each concept is introduced.
- Discussion question: Why might Yvonne have chosen to put her message in a calendar invite rather than an email, and what does that medium choice suggest about her goals?
- Scaffold for struggling readers: Provide a word bank or a sentence starter for each definition (e.g., "Context means...") and let students work in pairs during the Yvonne's message section.
- Extension for advanced students: Ask them to identify which of Yvonne's strategies (logos, pathos, ethos) they find most and least effective, and to defend that judgment with specific phrases from the message.
- Estimated time: About 11 minutes of video plus 20 to 25 minutes for completing the guide and a brief class discussion.
English Language Arts9-12+
Rhetorical Analysis Viewing Guide for 9th Grade
By Christopher F.
A fill-in-the-blank viewing guide to pair with the Study Hall Rhetoric and Composition video on rhetorical analysis, which runs about 11 minutes. Students define key terms like context, medium, interface, and exigency, then apply them to a workplace CEO email, practicing how to examine audience, strategies, and purpose with evidence.
Customize for your classroom
Teacher Guide & Tips
- Use this guide during a single class period by playing the video in two or three segments, pausing so students can complete the key-terms table and the analysis questions as each concept is introduced.
- Discussion question: Why might Yvonne have chosen to put her message in a calendar invite rather than an email, and what does that medium choice suggest about her goals?
- Scaffold for struggling readers: Provide a word bank or a sentence starter for each definition (e.g., "Context means...") and let students work in pairs during the Yvonne's message section.
- Extension for advanced students: Ask them to identify which of Yvonne's strategies (logos, pathos, ethos) they find most and least effective, and to defend that judgment with specific phrases from the message.
- Estimated time: About 11 minutes of video plus 20 to 25 minutes for completing the guide and a brief class discussion.