How to Annotate for Rhetorical Analysis | AP Lang Q2 | Coach Hall Writes

Summary

In this video, Coach Hall discusses various strategies for annotating a rhetorical analysis essay, highlighting methods like the 'saying-doing' analysis and 'what-why' analysis. The importance of understanding rhetorical choices, purpose, and audience is emphasized, with tips on using symbols, color-coding, and organizing annotations effectively. Coach Hall also advises practicing under timed conditions and offers techniques for dealing with dense passages. By using clear systems and focusing on meaningful annotations, students can enhance their analysis skills, preparing them for exams like the AP Lang or ACT.

Takeaways

• 😀 Follow your teacher's annotation method if they have one in place, but if not, try these effective techniques for rhetorical analysis.
• 😀 Saying Doing analysis helps you summarize the passage's content in the 'Saying' column and focus on rhetorical choices in the 'Doing' column.
• 😀 In Saying Doing analysis, ensure that your 'Doing' column has more bullet points to focus on rhetorical devices and purpose.
• 😀 A What Why analysis, which separates 'What' (choices) from 'Why' (purpose), is useful once you're familiar with Saying Doing analysis.
• 😀 Practice annotating with actual AP Lang prompts and in exam-like conditions, gradually reducing time to build efficiency.
• 😀 Highlighters are not allowed in the AP Lang exam, so use a blue or black ink pen for annotations instead.
• 😀 Develop a color-coded system or other consistent annotation practices to enhance understanding and avoid confusion during the exam.
• 😀 Keep your annotations meaningful—don't over-highlight or over-underline, as this will clutter your notes and make them harder to analyze.
• 😀 Divide the passage into sections based on topic or tone shifts to better understand the author's argument development.
• 😀 Be sure to understand the prompt fully, including the speaker, audience, and context, and engage with this information during annotations.
• 😀 Focus on rhetorical devices and choices (such as word choice, tone, and appeals) during annotations, and avoid projecting class discussions onto the passage.

Q & A

What is the main purpose of annotating a text for a rhetorical analysis essay?

The main purpose of annotating is to help students understand the writer's argument and rhetorical choices, which will later aid in writing a well-supported analysis in the essay.

What is a 'Saying-Doing' analysis, and how does it help in annotating a text?

'Saying-Doing' analysis involves summarizing what the writer is saying ('Saying') and then analyzing what the writer is doing rhetorically ('Doing'). This helps students identify key rhetorical strategies and understand the text's overall argument.

How can students use the 'Doing' part of the 'Saying-Doing' analysis effectively?

In the 'Doing' section, students should focus on rhetorical choices like tone, word choice, contrast, and purpose, asking themselves why the writer made those choices for a specific audience or occasion.

What is the difference between a rhetorical device and a rhetorical choice in annotation?

A rhetorical device is a noun (e.g., metaphor, juxtaposition) while a rhetorical choice is a verb (e.g., contrasts, emphasizes). The focus should be on how these choices contribute to the writer's message.

How does the 'What-Why' analysis differ from the 'Saying-Doing' analysis?

'What-Why' analysis skips summarizing the passage and instead directly addresses what rhetorical choices are being made ('What') and why those choices are effective ('Why'). It’s ideal when students feel confident in understanding the text.

Why is it important to follow a consistent system for annotations, such as using specific colors or symbols?

Using a consistent system for annotations ensures clarity and helps avoid confusion. It also allows students to quickly identify key rhetorical elements when reviewing their annotations later.

What strategies can help students manage time effectively during the annotation process for an exam?

Students can start by giving themselves extra time to annotate a passage, then gradually reduce the time as they become more comfortable. This practice mimics exam conditions and improves efficiency under pressure.

How can dividing a passage into sections aid in the annotation process?

Dividing a passage into sections helps identify shifts in tone, topic, or argument structure, making it easier to track how the author develops their argument and ensuring a more thorough analysis.

What should students do if they struggle to annotate a dense passage?

If a passage is difficult, students might find it helpful to first read the passage without annotating to fully understand it, and then return to annotate more closely. This can reduce confusion and improve analysis.

What are some effective ways to approach the rhetorical situation when annotating a passage?

Students should consider the writer’s argument, the intended audience, and the occasion of the writing. Analyzing how these factors influence the writer's rhetorical choices helps build a stronger understanding of the text.