Rhetoric and argument
Rhetorical devices
| Device | Example | Effect |
|---|---|---|
| Rhetorical question | Who would want that for their child? | Makes the reader think, and agree |
| Direct address | You know this is true. | Involves the reader personally |
| Rule of three | It is unfair, unsafe and unnecessary. | Sounds complete and memorable |
| Facts and statistics | Most teenagers say… | Makes the argument seem reliable |
| Anecdote | Last summer, my brother… | A short story that makes the issue real |
| Emotive language | heartbreaking, shameful | Stirs the reader's feelings |
| Repetition | We can. We must. We will. | Emphasises a key idea |
Invented statistics are allowed, but keep them believable.
Key terms
Using devices well
Examiners don't reward the number of devices you use. They reward writing that is convincing.
- Use a device where it makes your point stronger: a rhetorical question to open, an anecdote to make the issue human, a rule of three to end a paragraph.
- Vary them. Five rhetorical questions in a row stop working.
- Back up emotional points with reasons.
Remember
Don't just list devices. Use each one for a purpose, in a clear, well-argued piece.
Argument and counter-argument
A strong viewpoint piece follows : each paragraph adds a new reason, and builds to the strongest one.
Include a : the other side's best point. Then it, showing why it doesn't change your view:
Some argue that part-time jobs distract teenagers from their studies. Yet a few hours a week, well managed, can teach the very organisation that good study needs.
Dealing with the other side makes you sound fair and confident, and so more persuasive.