Rhetorical Analysis and ASCEND Survey Notes | 9/2 2/3
ASCEND survey overview
The university activity discussed is the ASCEND survey.
Access:
Via QR code provided in class.
Also linked on Canvas Week 3.
Anonymity and purpose:
The survey is fully anonymous; the university will not know who provided which responses.
Objective: gauge students’ sense of belonging and confidence in a classroom at the University of New Mexico (UNM).
It is not evaluating teaching quality or liking of instructors; it’s about belonging and comfort in the learning environment.
Timing and repetition:
The survey must be completed three times during the semester to track changes in responses over time.
It will be requested for both the general education (gen ed) class and because many students are first‑year.
Access details:
After logging in with a UNM email, links take you directly to the class‑specific survey.
A code is also available for access if needed.
If you have trouble accessing, communicate with the instructor for assistance (note: instructor only has access to the teacher side).
Completion codes:
The instructor stated that completion codes are not required; they may not be visible to the instructor.
Data handling:
The survey responses are sent to the university to gauge the questions asked.
Session purpose today:
The class aims to slow down and reset after last week’s material.
Friday’s goal: begin discussing how to tackle the paper more specifically (thesis statements).
Connection to previous content:
Last week focused on tools and background knowledge for a rhetorical analysis.
Today is a middle day to review and prepare for writing, not a new topic introduction.
Overall course goals reflected in today’s plan:
Review the rhetorical situation and rhetorical analysis framework.
Practice identifying how rhetorical components work together in an argument.
Use a concrete movie scene as an example to model the analytical process for the upcoming paper.
Rhetorical foundations reviewed in class
What rhetoric is:
A strategic craft to be mastered; it adapts depending on the rhetorical piece.
Applicable to various media: written essays, songs, podcasts, speeches, sculptures, advertisements, paintings, music videos, movies, etc.
The term “text” stands in for any piece of rhetoric, even when there is no written text.
Central idea of a text/message/argument:
The message at the core of a text is what is being communicated.
Someone has to communicate that message (speaker, creator, designer, artist, writer, etc.).
The speaker’s identity, expertise, experiences, and personality influence how the message unfolds.
The audience:
The audience is who the message is directed to; there can be multiple audiences.
The audience’s nature shapes how the message is communicated to be effective.
Example comparison: asking for money from a friend vs. a boss vs. a grandparent demonstrates audience awareness in how one communicates.
The purpose:
The driving goal of the message (to inform, educate, persuade, motivate, entertain, etc.).
The speaker keeps the purpose, audience, and message in mind to optimize communication.
Additional contextual factors that shape the message:
Genre/mode of the message (e.g., music video vs. speech) influences how the message is conveyed.
Timing: the specific timing of the communication (urgency, season, time of day, current events) affects how the message is delivered.
These elements—genre, timing, audience, purpose, and message—are components of the rhetorical situation.
Visualizing rhetorical components:
Students referenced analyzing a poster (e.g., Titanic poster) and an advertisement (KFC print ad) to practice breaking down rhetorical components.
The four rhetorical appeals (kairos, logos, ethos, pathos)
Kairos (spelled “kyros” in the session):
The opportune moment to persuade; timing and relevance matter.
Example: choosing the best time to persuade someone to lunch (e.g., 11:30 AM rather than early morning).
Logos (logic):
Use of logical evidence and reasoning to persuade.
Commonly includes specific examples, data, statistics meant to lead to a logical conclusion.
Ethos (credibility):
Conveying trustworthiness and credibility of the speaker.
May involve expertise, personal experience, or demonstrated reliability.
Pathos (emotions):
Evoking emotions to persuade; often the quickest and most effective appeal.
Common example: Humane Society “puppy” ad with sad imagery and music to elicit care or donations.
Analytical use:
In rhetorical analysis, do not only identify the appeals (Ethos, Logos, Pathos, Kairos) but analyze how they work together to support a specific argument.
Evaluate how the combination of appeals contributes to the effectiveness or ineffectiveness of the argument for a given audience.
Analytical framework for the rhetorical analysis assignment
Core goal: analyze how the different rhetorical components fit together to form a persuasive argument.
Steps for analysis:
Identify the speaker, audience, and purpose (the rhetorical triangle).
Determine the message/argument at the core.
Identify which appeals are used (Ethos, Logos, Pathos, Kairos).
Assess how these appeals interact to support or undermine the argument for the intended audience.
Provide justification for why the combination is effective or ineffective.
Emphasis on synthesis:
Go beyond labeling appeals; explain how they function together within the overall argument.
Discuss the strategic choices behind the appeals given the audience and context.
Example material: movie scene analysis (Little Women)
Instructor’s choice:
A scene from the movie Little Women (preference for an older version; newer version also acceptable).
The class will watch an excerpt featuring two characters: Jo and Laurie (referred to as Teddy in the scene by Jo).
Context in the scene:
Jo has three sisters who are growing up and moving on; Laurie is about to travel and proposes.
Laurie’s goal is to obtain Jo’s agreement to a future together (a proposal) before he leaves.
Instructions given to students during the activity:
Identify Laurie's argument: what is he asking Jo to do?
Identify where appeals are used within the scene.
Use the concept of rhetorical appeals to analyze how Laurie tries to persuade Jo.
Scene length guidance for analysis:
The recommended window for the scene to analyze is between for a thorough analysis.
Some students have attempted shorter clips (under ), but that often leads to insufficient material for analysis.
Specific excerpt details from the scene:
Laurie’s key lines include: expressing lifelong love, sacrificing activities Jo dislikes (e.g., billiards), insisting on a timely decision, and asserting that he cannot change how he feels.
Jo responds with firm refusal, explaining she cannot love him in the way he wants and asserting potential consequences if they pursue a relationship.
The exchange culminates with Jo reaffirming her feelings and Laurie expressing resignation about the situation.
Activity post-viewing:
Students turn to a partner and identify Laurie's argument.
Students locate and discuss the appeals present in the scene (Ethos, Logos, Pathos, Kairos) and how they function together to advance the argument.
Practical tips provided:
Anchor the analysis around a specific claim: what Laurie is asking Jo to do and why.
Consider how the timing and emotional tone influence Jo’s reception of the argument.
Use the film scene as a model for choosing and analyzing your own scene or speech for the final paper.
Scene-specific notes on Laurie's argument and appeals (quick reference)
Laurie's argument: He asks Jo to accept his marriage proposal and commit to a life with him; he asserts his lifelong love, notes the sacrifices he has made for her, and emphasizes that he cannot be with anyone else.
Ethos: Laurie presents his credibility through lifelong devotion and sacrifices (e.g., giving up billiards and other aspects Jo dislikes) to show he is serious and trustworthy.
Pathos: He relies on emotional appeal through expressions of love and a sense of urgency to obtain an immediate response.
Logos: He uses logical progression of sacrifices and consistency of feeling to argue that he is the right partner, though Jo disputes that her feelings can be changed.
Kairos: He highlights the immediacy of the moment, insisting on hearing an answer now rather than delaying, emphasizing the urgency of the situation.
Practical takeaways for the exam
Be able to define the rhetorical situation and the three core components of the rhetorical triangle (Speaker, Audience, Purpose) and how they interact with Genre and Timing.
Be able to name and define the four rhetorical appeals (Ethos, Logos, Pathos, Kairos) and explain how they can be combined to form an effective argument.
Be able to apply the framework to a concrete scene or text, identifying the speaker, audience, purpose, and specific appeals, and explaining how the combination supports or undermines the argument.
When analyzing, provide justification for how the appeals work together, rather than simply labeling them.
For the Little Women scene, be prepared to outline Laurie's argument, identify the appeals used, and discuss how timing and emotional content influence Jo’s response.
Quick formulas and numerical references gleaned from the lecture
Number of survey administrations: times per semester.
Week reference for survey access: week .
Scene analysis duration guideline: , with a recommended anchor at .
If discussing timing in a general sense: use a Kairos analysis to explain why a particular moment is strategically chosen.
Final recap
The ASCEND survey is a tool to measure classroom belonging, administered anonymously at multiple points in the semester.
Rhetoric is a strategic process involving the message, speaker, audience, and purpose, influenced by genre and timing.
The four appeals provide a toolkit for analyzing arguments: Kairos, Logos, Ethos, Pathos.
A rigorous rhetorical analysis goes beyond naming appeals to explain how they combine to support an argument.
The Little Women scene serves as a practical example: identify Laurie's argument, examine the appeals used, and evaluate how effectively they persuade given the audience and context.
The upcoming Friday session will build on this by focusing on thesis statements and deeper analysis for the paper.