Rhetorical Precis for "Has the Smartphone Destroyed a Generation?"

T H E R H E T O R I C A L P R É C I S

A rhetorical précis (pronounced pray-see) differs from a summary in that it is a less neutral, more analytical condensation of both the content and method of the original text. If you think of a summary as primarily a brief

representation of what a text says, then you might think of the rhetorical précis as a brief representation of what a

text both says and does. Although less common than a summary, a rhetorical précis is a particularly useful way to

sum up your understanding of how a text works rhetorically.

 THE STRUCTURE OF A RHETORICAL PRÉCIS Sentence One: Name of author, genre, and title of work, date in parentheses; a rhetorically active verb; and a THAT

clause containing the major assertion or thesis in the text.

Sentence Two: An explanation of how the author develops and supports the thesis.

Sentence Three: A statement of the author’s apparent purpose, followed by an “in order to” phrase.

Sentence Four: A description of the intended audience and/or the relationship the author establishes with the

audience.

 CLASSIC RHETORICAL PRÉCIS SENTENCE STARTERS

Sentence One (Who/What?)

__________________________, in the ________________ ________________________________ , (Author) (A) (Title, punctuated correctly)

__________________________ that ____________________________________________________ (B) (major assertion/thesis statement)

__________________________________________________________________________________.

Sentence Two (How?)

_________________________ supports his/her ___________________ by ____________________ (Author’s Last Name) (B) (C)

___________________________________________________________________________________

___________________________________________________________________________________

Sentence Three (Why?)

The author’s purpose is to __________________________________________________________ (D)

__________________________________ in order to / so that ______________________________

___________________________________________________________________________________.

Sentence Four (To Whom?)

The author writes in ____________________tone for ____________________________________. (E) (audience) Word Bank – some possibilities (see additional handouts)

A B C D E article,

book review,

essay, column,

editorial

argues, argument,

asserts, assertion,

suggests, suggestion,

claims, questions,

explains,

explanation

comparing, contrasting,

telling, explaining,

illustrating, demonstrating,

defining, describing,

listing

show

point out

suggest

inform

persuade

convince

Formal

informal

sarcastic

humorous

contemptuous

Précis Examples

A. Sheridan Baker, in his essay "Attitudes" (1966), asserts that writers' attitudes toward their subjects, their audiences, and themselves determine to a large extent the quality of their prose. Baker supports this assertion by

showing examples of how inappropriate attitudes can make writing unclear, pompous, or boring, concluding that

a good writer "will be respectful toward his audience, considerate toward his readers, and somehow amiable

toward human failings" (58). His purpose is to make his readers aware of the dangers of negative attitudes in

order to help them become better writers. He establishes an informal relationship with his audience of college

students who are interested in learning to write "with conviction" (55).

B. Toni Morrison, in her essay "Disturbing Nurses and the Kindness of Sharks" (2001), implies that racism in the United States has affected the craft and process of American novelists. Morrison supports her implication

by describing how Ernest Hemingway writes about black characters in his novels and short stories. Her purpose is

to make her readers aware of the cruel reality of racism underlying some of the greatest works of American

literature in order to help them examine the far-reaching effects racism has not only on those discriminated

against but also on those who discriminate. She establishes a formal and highly analytical tone with her audience

of racially mixed (but probably mainly white), theoretically sophisticated readers and critical interpreters of

American literature.

C. Sandra M. Gilbert, professor of English at the University of California, Davis, in her essay “Plain Jane’s Progress” (1977), suggests that Charlotte Brontë intended Jane Eyre to resemble John Bunyan’s Pilgrim’s

Progress in that Jane’s pilgrimage through a series of events based on the enclosure and escape motif eventually

lead toward the equality that Brontë herself sought. Gilbert supports this conclusion by using the structure of the

novel to highlight the places Jane has been confined, the changes she undergoes during the process of escape, and

the individuals and experiences that lead to her maturation concluding that "this marriage of true minds at

Ferndean – this is the way" (501). Her purpose is to help readers see the role of women in Victorian England in

order to help them understand the uniqueness and daring of Brontë’s work. She establishes a formal relationship

with her audience of literary scholars interested in feminist criticism who are familiar with the work of Brontë,

Bunyan, Lord Byron and others and are intrigued by feminist theory as it relates to Victorian literature.

D. In her article "Who Cares if Johnny Can't Read?" (1997), Larissa MacFarquhar asserts that Americans are reading more than ever despite claims to the contrary and that it is time to reconsider why we value reading so

much, especially certain kinds of "high culture" reading. MacFarquhar supports her claims about American

reading habits with facts and statistics that compare past and present reading practices, and she challenges

common assumptions by raising questions about reading's instrisic value. Her purpose is to dispel certain myths

about reading in order to raise new and more important questions about the value of reading and other media in

our culture. She seems to have a young, hip, somewhat irreverent audience in mind because her tone is sarcastic,

and she suggests that the ideas she opposes are old-fashioned positions.

E. Douglas Park, in his essay “Audiences” (1994), suggests that teaching audience is an essential but elusive aspect of teaching writing. Park develops this idea by exploring different definitions of audience,

looking at how a text itself can delineate audience, and then discussing specific strategies writers can use

to create contexts for audience. His purpose is to help teachers of writing understand and teach the

different aspects of audience in order that they can help students improve the sense of audience in their

writing. Park establishes an informal relationship with teachers who are interested in strengthening their

students’ weak writing.

The Rhetorical Précis Cont’—a Breakdown of B (see previous page)

SENTENCE 1 – include the following:

 the name of author,

 a phrase describing the author (optional),

 the type and title of work, the date of work (inserted in parentheses),

 a rhetorically accurate verb (such as “assert,” “argue,” “suggest,” “imply,” “claim,” etc.) that describes what the

author is doing in the text,

 a THAT clause in which you state the major assertion (thesis statement/claim) of the author’s text.

EXAMPLE:

Toni Morrison, a well-known

scholar in the humanities, in

her essay, “Disturbing

Nurses and the Kindness of

Sharks,” implies THAT

racism in the United States

has affected the craft and

process of American

novelists.

SENTENCE 2 : An explanation of how the author develops

and/or supports the thesis (for instance, comparing and

contrasting, defining, narrating, illustrating, defining, using

humor or sarcasm, relating personal experience, depending on

facts /statistics /opinion, etc.). Consider the author’s

organization, use of evidence, and/or strategies used to

construct his/her argument. Your explanation is usually

presented in the same chronological order that the items of

support are presented in the work.

EXAMPLE:

Morrison supports her

implication by describing

how Ernest Hemingway

writes about black characters

and by illustrating his

strategies for plot

development seen within his

novels and short stories.

SENTENCE 3: A statement of the

author’s apparent purpose, followed by

an IN ORDER TO phrase in which you

explain what the author wants the

audience to do or feel as a result of

reading the work.

EXAMPLE:

Her purpose is to make her readers aware of the cruel

reality of racism underlying some of the greatest

works of American literature IN ORDER TO help

them examine the far-reaching effects racism has not

only on those discriminated against but also on those

who discriminate.

SENTENCE 4: A description of the

intended audience and the relationship

the author establishes with the

audience.

EXAMPLE:

She establishes a formal and highly analytical tone

with her audience of racially-mixed, theoretically-

sophisticated readers and critical interpreters of

American literature.

Additional Templates for the Rhetorical Précis (Don’t always sound the same)

Provided below are three templates you can refer to when using the rhetorical précis form. You

should use these for guidance, but use your best judgment about how to form sentences

appropriate to the text and/or author you write about.

1. (Author’s credentials), (author’s first and last name), in his/her (type of text), (title of text), published in (publishing info), addresses the topic of (topic of text) and argues that

(argument).

2. S/he supports this claim by___________, then___________, and finally____________.

3. (Author’s last name)’s purpose is to (author’s purpose in writing) in order to (change in reader/society the author wants to achieve).

4. He/she adopts a(n) __________ tone for his/her audience, the readers of (publication) and others interested in the topic of______________.

1. In the (type of text), (title of text) ((year)), author (author’s first and last name), (author’s credentials), asserts that (argument) and suggests (explanation of sub-claims or

resolution).

2. S/he backs up this claim by doing the following: first, s/he ; next, s/he ; last, s/he .

3. (Author’s last name) appears to write in hopes of (author’s purpose in writing) in order to (change in reader/society the author wants to achieve.

4. Because of the author’s tone, it seems as if s/he writes for a and audience.

1. In his/her (type of text) (title of text) ((year)), (author’s credentials) (author’s first and last name) asserts that (argument) by addressing , , and

.

2. By supplying the reader with information about and , (author’s last name) builds his/her claims about .

3. (Author’s name) wishes to convey to readers the importance of (author’s purpose in writing) in order to (change in reader/society the author wants to achieve).

4. The author’s audience likely consists of those interested in as is evident through his/her references to and ; s/he addresses

readers with a tone that is and .