Sentence examples for rhetorical analysis from inspiring English sources

A work of history presented as an argument on moral conflict, and a work of philosophy presented as rhetorical analysis.

American scholar noted for his work in the areas of political language, media and politics, presidential studies, and rhetorical analysis.

It is a work of history presented as an argument about moral conflict, and a work of philosophy presented as a rhetorical analysis of Lincoln's most famous speeches.

This methodical rhetorical analysis, with its delicate, even witty distinction between "apparently indefinite" and "yet very definite," seems to tell a story beyond the lady's death and beyond the parsings of art: a story about levels and kinds of reality.

"Unfortunately," Schwartzburg said, "there does not appear to be a copy of 'The Corrections.' " There is, however, a paperback copy of Mary Higgins Clark's pulpy suspense novel "Where are the Children?" "I have no context for it, but it looked like he was doing a rhetorical analysis of how gender relationships were playing out over the course of the novel," Schwartzburg told me.

Though his formal training was chiefly in rhetorical analysis, he has spent the last several eras researching the travails of the Baudelaire orphans.

The rhetorical complex analysis is set out in Figure 7 together with the contextual analysis.

The experimental design can become complicated because there are interlinked components of Text Charting, Rhetorical Predicate Analysis and Conceptual Mapping.

Even though the text is very short, the rhetorical complex analysis brings out some recurrent key features we find in such texts: see Figure 16.

The most prominent model for rhetorical moves analysis is Swales (1990)'s Creating a Research Space (CARS) invented to capture the rhetorical content of research article introductions (see Table 1).

Another point to note is that the RA remains the text type receiving the most attention in rhetorical genre analysis due to its status in the academic community as the vehicle of knowledge production and transmission, and therefore the lifeblood of the academy (Hyland 2000).