Create an skeleton that requires minimum effort to fill in that meets the requirements below. FREE-RESPONSE QUESTION 2: RHETORICAL ANALYSIS
Free-response question 2 presents students with a passage of nonfiction prose of
approximately 600 to 800 words. Students are asked to write an essay that analyzes
the writer’s rhetorical choices. This question assesses students’ ability to do
the following:
§ Respond to the prompt with a thesis that analyzes the writer’s rhetorical choices.
§ Select and use evidence to develop and support the line of reasoning.
§ Explain the relationship between the evidence and the thesis.
§ Demonstrate an understanding of the rhetorical situation.
§ Use appropriate grammar and punctuation in communicating the argument.
All Rhetorical Analysis essay questions will be worded in a similar way. A sample
question and the stable prompt wording are provided below.
Sample Question
In 1997, then United States Secretary of State Madeleine Albright gave the
commencement speech to the graduating class of Mount Holyoke College, a women’s
college in Massachusetts.
Read the passage carefully. Write an essay that analyzes the rhetorical choices Albright
makes to convey her message that perseverance can make a difference.
Stable Prompt wording
The text in italics will vary by question, while the remainder of the prompt will be
consistently used in all Rhetorical Analysis essay questions.
[Background on the rhetorical situation]. Read the passage carefully. Write an essay
that analyzes the rhetorical choices [the writer] makes to [develop/achieve/convey]
[his/her] [argument . . . /purpose . . . /message . . .].
Scoring Rubric:
Responds to the prompt with a thesis that presents a defensible position.
Responds to the prompt rather than restate or rephrase the prompt, and
the thesis clearly takes a position rather than just stating that there are
pros/cons.
The thesis may be more than one sentence, provided the sentences are in close proximity.
• The thesis may be anywhere within the response.
• The thesis may establish a line of reasoning that structures the essay, but it needn’t do so to earn the thesis point.
• A thesis that meets the criteria can be awarded the point whether or not the rest of the response successfully supports that line of reasoning.
EVIDENCE:
Provides specific
evidence to support
all claims in a line of
reasoning.
AND
COMMENTARY:
Consistently explains how
the evidence supports a
line of reasoning.
• Uniformly offer
evidence to support
claims.
• Focus on the
importance of specific
details to build an
argument.
• Organize and support
an argument as a
line of reasoning
composed of multiple
supporting claims,
each with adequate
evidence that is clearly
explained.
Writing that suffers from grammatical and/or mechanical errors that interfere with communication cannot earn the fourth point in this row.
Demonstrates sophistication of thought and/or a complex understanding of the
rhetorical situation.
1. Crafting a nuanced argument by consistently identifying and exploring
complexities or tensions.
2. Articulating the implications or limitations of an argument (either the
student’s argument or an argument related to the prompt) by situating it
within a broader context.
3. Making effective rhetorical choices that consistently strengthen the force
and impact of the student’s argument.
4. Employing a style that is consistently vivid and persuasive. 
This point should be awarded only if the sophistication of thought or complex understanding is part of the student’s argument, not merely a phrase
or reference.