Writing an Argument Summary: Rhetorical Précis

There are two purposes for a rhetorical précis: the first, to practice writing a concise summary of an argument; and the second, to demonstrate comprehension of the complexities and nuances inherent in sophisticated discourse.

The rhetorical précis includes four parts. The following outlines the information you should include in each of the four parts.

Part 1: Author/Text Intro: In + his/her+ GT(Y),A,AI,C
(Genre + Title + (Pub.Year)+ Author’s Name + Info on Author + Central Claim)

Part 2: Explain how the author develops or advances the argument.

Part 3: State the author’s purpose of the text.

Part 4: Describe: intended audience, tone, author’s relationship to audience.

Part 1: Introduce the writer or speaker, the text (genre, Title, (original year of publication in parenthesis) and the central claim. This is generally onesentence, but certainly not more than two.

Sample

In her essay “Don’t Take Valuable Space in My School” (2009), Jenny While, a senior at ElCajon Valley High School, argues that students who are unmotivated and misbehaved take away from the learning environment and cause teachers to slow down and lowerexpectations. According to While, these “space-takers take away valuable instructionaltime,” leaving little for those who want to learn.

Part One Template (1 sentence):

In his/her ______(####),

(type of text or genre) (title of text) (orig. pub. year)

______, ______,

(author’s first and last name) (information about the author)

______(apt verb: claims, argues, asserts, suggests, reasons, etc.)

(appropriateverb)

that ______
(Paraphrase or directly quote the central claim include other essential sub-claims)

Part 2: Explain how the author develops or advances the argument.

When completing this section of the précis, consider how the author has developed orsupported his or her central claim. What does the writer or speaker do in each paragraphand in each section? For instance, authors illustrate ideas, describe events, shareanecdotes, draw comparisons, or do some other work. The explanation for this sectiontypically follows the sequence of ideas in the text. This is generally one sentence, but certainlynot more than two.

Sample:

She supports this claim by firstdescribing the types of students who “take up space” inher school. Then, she makes a connection between her school’s poor performance onstate and local exams and the “space-takers” who have done very little to prepare

themselves for these high stakes tests, and challenges the effectiveness of No Child Left Behind(NCLB).

Part Two Template (1-2 sentences):

______this claim by first ______

(He/She) (supports/develops) (Explain what author is doing: verb)

______.

Then, ______

(Explain what the author does next)

Part 3: State the author’s purpose of the text. This is NOT the same as the main idea. This partshould be one sentence.

Sample:

While’s purpose is tocall attention to the flaws in educating all students—especially

those who outwardly reject the opportunity—in order toprompt schools and districts toformulate practical solutions for low-performing students while taking care of those whowant to learn.

Part Three Template (1 sentence):

______’s purpose is to ______

(author’s last name)

______

in order to ______

(What does the author want the audience to do or feel?)

Part 4: Describe the intended audience and the author’s relationship to the audience. What is theauthor’s tone? This part should be one sentence.

Sample

She establishesa formal tonefor educators, politicians, and other concerned parents

who have children in high school, and her peers—high school students.

Part Four Template (1 sentence):

______establishes ______

(He/She) (Describe the tone of the author.)

for______

(Describe audience / relationship between the author and his/her audience.)

The complete précis

In her essay“Don’t Take Valuable Space in My School”(2009),Jenny While,a senior at ElCajon Valley High School,argues that students who are unmotivated and misbehavedtake away from the learning environment and cause teachers to slow down and lowerexpectations. According to While, these “space-takers take away valuable instructionaltime,” leaving little for those who want to learn.She supports this claim by first describing thetypes of students who “take up space” in her school. Then, she makes a connection between herschool’s poor performance on state and local exams and the “space-takers” who have done verylittle to prepare themselves for these high stakes tests, and challenges the effectiveness of NoChild Left Behind (NCLB). While’s purpose is to call attention to the flaws in educating allstudents—especially those who outwardly reject the opportunity—in order to prompt schools anddistricts to formulate practical solutions for low-performing students while taking care of thosewho want to learn. She establishes a formal tone for educators, politicians, and other concerned

parents who have children in high school,and for her peers—high school students.

Rhetorical Précis: Complete Template

In his/her ______(####),

(type of text) (title of text) (orig. pub. year)

______, ______,

(author’s first and last name) (information about the author)

______(apposite verb: claims, argues, asserts, suggests, reasons, etc.)

(verb)

that______
(Paraphrase or directly quote the central claim & include other essential sub-claims)

______this claim by first ______

(He/She) (supports/develops) (Explain what author is doing: verb)

______

Then, ______

(Explain what the author does next)

______’s purpose is to ______

(author’s last name)

______

in order to ______

(What does the author want the audience to do or feel?)

______establishes ______

(He/She) (Describe the tone of the author.)

for ______

(Describe audience / relationship between the author and his/her audience.)