Overview
Rhetorical Devices questions on the Digital SAT Craft and Structure domain ask students to identify the persuasive strategies an author uses and explain WHY an author deployed a specific device. Questions test three classical appeals (ethos, pathos, logos), structural devices (anaphora, rhetorical questions, concession+refutation), and figurative language used for rhetorical effect (analogy, hyperbole, understatement, irony). The key skill is answering not “what is this device?” but “what job does it do in this argument?”
Key Points
1. The Three Classical Appeals (Aristotle’s Rhetorical Triangle)
| Appeal | Core Question | Definition | Textual Signals |
|---|---|---|---|
| Ethos | Can you trust the speaker? | Credibility, authority, character | Credentials, institutional affiliation, shared values, “we,” professional titles, citing respected sources |
| Pathos | Does this make you feel something? | Emotional appeal | Vivid imagery, personal stories, emotionally charged words, direct address (“imagine if…”), statistics about human suffering |
| Logos | Does this make logical sense? | Rational appeal, evidence | Data, statistics, expert citations, logical if-then chains, cause-effect reasoning, definitions |
SAT application: The SAT asks “the author includes [detail] primarily to…” — select whether it is building credibility (ethos), engaging emotions (pathos), or providing logical support (logos).
2. Analogy
An analogy is an extended comparison between two things — one familiar and one complex — that explains function or relationship.
- Purpose: clarify an abstract or technical concept by mapping it onto something the audience already understands.
- Example: “The human brain is like a computer: it processes input, stores memory, and executes programs.”
- SAT question: “The author compares the brain to a computer in order to…”
- Correct answer: “illustrate how the brain’s functions parallel familiar technological operations”
- Wrong answer: “argue that the brain is superior to a computer” (the analogy does not make a value claim)
Analogy vs. Simile: A simile is a brief comparison using “like” or “as.” An analogy is extended and explains a relationship, not just a resemblance.
3. Rhetorical Question
A question asked not to receive an answer but to make a point, provoke thought, or imply an obvious answer.
- Purpose: engage the reader, create emphasis, imply that the answer is self-evident, challenge an assumption.
- Example: “Can we really afford to ignore the evidence any longer?”
- The implied answer is always built into the question; the reader is guided to a predetermined conclusion.
- SAT question: “The author uses a rhetorical question to…”
- Correct: “challenge the reader to acknowledge what the evidence makes clear”
4. Anaphora
The deliberate repetition of a word or phrase at the beginning of successive clauses or sentences.
- Purpose: create emphasis, build emotional momentum, reinforce a central idea through rhythm.
- Example: “We shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields…” (Churchill)
- SAT question: “The repeated use of ‘we shall fight’ is intended to…”
- Correct: “reinforce the speaker’s determination and create a sense of collective resolve”
5. Hyperbole and Understatement
| Device | Definition | Purpose | Example |
|---|---|---|---|
| Hyperbole | Extreme exaggeration, not meant literally | Emphasize a point, create humor, convey strong emotion | ”I’ve told you a million times.” |
| Understatement | Saying less than is meant | Ironic effect, modesty, downplay for emphasis | ”The surgery was not entirely uneventful.” |
| Litotes | Understatement using denial of the opposite | Affirm something by negating its contrary, often for polite modesty | ”She is not unintelligent.” (meaning she is very intelligent) |
6. Irony
Three types — the SAT may ask you to distinguish them:
| Type | Definition | Example |
|---|---|---|
| Verbal irony | Saying the opposite of what is meant (sarcasm is a harsh form) | “Oh great, another Monday.” |
| Situational irony | The outcome is the opposite of what was expected | A fire station burns down |
| Dramatic irony | The reader/audience knows something a character does not | The audience knows the murderer; the detective does not |
7. Concession + Refutation Structure
This two-part argument structure is one of the most commonly tested patterns on the SAT:
- Concession: The author acknowledges a counterargument or opposing view.
- Refutation: The author then disputes or outweighs the conceded point.
Signal words for concession: admittedly, granted, it is true that, although, while, one might argue, to be fair, of course Signal words for refutation: however, nevertheless, nonetheless, yet, but, still, even so, on balance, ultimately
Example: “Admittedly, renewable energy requires significant upfront investment. Nevertheless, the long-term cost savings and environmental benefits far outweigh the initial expense.”
SAT trap: Students often mistake the conceded point for the author’s main claim. The author’s true position is ALWAYS in the refutation, not the concession.
8. Rhetorical Function Questions
These questions ask “Why did the author include [specific detail or sentence]?”
The correct answer always describes the FUNCTION (the job), not the content.
| If the detail… | The function is… |
|---|---|
| Gives a specific example of a general principle | to illustrate |
| Highlights a difference | to contrast |
| Adds a limiting condition to a claim | to qualify |
| Provides data or facts supporting the claim | to provide evidence |
| Presents a view the author disagrees with | to introduce a counterargument |
| Acknowledges a weakness before rebutting it | to concede and refute |
Pitfalls and Common Mistakes
Pitfall 1: Pathos vs. Ethos Confusion (Anecdote) A personal story (anecdote) can function as EITHER pathos OR ethos depending on its purpose. Fix: If the anecdote is meant to make the reader feel an emotion (sympathy, fear, hope), it is pathos. If it establishes the author’s personal experience and authority, it is ethos. Look at what the author uses it to accomplish in context.
Pitfall 2: Concession Mistaken for Main Claim Students read “Admittedly, X” and select X as the author’s position. Fix: Always read past the concession signal word. The author’s real position follows the refutation (“however,” “nevertheless”). The concession is a point the author gives up, not a point they make.
Pitfall 3: Analogy Described as an Argument Students choose “to prove that X is superior to Y” when the analogy merely illustrates or clarifies. Fix: Analogies clarify and illustrate; they do not alone prove or refute. The correct function verb for an analogy is usually “to illustrate,” “to explain,” or “to clarify.”
Pitfall 4: Irony Misidentified “Ironic” is colloquially used for coincidence or dark humor, but the SAT uses the literary definition: verbal irony = saying the opposite of what is meant. Fix: When a passage uses a word or phrase that means the opposite of its literal meaning in context, that is verbal irony. If an outcome is the opposite of what was predicted, that is situational irony.
Pitfall 5: Describing Content Instead of Function Choosing “the author mentions that solar panels are expensive” instead of “the author concedes a limitation of the proposed solution.” Fix: Function answers always use action verbs: illustrate, contrast, qualify, support, concede, challenge, transition. Content answers describe what is said. Always choose function over content.
Related Entries
- Author_Purpose_Tone
- Analyzing_Arguments
- Text_Structure_Purpose
- Cross_Text_Connections
- Words_in_Context
Quick Reference Card
| Device | One-Line Definition | SAT Function Answer |
|---|---|---|
| Ethos | Appeal to credibility | ”establish the author’s authority” |
| Pathos | Appeal to emotion | ”evoke [emotion] in the reader” |
| Logos | Appeal to logic/evidence | ”provide statistical/logical support” |
| Analogy | Extended comparison to clarify | ”illustrate [concept] by comparison” |
| Rhetorical question | Question implying an obvious answer | ”challenge the reader to acknowledge X” |
| Anaphora | Repeated opening phrase | ”create emphasis through repetition” |
| Hyperbole | Exaggeration for effect | ”emphasize the magnitude of X” |
| Understatement | Less than what is meant | ”downplay X for ironic effect” |
| Verbal irony | Opposite of what is meant | ”highlight the contrast between X and Y” |
| Concession + Refutation | Acknowledge then rebut | ”acknowledge a limitation before refuting it” |
Anti-trap rules:
- Anecdote = pathos OR ethos (check purpose in context)
- Concession signal (admittedly/although/granted) = author does NOT believe this
- Analogy = illustrate/clarify, NOT prove