Anzures 1

Erick Anzures

Professor Wolfe

English 101 and 101-Lab

16 Sept. 2021

Rhetorical Analysis Outline

I. Introduction

A. There are many instances where people through acts of nobility or efforts to make a

change attempt to compare themselves to figures who have historically impacted our

society.

B. Vowell explains how people have tried to compare themselves to Rosa Parks, even in the

least reasonable scenarios.

C. There are many public figures who have amid their issues tried to consider what they are

doing as, taking a stand like Rosa Parks did when she refused to move to the back of the

bus in 1955.

D. Vowell uses effective rhetoric in her piece “You, Sir, Are No Rosa Parks,” as

exemplified through her usage of purpose, ethos, and language.

II. Body Paragraph I: Rhetorical Situation

A. Topic Sentence: (Purpose) The purpose given within the “You, Sir, Are No Rosa Parks”

is seen throughout numerous examples in the essay.

B. Context: Vowell suggests that so many people try to compare themselves to Rosa Parks

through their own fights for change.

C. Evidentiary Support
 Anzures 2

1. Proof 1: “Because people these days can’t stop comparing themselves to Parks.”

2. Proof 2: “A California dairy farmer protesting the government’s milk pricing system

poured milk down a drain in front of TV cameras, claiming that he had to take a stand,

just like Rosa Parks had to take a stand.”

3. Proof 3: “I was surrounded by thousands of well-meaning, well-fed white kids who loved

it when filmmaker Michael Moore told them they should, like Rosa Parks, stand up to

power.”

D. Analysis/Interpretation: Vowell’s purpose is interpreted through her repetitive mention of

people inaccurate comparison to Rosa Parks.

E. Relate Back to Thesis: The author’s effective use of rhetoric is first shown through her

purpose, which is displayed throughout the piece.

F. Concluding Sentence: (Purpose)

III. Body Paragraph II: Rhetorical Appeals

A. Topic Sentence: (Ethos) Vowell connects to her audience through her effective use of

ethos in “You, Sir, Are No Rosa Parks”

B. Context: Vowell suggests that the way people want to compare themselves to Rosa Parks

when fighting for a cause is not ethically right.

C. Evidentiary Support

1. Proof 1: “Call me picky, but breathing second-hand smoke, unfair dairy pricing, and not

being able to mime (or lap dance), though they are all tragic, tragic injustices, are not

quite as bad as the systemic segregation of public transportation based on skin color.

4. Proof 2: “And while you fight for your right to lap dance and mime and breathe just

regular pollution and not the added fumes of cigarette smokers is very fine, very
 Anzures 3

American ideas, it is not quite as brave as being a middle-aged black woman in Alabama

in 1955 telling a white man she’s not giving up her seat despite the fact that the law

requires her to do so”

5. Proof 3: “I leave it to my Indian, Crimean, and French colleagues to determine how the

Florida secretary of state is or is not similar to Teresa, Florence, or St. Joan. As for Rosa

Parks, Katherine Harris can get in line.”

D. Analysis/Interpretation: Vowell intends for the reader to recognize in various examples

within the piece the ethics backed up within the idea of whether it is correct for people to

compare themselves to Rosa Parks.

E. Relate Back to Thesis: Vowell supports her use of ethos by explaining throughout her

piece that idea of fighting for change should not lead to be compared to Rosa Parks.

F. Concluding Sentence: (Ethos) Ethos is very openly seen throughout “You, Sir, Are No

Rosa Parks because it provides an understanding over the ethical background when

comparing oneself to someone like Rosa Parks.

IV. Body Paragraph II: Tone

A. Topic Sentence: (Language) Sarah Vowell’s exemplifies her use of tone through her

language within the literature piece.

B. Context: The author’s approach to make side comments within the piece, relating the

comparison of Rosa Parks is a significant use of language as rhetorical device.

C. Evidentiary Support

1. Proof 1: I leave it to my Indian, Crimean, and French colleagues...”

2. Proof 2: Call me picky, but breathing second-hand smoke...”

3. Proof 3: “....That’s so inaccurate; everyone knows he’s more like Mary Matalin with a

fancy deer riffle”

D. Analysis/Interpretation: The author uses her language to attempt and be relatable to the

reader.

E. Relate Back to Thesis: Within this literature piece the author’s use of language allows the

reader to feel relatable to the other.

F. Concluding Sentence: (Language): The language used within, You, Sir, Are No Rosa

Parks,” is used effectively by the author to understand the meaning within the literate.

V. Conclusion

A. Context/Summary: In the “You, Sir, Are No Rosa Parks,” Sarah Vowell explains the

instance where people have attempted to use their battles for change as an opportunity to

be compared to Rosa Parks.

B. Restatement of Thesis (in new words): Throughout “You, Sir, Are No Rosa Parks,”

Vowell uses effective rhetoric through her use of purpose, ethos, and language.

C. Overall Significance: Sarah Vowell’s use of rhetoric within this piece provided enough

context to deeply understand the piece through only those rhetorical devices found.

Works Cited

Vowell, Sarah. “You, Sir, Are No Rosa Parks.” TIME, 26 Jan. 2001. PDF file.

Zinn, Howard. “A Marvelous Victory.” A Power Government Cannot Suppress. PDF file.