Rhetorical devices are techniques that writers and speakers use to convey meaning and create a memorable and engaging experience for their audience. Here are some common rhetorical devices and how they are used:

  1. Analogy: An analogy is a comparison between two things to explain or clarify a concept. It can help make abstract ideas more concrete by comparing them to something more familiar. For example, “Love is like a rose, beautiful and delicate, but with thorns that can hurt if not handled carefully.”
  2. Metaphor: A metaphor is a figure of speech that refers to one thing by mentioning another thing. It helps to create a connection between two seemingly unrelated concepts. For example, “The world is a stage, and we are merely players.”
  3. Simile: A simile is similar to a metaphor, but it uses “like” or “as” to compare two things. For example, “She ran as fast as a cheetah.”
  4. Personification: Personification is when an inanimate object or animal is given human-like qualities. This helps to make the description more vivid and engaging. For example, “The wind whispered through the trees.”
  5. Hyperbole: Hyperbole is an exaggeration that is not meant to be taken literally. It can be used for emphasis or humor. For example, “I have told you a million times to clean your room.”
  6. Allusion: An allusion is a reference to a well-known person, place, or event. It can add depth and meaning to a text. For example, “He was a real Romeo, always chasing after love.”
  7. Irony: Irony is when the opposite of what is expected happens. It can be used for comedic effect or to highlight a contrast. For example, “The fire station burned down.”

These are just a few of the many rhetorical devices that writers and speakers use to create engaging and memorable texts. By using these devices, writers can create a richer and more meaningful experience for their audience.

Identifying the author’s tone, style, and voice can provide insight into how the author is conveying their message and can enhance our understanding of the text. Let’s look at an example passage and analyze the author’s tone, style, and voice:

Example Passage: “John was a hardworking man who woke up every day at 5 am to go to his construction job. He took pride in his work and was known for his attention to detail. Despite the physical demands of his job, John always had a positive attitude and was quick to lend a hand to his colleagues. He believed that hard work was the key to success and never shied away from a challenge.”

Tone: The tone of the passage is positive and uplifting. The author portrays John in a positive light, highlighting his hard work, dedication, and positive attitude.

Style: The style of the passage is straightforward and descriptive. The author provides details about John’s daily routine, work ethic, and personality. The language used is simple and accessible.

Voice: The author’s voice is objective and impartial. The author does not insert personal opinions or biases into the passage, but rather presents the facts about John’s character and behavior.

Overall message: The overall message of the passage is that hard work, dedication, and a positive attitude can lead to success. The author uses John’s example to illustrate this point, emphasizing the importance of these qualities in the workplace.

By analyzing the author’s tone, style, and voice in this passage, we can gain a deeper understanding of the message being conveyed. The positive tone and descriptive style of the passage help to create a sympathetic portrayal of John and his work ethic, while the author’s impartial voice adds credibility to the message being presented. Together, these elements contribute to the overall message that hard work and a positive attitude can lead to success.

Identifying the main argument and supporting evidence used in a passage is important in understanding the author’s message and evaluating the effectiveness of their argument. Let’s look at an example passage and analyze the main argument and supporting evidence:

Example Passage: “The use of cell phones while driving should be banned. Studies have shown that drivers who use cell phones are four times more likely to be involved in an accident. Additionally, cell phone use can distract drivers from the road and increase their reaction time, putting themselves and others in danger. Therefore, banning cell phone use while driving can help reduce accidents and save lives.”

Main argument: The main argument of the passage is that cell phone use while driving should be banned because it is a significant cause of accidents and puts drivers and others at risk.

Supporting evidence: The author uses two pieces of evidence to support their argument. First, they cite studies that have shown that drivers who use cell phones are four times more likely to be involved in an accident. Second, they argue that cell phone use can distract drivers from the road and increase their reaction time, making accidents more likely.

Evaluation of effectiveness: The author’s argument is supported by strong evidence. The studies cited provide statistical evidence that cell phone use while driving is a significant risk factor for accidents. Additionally, the author’s argument about distraction and increased reaction time is a logical conclusion based on what is known about the effects of cell phone use. Overall, the author presents a strong argument for why cell phone use should be banned while driving.

In conclusion, identifying the main argument and supporting evidence used in a passage can help us better understand the author’s message and evaluate the effectiveness of their argument. In this example, the author presents a clear argument with strong supporting evidence, making a compelling case for why cell phone use while driving should be banned.

Paying attention to the organization and structure of a passage is crucial to understanding the author’s message on the ACT. Let’s look at an example passage and analyze how its organization and structure contribute to the author’s message:

Example Passage: “Climate change is a pressing issue that affects everyone on the planet. In order to address this problem, we must take action at the individual, community, and global levels. At the individual level, we can reduce our carbon footprint by using public transportation, conserving energy, and eating a plant-based diet. At the community level, we can promote green initiatives, such as community gardens and recycling programs. Finally, at the global level, we can support international efforts to reduce carbon emissions and invest in renewable energy sources.”

Organization: The passage is organized into three sections, each focusing on a different level of action: individual, community, and global. This organization helps to create a clear and logical structure for the passage, allowing the author to discuss each level of action in detail.

Structure: Each section of the passage follows a similar structure, beginning with a brief overview of the level of action and then providing specific examples of what can be done at that level. This structure allows the author to present a clear and cohesive argument for why action must be taken at each level in order to address climate change.

Message: The organization and structure of the passage contribute to the author’s message that addressing climate change requires action at multiple levels, from the individual to the global. The clear and logical organization of the passage helps to reinforce this message by providing a clear framework for the author’s argument.

In conclusion, paying attention to the organization and structure of a passage on the ACT is essential for understanding the author’s message. In this example, the author uses a clear and logical organization and structure to convey their message that addressing climate change requires action at multiple levels. By analyzing the organization and structure of a passage, test-takers can gain a deeper understanding of the author’s argument and improve their overall comprehension of the text.