D.I.D.L.S. Method of Rhetorical Analysis (+ Examples)

1. Diction: Diction refers to the author’s choice of words. Analyzing diction involves looking at the specific words and phrases used in the text and considering their connotations, tone, and overall impact on the audience. Questions to ask include:
   • Are the words formal or informal?
   • Is there figurative language present (e.g., metaphors or similes)?
   • What emotions or ideas do the words convey?
2. Imagery: Imagery deals with the use of descriptive language that appeals to the reader’s senses (sight, sound, taste, touch, and smell). It involves analyzing the sensory details in the text and how they create vivid mental images for the audience. Questions to ask include:
   • What sensory details are present in the text?
   • How do they contribute to the overall message or theme?
3. Details: This aspect involves examining the specific details, facts, statistics, or examples used by the author to support their argument or message. It’s about understanding the evidence and examples provided and their relevance to the overall persuasive strategy. Questions to ask include:
   • What evidence is presented?
   • Is it credible and convincing?
   • How does it strengthen the argument?
4. Language: Language analysis goes beyond diction to consider the overall style and tone of the text. This includes examining the use of rhetorical devices (e.g., ethos, pathos, logos), sentence structure, and overall writing style. Questions to ask include:
   • What is the author’s tone?
   • How does the author use rhetorical devices to persuade the audience?
5. Syntax: Syntax refers to the arrangement and structure of sentences in the text. Analyzing syntax involves looking at sentence length, complexity, and the use of rhetorical devices such as parallelism and repetition. Questions to ask include:
   • What is the sentence structure like?
   • How does it impact the flow and rhythm of the text?

The D.I.D.L.S. method is a helpful tool for systematically breaking down a text and analyzing its rhetorical elements as well as the atmosphere, tone, and theme of a work. By considering each of these components, one can gain a deeper understanding of how the author effectively communicates their message and persuades the audience. Keep in mind that this method is just one approach to rhetorical analysis, and there are other frameworks and strategies that can be used as well.

William Shakespeare’s Play “Hamlet”

Let’s use the D.I.D.L.S. method to analyze a specific excerpt from William Shakespeare’s play “Hamlet.” In this example, we’ll examine a famous soliloquy spoken by Hamlet in Act 3, Scene 1:

To be or not to be, that is the question: Whether ’tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arms against a sea of troubles And, by opposing, end them.

1. Diction (Choice of Words): In this excerpt, Shakespeare uses powerful and contemplative language. Phrases like “To be or not to be” are iconic and convey the central existential dilemma of the play. Words like “noble,” “suffer,” “outrageous fortune,” and “sea of troubles” evoke a sense of deep philosophical reflection and inner conflict.
2. Imagery (Sensory Details): While this passage doesn’t contain extensive sensory imagery, it does evoke a sense of mental and emotional struggle. The mention of “slings and arrows” and “sea of troubles” creates a vivid image of life’s challenges and adversities that Hamlet is contemplating.
3. Details (Supporting Evidence): This soliloquy serves as Hamlet’s internal monologue as he reflects on life and death. While there are no specific facts or statistics presented, the soliloquy itself is a reflection of Hamlet’s inner thoughts and feelings, providing insight into his character and his internal struggles.
4. Language (Overall Style and Tone): Shakespeare’s language is poetic and reflective. The soliloquy’s style is contemplative and philosophical, reflecting Hamlet’s deep introspection. The tone is melancholic and existential, as Hamlet grapples with profound questions about existence and mortality.
5. Syntax (Sentence Structure): The syntax in this passage is complex, with sentences that are long and intricate. This reflects Hamlet’s deep thinking and contemplation, as he ponders the complexities of life and death.

In this analysis, we can see how each component of the D.I.D.L.S. method contributes to our understanding of this famous passage. The diction, imagery, language, and syntax all work together to convey Hamlet’s inner turmoil and philosophical pondering, which are central to the theme of the play.

Martin Luther King Jr.’s “I Have a Dream” Speech

Let’s use the D.I.D.L.S. method to analyze an excerpt from Martin Luther King Jr.’s “I Have a Dream” speech:

“I say to you today, my friends, so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream. I have a dream that one day this nation will rise up and live out the true meaning of its creed: ‘We hold these truths to be self-evident, that all men are created equal.'”

1. Diction (Choice of Words): King’s choice of words is inspirational and hopeful. Phrases like “I have a dream” and “all men are created equal” are emotionally charged and resonate with the audience. The use of words like “dream,” “difficulties,” and “American dream” reinforces the theme of hope and aspiration.
2. Imagery (Sensory Details): While this excerpt is more focused on ideas and ideals than sensory imagery, the phrase “I have a dream” creates a mental image of a better future. The reference to “the true meaning of its creed” conjures images of a just and equal society.
3. Details (Supporting Evidence): In this excerpt, King doesn’t provide specific evidence or facts, but he refers to the “American dream” and the ideals expressed in the Declaration of Independence (“all men are created equal”) as the foundation of his dream, which serves as a rallying point for his argument.
4. Language (Overall Style and Tone): King’s language is eloquent and persuasive. His style is characterized by its rhythmic and repetitive qualities, which make it memorable and impactful. The tone is one of hope, determination, and a call to action.
5. Syntax (Sentence Structure): King uses parallelism and repetition in his syntax to emphasize key points and create a powerful cadence. For example, the repetition of “I have a dream” and “We hold these truths” adds emphasis and resonance to his message.

In this analysis, we can see how King employs the D.I.D.L.S. method to craft a persuasive and emotionally charged speech. His choice of diction, imagery, language, and syntax all contribute to the overall impact of his message, which is to inspire hope and call for equality and justice.

Jane Austen’s Novel “Pride and Prejudice”

Let’s use the D.I.D.L.S. method to analyze an excerpt from Jane Austen’s novel “Pride and Prejudice.” In this passage, Elizabeth Bennet is discussing her sister Jane’s feelings for Mr. Bingley with her friend Charlotte Lucas:

“Darcy had much better finish his letter,” said Mr. Darcy, “and get at his sermon directly. He may have something to say before he has done with her.”

1. Diction (Choice of Words): In this excerpt, Mr. Darcy uses the word “sermon,” which carries a somewhat negative connotation in this context. The choice of this word suggests that he disapproves of Elizabeth and may be critical or judgmental of her behavior.
2. Imagery (Sensory Details): This passage doesn’t contain sensory imagery in the traditional sense, as it’s more focused on dialogue. However, you can imagine the tension and discomfort in the room based on the words spoken and the characters’ interactions.
3. Details (Supporting Evidence): Mr. Darcy’s statement doesn’t provide specific evidence or facts, but it reflects his opinion of Elizabeth and his disapproval of her behavior. It hints at the social and class differences between the characters.
4. Language (Overall Style and Tone): The language in this passage is somewhat formal and reflects the social norms and conventions of the time. The tone is subtly critical and conveys Mr. Darcy’s disapproval of Elizabeth’s behavior.
5. Syntax (Sentence Structure): The sentence structure is straightforward and does not contain complex syntax. It’s a brief exchange of dialogue that adds tension to the scene.

In this analysis, we can see how the D.I.D.L.S. method can be applied to a literary text like “Pride and Prejudice.” While this excerpt is relatively short and focuses on dialogue, the choice of words, tone, and the social context of the conversation are all elements that can be examined using this method to gain a deeper understanding of character dynamics and social commentary in the novel.

Martin Luther King Jr.’s “Letter from Birmingham Jail”

Let’s use the D.I.D.L.S. method to analyze an excerpt from Martin Luther King Jr.’s “Letter from Birmingham Jail.” In this passage, King is responding to criticism from white clergymen who had called his actions “unwise and untimely”:

“You may well ask: ‘Why direct action? Why sit-ins, marches, and so forth? Isn’t negotiation a better path?’ You are quite right in calling for negotiation. Indeed, this is the very purpose of direct action. Nonviolent direct action seeks to create such a crisis and foster such tension that a community which has constantly refused to negotiate is forced to confront the issue.”

1. Diction (Choice of Words): King uses words like “direct action,” “negotiation,” “nonviolent,” “crisis,” and “tension” to convey the essence of the civil rights movement’s strategy. His choice of words is strategic, emphasizing the importance of nonviolent protest while addressing the criticism of his methods.
2. Imagery (Sensory Details): While this passage is more focused on ideas and argumentation, the mention of “crisis” and “tension” creates a mental image of a situation reaching a breaking point, which is key to King’s argument.
3. Details (Supporting Evidence): King provides reasoning for the use of direct action, stating that it is a means to force those who have refused to negotiate to confront the issue. He supports his argument with a logical explanation.
4. Language (Overall Style and Tone): King’s language is articulate and persuasive. His style is rational and well-reasoned, aiming to convince the clergymen of the necessity of their actions. The tone is one of conviction and a call to conscience.
5. Syntax (Sentence Structure): The syntax in this passage is clear and straightforward, making King’s argument easily accessible to a wide audience. It follows a logical progression as he addresses the question of why direct action is necessary.

In this analysis, we can see how Martin Luther King Jr. uses the D.I.D.L.S. method to craft a persuasive and rational argument in his letter. His choice of diction, imagery, language, and syntax all work together to make a compelling case for the civil rights movement’s methods and goals, while also addressing the criticisms of those who questioned their tactics.

William Faulkner’s Novel “The Sound and the Fury”

Let’s use the D.I.D.L.S. method to analyze an excerpt from William Faulkner’s novel “The Sound and the Fury.” In this passage, the character Benjy Compson reflects on his experiences:

“I give you the mausoleum of all hope and desire. I give it to you not that you may remember time, but that you might forget it now and then for a moment and not spend all your breath trying to conquer it. Because no battle is ever won he said. They are not even fought. The field only reveals to man his own folly and despair, and victory is an illusion of philosophers and fools.”

1. Diction (Choice of Words): Faulkner’s choice of words is reflective and philosophical. He uses words like “mausoleum,” “hope,” “desire,” “battle,” “folly,” and “despair” to convey a sense of introspection and contemplation.
2. Imagery (Sensory Details): While this passage is more focused on abstract ideas, the use of “mausoleum” creates a vivid image of a place associated with death and reflection. It sets a somber tone for the passage.
3. Details (Supporting Evidence): The passage presents a philosophical perspective on time and human endeavor. It argues that battles and victories are illusory and that the real lesson is in recognizing one’s own limitations and the futility of trying to conquer time.
4. Language (Overall Style and Tone): Faulkner’s language is reflective and somewhat melancholic. His style is characterized by its stream-of-consciousness narrative and complex sentence structures. The tone is contemplative and suggests a sense of resignation.
5. Syntax (Sentence Structure): The syntax in this passage is intricate, with long sentences and a somewhat fragmented structure. This mirrors the fragmented and nonlinear narrative style for which Faulkner is known.

In this analysis, we can see how William Faulkner uses the D.I.D.L.S. method to convey a sense of deep reflection and philosophical contemplation through the words, imagery, and overall tone of the passage. The passage encourages readers to ponder the nature of time, human endeavors, and the illusory nature of victory.