space cat thesis

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SPACECAT Method of Rhetorical Analysis: Description and Worksheet

For as long as there have been artifacts of communication—speeches, articles, books, paintings, photographs, ad campaigns, whatever—there have been methods for analyzing their effectiveness.

In recent years, high school and college teachers have been developing easy-to-remember acronyms to help students know the components of an artifact they should be evaluating. Methods of analysis such as S.O.A.P.S.Tone (Speaker, Occasion, Audience, Purpose, Subject, and Tone) for evaluating writing; D.I.D.L.S. (Diction, Imagery, Details, Language, and Structure) for analyzing tone; and O.P.T.I.C. (Overview, Parts, Title, Interrelationships, and Conclusion) for analyzing images have been the most popular.

There’s a new, trending method of analysis that seems to be even more effective for beginning students of rhetoric: the S.P.A.C.E.C.A.T. method of analysis. What makes this method so useful is that it can apply to any type of text—written, visual, aural, or other. It’s also a super easy to remember acronym for both students and teachers.

To help you implement the S.P.A.C.E.C.A.T. method into your classroom, I’ve created a handy guide and worksheet. You can purchase the PDF files here for classroom use, or just scroll below to see the textual description after the graphics.

Anytime you read, view, or listen to something, the person who created it made choices that impact the way you, the reader or observer, understand and react to it. To effectively analyze the rhetorical effect—the impact—of the communication on an audience, it helps to have an easy-to-follow method for rhetorical analysis. Use the S.P.A.C.E.C.A.T acronym below to as a method for explaining an artifact’s effect and impact on an audience.

• Who created this artifact? Was it an individual, a business, a government, or something else?
• What do you know about creator, their background, and their experience? What do you not know about them?
• How is the artifact’s meaning or effect changed or influenced because of the person who created it?
• Why did the creator of the artifact make this? What are they hoping to accomplish with it?
• Are they trying to persuade, educate, entertain, inform, incite, motivate, inspire, or something else?
• How well does the medium or channel in which they’re communicating help accomplish the purpose?
• Who is the intended audience of the artifact? Who did the message reach beyond the intended artifact?
• What assumptions did the creator make or what expectations did they have about the audience?
• What impact did the audience’s culture, background, mood, or experience have on the message?
• When and where was this artifact created and delivered? How was it intended to be displayed or distributed?
• What was happening in the community, country, culture, or world when the artifact was created?
• Would the message have been interpreted differently if it were delivered in a different time, place, or event?
• Why does this message matter, especially in the moment of creation, for the speaker or audience?
• What moved the creator of the artifact to create it? Were they inspired, angered, frustrated, or something else?
• Does the message have lasting impact, even after it was created? Why or why not does it matter now?
• What specific communication choices did the creator use to convey the message? Why did they make those choices?
• What impact does diction, sentence structure, organization, layout, color, figures of speech, etc. have on the message?
• Are there choices the creator could have made but didn’t that may have changed the message?
• How did the creator intend to appeal to their audience? Through emotion, logic, or credibility?
• Are elements of the artifact—such as danger, adventure, sex, health, age, youth, popularity, etc.—that were likely intended to appeal to the audience? Are there elements that did not appeal or may have offended?
• What is the general tone of the message? Happy, serious, energized, something else? How do you know?
• What do you learn about the message or speaker’s attitude from the tone?
• Does the tone shift in certain parts of the communication? What is the purpose for the shift?
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AP ® Lang teachers: looking to help your students improve their rhetorical analysis essays?

Coach Hall Writes

clear, concise rhetorical analysis instruction.

What is SPACECAT

September 28, 2022 by Beth Hall

I made a TikTok recently in which I mentioned SPACE CAT, and I had several AP ® Lang students in the comments asking, “What is SPACECAT?”

SPACE AP Lang

The “space” part of SPACE CAT refers to the rhetorical situation: speaker, purpose, audience, context, and exigence. It’s a useful mnemonic for rhetorical analysis essays, one of the three essays on the AP ® Lang exam.

These components of the passage are typically present in the prompt, and students often deepen their knowledge of these components as they read the passage.

Many students will write SPACE on their papers and jot down a couple notes. Or, they might label the components in the prompt, such as by writing an “S” above the speaker’s name. These are good annotation habits, but they are just the beginning.

Asking “what is SPACECAT?” is the first step. But now that you know what SPACE means, the question becomes “how do I incorporate SPACE into my rhetorical analysis essay?”

Before the 2020 exam, my students asked me to make a handout with “all those SPACECAT questions I asked in class.” You can access that handout here. But, I’ll break it down for you in more detail below.

What type of passage is it?

On the AP ® Lang exam, you’ll be asked to analyze a nonfiction passage. In recent years, the passage has been a speech or a letter, but it could also be an article or an excerpt of a nonfiction text. Regardless of the type of passage, each passage has a rhetorical situation.

Sometimes the prompt will note that the passage is an excerpt, meaning it isn’t the complete speech–some speeches are over 20 minutes long, but passages on the exam are approximately 600-800 words. The prompt might also note that it is the introduction or conclusion of the passage, which is also good to know.

What is SPACECAT: Analyzing the Speaker

In the prompt, you’ll be provided with the speaker’s full name and relevant credentials.

Spelling mistakes happen, but try to write the person’s name correctly. Also be mindful of the pronouns in the prompt.

When first mentioning the speaker, I recommend including their full name. After that, you can refer to the speaker by their last name.

Don’t refer to the speaker by their first name. Doing so implies you know the person closely.

If the passage somehow deals with two people with the same last name, such as the Abigail Adams passage, you can refer to the speaker by their last name and refer to the other person by their first name. Since John Quincy was a child, for that essay, it’s okay to refer to him as John Quincy. Calling him Adams too would likely be confusing.

The prompt will likely include the speaker’s credentials. This could be a title, such as Queen, President, Secretary of State, etc.

“Former President” means the person was not president at the time of the speech but had been president earlier.

“Then President” means the person was president at the time of the speech.

In some cases, such as the 2022 prompt, the speaker might have more recent accomplishments that they did not have at the time of the speech. Knowing this can help you situate the issue in a broader context. Just be sure to read the prompt carefully to determine what the person’s credentials were at the time of the speech.

“Why is this person the right person to give the speech?”

Knowing the person’s credentials can help you determine why the speaker is the “right person” to give the speech. How are they connected to the occasion or topic?

“What are the speaker’s beliefs, desires, and values?”

This question is based off an AP ® Lang standard and has become a question I ask regularly in my classes.

A person’s beliefs, desires, or values often influence the content of their speech. If the audience shares those beliefs, desires, or values, then it would be a receptive or amicable audience. This will impact the choices the speaker makes.

Some examples of “values” that have come up in my class discussion are justice, equality, hard work, education, etc.

Sometimes you can infer the person’s values based on their credentials.

So how do you include these details in an essay?

Here are a couple examples:

• Given that, at the time of the speech, Sotomayor is an appeals court judge, the law students at UC Berkeley, some of whom are part of the LatinX community themselves, would likely be inspired by her message of identity.
• As President of the United States, FDR values freedom and security: two ideals threatened by the Empire of Japan’s attack on Pearl Harbor.

What is SPACECAT: Analyzing the Audience

In the SPACE CAT AP Lang mnemonic, the second letter, “p” is for purpose. However, I like to pair speaker and audience together. So, please forgive me for going slightly out of order.

Speeches and letters often have a clear audience. Sometimes it’s one person, as with many letters. Other times, as in the case of speeches, the audience is a large group of people.

When analyzing the audience for a SPACE CAT analysis or writing a rhetorical analysis essay, think about the audience’s relationship with the speaker and the audience’s beliefs, desires, and/or values.

If the speaker and audience share beliefs, desires, or values, the audience may be a receptive audience. Conversely, if the audience has contrasting beliefs, desires, or values with the speaker, the audience might be a reluctant audience. The speaker likely knows whether the audience is receptive, reluctant, or even hostile and will make rhetorical choices accordingly–given your insight to add to your commentary!

Here are a couple examples of how to analyze the audience:

• Given that she knows her son is reluctant to be on the diplomatic voyage with his father, Abigail Adams compares a judicious traveller to a river, noting that like the river, the traveler–John Quincy–grows stronger the further it gets from its source. The metaphor implies John Quincy will grow “richer” by gaining knowledge and experience on the trip.

What is SPACECAT: Analyzing the Context

Think of context as the “big picture” or the historical timeline.

Ask yourself what relevant events were happening before, during, or even after the speech. For some speeches, this will be easier than others, so if you don’t know much about the time period, don’t panic.

Also, sometimes speakers reference historical events in the passage.

Here is an example of how to incorporate the context into your analysis:

• Considering that, at the time of the attack on Pearl Harbor, many Americans favored isolationist policies, FDR must prove Japan’s guilt in order to ultimately garner support for the war.

What is SPACECAT: Analyzing the Exigence

The exigence is like the “catalyst” or “impetus.” It’s the immediate reason the the speaker is giving the speech.

This could be because they were invited to speak at an event, such as a funeral, graduation ceremony, or convention. It could be because they are responding to a letter they received. Or, it could be that the speech is in response to a major event, such as a national tragedy.

Here are a couple examples of how to reference the exigence in your rhetorical analysis:

• Given that she is speaking at a graduation ceremony, Albright must be frank with the female graduates. Life will be hard–they will undoubtedly encounter “glass ceilings” in the “real world”–yet they must persevere.
• Given that he is speaking at the funeral of his mentor and friend, Obama honors Ted Kennedy’s legacy by noting the hundreds of laws he helped pen.
• Considering that he is dedicating a statue in honor of the late Rosa Parks, Obama acknowledges the powerful civil rights contributions of a woman who “held no office,” underscoring that an “average” person can be the catalyst for profound change.

Notice that the sentences above reference the exigence but also tie in the message or purpose.

Think of the components of the rhetorical situation as “puzzle pieces.” They fit together not only to create the passage but also to fuel analysis.

What is space cat: analyzing the purpose.

Sometimes the prompt will ask about how the speaker makes rhetorical choices to “achieve a purpose.”

In some cases, the prompt references a general purpose. Other times, that information may be omitted.

If the prompt include the purpose, dig deeper. While it’s okay to use the verbs in the prompt, such as “to honor” or “to memorialize,” it can be good to include synonyms or to be more specific. Doing so demonstrates a keener understanding of the passage.

Check out the video below for more information about analyzing the rhetorical situation, including examples of common purposes.

Teachers, if you’re looking for more tips about teaching the rhetorical situation, check out this video.

What is SPACECAT: Analyzing the Message or Argument

Technically, message and argument don’t fit neatly into the SPACECAT AP Lang mnemonic, but they are an important component of the rhetorical situation.

All passages have a purpose. And, you can analyze the purpose even if the prompt asks about the message or argument. 

That being said, a passage typically has either a message or an argument.

I like to think of the message as the lesson or “takeaway,” whereas argument are intended to persuade.

Sometimes the message or argument is tied to the occasion. For example, it’s more likely that a eulogy (funeral speech) or commencement speech (graduation speech) have a message instead of an argument. Both have a distinct purpose.

The prompt will ask about the message, argument, or purpose. 

When talking about defensible thesis statements in class, I tell my students to include the rhetorical choices plus the MAP (message, argument, or purpose,) whichever the prompt asks for.

Be sure to connect the choices to the MAP in your body paragraphs as well. Don’t lose sight of the MAP.

Now that we’ve answered the question “what is SPACE CAT?” you’re one step closer to writing a strong rhetorical analysis essay.

AP® Lang Teachers

Looking to help your students improve their rhetorical analysis essays?

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Exploring Rhetoric�with

• Who wrote this?
• What do we know about them?
• What DON’T we know about them?
• Does this text have a particular meaning because of WHO wrote/said it?
• Examples: A President giving a speech, a citizen sending a Tweet, a newspaper staff writing an editorial
• What is the speaker hoping to accomplish by putting this out into the world?
• Remember that the message itself ≠ the purpose.
• Examples: to inform, to persuade , to inspire, to convince
• Who was the actual audience of this text? Was that the intended audience?
• What did the speaker assume about their audience? How does that impact what they say and how they say it?
• Examples: TV viewers watching a debate, readers of a newspaper, a crowd gathered at a rally
• What was going on in the world when this text was produced?
• What were the biggest issues on the speaker’s mind, which they might be directly or indirectly addressing?
• How would this same text be received differently by a different audience in or in a different time?
• Examples: MLK’s “I Have a Dream” Speech is given in the context of the Civil Rights Movement
• Why “NOW” for the speaker?
• What was the spark or catalyst that moved the speaker to act?
• Note that context is “happening” all the time, but usually an event serves as exigence.
• Examples: The #MeToo movement taking off after high profile reports of misconduct
• This is a CAT-egory of all the little moves authors make to enrich their writing.
• Why does the writer make each choice?
• Examples: a speechwriter may begin with an anecdote , then move to describing a process of change, and end with a call to action.
• Appeals to ethics or credibility
• Appeals to emotion
• Appeals to logic or reason
• Examples: Bringing up one’s expertise with the topic (credibility), telling a moving story (emotion), stating facts or statistics (logic)
• What is the speaker’s attitude at different places throughout the text?
• How can you tell this is their attitude?
• Where does the tone shift in the piece?
• Examples: A religious eulogy may begin with a mournful tone, then move into a comforting or inspirational tone.

When to use space cat?

• Rhetorical analysis requires you to read and understand what matters about a text (SPACE) and comment on what specific features make it rich or effective (CAT).
• Don’t panic when exploring a new or difficult text…

SPACE CAT will guide you into the unknown!

Space cat was created by heather Crivilare �� $ � the creator claims no copyright on the images or fonts in this PowerPoint. For educational use only. �

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SPACE CAT: AN AP STRATEGY FOR ANALYZING ARGUMENTS

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Aurelia Institute designs geodesic spacecraft for "leading good lives" in orbit

Boston non-profit Aurelia Institute has created a pavilion showcasing its self-assembling geodesic dome, designed to allow space professionals and the general public to "lead good lives" in zero gravity.

A continuation of Aurelia Institute co-founder Ariel Ekblaw 's PhD thesis at MIT, TESSERAE (Tesselated Electromagnetic Space Structure for the Exploration of Reconfigurable Adopative Environments) aims to enrich the quality of life for space farers by providing larger living spaces and interior design elements, such as an inflatable couch .

The concept centres around two major elements, a self-assembling, modular structure made from magnetized panels that would drift together in space to form a geodesic dome, and a series of interior elements informed by chief design officer Sana Sharma  that would make living in space more hospitable.

TESSERAE is designed to float in low Earth orbit (LEO), a "cocoon" around the planet with a maximum altitude of 1,200 miles that is currently inhabited by the International Space Station (ISS) and "many proposed future platforms" according to NASA .

"We're not necessarily trying to help people who are going to Mars," said Ekblaw. "We are much more interested in increasing the volume that's available for people to lead good lives in low Earth orbit that are commuting from Earth to space."

"We really do want to push back a little bit on this idea of space exploration for abandoning Earth," she continued. "I really love Earth. The goal is to have space in service of Earth."

Proposed for flight in the 2030s, TESSERAE's final structure will be composed of electromagnetic hexagonal panels that are flat-packed and released from "a glorified Pez dispenser", according to Ekblaw.

In space, they would self-assemble to form a floating, geodesic dome, informed by American architect and technologist Buckminster Fueller 's well-known creation, which could then go on to attach to others through passageways.

A small-scale version of the technology was flown on the ISS in 2022 , and recently, Aurelia Institute displayed a full-scale 20-foot by 24-foot (6 by 7 metres) mock-up of its approximate shape and size in Boston , with plans to show it at various institutions.

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"Right now, the rocket is a constraint for how big of a thing you can squeeze in there."

This extra space might act as a communal area for researchers after working abroad on the ISS or as a more comfortable space for the general public visiting space, according to the team.

"If you see images of the inside of the ISS, it looks like a science lab," said Ekblaw. "There are wires everywhere. People look at that and they don't see themselves in that future."

"What would it take to design very intentionally, a different type of space in space? A different type of habitat that's way more welcoming and engaging to a broader swath of humanity, [not just] crazy talented astronauts, but open community?" Ekblaw asked.

"Democratizing access to space means we have to design for that."

For the interior of TESSERAE, the team created a series of fixtures and furniture designed for a zero-gravity lifestyle, including a hand-knotted net for pulling oneself across open space, and an inflatable couch that extends up the length of a wall that one can "nestle" into to "stay put".

The pieces were designed based on feedback from over 20 astronauts, cosmonauts and spaceflight participants about "what life in space was like outside the parameters of their mission".

"The most fascinating thing we learned was the emphasis on collaboration, care and comfort," said Sharma. "How people in a stressful environment come together and take care of each other in orbit."

"Right now, because the ISS is a lab, a lot of that's improvised. So the first dining table on the ISS was built by the astronauts themselves because they wanted a place to come together."

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"The idea is that the sunlight streams through these algae pools," said Sharma. "The algae then produces oxygen for the crew to breathe. It's basically a supplemental life support system."

Aurelia Institute is working on developing further interior panels and fundraising to display the pavilion elsewhere, with the ultimate goal of working with NASA or another commercial space company.

"We really want to democratize access to space, just to make sure that that economic benefit is shared by a lot of people," said Ekblaw.

"It's kind of a combination of pragmatic – let's make sure there's equity in the future of space exploration, and then also philosophical – let's make sure that people have a chance to really appreciate space themselves."

Other recent projects designed for space include a storage device to be sent to the Moon by BIG and a Lego brick made from space dust created by European Space Agency.

The photography is courtesy the Aurelia Institute unless otherwise stated.

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