Classification

The rhetorical style of classification entails the process of sorting people, things, or ideas into groups or categories to help make them more easily understood. This job is easier when you narrow your topic as much as possible. Consider people, places, events, and other abstract, "not-usually-classified" things as good topics for classification.

Though you may focus on one topic, classification groups numerous items within that topic into categories!

The rhetorical style of division is similar to classification in that it groups or divides one thing into components. The topic in this style of writing is narrow by nature because generally, only one “thing” can be divided. As long as this “thing” has definite parts or sections, it can be divided.

Remember: division begins with only one item and breaks it down into parts!

The Classification Process

Take the topic "students," for example.  "Students" includes too many types to categorize, so a narrowing of this topic is necessary. Qualify "students" by saying:

"There are four types of students here at college."

This is still too large and ambiguous a statement, so you must narrow it again. Pick a principle of classification that all students possess, but possess in different degrees.  This principle will differentiate each type of student. You may end up with a focus like this:

"Of the students I have seen at college, the approaches to studying they have fall into four distinct categories."

Now you have a topic which can be classified.

You are basing your classification system on characteristics that are common between types, but you do not want any two types to be too similar. You want each type to be mutually exclusive, meaning that no two types can be considered the same. Each type must be classified based on similar characteristics, but each type's outcome, once classified, must be different.

Hint: name your types (making sure that the name is somehow representative of the group it represents)!

Each type within your system of classification should then be backed up with one long example, or two short examples, which serve to reinforce your system.

For example, using the classification system for students listed above, this paper could look something like this:

• Intro (speaks about your topic in general terms, eventually leading to the specific focus of the paper, your thesis: "Of the students I have seen at college, the approaches to studying they have fall into four distinct categories.").
• The first type of student I have encountered at college is the "Study 'til you drop" student. Description + 1-2 examples.
• The second type of student is the "Half studier, half relaxer." Description + 1-2 examples.
• The third type of student is the "Study just enough to get by while I'm rubbing my lucky rabbit's foot" student. Description + 1-2 examples.
• The final type of student I have encountered at college is the "Books? What are those?" student. Description + 1-2 examples.
• Conclusion (some possibilities could be to explain the significance of all types within the whole, place yourself into a category, identify which type is best, or further explain or expand upon the process in some other way).

This would be an interesting, enlightening paper, based on the different types of students you see around you every day in class.

Remember: narrowing and focusing your topic at the beginning of the writing process will make the job of classification much easier.