1. WINTER How to analyze rhetoric: part 1 01
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Today we are going to explore a little more about what is rhetoric; that is, what makes something “rhetorical.”
Essentials of College Rhetoric

2. WINTER 01 Review activity Class Discussion Obama vs. Trump
Schedule
WINTER
Review activity
Class Discussion
Obama vs. Trump
Extreme Appeals
The Hunger Games
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3. 01
WINTER
Why did you choose your major?
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4. 02
Review
A condensed version of the main idea and important details of a piece of writing.
A restatement of the original passage by using your own words.
Last week we talked about summarizing and paraphrasing a text. Remember, a summary is a very short and concise recollection of the main points of a text while a paraphrase is an account of a portion of the original text in your own words. When you write these, remain in the third-person and simply write about what you observe as a reader – don’t include your opinions!
You will very, very likely include both in your rhetorical analysis because they are integral for setting up your content. Let’s work on summarizing some more because in order to do so effectively, you must understand the entire text and be able to retell it succinctly.

5. 04 Class Discussion Why were these essays written?
1830s (Emerson): Declaration of Independence is only ~60 years old and philosophy was entering in “Modern” thought.
1890s (Dewey): Panic of Rise in Pragmatism (practical education).
1990s (Steele): Only ~20 years earlier, President Ford was the first to consider cutting the budgets for entitlement programs.
Emerson: The young country needed strong intellectual leadership to continue to establish itself. He considered nature important because of the movement away from The Age of Enlightenment.
Dewey: Top-down administration didn’t hold as much power. The early 1890s saw the largest depression since Industrial Revolution – banks closed, businesses and farms failed, unemployment rose, food shortages, etc. The economy recovered in 1897.
Steele: Ford was going to cut the budget for all entitlements except SS because of the Vietnam war. A negative connotation followed.
Entitlement program: defined benefits paid by the government

6. 04 Class Discussion Genres! Means! Canons!
Understanding all of that allows you to read rhetorically. Now you know what and why they are saying and you can begin to break apart how they are saying it. Texts are created using means, genres, and canons to establish a more ethical approach to teaching and using rhetoric. This is important because the ability to persuade has real-life effects. These are not rhetorical choices – they are the purposes behind the choices.

7. 04 Class Discussion What are the rhetorical genres? Informative
The rhetorical genres: informative (discusses past action), persuasive (deliberative; to take action), and ceremonial
These contribute to what you expect from a text – do you expect to be informed, persuaded, or inspired?
Informative
Persuasive
Ceremonial

8. See how important context was?
What genre did this fit? What expectations do we have from a message in that genre?

9. 04 Class Discussion What are the rhetorical means? Ethos Pathos Logos
Ethos = author’s credibility
Pathos = audience’s emotional reaction
Logos = the logic of the message
Ethos
Pathos
Logos

10. 04 Class Discussion Testimony Stories Stats and facts Peer vs. expert
Author possess
Stories
Beautiful language
Audience possess
Stats and facts
Reasoning
Situation possess
The rhetorical canons:

11. 04 Class Discussion Deductive Analogical Causal Inductive
100 people bought hats in 2011.
500 people bought hats in 2014.
The number of hat purchases is rising.
All men are mortal.
Ben is a man.
Ben is mortal.
The Magic Bullet is the best because it does everything your blender does and more!
The severe thunderstorm made the flood levels rise on University Avenue.
The rhetorical canons:

12. Can you guess which choice is exploited here?
Ethos

13. How about here?
Logos

14. Here?
Pathos

15. 04 Class Discussion What are the rhetorical canons? Invention
Arrangement
Style
Delivery
Memory
What content to
include/exclude
How to make it
memorable
What order to
put it in
The canons were created by some of Aristotle’s later followers, but they basically talk about what makes up a message. The point is to identify viable (not obvious) choices the author makes in his message by know what contributes to it.
How to
present it
How to make it
Interesting/useful

16. Comparative advantage04
Class Discussion
Patterns of Arrangement
Broken into categories
Topical
Describes a Process
Chronological
Mental map or tour
Spatial
Cause/Effect
Causal
Tells a Story
Narrative
Solves a problem
Problem/solution
Confronts and challenges opposing claims
Refutation
Proves your solution is best by comparing it to every other one
Comparative advantage
This is how people organize their message.

17. 04 Correctness Clarity Word Choice Ornateness Class Discussion
Style considerations
Correctness
Clarity
Word Choice
Ornateness
Consider the style, too.
Correctness – are they using grammar and sentence structure correctly? If not, why? Is there anything unique about it?
Clarity – are they using things like metaphors or stories or short sentences to explain something?
Diction (words) – making sure they fit the situation and the audience
Ornateness – using rhetorical choices (Wednesday) to decorate the speech

18. What genre?
Where did you see the means? (testimony, stories, facts?)
What was the message?
What order did they present the message?
What considerations of style?

19. 05 Preparing for BA2 Paraphrase ONLY these paragraphs
Steele: Paragraph 24 (page 457)
Dewey: Paragraph 27 (page 463)
Emerson: The first five sentences of Paragraph 20 (page 473)

20. 05 Homework Details on Raider Writer for: Reading 4 (Wednesday)
BA3 (THIS Friday)