1. But first…the awesomeness of Phil Davidson
1. Review a few key terms from Aristotle. 2. Develop our understanding of the Canons of Rhetoric. 3. Cicero’s Model of Arrangement. 4. If we have time, a look at a sample part of Project 1.
But first…the awesomeness of Phil Davidson

2. 3 types of appeals
Ethos: speaker; knowledge of subject, “good will,” benevolence
Logos: purpose; Reasonable arguments that are not fallacious.
2 main types:
Induction – working from evidence up to a claim
Deduction – working from a given premise to a specific case (such as a syllogism)
Pathos: audience; appeal to emotion

3. Canons of Rhetoric
Recall the first sentence of Book I/Chap. 2: rhetoric as “craft”
Five components of Canons: “I.A.S.M.D.”
Canons serve both analytical and generative purposes: a template for the criticism of discourse; a pattern for rhetorical education.
Application: Consider a writing task for a class...
-- a type of argument?
-- a specific organization needed?
-- oral component?

4. Canons of Rhetoric Canon 1: Invention/Inventio “to find” (Latin)
What are you going to say? The core of an argument.
“topoi” – “place” (Latin)
“common topoi”: definition, division, classification, comparison, cause and effect, etc.
“special topoi”:
judicial – past events/legality
deliberative – future events/Goodness? Worthiness?

5. Deliberative Statements
“ While it may seem to be a practical benefit to society to license prostitutes, we cannot counterbalance the public approbation of something the majority clearly holds to be immoral.” “ Do we gain an advantage for society in allowing abortion to be freely practiced when this promotes the disadvantage of sexual irresponsibility?” “To outlaw abortion appears to be a moral advantage to some, but it is likely to prove a social disadvantage; illegal abortions and the problems of unwed motherhood will not be magically legislated away.”

6. Judicial/Stases Questions
Conjectural: A question of fact. “Did he do it? Definitional: “What was done?” for example: murder or manslaughter Qualitative: “Was the action just?” Translative: “Is this the right venue for this issue?” All are questions to arrive at point of debate/procedure of invention.

7. Epideictic / also “special” topoi
“fit for display”
“Encomium of Helen”
To praise; to blame; virtue; vice
Funeral orations
Inaugurations
Ceremony – such as the opening of the Olympics?
SO, TO REVIEW: invention…what to say, and the relationship to kairos and telos

8. Canon #2: Arrangement Dispositio / taxis
“the ordering of a particular discourse”
Or, “where to put what…”
Classical world / oration; contemporary world / all forms of composition
New media studies – web-based composition
Genre / texts that show social participation

9. Cicero/Model of Arrangement (6 parts = E.N.P.C.R.P.)
1. Exordium / Introduction Announce subject/purpose. Ethos-driven to establish credibility early on… “I was among 31 murderers sent to the Louisiana State Penitentiary in 1962 to be executed or imprisoned for life. We weren't much different from those we found here, or those who had preceded us. We were unskilled, impulsive and uneducated misfits, mostly black, who had done dumb, impulsive things -- failures, rejects from the larger society. Now a generation has come of age and gone since I've been here, and everything is much the same as I found it. The faces of the prisoners are different, but behind them are the same impulsive, uneducated, unskilled minds that made dumb, impulsive choices that got them into more trouble than they ever thought existed. The vast majority of us are consigned to suffer and die here so politicians can sell the illusion that permanently exiling people to prison will make society safe.”

10. Cicero/Model of Arrangement
Narratio / statement of facts
-- a narrative account of what has happened
-- or, a general explanation of the nature of the case at hand
“Getting tough has always been a ‘silver bullet,’ a quick fix for the crime and violence that society fears. Each year in Louisiana…lawmakers have tried to outdo each other in legislating harsher mandatory penalties and in reducing avenues of release. The only thing to do with criminals, they say, is get tougher… In the process, the purpose of prison began to change. The state boasts one of the highest lockup rates in the country, imposes the most severe penalties in the nation and vies to execute more criminals per capita than anywhere else.”

11. Cicero/Model of Arrangement
Partitio / division
Outlines what will follow / breaks up problem into parts
“In considering the siege, we should consider three things: First, are diplomatic alternatives exhausted? Second, do we have sufficient means to isolate the enemy? Third, would a siege achieve the desired effect? “

12. Cicero/Model of Arrangement
Confirmatio / proof
The main body of the speech; logical arguments
Induction/deduction
Crime is a young man's game. Most of the nation's random violence is committed by young urban terrorists. But because of long, mandatory sentences, most prisoners here are much older, having spent 15, 20, 30 or more years behind bars, long past necessity. Rather than pay for new prisons, society would be well served by releasing some of its older prisoners who pose no threat and using the money to catch young street thugs. Warden John Whitley agrees that many older prisoners here could be freed tomorrow with little or no danger to society

13. Cicero/Model of Arrangement
Refutatio / refutation
Considering counter-claims. Audience concerns? Bias?
“If getting tough resulted in public safety, Louisiana citizens would be the safest in the nation. They're not. Louisiana has the highest murder rate among states. Prison, like the police and the courts, has a minimal impact on crime because it is a response after the fact, a mop-up operation. It doesn't work…”

14. Cicero/Model of Arrangement
#6. Peroratio / conclusion Brings together various points (explicit? implied?) and presents them again in a forceful, theatric way… “So the drumbeat goes on for more police, more prisons, more of the same failed policies. Ever see a dog chase its tail?” TO REVIEW: Cicero’s model of arrangement = ENPCRP. Note: Just because this model is followed does not make it an effective case…

15. Canon #3: Style “How” the message is rendered
“How” the rhetor wishes to be seen
NOT incidental or superficial
Aligns ethos, logos, pathos
Discourse communities? Genres?
What might Aristotle say about Rideau’s style?
Or, Phil Davidson’s style?

16. Canon #4: Memory Vital in antiquity; less so in contemporary rhetoric
Speeches were memorized
Orators – envision the place…
For audience?
Anamnesis – calling past matters to memory
Chreia – using a maxim

17. Canon #5 / Delivery
From “hypokrisis” – “acting” Vocal training; use of gestures, etc. Obvious connections to ethos and pathos development Consider Phil Davidson’s mode of delivery…

18. Canons of Rhetoric TO REVIEW: I.A.S.M.D.
A template to follow – a way of dividing a complicated course of study/system of thought into smaller pieces.
-- A way of analysis. For example, one could examine how Rideau attempts to develop multiple ethical stances, given his unique rhetorical situation.

19. Project One – Some tips
Summary and analysis, with concept(s) from our course so far…
Audience: intelligent, but with no prior knowledge of the text
Not a chronological account, but rather a hierarchy of ideas
What’s the core argument? Secondary arguments? Key points in support?
For the purpose of this assignment: a page or less?
Question: What rhetorical elements are most interesting about this piece?
Rideau: What tactics does this life-sentence serving inmate use in order to get a “free world” audience to consider his claims?

20. Project One: Some tips
Careful use of signal verbs when summarizing: argues, agrees, acknowledges, believes, claims, concedes, demonstrates, emphasizes, complains, reports, refutes the claim, urges, suggests, notes… Each has a specific usage.

21. Project One: Some tips Introducing quotations:
1. X states, “_________________” (page number if you are working with a non-internet based source).
2. According to X, “_______________” (page number if you are working with a non-internet based source).
3. In her article “(title),” X maintains that “___________________”(page number if you are working with a non-internet based source).
4. X agrees with (name) when he notes that “_______________”(page number if you are working with a non-internet based source).
(See Writer’s Resource for comma rules when it comes to direct quotes!)

22. Project One: Some tips
So, when should I use direct quotes (as opposed to paraphrase/summary)?
1. A direct quote, when well selected, adds punch; can be used on its own, or at the beginning or end of a summary section.
2. Obviously, summaries offer “the big picture”: you have to select the essence of the work you are summarizing and represent it fairly.
3. A memorable phrase? A phrase that loses something when boiled down to a summary statement? Quote it…
4. A technical term that requires precision = quote.
5. Showing how different writers differ on a topic – use quotes to show the finer points of dissent?

23. Project One: Some tips
After the main summary is complete, include some sort of forecasting statement to show what your analysis will focus on…
Remember: there are numerous choices; don’t try and use every term from the course so far…What is most interesting? What will yield the best analysis?
Example: Although Phil Davidson’s candidacy announcement is emotionally charged, and perhaps entertaining, a close examination of his speech reveals few attempts at logical appeals. In fact, Davidson lapses into several logical fallacies, including…
(the rest of the essay would develop this claim with examples from the text and appropriate terms from the course)