Links to rhetorical tools:

Here are links to the rhetorical tools used in this class:

Schemes & Tropes -- Perelman & Olbrechts-Tyteca -- Fallacies -- Burke -- Rhetorical Toolbox -- Conspiracy Rhetorics

Sunday, March 1, 2020

Bigfoot outline / slides - Raines



Introduction – 
Attention Getter: We have all heard of mythical creatures such as bigfoot, the loch ness monster and the Chupacabra. We all know that they’re just myths, right? Or has all the research and scientific facts been wrong this whole time and the witnesses who may or may not be intoxicated, sleep deprived, potentially a little crazy, or a combination of the sorts be right this whole time?!
Intro/credibility: Name, I’ve been analyzing this article to present this speech for yall
Thesis: Sorry to have to be the one to tell you, but Bigfoot isn’t real. (I hope you’re taking this better than when your parents told you that Santa isn’t real). The author of my Class A report was just another sleep-deprived witness hoping to see a sasquatch and in combination with his lack of knowledge created a reality that he was in the same vicinity of a bigfoot and in the same time is unsuccessful in convincing readers that Bigfoot is real.  
Credit: Vrooman’s Fallacies and P-OT charts
Transition

Body – 
Overview: Chupacabra = ignorance & Loch ness monster = wishful thinking  
Point 1: Chupacabra
- Appeal to Ignorance
- Unrepresentative Sample
- Appeal to Misleading Authority (w/ Appeal to Celebrity & Appeal to Tradition)
- Facts/ truths (Observed)
- Metaphor
- Hierarchically arranged
Transition
Point 2: Nessie
- Wishful Thinking
- Slippery Slope
- Accident
- Emotional Appeal
- Presence (Space)
- Waste
Transition 

Conclusion – 
Summary: TBD
Conclusion: TBD







1 comment:

  1. What you have looks good so far! I know you're not done yet so I understand that they'll be more when you present and I think you're on the right track. My only suggestion as of right now is multiplying the slides so that there is a focus on each point you want to make on its own slide.

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