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Part
A (200-250 words)
Refer to
research about the film and about rhetoric to (a) describe the main argument
you will make in your presentation and (b) describe plans you and your team
have for using rhetorical strategies to present an interesting and persuasive
discussion.
Part
B (200-250 words)
Refer to
research about culture and communication, intercultural rhetoric or inclusive
style to describe (a) the expectations your audience might have for your
presentation, and (b) strategies you and your team will use to ensure your
presentation will appeal to an audience made up of people from diverse cultural
backgrounds.
In
both entries you will be rewarded for discussing what this task reveals about
academic communication.
SAMPEL
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Part A
Our group will discuss
rhetoric and sophistry in Thank You for Smoking (Rietman 2006). When
discussing Naylorâs, Finistirreâs, and Hollowayâs speeches, it became clear we
need a definition of sophistry and rhetoric. As the academic, I will define the
terms based on MiecznikowskiSheardâs article âThe Public Value of Epideictic
Rhetoricâ in College English (1996).
MiecznikowskiSheard states
that many critics misunderstand epideictic speech as a form of sophistry, which
is âburdened ⦠by suspicions of the speakerâs self-indulgence and opportunism
[â¦] and his distance from the interests of the communityâ (768). Accordingly,
sophistry is communication in the speakerâs own interest without concern for
community wellbeing. But, for MiecznikowskiSheard, epideictic speech is
actually a form of rhetoric by speakers who are âethical individuals,
responsible citizens, and conscientious members of their many communitiesâ
(766). Rhetoric is ethical speech that forms and maintains strong communities.
Read alongside Bert Olivierâs claim that the film âturn[s] against itselfâ (45)
to promote an appreciation of ethical rhetoric, my definitions support the
argument that the individual characters are sophists, but the film is
rhetorical.
Our group will recreate the
style of communication from the film and the host will reveal our ploy. For
example, I will introduce my definitions with the sentence: âIn my esteemed
academic career, I have developed the most important theory on sophistry to
date, a theory so brilliant that we barely need to hear from the other speakers
on the panelâ. This will show that my âcharacterâ is selfish and individually
focused. Even if Iâm convincing, the host will explain that Iâm unethical and,
thereby, promote rhetoric.
Part B
Totally! They’re a legit resource for sample papers to guide your work. Use them to learn structure, boost skills, and ace your grades—ethical and within the rules.
Diverse communities in the
classroom probably value democratic forms of communication. In an issue of Rhetoric
and Public Affairs (11.3, 2008) focused on democratic style, or how to
communicate in inclusive ways, Darrel Enck-Wanzer advocates for âintersectional
rhetoricâ:
I define intersectional rhetoric as a rhetoric that places multiple
discursive formsâspeech, embodiment, and/or imageâon relatively equal footing,
is not leader-centered, draws from a number of diverse discursive political and
rhetorical conventions, and is constitutive rather than instrumental. (461)
Such a form of
communication uses a range of communication types (audio, visual, gesture,
written) to engage with the preferred styles of communication of diverse
communities. Further, the goal isnât to convince people of something
(leader-focused) but to help people to develop their own ideas. We expect
students who value learning want to think of their own ideas rather than be
told what to think.
Our presentation will use
strategies to ensure inclusive, democratic participation. The host is preparing
a powerpoint slideshow to engage visual learners and to state in simple, clear
language our argument. An argument written onscreen throughout most of the
presentation will help students who do not speak English as a first language
follow the debate. Further, the host is planning to summarise each speakerâs
overall main point in clear language. So, while we will embody our roles,
presenting in character with language and gesture to match our personas (a
strategy that will engage people who enjoy performance as a communication
technique), students who are not able to follow the complex language of, for
example, the academic presenter, or who are not familiar with performance
techniques such as parody, will have the arguments and overall position of the
group explained clearly.
Works
Cited
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Enck-Wanzer, Darrel. âA Radical Democratic Style?â Rhetoric and
Public Affairs 11.3 (2008), 459-465. Print.
MiecznikowskiSheard, Cynthia. âThe Public Value of Epideictic Rhetoric.â
College English 58.7 (1996), 765-794. Print.
Olivier, Bert. âPseudo-communication and the Return of the Sophist: Thank
You for Smoking, at First Sight.â Communicatio 33.2 (2007), 45-62.
Print.
Rietman, Jason (dir.). Thank You for Smoking. Twentieth Century
Fox, 2006. Film.
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