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Chapter 17The Rhetoric

Jill

In my Fundamentals of Oral Communication class we were taught these exact methods in giving speeches. In that class, I gave a speech on eating disorders and how the media encourage eating disorders in women.  In my invention or construction of my argument, I showed how statistics of eating disorders have risen from the past to now.  I also showed examples of advertisements with skinny models which the women of our day expect themselves to look like.  With these examples, I failed to show a contrast of advertisements of the past or possible advertisements of the future.  I did show that through using perfect bodies in advertisements, we have glorified this part of our nature over other more important things.  In my arrangement, I gave an interesting story to catch the audience’s attention, then I shared that I had credibility because I had struggled with an eating disorder as had my sister and best friend.  I stated my purpose was to make my audience aware of the effect of the media and to stop the glorification of perfect bodies.  I did not wait until the end of my speech to reveal my main point. Rather I ended with examples of what we could do.  My style contained vivid examples with the actual advertisements and stories of those who had suffered.  I spoke in everyday language, but failed to create fresh metaphors.  I spoke candidly, which made it easier not to memorize my speech, which may have been at odds with Aristotle’s encouragement of memory.  It’s amazing that Aristotle’s speech techniques are still being taught in classrooms today.




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Application Logs
11th Edition

Student comments on practical use of a theory, from the Instructors Manual and additions to the website

List mode: Normal (click on theory name to show detail) | Show All details | Clear details

Chapter 17The Rhetoric

Jill

In my Fundamentals of Oral Communication class we were taught these exact methods in giving speeches. In that class, I gave a speech on eating disorders and how the media encourage eating disorders in women.  In my invention or construction of my argument, I showed how statistics of eating disorders have risen from the past to now.  I also showed examples of advertisements with skinny models which the women of our day expect themselves to look like.  With these examples, I failed to show a contrast of advertisements of the past or possible advertisements of the future.  I did show that through using perfect bodies in advertisements, we have glorified this part of our nature over other more important things.  In my arrangement, I gave an interesting story to catch the audience’s attention, then I shared that I had credibility because I had struggled with an eating disorder as had my sister and best friend.  I stated my purpose was to make my audience aware of the effect of the media and to stop the glorification of perfect bodies.  I did not wait until the end of my speech to reveal my main point. Rather I ended with examples of what we could do.  My style contained vivid examples with the actual advertisements and stories of those who had suffered.  I spoke in everyday language, but failed to create fresh metaphors.  I spoke candidly, which made it easier not to memorize my speech, which may have been at odds with Aristotle’s encouragement of memory.  It’s amazing that Aristotle’s speech techniques are still being taught in classrooms today.




You can access Application Logs for a particular chapter in several ways:

  • Switch to View by Theory, then select the desired theory/chapter from the drop-down list at the top of the page. Look in the list of available resources.
  • To quickly find a theory by chapter number, use the Table of Contents and link from there. It will take you directly to the theory with available options highlighted.
  • You can also use the Theory List, which will take you directly to the theory with available options highlighted.

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