Project 3
Composing Multimodal Arguments—Rhetoric in Action
Project Keywords: Remediation, Non-engaged stakeholder, multimodal
Non-engaged stakeholder(s): A person or group that may be uninvolved in the discussion or action
regarding a topic or issue because they do not believe they are affected by the issue or topic and
therefore do not consider themselves as stakeholder(s); or they do not take action for a number of
reasons despite the fact they consider themselves to be a stakeholder to some degree.
Project Description:
Now that students have investigated some of the stakeholders who are actively and publicly invested in
an issue or topic--and in essence, have become a stakeholder, themselves--they will convince nonengaged stakeholders to care about the issue, and will remediate this call to action using multimodal
forms. Students will draw on their prior research about the issue or topic and use their knowledge of
rhetorical appeals to educate and persuade audiences using written, visual, and verbal strategies in the
form of a formal essay, a new medium creation, and a presentation.
Assignment:
The project is comprised of three parts that will be graded proportionally at the discretion of individual
instructors:
 Formal Essay: Students will compose a 1,000-1,200 word argumentative essay that (a) educates an
audience of non-engaged stakeholders about the issue or topic; (b) convinces them that they should
care about this issue or topic; and (c) argues that the audience should take action in some way. Six
(6) secondary research sources are required. The written part of the assignment will be evaluated
using the FYC rubric, which can be found at the FYC site.
 Multimodal remediation: Students will produce the same argument put forth in the formal essay in a
new form/medium. This new form could be an original website, a short film or documentary, or other
creative and rhetorical product. This remediated argument should spark dialogue amongst audiences,
convince non-engaged stakeholders to get involved, and solicit action of some kind.
 Presentation: In a public space, students will present their multimodal remediation (or a portion of it)
for an audience of their peers. Individual instructors will dictate the specific requirements of these
presentations.
Assessment:
The essay portion of this project will be evaluated using the FYC Rubric. The remediation/multimedia
portion will be evaluated using the Project 3 Remediation Rubric. The presentation portion will be
evaluated at the instructor’s discretion.
Writing and Critical Thinking Student Outcomes:
Students will...
 employ rhetorical strategies learned throughout the semester in various modes of
composition (Focus)
 develop an argumentative thesis statement that calls a non-engaged stakeholder to action and is
supported throughout the composition (Focus)
 effectively integrate sources using summarization, paraphrasing, and direct quotations (Evidence)
 write an effective introduction, body, and conclusion; logically organize supporting paragraphs
effectively using topic sentences, segues, and transitions (Organization)
 use appropriate tone and word choice to discuss multiple perspectives (Style)
 employ a process of revision using peer and instructor feedback to produce a paper that is clearly
worded and free of grammar/punctuation errors, specifically as they relate to vague description, weak
opening sentences, wordiness, and unclear modifiers (Style)
 maintain a third-person point of view (Style)
 follow proper MLA structure both in formatting the paper and citing sources (Format)
Genre Conventions:
 Purpose—Present an evidence-based, arguable claim in multiple media to convince an unengaged
stakeholder of the importance of the issue and that he or she should become involved.
 Audience—Someone who is less knowledgeable about the subject or an audience of academic
peers.
 Point of View—Active voice, third person.
Role of Research:
Students will draw on the research conducted in the past two projects, but they will need 6 secondary
resources regarding the issue, topic, or action.
Writing Process (Formal Essay):
Early Draft
The early draft will be used as a place for students to brainstorm the rhetorical strategies that would be
most effective in the essay and the remediation. Students may wish to think about what facts, data,
examples, sources, etc. may be the most convincing and/or what multimodal format would most
effectively persuade audiences to care about the issue and take action. Students may use this space to
outline, free-write, mind map, or otherwise thoughtfully express insightful ideas.
Intermediate Draft
The Intermediate Draft should be a working draft (1,000 - 1,200 words) that (a) educates an audience of
non-engaged stakeholders about the issue or topic; (b) convinces them that they should care about this
issue or topic; and (c) argues that the audience should take action in some way. This draft should include
a thesis, all major points, evidence to support these points (including in-text citations from appropriate
sources), and a Works Cited page.
Final Draft
The Final Draft should be a polished essay (1,000 - 1,200 words) that (a) educates an audience of nonengaged stakeholders about the issue or topic; (b) convinces them that they should care about this issue
or topic; and (c) argues that the audience should take action in some way. This draft should include a
thesis, all major points, evidence to support these points (including in-text citations from appropriate
sources), and a Works Cited page. It should be free of organizational, grammar, and style errors and
should follow proper MLA structure both in formatting the paper and citing sources.
Looking Forward / Future Considerations:
Through completion of Projects 1, 2, and 3, students have learned to investigate a topic or issue through
formal research and media-based arguments created by stakeholders; to analyze the rhetorical strategies
used in both written and visual arguments; to enter into an existing discussion; and to contribute to
arguments made by various stakeholders in a real world setting.
Component Parts of Project 3
 Early Draft (50 points)
 Intermediate Draft (75 points)
 Final Paper (100 points)
 Remediation/Multimedia (75 points)
(The Oral Presentation part of Project 3 will be factored in as a 50-point Homework/Classwork
assignment.)
Printed Copy Due, in class, R 3/19
Adapted from Tiffany Boyle’s PDF (ENC1102_Project3_EarlyDraft)
Project 3 Early Draft
Context: In Project 1, you analyzed visual and rhetorical strategies, while developing an understanding of
rhetorical concepts. In Project 2, you evaluated two key opposing stakeholders on the same issue, and
then used empathetic tone and language, looked for common ground, and suggested potential areas of
compromise between their two incompatible perspectives. In Project 3, you will now construct an
argument designed to persuade non-engaged stakeholders (those who are apathetic, ambivalent, or
unaware) and call them to action.
Directions: In preparation for Project 3, begin by carefully reviewing the Project 3 Assignment Sheet to
support your understanding of this project’s objectives, research expectations, and assignment
requirements. Answer all of the questions below. (Use a color other than black for your text.) Feel free to
use this assignment sheet to do whatever brainstorming technique you find most helpful (paragraphs,
outlining, mapping, or any other idea-generating/organizing method). You should try to provide an answer
to each question, but, there are a lot of questions here, so it’s okay to spend more time on some
questions and less time on others.
Submission: Bring one or two printed copies to class on R, 3/19. One will be given to me for grading; the
other will be something to discuss with your group.
A Working Title
What proposed title will inspire interest in your topic or issue and call non-engaged stakeholders to
action?
Introduction
 What opening sentence will attract attention and draw your reader into your paper’s argument?
 What topic or issue is a current social concern?
 What problem needs to be confronted?
 What position will be argued in this paper?
 What key words or terms may need to be defined to prepare your reader for the paper’s discussion?
 How are these words or terms defined (cite appropriate sources)?
 What (brief) background information about the topic does your reader need to know to help to
understand the importance of taking action regarding this relevant social issue?
Your Paper’s Thesis Statement
 Why is it important for the reader to adopt the position you are taking?
 What action can be taken to bring about positive social change related to the issue?
 What precautions can be taken to ensure that the paper’s thesis is arguable and insightful, not merely
a statement of fact or an unsupported opinion?
Setting the Stage (Appeal to Kairos)
 What topic sentence relates directly to the paper’s thesis and helps unify the content and organization
of the paragraph?
 What relevant contextual or historical information will set the stage for discussing this topic or issue?
 What interesting contextual or historical fact might help to engage the reader’s interest in this topic or
issue?
 What credible source(s) provide(s) evidence related to this background information? (Include the
author(s) and title of the article.)
Argument Supporting Your Stakeholder’s Position (Appeal to Logos) [Establishes Context]
 What topic sentence relates directly to the paper’s thesis and helps unify the content and organization
of the paragraph?
 What is one main point used by stakeholders in this issue to support their position?
 What is another main point used by stakeholders in this issue to support their position?
Printed Copy Due, in class, R 3/19
Adapted from Tiffany Boyle’s PDF (ENC1102_Project3_EarlyDraft)


What facts and statistics can be offered to support the claims made by your stakeholder?
What credible source(s) provide(s) evidence for the claims made by this stakeholder? (Include the
author(s) and title of the article.)
Argument Supporting Your Stakeholder’s Position (Appeal to Pathos)
 What topic sentence relates directly to the paper’s thesis and helps unify the content and organization
of the paragraph?
 What illustrative example describing a “victim” of this problem can be used as evidence of the
urgency to confront this problem?
 How can this first-hand account be used to create a connection with non-engaged stakeholders?
 What credible source(s) provide(s) evidence for the claims made by your stakeholder? (Include the
author(s) and title of the article.)
Engaging Non-engaged Stakeholders
 What topic sentence relates directly to the paper’s thesis and helps unify the content and organization
of the paragraph?
 Why should non-engaged stakeholders care about this issue?
 What ineffective solutions to this problem have been offered?
 What might be the consequences of failing to actively confront this problem?
Call to action
 What topic sentence relates directly to the paper’s thesis and helps unify the content and organization
of the paragraph?
 Once you have attracted the attention of non-engaged stakeholders, what specific, practical, realistic
actions can they take to confront this social problem?
 What can newly-engaged stakeholders do to show their support for the position taken in your paper?
Conclusion
 What conclusive topic sentence relates directly to the paper’s thesis and helps unify the content and
organization of the paragraph?
 How can you briefly and succinctly stress the significance of your argument?
 How does the evidence presented in the paper support your conclusion?
 What final plea for action can you leave with your reader?
 On what positive, hopeful note can you conclude your paper?
Proposed Source List
 Begin a new page and entitle it “Proposed Source List.”
 Combine appropriate sources from your Project 1 & 2 Works Cited lists with the new sources on your
Project 3 Proposed Source List into a single list. (Remember, 6 sources, overall, are required.)
 Arrange the combined sources in alphabetical order.
 This list need not be correctly formatted, but it should contain authors/titles/places of publication.
1729—Jonathan Swift
A MODEST PROPOSAL For Preventing the Children of Poor People in Ireland From Being a
Burden To Their Parents or Country, and for Making Them Beneficial to the Public
It is a melancholy object to those who walk through this great town or travel in the country, when they see the
streets, the roads, and cabin doors, crowded with beggars of the female sex, followed by three, four, or six children,
all in rags and importuning every passenger for an alms. These mothers, instead of being able to work for their
honest livelihood, are forced to employ all their time in strolling to beg sustenance for their helpless infants: who as
they grow up either turn thieves for want of work, or leave their dear native country to fight for the Pretender in Spain,
or sell themselves to the Barbadoes.
I think it is agreed by all parties that this prodigious number of children in the arms, or on the backs, or at the heels
of their mothers, and frequently of their fathers, is in the present deplorable state of the kingdom a very great
additional grievance; and, therefore, whoever could find out a fair, cheap, and easy method of making these children
sound, useful members of the commonwealth, would deserve so well of the public as to have his statue set up for a
preserver of the nation.
But my intention is very far from being confined to provide only for the children of professed beggars; it is of a much
greater extent, and shall take in the whole number of infants at a certain age who are born of parents in effect as little
able to support them as those who demand our charity in the streets.
As to my own part, having turned my thoughts for many years upon this important subject, and maturely weighed
the several schemes of other projectors, I have always found them grossly mistaken in the computation. It is true, a
child just dropped from its dam may be supported by her milk for a solar year, with little other nourishment; at most
not above the value of 2s., which the mother may certainly get, or the value in scraps, by her lawful occupation of
begging; and it is exactly at one year old that I propose to provide for them in such a manner as instead of being a
charge upon their parents or the parish, or wanting food and raiment for the rest of their lives, they shall on the
contrary contribute to the feeding, and partly to the clothing, of many thousands.
There is likewise another great advantage in my scheme, that it will prevent those voluntary abortions, and that
horrid practice of women murdering their bastard children, alas! too frequent among us! sacrificing the poor innocent
babes I doubt more to avoid the expense than the shame, which would move tears and pity in the most savage and
inhuman breast.
The number of souls in this kingdom being usually reckoned one million and a half, of these I calculate there may be
about two hundred thousand couple whose wives are breeders; from which number I subtract thirty thousand couples
who are able to maintain their own children, although I apprehend there cannot be so many, under the present
distresses of the kingdom; but this being granted, there will remain an hundred and seventy thousand breeders. I
again subtract fifty thousand for those women who miscarry, or whose children die by accident or disease within the
year. There only remains one hundred and twenty thousand children of poor parents annually born. The question
therefore is, how this number shall be reared and provided for, which, as I have already said, under the present
situation of affairs, is utterly impossible by all the methods hitherto proposed. For we can neither employ them in
handicraft or agriculture; we neither build houses (I mean in the country) nor cultivate land: they can very seldom pick
up a livelihood by stealing, till they arrive at six years old, except where they are of towardly parts, although I confess
they learn the rudiments much earlier, during which time, they can however be properly looked upon only as
probationers, as I have been informed by a principal gentleman in the county of Cavan, who protested to me that he
never knew above one or two instances under the age of six, even in a part of the kingdom so renowned for the
quickest proficiency in that art.
I am assured by our merchants, that a boy or a girl before twelve years old is no salable commodity; and even when
they come to this age they will not yield above three pounds, or three pounds and half-a-crown at most on the
exchange; which cannot turn to account either to the parents or kingdom, the charge of nutriment and rags having
been at least four times that value.
I shall now therefore humbly propose my own thoughts, which I hope will not be liable to the least objection.
I have been assured by a very knowing American of my acquaintance in London, that a young healthy child well
nursed is at a year old a most delicious, nourishing, and wholesome food, whether stewed, roasted, baked, or boiled;
and I make no doubt that it will equally serve in a fricassee or a ragout.
I do therefore humbly offer it to public consideration that of the hundred and twenty thousand children already
computed, twenty thousand may be reserved for breed, whereof only one-fourth part to be males; which is more than
we allow to sheep, black cattle or swine; and my reason is, that these children are seldom the fruits of marriage, a
circumstance not much regarded by our savages, therefore one male will be sufficient to serve four females. That the
remaining hundred thousand may, at a year old, be offered in the sale to the persons of quality and fortune through
the kingdom; always advising the mother to let them suck plentifully in the last month, so as to render them plump
and fat for a good table. A child will make two dishes at an entertainment for friends; and when the family dines
alone, the fore or hind quarter will make a reasonable dish, and seasoned with a little pepper or salt will be very good
boiled on the fourth day, especially in winter.
I have reckoned upon a medium that a child just born will weigh 12 pounds, and in a solar year, if tolerably nursed,
increaseth to 28 pounds.
I grant this food will be somewhat dear, and therefore very proper for landlords, who, as they have already devoured
most of the parents, seem to have the best title to the children.
Infant's flesh will be in season throughout the year, but more plentiful in March, and a little before and after; for we
are told by a grave author, an eminent French physician, that fish being a prolific diet, there are more children born in
Roman Catholic countries about nine months after Lent than at any other season; therefore, reckoning a year after
Lent, the markets will be more glutted than usual, because the number of popish infants is at least three to one in this
kingdom: and therefore it will have one other collateral advantage, by lessening the number of papists among us.
I have already computed the charge of nursing a beggar's child (in which list I reckon all cottagers, laborers, and
four-fifths of the farmers) to be about two shillings per annum, rags included; and I believe no gentleman would
repine to give ten shillings for the carcass of a good fat child, which, as I have said, will make four dishes of excellent
nutritive meat, when he hath only some particular friend or his own family to dine with him. Thus the squire will learn
to be a good landlord, and grow popular among his tenants; the mother will have eight shillings net profit, and be fit
for work till she produces another child.
Those who are more thrifty (as I must confess the times require) may flay the carcass; the skin of which artificially
dressed will make admirable gloves for ladies, and summer boots for fine gentlemen.
As to our city of Dublin, shambles may be appointed for this purpose in the most convenient parts of it, and butchers
we may be assured will not be wanting; although I rather recommend buying the children alive, and dressing them
hot from the knife, as we do roasting pigs.
A very worthy person, a true lover of his country, and whose virtues I highly esteem, was lately pleased in
discoursing on this matter to offer a refinement upon my scheme. He said that many gentlemen of this kingdom,
having of late destroyed their deer, he conceived that the want of venison might be well supplied by the bodies of
young lads and maidens, not exceeding fourteen years of age nor under twelve; so great a number of both sexes in
every country being now ready to starve for want of work and service; and these to be disposed of by their parents, if
alive, or otherwise by their nearest relations. But with due deference to so excellent a friend and so deserving a
patriot, I cannot be altogether in his sentiments; for as to the males, my American acquaintance assured me, from
frequent experience, that their flesh was generally tough and lean, like that of our schoolboys by continual exercise,
and their taste disagreeable; and to fatten them would not answer the charge. Then as to the females, it would, I
think, with humble submission be a loss to the public, because they soon would become breeders themselves; and
besides, it is not improbable that some scrupulous people might be apt to censure such a practice (although indeed
very unjustly), as a little bordering upon cruelty; which, I confess, hath always been with me the strongest objection
against any project, however so well intended.
But in order to justify my friend, he confessed that this expedient was put into his head by the famous Psalmanazar,
a native of the island Formosa, who came from thence to London above twenty years ago, and in conversation told
my friend, that in his country when any young person happened to be put to death, the executioner sold the carcass
to persons of quality as a prime dainty; and that in his time the body of a plump girl of fifteen, who was crucified for an
attempt to poison the emperor, was sold to his imperial majesty's prime minister of state, and other great mandarins
of the court, in joints from the gibbet, at four hundred crowns. Neither indeed can I deny, that if the same use were
made of several plump young girls in this town, who without one single groat to their fortunes cannot stir abroad
without a chair, and appear at playhouse and assemblies in foreign fineries which they never will pay for, the
kingdom would not be the worse.
Some persons of a desponding spirit are in great concern about that vast number of poor people, who are aged,
diseased, or maimed, and I have been desired to employ my thoughts what course may be taken to ease the nation
of so grievous an encumbrance. But I am not in the least pain upon that matter, because it is very well known that
they are every day dying and rotting by cold and famine, and filth and vermin, as fast as can be reasonably expected.
And as to the young laborers, they are now in as hopeful a condition; they cannot get work, and consequently pine
away for want of nourishment, to a degree that if at any time they are accidentally hired to common labor, they have
not strength to perform it; and thus the country and themselves are happily delivered from the evils to come.
I have too long digressed, and therefore shall return to my subject. I think the advantages by the proposal which I
have made are obvious and many, as well as of the highest importance.
For first, as I have already observed, it would greatly lessen the number of papists, with whom we are yearly
overrun, being the principal breeders of the nation as well as our most dangerous
enemies; and who stay at home on purpose with a design to deliver the kingdom to the Pretender, hoping to take
their advantage by the absence of so many good protestants, who have chosen rather to leave their country than
stay at home and pay tithes against their conscience to an Episcopal curate.
Secondly, the poorer tenants will have something valuable of their own, which by law may be made liable to distress
and help to pay their landlord's rent, their corn and cattle being already seized, and money a thing unknown.
Thirdly, whereas the maintenance of an hundred thousand children, from two years old and upward, cannot be
computed at less than ten shillings a-piece per annum, the nation's stock will be thereby increased fifty thousand
pounds per annum, beside the profit of a new dish introduced to the tables of all gentlemen of fortune in the kingdom
who have any refinement in taste. And the money will circulate among ourselves, the goods being entirely of our own
growth and manufacture.
Fourthly, the constant breeders, beside the gain of eight shillings sterling per annum by the sale of their children, will
be rid of the charge of maintaining them after the first year.
Fifthly, this food would likewise bring great custom to taverns; where the vintners will certainly be so prudent as to
procure the best receipts for dressing it to perfection, and consequently have their houses frequented by all the fine
gentlemen, who justly value themselves upon their knowledge in good eating: and a skilful cook, who understands
how to oblige his guests, will contrive to make it as expensive as they please.
Sixthly, this would be a great inducement to marriage, which all wise nations have either encouraged by rewards or
enforced by laws and penalties. It would increase the care and tenderness of mothers toward their children, when
they were sure of a settlement for life to the poor babes, provided in some sort by the public, to their annual profit
instead of expense. We should see an honest emulation among the married women, which of them could bring the
fattest child to the market. Men would become as fond of their wives during the time of their pregnancy as they are
now of their mares in foal, their cows in calf, their sows when they are ready to farrow; nor offer to beat or kick them
(as is too frequent a practice) for fear of a miscarriage.
Many other advantages might be enumerated. For instance, the addition of some thousand carcasses in our
exportation of barreled beef, the propagation of swine's flesh, and improvement in the art of making good bacon, so
much wanted among us by the great destruction of pigs, too frequent at our tables; which are no way comparable in
taste or magnificence to a well-grown, fat, yearling child, which roasted whole will make a considerable figure at a
lord mayor's feast or any other public entertainment. But this and many others I omit, being studious of brevity.
Supposing that one thousand families in this city, would be constant customers for infants flesh, besides others
who might have it at merry meetings, particularly at weddings and christenings, I compute that Dublin would take off
annually about twenty thousand carcasses; and the rest of the kingdom (where probably they will be sold somewhat
cheaper) the remaining eighty thousand.
I can think of no one objection, that will possibly be raised against this proposal, unless it should be urged, that the
number of people will be thereby much lessened in the kingdom. This I freely own, and 'twas indeed one principal
design in offering it to the world. I desire the reader will observe, that I calculate my remedy for this one individual
Kingdom of Ireland, and for no other that ever was, is, or, I think, ever can be upon Earth. Therefore let no man talk
to me of other expedients: Of taxing our absentees at five shillings a pound: Of using neither cloaths, nor houshold
furniture, except what is of our own growth and manufacture: Of utterly rejecting the materials and instruments that
promote foreign luxury: Of curing the expensiveness of pride, vanity, idleness, and gaming in our women: Of
introducing a vein of parsimony, prudence and temperance: Of learning to love our country, wherein we differ even
from Laplanders, and the inhabitants of Topinamboo: Of quitting our animosities and factions, nor acting any longer
like the Jews, who were murdering one another at the very moment their city was taken: Of being a little cautious not
to sell our country and consciences for nothing: Of teaching landlords to have at least one degree of mercy towards
their tenants. Lastly, of putting a spirit of honesty, industry, and skill into our shop-keepers, who, if a resolution could
now be taken to buy only our native goods, would immediately unite to cheat and exact upon us in the price, the
measure, and the goodness, nor could ever yet be brought to make one fair proposal of just dealing, though often
and earnestly invited to it.
Therefore I repeat, let no man talk to me of these and the like expedients, 'till he hath at least some glympse of
hope, that there will ever be some hearty and sincere attempt to put them into practice.
But, as to my self, having been wearied out for many years with offering vain, idle, visionary thoughts, and at length
utterly despairing of success, I fortunately fell upon this proposal, which, as it is wholly new, so it hath something
solid and real, of no expence and little trouble, full in our own power, and whereby we can incur no danger in
disobliging England. For this kind of commodity will not bear exportation, and flesh being of too tender a consistence,
to admit a long continuance in salt, although perhaps I could name a country, which would be glad to eat up our
whole nation without it.
After all, I am not so violently bent upon my own opinion as to reject any offer proposed by wise men, which shall be
found equally innocent, cheap, easy, and effectual. But before something of that kind shall be advanced in
contradiction to my scheme, and offering a better, I desire the author or authors will be pleased maturely to consider
two points. First, as things now stand, how they will be able to find food and raiment for an hundred thousand useless
mouths and backs. And secondly, there being a round million of creatures in human figure throughout this kingdom,
whose whole subsistence put into a common stock would leave them in debt two millions of pounds sterling, adding
those who are beggars by profession to the bulk of farmers, cottagers, and laborers, with their wives and children
who are beggars in effect: I desire those politicians who dislike my overture, and may perhaps be so bold as to
attempt an answer, that they will first ask the parents of these mortals, whether they would not at this day think it a
great happiness to have been sold for food, at a year old in the manner I prescribe, and thereby have avoided such a
perpetual scene of misfortunes as they have since gone through by the oppression of landlords, the impossibility of
paying rent without money or trade, the want of common sustenance, with neither house nor clothes to cover them
from the inclemencies of the weather, and the most inevitable prospect of entailing the like or greater miseries upon
their breed for ever.
I profess, in the sincerity of my heart, that I have not the least personal interest in endeavoring to promote this
necessary work, having no other motive than the public good of my country, by advancing our trade, providing for
infants, relieving the poor, and giving some pleasure to the rich. I have no children by which I can propose to get a
single penny; the youngest being nine years old, and my wife past child-bearing.
Andrew Marvell—“To His Coy Mistress”
Had we but world enough, and time,
This coyness, lady, were no crime.
We would sit down, and think which way
To walk, and pass our long love’s day.
Thou by the Indian Ganges’ side
Shouldst rubies find; I by the tide
Of Humber would complain. I would
Love you ten years before the Flood,
And you should, if you please, refuse
Till the conversion of the Jews.
My vegetable love should grow
Vaster than empires, and more slow;
An hundred years should go to praise
Thine eyes, and on thy forehead gaze;
Two hundred to adore each breast,
But thirty thousand to the rest;
An age at least to every part,
And the last age should show your heart.
For, lady, you deserve this state.
Nor would I love at lower rate.
But at my back I always hear
Time’s winged chariot hurrying near;
And yonder all before us lie
Deserts of vast eternity.
Thy beauty shall no more be found,
Nor, in thy marble vault, shall sound
My echoing song; then worms shall try
That long-preserved virginity,
And your quaint honor turn to dust,
And into ashes all my lust:
The grave’s a fine and private place,
But none, I think, do there embrace.
Now therefore, while the youthful hue
Sits on thy skin like morning dew,
And while thy willing soul transpires
At every pore with instant fires,
Now let us sport us while we may,
And now, like amorous birds of prey,
Rather at once our time devour
Than languish in his slow-chapped power.
Let us roll all our strength and all
Our sweetness up into one ball,
And tear our pleasures with rough strife
Thorough the iron gates of life.
Thus, though we cannot make our sun
Stand still, yet we will make him run.
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Rhetoric in Action: Questions to Ponder
Your readers
What do my readers already know about this problem?
Are they likely to welcome my solution or resist it?
Can I anticipate any specific reservations or objections they may have?
How can I gain readers’ enthusiastic support? How can I get them to help me implement the solution?
What kind of tone would be most appropriate? How can I present myself so that I seem both
reasonable and authoritative?
The beginning
How can I begin so as to immediately engage my readers’ interests? Shall I open with a personal
anecdote or a dramatic one? Shall I begin by stating something surprising, or should I open by
commenting on something positive before announcing the problem? Do I have another idea for my
opening?
What information should I give first?
Defining the problem
Is this a problem people know about, or is it relatively unknown?
How much do I need to say about its cause or history?
How can I establish the seriousness of the problem?
Is it an urgent problem? How can I emphasize this?
How much space should I devote to defining the problem?
Proposing a solution
How should I state my thesis? When should I announce it explicitly?
How can I make the solution seem easy to implement? Can I present the first step so that it looks
easy to take?
How can I present my solution so that it looks like the best way to proceed?
Rejecting alternative solutions
How many alternative solutions should I mention? Which ones should I discuss?
Should I indicate where these alternatives come from? Should I name those who proposed them?
How can I reject these other solutions without seeming to criticize their proponents?
What reasons should I give for rejecting the alternative solutions? Can I offer any evidence in support
of my reasons?
Refuting counterarguments
Should I mention every possible counterargument to my proposed solution? How might I choose
among them?
Has anyone already proposed these counterarguments? If so, should I name the person in my
paper?
How can I refute the counterarguments without criticizing anyone?
What specific reasons can I give for refuting each counterargument? How can I support these
reasons?
Avoiding logical fallacies
Will I be committing an either/or fallacy by presenting my solution as the only possible solution: either
mine or nothing? Can I ignore any of the likely alternative solutions?
Can I present proposed solutions in such a way that they are easily rejected without being accused of
building a straw man? (A straw man is easy to push over.)
How can I show my readers that I have accepted the burden of proof? Can I make a comprehensive
argument for my proposed solution? Will readers feel that it is one they should accept?
If I discuss the causes of the problem, can I avoid the fallacy of oversimplified cause? Have I
identified significant causes, or are some of them minor contributing causes? Have I accounted for all
of the major causes?
How can I argue reasonably against other possible solutions? Can I criticize other proposals without
attacking the people involved and thus committing the ad hominem (Latin for “to the man”) fallacy?
The ending
How should the proposal end? Shall I end with a practical plan, or should I end by
summarizing/restating the solution and its advantages? Any other options to seal the deal?
Is there something special about the problem itself I should remind readers of at the end?
Should I end with an inspiring call to action or a scenario suggesting the dreaded consequences of a
failure to solve the problem?
Would a shift to humor or satire be an effective way to end?
nd
Material extracted from Axelrod & Cooper’s The St. Martin’s Guide to Writing, 2 edition.
Looking at Rhetoric in Action—Proposals
Ponder these (random) questions:
Why is the problem a problem?
For whom is the problem a problem?
How will these people suffer if the problem is not solved? (Cite specific examples.)
Who has the power to solve the problem?
Why hasn’t the problem been solved up to this point?
How can the problem be solved? (Create a proposal/action.)
What are the probable benefits of acting on your proposal?
Who will bear those costs?
Why should this proposal be enacted?
Why is it better than alternative proposals?
Specific Concerns for Rhetoric in Action pieces/Proposals
The Need for Presence—moving an audience to action requires that they see it as relevant to their
lives; presence means an argument’s ability to grip the readers’ hearts, imaginations, and intellects.
Use details, provocative stats, dialogue, anecdotes, description, and examples—weight (gravitas) and
emotion (pathos) are usually keys.
The Need to Overcome People’s Natural Conservatism—Both the law of inertia and interest in the
status quo must be overcome. Sometimes you can argue that things will move from bad to good;
sometimes you can only note a shift from good (okay) to better.
The Difficulty of Predicting Future Consequences—Be careful with causality claims; they are usually
the framework for logical fallacies, which can then undercut your action and your credibility. Avoid
those hypothetical scenarios, for just because something precedes another, it does not mean it
causes the latter.
The Problem of Evaluating Consequences—Assessing what the consequences of an action will be
can be tricky. Cost-benefit analyses base their criteria on money in versus money out. Figure out a
set of criteria by which an action can be judged—perhaps through values.
Basic structures for a Proposal—
Option 1
Presentation of a problem that needs solving:
o Description of the problem
o Background, including previous
attempts to solve the problem
o Argument that the problem is solvable
(optional)
Presentation of writer’s proposal:
o Succinct statement of the proposed
solution serves as thesis statement
o Explain specifics of proposed solution
Summary and rebuttal of opposing views
Justification persuading reader that proposal
should be enacted:
o Reason 1 presented and developed
o Reason 2 presented and developed
o Additional reasons presented and
developed
Conclusion that exhorts audience to act:
o Give presence to final sentences
Option 2
Presentation of issue, including background
Presentation of writer’s proposal
Justification
o Reason 1: Show that proposal
addresses a serious problem
o Reason 2: Show that proposal will
solve problem
o Reason 3: Give additional reasons for
enacting proposal
Summary and refutation of opposing views
Conclusion that exhorts audience to act
Claim-Type Strategies to Develop a Proposal/Action Argument
To help you generate ideas/focus for your project and to come up with the justification for and
benefits from your action, begin by framing your claim in this way:
We (Your chosen group to act) should do X (your chosen action)
because X is a Y (X falls into a certain category)
because X will lead to good consequences (Doing the action causes certain plusses)
because X is like Y (X resembles something positive done elsewhere)
Here’s an example for you:
Insurance companies should pay for long-term psychological counseling for anorexia (claim)
because paying for such counseling is a demonstration of commitment to women’s health (This notes
a category tied to values.)
because paying for such counseling might save insurance companies from much more extensive
medical costs at a later date (This assumes positive causes/results down the road.)
because paying for anorexia counseling is like paying for alcoholism or drug counseling, which is
already covered by insurance (This notes that the action resembles something positive done
elsewhere.
Be able to lay out the boundaries for your action—it must have set benefits and justifications. That will
help the logic of the essay, showing your audience that there is something to be gained should your
action be implemented.
th
Excerpted/adapted from Ramage, Bean, & Johnson’s Writing Arguments, 7 Edition
Oral Presentations—Tips from Dr. Moxley
(Excerpted from College Writing Online)
Summary: Understand the defining characteristics of oral presentations.
Oral presentations are usually quite brief--five to ten minutes. Gifted speakers bring energy and humor
to their talks.
Focus
Examine a subject from a rhetorical perspective. Identify the intended audience, purpose, context,
media, voice, tone, and persona.
• When you first begin preparing for your presentation, identify the context for your remarks. Will you
be speaking in front of your writing class or will you be giving speeches in other contexts?
• Be quick to identify any requirements that will help you narrow the scope of your presentation. Bring
focus to your presentations by realistically evaluating what you can accomplish in the allotted
time. Too often, people have trouble seeing the forest for the trees. To be in the moment and to
provide the focus you need to successfully present your message, concentrate on the two or three
main ideas you want to drive home.
• Remember, oral presentations must cover less ground than printed or online pages. One of your
main objectives is to engage the audience's curiosity about your topic so they will be motivated to
read more about it--perhaps read a more elaborate document. Decide what you want your audience
to go away with and then be ruthless about omitting examples that are unnecessary.
Development
To develop the content for your presentation, you may need to conduct library/Internet or field research.
By thoroughly researching a topic, you will be in a better position to know what information needs to be
emphasized in a brief speech.
To enrich your understanding of how to develop proposals, you may find it useful to find and view some
proposals online.
Plus, when your school sponsors speeches and oral presentations, make every effort to attend. Note the
different communication styles used by professional speakers.
Below are some additional suggestions for developing oral presentations:
Focus on Content
Your audience is coming to learn something from you, not to admire your clever use of graphics or
animation features. Identify the gist of your message, not exceeding five major points, and then marshal
evidence, illustrations, and example to support the gist of your message.
Several slides can expound on different aspects of one point, but in general avoid mixing messages on
a slide. If you have a new point, put it on a new slide.
Use Graphics
Be careful with your use of visual images. Take a moment to question whether the visuals you have
chosen are appropriate for your audience.
1. Use visuals to emphasize key points.
2. Throughout the presentation, use an effective template.
If you are a PowerPoint user and are unhappy with the templates that come loaded with the
software, visit Microsoft's Template Gallery, and then conduct a search for "PowerPoint
Templates."
3. If you're using presentation software, ensure that you know how to use it.
Use a large, thick font, ensuring the font is a good "screen font," such as Arial, Verdana, or
Helvetica. Consider the projection equipment. How far away will viewers be from the screen?
Don't mix a lot of fonts or colors.
Allow for sufficient white space on each slide. Avoid having more than five bullets on the slide in
size 24.
Be Brief
Little is worse than a presenter who drones on (except, perhaps, a presenter who drones on about
nothing in a monotone voice). Identify four to five main points and then build your presentation on
delivering those main points.
Offer Details in Handouts or Online
Because presentations limit you to four or five points, you are likely to face situations where you cannot
deliver all of the information you wish.
Offer speaker notes. If you are using presentation software, you can print slides as well as speaker
notes. Also publish your presentation online so viewers can review it at their leisure. Give the audience
handouts of your presentation.
Organization
The traditional wisdom for oral presentations remains true:
1. Introduction: Explain what you're going to tell your audience. Forecast your organization. For
example, if you have six points, bullet them. If you place your summary or argument up front, your
audience can have an easier time following your reasoning. Unlike with a paper, they can't reread.
Also, let your audience know if you would prefer that that they hold off on their questions until the
end of the presentation or if they are free to interrupt you.
2. Body: Use audiovisuals to emphasize key points.
3. Conclusion: Tell them what you've told them. Review the summary you offered in the introduction.
4. Question-and-Answer Period If you are expected to speak for longer than twenty or thirty minutes,
devise ways to break up the speech. Pause and give your audience an opportunity to ask
questions. Perhaps give them time to write, to summarize or reflect on what you've presented.
Style
Be sure to copyedit all of your visuals. Be sure to check each slide many times, checking
for misspelling or grammatical or mechanical errors.
Delivery Techniques
Below are suggestions for delivering your presentation.
1. Begin by talking with members of the audience before your presentation, by looking directly at
various audience members as you talk.
2. Your graphics will project to the back of the room, so be sure that the microphone is working.
3. You can foster interest and retention by engaging the audience as they arrive for your
presentation. Invite individuals to make contributions. Include small group exercises.
4. Don't be a bore. Don't mumble or babble. Don't stare at your notes or read texts.
5. Don't hide behind a podium but also don't jump around acting wild.
6. Arrive early. Scope the room.
7. Be dynamic. If you don't find your topic interesting, how will your audience?
Screen clipping from <http://wps.ablongman.com/long_moxley_collwrite_1/0,8009,834860-content,00.html>
Peer Review Questions
Project 3: Composing Multimodal Arguments--Rhetoric in Action
Focus
 What exactly is the writer’s proposal? Spell it out specifically.
 Does the essay make a valid, logical case for this proposal or action?
 Which sections support the focus? Which are unrelated? How can the writer tighten/focus
the analysis in these sections?
Evidence
 What audience is the writer addressing with this proposal? Who are the various
stakeholders involved--those with something to gain and those affected by/initiating the
proposed change?
 How could the writer enhance this argument’s appeals to logos, ethos, pathos, and/or
kairos? How could the writer more powerfully support the issue or the proposal?
 Is there enough development (examples, analyzed research (6 sources), support) to help
the reader sense the problem’s importance and the proposal's need?
Organization
 What organizing plan has the writer used? Does the paper fit the classical argument
structure—problem, action/proposal, justification, refutation, concluding exhortation?
 How does the writer introduce the issue, giving it “presence” and showing its significance?
Could the writer be more effective in doing so?
 What reasons does the writer use to support the proposal claim? What evidence supports
these reasons? What could the writer do to clarify how the proposal will solve the problem,
how the benefits of enacting it outweigh any negative consequences, and how it will be paid
for?
 How does the writer answer objections to the proposal and answer alternative proposals
that offer better/cheaper solutions? How could the writer improve the response to objections
and alternative views?
Style
 Will the style—language and sentence patterns—impress the audience enough? That is,
does the style enhance the proposal’s effectiveness? How so?
 Does the paper need to be edited/proofread? Address grammar concerns here.
Format
 Do all parts of the paper--the document, the in-text citations, and the Works Cited--follow
proper MLA formatting?
Overall
 This section should present your strongest suggestions on revising specific higher-order
concern.
Remember that peer review counts 20% of your overall grade, so give the papers the time and
consideration they deserve. Specifics matter, both to the writer and to your grade, so don't just
rephrase the questions and offer up minimal/general observations.
When you comment, think of offering insights from three basic perspectives: describe what you
see in the paper, diagnose what works and doesn’t work, and offer specific advice to the author.