Bellringer: Feb. 6 and 9

Bellringer: Feb. 6 and 9
• Write this bellringer in your notes.
• View the video –
• Which rhetorical device?
• Decide which rhetorical device the person is attempting to use. Why do you think it is
this rhetorical device? (These are also known as the appeals)
• View the second video –
• Daily Show “Even Stephen” - Islam vs. Christianity Debate (from 2003)
• What rhetorical devices do the debaters attempt to use? How effective were they in
making their points?
• Sometimes internal:
• Happens inside of the reader when understanding who is speaking
• Sometimes external:
• Happens in a piece when an author mentions her qualifications
• Belongs a bit more with persuasion
• However, in both argumentation and persuasion, the validity and
relevance of evidence depends on the reputation of the source
• Remember – to have ethos, you have to just have the best interests of
your audience at heart with nothing to gain from it yourself.
• Manipulating emotions
• Very effective for large/wide audiences
• Particularly effective in speeches. Get fired up y’all!
• Should be eliminated in argumentation
• Sheldon video
• Proper logic is always a requirement
• Think of it like the meat of a sandwich
• Argumentation only has space for logic!
• Spare your word choice! Stay neutral!
• Persuasion still needs it, but you can throw in a healthy dose of the Pathos if
needed depending on who your audience is.
• Too much logic? What would it be like to have a dinner party with Sheldon?
• Fallacies: sometimes things that sound logical, aren’t in reality. Common
errors in logic are called fallacies.
• Most emotional appeals are actually fallacies.
• Logical Fallacy site
• Purdue University’s Logical Fallacies Site
• The most comprehensive list I’ve seen.
• We are going to be analyzing the organization of both
• There are two sections of text that we will be adding in.
• Concession: basically when you grant something as a right,
accept something as true, or acknowledge defeat
• Rebuttal or counterargument: bringing up an opposing
appeal or claim for the purpose of invalidating it.
• Orval Eugene Faubus (January 7, 1910 – December 14, 1994) was
the 36th Governor of Arkansas, serving from 1955 to 1967.
• When the United States entered World War II, Faubus joined the
United States Army and served as an intelligence officer with the
Third Army of General George Patton.
• He rose to the rank of major and was in combat several times.
• He was elected governor as a liberal Democrat. Initially considered a
'moderate' on racial issues.
• He adopted racial policies that were palatable to influential white
voters in the Delta region as part of a strategy to affect key social
reforms and economic growth in Arkansas.
• Tried to forcibly keep African-American students out of the schools.
The Speaker-Orval Faubus
• The school district of Little Rock was ordered by the
Supreme Court to enact their integration plan.
• Watch this.
The Situation-Integration of
public schools in Little Rock,
• Faubus tries to convince the public that the state
would not support the “forcible integration” of Little
Rock Schools.
• Audience: Essentially the entire nation, but mainly
the people of Arkansas
• Is it really the entire state?
The speech-Television Address
September 2nd, 1957
• What is the main idea of the sections you read today (of Faubus’s speech)?
Ticket out
• Read the speech with your partner using PALS.
• Identify the organization of the speech using the graphic organizer
• Identify the rhetorical devices for each section of the text
• Look for logos
• Look for logical fallacies
• Look for pathos
• Word choice
• Specific examples chosen
• Answer LEQ using graphic organizer:
• How does Faubus employ ethos, logos, and pathos to build an

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