Category: Wilson2011 - Wittenberg Door Campus Ministry

Details, Details

1/1/2016

Fridays are for Philosophy 1/1/16
Wilson, Douglas, and Nathan D. Wilson. The Rhetoric Companion: A Student's Guide to Power in Persuasion. Moscow, Idaho: Canon, 2011.
Lesson 31, “Putting It All Together” pp. 149-152.

Wilson close this book with a reminder that the rhetorician must remember a great many details. Wilson strongly recommends that the confidence needed for public speaking be placed not in the speaker or his preparation, but in God (Wilson 2011, 149). A great deal of preparation must always go into speaking well, practicing the skill of pulling ethos, pathos, and logos together, practicing the mechanics, and being well prepared (Wilson 2011, 150-151).

Gestures and Eyes

12/25/2015

Fridays are for Philosophy 12/25/15
Wilson, Douglas, and Nathan D. Wilson. The Rhetoric Companion: A Student's Guide to Power in Persuasion. Moscow, Idaho: Canon, 2011.
Lesson 30, “Eye Contact” pp. 145-147.

Wilson reminds the reader that eye contact is a very important gesture. The speaker’s role is to create in the audience a love for the material of the speech (Wilson 2011, 145). It is not a problem for the speaker to look at his notes. This is a valid activity. However, the contact with notes and material is like contact with the audience. It is intended to draw the content and the hearers together (Wilson 2011, 146).

Talking with your Whole Body

12/18/2015

Fridays are for Philosophy 12/18/15
Wilson, Douglas, and Nathan D. Wilson. The Rhetoric Companion: A Student's Guide to Power in Persuasion. Moscow, Idaho: Canon, 2011.
Lesson 29, “Stance and Gestures” pp. 141-144.

Wilson points out that not only the voice is the speaking instrument. It is, in fact, the whole body in the setting (Wilson 2011, 141). Wilson advises little foot motion during a speech, maintaining a solid stance. In case of motion, the speaker must control the situation, including knowledge of information (Wilson 2011, 142). Being able to see any needed notes or cues is important, as is comfort with all the surroundings. Use of gestures may seem natural or unnatural. Careful forethought is necessary (Wilson 2011, 143).

Elements of Elocution

12/11/2015

Fridays are for Philosophy 12/11/15
Wilson, Douglas, and Nathan D. Wilson. The Rhetoric Companion: A Student's Guide to Power in Persuasion. Moscow, Idaho: Canon, 2011.
Lesson 28, “Elocution” pp. 137-139.

Wilson now reminds the reader that “elocution is the art of speaking distinctly, clearly, and well with regard to the pronunciation and relations of your words” (Wilson 2011, 137). Considering the voice as a musical instrument, how is the speech best performed? Wilson divides the delivery into tone “quality, force, pitch, movement, stress, and intervals” (Wilson 2011, 137). Consideration of each qualitative aspect can make a speech achieve its maximum effect.

Good Reading Leads to Good Writing

12/4/2015

Fridays are for Philosophy 12/4/15
Wilson, Douglas, and Nathan D. Wilson. The Rhetoric Companion: A Student's Guide to Power in Persuasion. Moscow, Idaho: Canon, 2011.
Lesson 27, “Style and Reading” pp. 133-136.

Wilson reminds the reader that we learn by imitation. Since this is the case, we do well to read excellent examples (Wilson 2011, 133). He illustrates with quotations from H.L. Mencken, C.S. Lewis, J.R.R. Tolkein, P.J. O’Rourke, Ambrose Bierce, and G.K. Chesterton (Wilson 2011, 133-135). Wilson’s goal is to encourage the reader to dissect good writing, play with the words and patterns, and learn by imitation.

Indirect Information

11/27/2015

Fridays are for Philosophy 11/27/15
Wilson, Douglas, and Nathan D. Wilson. The Rhetoric Companion: A Student's Guide to Power in Persuasion. Moscow, Idaho: Canon, 2011.
Lesson 26, “Indirect Information.” pp. 129-131

In this lesson Wilson continues to remind the reader of the importance of metaphor found in the world. Wilson sees words as full of “metaphorical freight” (Wilson 2011, 129). He then uses the hypostatic union of God and man in Christ to say that we “search the world for indicators of ultimate meaning” (Ibid.). His conclusion is that our most fruitful use of language and theology is to allow the Bible to speak vividly. As we read behind the actions to the importance of those actions we find underlying and ultimate meaning. As a rhetorician apparently attempting to force the reader to make inferences, Wilson does not state his conclusion. He merely says, “Let your speech be gravid with metaphor” (Ibid., 131).

Style as Central to Communication

11/20/2015

Fridays are for Philosophy 11/20/15
Wilson, Douglas, and Nathan D. Wilson. The Rhetoric Companion: A Student's Guide to Power in Persuasion. Moscow, Idaho: Canon, 2011.
Lesson 25, “Metaphor and Style.” pp. 123-128

Wilson moves from his discussion of poetic expression to the idea of style. The style of the author or speaker is central to the communication. It is not an extra accessory. Furthermore, the style of the speaker is aimed at capturing an overarching metaphor (Wilson 2011, 123). Because all of creation is expressed to us as an expression of God, it all speaks somehow about God. Likewise our words eventually speak about us. Wilson therefore urges speakers that the content of their speech should ultimately be God’s revelation (Ibid., 124). Wilson, as a consistent Calvinist, urges his students to view their role in the world as that of taking dominion over what they have been given, whether works or materials (Ibid., 127). Therefore the work of the orator is to take words and therefore thoughts into submission, using them to show the centrality of the presence of God in all of life.

Metric Speech Is Often Good!

11/13/2015

Fridays are for Philosophy 11/13/15
Wilson, Douglas, and Nathan D. Wilson. The Rhetoric Companion: A Student's Guide to Power in Persuasion. Moscow, Idaho: Canon, 2011.
Lesson 24, “Still More Rhythm of Words.” pp. 119-121

Wilson continues his foray into poetic meter and rhythm, urging the reader to find and use poetic elements in prose. The most common forms in English are the iamb (._ ._ ._ ._) and the trochee (_._._._.) (Wilson 2011, 119). He also reminds the reader of the anapest (.._ .._ .._ .._ ) and the dactyl (_.. _.. _.. _..). Then he illustrates how a sentence with rhythm can be especially memorable. We close these notes with one example from p. 120.

Unmetered speech - Talk about it. Try to decide maybe.
Metered speech - Talk about the issue first, and then perhaps you might decide.

Rhythm of Words

11/6/2015

Fridays are for Philosophy 11/6/15
Wilson, Douglas, and Nathan D. Wilson. The Rhetoric Companion: A Student's Guide to Power in Persuasion. Moscow, Idaho: Canon, 2011.
Lesson 23, “The Rhythm of Words: 2.” pp. 115-118

After a foray into poetry writing, Wilson suggests that prose also has meter. The meter of prose, however, is much more free. Just as words have meter, Wilson affirms that thoughts have meter. The thoughts draw the reader or listener through an argument while the words draw the reader through the expressions of the argument. Wilson illustrates how various ways of expressing the same idea may fit different situations (Wilson 2011, 116). In a larger speech event, the writer will use rhythm and meter, spee, hesitation, and fluidity at the best times to accomplish their purposes (Ibid., 117).

Poetic Rhythm

10/30/2015

Fridays are for Philosophy 10/30/15
Wilson, Douglas, and Nathan D. Wilson. The Rhetoric Companion: A Student's Guide to Power in Persuasion. Moscow, Idaho: Canon, 2011.
Lesson 22, “The Rhythm of Words: 1.” pp. 107-114

In this lesson Wilson urges the reader to pay attention to the cadence and sounds of words, as well as their arrangement. He begins by seeking out a definition of poetry (Wilson 2011, 107). After quoting several authors, Wilson settles on “the metrical use of words and figures in imaginative and concentrated form” (Ibid., 108). To improve ability with words and rhythm, Wilson suggests studying poetic meters. He views writing poetry as a powerful exercise in learning to write prose.

English poetry is based primarily on stressed and unstressed syllables. A repetitive stress pattern creates a poetic “foot.” The poetic feet have various patterns which are named (ibid., 108). Wilson illustrates these patterns. using a _ for a stressed syllable and a . for an unstressed one, we can make these patterns (Ibid. 110).

Iambic ._ ._ ._ ._
Trochaic _. _. _. _.
Anapestic .._ .._ .._ .._
Dactylic _.. _.. _.. _..

Poetic lines are then identified by how many feet they have, such as a trochaic tetrameter _._._._.

Various arrangements of rhyme may also exist, with the last sounds of each line or every other line matching as the most common patterns. Wilson details the patterns found in sonnets and suggests practice with words and ideas via writing orderly poetry (Ibid., 112).

Invention and Arrangement

10/23/2015

Fridays are for Philosophy 10/23/15
Wilson, Douglas, and Nathan D. Wilson. The Rhetoric Companion: A Student's Guide to Power in Persuasion. Moscow, Idaho: Canon, 2011.
Lesson 21, “Invention and Arrangement.” pp. 101-105

Wilson reminds the reader that in invention a speaker identifies ideas but in arrangement the speaker selects the ideas to use and puts them in order. The speaker tries to identify the need of the audience and speak to it (Wilson 2011, 101). In general, a speaking opportunity will follow a predictable pattern. First, an exordium, the introduction appropriate to the occasion (Ibid.). Next, a naratio may be necessary. This lays out the important details of the case. It is not the argument but lays out the facts (Ibid., 102). Next you may wish to use a partitio, describing various points of view as a road map for the argument (Ibid., 103). The propositio comes next. This is the thesis of your argument, using information the audience now knows. Fifth comes the confirmatio and refutatio in which the propositio is defended and opposing points of view are refuted (Ibid.). Finally, the peroratio concludes the argument, damages the ethos of the opponents, and creates sympathy for the speaker’s point of view (Ibid., 104).

Refutations - Overturning Arguments

10/16/2015

Fridays are for Philosophy 10/16/15
Wilson, Douglas, and Nathan D. Wilson. The Rhetoric Companion: A Student's Guide to Power in Persuasion. Moscow, Idaho: Canon, 2011.
Lesson 20, “Invention, Stasis, and the Confirmation and Refutatio” pp. 97-99.

Wilson, counter to the typical order of the progymnasmata, places confirmatio prior to refutatio. This may be warranted depending on the occasion of a speech. “The confirmation is where the speaker assembles the pieces. The refutatio is where he tries to keep his worthy adversary from being able to disassemble the pieces” (Wilson 2011, 97). While it might be tempting to either ignore one’s opponent’s actual arguments or to catalog and address each one, Wilson suggests finding the strategically important point. “A point is strategic when it meets two criteria: being both decisive and feasible. In military terms, a point is decisive when, if captured, the enemy’s cause is lost. It is feasible if you can do it” (Wilson 2011, 97). In all argumentation we must remember the appeal to ethos, not allowing ourselves to seem inhuman and therefore easily attacked (Wilson 2011, 98). In short, find the absolutely critical point of an opponent’s argument which can be overcome. You then win the point.

After the beginning, the Narratio

10/9/2015

Fridays are for Philosophy 10/9/15
Wilson, Douglas, and Nathan D. Wilson. The Rhetoric Companion: A Student's Guide to Power in Persuasion. Moscow, Idaho: Canon, 2011.
Lesson 19, “Invention, Stasis, and the Narratio” pp. 93-96.

Wilson begins by reviewing the four forms of stasis laid out in lesson 18. The narratio is the point in the speech where the speaker introduces the issue. This is not an unbiased, impartial segment. It intends to begin the argument, though it is not the complete argument (Wilson 2011, 93). The facts are laid out, but these are the facts which will be used later. The premises are laid out here (Wilson 2011, 94). Wilson lists a number of questions that may be introduced and dealt with in the narratio (Wilson 2011, 94-95). The narratio thus developed will lay out the situation carefully and thoroughly, defusing most likely arguments.

How to Begin . . .

10/2/2015

Fridays are for Philosophy 10/2/15
Wilson, Douglas, and Nathan D. Wilson. The Rhetoric Companion: A Student's Guide to Power in Persuasion. Moscow, Idaho: Canon, 2011.
Lesson 18, “Invention, Stasis, and the Exordium” pp. 89-92.

The exordium, or introduction, of a speech should generally be prepared last. In this way the speaker is already well informed about the arrangement and main points of the speech (Wilson 2011, 89). Wilson discusses stasis theory, the idea of choosing a standing place for the argument. Knowing the overall important point, the hill to die on, is very useful in identifying and pursuing the right questions and arguments (Wilson 2011, 89).

The speaker, having identified the thesis, will now know how to deal with issues. Wilson discusses the fact that some issues are specific (he also uses the word ‘“definite”) or general (“indefinite”). The specific issue is an actual situation, “should Cato marry?” (Wilson 2011, 90). A general issue is not an actual situation but a broader concept, ‘should a person marry?” (Wilson 2011, 90). Of course, most questions lead to other questions. Various questions serve as the “hinges” in a speech, showing its outline. Wilson summarizes Hermagoras, who stated four basic questions.

Conjectuire: Is there something to talk about? Does it exist? Did it happen?
Definition: And what kind of thing or event is it anyway?
Quality: Do we approve or disapprove? Was it right or wrong?
Procedure: What is the course of action? What should we do?

Poetry in Argument

9/25/2015

Fridays are for Philosophy 9/25/15
Wilson, Douglas, and Nathan D. Wilson. The Rhetoric Companion: A Student's Guide to Power in Persuasion. Moscow, Idaho: Canon, 2011.
Lesson 17, “The Poetry of Argument” pp. 83-87.

Wilson illustrates expression of an idea using different means. In his view much of our modernist society expects scientific description - degree temperature at a particular location - as opposed to poetic description, which gives a vivid image based on the temperature (Wilson 2011, 83). The qualifiers and personification involved in poetic speech can be very helpful in expressing the importance of a concept (Wilson 2011, 84). The poetic expression can be very accurate, but would not be appropriate in describing a numeric formula. This is the difference between the disciplines of the Trivium (grammar, logic, rhetoric) and the Quadrivium (arithmetic, astronomy, geometry, and music), the seven liberal arts (Wilson 2011, 84). Wilson goes on to illustrate that different concepts in different settings are discussed and analyzed in very different ways. On p. 86 Wilson makes a sharp distinction between Hellenistic and Hebraic thought. In his view, Hellenistic thought, like scientific expression, divides form and substance. Hebraic thought, like poetic expression, communicates by adding characteristics together. They are different forms of expression.

Fallacies on the Street, Part 3

9/18/2015

Fridays are for Philosophy 9/18/15
Wilson, Douglas, and Nathan D. Wilson. The Rhetoric Companion: A Student's Guide to Power in Persuasion. Moscow, Idaho: Canon, 2011.
Lesson 16, “Fallacies on the Street III” pp. 79-81.

Wilson now observes that informal fallacies may have structural problems. These arguments are very often used and should be identified.

Petitio principii - begging the question (Wilson 2011, 79). Although when it comes to ultimate questions such as existence some of this is necessary, in day to day situations it is not sound. Wilson observes “Honest Harry” can’t prove his honesty by his sign that says he is honest.

Post hoc ergo propter hoc (Wilson 2011, 80). Priority in time is asserted to be a cause. Causality is not necessarily indicated.

Either/or (Wilson 2011, 80). This limits choices to two even when there are more than two possibilities.

Complex (loaded) Question (Wilson 2011, 80). The question is phrased in such a way as to require an incriminating answer.

Aphorism (hasty generalization) (Wilson 2011, 81). This inductive argument could be valid but normally leaves out important data. Wilson’s example, “Herbert is a misogynist. I hate men.”

Fallacies on the Street, Part 2

9/11/2015

Fridays are for Philosophy 9/11/15
Wilson, Douglas, and Nathan D. Wilson. The Rhetoric Companion: A Student's Guide to Power in Persuasion. Moscow, Idaho: Canon, 2011.
Lesson 15, “Fallacies on the Street II” pp. 75-77.

In this lesson Wilson deals with fallacies of ambiguity. “With fallacies of ambiguity the information is not so much irrelevant as it is fuzzy or confusing” (Wilson 2011, 75). These fallacies are more difficult to detect.

“The fallacy of equivocation occurs when one of the terms in the argument has more than one meaning” (Wilson 2011, 75). For instance, an argument may change from a generic use of “men” as “humans” to a specific use as “males” so as to exclude women.

“The fallacy of accent occurs when a sentence can have its meaning changed completely by simply italicizing different words in the sentence” (Wilson 2011, 75). For instance, one could deny reading an assignment but admit to having listened to it.

The “fallacy of selective arrangement” suggests a conclusion without stating it (Wilson 2011, 76). The classic example is, “Have you stopped beating your wife yet?”

“The fallacy of amphilogy is where a sentence taken as a whole is ambiguous” (Wilson 2011, 76).

“The fallacy of composition happens when someone thinks that whatever is true of the parts must be true of the whole” (Wilson 2011, 76).

“The fallacy of division . . . thinks that anything that is true of the whole must be true of the parts” (Wilson 2011, 76).

Fallacies on the Street, Part 1

9/4/2015

Fridays are for Philosophy 9/4/15
Wilson, Douglas, and Nathan D. Wilson. The Rhetoric Companion: A Student's Guide to Power in Persuasion. Moscow, Idaho: Canon, 2011.
Lesson 14, “Fallacies on the Street I” pp. 71-74.

Wilson has given a very brief summary of syllogistic forms. He observes, however, that in most discussions or debates there is little concern for the formal analysis. Here for “street fighting logic” he identifies “three types of fallacies: fallacies of distraction, of ambiguity, and of form” (Wilson 2011, 71). Fallacies of distraction, Wilson says, might in fact be correct reasoning in some contexts. Yet they may be used for deception. Wilson first discusses the ipse dixit fallacy (Wilson 2011, 71). This is a fallacy if the major premise is invalid. It works as follows:

If P says it, then Q.
P says it.
Therefore Q.

If the authority of P in the cited instance is true, there is no fallacy (Wilson 2011, 72).

Next, Wilson deals with ad populum. This is an appeal to mass opinion. It may or may not be fallacious (Wilson 2011, 72).

The ad baculum argument appeals to force. Again, it may be valid or invalid, depending on the situation and the appeal to force.

The ad hominem fallacy attacks a person rather than the argument (Wilson 2011, 72).

Bulvorism assumes an argument is wrong. The person “presenting the argument is attacked for why he believes it” (Wilson 2011, 73).

Wilson also brings up tu quoque in which an appeal is to be accepted because “you also” engage in the behavior in question. There is also ad ignorantium. Because there is no mention of something it must not exist. Finally, chronological snobbery simply affirms something as too odd or too new to be valid.

I Like Your Tone!

7/31/2015

Fridays are for philosophy - 7/31/15
Wilson, Douglas, and Nathan D. Wilson. The Rhetoric Companion: A Student's Guide to Power in Persuasion. Moscow, Idaho: Canon, 2011.
Lesson 9, “Ethos” pp. 47-52.

“Ethos and pathos are greatly neglected and disparaged in our day” (Wilson 2011, 47). Yet Wilson affirms that appeals to ethos are a good and valid tool in rhetoric. “Ethos refers to those proofs that rely upon the orator’s character, personality, or reputation” (Ibid., 47). Wilson views development of ethos as an important element of Christian character. Having a positive character that is genuine and known in the community is a valid aid to effective communication (Ibid., 48).

Wilson then discusses Aristotle’s concept of “invented ethos” (Ibid., 48). This is the practice of presenting the audience with information which allows them to build an opinion. The audience should be able to see “practical wisdom, virtue, and good will” (Ibid., 48). Wilson identifies shrillness, discourtesy, slovenliness, and ignorance as four areas that speakers should consider as they seek to invent their ethos.

Finally, Wilson discusses the idea of a “rhetorical voice” or “rhetorical distance” (Ibid., 50). The speaker needs to consider how much formality or informality is appropriate to the setting. He goes on to discuss very briefly the person (1st, 2nd, or 3rd), the use of verb tenses, active or passive voices, whether the speaker uses big words, or uses qualified statements. All influence the perception an audience develops of a speaker.

It's how you tell it, that's what makes it persuasive.

7/24/2015

Fridays are for philosophy - 7/24/15
Wilson, Douglas, and Nathan D. Wilson. The Rhetoric Companion: A Student's Guide to Power in Persuasion. Moscow, Idaho: Canon, 2011.
Lesson 8, “Delivery: The Fifth of the Five Canons.” pp. 45-46

Delivery of a message has many important elements, some of which will have their own lessons in this textbook. In antiquity, oral presentation was very important. The skill is related to that skill of delivery used in dramatic acting, though rhetoric is not the same as play-acting (Wilson 2011, 45). For the time being, Wilson urges “attention . . . to voice, pitch, and rhythm” (Ibid.). This is easier if material has been thoroughly memorized. Wilson goes on to talk about gesture, using a disciplined variety of one’s natural motions while speaking. He urges practice, varying the tone of the delivery mentally and aloud.

Now I Remember!

7/17/2015

Fridays are for philosophy - 7/17/15
Wilson, Douglas, and Nathan D. Wilson. The Rhetoric Companion: A Student's Guide to Power in Persuasion. Moscow, Idaho: Canon, 2011.
Lesson 7, “Memory: The Fourth of the Five Canons” pp. 41-43.

Memory can be compared to several different things. Wilson first discusses the view that memory is like a box (Wilson 2011, 41). If this is the case, we must leave room by not remembering too much. However, if memory is more like a muscle, the more it is used the stronger it can become. Wilson suggests this as a better metaphor for memory. The more we process and use memorization, the better it will work.

There are many aids to our memory in this day. Wilson mentions the internet, smart phones, and books. He observes that “these things can be used to greatly strengthen an already strong mind, or they can prevent strength altogether” (Ibid., 42). Wilson sees these aids as servants.

Wilson suggests memory tactics of Simonides, the memory expert behind Rhetorica Ad Herennium, tactics found in The Dissoigoi, and Aristotle’s suggestion of memorizing definitions and logical premises. This all can contribute to an ability to gather and order large amounts of information, all fitting into one overall framework.

Inventors Use Stuff

6/26/2015

Fridays are for Philosophy. This post was prepared 5/29/15 for publication 6/26/15.

Wilson, Douglas, and Nathan D. Wilson. The Rhetoric Companion: A Student's Guide to Power in Persuasion. Moscow, Idaho: Canon, 2011.
Lesson 4, “Invention: The First of the Five Canons.” pp. 29-32

Wilson lists the five canons of rhetoric, citing Rhetorica Ad Herennium on the margin of p. 29 - “Invention, Arrangement, Style, Memory, and Delivery.” Invention is the beginning of the process. Wilson goes on to say that “Another method of arranging the study of rhetoric is according to the different parts of the discourse - exordium, narration, proofs, peroration, and so on” (Wilson 2011, 29). Invention is deriving the content of communication. This includes propositions and proofs. Wilson continues on p. 30 to discuss the three types of proofs identified by Aristotle, given their Greek names of ethos, pathos, and logos. The “ethical proof depends upon the character of the speaker; pathetic proof depends upon and appeal to the emotions of the audience; logical proof depends upon the issues contained within the argument” (Wilson 2011, 30). Wilson observes briefly that although we are usually uncomfortable with ethos and pathos we use them frequently.

In the process of invention we must also consider what the point of the discussion is. All the material we gather must be pertinent. This requires the speaker to be sensitive to his identity, that of the audience, and both the speaker’s and audience’s impression of each other and of the topic.

My, What Big Teeth You Have!

6/19/2015

Fridays are for Philosophy. This post was prepared 5/29/15 for publication 6/19/15.

Wilson, Douglas, and Nathan D. Wilson. The Rhetoric Companion: A Student's Guide to Power in Persuasion. Moscow, Idaho: Canon, 2011.
Lesson 3, “Basic Copiousness” pp. 23-27

In this lesson, Wilson defines “copiousness.” In terms of rhetoric he considers this to be the possession of material which will fill out our rhetoric. He strongly recommends students gather “quotations, phrases, and poems to aid the flow of your own copiousness and to influence your own voice” (Wilson 2011, 23). In terms of a commonplace book, excerpts may be longer than the “commonplace” which would indicate a brief proverb which might become a cliche. Speaking in negative terms of pop culture, Wilson makes seven recommendations about “achieving copiousness” (Ibid., 24). He strongly suggests reading the Bible (King James Version), other good books, many books, dictionaries, reading aloud, marking or recording useful items, and consciously using what is learned. Ongoing work with words and with communication elements pulled from the best of sources will enable the speaker to leave an audience wanting more, not wishing they had heard less.