Chapter 1: Ideas & Materials for Instruction
Examples they generate may include Washington Week (on PBS); Face the Nation (on CBS); This
Week (on ABC); Meet the Press (on NBC); The NewsHour (on PBS). Each of these shows has a clear
Lecture Ideas. Some elements in the chapter lend themselves to careful review and/or some
supplemental material. Either way, you’ll amplify something that deserves amplification. We’ll offer
some suggestions, often providing one or more corresponding PowerPoint slides.
Lecture 1a: Use one or more of the slides from the PowerPoint slideshow that accompanies this chapter
and prepare your own examples as illustrations of the concepts featured on the slide(s). Break up the
“lecture” by including some of the discussion questions we provide and/or an activity or two. Any
individual slide can function as either a preview or review of an activity or discussion item.
Assignment Ideas. In order to have the students contemplate more fully and grapple with some of the
concepts discussed in the chapter, consider the following assignment—which you could do early on or
later in the semester.
Assignment 1a: Rhetorical criticism. Have students analyze an important instance of public address. To do
so, see the assignment description and the evaluation form on the pages that follow.
Exam Items. Testing, of course, can be an important part of instruction. We provide numerous, high-
quality multiple-choice items in our test bank. We also offer several short-answer items and essay items.
Additional quotations worth noting (and possible stimuli for discussion/reflection):
Civilization is a movement and not a condition, a voyage and not a harbor.
—Arnold J. Toynbee
The true greatness of a nation is founded on principles of humanity.
—Thomas Paine
A university professor administered an examination question in which he asked what
is the difference between ignorance and apathy. The professor had to give an A+
to a student who answered: I don’t know and I don’t care.
—Richard Pratt
Chapter 1: Ideas & Materials for Instruction
Assignment 1a: Rhetorical Criticism Assignment
As discussed in chapter one of the textbook, part of your learning is to study how important issues
have been discussed, historically and in contemporary times. Such study should ultimately assist
your ability to think critically about the messages of others and otherwise participate more
meaningfully in public affairs. To nurture this development, your instructor will have you size up
a persuasive speech presented at some moment in our nation’s history—distant or recent.
Evaluating the messages you encounter requires that you understand the basic appeals a speaker
may use when attempting to influence others. A traditional approach is to consider a speaker’s
A positive ethos, as Aristotle observed long ago, is vital. We are more likely be influenced by
someone whom we perceive to know what she or he is talking about as well as someone whom
we perceive is being honest with us and has our best interests at heart. If we thought otherwise
about the person, that person would be unlikely to influence us. For example, if I were to attempt
to persuade you that you should maintain the recommended body weight, I could attempt to
employ ethos by having you see that I have your best interests at heart and that I know what I’m
Logos is also important, not only in its own right but because it also contributes to our positive
ethos. I could employ logos by spelling out how excessive weight jeopardizes one’s health—
pointing to the particulars that document and explain it—and according to whom. I might say, for
example, “The National Institutes of Health reported in January 2010 that more than 85 percent of
people with type 2 Diabetes are overweight.” I could also note the Institutes’ findings that losing
as little as ten or twenty pounds can make a big difference for many people. By providing you
with the facts and inviting you to think along with me as I make sense of those facts (plus being
transparent about where I got my information), you are likely to accept my invitation to think
along and perhaps conclude similarly and, as a result, be influenced.
We are not only thinking creatures, but we also are influenced by our emotions, and that can be a
good thing, as long as those feelings are justified in light of the evidence. If I were to attempt to
employ pathos, I could try to instill fear by having you imagine the harmful effects that could
Your assignment is to apply what we have described here to size up a speech—namely a
speaker’s use of ethos,logos, and pathos. To do so, devote a paragraph to each of the three
elements, structuring each paragraph with a topic sentence. For instance, if you were to critique
Chapter 1: Ideas & Materials for Instruction
Bono’s Keynote Address at the 54th National Prayer Breakfast (on February 2, 2006), you might
ascertain that Bono did a good job establishing his ethos when presenting the speech. If so, you
might head up the paragraph about his use of ethos with: “Bono did a good job establishing his
Once you’ve drafted the three paragraphs, revise them until they are solid and they read well—
with each word carefully chosen. Then, on the basis of what you’ve written, craft a brief
introduction where you set up the context of the speech, letting us know who presented the
speech and where and on what occasion and to whom (which might consist of more than one
To produce your best writing and, hence, score better on the assignment, draft your paper and
then lay it aside. Revise and polish your draft in additional writing sessions, being attentive to
paragraph structures, sentence structures, and word choices. Also seek to establish good flow by
employing transitional words and phrases.
As you begin collecting your thoughts and drafting your paragraphs, you might consider the
following questions:
Ethos: How does the speaker establish her or his credibility? Does the speaker appear competent?
Does the speaker seem well versed, offering evidence to convey a sense of knowing what he or
she is talking about? Does the speaker mention her or his credentials? Does the speaker recall
relevant experiences and/or the experiences of friends/family? Does the speaker connect well
Logos: Is the speech well-supported with evidence and reasoning? What are the types of
supporting materials that comprise the evidence and does the material enable the speaker to
claim/assert what he or she has asserted? Are the supporting materials of adequate quality? Are
the sources enlisted by the speaker identified by the speaker and/or obvious? Is anything missing
that needs to be provided? (See Chapter 15’s discussion of reasoning and evidence.)
Pathos: What language choices might stir the listener’s emotions? What images are brought to
mind that might stir the listener’s emotions? What sorts of emotional appeals does he or she
In evaluating your submission, your instructor will consider the following:
Chapter 1: Ideas & Materials for Instruction
The paper offers an analysis of a speech assigned/approved by the instructor.
The analysis considers the speaker’s use of ethos,logos, and pathos.
The paper adheres to the assigned format: three developmental paragraphs, with each one devoted
to one of the three rhetorical elements, so to have one paragraph discussing a speaker’s use of
ethos, another discussing the speaker’s use of logos, and another discussing the speaker’s use of
pathos.
Each developmental paragraph has a clearly identifiable topic sentence to head up the paragraph
which states the idea of the paragraph and makes sense of what is to follow. What follows sticks
An introduction sets up the context of the speech, including identifying the speaker, the occasion,
the setting, and the audience(s) being addressed. In addition, the introduction will divulge the
overall assessment of the speaker’s performance in a carefully worded, concise thesis statement
(which is also bolded for the instructor to see).
The paper is characteristic of college-level writing—well-structured, well-developed, and
carefully contemplated and worded.
Note: Please double space your answer and confine it to one-and-a-half to two pages.
Provide students with a hard copy of (or access online to) the actual form. They will
Chapter 1: Ideas & Materials for Instruction
Evaluation Form: Rhetorical Criticism Assignment Name: ____________________
Print out and use the following criteria to guide your fulfillment of the assignment, then attach this
form to your submission for your instructor to use in providing feedback to you.
An “X” in front of an item reveals a deficiency. Instructor’s comments (below)
___The paper offers an analysis of a speech
assigned/approved by the instructor.
___The analysis considers the speaker’s use of
ethos,logos, and pathos.
___The paper adheres to the assigned format:
three developmental paragraphs, with each one
___Each developmental paragraph has a
clearly identifiable topic sentence to head up the
paragraph which states the idea of the
paragraph and makes sense of what is to follow.
___ What follows (the topic sentence) sticks to
the idea stated in the topic sentence and
provides adequate material (in the way of
examples and/or explanation) for acceptance of
the idea stated in the topic sentence.
___An introduction sets up the context of the
speech, including identifying the speaker, the
___The paper is characteristic of college-level
writing—well-structured, well-developed, and
carefully contemplated and worded.
___ The paper is double spaced and confined
to one-and-a-half to two pages in length.
Points possible = ____ Points earned = ____
Chapter 1: Ideas & Materials for Instruction
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Chapter Outline: Chapter 1: Democratic Citizenship and the Ethics of Public Speaking
Chapter Intro:
I. Citizenship involves discussing important ideas and controversies with others.
II. The ability to communicate effectively is:
I. Public Speaking and Civic Engagement
Learning Objective 1.1—Discuss what it means to be a “good citizen.”
A. Getting involved is not something just older Americans do.
1. Many young people (ages 18–30) are involved in various civic activities
and organizations, and the vast majority follow current events.
B. The Challenge of Democratic Citizenship
1. There are many negative statistics regarding active civic engagement in
America
a. Over the past 50 years, barely half of eligible Americans voted in
presidential elections.
b. The U.S. trails most of the world’s democracies in voter turnout.
c. From 1971 through 2000, voter turnout among 18- to 24-year-olds
steadily declined to only 36 percent.
d. There have been significant declines in other indicators of civic
engagement as well, including:
2) attendance at political meetings
4) the number of people who sign petitions
6) speaking at political meetings and rallies
e. By the mid-1990s, 32 million fewer Americans were involved in these
sorts of activities than just two decades earlier.
2. There are hopeful signs of civic renewal in America.
a. Many Americans rallied around a common cause after 9/11/01.
1) Today’s young people vote more than young people 20 or 30 years
ago.
2) They have also embraced new norms of engaged citizenship.
1) Over the last few decades many schools, charitable foundations,
and civic groups have been working on new initiatives and
f. Today’s so-called Millennials are more politically active and aware
than Generation X, yet many tire of the confrontational atmosphere of
traditional politics.
3. To really make a difference, one cannot ignore traditional politics.
a. Many of our problems are, in the final analysis, political problems.
C. The Engaged Citizen
2. To make a difference, the engaged citizen must also communicate with
others and understand what it means to communicate responsibly.
4. The good citizen not only helps others but also strives to be well informed
and thoughtful.
a. There is an ethical obligation to speak honestly.
b. We must recognize the difference between an informed opinion and
one grounded in ignorance and prejudice.
c. We must carefully weigh all arguments before forming an opinion.
II. The Rhetorical Tradition and the Ethics of Speech
Learning Objective 1.2—Explain how the rhetorical tradition relates to civic
engagement.
A. Speaking Responsibly
1. The study of speech dates back to ancient times.
3. Civic virtue, or devotion to one’s community and the common good, was a
cornerstone of rhetorical education.
a. The Greek orator Iscorates viewed the study of rhetoric as both
preparation for life and leadership as well as a tool for creating unity
out of diversity.
4. Public speaking in a democratic society must be grounded in a strong code
of ethics and a commitment to the public good.
6. The classical tradition emphasizes not the techniques of manipulation, but
7. We must demand that all who speak in public do so responsibly.
B. Thinking Critically
2. Studying public speaking develops the ability to communicate effectively,
3. Becoming a “citizen critic” means investigating claims, weighing
4. We must demand that all who speak in public live up to high ethical
standards which promote the common good.
6. We must all learn to be critical consumers in the “marketplace of ideas.”
C. Lessons of the Past
2. Civic literacy can be developed by studying the great speakers and
speeches of American history.
4. Studying great speakers and speeches of the past allows us to learn not
5. By reflecting on how our ancestors debated controversies, we can learn
D. The Ethics of Speech
1. Civic literacy requires familiarity with positive as well as negative past
examples.
3. You also have an ethical obligation to give credit where it is due for ideas
that are not yours, avoiding plagiarism.
a. Plagiarism may be defined as “submitting material that in part or
whole is not entirely one’s own work without attributing those same
Chapter 1: Ideas & Materials for Instruction
another source.
c. Obvious plagiarism would be taking a whole speech from a fraternity
file or buying a speech from an Internet site that sells ready-made
speeches.
d. You are guilty of plagiarism if you “cut and paste” all or part of your
speech from Internet sources.
e. In a speech, you must cite your sources in the text of the speech itself.
f. Paraphrasing refers to putting the ideas or insights of others into your
own words.
g. A useful rule of thumb: when in doubt, cite your sources.
h. New technologies make it easier to cheat, but also make it easier to
catch cheaters.
i. Plagiarism can have serious consequences in school and in the “real”
world.
4. “Ghostwriters” are professional speechwriters who help others write their
speeches. Using a ghostwriter is not considered unethical as long as the
speaker takes full responsibility for his or her words.
a. Ghostwriting (a speech written by a professional speechwriter and then
delivered by someone else) is especially prevalent in our political and
corporate culture.
b. Ghostwriters, if they are talented and ethical, can even become
celebrities in their own right.
c. Scholars have addressed when ghostwriting becomes unethical.
1) If use of a speechwriter is hidden from the audience, it is unethical.
2) If their speeches are purposefully deceptive, then they are
III. Deliberation and Demagoguery in the Twenty-First Century
Learning Objective 1.3—Distinguish between ethical persuasion and
demagoguery.
A. Deliberating in Good Faith
2. We all have personal experiences, religious beliefs, political biases, and
social values that influence our opinions.
4. Ethical speakers are expected to be open-minded enough to consider other
5. In many situations, speakers are expected to take sides on a controversial
6. Speakers must provide reasons for their opinion and evidence to back it
up.
8. Ethical speakers have an obligation to be well-informed and fully
prepared.
9. Ethical speakers are obligated to contribute speech “worth listening to” in
the public arena.
B. Demagoguery and the Ethics of Emotional Appeal
1. The term “demagogue” describes speakers who deceive or manipulate
their audiences, usually by provoking strong emotional responses.
3. Emotional appeals are not in and of themselves unethical. They can be
used ethically as a powerful motivator.
5. Emotional appeals should never substitute for sound, well-supported
arguments, and should be used appropriately.
7. Emphasizing personality over issues is also associated with demagoguery.
8. Like emotional appeals, focus on personality only becomes classified as
9. Demagogues enjoy First Amendment protection, leaving it up to us to
speak out against demagoguery and contribute something positive and
10. Rapid technological and social changes have made the ethical questions
IV. The Responsible Citizen-Speaker
Learning Objective 1.4—Discuss the legal and ethical obligations of the
responsible citizen-speaker.
A. Characteristics of the Responsible Citizen-Speaker
1. Responsible speakers:
a. speak honestly and truthfully
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b. have genuine concern for the well-being of listeners
2. Through the ages, the study of public speaking has helped citizens learn
how to deliberate.
B. Legal and Ethical Issues in Public Speaking
1. We all recognize that there must be limits to free speech, but there are few
clear guidelines for acceptable speech.
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Instructional ideas for Chapter One
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