Mmmm...

Oh, the sweet scent of a homework pass in the evening when you are already behind on your British Lit and precalculus homework and need a chance to catch up! I'm trading in my get out of jail free card this time, hoping I won't regret it!

He compared gay-rights activists to Muslim terrorists

This title is a line from the argument (see link below) that I have chosen to use from my final rhetorical analysis. This is obviously just a sloppy attempt to inflict a pathetic appeal in the audience in a fallacy-ridden way. 

  Perhaps this assignment (R.A. #1) doesn't quite fit with those of us who are writing a rhetorical analysis for our final project, because we are arguing, surely, but not in the same manner. I am not arguing an issue, but rather the effectiveness - or, in my case, the ineffectiveness - of the presentation of an argument by a rhetor. Therefore, I will deconstruct the argument that I will be analyzing for my final project using the steps described in the classical argumentative structure, namely exordium, narrative, partition, and peroration - and describe the ineffectual nature of each.

The exordium should "prepare our audience in such a way that they will be disposed to lend a ready ear to the rest of our speech," and should be "dignified and serious. [The exordium] should not be vague or disconnected from the issues or the situation" (Crowley 295). This is the easiest part of my whole analysis - there isn't an exordium present in this article. It just jumps right in, describing the argument, and sets nothing up for the audience.

The narrative of this piece is the clearest of the four sections of this argument. It uses a definitive narrative form, and states the facts clearly, if not somewhat vaguely.

The partition is negligent, if even present at all. Of course, "not every argument requires a partition; if only one point is to be made, a narrative will suffice" (Crowley 306).

There are three options given in our book for the peroration: "composing a summary, composing appeals to the emotions, and/or enhancing ethos" (Crowley 314). This argument neither summarizes nor enhances the ethos of Utah senator Buttars, but it does create an emotional appeal, letting people connect their wallets to the futures of the children in this state.

http://abcnews.go.com/WN/utah-mulls-eliminating-12th-grade/story?id=9853553