Project 2 Outline

I structured the information in my outline in a way that will be easily transferrable to my essay. I generally followed the advice from the Writing Public Lives reading while also drawing from my outlining experiences in past classes. My introduction section consists of an opening device, context, statement of purpose, a connection, and the thesis statement. My body paragraphs include topic sentences that support the thesis statement, examples with analysis that support the topic sentences, and a closing/transition sentence. My conclusion is essentially composed of a restatement of the thesis and an expansion of the ideas in my body.

Matthews, Len "Australian Standard Garratt outline" 01/16/2015 via Flickr CC BY-ND 2.0

I. Introduction

A. Opening Device:

To effectively craft a persuasive argument, a writer must undergo a writing process similar to the engineering design process.

B. Context:

• Comparison of rhetorical analysis and engineering
• introduction of example text

C. Purpose:

• Explanation of usefulness of rhetorical analysis in engineering

D. Relate ABC:

• How analysis of example text will be useful

E. Thesis Statement:

In the article, "How DOD’s $1.5 Trillion F-35 Broke the Air Force," David Francis primarily employs statistics, expert opinions, and appeals to values or beliefs shared by the audience as techniques to support his argument that the F-35 program is ineffective and costly. Considering the context of the article, his argument is effective, but lacks full rhetorical development.

II. Body Paragraphs

A. Paragraph A:

1. Reason 1/Claim 1:

For the example article, the primary rhetorical situation elements that determine the article’s methodology are the identity of its author, the context surrounding the creation of the text, and the message and purpose of the text.

a. Example 1:

• David Francis is "an editor-at-large for The Fiscal Times". 
• He writes about a wide variety of topics in many different publications.

 b. Explanation 1:

• This may give him a broader view of the issue.

c. Example 2:

• It was published in The Fiscal Times.

d. Explanation 2:

• The article focuses on the economic aspects of the controversy.

 

End Sentence:

While the title describes the more explicit message, there is also an underlying expansion of the same idea.

B. Paragraph B:

1. Reason 1/Claim 1:

David Francis incorporates expert opinions combined with references to credible sources into his argument to effectively support his claims about the failure of the F-35 program.

a. Example 1:

• Francis introduces the document “America’s Air Force: A Call to the Future,” to support his argument.

b. Explanation 1:

• The document is a thirty year strategic plan written by the Air Force for the Air Force, which he frequently references in support of his argument.
• Francis cleverly selects quotes from the document which seem to be condemning of large programs like the F-35.
• Francis applies the ideology from the document to the F-35 program to prove that it does not fit in with the Air Force’s strategic plan.

c. Example 2:

• Francis also cites data from Winslow Wheeler, a “staff member at the Project On Government Oversight.”

d. Explanation 2:

• By referencing the Air Force and POGO, Francis builds his credibility, while demonstrating similar condemnation of the F-35 program by outside sources.

e. Example 3:

• The reference is littered with hyperlinks to other articles from credible publications.

f. Explanation 3:

• The links to other credible sources provide readers with an opportunity to do more research on the topic.
• The articles were carefully chosen by the author to support his argument.

End Sentence:

C. Paragraph C:

1. Reason 1/Claim 1:

Francis attempts to appeal to an audience of logical thinkers by reporting numerous statistics. He combines this logical application of numbers with a “shocking statistics” ethos factor to rile up the audience and make them sympathize with his views.

a. Example 1:

• Francis includes the forecast that the F-35 program will cost $1.5 trillion in both the title and the introduction.

b. Explanation 1:

• This inclusion prepares the reader for his criticism of the economic aspects of the program, as well as shocking the audience with the astronomical cost of the program.
• Francis intentionally used the larger value of the forecast instead of the current cost to better grab the reader’s attention.

c. Example 2:

• The DOD “is expected to lose $600 billion over the next decade.”

d. Explanation 2:

• This statistic shows that spending such a large amount of money on one program is not practical with an ever decreasing budget.

e. Example 3:

• Francis closes with shocking statistics about the taxpayer cost of the program.

f. Explanation 3:

• By including these statistics, Francis is able to evoke anger in his audience of American taxpayers.

End Sentence:

By making the controversy a matter of personal interest for his readers, Francis is convince them that the F-35 and other large programs need to be eliminated.

D. Paragraph D:

1. Reason 1/Claim 1:

Based on the context of his article, Francis is able to make assumptions about his audience’s values and exploit them in his argument.

a. Example 1:

• The author expects the audience to value efficiency, their own money, and government stability.

b. Explanation 1:

• The relationship between politics and the economy is always a fiery topic of debate in America, and Francis looks at the F-35 controversy through a politico-economic lens to appeal to the American public.

c. Example 2:

• Francis addresses the overarching issues indirectly by targeting the F-35 as a prime example.
   

d. Explanation 2:

• Composition logical fallacy

End Sentence:

Although there are many global issues surrounding the F-35, the author focuses solely on its impact on the American economy, revealing his intention of criticizing the United States Government's management of the program.

 

III. Conclusion

A. Restatement of thesis:

As a whole, David Francis creates an effective argument against the continued funding of the F-35 program by employing ethos and logos rhetorical strategies. However, his success is limited to his target audience.

B. Expansion of ideas:

• Trained and unbiased readers should be able to spot holes in his argument, and rhetorical elements that lack full development.
• His failure to acknowledge counterarguments, a typo in the introduction, and a clear bias all hurt his pathos.
• His choice to include only large statistics with negative connotations is useful in affecting his audience emotionally, but is not airtight as far as logos is concerned.
• Additionally his application of the Air Force strategic plan to the F-35 is questionable as the document does not specify how the F-35 fits into the Air Force’s updated strategy.

C. Closing Statement:

Overall, Francis’ final product could use some more research and development, but it is likely adequate for the majority of his readers.

 

I reviewed Mehruba and Nick's outlines. In high school I was taught to make outlines with potential sentences to use in my actual essay to simplify the writing process. Nick and Mehruba's outlines were shorter and more conceptual. I can see a benefit to both types of outlines. For mine, I had to think conceptually about the organization of my essay in order to write sentences for each component. Overall I think all three of us have planned the organization of our essays well.