Analyzing nonfiction and rhetoric 3 (soaps tone) (1)
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This document introduces the SOAPSTone tool for analyzing rhetorical texts. SOAPSTone is an acronym that represents S-Speaker, O-Occasion, A-Audience, P-Purpose, and T-Tone. It provides a framework for understanding who is communicating, why they are communicating, who they are communicating to, what their goal is, and their attitude about the topic. The document then provides examples analyzing Abraham Lincoln's Gettysburg Address to demonstrate how to apply the SOAPSTone tool.
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Powerpoint over how to recognize appeals being used in persuasive essays such as speeches, or other non-fiction materials. Worksheet to accompany ppt can be obtained by contacting me at jfergus2@houstonisd.org
Different types of informational text
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- Persuasive texts present a point of view to persuade the reader, such as speeches, arguments, and advertisements.
- Factual recounts tell about past events including details of what happened, who was involved, where, when, and why. Examples include biographies and newspaper articles.
- Factual descriptions describe a person, place, or thing by detailing its features without opinions. Descriptions are organized with an introduction, paragraphs on each feature, and conclusion.
- Expository texts provide educational facts through reliable sources to expose the truth on a topic. They are clear, concise, and organized.
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Rhetoric refers to persuasive language used to influence audiences. Effective rhetoric uses three appeals: ethos establishes the writer's credibility; pathos appeals to emotions; and logos uses facts and logic. Together these appeals can combine to craft persuasive messages tailored to specific audiences.
Informational Text
Informational text provides factual information about a specific topic or event to educate readers. It aims to explain, argue, or describe rather than entertain. The main goal of informational text is to present the reader with theories, facts, conclusions and other information to expand their knowledge and understanding of the world. It uses various organizational structures like sequence of events, categories, processes, comparisons, problems and solutions, and cause and effect. Informational text gives necessary details and explanations, identifies important versus unimportant information, and sometimes incorporates narrative elements to engage readers.
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This document provides background information on rhetorical analysis and the key concepts involved. It discusses what rhetoric is, the different types of rhetorical texts, and how rhetoric attempts to persuade through logos, ethos, and pathos. It also outlines some of the key rhetorical devices used in persuasive writing like organization, tone, analogy, assertion, and the use of authority. The document traces the origins of rhetoric back to ancient Greece and concludes by wishing the reader good luck.
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This document discusses various definitions of rhetoric throughout history. It begins by providing definitions from ancient Greek philosophers like Socrates and Sappho that portray rhetoric negatively as deceptive or persuasive. More recent definitions from the 20th century similarly emphasize rhetoric's persuasive elements. However, other scholars define rhetoric more broadly as the entire range of human communication and interaction, or as a tool for activism and social change. Overall, the document shows that there are differing views on whether rhetoric is primarily about persuasion or a wider study of communication, and that its purpose can be either positive or negative depending on how it is used.
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Running Head: Public Speaking Class 1
Public Speaking Class 3
Each of the two chapters offers very important information. This information shall be summarized into the five most important items derived from each of the chapters as is done below:
Chapter Three: The Importance of Listening
· When we hear, we choose to filter out the sounds that we are of less meaning to us and pay attention to the more meaningful sounds.
· When we listen, we are motivated by a purpose to exert effort to pay attention to something, such as when working, something which we do only at given times.
· For a person to listen critically, an activity which goes hand in hand with critical thinking, he/she engages in a systematic thought process to determine whether the message received is sensible enough.
· Some of the main ways for developing critical listening are uncovering assumptions, recognizing the differences between facts and opinions, relating new ideas to old ones, being open to new ideas and relying on reason and common sense (Wrench, Goding, Johnson, & Attias, The Importance of Listening, 2011).
· To listen ethically entails giving the speaker a fair opportunity to speak make himself clearly understood, and being mindful and respectful of him as well.
Chapter Four: Ethics Matter: Understanding the Ethics of Public Speaking
· Based on the ethics pyramid, the three basic concepts of ethics in public speaking are ends (what a person hopes to achieve), means (how a person intends to achieve the outcome he desires) and intention.
· For ethics to be exercised efficiently in public speaking, the speaker should be able to strike a balance between these three basic concepts.
· Nine principles of ethical communication basically define the moral considerations that are to be made when engaging in communication under public speaking.
· What each of these principles have in common is that they acknowledge that while it is necessary for public speakers to speak up/communicate whenever they feel it is necessary, they should do so while considering the impact of their communication to others.
· Free speech, which is the right that one has to freely express ideas or information without having to worry about government restrictions or any other limitations as guaranteed by the First and Fourteenth Amendments to the U.S. Constitution is of importance to a public speaker since public speaking generally entails the passage of information and ideas to the public allowing them to consider multiple points of view (Wrench, Goding, Johnson, & Attias, Ethics Matters: Understanding the Ethics of Public Speaking, 2011).
REFERENCES
Wrench, Goding, Johnson, & Attias. (2011). Ethics Matters: Understanding the Ethics of Public Speaking. In Stand Up, Speak Out: The Practice and Ethics of Public Speaking. Flatworld Knowledge.
Wrench, Goding, Johnson, & Attias. (2011). The Importance of Listening. In Stand Up, Seak Out: The Practice and Ethics of Public Speaking. Flatworld Knowledge.
...
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The document discusses the art of speechwriting and persuasion. It covers Aristotle's three modes of persuasion - ethos, pathos, and logos. Ethos appeals to credibility, pathos appeals to emotion, and logos uses logical reasoning. It also outlines the five steps of speechwriting as researched by the author: 1) research the speaker, issue, and audience, 2) establish a clear aim, 3) discover a big idea, 4) organize arguments, and 5) write a first draft. Additionally, it discusses principles of persuasion such as grabbing attention, gaining acceptance from the audience, and winning agreement through presenting an illusion of consensus.
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Reception Theory
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Reception Theory
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Principles and types of speeches
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Speaking in public, whether in front of small or large groups, makes some people jittery. However, this is a normal part of life. When you take this seriously, it will certainly benefit you when you become a professional. (Madrunio & Martin, 2018)
Having excellent communication skills can practically help you express yourself clearly and confidently, gained respect of other people, achieve your goals, and succeed in life.
Competence in oral communication is important because it makes you become an effective leader;
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xxii • Preface containing useful thematic and biographical.docx
xxii • Preface
containing useful thematic and biographical information, as well as clues to writing
strategies. Each is followed by a series of review questions, "Thinking Critically,"
covering both thematic and rhetorical strategies as well as engaging writing assign-
ments and other exercises.
Visuals
Recognizing the importance of visual communication, the 13th edition of Explor-
ing Language includes updated visuals. In addition to the nine photographic chap-
ter openers , we have added cartoons, print ads , comic strips, posters, sign language
charts, photographs, and more. Following each visual are "Thinking Critically"
questions, directing students to analyze the "language" of the images-the messages
and commentary projected from the designs and layouts . Each chapter includes
an editorial cartoon designed to connect to a current issue as well as the chapter ' s
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Instructor's Manual
The Instructor 's Manual, which is available to adopters, includes suggested responses
to selected questions in the text. The Instructor's Manual also identifies questions
that are particularly good for in-class discussion or collaborative student work and
provides recommendations for additional online research.
Acknowledgments
Many people behind the scenes are, at the very least, deserving of thanks and
acknowledgment for their help with this 13th edition. It is impossible to thank
all of them, but there are some for whose help I am particularly grateful. I would
like, first, to thank those instructors who answered lengthy questionnaires on the
effectiveness of the essays and supplied many helpful comments and sugges -
tions: Wendy Crawford, Camden County College; Miriam Gershow, University of
Oregon; Philip Hu, Cerritos College ; Martin W . Sharp, Rowan University ;
Judith Stanley, Alverno College; Lori White, Los Angeles Pierce College. To all the
instructors and students who have used Exploring Language over the past 12 edi-
tions, I am very grateful.
A very special thanks to Kathryn Goodfellow for her enormous assistance in
locating material, writing the apparatus, and putting together the Instructor's Man-
ual under tight deadlines. My thanks also to Amy Trumbull for her help in securing
permissions for the text. Finally to the people of Longman publishers, especially
my editor Suzanne Phelps Chambers and her assistant Laney Whitt, and my devel-
opmental editor Anne Leung , thank you for your continuing support, understand-
ing, and enthusiasm throughout the production process of this edition.
-Gary Goshgarian
Introduction:
Thinking and Reading Critically
What Is Critical Thinking?
Whenever you read a magazine article, newspaper editorial, or a piece of advertis-
ing and find yourself questioning the claims of the authors, you are exercising the
basics of critical thinking . Instead of taking what you read at face value, you look
beneath the surface of words and think about their meaning and significa.
14a 2 t4_chapterfourteenpowerpoint_new
This document discusses the important role that journalists play in society by reporting news and analyzing issues in historical and political context. It warns against "tabloidism" and focuses too much on sensational stories rather than more significant issues. The document also emphasizes that a free press is vital for a democratic society by presenting a range of perspectives to help citizens become informed and think for themselves.
Public speaking delivery persuasive speaking fall 2011
The document provides guidance on developing an effective persuasive speech, including establishing a clear standpoint, appealing to the audience, conducting research to support the standpoint, incorporating examples, facts, statistics and testimony, and properly citing sources. It emphasizes creating an introduction that states the standpoint and introduces supporting questions, as well as developing a conclusion that reviews the main points.
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The document provides an overview of how to analyze informational texts. It discusses determining an author's purpose and point of view, considering tone and bias, differentiating between facts and opinions, and examining how content, structure, style, evidence, and rhetorical devices help achieve the author's intent. The document is intended to teach students how to effectively analyze various features of informational texts.
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This document provides guidance for an informative speaking assignment. It begins with an overview of informative speaking and the requirements for the assignment, including submitting a simple outline by November 9th and a full sentence outline with works cited on the day of the speech. It then discusses the major types of informative speeches, including process, descriptive, concept, and event speeches. For each type, it provides examples and recommends organizational patterns. It offers tips for selecting a topic, developing the introduction and conclusion, and preparing visual aids and speaker notes. Finally, it provides templates for the simple outline and full sentence outline with works cited. In summary, this document outlines the requirements for an informative speaking assignment and provides guidance on developing the different elements of an effective informative
Talking About Talking
- Andi Dixon, a PhD student in Communications, gave a talk comparing oral history interviewing and journalistic interviewing. She played an excerpt from Radiolab discussing Hmong testimony about "yellow rain."
- Oral history prioritizes testimony and lived experience over facts alone. Journalism focuses more on factual accuracy. However, both aim to access some form of truth.
- Interviewing styles exist on a spectrum, and situational choices must be made between resolution and negotiation. Journalists can learn from oral history's emphasis on memory, meaning, and shared authority between interviewer and subject.
Ethos
This document discusses the importance of ethos, pathos, and logos in persuasive writing. It emphasizes that an author must understand their audience, appeal to their basic drives, and establish trustworthiness or ethos in order to effectively argue their position. The author should determine what evidence will most influence their specific audience and use logical foundations or "enthymemes" to build a solid argument. Great persuaders tell stories that convey ideas in a compelling way.
Nathalie's Presentation --Add to ERWC!
This document provides an overview of evaluating arguments and rhetorical techniques. It defines rhetoric as the use of language or images to persuade an intended audience. The three core elements of rhetoric are logos (reasoning/evidence), ethos (credibility), and pathos (appeals to emotion). The document discusses summarizing arguments, analyzing the audience and logic, identifying logical fallacies like straw man and post hoc, understanding emotional appeals, and evaluating an author's credibility. Exercises are provided to analyze speeches and advertisements using these rhetorical concepts.
Building on chapters 5 6 persuasive speaking
Here are some suggestions for appealing to your audience in your introduction:
- Mention common ground or shared experiences you have with your audience to build rapport. For example, "As parents/students ourselves, we understand your concerns about..."
- Ask an open-ended question to get your audience thinking about the topic, like "How many of you have thought about this issue before?"
- Use inclusive language like "our schools," "we," and "us" to show that you see your audience as part of the solution, not the problem.
- Share a relevant story or statistic that would pique your audience's interest in the topic before stating your thesis. For example, "Did you know that 1 in 3
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Analyzing nonfiction and rhetoric 3 (soaps tone) (1)
- 2. When you begin studying rhetoric it may be helpful to have a tool that aids you in navigating a writer's purpose for writing and the craft used to reach that purpose. Craft, btw, is everything from strategies, to purpose, to tone, to medium, to appeals to ethos, pathos, and logos.
- 4. T H E T O O L A popular tool many students use as an aide to rhetorical analysis is the acronym SOAPSTone. Let’s break it down.
- 5. Who is speaking? Is it the author? A narrator? Who are they? What kind of credibility do they have to be speaking on the subject? S--Speaker:
- 6. Why is the writer writing? Has an event occurred that prompted them to speak? O--Occasion:
- 7. Who is the intended audience? Remember, most of the time it is not YOU. Common audiences include: the general American public, liberal audiences, conservative audiences, religious audiences, parents, young adults, voters, women, and men. Sometimes an audience is specified and put into context. A--Audience:
- 8. SPECIFIC AUDIENCE EXAMPLE Abraham Lincoln's intended audience in the Gettysburg Address was clearly the Union residents, soldiers, and families of soldiers from New England, all of who were deeply affected by the recent bloody battle at Gettysburg.
- 9. The writer's intention: to persuade, to assert, to entertain, to motivate, to clarify, to temper, etc. P--Purpose:
- 10. PURPOSE EXAMPLE Take, again, for example Lincoln’s Gettysburg address: Lincoln is aiming to honor those who fought and died in the battle and to convince the others that the fight is linked to a just and verdant purpose that represents the core values of the nation. Lastly, Lincoln is attempting to motivate his audience to not give up on the war. So his purpose is twofold: to motivate the living and to honor the soldiers for their courage.
- 11. The topic the writer is concerned with/writing about. Subject:
- 12. This is simply the writer’s attitude on the subject in which they are writing. There are a TON of tone words that you can look up on the internet. Tone: