This document provides an introduction to arguments and rhetorical strategies. It defines what an argument is and is not. An argument is an organized presentation intended to change how one thinks or acts, supported by a claim and reasons. It discusses the key elements of an argument, including the claim, support, evidence, and explanation. It also explains that truth is often subjective and shaped by cultural beliefs and values. The document discusses how arguments must consider the targeted audience and how claims are tailored to appeal to different groups. Finally, it introduces the three main rhetorical appeals of ethos, pathos and logos used in effective arguments.
This lecture was created to give students a basic overview of the history of rhetoric, the foundations of rhetorical theory and how rhetoric is practiced in modern times.
The document discusses the key components of rhetoric and persuasive writing and speaking. It identifies the rhetorical situation as comprising the writer, purpose, genre, audience, culture/context, and limitations/conventions. Choosing strategies that effectively engage all aspects of the rhetorical situation is important for persuasive communication. Rhetorical analysis involves evaluating how well an argument addresses and responds to the specific rhetorical circumstances.
Visual Rhetoric and Analysis (Workshop for UTD Writing Center)Amanda Preston
This document provides guidance on analyzing visual rhetoric through a 4-step process: 1) Observe the image and rhetorical situation, 2) Analyze and infer the message and parts, 3) Identify the rhetorical appeals of ethos, pathos, and logos, and 4) Combine steps 1-3 to evaluate the image's effectiveness. The goal is to formulate a thesis statement about the visual text's success or failure in persuading its audience. Examples are provided to demonstrate each step of analyzing images, from observing details to assessing the rhetorical appeals used.
The document discusses the three rhetorical appeals of ethos, pathos, and logos. Ethos involves establishing credibility and authority to persuade the audience. Pathos involves appealing to the audience's emotions. Logos involves using logical reasoning and evidence to make arguments understandable and persuasive to the audience. Examples are provided for how these appeals can be used in different types of contemporary writing.
This document discusses strategies for persuasive communication and argumentation. It emphasizes the importance of linking compelling claims to strong evidence using Aristotle's three modes of persuasion: ethos, logos, and pathos. Specific tips are provided, such as starting with data analysis, forming a thesis, and making explicit connections between evidence and claims. The document also discusses establishing credibility through expertise, trustworthiness, and addressing the audience.
- Emotional appeals (pathos) - Images and cartoons can elicit emotions like humor, fear, outrage to persuade viewers. Exaggerated facial expressions and scenarios are often used.
- Credible sources (ethos) - Using recognizable or respected people/brands to endorse an idea makes the message more persuasive.
- Visual logic and evidence (logos) - Images can clearly demonstrate facts, statistics, processes etc. to make an argument seem rational and backed by evidence. Comparisons and metaphors are often visually depicted.
- Memorable imagery - Eye-catching designs, symbols
The document discusses understanding texts rhetorically by examining how they convey persuasive messages, address audiences, and operate within contexts. It defines rhetoric as discerning strategies to convince audiences, and notes the importance of understanding rhetoric gives people power over what they choose to believe. Common examples of rhetoric include editorials, song lyrics, essays, and visual elements in movies, ads, and more.
This document discusses rhetorical situations and analysis. It defines exigence as the circumstance that prompts a response. Understanding exigence helps reveal a rhetoric's purpose. Audience refers to the intended recipients of a message. Constraints are limitations on how a message is communicated. Effective rhetoric successfully addresses the exigence for the appropriate audience within constraints. The document provides questions to guide rhetorical analysis of a text, including examining rhetorical appeals, intentions, cultural context, and fulfillment of purpose. Students are assigned to analyze a text by identifying its rhetorical situations and appeals using the templates and guidelines provided.
This lecture was created to give students a basic overview of the history of rhetoric, the foundations of rhetorical theory and how rhetoric is practiced in modern times.
The document discusses the key components of rhetoric and persuasive writing and speaking. It identifies the rhetorical situation as comprising the writer, purpose, genre, audience, culture/context, and limitations/conventions. Choosing strategies that effectively engage all aspects of the rhetorical situation is important for persuasive communication. Rhetorical analysis involves evaluating how well an argument addresses and responds to the specific rhetorical circumstances.
Visual Rhetoric and Analysis (Workshop for UTD Writing Center)Amanda Preston
This document provides guidance on analyzing visual rhetoric through a 4-step process: 1) Observe the image and rhetorical situation, 2) Analyze and infer the message and parts, 3) Identify the rhetorical appeals of ethos, pathos, and logos, and 4) Combine steps 1-3 to evaluate the image's effectiveness. The goal is to formulate a thesis statement about the visual text's success or failure in persuading its audience. Examples are provided to demonstrate each step of analyzing images, from observing details to assessing the rhetorical appeals used.
The document discusses the three rhetorical appeals of ethos, pathos, and logos. Ethos involves establishing credibility and authority to persuade the audience. Pathos involves appealing to the audience's emotions. Logos involves using logical reasoning and evidence to make arguments understandable and persuasive to the audience. Examples are provided for how these appeals can be used in different types of contemporary writing.
This document discusses strategies for persuasive communication and argumentation. It emphasizes the importance of linking compelling claims to strong evidence using Aristotle's three modes of persuasion: ethos, logos, and pathos. Specific tips are provided, such as starting with data analysis, forming a thesis, and making explicit connections between evidence and claims. The document also discusses establishing credibility through expertise, trustworthiness, and addressing the audience.
- Emotional appeals (pathos) - Images and cartoons can elicit emotions like humor, fear, outrage to persuade viewers. Exaggerated facial expressions and scenarios are often used.
- Credible sources (ethos) - Using recognizable or respected people/brands to endorse an idea makes the message more persuasive.
- Visual logic and evidence (logos) - Images can clearly demonstrate facts, statistics, processes etc. to make an argument seem rational and backed by evidence. Comparisons and metaphors are often visually depicted.
- Memorable imagery - Eye-catching designs, symbols
The document discusses understanding texts rhetorically by examining how they convey persuasive messages, address audiences, and operate within contexts. It defines rhetoric as discerning strategies to convince audiences, and notes the importance of understanding rhetoric gives people power over what they choose to believe. Common examples of rhetoric include editorials, song lyrics, essays, and visual elements in movies, ads, and more.
This document discusses rhetorical situations and analysis. It defines exigence as the circumstance that prompts a response. Understanding exigence helps reveal a rhetoric's purpose. Audience refers to the intended recipients of a message. Constraints are limitations on how a message is communicated. Effective rhetoric successfully addresses the exigence for the appropriate audience within constraints. The document provides questions to guide rhetorical analysis of a text, including examining rhetorical appeals, intentions, cultural context, and fulfillment of purpose. Students are assigned to analyze a text by identifying its rhetorical situations and appeals using the templates and guidelines provided.
This document discusses Edmodo, an online platform that allows teachers and students to connect, engage, and collaborate both inside and outside the classroom. It describes how Edmodo supports hybrid and flipped learning models by enabling students to access lectures, resources, and courses anywhere while using class time for hands-on activities. The document outlines several advantages such as establishing dialogue between students and experts regardless of location, preparing students for global citizenship, and allowing flexible pacing. It then provides step-by-step instructions for teachers and students to set up accounts and classes and use Edmodo's features, which include messaging, quizzes, polls, sharing files and assignments.
This document discusses how to identify themes in literature. It defines a theme as a universal idea or lesson presented throughout a work, not just its main idea. Some common themes mentioned include friendship, love, and adversity leading to triumph. The document instructs readers to look for recurring ideas and ask what the author wants them to think about after finishing. When answering questions about a work's theme, students should provide examples from the text alongside analysis of how those examples illustrate the theme.
Gatsby's mansion represents the ostentatious wealth of the "Nouveau Riche" like Gatsby, who threw lavish parties in an effort to regain Daisy through his displays of wealth. Gatsby's yellow car, which he uses to kill Myrtle, symbolizes this showy display of money through its golden color. The famous green light at the end of Daisy's dock represents Gatsby's desire to regain Daisy and his dream of recapturing the past, as well as the American Dream overall.
This document provides information about an AP Language and Composition class taught by Ms. Deborah Aughey. It outlines the units covered in the class over the school year, important tests and exams, opportunities for journalism including the school newspaper, materials needed, and websites for class resources.
Powerpoint that goes with guided notes 2014clairmckinnon
F. Scott Fitzgerald was an American author born in 1896 who is famous for writing The Great Gatsby. He married Zelda Sayre and died in 1940. The Great Gatsby takes place during the 1920s, also known as the "Jazz Age", and is considered one of the most accurate depictions of that time period. The novel follows Jay Gatsby, a wealthy man who throws lavish parties in an attempt to attract his lost love, Daisy Buchanan. Other main characters include Daisy's husband Tom Buchanan, their neighbor Nick Carraway who narrates the story, and Jordan Baker. The novel examines themes such as social divisions represented by East and West Egg, the decaying
This document provides instructions for writing a persuasive essay examining the accuracy of Henry David Thoreau's quote "Many men go fishing all of their lives without knowing that it is not fish they are after." It outlines 5 steps: 1) Analyze the prompt, 2) Analyze the quote, 3) Understand the context, 4) Craft the argument, and 5) Write the draft. Examples are given for each step, such as defining key terms, analyzing the quote, considering the symbolism of fishing, and outlining a sample introduction, body paragraphs, and conclusion.
The document provides a rubric for evaluating student essays on a scale of 1 to 6. It outlines the key elements needed to earn a score of 4, 5, or 6, such as using specific examples to support an argument, consistent grammar and syntax, and demonstrating a sense of style. The document then contrasts excellent essay qualities with common errors, advising students on maintaining consistent tense, using appropriate diction, providing compelling examples, developing a clear argument, and employing an original style or tone.
Nick visits Gatsby and urges him to leave the city. Gatsby recounts his past and meeting Daisy for the first time. Gatsby's servants say he will drain the swimming pool. Mr. Wilson, distraught over his wife's death, believes her lover killed her and tells Michaelis. Mr. Wilson goes to Gatsby's house and shoots him in the pool before killing himself. Nick finds Gatsby dead in the pool and Mr. Wilson nearby. The chapter analyzes Gatsby's enduring love for Daisy and Mr. Wilson's blinded love and regret over his wife's death.
Here are the examples labeled with their persuasive technique:
1. A doctor discusses the health risks of smoking. (ethos)
2. An advertisement features a crying child to promote donations to an orphanage. (pathos)
3. Statistics are presented showing a correlation between secondhand smoke and cancer rates. (logos)
4. A celebrity endorses a brand of shoes in a television commercial. (ethos, pathos)
5. An op-ed cites historical examples to argue against restricting free speech. (logos)
6. A politician recounts a personal story about his humble upbringing to seem more relatable. (ethos, pathos)
Senior High School Reading and Writing SKillsqueenpressman14
This document discusses the key properties of well-written texts, including organization, coherence and cohesion, language use, and mechanics. It defines organization as the structural framework for writing, such as logical arrangement of ideas. Coherence refers to how well all the elements of the text, including ideas, fit together in a cohesive manner. The document outlines different types of text structures and organizational patterns commonly used in writing. It also discusses claims of fact, definition, cause, value, and policy as frameworks for organizing arguments and establishing purpose.
This document discusses rhetorical appeals, including logos, ethos, and pathos. It defines each appeal and provides examples. Logos appeals to logic and reason through facts, statistics, and logical arguments. Ethos appeals to credibility and authority through the reputation and expertise of the source. Pathos appeals to emotion through stories, anecdotes, and the elicitation of feelings like love, pity, fear, and anger. The document suggests analyzing arguments to identify which appeals are used and how effectively, and provides exercises for students to practice using and identifying appeals.
Senior High School Reading and Writing Skillsqueenpressman14
The document discusses the key properties of well-written texts, including organization, coherence and cohesion, language use, and mechanics. It defines organization as the structural framework for writing, including logical arrangement of ideas. It discusses different types of text structures and parts of a text, including the introduction, body, and conclusion. It also discusses coherence and cohesion as principles that ensure ideas are connected and flow logically. Finally, it discusses five types of claims that texts may make: claims of fact, definition, cause, value, and policy.
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.
The document provides guidance on writing effective arguments. It emphasizes that arguments should be logical, fair-minded, and aim to convince the audience through balanced consideration of evidence rather than emotional appeals alone. It outlines key elements of a strong argument, including establishing a clear thesis; using credible evidence and addressing alternative positions; and projecting a trustworthy persona. Readers are advised to thoughtfully analyze an argument's purpose, thesis, evidence, treatment of opposing views, and the author's credibility and bias.
Senior High School Reading and Writing Skillsqueenpressman14
The document discusses the properties of well-written texts, including organization, coherence and cohesion, language use, and mechanics. It focuses on organization and identifies the main organizational structures as introduction, body, and conclusion. It also discusses the five main types of claims in arguments: claims of fact, definition, cause, value, and policy. Claims of fact argue whether something is true. Definition claims center around defining a term. Cause claims examine what caused something or what the effects will be.
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.
Definition of Ethos and How to Use it1. Trustworthiness Does y.docxrandyburney60861
Definition of Ethos and How to Use it
1. Trustworthiness Does your audience believe you are a good person who can be trusted to tell the truth?
2. Similarity Does the writer try to get the reader to identify with him or her? This can be done through language
3. Authority Does the writer have formal or informal authority? Does the writer try to relate to the reader?
4. Reputation What are the expertise the writer uses? How many does he use? What are their areas of authority?
Logos: Logical reasoning, which has two bases:
Deductive reasoning, and
Inductive reasoning
Deductive Reasoning
Deductive reasoning generally start with one or more premises, and then comes to a conclusion from them. Premises can be facts, claims, evidence, or a previously proven conclusion. The key is that in a deductive argument, if the writer’s premises are true, then the conclusion must be true.
1. Education determines one’s class base.
2. One’s class base will shape one’s employment.
3. Therefore, education will determine one’s employment.
Inductive Reasoning
Inductive reasoning is similar in that it consists of premises, which lead to a conclusion. The difference is that the conclusion is not guaranteed to be true — we can only state it with some degree of confidence.
For example, consider the following inductive argument:
5. All Six Minutes articles you have read in the past were insightful. (premise)
6. This is a Six Minutes article. (premise)
Therefore, this article is insightful. (conclusion)
How to Identify Logos
Make it Understandable: Does the writer make the argument understandable? What tools does he or she use to do this?
Make it Logical: Does the arguments make sense? Or does the writer require the reader to make an extreme leap of faith? How easy is it for the writer to make a connection to the argument?
Make it Real: Does the writer make the argument real? Is the argument concrete or abstract?
The language plain language: Does the writer use technical jargon or is a portion of language used for a specific reader that isn’t familiar with the reader?
Does the writer use short words and phrases over long and convoluted counterparts?
The language is explicit: Does the writer make his or her argument plain? What techniques does he or she use to establish explicit argument?
The writer uses a couple premises, to establish his or her position? Are they relatable? Do they show relationship between them? “And these five advantages — capital costs, scheduling, inventory control, marketing, and employee satisfaction — together make this a winning proposal.”
Trace sequences or processes in order.
Does the writer jump around to different places or is there an order to his or her steps that create clarity or confusion for the reader?
Use comparisons, analogies, and metaphors.
Does the writer introduce new concepts, with an appropriate analogy which helps the audience understand the new concept in terms of how they already understand the old one?.
Nathalie's Presentation --Add to ERWC!guest5007bc6
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.
This presentation discusses effective strategies for persuasive writing. It explains that persuasive writing seeks to convince readers by appealing to their reason and understanding through argument and evidence. It emphasizes understanding the audience, supporting your opinion with research from credible sources, addressing alternative viewpoints respectfully, and establishing your own credibility. The document provides tips for researching an issue from multiple sides, understanding the audience's perspective, citing sources ethically, and avoiding counterproductive rhetorical tactics.
Here is a draft advertisement utilizing all three rhetorical appeals for vanilla ice cream:
[Pathos] Indulge your senses with the pure bliss of creamy vanilla ice cream. A single sweet spoonful transports you to a place of comfort and joy.
[Logos] Vanilla ice cream is the perfect balance of cool creaminess and subtle sweetness. As the world's most popular ice cream flavor, vanilla contains no artificial colors or flavors - only the highest quality dairy for a clean, satisfying treat.
[Ethos] For over 50 years, Happy Cow Ice Cream has crafted classic flavors with care, using local ingredients. You can trust us to deliver the uncomplicated pleasure of real vanilla, just as generations have
This presentation provides guidance on effective persuasion and developing persuasive documents. It outlines understanding the audience, researching all sides of an issue to find common ground, supporting your perspective with credible sources and statistics, and establishing your own credibility without misrepresenting evidence. The goal of persuasive writing is to appeal to the audience's reason and understanding through respectful argumentation.
Senior High School Reading and Writing Skillsqueenpressman14
The document discusses the key properties of well-written texts, including organization, coherence and cohesion, language use, and mechanics. It outlines five common text structures used in writing: sequence, description, cause and effect, compare and contrast, and problem and solution. It also defines the main parts of a text as the introduction, body, and conclusion. Finally, it describes five common types of claims made in arguments: claims of fact, definition, cause, value, and policy.
This document discusses Edmodo, an online platform that allows teachers and students to connect, engage, and collaborate both inside and outside the classroom. It describes how Edmodo supports hybrid and flipped learning models by enabling students to access lectures, resources, and courses anywhere while using class time for hands-on activities. The document outlines several advantages such as establishing dialogue between students and experts regardless of location, preparing students for global citizenship, and allowing flexible pacing. It then provides step-by-step instructions for teachers and students to set up accounts and classes and use Edmodo's features, which include messaging, quizzes, polls, sharing files and assignments.
This document discusses how to identify themes in literature. It defines a theme as a universal idea or lesson presented throughout a work, not just its main idea. Some common themes mentioned include friendship, love, and adversity leading to triumph. The document instructs readers to look for recurring ideas and ask what the author wants them to think about after finishing. When answering questions about a work's theme, students should provide examples from the text alongside analysis of how those examples illustrate the theme.
Gatsby's mansion represents the ostentatious wealth of the "Nouveau Riche" like Gatsby, who threw lavish parties in an effort to regain Daisy through his displays of wealth. Gatsby's yellow car, which he uses to kill Myrtle, symbolizes this showy display of money through its golden color. The famous green light at the end of Daisy's dock represents Gatsby's desire to regain Daisy and his dream of recapturing the past, as well as the American Dream overall.
This document provides information about an AP Language and Composition class taught by Ms. Deborah Aughey. It outlines the units covered in the class over the school year, important tests and exams, opportunities for journalism including the school newspaper, materials needed, and websites for class resources.
Powerpoint that goes with guided notes 2014clairmckinnon
F. Scott Fitzgerald was an American author born in 1896 who is famous for writing The Great Gatsby. He married Zelda Sayre and died in 1940. The Great Gatsby takes place during the 1920s, also known as the "Jazz Age", and is considered one of the most accurate depictions of that time period. The novel follows Jay Gatsby, a wealthy man who throws lavish parties in an attempt to attract his lost love, Daisy Buchanan. Other main characters include Daisy's husband Tom Buchanan, their neighbor Nick Carraway who narrates the story, and Jordan Baker. The novel examines themes such as social divisions represented by East and West Egg, the decaying
This document provides instructions for writing a persuasive essay examining the accuracy of Henry David Thoreau's quote "Many men go fishing all of their lives without knowing that it is not fish they are after." It outlines 5 steps: 1) Analyze the prompt, 2) Analyze the quote, 3) Understand the context, 4) Craft the argument, and 5) Write the draft. Examples are given for each step, such as defining key terms, analyzing the quote, considering the symbolism of fishing, and outlining a sample introduction, body paragraphs, and conclusion.
The document provides a rubric for evaluating student essays on a scale of 1 to 6. It outlines the key elements needed to earn a score of 4, 5, or 6, such as using specific examples to support an argument, consistent grammar and syntax, and demonstrating a sense of style. The document then contrasts excellent essay qualities with common errors, advising students on maintaining consistent tense, using appropriate diction, providing compelling examples, developing a clear argument, and employing an original style or tone.
Nick visits Gatsby and urges him to leave the city. Gatsby recounts his past and meeting Daisy for the first time. Gatsby's servants say he will drain the swimming pool. Mr. Wilson, distraught over his wife's death, believes her lover killed her and tells Michaelis. Mr. Wilson goes to Gatsby's house and shoots him in the pool before killing himself. Nick finds Gatsby dead in the pool and Mr. Wilson nearby. The chapter analyzes Gatsby's enduring love for Daisy and Mr. Wilson's blinded love and regret over his wife's death.
Here are the examples labeled with their persuasive technique:
1. A doctor discusses the health risks of smoking. (ethos)
2. An advertisement features a crying child to promote donations to an orphanage. (pathos)
3. Statistics are presented showing a correlation between secondhand smoke and cancer rates. (logos)
4. A celebrity endorses a brand of shoes in a television commercial. (ethos, pathos)
5. An op-ed cites historical examples to argue against restricting free speech. (logos)
6. A politician recounts a personal story about his humble upbringing to seem more relatable. (ethos, pathos)
Senior High School Reading and Writing SKillsqueenpressman14
This document discusses the key properties of well-written texts, including organization, coherence and cohesion, language use, and mechanics. It defines organization as the structural framework for writing, such as logical arrangement of ideas. Coherence refers to how well all the elements of the text, including ideas, fit together in a cohesive manner. The document outlines different types of text structures and organizational patterns commonly used in writing. It also discusses claims of fact, definition, cause, value, and policy as frameworks for organizing arguments and establishing purpose.
This document discusses rhetorical appeals, including logos, ethos, and pathos. It defines each appeal and provides examples. Logos appeals to logic and reason through facts, statistics, and logical arguments. Ethos appeals to credibility and authority through the reputation and expertise of the source. Pathos appeals to emotion through stories, anecdotes, and the elicitation of feelings like love, pity, fear, and anger. The document suggests analyzing arguments to identify which appeals are used and how effectively, and provides exercises for students to practice using and identifying appeals.
Senior High School Reading and Writing Skillsqueenpressman14
The document discusses the key properties of well-written texts, including organization, coherence and cohesion, language use, and mechanics. It defines organization as the structural framework for writing, including logical arrangement of ideas. It discusses different types of text structures and parts of a text, including the introduction, body, and conclusion. It also discusses coherence and cohesion as principles that ensure ideas are connected and flow logically. Finally, it discusses five types of claims that texts may make: claims of fact, definition, cause, value, and policy.
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.
The document provides guidance on writing effective arguments. It emphasizes that arguments should be logical, fair-minded, and aim to convince the audience through balanced consideration of evidence rather than emotional appeals alone. It outlines key elements of a strong argument, including establishing a clear thesis; using credible evidence and addressing alternative positions; and projecting a trustworthy persona. Readers are advised to thoughtfully analyze an argument's purpose, thesis, evidence, treatment of opposing views, and the author's credibility and bias.
Senior High School Reading and Writing Skillsqueenpressman14
The document discusses the properties of well-written texts, including organization, coherence and cohesion, language use, and mechanics. It focuses on organization and identifies the main organizational structures as introduction, body, and conclusion. It also discusses the five main types of claims in arguments: claims of fact, definition, cause, value, and policy. Claims of fact argue whether something is true. Definition claims center around defining a term. Cause claims examine what caused something or what the effects will be.
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.
Definition of Ethos and How to Use it1. Trustworthiness Does y.docxrandyburney60861
Definition of Ethos and How to Use it
1. Trustworthiness Does your audience believe you are a good person who can be trusted to tell the truth?
2. Similarity Does the writer try to get the reader to identify with him or her? This can be done through language
3. Authority Does the writer have formal or informal authority? Does the writer try to relate to the reader?
4. Reputation What are the expertise the writer uses? How many does he use? What are their areas of authority?
Logos: Logical reasoning, which has two bases:
Deductive reasoning, and
Inductive reasoning
Deductive Reasoning
Deductive reasoning generally start with one or more premises, and then comes to a conclusion from them. Premises can be facts, claims, evidence, or a previously proven conclusion. The key is that in a deductive argument, if the writer’s premises are true, then the conclusion must be true.
1. Education determines one’s class base.
2. One’s class base will shape one’s employment.
3. Therefore, education will determine one’s employment.
Inductive Reasoning
Inductive reasoning is similar in that it consists of premises, which lead to a conclusion. The difference is that the conclusion is not guaranteed to be true — we can only state it with some degree of confidence.
For example, consider the following inductive argument:
5. All Six Minutes articles you have read in the past were insightful. (premise)
6. This is a Six Minutes article. (premise)
Therefore, this article is insightful. (conclusion)
How to Identify Logos
Make it Understandable: Does the writer make the argument understandable? What tools does he or she use to do this?
Make it Logical: Does the arguments make sense? Or does the writer require the reader to make an extreme leap of faith? How easy is it for the writer to make a connection to the argument?
Make it Real: Does the writer make the argument real? Is the argument concrete or abstract?
The language plain language: Does the writer use technical jargon or is a portion of language used for a specific reader that isn’t familiar with the reader?
Does the writer use short words and phrases over long and convoluted counterparts?
The language is explicit: Does the writer make his or her argument plain? What techniques does he or she use to establish explicit argument?
The writer uses a couple premises, to establish his or her position? Are they relatable? Do they show relationship between them? “And these five advantages — capital costs, scheduling, inventory control, marketing, and employee satisfaction — together make this a winning proposal.”
Trace sequences or processes in order.
Does the writer jump around to different places or is there an order to his or her steps that create clarity or confusion for the reader?
Use comparisons, analogies, and metaphors.
Does the writer introduce new concepts, with an appropriate analogy which helps the audience understand the new concept in terms of how they already understand the old one?.
Nathalie's Presentation --Add to ERWC!guest5007bc6
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.
This presentation discusses effective strategies for persuasive writing. It explains that persuasive writing seeks to convince readers by appealing to their reason and understanding through argument and evidence. It emphasizes understanding the audience, supporting your opinion with research from credible sources, addressing alternative viewpoints respectfully, and establishing your own credibility. The document provides tips for researching an issue from multiple sides, understanding the audience's perspective, citing sources ethically, and avoiding counterproductive rhetorical tactics.
Here is a draft advertisement utilizing all three rhetorical appeals for vanilla ice cream:
[Pathos] Indulge your senses with the pure bliss of creamy vanilla ice cream. A single sweet spoonful transports you to a place of comfort and joy.
[Logos] Vanilla ice cream is the perfect balance of cool creaminess and subtle sweetness. As the world's most popular ice cream flavor, vanilla contains no artificial colors or flavors - only the highest quality dairy for a clean, satisfying treat.
[Ethos] For over 50 years, Happy Cow Ice Cream has crafted classic flavors with care, using local ingredients. You can trust us to deliver the uncomplicated pleasure of real vanilla, just as generations have
This presentation provides guidance on effective persuasion and developing persuasive documents. It outlines understanding the audience, researching all sides of an issue to find common ground, supporting your perspective with credible sources and statistics, and establishing your own credibility without misrepresenting evidence. The goal of persuasive writing is to appeal to the audience's reason and understanding through respectful argumentation.
Senior High School Reading and Writing Skillsqueenpressman14
The document discusses the key properties of well-written texts, including organization, coherence and cohesion, language use, and mechanics. It outlines five common text structures used in writing: sequence, description, cause and effect, compare and contrast, and problem and solution. It also defines the main parts of a text as the introduction, body, and conclusion. Finally, it describes five common types of claims made in arguments: claims of fact, definition, cause, value, and policy.
Senior High School Reading and Writing SKillsqueenpressman14
This document discusses properties of well-written texts, including organization, coherence and cohesion, language use, and mechanics. It provides details on each of these properties and their importance for effective writing. Organization refers to the logical arrangement of ideas. Coherence and cohesion involve using techniques like transitions and repetitions to connect ideas smoothly. Language use is an important indicator of quality writing as it allows ideas to be effectively communicated.
Module 7 Discussion Board Algebra1. What does it mean when s.docxmoirarandell
This document provides instructions for students to write a classical argument paper on an approved topic. It outlines the key elements of a classical argument, including: introducing the issue and opposing positions, presenting reasons and evidence to support the student's position, anticipating and refuting counterarguments, and concluding by emphasizing the importance of the issue. Students must write a minimum 1,200-1,500 word paper using at least 5 credible sources to both support their argument and refute opposing positions. The paper should follow standard argumentative structure and formatting guidelines provided.
This document provides guidance on constructing reasonable academic arguments. It discusses what constitutes a reasonable argument, establishes the four pillars of argument as thesis, evidence, refutation, and concluding statement. It then examines each pillar in detail, providing examples and guidelines. For thesis statements, it suggests establishing credibility and taking a debatable but not too aggressive stance. For evidence, it emphasizes using facts, statistics, and expert opinions. For refutation, it advises anticipating and counter opposing arguments. The document also identifies common logical fallacies to avoid and concludes by reminding readers that persuasive arguments require intelligence and decency.
Case Study 10.1 Introduction to the Case Study Introduction to.docxtidwellveronique
Case Study / 10.1 Introduction to the Case Study
Introduction to the Case Study
This last chapter is different from the others. Instead of introducing a new area of critical thinking, it is a capstone activity in which you will apply the skills you've learned to one contemporary, controversial issue.
The topic for this case study is global climate change. Because it is beyond the scope of this course to thoroughly evaluate a complex scientific topic, you will not be expected to form a position or offer your opinion on this topic. Rather, the material in this chapter is presented for you to practice evaluating arguments, identifying fallacies, and questioning sources—with the hope that you will continue to apply these skills whenever you encounter material aimed to persuade.
This chapter won't present any new exposition. Instead, we provide some relevant review notes that have been excerpted from the earlier chapters. You can consult these notes if you need a refresher as you work through the final videos, articles, and questions in the course.
REVIEW NOTES
Arguments
To say that something is true is to make a claim. But to give reasons to believe that it is true is to make an argument. Thus all arguments consist of at least two parts:
1. premise – one or more reasons to support the claim
2. conclusion – the claim being supported
Common Fallacies
Fallacy:a type of flawed reasoning
1. Begging the question: fallacy where the argument relies on a premise that resembles the conclusion, depends on the conclusion, or is as controversial as the conclusion.
2. Appeal to popularity: fallacy where the arguer attempts to bolster his or her argument by mentioning that "everybody" (or a large group of people) shares the same belief, preference, or habit.
3. Post hoc ergo propter hoc: fallacy where the arguer assumes that because there is a correlation between two events (i.e., one preceded the other), then the first must have caused the second. The phrase is Latin for "after this, therefore because of this."
4. Appeal to ignorance: fallacy where the arguer claims that because something cannot be proven false, it must be true unless the opponent can disprove the conclusion.
5. Appeal to emotion: fallacy where the arguer tries to persuade the audience by arousing feelings such as pity, fear, patriotism, flattery, etc. in lieu of presenting rational arguments.
6. Unqualified authority: fallacy where the arguer tries to get people to agree by appealing to the reputation of someone who is not an expert in the field or otherwise qualified to prove that something is true.
7. Ad hominem: fallacy where the arguer attacks his or her opponent's personal characteristics, qualifications, or circumstances instead of the argument presented. The phrase is Latin for "to the man."
8. False dichotomy: fallacy where the arguer inaccurately portrays a circumstance as having a limited number of possible outcomes, thus setting up an either-or situation with the intent of prese ...
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3. A Moment with Monty Python
Listen to their discussion of an argument.
4. Activity
What is an argument? What makes an argument
successful or effective? What detracts from an
argument?
Consider the clip we just watched.
8 minutes
5. An Argument is NOT…
A verbal duel
Quibbling
A shouting match
An altercation
6. An Argument is Not Quite…
A one-sided
presentation of
beliefs
A reader relies on a
writer to present a
fair account of all
important aspects of
the issue being
discussed
A series of
contradictions
7. An Argument IS…
An organized presentation of ideas intended
to change the way one thinks or acts
The desired change is presented as a claim
and supported by reasons
8. Elements of an Argument
CLAIM: SUPPORT:
An thesis; an assertion that Reasons you provide to
needs support from specific convince an audience to accept
reasons to be accepted as true your claim
EVIDENCE:
Information that proves
or strongly suggests
the claim is true or valid
EXPLANATION:
Clarification, interpretati
on, analysis, synthesis,
and evaluation of
evidence
9. Truth and Belief
Truth... Is often subjective; "the values we
hold true are largely constructed by our
cultural beliefs" (10). Our response to issues
or arguments is shaped by what we value
and believe to be true.
10. Activity: Truth and Claims
From Page 10
In groups of 2 or 3, list the claim that particular people make. What is the
belief that underlies each claim?
1. Who is responsible for the obesity epidemic among
children?
2. If people have large numbers of children because they
use fertility drugs, should they be able to receive welfare
to support their huge families?
3. What, if anything, should be done about people who
hire undocumented workers (illegal immigrants) and pay
them at rates below the minimum wage?
4. Should people pay a "congestion tax" for driving their
cars in overcrowded cities?
5. Are some poor people being oppressed by society, or
are they ultimately responsible for their own station in life
because of the choices they make?
11. Different Audiences Require Different
Arguments
When analyzing an argument, we must
consider the targeted AUDIENCE...
Some audiences can have different or varied
beliefs
Some audiences will share similar beliefs and
concerns
It is important to identify the audience, as
claims are tailored to reach a particular
group of people.
12. Your Assignment
Write a 1,000 to 1,500 word essay analyzing the
rhetorical strategies found in your ad/
commercial/song, etc.
Focus on the techniques or strategies that the
author uses to appeal to ethos, pathos, and logos.
Your analysis should discuss the effectiveness of
the argument, not the author’s views on the
subject.
13. Expected Outcomes
By analyzing the rhetorical strategies of ads/
commercials/ songs, you will learn how to apply
several skills that you can use to:
Understand social and political arguments presented in
the media in your daily life
Analyze the different rhetorical structures and
techniques in source material
Apply these rhetorical strategies to your own writing
(particularly in Project 3)
15. Rhetorical Appeals:
Authority, Emotion & Logic
Ethos
Pathos “Reasonable people can be
persuaded in several ways—
appealing to their trust in
Logos authority, their emotions, and their
logic…Seldom is just one of these
approaches adequate to convince
an audience to accept a claim.
Instead, all can be brought into play
when arguments are made” (12).
Argument
16. Authority (Ethos)
A key component in an argument is establishing
the credibility of the author; if the author isn’t
credible, why should we bother to read?
Authors establish authority in two ways:
Research
Tone
17. Emotion (Pathos)
Authors also attempt to make an emotional
connection with the reader
Emotional appeals create sympathy between the
reader and the writer
This connection can also reinforce the reader’s
notion of the author’s credibility
In creating an emotional appeal, authors use a
variety of rhetorical strategies
Activity
18. Logic (Logos)
Authors also use logic to support their claims.
Logical appeals include:
Factual information, such as statistics and data
Definitions
Inductive reasoning
Deductive reasoning
Hypothetical situations
Analogies
20. Activity: Evaluating Media Arguments
Based on these two advertisements...
What issue is being considered?
Who is the target audience for each ad? What
does each ad suggest about its audience's
race, lifestyle, income level, and education level?
In "The Enforcer," why is it significant that the
woman is in the foreground? What is significant
about the placement of the boy? What does each
facial expression suggest? Background?
In "Protect Our Children," why is the girl smiling? It takes more than a hero to keep kids away
What does this suggest about beliefs regarding from marijuana. It takes parents strong
freedom of choice and individuality? How is this enough to make rules and back them up. A
different from claims made about freedom of little discipline today could make all the
choice in "The Enforcer" ad? difference tomorrow. You are more powerful
than you know.
What is each ad's claim?
What evidence supports the claim?
How does this ad use ethos, pathos, and logos to
sell the claim?
24. Visual Rhetoric
According to the OWL @ Purdue, "Visual rhetoric
has been used to mean anything from the use of
images as argument, to the arrangement of
elements on a page for rhetorical effect, to the use of
typography (fonts), and more.”
“Visual rhetoric is a form of communication that
uses images to create meaning or construct an
argument” (stanford.edu).
Your photo essay needs to use visual rhetoric to
create a persuasive visual piece that makes a certain
argument
25. Text is so highly visual that its visual nature and power is often
invisible.
RHETORIC OF TEXT
Adapted from http://owl.english.purdue.edu/handouts/general/Visual_Rhetoric.pdf
26. Textual Personalities
Even with just these four type faces, we can see
different personalities, levels of formality, and even
hints ethos.
Which of these seems the most authoritative?
27. Textual Personalities
While the first two fonts may not jump out at you as having a whole lot of
cultural associations; that’s partly by design—the fonts are deliberately
nondescript, and thus are use quite commonly. Not so with the fonts used for
“Medieval History” and “Bigfoot Captured!”. The “Medieval History” text looks
like our cultural conception of Medieval script. That is, the font looks almost like
it was hand-written. Likewise, we’ve all seen tabloid papers in the checkout
lanes of the supermarket, announcing in bold, loud text all sorts of incredible
news.
28. Textual Personalities
Again, the first two examples may not jump out at you. But if “In deepest sympathy” were on the
front of a sympathy card, it would seem cold, callous, impersonal. With the “Lafayette Teen Center,”
that font face may be appropriate in, say, a fundraising drive, but probably not for promotional
materials to get teens to come there off of the streets (for that, we’d want a font that was
exciting, more “youthful” in appearance). The “Chemistry Lab Report” example might seem OK at
first glance (it’s formal, it evokes a sense of history with the word “chemistry”), but it fails
rhetorically because it does not acknowledge the expectations of the general audience of chemists
or chemistry instructors. Taken in that light, in fact, the text for “Chemistry Lab Report” looks
ridiculous. Likewise with “Museum of Natural History”; we still see the tabloid headline in it, as
though “Overtaken by Mutants” were the words we’d expect next!
29. Textual Personalities: Serif vs. Sans
Serif
Serif Font Sans Serif Font
Serif Font Sans Serif Font
Serif Font Sans Serif Font
Serif Font Sans Serif Font
Serif Font Sans Serif Font
Fonts with serif (the little shapes on the tails of the
letters) are considered more formal than fonts
without. This is why you use Times New Roman.
30. Headers vs. Body Text
Again, the first two examples may not jump out at you. But if “In deepest
Lunch Menu sympathy” were on the front of a sympathy card, it would seem
cold, callous, impersonal.With the “Lafayette Teen Center,” that font face may be
appropriate in, say, a fundraising drive, but probably not for promotional materials
to get teens to come there off of the streets (for that, we’d want a font that was
exciting, more “youthful” in appearance).
While cool fonts may be appropriate for a section header, they
may not work out so well for the body of the text.
31. Working with Color: Contrasting Colors
Which of these blocks is easiest to read?
Black text on white Aqua text on burgundy Burgundy text on aqua
background background background
Blue text on red Light aqua text on dark Dark Burgundy text on
background burgundy background light aqua background
Contrast is key. As you select colors for your text and
your background, consider the contrast you create
with your choices. Consider the colors themselves
and the shade as you make your selection.
32. Working with Color: Contrasting
Colors
Complementary colors (those opposite on the
wheel) create contrast. Be careful to adjust the
shade if you pick direct complements.
33. Working with Color: Emotional Impact
Genocide in Darfur Free Mani-
Genocide in Free Mani-
Pedis!
Darfur Pedis!
STOP!
STOP!
As you work with colors, try to pick hues that
are appropriate to your subject matter.
34. Images often make as powerful a statement as words.
Look at the following images and share your reaction
to each. What is effective? Ineffective?
RHETORIC OF IMAGES
35.
36. 1. 7,747 per year according to
the
US Department of State.
2. 45,000 per year. Figure from
Harvard Medical School and
Cambridge Health Alliance.
37.
38.
39.
40. Silk chiffon dress. Black dress and
Glove with leather- scarf
in silk chiffon.
reinforced palm and Leather belt with
fur interior. chrome-iron buckle.
THERE ARE SOME BRANDS NO ONE SHOULD WEAR.
Domestic violence is a crime.
41.
42.
43. Every kid on the street has a story.
Many of the homeless youth on our
streets have escaped from homes
filled with abuse and violence.
Directions is a 24 hour resource
center where they can find the
support and tools they need to get
off the streets for good.
Helpinghomelessyouth.ca
44.
45. In India every year thousands of
girls get killed just because they
are girls.
46. My camp is MY home, and the men here
are part of my family. I don’t want to let
them die at the hands of the militiamen.
So I made a DECISION; in order to keep
the men out of danger, I get the firewood
myself. That IS my gift FOR them; to face
RAPE everyday.
47.
48.
49.
50. “By putting pen to paper, you can help end armed conflict in Darfur and Eastern Chad.
Join thousands of others around the world in writing to Sudanese MPS and asking them
(pleading with them if we must) to put an end to the atrocities being committed in these
countries. To find out how you can make a difference, visit
http://www.amnesty.org/en/armed-conflict."
55. Overpopulation, violence, humiliations, lack of psychological and medical care, separation from
family, lack of education…Does prison really work for reintegration? Take action. Support a
56. He’s done nothing. He’s just showing Amnesty’s phone number. Discriminating is not human. Denounce it.
57.
58. “Help us to cure the victims of cosmetic tests.
Send a sms to 48585 to give 1 euro and to contribute creating a rehab
center.”
59. A rare SNOW LEOPARD coat:
Outer: 5 back skin pieces
stitched with 7 neck skin pieces
for maximum comfort.
Inner: 13 chest skin pieces for
silky-soft feel.
Bring out the real you, for
JUST £9,999
60. 1. Flip to the last page
of your composition
notebook.
2. Title that page
“Quickwrite #1:
Analyzing the use of
ethos, pathos, and
logos in an image”
3. In at least 50
words, analyze/
evaluate the use of
ethos, pathos, and
logos in the image to
the right.
Editor's Notes
http://www.youtube.com/watch?v=teMlv3ripSM
Claim: Parents are responsible.Claim: Schools are responsible.Belief: Child’s welfare is the responsibility of the parent.Belief: Child’s welfare is the responsibility of the society (school is a part of society). Claim: Parents on fertility drugs should not be able to receive welfare.Belief: Parents made a choice to create more children than they are naturally supposed to; therefore, they should take responsibility for those children.Belief: Taking fertility drugs comes with the responsibility to deal with the consequences. Claim: Employers should be prosecutedBelief: Human beings should not be exploited for labor.Belief: Labor merits at least a minimum compensation or wage. Claim: People should pay congestion tax to drive in a crowded city.Belief: ( A congestion tax will reduce the number of people on the road) The environment needs to be protected.Belief: There should be consequences for those who damage the environment.Claim: Poor are responsible for their position.Belief: Hard work pays off. (American Dream, Self-made man)
This ad, published in September 2009, is from ENPA (EnteNazionaleProtezioneAnimali), the Italian national board for the protection of animals. It is about animal testing for cosmetic products. The aim of the campaign is raising funds to build a rehab center for the animals that survived the tests. “Help us to cure the victims of cosmetic tests. Send a sms to 48585 to give 1 euro and to contribute creating a rehab center.”