Everythings An Argument LESSONS WEEK III Do Now

Everything’s An Argument LESSONS WEEK III

Do Now Jan 27 Identify the Pathos and Ethos in this picture.

Cornell Note Time: Logos= Logical Appeal (think logical--reasoning conducted or assessed according to strict principles of validity) Hard Evidence Reasoning Logical Structures

Hard Evidence Facts Dates Events Proper Names Common Definitions Amounts Times… Statistics Numbers Percentages Surveys/Polls Majority opinions Wide or Narrow Viewpoints Testimonies/Narratives Primary sources Research Citing other credible people

Reasoning and Common Sense Syllogism (3 part argument) All human beings are mortal. Socrates is a human being. Therefore, Socrates is mortal. Enthymemes (two part argument relying on audience assumption of third part) We’d better cancel the picnic because its going to rain. Patriots beat the Colts because they are a better team. BASED ON CULTURAL ASSUMPTIONS AND VALUES

Let’s Check 1. Turn to page 93 in Everything’s an Argument 2. Working with the people at your table, answer question 1. 3. Be prepared to report out.

Logical Structures Logic Arguments Questions to ask To what degree is Degree something good, big, important, equal, etc… Analogy What is this similar to? Precedent Was this acceptable before? Is there a history of this?

Let’s Find Logos Turn to pp. 603. Read alone for 7 minutes. Try to find an example of hard evidence and logical reasoning. Try to find an example of logical structure: degree, analogy, or precedent. Be prepared to discuss

EXIT SLIP: Please List 1 thing you learned 1 thing you still have questions about 1 comment about the lesson

Do Now: 1/29 What is left implicit in the enthymematic argument by Rudner? What assumptions does she make? “I was going to have cosmetic surgery until I noticed that the doctor’s office was full of portraits by Picasso. ”---Rita Rudner

What you had to say Comments Questions

Application: Find the Fallacies In Writing In Presentations Go to pg. 624 and read Watch the ppt on Child the article about Native American mascots Abuse. Identify the use of Identify use of fallacy in building argument Be prepared to discuss

EXIT SLIP: Please List 1 thing you learned 1 thing you still have questions about 1 comment about the lesson

Do Now Jan 30 For thought: Do you think the media has gone overboard in its attempts to not offend its viewers?

What you had to say Comments Questions

ba te! De Media causes direct harm to a person’s sense of self-worth. 20 min prep time Use pp. 601 -650 to prepare claims. Be sure to cite specific lines for backing/support.

Developing Arguments Remember opening order: Fact, Definition, Cause, Degree, and then Action. For every claim you make, you must provide support (ie. Author’s last name or page), or it won’t count. Watch Fallacy. Hard evidence will receive more points than fallacy. You must begin to listen to one another, and address every claim. You may do this by: Offering a direct counter argument to each opponent claim Explaining why your opponents’ claim is not as important in degree as yours Explaining how the opponents’ claims are not supported, precedented, or comparable to yours.

Media causes direct harm to a person’s sense of self -worth. AFF: 5 min opening NEG: 3 min Cross. X NEG: 5 min opening AFF: 3 min Cross. X AFF: 4 min closing NEG: 4 min closing 4 minutes prep time per team to be used as you see fit.

Homework WRITE A RHETORICAL ANALYSIS OF ONE OF THE ARTICLES USED IN PP. 601 -650 FOCUS ON LOGOS AND FALLACY

Do Now: 1/17

Process For Rhetorical Circles Today you will be sharing and peer editing your essays. Peer edit using the peer editing sheet Discuss common arguments/elements you used as a group Think about which argument/essay was the strongest. Think about how to summarize that essay. Be prepared to share your findings with the entire class.