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Everything’s An Argument

Everything’s An Argument. Lessons Week III. Do Now Jan 27. Identify the Pathos and Ethos in this picture. Cornell Note Time: Logos. Logos= Logical Appeal (think logical--reasoning conducted or assessed according to strict principles of validity) Hard Evidence Reasoning

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Everything’s An Argument

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  1. Everything’s An Argument Lessons Week III

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

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

  4. 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

  5. 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

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

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

  8. 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

  9. EXIT SLIP: Please List 1 thing you learned1 thing you still have questions about1 comment about the lesson

  10. 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

  11. What you had to say Comments Questions

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

  13. EXIT SLIP: Please List 1 thing you learned1 thing you still have questions about1 comment about the lesson

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

  15. What you had to say Comments Questions

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

  17. 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.

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

  19. Homework Write a Rhetorical analysis of one of the articles used in pp. 601-650 Focus on Logos and Fallacy

  20. Do Now: 1/17 Figure it Out Friday!

  21. 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.

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