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engl1301. WA CHAPTERS 4 & 7. the rhetorical triangle. Ethos: Greek for “character” Refers to the way the author presents himself or herself, the author’s credibility as seen through the author’s word choice, tone, voice and various other devices—the “ethical appeal”.
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engl1301 WA CHAPTERS 4 & 7
the rhetorical triangle Ethos: Greek for “character” Refers to the way the author presents himself or herself, the author’s credibility as seen through the author’s word choice, tone, voice and various other devices—the “ethical appeal” Pathos: Greek for “suffering” or “experience” Appeals to the audience’s imaginative sympathies, emotions, feelings Logos: Greek for “word” Refers to the clarity, reason and support for the argument within a written text or speech—the “logical appeal”
Searching for ethos • When reading a text, you start to get a sense of who the author is because readers establish who they are through their writing. This is ethos. An author’s ethos tells us about the writer’s personality and about the writer’s suitability for writing about a particular topic. • Is the author knowledgeable about the topic? • Expert • Not an expert, but has thoroughly researched the topic, using solid sources. • Not an expert, and has used information from sources written by other non-experts
Ethos continued • Is the author fair? • Does the author work to find common ground with the audience?
Pathos • Incorporating pathos into a written work gives the reader a way to emotionally connect with the writing. There are several ways an author might do this: • Using concrete language • Using specific detail and illustrations • Using narratives • Choosing words, metaphors, and analogies with appropriate connotations • Sometimes using images (see image on WA page 137)
Kairos • Not really part of the rhetorical triangle • Still important • Has to do with the timeliness of a particular text
Arguments • Arguments begin with issue questions. • Issue questions differ from information questions. • Information questions are asked in order to gain specific knowledge about a topic. • Example: How many people live in the United States? • Example: how does the divorce rate compare between northern states and southern states in the US? • Issue questions generate discussion and even argument. • Example: Can the United States afford to provide healthcare for all its citizens? • Example: If there is a difference in divorce rates, what accounts for the difference?
Arguments can be either genuine arguments or pseudo-arguments. • Genuine (rational) arguments require two factors, in addition to needing an issue question with alternative views. • Reasonable participants who operate with the conventions of reasonable discourse • Potentially shareable assumptions that can serve as a starting point for discussion • Example: The death penalty is a very controversial issue, but there can be reasonable argument about it. There are assumptions and beliefs that both sides would likely agree on. • Value of human life • The idea that revenge is a bad motivator for action • A desire to prevent future crimes • The idea that innocent people should not suffer • Pseudo-arguments (irrational or unreasonable arguments) occur when: • One or more discussants does not operate with the conventions of reasonable discourse, • When there are no shared assumptions or when one or more of the discussants refused to acknowledge or engage those shared assumptions, • Or when discussants are “fanatically committed to their positions” (79). • Fanatical believers: “believe their claims are true because they say so” (79). • Fanatical believers may actually be correct in their beliefs.
NOTE: When looking at the article you’ve chose for Essay One, try to determine how reasonable the author is. Pay attention to: • How the author refers to the opposing viewpoint • The author’s own argument. Does it leave you with questions unanswered? • The author’s use of examples to support the argument. Do those examples seem strong?
What to look for when analyzing a text • Repetition • Repeated words, phrases, ideas • These often signal that the author wants to draw your attention to something or really make a strong point. • Example: Carl Sandburg’s “Chicago” • They tell me you are wicked and I believe them, for I have seen your painted women under the gas lamps luring the farm boys.And they tell me you are crooked and I answer: Yes, it is true I have seen the gunman kill and go free to kill again.And they tell me you are brutal and my reply is: On the faces of women and children I have seen the marks of wanton hunger.And having answered so I turn once more to those who sneer at this my city, and I give them back the sneer and say to them:Come and show me another city with lifted head singing so proud to be alive and coarse and strong and cunning.Flinging magnetic curses amid the toil of piling job on job, here is a tall bold slugger set vivid against the little soft cities • Also, pay attention to the intensity of the word choices. Is the intensity growing or becoming less extreme?
What to look for when analyzing a text, continued • Questions • Is the author asking the reader something? • Does it seem like the author wants the reader to question assumptions or just think more about a particular area of the argument? • What is the tone of the question? Sarcastic? Patronizing? Sincere? • Examples of questions • You don’t really believe it would be in the interest of the American public to have socialized medicine, do you? • We often don’t think about prisoners on death row as humans; instead, we think of them in terms of their crimes. However, if we are honest about it, shouldn’t we really consider the humanity of the offender when it comes to sentencing? Would that change the way we punish certain offences? • Does the use of questions add to the argument or detract from it?
Organizing your essay Outline: Essay One/Rhetorical Analysis Introduction Author: James Edward Article: “The Truth about Steroids and Baseball” Topic: The use and abuse of steroids in Major League baseball, especially the affect that players’ abuse has on young fans Thesis: Edward’s use of shocking statistics, interviews with young fans, and interviews with former Major League players draws the reader in emotionally and also informs the reader of the extent of the problem of steroid use in baseball. Though Edward’s tone can be a bit sarcastic at times, the depth of his research makes him a credible source and makes this an overall strongly argued article. Supporting Point #1 Edward establishes himself as an authority by providing irrefutable data. Examples: “75% of former steroid users claim some sort of long-term dependence on substances” (575). “98% of little league players claim they have been tempted to use steroids due to seeing Major League players do so” (576). Supporting Point #2 The reader is drawn in emotionally because Edward includes interviews with young kids. Examples: Edward reports that kids as young as 8 have admitted to using steroids to increase their performance. Edward shows the deleterious effects of steroids on young players.
