To Kill a Mockingbird- Argument Analysis

1. To Kill a Mockingbird- Argument Analysis Introduction Rhetoric Review Fallacy Review Background SMELL METHOD

2. Bell Ringer: Attention Students: You have a right to bring your cell phone to school. HOWEVER- You do NOT have the right to bring this cell phone into my class anymore. I have decided that because I am in charge, I can and WILL require you to leave your cell phones in your locker- or I WILL TAKE THEM. They will remain on my desk until the end of the day. If this becomes an issue your parents will have to come pick up your phone from me. Though EXTREMELY UNLIKELY, Write a response that you feel will change my mind. You do not need to put your name on this so feel free to get passionate about this!

3. Quick Discussion: Think, Pair, Share: Turn in your letter/notes/responses. What was your initial emotional response? Do you feel that your rights were violated? How could you go about changing my mind? I will read your responses tonight to determine whether I will or will not allow phones in the classroom. I will let you know my decision tomorrow.

4. Rhetoric Quick Review What are the three pillars of persuasion? The three main elements of rhetoric…

5. Ethos/Pathos/Logos Logic/Reasoning Information that makes so much sense you MUST believe/buy it. Emotional Appeal Character/Credibility

6. Ethos • Ethos--ethical appeal is based on the character, credibility, or reliability of the writer. • There are many ways to establish good character and credibility as an author: • Use only credible, reliable sources to build your argument and cite those sources properly. • Respect the reader by stating the opposing position accurately. • Establish common ground with your audience. Most of the time, this can be done by acknowledging values and beliefs shared by those on both sides of the argument. • If appropriate for the assignment, disclose why you are interested in this topic or what personal experiences you have had with the topic.

7. Pathos • Pathos, or emotional appeal, appeals to an audience's needs, values, and emotional sensibilities. • Argument emphasizes reason, but used properly there is often a place for emotion as well. • Can use sources such as interviews and individual stories to paint a more legitimate and moving picture of reality or illuminate the truth. • Only use an emotional appeal if it truly supports the claim you are making, not as a way to distract from the real issues of debate. • An argument should never use emotion to misrepresent the topic or frighten people.

8. Logos • Logos--the appeal to reason relies on logic or reason. • Often depends on the use of inductive or deductive reasoning. • Inductive reasoning takes a specific case/situation/ facts and then draws generalizations or conclusions from them. • Deductive reasoning begins with a generalization and then applies it to a specific case.

9. Let’sPractice

10. Ethos/Pathos/Logos? #1 “As a doctor, I am qualified to tell you that this course of treatment will likely generate the best results.” _________________

11. Ethos/Pathos/Logos? #1 “As a doctor, I am qualified to tell you that this course of treatment will likely generate the best results.” ____Ethos___ Ethos is persuasion related to the credibility of the persuader. In this case a doctor (a person we trust) is the persuader.

12. Ethos/Pathos/Logos? #2 “You should consider another route, I heard that that street is far more dangerous and ominous at night than during the daytime.” ___________________________

13. Ethos/Pathos/Logos? #2 “You should consider another route, I heard that that street is far more dangerous and minous at night than during the daytime.” _______Pathos______ Pathos is persuasion related to the Emotions of those being persuaded. In this case the sentence initiates a fearful emotional response, we don’t want to get hurt at night, so we will chose another route.

14. Ethos/Pathos/Logos? #3 “My three decades of experience in public service, my tireless commitment to the people of this community, and my willingness to reach across the aisle and cooperate with the opposition, make me the ideal candidate for your mayor.” ____________________________

15. Ethos/Pathos/Logos? #3 “My three decades of experience in public service, my tireless commitment to the people of this community, and my willingness to reach across the aisle and cooperate with the opposition, make me the ideal candidate for your mayor.” _____Ethos______ Ethos is persuasion related to the credibility of the persuader. These are qualities that garner a sense of trust in this candidate, we are persuaded to vote for him/her.

16. Ethos/Pathos/Logos? #4 “Don’t be the last person on the block to have their lawn treated- you don’t want to be the laughing stock of your community.” ____________________________

17. Ethos/Pathos/Logos? #4 “Don’t be the last person on the block to have their lawn treated- you don’t want to be the laughing stock of your community.” Pathos Justify the answer. Discuss with a partner. Share with the class.

18. Ethos/Pathos/Logos? #5 “Ladies and gentlemen of the jury: we have not only the fingerprints, the lack of an alibi, a clear motive, and an expressed desire to commit the robbery… We also have video of the suspect breaking in. The case could not be more open and shut.” ___________________________

19. Ethos/Pathos/Logos? #5 Ladies and gentlemen of the jury: we have not only the fingerprints, the lack of an alibi, a clear motive, and an expressed desire to commit the robbery… We also have video of the suspect breaking in. The case could not be more open and shut.” Logos Justify the answer. Discuss with a partner. Share with the class.

20. Strategies for Reading and Analyzing Arguments Before You Read -What does the title suggest? Preview! -Who is the author, and what are his or her qualifications? -What is the date of publication? -What do I already know about the issue?

21. Strategies for Reading and Analyzing Arguments Close Reading: -Read once for an initial impression. -Read the argument several more times. -Annotate as you read. -Highlight key terms. -Diagram or map to analyze structure.

22. Strategies for Reading and EVALUATING Arguments For Each Argument: -Identify the claim. -Outline the reasons to support the claim. -What types of evidence are used? -Evaluate the adequacy and sufficiency of the evidence. -What emotional appeals are used? -Does the author recognize or refute counter arguments?

23. Strategies for Reading and EVALUATING Arguments -Evaluate Types of EvidenceIs it sufficient to support the claim? -Personal Experience -may be biased, so do not accept it -Examples -should not be used by themselves

24. Strategies for Reading and EVALUATING Arguments -Statistics -can be misused, manipulated or misinterpreted. -Comparisons and Analogies - reliability depends on how closely they correspond to the situation. -Relevancy and Sufficiency of Evidence -is there enough of the right kind to support the claim?

25. Strategies for Reading and EVALUATING Arguments Definition of Terms -should be carefully defined and used consistently Cause-Effect Relationships -evidence that the relationship exists should be present Implied or Stated Value System are they consistent with your personal value system?

26. Strategies for Reading and EVALUATING Arguments Recognizing and Refuting Opposing Viewpoints: -Question the accuracy, relevancy or sufficiency of the opponent’s evidence. -Does the author address opposing viewpoints clearly and fairly? -Does the author refute the opposing viewpoint with logic and relevant evidence?

27. Strategies for Reading and EVALUATING Arguments Unfair Emotional Appeals ~Appeal to “Common Folk” -an ad showing a product being used in an average household -a politician suggesting he is like everyone else ~Ad Hominem - attack on the person rather than his/her viewpoint ~“Join the Crowd” Appeal or Bandwagon

28. Strategies for Reading and EVALUATING Arguments Unfair Emotional Appeals -Come early so you won’t have to stand in line – because everyone knows you can make a deal with Dave and save. -As a test pilot, Susan Gibbs knows performance. “That’s why I drive a Mustang,” she says. -Olson’s pizzas are lower in fat and calories. Other pizza makers don’t care about your health.

29. Strategies for Reading and EVALUATING Arguments Unfair Emotional Appeals -“We can work magic with your children,” says Eileen of Eileen’s Day Care. “Call upon us, and your children will be happy you did.” -Liberty Bell Airlines flies anywhere in this great land, from sea to shining sea. -As a young man, Candidate Alan Wilson learned what it means to work hard by spending long hours lifting boxes and sweeping floors working in a department store.

30. Strategies for Reading and EVALUATING Arguments Errors in Logic and Reasoning: Circular Reasoning/Begging the Question --“Female police officers should not be sent to crime scenes because apprehending criminals is a man’s job.” Hasty Generalization -conclusion derived from insufficient evidence --“Because one apple is sour, all of them in the bowl must be sour.”

31. Strategies for Reading and EVALUATING Arguments Errors in Logic and Reasoning: Non Sequitur (“It Does Not Follow”) --“Because my doctor is young, I’m sure she’ll be a good doctor.” False Cause --“Because I opened the umbrella when I tripped on the sidewalk, the umbrella must have caused me to trip.” Either-Or Fallacy --“Because of the violence, TV must be either allowed or banned.”

32. Rhetorical Analysis- MADE FUN AND EASY WITH SMELL What? Yes, I am going to teach you how to SMELL out an author’s argument!

33. Standard: CCSS.ELA-LITERACY.RI.9-10.9 I can delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. a. tracing the thread of an author's argument throughout a text. b. evaluating the logic of the reasoning. c. evaluating the relevancy of the evidence presented.

34. SMELL Method for Analyzing Rhetorical Strategies Let’s analyze an argument

35. S=Sender-receiver relationship • The Sender- this is the speaker or author. The person sending the message out to be heard/read. • The Receiver- The audience. • What is the sender-receiver relationship? Who are the images/ language/ rhetorical appeals meant to attract? Describe the speaker of the text.

36. M= Message • What is the message? Summarize the statements made in the text.

37. E= Emotional Strategies • Ethos, Pathos, Logos-oh my! (Click on the link above for detailed info on these three appeals.) • Ethos- Character/Credibility • Pathos- Emotional Appeal • Logos- Logic/Reasoning

38. L=Logic/Logical Fallacies • Does the argument use sound logical reasoning? Does the author/speaker employ formal logic with deductive/inductive reasoning? • Formal Logic- The arguer makes a proposition (claim) that is fully supported by facts and details. The claim is free from logical fallacies (flaws in the argument). • Does the author/speaker use Logical Fallacies and More Logical Fallacies?

39. L= Language • Look for specific words and phrases chosen by the author/speaker, and consider how the language affects his/her message. 2. Look deeply at figurative language- it can be very convincing if used correctly!

40. SMELL it all together! Analyzing an argument, follow those SMELL steps. • Begin your analysis with your S • Follow with your M • Then your E • Include, and add information from the first L • Follow with the final L and closing thoughts.

41. To Kill a Mockingbird Let’s re-read Atticus’ closing arguments to analyze them.