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Grammar as Rhetoric: Appositives and Argument Structures Review

Explore the use of appositives in grammar and learn about different argument structures. Understand the importance of text structure in making persuasive arguments.

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Grammar as Rhetoric: Appositives and Argument Structures Review

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  1. Do Now • Answer #s 1, 4, 5, and 7 of Exercise 2 on the “Grammar as Rhetoric: Appositives” packet you were given yesterday. • Kennedy, a wiry fifty-nine-year-old who has a stern buzz-cut, was in 1997 the principal of Sarasota High School.

  2. Grammar as Rhetoric: Appositives • 1. Several West African countries—Nigeria, Ghana, Benin, Cameroon, and Togo—were at some time in their history under colonial rule. (The dashes set off a series that would be confusing if only commas were used) • 4. The fifth canon of rhetoric, style, includes a writer’s choices of diction and syntax. (The commas are appropriate because the single word interrupts the flow of the sentence.)

  3. Grammar as Rhetoric: Appositives • 5. One of our most popular poets, Billy Collins, is also one of our most gifted. (The commas set off the proper noun appositive) • 7. The rewards of hard work—both physical and mental—are often intangible. (The dashes seem more appropriate because the word “both” indicates emphasis, but commas would not be wrong)

  4. Argument Structures

  5. Review: What is an argument? • An argument is a verbal, visual, or multi-media text that attempts to convince an audience to think or act differently.

  6. What is a text structure? • A text structure is the order of major elements of an argument. It is the bones on which a written or oral argument is built. • For example, a common text structure is the five paragraph essay. This includes an introduction, a body, and a conclusion.

  7. Structures for Argument • Classical Oration (Declaration of Independence) • Rogerian Argument (inspired by psychologist Carl Rogers) • Toulmin Argument

  8. Classical Oration • 1. Introduction (exordium) • 2. Narration (narratio) • 3. Confirmation (confirmatio) • 4. Refutation (refutatio) • 5. Conclusion (peroratio)

  9. Introduction (Exordium) • Introduces the reader to subject under discussion. • Exordium means “beginning a web” • Draws the reader into the text by piquing their interest, challenging them, or otherwise getting their attention. • This is a good place to establish ethos.

  10. Introduction (Exordium) • When in the Course of human events, it becomes • necessary for one people to dissolve the political • bands which have connected them with another, • and to assume among the powers of the earth, the • separate and equal station to which the Laws of • N ature and of Nature’s God entitle them, a decent • respect to the opinions of mankind requires that • they should declare the causes which impel them • to the separation.

  11. Narration • Provides factual information and background material • Establishes why the subject is a problem • Often appeals to pathos

  12. Narration • But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government and to provide new Guards for their future security.— Such has been the patient sufferance of these Colonies…

  13. Confirmation • Major part of the text • Nuts and bolts of the writer’s case • Specific and concrete detail • Usually makes the strongest appeal to logos

  14. Confirmation • The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyanny over these States. To prove this, let Facts be submitted to a candid world. He has refused his Assent to Laws, the most wholesome and necessary for the public good. He has forbidden his Governors to pass Laws of immediate and pressing importance, unless suspended in their operation till his Assent should be obtained; and when so suspended, he has utterly neglected to attend to them.

  15. Refutation • Addresses and refutes the counterargument • Logos

  16. Refutation • In every stage of these Oppressions We have Petitioned for Redress in the most humble terms… • Nor have We been wanting in attentions to our British brethren. We have warned them…We have reminded them…We have appealed to their native justice…

  17. Conclusion • Brings the essay to a satisfying close • Pathos • Reminds the reader of earlier appeals to ethos • Answer the question, so what?

  18. Conclusion • We, therefore, the Representatives of the united States of America, in General Congress, Assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by the Authority of the good people of these Colonies, solemnly publish and declare, That these united Colonies are, and of Right ought to be Free and Independent States…

  19. Assignment • In pairs, read and label the text, “Nor by Math Alone,” with the five parts of the Classical Oration.

  20. FCAs for Film Review • 1. Using mentor texts, decide on a text structure appropriate for your review. (25 pts) • 2. Use evaluative criteria and give specific examples of how the movie either met or missed the criteria. (50 pts) • 3. Choose one sentence from a mentor text and write an imitation of it to include in your review. Highlight in blue. (25 pts) • 1. text structure based on mentor texts 25 pts • 2. examples of evaluative criteria 50 pts • 3. imitation sentence from mentor text (highlighted) 25 pts

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