AP Language & Composition, Ms. Ausley The Rhetorical Triangle, SOAPSTone, Persuasive Techniques, & Rhetorical Strategies/Devices AP Language & Composition, Ms. Ausley

What is rhetoric? Classical: understanding the available means of persuasion Modern: (preferred) the art of using words effectively Aristotle (384-322 BC)

Rhetorical Triangle Where all these conversations must begin… Context Speaker Text Audience Subject Exigence

Rhetorical Analysis: SOAPSTone SPEAKER OCCASION AUDIENCE PURPOSE SUBJECT TONE

SOAPS Clarified Speaker: What you know/learn about speaker, not just name Occasion: Context surrounding creation (Presidential inauguration? Assignment for school? Severe drought that caused a series of post hoc fallacies?) Audience: What you know/learn about audience Purpose: Why author is writing and how author achieves purpose Subject: What's this piece about? Tone: What is the author’s attitude in this piece?

SOAPS/SOAPSTone The questions writers must answer as they’re planning a composition Helps the audience “get inside the writer’s head”

Persuasive Techniques Aristotle's Appeals: Ethos: Statements directed at audience's sense of morality or values. Often linked to audience's perception of speaker/writer's trustworthiness. Pathos: Emotional statements which use rhetorical devices (discussed soon!) to evoke an emotional response within the listener/reader. Logos: Logical statements built upon evidences such as facts, statistics, or expert testimony.

Aristotle’s Rhetorical Triangle Ethos Text Pathos Logos Exigence

From memory? Ethos Pathos Logos

“Pretty Good” Poem by American Charles Osgood, from The Osgood Files (1986) Let’s watch and listen… “Pretty Good”

Making an Argument: The Claim The claim of an argument answers the question, “What are you trying to prove?” The claim is your thesis. The thesis drives the argument. In the poem, “Pretty Good,” the author argues that everyone is partly to blame for the kid’s academic failure. What’s your claim?

Claim ----> Thesis Thesis is a one sentence statement of fact that you plan to support with evidence. Examples: Students are responsible for their personal success. Or Teachers and parents are solely responsible for student success.

Evidence Evidence supports the thesis in the form of commentary and concrete details. Without evidence an argument is pointless rambling. Let’s say my thesis is: “Parents are solely responsible for student success.” My evidence might be: *Parents are adults and responsible for youth. *Supportive homes and families typically produce successful students.

Types of Evidence Ethos – the ethical appeal; the means to convince an audience of the author’s credibility or character. Logos – logical evidence; often numbers or statistics, but not always Pathos – emotional evidence; appeal to feelings/emotions

Examples from “Pretty Good” Ethos: Author’s credibility; We trust an author that uses appropriate vocabulary and grammar; We trust an author who presents appropriate evidence to support his/her thesis. Logos: Supportive parents and teachers help students achieve their goals. OR Children of college graduates are more likely to do well in school and go to college. Pathos: Students should care about their education and work harder. OR Parents must support their kids, or they will fail.

Rhetorical Triangle Where all these conversations must begin… Context Speaker Text Audience Subject Exigence

Back to “Pretty Good” YOUR HOMEWORK: Who’s responsible when a student fails to be successful? Write your thesis: ______________ List your evidence: 1. 2. Write two paragraphs explaining your argument. Underline your thesis. Remember that your thesis is a one sentence statement. (It’s never a question.)

EPL in Action Pro Tip #1: Writers/orators must know their audience. They can then use that knowledge to shape how they discuss what they discuss, along with how you can be convinced about what they discuss. EX: If I know I am speaking to an audience of animal lovers, I may compare the topic about which I am speaking--child abuse--to animal abuse in my speech in an attempt to be more convincing. Would this be an appeal to ethos, pathos, or logos?

Rhetorical Strategies/Devices Repetition: repeating an idea using the same words EX: "The war is inevitable--and let it come! I repeat it, sir, let it come!" (Patrick Henry) Restatement: Expressing the same idea in different words EX: "But, in a larger sense, we can not dedicate--we can not consecrate--we can not hallow--this ground." (Abraham Lincoln) Parallelism: Repeating a grammatical structure EX: "With malice toward none, with charity for all, with firmness in right..." (Abraham Lincoln)

Rhetorical Strategies/Devices Antithesis: Using strongly contrasting words, images, or ideas. EX: "And so, my fellow Americans: ask not what your country can do for you--ask what you can do for your country." (JFK) EX: “Not that I loved Caesar less, but that I loved Rome more.” (Julius Caesar III.ii) Rhetorical Questions: Asking questions with obvious answers. EX: "From such an assembly can a perfect production be expected?" (Benjamin Franklin)