English I Honors—September 16, 2015 Daily Warm-up: List examples of ethos, pathos, and logos that you have seen in advertising. Homework: Reading Plus due at 11:59 on Sunday. Study for Lesson 9 and 10 Vocabulary Quiz

Lesson 9 Vocabulary blighted—v. spoiled, harmed, or destroyed incomprehensible—adj. not able to be understood; not intelligible serene—adj. calm, peaceful and untroubled; tranquil bemused—adj. puzzled, confused, or bewildered. ephemeral—adj. lasting for a very short time

Lesson 9 Vocabulary ambivalence—n. the state of having mixed feelings or contradictory ideas about something or someone. lament—v. mourn (a person’s loss or death). nostalgia—n. a sentimental longing or wistful affection for the past, typically for a period or place with happy personal associations. vibrant—adj. full of energy and enthusiasm. reminiscent—adj. suggesting something by resemblance.

Lesson 10 Vocabulary millennium: n. a period of a thousand years millipede: n. a myriapod invertebrate with an elongated body composed of many segments, most of which bear two pairs of legs. millionaire: n. a person whose assets are worth one million dollars or more. millefleurs: n. a pattern of flowers and leaves used in tapestry, on porcelain, or in other decorative items. millisecond: n. one thousandth of a second

Lesson 10 Vocabulary milligram: n. one thousandth of a gram. milliliter: n. one thousandth of a liter mile: n. a unit of linear measure equal to 5,280 feet, or 1,760 yards  millimeter: n. one thousandth of a meter milestone: n. a stone set up beside a road to mark the distance in miles to a particular place; an action or event marking a significant change or stage in development.

Unit 1 EA2— Writing an Argumentative Essay Your assignment is to write an essay of argumentation about the value of a college education. Your essay must be organized as an argument in which you assert a precise claim, support it with reasons and evidence, and acknowledge and refute counterclaims.

Unit 1 EA2— Writing an Argumentative Essay Skills and Knowledge: Write a well-developed introduction with appropriate background, a clear explanation of the issue, a claim, and a thesis. Present body paragraphs that strongly support the central claim with relevant details. Summarize counterclaims and clearly refute them with relevant reasoning and evidence. Conclude by clearly summarizing the main points and providing logical suggestions. Follow a clear organizational structure with a logical progression of ideas and effective transitions that move the reader through the text. Integrate credible source material into the text (with accurate citations) smoothly. Use a formal writing style and correct spelling, with excellent command of standard English conventions.

Rhetorical Appeals Rhetorical appeals: emotional, ethical, and logical appeals used to persuade and audience to agree with the writer or speaker. Logos is a rhetorical appeal to reason or logic. Ethos is a rhetorical appeal that focuses on the character or qualifications of the speaker. Pathos is a rhetorical appeal to the reader’s or listner’s senses or emotions. You return home late from a friend’s house and your parents confront you. How could you use logos, ethos, and pathos to talk your way out of trouble?

Rhetorical Triangle Logos Offers debatable thesis statement Presents logical organization Provides detail and development Establishes evidence and support Pathos Appeals to shared values of audience Draws on strong imagery to appeal to emotions Avoids manipulative use of emotional references Ethos Establishes credibility through logical and reasonable support, evidence, and research Presents and fairly refutes at least one opposing argument Maintains a reasonable tone Incorporates credible and reliable scholarly sources Indicates where source information begins and ends in the text Avoids inflammatory language and logical fallacies When crafting an ARGUMENT, writers must strike a balance between the three rhetorical appeals. To sway readers, writers must: Present a logical argument Establish their own credibility. Show readers why they should care about the issue or concept The rhetorical appeals help writers accomplish these goals. Logos: Text—What information, evidence, and logical reasoning are offered within the text? Pathos: Audience—What values, beliefs, and emotions are appealed to within the text? How does the text evoke the audience’s feelings? Ethos: Speaker—What perception of the speaker is created within the text? How does the text evoke the audience’s trust?

Address to America’s School Children As you read the speech, mark the text for the following: the claim and any counterclaims addressed Examples of ethos, pathos, and logos anaphora (repetition of a word or words at the beginning of two or more successive verses, clauses, or sentences) and rhetorical questions.

Address to America’s School Children claim—a clear and straightforward statement of the writer’s belief about the topic of the argument. What is Obama’s claim? counterclaim—arguments made by the opposing side What are the counterclaims? refute—prove to be wrong or false How does he refute the counterclaims? logos—appeal to reason or logic ethos—appeal that focuses on the character or qualifications of the speaker pathos—appeals to the emotions anaphora—repetition of a word or words at the beginning of two or more successive verses, clauses, or sentences rhetorical questions—a question that is asked for effect or one in which the answer is obvious

SMELL Sender-Receiver Relationship: Who are the senders (speaker/writer) and receivers (audience) of the message, and what is their relationship (consider what different audiences the text may be addressing)? How does the sender attempt to establish his or her ethos? Message: What is a literal summary of the content? What is the meaning/significance of this information? Emotional Strategies: What emotional appeals (pathos) are included? What seems to be their desired effect? Logical Strategies: What logical arguments/appeals (logos) are included? What is their effect? Language: What specific language supports the message? How does it affect the text’s effectiveness? Consider both images (if appropriate) and actual words. What is the speaker’s voice in the text?

Stop and SMELL the rhetoric! Sender-Receiver Relationship: President Obama (sender) gives his speech to the students of America (receiver). He tries to relate and connect to the students by acting as a mentor or role model. He is speaking to a K-12 audience, but seems to focus more on high school students. As president, he seeks to connect with all young Americans and with America’s future. Message: President Obama urges students to try hard in school. He argues that it is a responsibility and will pay off both for the students and country if everyone tries their best. He acknowledges that it can be hard to do well, but he makes the case that by working hard everyone can contribute to the “story of America”. Emotional Strategies: Stories of students and celebrities and personal stories to illustrate that people can overcome hardships and be successful. Logical Strategies: He doesn’t use statistics or data, but he does make logical statements—you don’t know what you can do until you try it. He isn’t using data because he doesn’t want to bore his audience. Language: President Obama uses an informal voice, but formal rhetorical strategies. He uses illustrative examples to evoke images of success. Diction is accessible, and he uses lots of repetition to reinforce ideas.

EVIDENCE Facts & Statistics - Numbers from surveys, studies, or observation, as well as pieces of commonly accepted information Analogy – Comparison between two things to support conclusions about one based on similarities to another

EVIDENCE Personal Experience/Anecdote - True story that describes a person’s experience relative to the topic Illustrative Example - Description of a specific example to support the validity of a generalization

EVIDENCE Expert/Personal Testimony - Use of a person’s words to support a claim, whether the person is like the audience or an expert Hypothetical Case - Use of a possible scenario to challenge the audience to consider the claim

What kind of evidence?? My neighbor's house and my house are both ranch homes with two bathrooms. They probably both use copper plumbing. Over 75% of the murder victims in cases resulting in an execution were white, even though nationally only 50% of murder victims generally are white. Water is made of hydrogen and oxygen. What if a prisoner who was wrongly accused was put on death row?

What kind of evidence?? To thwack a child over the head because he does not get his lesson is about as wise as it would be to rap a watch with a hammer because it does not keep good time. When I dropped out of college, it wasn’t the popular decision. Many criticized me saying that I, “gave up on what could have changed my life.” Today, I make 150,000 a year and I never have to answer to anyone but myself. If Bill Gates could make a fortune without college, so can anyone else.

Texts: America’s Schoolchildren New school year, old story: Education pays (Pg. Quotes about education Five Ways Ed Pays notes

A. Types of Evidence/Support B. Example from Class Readings/Viewings C. Used to. . .(logos, ethos, pathos? In what way?) Facts and Statistics Analogy (figurative or literal) Personal Experience/Anecdote Illustrative Example (brief or extended) Expert/Personal Testimony Hypothetical Case