LESSONS WEEK II Everything’s An Argument

Cornell Note Time: Pathos Pathos= Emotional Appeal  (think pathological—you are emotionally driven to do something)

Ways Emotional Appeal Works To Create Sympathy or Stir Passion “We shall not flag or fail. We shall go on to the end. We shall fight in France, we shall fight on the seas and oceans, we shall fight with growing confidence and growing strength in the air, we shall defend our island, whatever the cost may be, we shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills. We shall never surrender!” --Winston Churchill

Ways Emotional Appeal Works To build bridges: “My second story is about love and loss… at thirty, I was out, and very publicly out. I didn't see it then, but it turned out that getting fired from Apple was the best thing that could have ever happened to me. The heaviness of being successful was replaced by the lightness of being a beginner again, less sure about everything. It freed me to enter one of the most creative periods of my life.” ---Steve Jobs

Ways Emotional Appeal Works To sustain an argument  Questions about Truth  Is there really any truth?  Questions about Morality  What is moral behavior  What do we consider the “right thing” to do?  Questions about Values  What is important in our minds and our society?

Ways Emotional Appeal Works To make arguments easier to take  Humor  Anger  Love/Romance/Sex

A Friend of a FriendA Friend of a Friend Knows You’re on Vacation (p )Knows You’re on Vacation What emotional appeals are in these clips? pp

Do Now Consider the character of the following public figures. Then describe one public argument or product that would benefit from their endorsement, and one that would not: Oprah WinfreyChris Brown Dave Chappelle Amanda Bynes Jon StewartTaylor Swift Zack EfronLil Wayne Alicia KeysCristiano Reynaldo

Cornell Note Time: Pathos Ethos= Appeal to Character (think ethics—moral principles that govern a person's or group's behavior)  One has/ doesn’t have authority  One is/isn’t trustworthy  One has/doesn’t have good motives

How Character Arguments Work Claiming Authority  What does he know about the subject?  What experiences does she have that make her particularly knowledgeable?  Why should I pay attention to this writer?

Claiming Authority “The Asian culture, as it happens, is something I know a bit about, having spent five years at Harvard striving for a Ph.D. in a joint program called History and East Asian Languages and, after that, living either as a student (for one year) or a journalist (six years) in China and Southeast Asia. At least I know enough to know there is no such thing as the ‘Asian culture.’” -- Richard Bernstein, Dictatorship of Virtue What gives Bernstein, a New Yorker, the right to speak about Asians?

How Character Arguments Work Establishing Credibility  Does the writer seem honest?  Does he respect his audience?  Is the author likeable?

Establishing Credibility “ I started this school in Africa… where I’m trying to give South African girls a shot at a future like yours. And I spent five years making sure that school would be as beautiful as the students… And yet, last fall, I was faced with a crisis I have never anticipated. I was told that one of the dorm matrons was suspected of sexual abuse. That was, as you can imagine, devastating news. First, I cried… and the whole time I kept asking that question: What is this here to teach me? And as difficult as that experience has been, I got a lot of lessons. I understand now the mistakes I made because I had been paying attention to all of the wrong things.” -- Oprah Winfrey,2008 Stanford University Commencement Addre ss

How Character Arguments Work Coming Clean about Motives  Why is this author writing about this topic?  Whose interests are they serving?  How will they profit from their proposal?

Declaring Motives “First, the matter of semantics. I am a cripple. I choose this word to name me. I choose from among several possibilities, the most common of which are “handicapped” and “disabled.” I made the choice a number of years ago, without thinking, unaware of my motives for doing so. Even now, I am not sure what those motives are, but I recognize that they are complex and not entirely flattering. People – crippled or not – wince a the word “cripple,” as they do not at “handicapped” or “disabled.” Perhaps I want them to wince. I want them to see me as a tough customer, one to whom the fates/gods/viruses have not been kind, but who can face the brutal truth of her existence squarely. As a cripple, I swagger.” -- Nancy Mairs, “On Being a Cripple”

What happens when we question ethos? “Martha Stewart has been blipping up on Serious Eats radar lately. …then official word comes that marthastewart.com has re-launched with a fresh new look and new features. The site, which went live in its new form a few weeks before this announcement, is quite an improvement. It seems to load faster, information is easier to find, and the recipes are easier to read… ” -- Adam Kuban, ex-employee at Martha Stewart Living magazine, “Martha, Martha, Martha”

Ways to Develop Positive Ethos Tone—Use of diction Voice—Use of appropriate syntax Demonstrating knowledge—jargon, providing references Building connections—exemplification of personal experience

Evaluate Ethos & Pathos (pp ) AuthorityCredibilityClear MotivesEmotion Tool used to achieve it: Example

EVALUATE THE ESSAY ON PP FOR ETHOS AND PATHOS, USING THE CHART. Homework

1 thing you learned 1 thing you still have questions about 1 comment about the lesson EXIT SLIP: Please List

20 min prep time Use pp to prepare claims. Be sure to cite specific lines for backing/support. Teens should be restricted from free use of Social Media Use evidence from pp to support your argument. You will have 20 minutes to prepare

Developing Debate Arguments Establish that an issue is a Fact—it happened Establish a Definition of an issue Establish the Cause of an issue Establish to what Degree an issue hurts Establish what Action we should take.

Teens should be restricted from free use of Social Media AFF: 5 min opening NEG: 3 min CrossX Time to check your notes to hit all of their claims NEG: 5 min opening AFF: 3 min CrossX Time to check your notes to hit all of their claims AFF: 4 min closing NEG: 4 min closing

Identify the Pathos and Ethos in this picture. Do Now Feb 23

Cornell Note Time: Logos Logos= Logical Appeal (think logical--reasoning conducted or assessed according to strict principles of validity)  Hard Evidence  Reasoning  Logical Structures

Hard Evidence Facts  Dates  Events  Proper Names  Common Definitions  Amounts  Times… Statistics  Numbers  Percentages Surveys/Polls  Majority opinions  Wide or Narrow Viewpoints Testimonies/Narratives  Primary sources  Research  Citing other credible people

Reasoning and Common Sense Syllogism (3 part argument) All human beings are mortal. Socrates is a human being. Therefore, Socrates is mortal. Enthymemes (two part argument relying on audience assumption of third part)  We’d better cancel the picnic because its going to rain.  Patriots beat the Colts because they are a better team. BASED ON CULTURAL ASSUMPTIONS AND VALUES

Logic Arguments Questions to ask Degree Analogy Precedent To what degree is something good, big, important, equal, etc… What is this similar to? Was this acceptable before? Is there a history of this? Logical Structures

Let’s Find Logos Turn to the articles on pp & pp Read alone for 7 minutes. Are the articles using hard evidence, logical reasoning and logical structure: degree, analogy, or precedent? Be prepared to discuss

An Essay You have 30 minutes to write an argument supporting, refuting or qualifying the following plan: Teens should be restricted from free use of Social Media You should follow the structure of a classical argument, and incorporate ethos, pathos and logos into your argument.