1. Rhetoric and Persuasion

2. Argument
A deductive argument begins with a claim (or argument—like a thesis) and supports it with example or facts.
An inductive argument begins with examples or facts that leads to a conclusion (a claim, argument, or thesis).

3. Most Effective Arguments Have
A claim (or argument, thesis, clear statement of position on an issue)
Support for the claim (EVIDENCE)
Counterarguments: statements that anticipate and refute opposing views.
Sound logic and effective language
A conclusion that includes a clear call to action

4. This claim is too broad. It’s an opinion, but not an argument.
Sasquatch exists.

5. Exclamation points don’t help.
Sasquatch exists!

6. This adds words, but doesn’t actually make a stronger argument.
You must believe that Sasquatch exists.

7. Insulting your reader, especially using exclamation points, doesn’t help.
Anyone who doesn’t believe in Sasquatch is a narrow-minded ignoramus!

8. This is getting better, but it still needs a stronger argument—a call to action.
There is too much evidence not to believe in Sasquatch.

9. This is a strong argument—not just an opinion, but also a statement of why that opinion is valid and what should be done as a result.
Because of the preponderance of evidence, it is impossible not to believe in the existence of Sasquatch; therefore, we should be trying to find and study this creature to protect its habitat from human encroachment.

10. Because of the preponderance of evidence, it is impossible not to believe in the existence of Sasquatch; therefore, we should be trying to find and study this creature to protect its habitat from human encroachment.
Paragraph 1 = evidence
Paragraph 2 = threat of extinction of large mammals due to human encroachment
Paragraph 3 = solutions for how to find and study sasquatch

11. Choose one of the following with which you agree:
The voting age should be lowered.
The driving age should be lowered.
The drinking age should be lowered.
Four years of English should not be required to pass high school.
There should be no penalty for late work.
Your parents should not give you a curfew.
Your parents should ___________________.
Your parents should not ________________.

12. Now strengthen the claim for the position you chose:
The voting age should be lowered.
The driving age should be lowered.
The drinking age should be lowered.
Four years of English should not be required to pass high school.
There should be no penalty for late work.
Your parents should not give you a curfew.
Your parents should ___________________.
Your parents should not ________________.

13. Now, list at least one counterargument for your position.
The voting age should be lowered.
The driving age should be lowered.
The drinking age should be lowered.
Four years of English should not be required to pass high school.
There should be no penalty for late work.
Your parents should not give you a curfew.
Your parents should ___________________.
Your parents should not ________________.

14. Now, refute that counterargument.
The voting age should be lowered.
The driving age should be lowered.
The drinking age should be lowered.
Four years of English should not be required to pass high school.
There should be no penalty for late work.
Your parents should not give you a curfew.
Your parents should ___________________.
Your parents should not ________________.

15. Persuasive Techniques
Writers use different types of persuasive techniques to convince readers to agree with them.
These techniques are often called appeals, because they appeal to readers’ logic, emotions, or values.

16. Types of Appeals
Logical appeals: rely on reason and facts to support an argument.
We must fight the zombie army because they are encroaching on our territory. This year alone there have been 32 attacks on houses well within our clearly defined zombie-free zone.

17. Types of Appeals
Emotional appeals: elicit strong feelings, like pity or fear.
The zombie army has taken away all of our dignity! They have turned us into caged animals, unable to leave our houses for fear of being eaten. It is time that we fight!

18. Types of Appeals
Ethical appeals: influence readers by appealing to their sense of right and wrong. These reference shared values or moral standards.
How can we leave a zombie-infested world to our children? It is up to us to solve this problem today, rather than leave them to face even greater hordes in the future.

19. Types of Appeals
Appeals to association: suggest that readers will gain acceptance or prestige by taking the writer’s position.
These days of zombie domination are dark times, but those who stand and fight will not be alone. They will be joined by all the courageous men and women of our village, and will be remembered by those who come after as heroes.

20. Types of Appeals
Appeals to authority: influence readers by citing experts or others who are respected or admired.
Kevin Garnett, Kobe Bryant, and LeBron James have all joined the fight against the zombie threat.

21. Rhetorical Devices
Writers often use rhetorical devices to enhance their arguments. These are not so much arguments in themselves, but ways of using language convincingly.

22. Types of Rhetorical Devices
Rhetorical question: does not require a reply because the answer is obvious.
Should we let the zombies eat our children?

23. Types of Rhetorical Devices
Rhetorical question: does not require a reply because the answer is obvious.
Should we let the zombies eat our children?
Below is NOT a good rhetorical question because there is definitely more than one way to answer it:
Should we confront the zombies face to face in the streets?

24. Types of Rhetorical Devices
Antithesis: contrasting ideas expressed in a grammatically balanced statement.
I call not upon a few, but upon all to join with us in the struggle for freedom from zombiehood!
Give me liberty from zombies, or give me death!

25. Types of Rhetorical Devices
Repetition: the use of the same word or phrase more than once for emphasis.
Should we let the zombies defeat us? I say no, sir! Should we let them feast on our corpses? I say no, sir! Should we let them defile our homes? Again, I say no, sir!

26. Types of Rhetorical Devices
Parallelism: a form of repetition in which a grammatical pattern is repeated.
Hearing their stumbling feet behind us, seeing their red eyes at our gates, feeling their slobbering breath on our necks, can we any longer deny that it is time to fight?

27. Types of Rhetorical Devices
Allusions: references to other texts, events, or figures.
Little David was able to defeat Goliath. So shall we, a small village surrounded by zombie hordes, be able to defeat them.

28. Logical Fallacies
Logical fallacies are errors in logical thinking. When looked at logically, logical fallacies don’t make sense.

29. Logical Fallacies
Circular reasoning: “supporting” a statement by repeating the statement using different words.
Killing the zombies is necessary. We absolutely must destroy them.
Liberty from zombies is essential to our survival. We cannot live without freedom from them.

30. Logical Fallacies
Hasty generalization: a conclusion drawn from too little evidence or from evidence that is biased.
Killing zombies is my number one priority, and Jane Ramirez voted against me as our leader. She is an ally of the zombies.

31. Logical Fallacies
Non sequitur: A conclusion that does not follow logically from the “proof” offered to support it.
My father killed the most zombies of anyone in this town. Therefore, I am the best qualified leader for this town.