1. Argumentation and Persuasive Rhetoric
Part One
Argumentation and
Persuasive Rhetoric

2. UNIT 1: American Argumentation
This unit will focus on analyzing and building arguments.
Students will learn how arguments are modeled and the rhetorical devices used to create these classically modeled arguments.
Students will create arguments on a variety of subjects.
Students will refine their writing skills.
This unit is primarily a non-fiction unit. There is no novel to read with this unit. Rather, students will read non-fiction essays, speeches and letters from the American Revolution all the way up to speeches from the 2016 presidential campaign.
The grad paper is self-contained in this unit and due dates have been posted in class.

3. What is Argumentation?
What is the definition? What is the goal of an argumentative piece?
Share this with your neighbor.
Definition: Argumentation is a reasoned, logical way of asserting the soundness of a position.
How does this differ from opinion?

4. How to Craft an Argument
Remember the constructed response format from last year?
Buff it up a little bit...and that is what we are using.
Toulmin (tool-men) Model
Claim: your central point, main idea, thesis—the thing
you are trying to prove to be correct in your argument.
Grounds: Facts, data, evidence, research
Warrant: Acknowledgement of assumption that makes
argument valid; shows why evidence connects; what
warrants/justifies evidence; provides more proof
What is this student trying to prove?
What evidence does she use to support her claim?
How does she explain how her evidence supports her claim?

5. Young high school graduates who are bilingual acquire enriched cognitive functions. When bilingual students selectively focus on a foreign language, certain areas of their brains—specifically the prefrontal cortex and hippocampus—“light up” in fMRI scans and appear visibly larger in comparison to monolinguals (Mackey). This growth is attributed to a more mature development of what are nicknamed “CEO networks,” or executive functions that govern the ability to direct focus, ignore distractions, prioritize, plan and analyze (Willis). Every facet of executive functioning, from analyzing a prompt to planning a response to recalling grammar rules, is used every time a student is in a bilingual setting. Purposefully ignoring the dominant language system when asked to work with a foreign one is another skill that gets to the heart of focused executive functioning (Willis). Just like any other muscle, the longer and more frequently the brain is forced to “train” its executive functions, the stronger the CEO network’s connections will become (Willis). Thus, without even knowing it, a bilingual graduate is equipped with enhanced cognitive skills as their brains rewire themselves to be more adept bilingual speakers.

6. CLAIM: Young high school graduates who are bilingual acquire enriched cognitive functions. GROUNDS: When bilingual students selectively focus on a foreign language, certain areas of their brains—specifically the prefrontal cortex and hippocampus—“light up” in fMRI scans and appear visibly larger in comparison to monolinguals (Mackey). This growth is attributed to a more mature development of what are nicknamed “CEO networks,” or executive functions that govern the ability to direct focus, ignore distractions, prioritize, plan and analyze (Willis). Every facet of executive functioning, from analyzing a prompt to planning a response to recalling grammar rules, is used every time a student is in a bilingual setting. Purposefully ignoring the dominant language system when asked to work with a foreign one is another skill that gets to the heart of focused executive functioning (Willis). WARRANT: Just like any other muscle, the longer and more frequently the brain is forced to “train” its executive functions, the stronger the CEO network’s connections will become (Willis). Thus, without even knowing it, a bilingual graduate is equipped with enhanced cognitive skills as their brains rewire themselves to be more adept bilingual speakers.

7. Pieces of an Effective Argument
A Claim- a clear statement of a position on an issue
Eating at McDonald’s is unhealthy, and parents should not let their children eat there.
Support- uphold the claim in the form of reasons and evidence that include three elements:
Grounds: Evidence/statistics/facts/research- Eating at McDonald’s creates obesity. 58% of American children are obese, and it has caused healthcare costs to skyrocket.
Warrant: Connection to evidence and your argument; what makes it warranted/justified- We want children to be the healthiest they can be to contribute to society to their fullest potential.
Why do you care about this evidence?

8. Pieces of an Effective Argument
Counter Arguments- Presents, anticipates, and refutes opposing views; shows why other opinions are wrong
Some say that eating at fast food establishments in moderation does not lead to obesity, but the food itself is full of preservatives, fats, and additives which are unhealthy and lead to greater healthcare costs.
Logic- A sound, logical argument and effective language
Conclusion- synthesizes the research and returns to thesis; may provides a call for action (something for the reader to do)
As shown, fast food is a large contributor to the obesity problem in America; the government must ensure the health of its citizens by outlawing unhealthy, fast food.

9. Identify claim, grounds, & warrant.
The difference between “just smoking” and really enjoying your smoke is the taste of a cigarette. You can taste the difference in the smoother, mellower, more enjoyable taste of a Lucky...and for two important reasons. First, L.S./M.F.T.-Lucky Strike means fine tobacco...fine, mild tobacco that tastes better. There’s no substitute for fine tobacco, and don’t let anybody tell you different. Second, Luckies are made to taste better. A month-after-month cigarette comparison, measuring those important factors of workmanship that affect the taste of cigarettes proves Lucky Strike is the best-made of all five principal brands! That’s a fact- established in The Research Laboratory of The American Tobacco Company- and verified by leading independent laboratory consultants. So reach for a Lucky. Enjoy the better taste of a truly fine tobacco in a great cigarette- Lucky Strike! Be Happy- Go Lucky!
Identify claim, grounds, & warrant.
Claim: People should smoke Lucky Strike Cigarettes. OR Lucky Strike Cigarettes are the best.
Grounds: Facts and picture- doesn’t she look healthy and happy?
Warrant: Consumers want the best things in life.

10. What is RHETORIC?

11. Persuasive Rhetoric Is….
The art of using language to argue and convince others to adopt a position or act in a certain way.

12. 3 Basic Persuasive Techniques
Logos-
Appeals to the Logic- Facts and data
Pathos-
Appeals to the Emotions
Ethos-
Appeals to Credibility of speaker or Moral character of audience

13. Logos- Is it Logical?
The appeal to the BRAIN using LOGIC, FACTS, and DATA Information to support the persuasive claim.

14. Ethos- Is it credible?
Appealing to the values, moral standards, and credibility of the person who is trying to gain respect and trust from the audience.

15. Pathos- Is it Emotional?
A majority of arguments in the popular press are heavily dependent on appealing to your emotions.   

16. See if you can figure out the Appeal
Gum
Pepsi Commercial
Old Spice
Sarah Mcglaughlin
McDonalds
Dove Commercial
Cheerios
LtaZbwe0WWkcncJTSU

17. Other Rhetorical Devices to Recall...
Rhetorical question: obvious answer –
“Should we be judged on appearance or rather the content of our convictions?”
Antithesis: Contrasting ideas are expressed in a grammatically
balanced statement.
“Give me liberty or give me death”
Repetition: Use of same word or phrase for emphasis
Parallelism: A pattern from line to line

18. Logical Fallacies Errors in Logical Thinking…
Circular Reasoning- Supporting the statement by repeating the statement in different words
Non Sequitur- A conclusion that does not follow logically from the “proof” offered to support it
Hasty Generalization- A conclusion drawn from too little evidence or from evidence that is biased
Overgeneralization- Statement that is too broad (signal words: all, none, everyone, etc.). Stereotypes fall into this category.
*See page R22 in your textbook if needed.

19. Logical Fallacies *See page R22 in textbook.
Name Calling- Personal Attack
False Cause- Thinking something is the cause of something else just because one event happened first.
Either/Or- Giving only two options (“You’re either with us or against us!”)

20. The Parking Ticket
You work at Carolina Place Mall. You’re working very hard saving money for college. On January 11, you went to work, despite a freak snow storm. You pulled into a parking spot, covered in snow. You return, 8 hours later to a melted parking lot only to discover your car has been towed. Upon investigation, you discover that the snow covered a handicapped parking spot with a picture and blue lines painted on the ground, but no sign. You paid $ for the tow and have been given a $500 ticket.
How will you argue that you were wrongly ticketed? Use your structure of an argument and the rhetorical devices.