2. Rhetorical Strategies in the Articles
RWS 100 – Friday – 10/6/17
Rhetorical Strategies in the Articles

3. A Few Notes… Remember that these are articles written by students.
Even if you have no opinion on smoking on campus, it is still an important topic, especially around the world.
Most presidents smoked (but smoking is still bad).
These articles are also written in the past.

5. Evaluations I was terrified. It was actually pretty cool.
The “real” evals are at the end.
You will all hate me after grading anyway.
Memes.
Answers.

7. In-Class Writing Which smoking article do you like the most and why?
Which smoking article do you like the least and why?
If you have any experiences or smoking stories, you can also write about them.

8. Assignment 2 Prompt

9. Student Learning Outcome
Identify the rhetorical strategies used to support an argument.
Analyze how those strategies contribute to the author’s appeals to ethos, pathos, and logos.
Evaluate the extent to which those appeals persuade the intended audience.
Discuss how those strategies are based on key assumptions the author makes about that audience.

10. Assumptions
Assumptions are beliefs, values, and ways of seeing the world that an author takes for granted. Assumptions are sometimes explicitly stated, but are often unstated because authors expect their audience to share these beliefs or values.
Re-read assumptions section of Online Course Reader.

11. Semicolons
Semicolons separate things; most commonly, they separate two main clauses that are closely related to each other but that could stand on their own as sentences if you wanted them to.

13. Semicolons
“It was below zero; Squiggly wondered if he would freeze to death.”

14. Semicolons
The two parts of that long sentence that are separated by a semicolon could be sentences on their own if you put a period between them:
“It was below zero. Squiggly wondered if he would freeze to death.”

15. Semicolons You wouldn't write:
“It was below zero; Squiggly had pizza for dinner.”
This is because those two main clauses have nothing to do with each other.

16. Why Semicolons? Show sentences have connection/relation.
Add variety to your sentences.
Eliminate short, choppy sentences.
Make you look smarter.

17. Use Transitions After
In academic writing, you should always put a transition after the semicolon.
For example: “Smoking is not cool in 2017; as a result, the students in RWS 100 hate the topic of smoking.”

18. Use Transitions After
“Smoking was common in 2007; in fact, your teacher smoked when he was your age, but he nonetheless recommends that you never ever smoke anything for as long as you live.”

19. Semicolons Handout
Le handout.

20. Identification
Examples.

21. Group Work Break up into groups (city and player).
Write stuff down on a piece of paper (1 paper per group).
Identify any rhetorical strategies present in your section.
Discuss how they contribute to the appeals (pathos, ethos, logos).
If you have time, think about any assumptions in your section.

22. Team Yankees Natalie, Robert, Riana, Trinity Miller article
Paragraphs 1 To
“In ‘Lies, Damn Lies,
And 400,000 Smoking Related Deaths’”

23. Team Red Sox Anthony, Jasmine, Jazmin, Dillon B Miller article
From “In ‘Lies, Damn Lies,
And 400,000 Smoking Related Deaths’” To
End

24. Team Dodgers Sofi, Riley, Alexis, Maxwell Shieh article
Paragraphs 1 and 2

25. Team Diamondbacks Tom, Sean, Danielle, Dillon S Shieh article
Paragraphs 3 to end

26. Team Rockies Jordan, Jenna, Lyndsey, Courtney Shelbourne article
Beginning To
“To make matters worse”

27. Team Nationals Francisco, Seiya, Lauren, Josh, Arvin
Shelbourne article
From “To make matters worse” To
The end

28. Team Yankees: Natalie, Robert, Riana, Trinity // Miller 1 to “In ‘Lies, Damn Lies, & 400,000 Smoking Related Deaths’”
Team Red Sox: Anthony, Jasmine, Jazmin, Dillon B // Miller “In ‘Lies, Damn Lies, & 400,000 Smoking Related Deaths’” to end
Team Dodgers: Sofi, Riley, Alexis, Maxwell // Shieh 1-2
Team Diamondbacks: Tom, Sean, Danielle, Dillon S // Shieh 3-end
Team Rockies: Jordan, Jenna, Lyndsey, Courtney // Shelbourne Beginning to “To make matters worse”
Team Nationals: Francisco, Seiya, Lauren, Josh, Arvin // Shelbourne “To make matters worse” to end

29. Group Work Break up into groups (city and player).
Write stuff down on a piece of paper (1 paper per group).
Identify any rhetorical strategies present in your section.
Discuss how they contribute to the appeals (pathos, ethos, logos).
If you have time, think about any assumptions in your section.

30. Homework
To be posted on Blackboard.