1. CM 220 Unit 2 Seminar General Education, Composition Kaplan University 1

2. Today’s agenda Quick comma review Unit overview Thesis workshop Logical fallacy discussion Discussion about graphic cigarette warning labels article 2

3. COMMAS Grammar workshop 3

4. Commas When to use Before coordinating conjunctions After introductory words, phrases, and clauses To separate items in a series To set off “nonessential” items See handout posted in Doc Sharing’s grammar folder for links to helpful resources in the KU Writing Center, Purdue OWL, and Capital Community College Foundation When not to use Between subject and verb or verb and object After coordinating conjunctions Before coordinating conjunctions that don’t link independent clauses To set off essential phrases and clauses Before the first or after the last item in a series 4

5. Examples of correct usage Everyone in our class was assigned to an editing group, but only three of the groups could work together efficiently. While waiting to put my tax return in the box, I began to lose my temper. She bought pens, pencils, and paper at the supply store. Susie, who is a nurse, wanted to go to the beach for vacation. 5

6. Incorrect comma usage Numerous psychological and social factors, have a strong influence on how people age. She enjoyed gardening, and exercising. People, who are good shoppers, spend many hours planning their purchases. She enjoyed, gardening, exercising, and traveling. 6

7. OVERVIEW OF ASSIGNMENTS Unit 2 7

8. UNIT 2 reading Unit 2 overview with discussion of advertising and deceptive argument The Kaplan Guide to Successful Writing, pp. 5-6 in ch. 1 (logical fallacy chart), pp. 36-43 in ch. 6 Fallacy Gallery [posted in Doc Sharing; see also Prezi version in Course Announcements] Netemeyer, Andrews, and Burton article on antismoking advertising [available in Kaplan library, Academic Search Premier database] O’Hegarty, et. al article on cigarette warning labels [find link by clicking on Reading icon for unit 2] 8

9. Unit 2 activities Invention Lab: Develop research questions and a potential working thesis statement Project: Revision of thesis statement, “elevator pitch” of big idea and research strategy Tech Lab: Slide presentations, traditional and animated options like Animoto **Note: The tech labs are meant to prepare you for the unit 7 Invention Lab and final project—no tech assignment due before then. Review the video included in the tech lab introductory instructions. 9

10. Tech Lab: Slide Presentations 10

11. Research for unit 2 project You will not need actual sources this week; however, review the library databases to see which ones might be helpful. ERIC (education) Academic Search Premier (general interest) Health Source: Consumer CQ Researcher (controversial issues) GreenFile (environment) 11

12. Sample Unit 2 Assignment The “Big Idea” I have decided to tackle is “nation- wide public smoking bans.” My working thesis statement is “Exposure to cigarette smoke is a serious public health risk. Therefore, it should be banned in all public places, nation-wide.” While I know this proposal is controversial, I think the thesis statement is concise and effective, and with research to support my claim of the health risks smoking poses to everyone, I know I can develop an effective argument. 12

13. Unit 2 Project Continued As I research my topic, I will need to make sure that I find reliable data from reputable medical and government organizations such as the Center for Disease Control, the Mayo Clinic, the Surgeon General’s office, and the American Cancer Society. The Kaplan library has a Health Source database, so that would be a logical place to start looking for sources as well. While emotional appeals such as examples of those impacted by second-hand smoke can be compelling and horrible images of blackened lungs and tracheotomies can create fear, only factual evidence of the negative health impact (and the associated costs) will convince many readers that a nationwide public ban is necessary. 13

14. Continued…. If I were to pitch my argument to local county executives, urging them of the need for a complete ban on smoking in public places, I would tell them this: The word public means everyone should be allowed to be there. Yet allowing people to smoke in restaurants, parks, and other public places endangers or excludes children, pregnant women, and people who suffer from smoke allergies or asthma. Second-hand cigarette smoke is even dangerous for healthy people. A recent study published by the World Health Organization describes the alarming impact of second-hand smoke; after collecting data from 194 countries, the WHO determined that second-hand smoke causes diseases and deaths for hundreds of thousands every year (Cheng, 2010). 14

15. Conclusion Smokers know the effects of second-hand smoke, yet they choose to expose the people around them to its dangers. It is no different than knowing you have an STD and exposing another person to it or knowing that you have had a few drinks and driving anyway. A place with the word “public” attached to it does not signify a person’s right to smoke but rather “every” person’s right to be there and breathe clean air. 15

16. THESIS STATEMENTS Unit 2 16

17. What is a THESIS? The main idea expressed in a written or visual work It may be stated or implied The author’s hypothesis or argument encapsulated in a sentence is the THESIS STATEMENT 17

18. Thesis statement A thesis statement is composed of two parts: your topic + some point you want to make about your topic. Once you’ve chosen your topic, find a research question that you’d like to answer. That will give you your point. Without a thesis, your paper lacks direction. 18

19. Research question This is a question YOU would like to answer through your research. It can help you LIMIT your topic/big idea and provide you with a focus for a paper or argument. It should be appropriate to the subject and limitations of the assignment. 19

20. Sample research questions WHO benefits from decreased dependence on foreign oil? WHAT is the best type of alternative fuel vehicle? WHEN is the best time to invest in alternative fuel vehicles? WHERE is the engine in an electric car? HOW does an electric car work? WHY does the US support offshore drilling? SHOULD the US government offer tax incentives? 20

21. Research question to thesis Education Public Health Topic/BIG IDEAS How can student performance be improved in public schools? Should health insurance for smokers be more expensive? Research Question/LIMITATION Adopting an all year school schedule will improve student performance. Insurance premiums for smokers should not be increased. Thesis/POSITION 21

22. Preliminary thesis (hypothesis) This is your INITIAL argument, what you think may be the answer to your research question. Remember that a preliminary thesis CAN and WILL change. It will be TESTED and REFINED through research. If you are arguing a position, that position should be clear in the thesis. Good persuasive thesis statements often include clauses beginning with “since, because, therefore” that indicate why you feel something should or should not be done. 22

23. Thesis workshop Share your ideas. What are some potential BIG IDEAS you might like to focus on this term? What are some possible RESEARCH QUESTIONS you might like to explore with this topic? What are some PRELIMINARY THESIS STATEMENTS you might wish to pursue? 23

24. LOGICAL FALLACIES Unit 2 24

25. What is an ARGUMENT? An argument is an issue that has at least TWO SIDES. In order to present your side of the argument, you must know the various positions on your issue. If you don’t know the arguments for the other side, you leave yourself open to be blindsided by an attack. 25

26. What is a DECEPTIVE ARGUMENT? Deceptive arguments may mislead you, causing you to believe the wrong information. Because deceptive arguments often confuse and distract people, they may take attention from important issues. Deceptive arguments are often more emotionally charged, gaining bigger headlines. 26

27. Recognizing and Avoiding Deceptive Arguments When researching, you need to read the information carefully and to apply your best critical thinking skills to what the author is saying. Analyze and find the “holes” in the arguments that you are reading. Decide which arguments are valid and which are not. With practice, you will become better at detecting deceptive arguments. 27

28. Logical fallacies Bandwagon Slanters Persuasive Definitions Personal Attacks Post Hoc Scare Tactics Slippery Slope 28 Strawman Testimonials Generalizations Categorical Statements Begging the Question False Analogy Appeal to Authority

29. Bandwagon: the idea that everybody does it or believes it 80 percent of Americans dislike the idea of increased taxes; therefore, the government should reduce taxes in order to improve our economy. What is weak in this argument? 29

30. Slippery Slope: If A happens, then B will occur If we legalize same sex marriage, then eventually people will be allowed to marry their family members or even more than one person; therefore, same sex marriage should not be legalized. What is weak in this argument? 30

31. Ad hominem: an attack on the character of a person rather than her/his opinions or arguments Green Peace's strategies aren't effective because they are all liberals and hippies. What is weak in this argument? 31

32. Post hoc ergo propter hoc: assumes that if 'A' occurred after 'B' then 'B' must have caused 'A.' After President Clinton raised taxes, our economy went into decline; therefore the increase in taxes caused our economic downturn. What is weak in this argument? 32

33. Appeal to Authority: If X says so, it must be so. President Ronald Reagan supported the death penalty; therefore, we should continue to support capital punishment. What is weak in this argument? 33

34. Begging the Question: accept this conclusion without evidence (also may present an argument where the premise and conclusion are the same) Active euthanasia is morally acceptable. It is a decent, ethical thing to help another human being escape suffering through death. What is weak in this argument? 34

35. DISCUSSION OF READING Unit 2 35

36. Applying what you know... Let’s review the article by O’Hegarty, et al. The article concludes that the U.S. should use graphic warnings on cigarette packages because these are likely to be effective in encouraging people not to smoke. Is their research valid? Does it have any weaknesses? Could the hypothesis be tested further? Would the use of graphic warnings be an example of the “appeal to fear” fallacy and, if so, would using them in an anti-smoking campaign be ethical? What were drawbacks that study participants noted with some of the ads? Does their argument rely on any LOGICAL FALLACIES? 36

37. Canadian warnings 37

38. How do we AVOID fallacies in our own writing? Imagine you disagree with your own argument. Which of your arguments would not convince you and why? Which arguments are “fishy” or weak? List your argument. List the evidence you provide for each claim. Look critically at this evidence. Ask yourself which fallacies you are prone to make. Look for these in your arguments. Review your argument for absolutes and sweeping generalizations (all, every, never, always) Review the types of Logical Fallacies listed in the handbook on pp. 5-6 and review your argument for these problems. 38