Introduction to Argument and

Rhetoric

Rhetoric Rocks!Why we love rhetoric!

Rhetoric—it’s everywhere! It’s everything!

Writer’s Notebook: What do you think of when you hear the word ARGUMENT?

• It is important to include both sides in an argument.• Argument is “an argument,” with people mad and yelling at each other.• Argument is a debate in front of a judge; one side wins.• Argument takes place in courtrooms before judges and juries.• Argument is what I’d like to be able to do better at home, at work, with

my friends so that I’d win more, get my way more often.• Argument is standing up for your ideas, defending them, and minimizing

the opposition by being persuasive.• Argument requires one to keep an “open mind.”• Argument papers are difficult to write because they require more than a

collection of personal feelings and opinions about a subject.• Argument is something I like to avoid. I see no reason for it. Nothing

gets settled anyway.

What is Argument?

1. How would you describe the usual outcomes of argument?

_____Argument rarely changes other people’s minds._____Argument can change people’s minds._____Argument resolves conflict and solves problems._____Argument causes conflict and hard feelings._____Argument separates and alienates people. _____Argument helps people understand each other’s points of view.

Survey and Argument Style

2. How would you describe your personal participation in argument?

_____I think it is rude to argue._____I think it is fun to argue._____I never participate._____I participate sometimes._____I participate a lot._____Argument makes me uncomfortable, and I dislike participating._____Argument makes me feel energized, and I like to participate.

Survey and Argument Style

3. What is your current style of argument? _____I tend to use emotion more than reason and facts._____I tend to use reason and facts more than emotion._____I try to listen, understand, make connections, and find solutions._____I try to win and show people I am right._____I am a peacekeeper, and I value conflict resolution._____I am contentious and enjoy conflict.

Survey and Argument Style

Writer’s Notebook: Describe your current argument style in a paragraph.

See these students’ descriptions of their argument styles:

Student 1: I tend to be very direct when I argue, and I also use emotional language. I can be pretty harsh, and this can really make my opponent angry. I like to win at all costs, and I also like to prove that I know more by throwing out as many facts as I can. I like to argue about topics that have to do with civil rights, and I don’t care if I make others uncomfortable because I think they need to face the facts and the truth.

Student 2: I like to avoid argument as much as possible. I think that I argue more with other men than I do with women. I think the reason I don’t argue a lot is because I analyze the situation a bit too much, and I can pretty much tell what the outcome is going to be. During argument I usually blank out what the other person is saying and think about when they are going to stop talking.

Student 3: What I think is best about my style of argument is that I listen and try to understand others’ points of view. I also like the fact that I can express my feelings without hurting other people. A negotiated solution eventually comes through. I would like to be more assertive. The ideal arguer for me is the one who can accept it if she is wrong.

Experiment: The Block Game

•Listen to the conversations of each group (men and women). Watch how they work together.

•In your Writer’s Notebook, keep a list of what you observe about the communication between the members in each group.

•Pay attention to both verbal and physical communication.

• Be sure to describe each group’s structure as well.

Men Women

Block Game Directions

Writer’s Notebook: What observations can you make about the difference between how the men worked with the blocks versus how the women did? How did they communicate differently? How much of this is due to gender differences?

Block Experiment Conclusions

Argument Survey Results1. How would you describe the usual outcomes of arguments?

Argument Survey Results2. How would you describe your personal participation in argument?

Argument Survey Results3. What is your current style of argument?

Connected Classroom Adversarial, Doubting Classroom

Connection and similarities among students and teacher are favored.

Separation and differences among students and teacher are favored.

Understanding and acceptance of everyone’s ideas are important.

Assessment, evaluation, and recognition of the best thinking and ideas are important.

Collaboration is favored. Debate is favored.

First-hand experience is important. Theory is important.

Patterns of work based on the problems they decide to pursue are developed by the students themselves.

Expectations and requirements for work are developed by the teacher and then assigned.

Ideas are drawn out of the students.

Ideas are set up by the teacher.

Classroom Climates for Argument

Classroom Climates for Argument

Connected Classroom Adversarial, Doubting Classroom

The teacher listens to the students.

The teacher argues with the students.

The teacher is accepting. The teacher is authoritarian.

The class starts with the students.

The class starts with the texts and lectures.

Consensus is the favored outcome.

Individualistic thinking is the favored outcome.

Dialogue and discussion are favored.

Lectures and debate are favored.

The teacher seeks to know what each student is thinking.

The teacher uses the class as a sounding board to work on his or her ideas.

Argument Issues

Writer’s Notebook: What are some big issues in society that cause argument?

• Government: Where should government get money, and how should it spend it?

• Individual versus the State: Should individuals be responsible for their well-being, or is it the responsibility of the government?

• War and Peace: Is war justified, and should countries spend money preparing for war?

• Human Life: Should human life be protected under any conditions?• International Affairs: Should wealthy countries be responsible for helping

third world countries?• Medicine: Should limits be put on genetic engineering?• Sociology: Is the cause of crime social or individual?• Communication: Should freedom of expression be protected in the media?• Education: Should the government enforce public education?• Civil Rights: Should all people be protected equally under the law?

Where is Argument?

• Debates—political or academic—with both participants trying to win• Courtrooms—with lawyers pleading before a judge and jury• Schools—classroom discussions • Lecture or presentation—with a single speaker trying to convince an audience• Sales call—with a salesperson trying to sell a product or service• Relationships—two people who disagree about something• International affairs—diplomats and ambassadors from different countries who

disagree but attempt to negotiate a resolution• Internal arguments—in our own minds when we have to make a decision• Advertisements—a presentation to sell a product or service• Movies/Documentaries—attempt to convince an audience of an idea• Songs—music is used to persuade listeners• Bumper stickers—short slogan is used to persuade • Art—visual arguments• Books and essays—written presentation of a person’s position

When we study Argument, we study Rhetoric. So why

study Rhetoric? If you interact with humanity at all, you

use rhetoric. If you care about issues that face our

world, you use rhetoric. If you use language to persuade

someone, you use rhetoric. If you have ever wanted or needed to

be heard, you use rhetoric.

Definitions of Rhetoric

Rhetoric is the art of using language effectively.

Rhetoric is the art of analyzing the language choices that a writer, speaker, reader or listener might make in a given situation so that they become meaningful, purposeful, and effective

Rhetoric refers to the specific features of texts, (written, spoken, or visual) that cause them to be meaningful, purposeful, and effective for readers or listeners in a given situation.

Joliffe, David. Everyday Use: Rhetoric at Work in Reading and Writing. New York: Pearson, 2007, 4.

Think of Rhetoric like the Force

Star Wars=Allegory for Training in Rhetoric Force=Rhetoric Jedis=College Writers Padawans=English 11 students Yoda=Aristotle (ancient Greek philosopher) Obiwan= Ms. Becker Degobah Jungle=This class

Jedi in Training

3 types of rhetorical appeals:ETHOSLOGOSPATHOS

Logos

Logos: Rational Appeals facts case studies statistics experiments logical reasoning analogies anecdotes

Pathos

Pathos: Emotional Appeals Shared beliefs or values

Patriotism Religion

Pity Belief in fairness Love Greed Lust Revenge Power Fear

Ethos

Ethos: Reputation or authority of the speaker

trustworthiness credibility reliability expert testimony reliable sources fairness

Rhetorical Triangle Copy this chart nice and

big on a fresh page of your WNB

Speaker:

Subject:

Audience:

Purpose:

Context:

Context:

Elements of a Rhetorical Situation Subject/Text—what is the writing about? What is

the purpose? Author-Who is writing? Audience-Who is the intended audience? Purpose-Why is the writer communicating with the

reader? Context-What is the occasion for the writing? What

social, historical, institutional, or cultural forces might influence the ways the writer communicates with the reader? What conventions of form and style are appropriate for this subject and audience?

Rhetorical Analysis

Applying the rhetorical triangle to a piece of writing

Multiple answers help us to arrive at the best answer

Make inferences based on the text about information that is not directly given

We want to move from good to better to best

Subject

Subject—what is the writing about? What is the purpose?

Go beyond the “topic” of the piece Be specific. Subjects are not topics like “schools,

censorship, etc.” Consider using preposition phrases to become more specific.

Writer:About the author…?More than just a NAME: Background Education Interests and abilities Profession Place of publication Think “a person who…”

Reader/Audience: Who is the intended audience? Venue of publication: Level of the language Interests of the audience Socio-economic demographic

information Think “People who…” NOT EVERYONE, NEVER

“EVERYONE”

Context:What is the occasion for the writing? What social, historical, institutional, or

cultural forces might influence the ways the writer communicates with the reader?

Think of forces outside the text that influence BOTH the reading and writing of the text.

What conventions of form and style are appropriate for this subject and audience?

Visual Argument:Advertisements

Advertisements are visual arguments!

They attempt to persuade readers to buy a product or service or accept a viewpoint using the same kinds of appeals authors use when constructing a written argument.

Mini Cooper Discovery Channel

Assignment: Choose an advertisement from a magazine, newspaper, or online. You must bring a printed copy of the advertisement to class on the day of presentations. Use the Rhetorical Triangle graphic organizer to develop a rhetorical analysis of your advertisement addressing the components of the Rhetorical Triangle and the Appeals. Be prepared to present your advertisement and analysis to your group.

Rhetorical Analysis of an Advertisement

Author:

Ethos:

Purpose:

Audience:

Pathos:

Subject/Text:

Logos:

Context:

The Rhetorical Triangle:

Claim:

Product/Service:

Images:

Fallacies:

Advertisement: Italian Tile

Lowe’s

Analyze this ad using the Rhetorical Triangle.

Name: Period:Date:Author: Lowe’s Building Supply

Ethos: Lowe’s familiar logo and quote: “Let’s build something together.” Appeals to Lowe’s reputation for home repairs

Purpose:

Audience: Home owners who are interested in home improvements and might be persuaded by romantic idealsPathos: Appeals to audience’s desire for the romance typical of Italian culture: “Fall head over heels for. . .” and “Amore.”

Subject/Text: Italian tile and exotic hardwoods from Lowe’s Logos: Low price for high quality; show-room style flooring; guaranteed

Context:

Italia

n cultu

re known

for romance

Amore—

means love

Fallacies:

The ad makes use of the fallacy

of POST HOC .

It implies that buying the tile

will lead to a more romantic

relationship, but there is no

connection between the two.

The Rhetorical Triangle

Advertisements

To persuade homeowners to buy Italian tile from Lowe’s

If you buy Italian tile from Lowe’s, you and your partner will have a more romantic

relationship together.

Product/Service: Italian tile from Lowe’s

Images: A couple is standing close together barefoot on the Italian tile. The word “Amore” appears next to this scene. The image suggests a romantic moment between this couple, and the Italian tile suggests luxury and sensuality. The inference is that this tile from Lowe’s will create a romantic mood in your house, and this makes consumers want to purchase the tile.

Claim: