M. Abbadessa 2009 Persuasive Writing. M. Abbadessa 2009 Rhetorical Devices The art of rhetoric: The...

M. Abbadessa 2009M. Abbadessa 2009

Persuasive WritingPersuasive Writing


Rhetorical DevicesRhetorical Devices

•The art of rhetoric:The art of rhetoric:

Aristotle:Aristotle: Rhetoric is "the faculty of Rhetoric is "the faculty of discovering in any particular case discovering in any particular case all of the available means of all of the available means of persuasion.persuasion.

•Sound Sound reasons reasons + relevant + relevant evidence = claimevidence = claim


Rhetorical Devices (con’t)Rhetorical Devices (con’t)

•AudienceAudience focus- you would use focus- you would use different tactics or strategies different tactics or strategies depending on the audiencedepending on the audience

•Persuasive appealsPersuasive appeals: :

– Logos-Logos-– Ethos- Ethos- – Pathos-Pathos-


Rhetorical Devices (con’t)Rhetorical Devices (con’t)•Counter-argument /opposing Counter-argument /opposing

view (s)- view (s)- •Acknowledge Acknowledge the counter argument (s)the counter argument (s)

•Concede Concede to valid points- i.e. letter to the to valid points- i.e. letter to the EditorEditor

•Directly refute Directly refute the CA- i.e. Mariah the CA- i.e. Mariah Burton’s essayBurton’s essay

Agenda W 7/29Agenda W 7/29• Con’t with Persuasive Writing Con’t with Persuasive Writing

introduction (35-40)introduction (35-40)

• Check research notes and outlines; Check research notes and outlines;

Q & A (10) Q & A (10)

• Drafting of research paper (45)Drafting of research paper (45)

• Tomorrow-first draft of research paper Tomorrow-first draft of research paper due/ peer review and instructor due/ peer review and instructor conferencesconferences



Questions for audience focus and Questions for audience focus and counter-argument strategies:counter-argument strategies:

Who have taken a position on this issueWho have taken a position on this issueand what positions have they taken?and what positions have they taken?

How does this issue affect different groups of people? How does this issue affect different groups of people? What are their vested interests? What are their vested interests?

What’s at stake for them?What’s at stake for them?


Methods of DevelopmentMethods of Development

• Compare/ContrastCompare/Contrast

• Causal Analysis (Cause Effect)**Causal Analysis (Cause Effect)**

• Classification/DivisionClassification/Division

• Problem-SolutionProblem-Solution


The Writer Should …The Writer Should …

– establishestablish the problem or issue, the problem or issue, sometimes tracing the causessometimes tracing the causes

– suggest suggest the possible positions the possible positions (NOT OPINIONS!) to be argued(NOT OPINIONS!) to be argued

– state state the position that the paper the position that the paper will take; this can be explicit (DO will take; this can be explicit (DO NOT SIMPLY ANNOUNCE!) or NOT SIMPLY ANNOUNCE!) or implicitimplicit


The Writer Should …The Writer Should …

– offeroffer proof that the position proof that the position taken is a reasonable one to hold taken is a reasonable one to hold (logos and ethos)(logos and ethos)

– anticipateanticipate objections and refute objections and refute themthem

– identify identify common ground (ethos)common ground (ethos)– affirmaffirm the position and make the position and make

final appealfinal appeal


Avoid Logical Fallacies Avoid Logical Fallacies Logical FallaciesLogical Fallacies

•Ad hominemAd hominem•Straw ManStraw Man•BandwagonBandwagon//Common PracticeCommon Practice•Hasty Generalization/OverstatementHasty Generalization/Overstatement•Either-OrEither-Or•Slippery SlopeSlippery Slope•Non Sequitur- “it does not follow” ex. I Non Sequitur- “it does not follow” ex. I

was a volunteer worker this summer, so was a volunteer worker this summer, so now I am saving to go to medical schoolnow I am saving to go to medical school


Logical Fallacies (con’t)Logical Fallacies (con’t)•Others: circular argument, shifting the Others: circular argument, shifting the

burden; debatable conclusion:burden; debatable conclusion:– Math is the best b/c it is my favoriteMath is the best b/c it is my favorite– The flu epidemic was caused by a The flu epidemic was caused by a

conspiracy of large drug conspiracy of large drug companies, and you can’t prove it companies, and you can’t prove it wasn’twasn’t

– Jack is 6’7’’; I want him to play on Jack is 6’7’’; I want him to play on my basketball teammy basketball team


EvidenceEvidence• Specific examples to illustrate the Specific examples to illustrate the

argumentargument

• Knowledge of Knowledge of history, current history, current events, and even personal events, and even personal experienceexperience (first person can be (first person can be effective if the entire essay is not too effective if the entire essay is not too informal in tone)informal in tone)


Style (Tone and Diction)Style (Tone and Diction)

• StayStay awayaway from first person “I” or second from first person “I” or second person “you”; person “you”;

• UseUse strong verbs like should, must, needs strong verbs like should, must, needs to etc…to etc…

• IncludeInclude emphatic language, but not emphatic language, but not inflammatory language; use vivid, inflammatory language; use vivid, descriptive words not vague ex. instead of descriptive words not vague ex. instead of “good” use “productive, or effective, “good” use “productive, or effective, inspiring”inspiring”


Let’s look at some examples!


What’s in a 4? • Firmly presents position- “This law Firmly presents position- “This law

directly conflicts with…granted directly directly conflicts with…granted directly to them by the Constitution”to them by the Constitution”

• Thoroughly refutes two major counter-Thoroughly refutes two major counter-arguments (rhetorical strategy)arguments (rhetorical strategy)– Safety- Safety- “even though…increase the “even though…increase the

danger of the rider…”danger of the rider…”– States’ authority-States’ authority- “One may say that “One may say that

riders should be forced to wear helmets…riders should be forced to wear helmets…paid for by the state”paid for by the state”


What’s in a 4? (con’t)What’s in a 4? (con’t)• ResponseResponse to C/A- “…fails to realize… to C/A- “…fails to realize…

comes from the taxpayers”comes from the taxpayers”• Provocative language-Provocative language- “…infringes on “…infringes on

basic rights of individuals…”; from the basic rights of individuals…”; from the taxpayers’ pockets- pathos and ethostaxpayers’ pockets- pathos and ethos

• Rhetorical question-Rhetorical question- “Why then should “Why then should the government have the right to decide the government have the right to decide what is right for you?”- ethos & pathos, what is right for you?”- ethos & pathos, common ground and feeling of indignation common ground and feeling of indignation establishedestablished

• Strong word choice/diction-Strong word choice/diction- “Founding “Founding Fathers,” “life, liberty…” (prompt); Fathers,” “life, liberty…” (prompt); “power-hungry,” “showcasing”“power-hungry,” “showcasing”


What’s in a 4? (con’t)What’s in a 4? (con’t)

• Strong word choice/diction-Strong word choice/diction- “Founding “Founding Fathers,” “life, liberty…” (prompt); Fathers,” “life, liberty…” (prompt); “power-hungry,” “showcasing“power-hungry,” “showcasing

• Universal appealUniversal appeal- “country should - “country should again focus on the rights…again focus on the rights…individuals”individuals”


What’s in a 3?What’s in a 3?

• Good focusGood focus- - ““Some of these riders Some of these riders complain…’life, liberty, and pursuit of complain…’life, liberty, and pursuit of happiness’”happiness’”

• Main argumentMain argument- “In my opinion, the - “In my opinion, the riders that are complaining should realize riders that are complaining should realize that the government is protecting them that the government is protecting them more than taking their right away riders”more than taking their right away riders”Apparently, first person is acceptable for PSSA

Caution: DO not be too informal in tone!



• FirstFirst point of development: no point of development: no helmets = chance of head injuryhelmets = chance of head injury

• BUT-BUT- weak follow-up -“These people weak follow-up -“These people could fall just because there is a stone could fall just because there is a stone or because of a crack in a sidewalk…”or because of a crack in a sidewalk…”


Possible Revision:

“It makes sense that an outer layer of protectionon our heads would in some way mitigate theimpact of the road, sidewalk, or whatever hardsurface a rider may unfortunately collide into.Regardless of the cause of the accident- a potholeor another vehicle- without a helmet, a rider’shead could split open.”



• Explicit descriptionExplicit description- “head to split - “head to split open”- appeals to senses (but be open”- appeals to senses (but be careful of shock value!)careful of shock value!)

• Ethos & PathosEthos & Pathos- “When I was - “When I was younger…”younger…”

• BUT-BUT- fails to draw reader back to fails to draw reader back to prompt, “life, liberty,…”prompt, “life, liberty,…”



The writer should make the argument here that life and happiness automatically wouldbe taken away if the government did not protect its citizens by enforcing a helmet law.



• Counter-argumentCounter-argument- “People may - “People may argue…”argue…”

• BUTBUT- the writer does not adequately - the writer does not adequately respond to or answer the C/Arespond to or answer the C/A

• ComparisonComparison to seatbelt law- to seatbelt law- effective: est. ethos (common effective: est. ethos (common ground)ground)


What’s in a 2?What’s in a 2?This essay argues that there should be a law that “you have to usehelmets.” The introductory paragraph is followed by a list of reasons that support the writer’s position. There is only one minor transition [“Plus when your driving”]. There is neither a concluding paragraph nor a concluding sentence. The sentences in the second and third paragraphs could be reordered, indicating that the content is not purposefully placed or elaborated on. The examples about the mom’s friend and the heavy machinery provide support but are not explicitly related back to the main argument that a helmet would protect your head and that notion of it not infringing on “life, liberty…” The writer does not use persuasive strategiesto appeal to the reader.

This essay exemplifies limited control of composition skills in the persuasivemode.

Quoted from the 05-06 PSSA Writing Sampler


Sample Persuasive PromptsSample Persuasive PromptsThe famous football coach Knute Rockne said, “Life is competition.” People compete in sports, in the workplace, economically, and even Socially. Is competition helpful or harmful? In what ways mayCompetition be helpful or harmful?

Write a persuasive essay in which you take a position indicating whethercompetition is helpful or harmful. Include a clear statement of yourPosition and specific details and examples to support your position.

Many states and local communities have passed laws banning orRestricting smoking in restaurants and other public places. Do these Laws conflict with the American tradition of individual rights and freedom of choice? Take a position for or against these laws and writean essay supporting your view.


FYI - PSSA Writing TestFYI - PSSA Writing Test

• Feb 12Feb 12thth -23 -23rdrd

• Grades 5, 8, & 11Grades 5, 8, & 11• Multiple Choice based Multiple Choice based

on 5 passages with 4 on 5 passages with 4 questions for each questions for each (another Seminar to (another Seminar to come for Conventions come for Conventions scoring!)scoring!)

• 2 Writing Prompts- 2 Writing Prompts- Informational & Informational & PersuasivePersuasive


ReferencesReferences

• Seylor, Dorothy. Seylor, Dorothy. Patterns of Patterns of ReflectionReflection. .

• St. Martin’s Guide to WritingSt. Martin’s Guide to Writing

• PSSA Practice booksPSSA Practice books

*Full citations available upon request.*Full citations available upon request.


Thank you!Thank you!

M. Abbadessa 2009 Persuasive Writing. M. Abbadessa 2009 Rhetorical Devices The art of rhetoric: The...

Documents

Transcript of M. Abbadessa 2009 Persuasive Writing. M. Abbadessa 2009 Rhetorical Devices The art of rhetoric: The...