mooreparker9 ppt ch05 -...
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Chapter 5PERSUASION THROUGH
RHETORIC
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So far we’ve examined:
Those trying toprove ordemonstrate aconclusion
Those trying tosupport aconclusion
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Two kinds of argument:
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Arguments that try toDEMONSTRATE a conclusioninclude arguments like these:
All As are Bs.
No Bs are Cs.
No As are Cs.
If P then Q. Not-Q. Not-P.
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Arguments that try toSUPPORT a conclusion
include:
Generalizing
Reasoning byanalogy
Reasoning aboutcause and effect
More about thislater!
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Real-life reasoning usuallyinvolves one or the other or bothof these two basic forms ofargument.
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But there’s more to consider thanjust logic.
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Take this argument…
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“It’s sick to torture an innocentcreature, yet that’s exactly what
these so-called scientists do whenthey perform hideous experiments
on little puppies. Moral sadists!They make me vomit! They’re no
better than Hitler.”
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The argument is reallyjust this:
Scientists who use dogs inexperiments bring pain to innocentcreatures. Therefore, they actimmorally.
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The original phrasing seemsmore powerful.
“It’s sick to torture aninnocent creature, yetthat’s exactly what theseso-called scientists dowhen they performhideous experiments onlittle puppies. Moralsadists! They make mevomit! They’re no betterthan Hitler.”
“Scientists who usedogs in experimentsbring pain toinnocent creatures,and thus actimmorally.”
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It COLORS the argumentwith words having strongpsychological impact, or“RHETORICAL FORCE”
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“It’s sick to torture an innocentcreature, yet that’s exactly what
these so-called scientists do whenthey perform hideous experimentson little puppies. Moral sadists!They make me vomit! They’re no
better than Hitler.”
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“It’s sick to torture an innocentcreature, yet that’s exactly what
these so-called scientists do whenthey perform hideous experimentson little puppies. Moral sadists!They make me vomit! They’re no
better than Hitler.”
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“Sick,” “Torture,” “hideous,”“little puppies,” “Hitler,”
“vomit” etc. make us reactemotionally.
The passage tries not merely tosupport a conclusion, but to SELL it.
It tries to PERSUADE us!
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RHETORIC is the art ofPERSUASION.
It differs from LOGIC, which seeksto establish a conclusion.
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Rhetoric uses thepsychological (rhetorical)
force of expressions toinfluence our attitudes.
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EXAMPLE:
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Calling a scientist a “so-called”scientist suggests he/she issomething less than a true scientist.
It DOWNPLAYS his/her credentials.
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Likewise, “little puppies”arouses a powerful
compassionate response. Itgives one a mental picture
like this:
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© E
rica
S. L
eeds
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NOTHING WRONG withtrying to be persuasive or
with using rhetoric to dressup or sell an argument.
Good writers choose wordscarefully, to make their writing
persuasive.
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But this is CRITICALTHINKING!
It means not being SEDUCEDby rhetoric.
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Interesting?
If you say that Alice DID NOTMURDER HER MOTHER…
People form an unfavorableopinion of Alice!
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Even though there is noREASON to do so.
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Being able to make wisedecisions and reasonable and
well-founded judgments…
…depends largely on our abilityto “see through” rhetoric toevidence and argument.
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Distinguish between rhetoric andargument
Be able to identify the more commonforms of rhetoric
We should be able to do this:
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Specifically, these: Euphemism/
dysphemism
Rhetorical analogy,rhetorical definition,and rhetoricalexplanation
Innuendo
Loaded question
Hyperbole
Stereotype
Ridicule/sarcasm
Weaseler
Downplayer
Proof surrogate
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We’ll begin with exercises.
And end with a surprise quiz.
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1. State the FACTUAL content of thepassage.
2. Is there an argument?
Exercise 5-8, p. 174.
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Kofi Annan said he won’tresign. But he is unpopular.
Therefore, he won’t bepermitted to continue.
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1. What issue is the author addressing?
2. What is his position?
3. What’s the main rhetorical device?
4. Is there an argument?
Exercise 5-9, p. 174-5
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Issue: Whether parents/teachers shoulddraw up contracts about children’sbehavior, time-keeping, etc.
Position: Should not
Main rhetorical device: Ridicule
Argument: None
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Ridicule/Sarcasm“John McCain made a great speech last night.
Everyone awakened feeling refreshed.”
Specific rhetorical devices.
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Hyperbole (hype; exaggeration)“Is Deborah generous? She’d give you her life
savings if she thought you were in need.”
Specific rhetorical devices.
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Euphemism (makes it sound better)“collateral damage”; “sleeping around”
Dysphemism (makes it sound worse)“junk food”; “geezer”
Specific rhetorical devices.
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Rhetorical definition“An environmentalist is a tree-hugging
extremist.”
Rhetorical explanation“The reason environmentalists won’t let you cut
down a tree is they want to put everyone outof work.”
Rhetorical analogy“Your average environmentalist is about as
smart as a toilet seat.”
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Exercise 5-2, p. 172.Identify each numbered rhetoricaldevice. Don’t look in back of book.
1. Hyperbole
2. Dysphemism
3. Rhetorical analogy
4. Dysphemism
5. Nothing
6. Dysphemism
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Stereotype“What did he expect marrying her? She’s just a
dumb blond.”
Downplayer“Pornography is a problem, but we must protect
free speech.”
“These self-appointed experts on theenvironment are just trying to scare us.”
Proof surrogate“Clearly she shouldn’t have done that.”
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1. Stereotype/Dysphemism (You may not befamiliar with this stereotype, but you shouldsense that it is a dysphemism.)
2. Downplayer
3. Nothing
4. Nothing
5. Rhetorical analogy/hyperbole
6. Rhetorical analogy/maybe hyperbole
Exercise 5-4, p. 173.Identify each numbered rhetoricaldevice. Don’t look in back of book.
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Innuendo“I didn’t say Bush invaded Iraq to help his
buddies in the oil industry. I just said hisbuddies have done very well since theinvasion.”
Weaseler
Loaded question —rests on anassumption that should have beenestablished but wasn’t
“When did you stop cheating on your girlfriend?”
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“This may cure your problem.”
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NEVER dismiss a statement or argumentsimply because it contains rhetoric.Rhetoric has a legitimate place indiscourse. A solid claim or a goodargument may well contain powerfulrhetoric.
But don’t accept a statement/argumentBECAUSE of its rhetorical force. Evaluateit on its MERITS!
One final caution:
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