Presentation Transcript

1. Persuasive Writing and Fallacies

   Northwestern High School Mr. Medoff and Mrs. Avery 2/27 – 3/2
2. Objective (day 1) Students will Prove understanding after reading, viewing, and/or listening to print and non-print texts Demonstrate an understanding of fallacies as they relate to persuasive writing and debating Analyze fallacies as they apply to print and non-print texts In order to Create a visual demonstration of a logical fallacy Analyze visual demonstrations of logical fallacies as performed by classmates Demonstrate and discuss fallacies as they relate to modern society
3. Warm-Up What are the three rhetorical strategies? Give an example of each one. Based on what you know about the three rhetorical strategies, what do you think rhetoric means?
4. Define: rhetoric The art of effective or persuasive speaking or writing. [noun]
5. IW: Counterargument Create a counterargument for each of the arguments in the chart (Remember our five strategies: questioning the facts, opinions of others, questionable assumptions, considering consequences, and finding alternatives.)
6. BEWARE of the FALLACIES Adeceptive, misleading, or false notion. Amisleading or unsound argument.
7. Fallacies Against the person Argument from ignorance False dilemma Slippery slope Faulty cause and effect Bandwagon fallacy
8. Fallacies Jigsaw Get into groups of five. Each group will get a folder with information about one of the six fallacies. Each group must create a 1-2 minute presentation of the fallacy. You may: act it out create a commercial make an advertisement engage in a short debate utilize another creative method You may not simply give a definition of the fallacy.
9. Presentation For full credit, your group must:
10. Exit Slip Why will knowing about these fallacies help you with persuasive writing and debates?
11. Objective (day 2) Students will: Analyze non-print texts Connect new information and prior knowledge Compare and contrast interpretations of non-print texts with classmates’ interpretations In order to: Define fallacies Draw conclusions from videos demonstrating different fallacies Draw conclusions from hypothetical scenarios relating to different fallacies Discuss the fallacies being demonstrated in the videos and scenarios with classmates
12. Warm Up (day 2 - part 1) Presentations Get into your groups from yesterday You have three minutes to prepare Let’s share!
13. Warm Up (day 2 - part 2) What is a fallacy? Why is it important to avoid fallacies in your own arguments? Why is it helpful to find fallacies in the faof fallacies in the Ad Hominem arguments of others?
14. Objective (day3) Students will: Analyze non-print texts Connect new information and prior knowledge Compare and contrast interpretations of non-print texts with classmates’ interpretations In order to: Define fallacies Draw conclusions from videos demonstrating different fallacies Draw conclusions from hypothetical scenarios relating to different fallacies Complete a worksheet about the six common fallacies
15. Warm Up (day 3) Create an argument using one of the six fallacies.
16. Fallacy # 1 Ad Hominem (Against the Person) Explain: An attack on the character of the person rather than his/her arguments or opinions
17. Against the Person (Ad Hominem) Watch the following video clip: Questions: Who is being attacked by the advertisement? Who is doing the attacking in this advertisement? What issue is being ignored and replaced by this fallacy? How does this fallacy hurt or help the argument?
18. (Against the Person) Ad Hominem Example Father: Listen, son. Eating too many donuts can damage your health. You're better off avoiding them. Son: Who are you to talk? I know you have diabetes and you are really, really fat. What you have to say is stupid.
19. (Against the Person)Ad Hominem Watch the following video clip: Questions: Who is being attacked by the advertisement? Who is doing the attacking in this advertisement? What issue is being ignored and replaced by this fallacy? How does this fallacy hurt or help the argument?
20. Ad Hominem Example Student: This is too much homework. Teacher: Students always think that any amount of homework is too much homework. Student: But making us write a ten-page paper every week is mean. It takes at least 20 hours to write each one! Teacher: You’re just saying that because you’re lazy. You spend more than 20 hours a week just watching TV.
21. Fallacy # 2 Argumentum ad Ignorantiam (Argument from Ignorance) Explain: A lack of knowledge or evidence is used as proof to support/refute a claim, when in reality, it is an irrelevance.
22. Argument from Ignorance Watch the following video clip: Questions: What argument is being made in this video? What is assumed to exist since nobody has proven that it does not exist? Can we assume something is true because it hasn’t been proven false? How does this fallacy hurt or help the argument?
23. Argument from Ignorance Example Since the class has no questions concerning the topics discussed in class, the class is ready for a test. (Some students in the class might have questions, but are too embarrassed or shy to ask questions in front of the class)
24. Argument from Ignorance Watch the following video clip: Questions: What argument is being made in this video? What is assumed not to exist since nobody has proven that it does exist? Can we assume something is false because it hasn’t been proven true? How does this fallacy hurt or help the argument?
25. Argument from Ignorance Example In an American courtroom, where the burden of proof rests with the prosecution, it would be fallacious for the prosecution to argue, "The defendant has no alibi, therefore he must have committed the crime."
26. Fallacy # 3 False Dilemma Explain: A situation in which only two alternatives are considered, when in fact there are additional options.
27. False Dilemma Watch the following video clip: Questions: What argument is being made in this video? What two options are given as the ONLY possible scenarios? Are there any other possibilities besides the two options given? How will identifying this fallacy weaken the argument?
28. False Dilemma Example Either 1+1=4 or 1+1=12. It is not the case that 1+1=4. Therefore 1+1=12. (If the two options given are both potentially false, or if there are more than two options, you are dealing with a false dilemma)
29. False Dilemma Watch the following video clip: Questions: What argument is being made in this video? What two options are given as the ONLY possible scenarios? Are there any other possibilities besides the two options given? How will identifying this fallacy weaken the argument?
30. False Dilemma Example Pedro wants a new iPod. Either Pedro decides that he can afford the new iPod and buys it, orhe decides to do without music for a while.
31. Fallacy # 4 Slippery Slope Explain: Assuming that one thing MUST lead to another, and ultimately something you do not want to occur will happen. Therefore you shouldn’t do the first thing.
32. Slippery Slope Watch the following video clip: Questions: What argument is being made in this video? What does this commercial claim is the end result of purchasing cars that can park themselves? What other outcomes are possible? Are they more likely? How will identifying this fallacy weaken the argument?
33. Slippery Slope Example You should never play card games. Once you start playing card games, you will want to play poker. Soon you will want to gamble on poker. Before long, you will be spending all your money on gambling, and eventually you will turn to crime to support your earnings. Don’t play card games, or you will commit crimes.
34. Slippery Slope Watch the following video clip: Questions: What argument is being made in this video? What does this commercial claim is the end result of your cable being “on the fritz?” What other outcomes are possible? Are they more likely? How will identifying this fallacy weaken the argument?
35. Slippery Slope Example
36. Fallacy # 5 Faulty Cause and Effect Explain: Assuming that because B happens after A, A must have caused B.
37. Faulty Cause and Effect Watch the following video clip: Questions: What argument is being made in this video? How is this an example of the faulty cause and effect fallacy? What does Sheldon’s mother say is the reason that he got home safely? What is another possible reason for his safe return home?
38. Faulty Cause and Effect Example Ever since Mr. Medoff began teaching at Northwestern, the atmospheric temperature dropped by 4 degrees Fahrenheit. SO Mr. Medoff MUST be responsible for the colder weather!
39. Faulty Cause and Effect Watch the following video clip: Questions: How is this an example of the faulty cause and effect fallacy? What does Joey claim is result of Rachel becoming his roommate? What other outcomes are possible? Are they more likely? How will identifying this fallacy weaken the argument?
40. Faulty cause and Effect Example A black cat crossed Kemoy’s path yesterday and, sure enough, he was involved in an automobile accident later that same afternoon.
41. Fallacy # 6 Argumentum ad Populum (Bandwagon) Explain: Claiming that something is true because most people believe it to be true, rather than providing facts or evidence.
42. Argumentum ad Populum (Bandwagon) Watch the following video clip: Questions: What argument is being made in this video? How is this an example of the bandwagon fallacy? Why are the characters changing their views on the subject? How will identifying this fallacy weaken the argument?
43. Bandwagon Example Most of the freshman class is voting for Jason as the student council president because he is popular. I believe that Jessica would make a better president because he cares about the school and has strong opinions about how to improve it. However, I vote for Jason because most of my friends did, which makes it the right thing to do.
44. Argumentum ad Populum (Bandwagon) Watch the following video clip: Questions: What argument is being made in this video? What is the man’s reason for why the woman should go to the party? How is this an example of the bandwagon fallacy? How will identifying this fallacy weaken the argument?
45. Bandwagon Example If everybody in the class, including your teacher, told you to jump off a cliff, would you?
46. Exit Slip What is a fallacy? Why is it important to know how to identify fallacies in an argument?
47. Objective (day 2) Students will: Analyze print and non-print texts Connect new information and prior knowledge Compare and contrast interpretations of non-print texts with classmates’ interpretations In order to: Draw conclusions from videos demonstrating different fallacies Complete checklists during a gallery walk of the different fallacies Discuss the fallacies being demonstrated in the print and non-print texts with classmates
48. Warm Up Identify the fallacy in this image. Explain why it is that fallacy.
49. Gallery Walk Groups of 3. There will be two different rotations – stay in YOUR rotation. Complete the checklist as you go. Cross curricular activity – huh? Let me explain. 5 minutes to complete each station.
50. Exit Slip What is a fallacy? Why is it important to know how to identify fallacies in an argument?
51. Friday Objective: Students will answer multiple choice questions, create a visual representation, and formulate a paragraph in order to show an understanding of fallacies in argumentation. Warm-Up: List any questions you have about fallacies.
52. Good Luck You have the entire class to work. No talking, please.