Persuasive Thinking and Writing

1. Persuasive Thinking and Writing M. Abbadessa LCCC Eng 105 '08

2. I. Basic Theory • Important Concepts: key to determine as you read and as you draft your own; identify links between and among them • Audience • Purpose • Occasion/context • Tone M. Abbadessa LCCC Eng 105 '08

3. Central contention • Appeal to author’s character and credibility (ethos) and audience’s emotions (pathos) • Look at counter-argument “Some say that…” “Others may argue…” M. Abbadessa LCCC Eng 105 '08

4. Organization and structure • Diction, syntax, imagery, figurative language M. Abbadessa LCCC Eng 105 '08

5. Unity • Form follows function • Features of organization, structure, form , and style relate to and support their establishment of meaning, purpose, and effect (College Board 2006). M. Abbadessa LCCC Eng 105 '08

6. Goal of persuasion/ argumentation: • Not to win! • Not to be right! • To open dialogue, to look at a problem, issue, or idea from multiple perspectives, look for evidence to support a valid analysis, conclusion, or solution. M. Abbadessa LCCC Eng 105 '08

7. 3 Types of Argument • Fact- is or is not the case ex. Computers enhance learning in the classroom • Value- is or is not desirable ex. This novel has significant literary merit • Policy- should or should not be done ex. Huck Finn should not be a part of the curriculum (Scanlon). M. Abbadessa LCCC Eng 105 '08

8. II. Specific Theory • Stephen Toulmin model for analyzing argument • Rhetoric and argument: negative connotations; true meaning • Like a geometrical proof… M. Abbadessa LCCC Eng 105 '08

9. DataClaim Reservation (unless or as long as) Warrant (the underlying assumption) Qualifier Backing (more data and evidence) M. Abbadessa LCCC Eng 105 '08

10. Example: Because it is raining, I should probably take my umbrella. Data ClaimQualifier M. Abbadessa LCCC Eng 105 '08

11. Example: Because it is raining, I should probably take my umbrella. Data ClaimQualifier • Warrant- since it would keep me dry (the underlying assumption that everyone can agree on) • Backing- how does it? What is the assurance?- the material is impervious or waterproof • Reservation- as long as it does not have a hole in it/unless it has a whole in it M. Abbadessa LCCC Eng 105 '08

12. Example in the classroom • Lawrence Scanlon of Brewster High School in New York instructed his students to read several social criticism articles related to issues of education M. Abbadessa LCCC Eng 105 '08

13. Strategies likes SOAPS (subject, occasion, audience, purpose, speaker) and the “Yes/No but…” strategy (we will use Think Alouds and FQIP charts as well) • Application of the Toulmin model to each of the essays. M. Abbadessa LCCC Eng 105 '08

14. They followed this paradigm: “Because ______________, therefore, _________________, since________________, on account of __________________.” M. Abbadessa LCCC Eng 105 '08

15. Example- based on an article about the increased visual nature of our print media, including textbooks, one student analyzed the argument by applying the Toulmin method this way: M. Abbadessa LCCC Eng 105 '08

16. “Because textbook authors are filling their books with charts. graphs, and pictures, therefore, education is declining in this country, since less written information equals less learning.” • The Warrant ( underlying assumption) here - learning comes from written text • The Backing ( more evidence and data)- traditionally, students have learned from written text M. Abbadessa LCCC Eng 105 '08

17. The student also developed his own counter-argument based on the article: • “Because graphs, charts, and pictures provide information, they do not hinder the education system, since that information is a supplement to written texts.” (no qualifier or reservation) M. Abbadessa LCCC Eng 105 '08

18. Another student example examined an article addressing a similar education issue- the issue of teachers teaching to the test M. Abbadessa LCCC Eng 105 '08

19. “Becauseteachers are modifying lessons to teach only to a specific test, therefore students are losing the ability to think deeply about concepts, sincesuch specialized teaching does not allow a child to learn any more about a topic on a broader or deeper scale, unlessteachers are able to teach to the test while still incorporating additional enriching material.” M. Abbadessa LCCC Eng 105 '08

20. One example based on a close reading of Mariah Burton-Nelson’s essay “Adventures in Equality” might read like this: M. Abbadessa LCCC Eng 105 '08

21. “Because for years men’s collegiate athletics’ teams have garnered more support than women’s teams, therefore, women’s collegiate teams are facing funding discrimination and practical extinction, since without the support and financial backing a team cannot flourish, unless they can be treated on par with the men’s teams.” M. Abbadessa LCCC Eng 105 '08

22. Let’s practice with a few articles! M. Abbadessa LCCC Eng 105 '08