Do Now

1. Do Now Write a one-page reflection about the essay you completed this weekend. Feel free to write about whatever you’d like, but as you write, try to think about: • What was the most challenging part of writing this essay? • What was easiest for you to complete? • What could you have done to make this essay better? • Was this assignment different from writing assignments in the past? • How does this writing assignment prepare you for college?

2. Objectives • SWBAT define ethos, pathos, and logos, and identify each of these in a persuasive news article. • SWBAT apply an awareness of the focus and purpose of a fairly involved essay to determine the rhetorical effect and suitability of an existing phrase or sentence, or to determine the need to delete plausible but irrelevant material.

3. This Week’s Big Idea • We win arguments with our weapons of mass persuasion: ethos, pathos, and logos.

4. Agenda (10) Do Now (2) Go over Agenda, Objectives, and Homework (3) Go over Do Now (5) Define Vocab List #3 (35) Composition TV Commercial and Writing Response (10) Define Ethos, Pathos, and Logos (10) Magazine Article Gallery Walk (5) Return to Commercial  How did it really persuade us? (15) Grammar Lesson (10) Begin Independent Practice (5) Summarizer

5. Homework • Find two advertisements from a magazine, newspaper, or the Internet. Write two paragraphs about each advertisement and include: 1) identify the audience of each ad, and 2) explain how it uses ethos, pathos, and/or logos to persuade its audience. • Vocabulary Worksheet

6. Vocab List #3 • Curtail – (verb) to restrict; cut back • Synonym - • Discriminate – (verb) to recognize the differences • Synonym – distinguise; differentiate • Espionage – (noun) the act or practice of spying • Synonym – spying; undercover work • Inalienable – (adj) unable to be given or taken away • Synonyn – unforfeitable • Incarcerate – (verb) to put in jail or shut in • Synonym – imprison • Indignity – (noun) humiliation; lack of honor • Synonym - insult • Indiscriminate -(adj) without discretion • Synony

7. Vocab List #3 Continued • Infamous – (adj) having a bad reputation • Synonym - notorious • Intercede – (verb) to act as a mediator (peace-maker) in situation where there’s conflict • Synonym - mediator • Malign – (verb) to make evil and often untrue statements; (adj) evil in nature • Synonym – harmful; evil • Perpetuate – (verb) to cause something to continue • Synonym - continue • Rampant – (adj) unrestrained and violent • Synonym – uncontrolled • Rancor – (noun) feeling of deep and bitter anger or resentment • Synonym - grudge • Reparation – (noun) the act of repairing or paying for repairs • Synonym - compensation • Smattering – (noun) a small amount • Synonym – handful; rudiments

8. How do advertisers reach you? • http://www.youtube.com/watch?v=SfAxUpeVhCg&feature=related • http://www.youtube.com/watch?v=vyxxub_2n6Y&feature=related • Journal Response: • Who is the audience that these advertisers are trying to reach? • What was the main purpose of the two commercials? • How were the two commercials different?

9. Rhetorical Strategies • Rhetoric (add this under your journal response)  the art of persuasive writing or speaking

10. (In your Journal) Ethos • Think “Ethics” • Establishes author’s credibility using accurate support for evidence and/or their character as a person • How? • Language appropriate to audience and subject Restrained, sincere, fair minded presentation • Appropriate level of vocabulary • Correct grammar

11. More on Ethos • When we believe that the speaker does not intend to do us harm, we are more willing to listen to what s/he has to say.  • For example, when a trusted doctor gives you advice, you may not understand all of the medical reasoning behind the advice, but you nonetheless follow the directions because you believe that the doctor knows what s/he is talking about. 

13. (In your Journal)Pathos • Think “Pathetic, Sympathetic, Empathetic” • To appeal to emotions (causes an emotional response) • How? • Vivid, concrete language Emotionally loaded language • Connotative (associated) meanings • Emotional examples • Vivid descriptions • Narratives of emotional events • Emotional tone • Figurative language

14. More on Pathos • A majority of arguments in the popular press are heavily dependent on pathetic appeals.  The more people react without full consideration for the WHY, the more effective an argument can be.  Although the pathetic appeal can be manipulative, it is the cornerstone of moving people to action.  Many arguments are able to persuade people logically, but the apathetic audience may not follow through on the call to action.  Appeals to pathos touch a nerve and compel people to not only listen, but to also take the next step and act in the world.

16. (In your Journal) Logos • Think “Logic” • Causes an intellectual, rationale response • How? • Theoretical, abstract  language Literal and historical analogies • Definitions • Factual data and statistics • Quotations • Citations from experts and authorities • Informed opinions

17. More on Logos • Everyday arguments rely heavily on ethos and pathos, but academic arguments rely more on logos. 

19. Which one is it? Let us begin with a simple proposition:  What democracy requires is public debate, not information.  Of course it needs information too, but the kind of information it needs can be generated only by vigorous popular debate.  We do not know what we need to know until we ask the right questions, and we can identify the right questions only by subjecting our ideas about the world to the test of public controversy.  Information, usually seen as the precondition of debate, is beter understood as its by product.  When we get into arguments that focus and fully engage our attention, we become avid seekers of relevant information.  Otherwise, we take in information passively--if we take it in at all. Christopher Lasch, "The Lost Art of Political Argument"

20. Which one is it? My Dear Fellow Clergymen: While confined here in Birmingham city jail, I came across your recent statement calling my present activities "unwise and untimely."...Since I feel that you are men of genuine good will and that your criticisms are sincerely set forth, I want to try to answer your statement in what I hope will be patient and reasonable in terms. I think I should indicate why I am here in Birmingham, since you have been influenced by the view which argues against "outsiders coming in."...I, along with several members of my staff, am here because I was invited here.  I am here because I have organizational ties here. But more basically, I am in Birmingham because injustice is here.  Just as the prophets of the eighth century B.C. left their villages and carried their "thus saith the Lord" far beyond the boundaries of their home towns, and just as the Apostle Paul left his village of Tarsus and carried the gospel of Jesus Christ to the far corners of the Greco-Roman world, so am I compelled to carry the gospel of freedom beyond my own home town.  Like Paul, I must constantly respond to the Macedonian call for aid. Martin Luther King, Jr. "Letter from Birmingham Jail"

21. Which one is it? For me, commentary on war zones at home and abroad begins and ends with personal reflections.  A few years ago, while watching the news in Chicago, a local news story made a personal connection with me.  The report concerned a teenager who had been shot because he had angered a group of his male peers.  This act of violence caused me to recapture a memory from my own adolescence because of an instructive parallel in my own life with this boy who had been shot.  When I was a teenager some thirty-five years ago in the New York metropolitan area, I wrote a regular column for my high school newspaper.  One week, I wrote a colunm in which I made fun of the fraternities in my high school.  As a result, I elicited the anger of some of the most aggressive teenagers in my high school.  A couple of nights later, a car pulled up in front of my house, and the angry teenagers in the car dumped garbage on the lawn of my house as an act of revenge and intimidation. James Garbarino "Children in a Violent World: A Metaphysical Perspective"

22. Gallery Walk • In your journal, design the following chart:

23. Grammar • TOD 601 – Apply an awareness of the focus and purpose of a fairly involved essay to determine the rhetorical effect and suitability of an existing phrase or sentence, or to determine the need to delete plausible but irrelevant material. Talked about last week! This week!

24. Practice! • Key Points: • Read the part of the passage the question is referring to and decide the impact that the selected words have on the rest of the sentence or paragraph. • See which answer choice most closely connects to what you thought the impact was.

25. MORE Practice! • Redefine Ethos, Pathos, and Logos in your own words at the top of the worksheet. • Read the selection and answer the questions (you will finish this for homework and I will be grading the responses for accuracy!).