A Concept Attainment Approach To All Things Rhetorical .

transcript

A Concept Attainment Approach To All Things Rhetoricalwww.TeachArgument.com

Table Of Contents

• Ethos• Pathos• Logos• Kairos• Purpose• Counterargument

• Imagery• Hyperbole• Anaphora• Antimetabole• Anachronism• Zeugma

Instructions | Teacher Templates | TeachArgument.com

ETHOS• “My experiences as a senator have truly

prepared me for the road ahead as president.”

• “If you don’t act now, you’ll lose everything you worked so hard for.”

• “Your kids are in good hands -- I’ve been teaching English for twenty years.”

• “15% of students reported that they didn’t understand the directions.”

ETHOS• “We are still struggling to work through the

tragic events that took place last month.”

• “I spent years working in a factory. Trust me, I’ve been in your shoes.”

• “50 to 70% of drunk drivers continue to drive with a suspended license.”

• “I’m a forensics expert – Of course I’m qualified to do this analysis.”

ETHOS• “I’m your grandfather. Isn’t that enough

reason to listen to me?”

• “As your doctor, I urge you to start exercising more regularly.”

• “If you don’t listen to me, you’re going to be the laughing stock of the school.”

• “I’ve put decades of research into this decision.”

• In your notebook, describe your understanding of “ethos” in your own words. Create two original examples.• Share your definition with your partner(s).

Did you come to the same conclusion? Discuss!

• Ethos = convincing someone of the character or credibility of the persuader

PATHOS

PATHOS• “Make no mistake. They are the enemy and

they won’t rest until we’re dead.”

• “The forensic evidence we’ve used indicates that he is the culprit.”

• “I love every person, every building, every cobblestone in this town.”

• “9 out of 10 of dentists recommend this brand of toothpaste.”

PATHOS• “As your dentist, I encourage you to brush

your teeth three times a day.”

• “Research shows that fluoride toothpaste prevents cavities.”

• “If you don’t brush your teeth, they’ll fall out and you’ll look like a fool.”

• “After years of neglecting your oral hygiene, isn’t it time you took care of mouth?”

PATHOS• “Better men than us have fought and died for

this great nation. Think of your families, boys.”

• “If you don’t act now, you’ll never let yourself live this down.”

• “Based on my prior expeditions, I am certain that this mission will be a failure.”

PATHOS

• In your notebook, describe your understanding of “pathos” in your own words. Create two original examples.• Share your definition with your partner(s).

• Pathos = convincing an audience of an argument by creating an emotional response

LOGOS• “The data shows that the company’s total

gross income increased every year.”

• “Money is the root of all evil! Donate everything to charity to live a happy life!”

• “Demand for fossil fuel is the highest it has been in the past decade.”

• “Live the life you’ve always dreamed of living.”

LOGOS• “Hundreds of research studies prove that

reading makes people smarter.”

• “Research shows that fluoride toothpaste prevents cavities.”

• “If you don’t buy this insurance policy, you’ll risk losing everything in a hurricane.”

• “Our insurance policy has recovered over $10 million dollars for over 100,000 of our clients.”

LOGOS• “You acted fast because you have a backbone,

son. I’m proud of you.”

• “This candidate has a track record of proven success throughout his career.”

• “Every two minutes, a person is injured in a drunk driving crash.”

• In your notebook, describe your understanding of “logos” in your own words. Create two original examples.• Share your definition with your partner(s).

• Logos = convincing an audience using logic, reason, facts, and statistics

KAIROS

KAIROS• The president gave a speech immediately

following a national tragedy.

• The speaker wore a freshly ironed suit and a powerful red tie.

• The teacher asked the class to discuss their thoughts on the assembly they just attended.

• The student cried to gain the emotional support of his parents.

KAIROS• The lecturer raised her voice to get the

crowd’s attention.

• In noticing a cavity, the dentist gave her patient a lecture about brushing his teeth.

• The instructor reminded the class that he graduated from Harvard.

• The bank sent advertisements to their clients following the stock market crash.

KAIROS• At the end of the first marking period, the

teacher gave his class a pep-talk.

• His mother spoke in a soft voice as she comforted him.

• The president addressed the nation on the night he was elected to office.

• The general rallied his troops on the morning of the great battle.

KAIROS

• In your notebook, describe your understanding of “kairos” in your own words. Create two original examples.• Share your definition with your partner(s).

• Kairos = the occasion of an argument; the opportune time and/or place

PURPOSE

PURPOSE• To warn citizens about the dangers of drinking

tap water.

• Tap water can be bad for you if consumed in large quantities.

• Exercising at least once a day will promote a longer and healthier life.

• To encourage non-active people to do more exercise.

PURPOSE• Eating leafy greens such as spinach promote

long term health.

• To persuade readers that they should eat more leafy greens.

• Wearing pajamas on pajama-day will boost school spirit.

• To convince students that they should wear pajamas on pajama day.

PURPOSE• To argue against the popular belief that

homework helps promote learning.

• To entertain an audience by telling jokes about politicians.

• Politicians often skew the truth in order to make their audiences happy.

• To inform the audience about the typical behaviors of politicians.

PURPOSE

• In your notebook, describe your understanding of “purpose” in your own words. Create two original examples.• Share your definition with your partner(s).

• Purpose = the reason the speaker is making the argument; what the speaker hopes to accomplish with his/her audience

COUNTERARGUMENT

COUNTERARGUMENT• Introduces a viewpoint that opposes the

writer’s main claim.

• Creates a hole in the writer’s argument, and weakens his/her claim.

• Makes speakers seem wishy-washy, like they can’t make up their mind.

• Creates a chance to address readers’ objections before they finish reading.

COUNTERARGUMENT• Actually provides evidence that supports the

opposing argument.

• Shows the reader that the writer has considered all aspects of the argument.

• Promotes credibility because it demonstrates that the speaker isn’t ignoring opposing ideas.

• Turns the audience against the speaker.

COUNTERARGUMENT• Should be quickly introduced and just as

quickly shot down.

• Should be introduced with respect and deconstructed just as thoughtfully.

• Should be proven faulty in order to strengthen the primary argument.

• Makes the argument stronger.

COUNTERARGUMENT

• In your notebook, describe your understanding of “counterargument” in your own words.• Share your definition with your partner(s).

• Counterargument = discussing an opposing viewpoint to address readers’ concerns, put readers at ease, and increase credibility

IMAGERY

IMAGERY• “Thanks to our generous taxpayers, our

students are equipped with the glistening new pencils they need to scratch their sprouting thoughts paper.”

• “These pencils are the most affordable they have been in twenty years.”

• “If we don’t buy more pencils now, we’ll be letting our students down.”

IMAGERY• “Imagine driving this car with the roof down,

the scent of summer in the air, the Atlantic ocean shimmering beside you.”

• “98% of individuals who bought this car reported that it was the best purchase they’ve ever made.”

• “Our silky sun tan lotion will protect your delicate skin against the sun’s warm glow all summer long.”

IMAGERY• “This armchair is the fleecy throne you’ve

been waiting for.”

• “The doctor’s milky lab coat smelled of mouthwash and diligence.”

• “The habits you’ve learned this year will bring you nothing but grief.”

• “This English class is a flowerbed for scholarship.”

IMAGERY

• In your notebook, describe your understanding of “imagery” in your own words. Create two original examples.• Share your definition with your partner(s).

• Imagery = visually descriptive of figurative language – often symbolic!

HYPERBOLE

HYPERBOLE• “I got an A on my essay.”

• “You look like you’re about six feet tall.”

• “You look like you’re about sixty feet tall.”

• “I scored a ten thousand percent on my essay.”

HYPERBOLE• “This car can go from zero to sixty miles an

hour in six seconds.”

• “This car can go for zero to six hundred miles an hour instantly.”

• “If we don’t get inside immediately, the sun will melt our skin off.”

• “If we don’t get inside soon, the sun will give us both a sunburn.”

HYPERBOLE• “This armchair is incredibly comfortable.”

• “I could spent the winder hibernating in this armchair.”

• “It better be comfortable, it cost me an arm and a leg.”

• “The chair’s pillows were as big as mountains.”

HYPERBOLE

• In your notebook, describe your understanding of “hyperbole” in your own words. Create two original examples.• Share your definition with your partner(s).

• Hyperbole = exaggerations or claims that aren’t meant to be taken literally

ANAPHORA

ANAPHORA• “Yes we can lower taxes. Yes we can fix raise

minimum wage. Yes we can improve this country.”

• “You remind me of a stinky, selfish, thoughtless dog!”

• “Please help me pass this test. Please help me do better this marking period. Please give me the willpower to succeed.”

ANAPHORA• “Seven sarcastic citizens took the stage and

spoke their minds.”

• “I have a dream that one day our citizens will be equal. I have a dream that our great country will become even greater. I have a dream that our children will live in a better tomorrow.”

• “No shirt, no shoes, no service.”

ANAPHORA• “As a scientist and as a human being, I am

truly afraid of global warming.”

• “In this elementary school, children learn together, children play together, and children grow together.”

• “Don’t be a fool. Stay in school.”

• “Two chefs, two turkeys, two delicious meals.”

ANAPHORA

• In your notebook, describe your understanding of “anaphora” in your own words. Create two original examples.• Share your definition with your partner(s).

• Anaphora = repetition of a word or phrase at the beginning of multiple consecutive sentences

ANTIMETABOLE

ANTIMETABOLE• “I know what I like and I like what I know.”

• “You’re my best friend. You’re my companion. And you’re my partner.”

• “Don’t you dare buy that car without taking this car for a test drive first.”

• “Ask not what your country can do for you. Ask what you can do for your country.”

ANTIMETABOLE• “The more drunk drivers on the roads, the

more accidents will happen.”

• “First you take a drink. Then the drink takes you.”

• “If you fail to plan, plan to fail.”

• “You stood up for your nation, now your nation must stand up for you.”

ANTIMETABOLE• “With my mind on my money and my money

on my mind.”

• “One smart fellow, he felt smart.”

• “Don’t do drugs. Drugs are bad..”

• “Love is life, and life is love.”

• “The more important people you know, the more important people know you.”

ANTIMETABOLE

• In your notebook, describe your understanding of “antimetabole” in your own words. Create two original examples.• Share your definition with your partner(s).

• Antimetabole = repetition of words in successive clauses, but transposed (i.e. A-B-C, C-B-A).

ANACHRONISM

ANACHRONISM• “George Washington ordered his troops to

cross the Delaware river.”

• “George Washington wore his bullet proof vest, prepared his tank, and set out for battle.”

• “Abraham Lincoln was never president of the United States.”

• “Immediately after its delivery, Abraham Lincoln’s speech went viral.”

ANACHRONISM• “The pharaoh pointed to his watch and

demanded that the slaves hurry their work.”

• “William Shakespeare typed up Romeo and Juliet over the course of three days.”

• “The caveman put in his headphones and spent all afternoon in his cave.”

• “JFK spent over 400 days working on a single speech.”

ANACHRONISM• “John Adams was a big fan of life, liberty, and

the New England Patriots.”

• “Thomas Jefferson kept cold apple juice in his fridge while he wrote the declaration of independence.”

• “Benjamin Franklin opened the first public library in America.”

ANACHRONISM

• In your notebook, describe your understanding of “anachronism” in your own words. Create two original examples.• Share your definition with your partner(s).

• Anachronism = something belonging to a time period other than that in which it exists

ZEUGMA

ZEUGMA• “I held the new baby in my hand and my

heart.”

• “The football team won the game and the crowd’s hearts.”

• “The wrestler thought he took hold of his opponent when his opponent had taken hold of him.”

• “Eleven players on the field, eleven games in the season, eleven straight victories.”

ZEUGMA• “His luck and his life ran out.”

• “He fueled his car for the journey.”

• “The vocalist promised she would sing your praises.”

• “My mother had the warmest hands and feelings I’ve ever known.”

ZEUGMA• “The entrepreneur's pockets and thoughts

were deep.”

• “He spat gooey saliva and violent words.”

• “If you support her, she will support you.”

• “The students and their test scores suffered tremendously.”

ZEUGMA

• In your notebook, describe your understanding of “zeugma” in your own words. Create two original examples.• Share your definition with your partner(s).

• Zeugma = a figure of speech in which a word applies in two different senses

Instructions For Teaching Rhetoric With Concept Attainment

• Select the concept you’ll be teaching the class.• Click to show students the first bullet point and

ask them to predict whether or not this item meets the criteria of the concept.

• Click again to automatically turn the item green or red – indicating whether or not it fits the definition of the concept being learned.

• After completing an entire slide, ask students to reflect on the definition (write it in their notebooks, turn and talk, etc.)

Instructions For Teaching Rhetoric With Concept Attainment

• After proceeding through all three slides of examples and non-examples, students will be prompted to:– Define the concept in their own terms– Create two original examples of the concept– Discuss their ideas with their peers

• Then, the whole class should discuss the concept with each other and the teacher.

• To check for and/or foster mastery, provide students an opportunity to apply this concept in whichever core text the class is currently working with.

[Your Concept

[CONCEPT NAME GOES HERE]• “An example (this will turn green!!!).”

• “An UNexample (this will turn red!!!).”

• “Another unexample!”

• “Another example!”

• “An unexample (this will turn red!!!).”

[CONCEPT NAME GOES HERE]

• In your notebook, describe your understanding of this concept in your own words. Create two original examples.• Share your definition with your partner(s).

• [ TEACHER’S DEFINITION OF THE CONCEPT GOES HERE!! ]

[Your Concept

A Concept Attainment Approach To All Things Rhetorical .

Documents