Full transcript
0:01some fish and chips I recently had.
0:04Anyway, week four, lecture number two.
0:06We'll post this uh on the 18th of
0:09September. So, I want to talk about some
0:11practical applications to some of the
0:13content in the readings and uh make some
0:16connections between them. And when I say
0:18practical applications, I remind you I
0:20mean that we will look at things that
0:24are said in the textbook and in the
0:28lectures and uh try to explain to you
0:31how to do those things. All right? So
0:35for me, you don't need to know uh these
0:38terms most of them in these uh it's
0:40helpful if you do, but uh you don't need
0:42to know the terms like uh on a test. I'm
0:45not going to ask you define a rhetorical
0:48situation for example, but I need you to
0:50know how to do these these things. Uh an
0:54example to perform the objectives like
0:57if I say do an essay map on each essay
0:59for me. I don't need you to know the
1:01name of all the parts, but I need you to
1:04know where to go look for the parts of
1:06an essay map. All right? And what we're
1:09doing here is doing an analysis. We're
1:10breaking down the hole into pieces for
1:12the purpose of examination,
1:15which is what I gave you uh an exercise
1:20to do when I asked you to tell me about
1:23your uh ways you usually write a paper,
1:28right? And uh and
1:33all right. And uh
1:36that's why I call it a critical uh
1:38response. So you're responding to your
1:40critical analysis of your own uh process
1:44of writing the paper to give you a
1:47chance to go look further into it
1:49because for most people uh writing the
1:51paper is just they think about a little
1:53bit maybe apply a couple of things look
1:55into a couple of things and then just
1:57sit down and write. I want you to get
1:59out of that habit because that can't
2:01possibly be your best writing. It might
2:03be your best writing right now, but it
2:05it can't be the end to where your best
2:09writing ends up. Right? So, objectives
2:13objectives we're looking at defining
2:15them as a series of tasks with clearly
2:18defined goals.
2:20So, we identify the tasks, right? And I
2:23always think of that in relation to when
2:25I played basketball. I was not a great
2:27basketball player. maybe a good sixth or
2:30seventh man on a regular basketball
2:32team, but I didn't play for a very good
2:36uh team. So, I was a starting player.
2:40And I remember I always had to guard the
2:42best players. And my coach said to me
2:44one time, try to keep this guy to below
2:4610 points. I remember at the time
2:48thinking, how? Had no idea how.
2:52Certainly not in my range of abilities.
2:55But for writing, we can define how and
2:58define what the clearly uh defined goals
3:01are, right? [snorts] Uh often I'll take
3:04clearly defined words like that and put
3:06a hyphen between them just so you don't
3:09break up the words because it's not a
3:11defined clear goal. It's a clearly
3:14defined goal. That that is a a
3:18both a definition of itself.
3:22Right. Okay. So, here's some basics
3:25we're going to talk about of argument or
3:27persuasion in chapter 6 in our free
3:30textbook I gave you the assignment to
3:32read last week. And uh we're talking
3:35about rhetoric as the art of persuasion.
3:37And that's the way authors use and
3:39manipulate language in order to persuade
3:41an audience. All right? Uh you might
3:44know that definition uh after you read
3:46this. But uh how do you do that? Right?
3:48And what does that mean? What does it
3:51mean by authors use and manipulate
3:53language? All right, so the first one
3:55they talk about is the rhetorical
3:57situation in these chapters and I've
3:59labeled the numbers here. Chapter six,
4:02free textbook. Uh rhetorical situation
4:04is the context set of circumstances out
4:07of which a text arises. What the heck
4:09does that mean? Right? So that may
4:12produce a research question, right? A
4:15set of circumstances, right? The
4:17rhetorical situation may produce a
4:19research question. Some of you may have
4:21exper uh run across that in your path,
4:25right? And you may read about it a few
4:27times in this semester, right? So, uh
4:30the rhetorical situation out of which a
4:32text is created and why it was written
4:35and that again will might produce a
4:38research question. for whom it was
4:40written, uh by whom it was written, for
4:44whom and by whom, how the medium in
4:46which it was written creates certain
4:47constraints or perhaps freedoms of
4:50expression.
4:52All right. So here's uh rhetorical
4:54analysis, right? And um see it there. So
5:00analysis, let's define that as breaking
5:02down the whole into pieces for the
5:03person purpose of examination. So,
5:06rhetorical analysis does not only
5:08require a restatement of ideas. Instead,
5:11you must recognize rhetorical moves that
5:14an author is making in an attempt to
5:16persuade his or her audience to do or
5:20think something. So, think about that in
5:22your papers. You want to call on the
5:25audience to do or to think uh something,
5:29right? you go back here to think about
5:31this uh restatement of ideas that was
5:35mentioned here. So you're look at your
5:39uh conclusion as a type of analysis
5:43because you're going to be restating
5:44your ideas and explaining what your
5:46findings were from your uh research into
5:50your research question. All right. So
5:53we'll start with these rhetorical
5:54appeals, right? And uh
6:02so logos, pathos, and ethos are defined,
6:05right? As logic, logos, pathos,
6:08emotions, ethos is ethics. They're not
6:11exactly complete definitions, but
6:14that'll help you keep them clear in your
6:16head in the beginning uh the first time
6:19you're exposed to them or you're trying
6:21to remember what they are. logos, logic,
6:23pathos, emotions, ethos, ethics, right?
6:26So the logos is an appeal to logic.
6:29Think about an appeal. So you're talking
6:31about persuading your audience or your
6:33readers. So you want to appeal to them
6:35in a certain way. So logic, reason,
6:37rationality. Logos is brain brainy and
6:40intellectual, cool, calm, collected,
6:42objective.
6:44If an author uh such as yourself is
6:46relying on logos, it means he or she is
6:49using logic, careful structure,
6:51objective ev evidence to appeal to the
6:53audience. An author can appeal to an
6:56audience and intellect by using
6:57information that can be fact checked
6:59using sources and thorough explanations
7:02to support key points. You can be think
7:05about your information you're providing
7:06as supporting a point or forwarding a
7:10point. Right? Traditionally, providing a
7:13solid and nonbiased explanation of one's
7:15argument is a great way for an author to
7:17invoke ethos. First time they've put
7:20this in here as non uh
7:23right as something to aim at nonbiased.
7:26So, think nonbiased in our term as
7:30objective,
7:34right? Nonbiased, objective, neutral.
7:37All right. So uh so here's some ways in
7:41which uh logical appeals rest on
7:43rational modes of thinking. So
7:45comparison right cause and effect
7:48thinking deductive reasoning reasoning
7:51inductive reasoning exemplification
7:55right and there's two more elaboration
7:57and coherent thought well organized line
8:00of reasoning so you're not repeating
8:01ideas or jumping around coherent thought
8:04right so the next one is appeal to
8:07emotions pathos
8:10right it means he or she is trying to
8:12tap into the audience's emotions to get
8:14them to agree with the author's claim.
8:16An author is using uh pathos appeals
8:20wants the audience to feel something.
8:21Anger, pride, joy, rage, or happiness. I
8:24avoid saying pathetic even though that's
8:26a correct word. Everybody thinks it's
8:28pathetic. Has a certain definition,
8:30right? It's got more than one
8:32definition. For example, if you do
8:34critique something, you're not just
8:36criticizing it. You're doing both sides,
8:39right? What works and what doesn't work,
8:41right? All right. So here's uh some
8:45strategies used in uh pathos. Uh some
8:49people pronounce pathos uh
8:53okay expressive descriptions, vivid
8:55imagery.
8:57All right, personal stories, right? And
9:00that would be like a narrative and some
9:01of our uh writing strategies we got
9:04coming up. Descriptions and vivid imity
9:07imagery would be description, right? So
9:09emotion lad laden vocabulary
9:13right so you're going to appeal to
9:14emotions actually using a structure of
9:17logic right appealing with logic
9:23all right so ethos appeal to values and
9:26trust and I think ethos is the first one
9:28you need to learn because you've got to
9:31establish your own ethos as the author
9:34right and I write in your papers about
9:36using the generalized use so when I use
9:39the you uh word I'm talking to you folks
9:42that are listening to me right so
9:45ethical appeals has two facets audience
9:48values and authoral credibility or their
9:51character so think about that for
9:52yourself if you haven't established
9:55credibility uh then your reader is not
9:57buying anything that you've written
10:00right and uh character
10:04right is another aspect involves
10:06personal history personality traits
10:08Right. Um.
10:16All right. And then, uh, I typed that
10:19wrong. So, uh, credibility.
10:24Let's change that right there.
10:28See what happens when you type.
10:30Credibility
10:32involves personal history.
10:34All right.
10:36uh like uh what I did, right? How can
10:39the author uh get you to trust what
10:42you're saying, right? So, you'll accept
10:45their argument. Uh how can the author
10:48make him or herself as a credible
10:51speaker who embodies the character
10:52traits that the author values, right?
10:55Building ethical appeals. We see authors
10:58referring doing all these things, right?
11:01So, think about that. Uh if you're
11:04listening to a writing course instructor
11:06speaking on the first day, the professor
11:07mentions he has a few post-graduate
11:10degrees in writing. He's appealing
11:13uh through ethos.
11:16All right. As I did that, right? So
11:18here's the one logical fallacies you
11:20want to look at uh as closely as you
11:23possibly uh feel you can stand because
11:27there's just so many logical fallacies.
11:30So fallacy means false. So a lot of
11:33people's arguments uh and you can see it
11:35in political discussions is most often
11:39is where you'll see it right uh they're
11:42making a false type of logic right
11:47making an argument problematic when it's
11:50a false uh logic right so here's a short
11:54list that's in chapter 6 uh section five
12:00generalization cherrypicking straw man,
12:02red herring, ad homonym,
12:06uh adopulum, either or slippery slope,
12:10right? And uh generalization is you get
12:13that polit politics a lot. The
12:15right-wing and leftwing accuse each
12:18other. Huge generalizations, right? Uh
12:21and then straw man is you take a huge
12:24argument and then you may take one part
12:26of it and pick it apart and then
12:30oversimplify that the whole opposing
12:33perspective
12:34uh is false by picking apart one thing.
12:37Straw man. Think about that one as
12:39something that's easy to knock down a
12:42straw man. Right? All right. So a larger
12:46list of logical fallacies. There's like
12:49150 of them on this uh link that's in
12:52the uh right about here where where
12:56these are. It follows it and it says it
12:58just like this. You may also find a
13:00longer list of logical fallacies here.
13:02If you click on that, it'll take you to
13:04a page that's got about 150 of them.
13:07Like I said, delve into it as much as
13:10you can stand, right? Uh but it's very
13:14very important that you're able to
13:16identify false logic because that
13:18happens a lot with uh college writers
13:22because they'll present an argument and
13:24they don't have uh adequate support so
13:27they wander into false logic to support
13:30it right you know the ones your parents
13:32always said to you see it in TVs and
13:35movies you know if your if your friend
13:37was jumping off a bridge would you jump
13:39off the bridge too
13:41right That's a bandwagon one.
13:43Everybody's doing it, right? Uh I saw
13:48the one the the other day. It was
13:50something about 70% of people believe uh
13:54that Bigfoot exists. Well, what does it
13:57matter how many people believe Bigfoot
14:00exists? We don't want to know what you
14:03think it is. We want to know what it is.
14:06Follow me? All right. So, selfanalysis
14:09is discussed in this section 6.6. six uh
14:12I want to look at in rel relation to
14:14reflective writing. So consider what
14:17works or doesn't work when you're doing
14:19a a critique. Right.
14:25Right. What works or doesn't work
14:27because you can define what works or
14:29doesn't work pretty clearly rather than
14:31sand. Right. Uh
14:35but uh just analyzing sand is it's not
14:38very good. will identify exactly what
14:42works or doesn't work about it. It can
14:44help support your what isn't good
14:47claim. Right?
14:496.7 critical analysis is a critical way
14:52of looking at a situation that goes
14:54beyond first impressions in cliches
14:57and cliches. Right? And in here this
15:01chapter they talk about rhetorical
15:03modes. That's old old uh theory,
15:08but they're still talking about them in
15:09some textbooks. But think of these
15:11rhetorical modes as writing strategies,
15:14right? And here are some of them, right?
15:18These are the ones we're going to talk
15:19about this semester. So, you got
15:21persuasion, argumentative, comparing,
15:23comparing uh contrasting together,
15:26comparing by itself, contrasting by
15:28itself, develop by example,
15:31right? illustration, definition,
15:33division, classification, description,
15:35narrative, right? Narrative I mentioned
15:38before is telling a story to support uh
15:42the position. I do that a lot. I use
15:43narratives, right? Uh process analysis.
15:47And you do that when you are trying to
15:49talk about your process of writing a
15:52paper, right? And and another process we
15:56have is the writing process we've talked
15:59about in this uh in this [clears throat]
16:02course right and there's two different
16:03ways just to go about it directional or
16:06formative same thing with we'll get to
16:08comparison and contrast two different
16:10ways uh point by point or the whole
16:14thing. So point by point comparison and
16:17contrast would be say comparing Burger
16:19King against McDonald's. You compare
16:21Burger King's hamburger against
16:23McDonald's hamburger. Burger King's
16:26chicken sandwich against McDonald's
16:27chicken sandwich. Burger King's French
16:30fries against McDonald's French fries.
16:33Um, and the uh block by block or the
16:37whole
16:39against whole would be talking about the
16:41entire thing. First, let me say
16:43everything I want to say about Burger
16:45King and then come back and say
16:47everything I want to say about
16:48McDonald's. Follow me? So uh you can
16:52start looking as you define these you
16:53can start looking about each of them uh
16:56in these terms of what works or doesn't
16:58work. All right.
17:00All right. So here's a formal structure
17:02to follow as discussed uh in a video
17:05lecture. So in introduction we got a
17:07lead in we got a thesis statement that's
17:09got an arguable claim. And what's
17:12arguable uh defined as is what a
17:15reasonable person would disagree with.
17:18Right? And I've given a little more uh
17:21thesis statement criteria. So uh instead
17:23of just saying arguable claim, we can
17:26define it exactly because an arguable
17:28claim might be all these uh walls in
17:31this room are are tan. Is that a a
17:34reasonable argument for a college
17:36discussion?
17:38Uh it's not. Follow me and we'll define
17:40it by which thesis statement criteria is
17:43does it become disqualified by? Right?
17:46Then there's an essay map and those
17:48become support points. And then in the
17:50body I say your objective is to argue
17:52well. And by well I mean with support
17:56and by with support. The support is
17:58either evidence or demonstrate with
17:59example and demonstrate right has a
18:02particular meaning which we'll define as
18:04we go. And what's the acceptable
18:06evidence in this class? We've got
18:08opinion, experience or what I call the
18:11literature. It's not any literature.
18:13It's the most important literature in
18:15the field. So you're going to go to the
18:17experts in the field, right? And
18:20obviously opinions not as valuable as
18:23the literature, right? Example in the uh
18:27text is uh do you want to ask somebody
18:30about restaurants uh evaluation by
18:34somebody who has never been there or do
18:36you want to talk to somebody who worked
18:38there for 10 years? You follow me? And
18:41then B the other part of support is
18:43demonstrate with examples and I'm
18:45generalizing here but this this will
18:47help you to define it in terms of what I
18:50call place markers. So this is what we
18:52want in the paper. Right? Examples have
18:55the same type of level of uh support.
19:00Right? So his opinion uh for the example
19:02is that it's good. Right? You want to go
19:05uh talk to somebody about hockey. Do you
19:07want somebody who went to one hockey
19:09game or do you want to talk about
19:10somebody who's coached hockey in the uh
19:13National Hockey League for uh 35 years?
19:17Follow me. Okay. Support points. Uh they
19:21become
19:22your uh essay map,
19:25your support points, and they get
19:27crafted as topic sentences. And I
19:29recommend you craft them using the
19:31thesis statement criteria. So your topic
19:34senses sentences are kind of each one
19:37supports each section of the paper
19:41that's making a claim that's arguable
19:43and then it's supported by evidence just
19:45like this. So this whole thing gets
19:48recreated in each section [snorts] of uh
19:52of the body. Follow me. So think of the
19:55topic sentences as the how's and the
19:58how's a kind of answer in the wise,
20:01right? And I'll talk about that as we
20:03go. Right? And the support points in
20:05topic sentence form derived from the
20:07essay map. They forward or support the
20:10thesis statement. And you put down as
20:11many as you want. Uh depending on the
20:14length of your paper, right? And you
20:17want to learn how in this class we'll be
20:19looking at uh structuring your paper
20:21according to what's required, right?
20:24You're not going to write about um the
20:26whole earth if you only have a 500word
20:29paper due, right? you might want to
20:31focus on, you know, uh the uh one type
20:36of bird that is local to the Las Vegas
20:39Valley, for example. Right? Follow me?
20:42All right. So you write I recommend you
20:45write down as many
20:47support points as you possibly can and
20:50then you go look at your research to see
20:52which ones do you have that are best
20:54supported because I know in my past I've
20:56ended up having problems with the paper
20:59because I love this particular support
21:01point but I can't find [snorts] any
21:03support for it other than my opinion
21:06which doesn't count at all in a college
21:08level paper certainly not in a master's
21:10level paper. All right. So in um the
21:15conclusion, it's a type of reversed
21:17introduction. It summarizes the thesis
21:20and smoothly connects all the ideas of
21:22the essay together. Uh summarizes your
21:25finding on your discussion. I'll give
21:26you a qualification for the conclusion.
21:28No new information in the conclusion.
21:32Right? Just like I'll say in the
21:34introduction, don't start your argument
21:36in the induction. Tell the reader what
21:39the argument will be, but don't start
21:41it. All right? So, no source information
21:44in the introduction. Follow me? All
21:47right. So, I'm going to talk about some
21:49things that aren't in the reading, uh,
21:51but they're really beneficial are these
21:54figurative language. I didn't tell you.
22:02I got pretty close, didn't I? Figurative
22:04language. Uh,
22:08and these are things that you can use.
22:10You're thinking about how do I make my
22:11point better? Do you use a simile? To
22:13use a metaphor, to use personification,
22:16to use hyperbole,
22:18right? You can come back to use
22:20understatement. Uh, sonic key,
22:24right? Uh,
22:26and all of these have explanation of
22:29them and then, uh, an example. So, you
22:32can come back and look at these. Here's
22:34sensory details, right? Which, like I
22:37said, in uh I mentioned them in the
22:39dessert uh or entree essay that you
22:43wrote. Uh if you went through it
22:45carefully and looked at the sensory
22:47details, you could put in some
22:50discussion on each one of these five
22:52senses in relation to your dessert.
22:55Right? I'm always amazed that very, very
22:59few people touch on smell. Almost nobody
23:02touches on sound. But I like some
23:04desserts because of the way they crunch,
23:06right? And then the and then the touch,
23:08the textures,
23:11right? Um,
23:14all right. And then, so here we go.
23:16Thinking about rhetorical modes. Think
23:18of them as the writing strategies.
23:20Here's the writing strategies again,
23:23right? And, uh,
23:27so that's all I got for you. and
23:33I will
23:36talk to you again soon.