Definition of Ethos and How to Use it Paper

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Definition of Ethos and How to Use it Paper

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Definition of Ethos and How to Use it Paper

 

1. Trustworthiness Does your audience believe you are a good person who can be trusted to tell the truth?
2. Similarity Does the writer try to get the reader to identify with him or her? This can be done through language
3. Authority Does the writer have formal or informal authority? Does the writer try to relate to the reader?
4. Reputation What are the expertise the writer uses? How many does he use? What are their areas of authority?

Logos: Logical reasoning, which has two bases:

Deductive reasoning, and

Inductive reasoning

Deductive Reasoning

Deductive reasoning generally start with one or more premises, and then comes to a conclusion from them. Premises can be facts, claims, evidence, or a previously proven conclusion. The key is that in a deductive argument, if the writer’s premises are true, then the conclusion must be true.

1. Education determines one’s class base.
2. One’s class base will shape one’s employment.
3. Therefore, education will determine one’s employment.

Inductive Reasoning

Inductive reasoning is similar in that it consists of premises, which lead to a conclusion. The difference is that the conclusion is not guaranteed to be true — we can only state it with some degree of confidence.

For example, consider the following inductive argument:

5. All Six Minutesarticles you have read in the past were insightful. (premise)
6. This is a Six Minutesarticle. (premise)

Therefore, this article is insightful. (conclusion)

How to Identify Logos

Make it Understandable: Does the writer make the argument understandable? What tools does he or she use to do this?

Make it Logical: Does the arguments make sense? Or does the writer require the reader to make an extreme leap of faith? How easy is it for the writer to make a connection to the argument?

Make it Real: Does the writer make the argument real? Is the argument concrete or abstract?

The language plain language: Does the writer use technical jargon or is a portion of language used for a specific reader that isn’t familiar with the reader?

Does the writer use short words and phrases over long and convoluted counterparts?

The language is explicit: Does the writer make his or her argument plain? What techniques does he or she use to establish explicit argument?

The writer uses a couple premises, to establish his or her position? Are they relatable? Do they show relationship between them? “And these five advantages — capital costs, scheduling, inventory control, marketing, and employee satisfaction — together make this a winning proposal.”

Trace sequences or processes in order.

Does the writer jump around to different places or is there an order to his or her steps that create clarity or confusion for the reader?

Use comparisons, analogies, and metaphors.

Does the writer introduce new concepts, with an appropriate analogy which helps the audience understand the new concept in terms of how they already understand the old one?

Does the writer use metaphors to compare one idea to another?

Does the writer get the reader to ask questions?

Questions engage your audience and make them active participants in the conversation. Rather than passively waiting for you to provide answers, they’ll be contributing to the answers as you go. As a result, they will collectively feel ownership when the writer moves toward conclusions. In the best case, the readers will feel that they came to the conclusions themselves — a sure way to guarantee the writer’s persuasiveness.

#10: Address the opposing point of view, and refute it.

On the surface, it seems foolish to bring up the opposing arguments. What if your audience didn’t think of that? Now you’ve just planted a seed of doubt!

On the contrary, bringing up opposing arguments makes the writer seem unbiased and boosts the writer’s ethos. This creates trustworthiness.

Make it Real

Concrete and specific details improve the strength of the writer’s arguments, and thus make the writer overall message more persuasive.

Explaining the theory behind why your new solution will raise profits is a good start; sharing a story about a company which raised profits 17% by adopting your solution is much stronger.

“Personal stories and anecdotes carry more logos than stories or anecdotes ‘which happened to a friend of mine.’”

Uses vivid details.

Does the writer use vivid detail to claims more validity?

Uses facts and statistics.

Does the writer use facts and statistics to support his or her position?

Cite sources.

Does the writer use statistic may be accurate, but without citing a source? By citing a source, the writer tip the scale towards believability.

(The credibility of your source is also important, but that is more closely related to ethos.)

Use real examples and case studies.

You can construct convincing arguments about theories and ideas, but the reader will be left to wonder whether the theory holds in reality. Real examples and case studies show that the theory works in the real world.

What is Pathos?

The word pathos means “suffering” or “experience.”

1. Pathogenand pathology describe the source of a patient’s disease or suffering.
2. Empathyis the ability to share the emotions of another person.
3. Sympathydescribes a similar ability to share emotions, usually negative emotions such as pain or sadness.
4. Antipathyequates with strong, negative emotions toward another.
5. Something that is patheticis likely to arouse either compassion or contempt.

All of these related words focus on the concept of shared experience or shared emotions.

As a speaker, your goal is to create a shared emotional experience with your audience. Pathos describes the writer’s ability to evoke the reader’s emotions and strategically connect these emotions with elements of your speech.

Pathos: Evoking Emotions In Your Audience

This leads to the obvious question — what emotions can the writer evoke?

The simple answer is “all of them

Does the writer create a shared emotional experience with the reader?

• Anger and Calmness
• Friendship and Enmity
• Fear and Confidence
• Shame and Shamelessness
• Kindness and Unkindness
• Pity and Indignation
• Envy and Emulation

Or

• Basic Emotions
• Joy — Sadness
• Trust — Disgust
• Fear — Anger
• Surprise — Anticipation
• Advanced Emotions
• Optimism — Disappointment
• Love — Remorse
• Submission — Contempt
• Awe — Aggressiveness
• Pathos: Why Evoke Audience Emotions at All?

If evoking a particular emotion was the final result, it would quite a useless endeavor. Randomly making the reader feel anger or joy or fear or hope will not, in itself, get you anywhere. Emotions do not persuade in solitude.

Aristotle knew that the emotion must be linked with arguments.

In other words, is the writer making the reader angry, and direct that anger at his or her opponent? If your reader is angry at his opponent, they will be more receptive to hear the ideas.

Just as having high ethos makes your audience more likely to be persuaded, pathos can also make your audience more susceptible to being persuaded. By making an emotional connection with the reader:

• The reader will be more likely to understand the writer’s perspective (via the shared emotion or experience).
• The reader will be more likely to accept the claims.
• The reader will be more likely to act on his or her call-to-action.

Positive Emotions versus Negative Emotions

“If you utilize pathos well, your audience will feel the same emotions that you do. Your audience will feel the pain, the joy, the hope, and the fear of the characters in your stories. They will no longer be passive listeners. They will be motivated to act.”

The evoked emotion must be appropriate to the context. In general, the writer wants the reader to feel the same emotions:

One convenient way to see this is by looking at the difference between evoking “positive” emotions versus “negative” emotions.

• Positive emotions(e.g. surprise, joy, awe) should be associated with your claims, or your “side” of the persuasive argument.
• Negative emotions(e.g. fear, contempt, disappointment) should be associated with your opponent’s claims. Sometimes, you may have a human opponent (e.g. a political debate). Other times, your opponent may be the status quo which you are seeking to change.

Why is Pathos Critical for Writer?

In summary:

• If the writer utilizes pathos well, the reader will feel the same emotions as the writer does, feel the pain, the joy, the hope, and the fear of the characters in the stories. They will no longer be passive listeners. They will be motivated to act.

The purpose is to disrupt the status quo.

3rd Essay Prompt_ April 4th _Rhetorical EssayDue April 25th

The purpose is to determine how the writer establishing his/ her argument with ethos, logos, and pathos to support his position. To identify ethos, pathos, and logos in the reading, you must first have your 3 quotations picked.

Then, go through these categories to determine which one the quote represents it. You might find that the quotations reflection more than one device, but you only need to identify one device per quotation. Then, explain how the device is used in your analysis or explanation.

The essay must have MLA format

1st Paragraph-Introduction has two -three parts this time. (5-7 sentences)

1. A sentence that pulls the reader in based on the theme in the essay. (optional)
2. Start with naming the writer and the title of the essay-the essay has quotations around it. Don’t italicize the title for it is not a book. Establish the writer’s argument.

(3-4 sentences)

3. Thesis: What are the devices used to build the writer’s argument? Why do the devices create credibility or doubt for the reader? Write in 3rd person, not first person for this essay.

(The quotes you picked must demonstrate ethos, logos, or pathos. Make sure you know how the quotations represent these devices) (1-2 sentences)

2nd Paragraph:

1. Point: What is the device the writer uses to establish credibility or doubt in the writer’s argument? (1-2 sentences)
2. Illustration A: You must summarize the quote, saying how the writer establishes validity. (5 sentences)
3. Illustration B: You must have a quotation that is 4 lines.
4. Explanation A: How does the writer use either pathos, logos to establish his/her idea? (2-3 sentences)
5. Explanation B: Why does the device work or doesn’t work in establishing the writer’s argument? (2-3 sentences)

3rd Paragraph:

6. What is the device the writer uses to establish credibility or doubt in the writer’s argument? (1-2 sentences)

1.

2. Illustration A: You must summarize the quote, saying how the writer establishes validity. (5 sentences)
3. Illustration B: You must have a quotation that is 4 lines.
4. Explanation A: How does the writer use either pathos, logos to establish his/her idea? (2-3 sentences)
5. Explanation B: Why does the device work or doesn’t work in establishing the writer’s argument? (2-3 sentences)

4th Paragraph:

1. Point: What is the device the writer uses to establish credibility or doubt in the writer’s argument?
2. Illustration A: You must summarize the quote, saying how the writer establishes validity.
3. Illustration B: You must be quotation that is 4 lines.
4. Explanation A: How does the writer use either pathos, logos to establish his/her idea? (2-3 sentences)
5. Explanation B: Why does the device work or doesn’t work in establishing the writer’s argument? (2-3 sentences)

5th Paragraph:

1. Return to the Introduction
2. Return to your thesis.

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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