Some Good Old Proverbs

Study to show thyself approved!

Logical Argument: Death Penalty

Now click on comments and read the argument.
As you read  differentiate between a logical argument and an ordinary persuasive piece.

"The Education of Women"

This essay first appeared in 1719. Observe how Daniel Defoe directs

his appeals to a male audience as he develops his argument that

women should be allowed full and ready access to education. 

Click on comments. Read the essay and answer the questions.

Mary Hopkins: first African American woman to get a PHD in Mathematics

Argument: Identify the devices

Watch the video. If you are having problems viewing it download it to your computer.
Then click comments and identify the different devices. Ensure you give the examples.
Let's see how good you really are!

Reflection: Not always Black or White

*Now today's class might have been a little challenging for you. But the most important thing we learned is that we should never look at things from a black or white perspective.

*That simply means that because the discourse is an Argument (or logical argument) we should not assume that it will not have some of the devices you will find in other discourses like cause and effect, analogy etc.

*In order to support your argument you might have to explain the effects.
For example, I want to convince someone why abortion is bad, therefore I am going to tell them about the negative effects like psychological depression, the possibility that you might never have children again etc. Do you understand?

*So the big question now is how do I know if it is Argument or Exposition?
Remember that question Linda asked tonight? A very good question that deserves a very good answer.

I know it is Argument because the author usually is not just giving information or explaining something. The writer is trying to persuade m\e so before I decide what discourse or the purpose of the passage I must first look at my checklist.

Logical Argument (REAP)
Refuting or acknowledging the opponents' argument (counterargument)
Evidence (facts, statistics etc)
Authoritative opinion (quoting/making references to experts)
Personal experience (I had an abortion I so I know it was painful)

Persuasion or persuasive type of argument (ERR)
Emotional appeal (conscience, health, safety etc)
Repetition (of important words, not words like it, have etc)
Rhetorical question

Sometimes an argument can be logical but contains rhetorical question, emotive language plus authoritative opinions, and evidence. You will know when the argument is logical because it will provide evidence, state what the experts say etc.


Therefore the passage can be mixed up with different devices. But just a clue to help you; always look for rhetorical questions. If there are it just might be an Argument.


*For more on persuasive pieces check pages  267-272 in A Comprehensive English Course.
Please apply yourself and remember the old proverb, "Practice makes perfect!"


All the best!

ARGUMENT & DEVICES

 

                                            The purpose of course is to convince or persuade.

We will be examining the characteristics of:

A) devices typical of logical argument
B) devices typical of persuasion

The writer uses a number of devices to persuade or convince the readers that what he has written or is saying is true.

Logical Argument Devices 

 1) Evidence: factual evidence is the strongest type since they can be verified

2) Authoritative Opinion: opinions of experts or authorities are also valid

 

3)Personal Experience: not as strong as the others but can be effective

 

4) Refutation of the counter-argument: also considers the opposition's argument and shoots it down.

 

Devices characteristic of Persuasion 

1) Repetition: the writer repeats words and phrases to emphasise his point and convince the readers

2) Rhetorical questions: this question doesn't need an answer; it is obvious what the answer will be. This is used to dramatize the argument and get the readers' attention.

3) Emotional or Psychological appeal: these are substitute for the solid support we expect in logical argument. There are many appeals of this sort, ranging from those that appeal to our basic needs to those that appeal to higher order needs. Here is a sample of those that are most often used by writers of persuasive discourse. The writers try to persuade us by appealing to health, sex, economy, comfort, quality, love, status, patriotism, progress etc.
While all of these seem in a way to be positive appeals, persuaders are not beyond using appeals to fear or making us feel guilty in order to persuade us about something.

 

 A new study concludes that television ads for prescription drugs offer limited educational value and   use emotional appeals to suggest to consumers that a medication would help them regain control over some aspect of life. ...

Check the comments below.
Also check your e-mail and listen to the Environment audio.
See how many devices you can identify.

EXPOSITION DEVICE: ANALOGY

Now for those of you who are still troubled about the other technique or device associated with expository pieces, but can also be found in any type of discourse, don't worry. Just bear in mind that Analogy is another form of comparison. But guess what? It is different from a simile or metaphor because:

1) it highlights the similarities between two things you would never expect it to compare,
such as a television addict to a drug addict

2) in the comparison it usually make sure that we are familiar with one of the things like a drug addict but we never really view people who love to watch television as addicts.

What do you think of these analogies?

Analogies make comparisons between two sets of items: “shoe is to foot as tire is to wheel.” The purpose is to clarify the relationships; they do not have to be precisely the same, point by point.

An analogy could be made between two things, one of which is familiar, shedding light on the other: “a heart is like a pump” assumes that everyone knows how a pump works.

Pupils are more like oysters than sausages. The job of teaching is not to stuff them and then seal them up, but to help them open and reveal the riches within. There are pearls in each of us, if only we knew how to cultivate them with ardor and persistence.

Can you think of more analogies?