Tag: ethos

An Update to the “Three Ways to Persuade” Mini-Module

On By guitarsophistIn Classical Rhetoric, ERWC3 Comments

The feedback from teachers on my original “Three Ways to Persuade” mini-module was substantially negative.  Most teachers liked the article and the first half of the module.  However, the writing assignment dealt with issues of knowledge versus belief and whether rhetoric was good or bad.  It also asked the students to paraphrase quotations from Aristotle.  All of this turned out to be too challenging, as well as diverting students away from learning about ethos, logos, and pathos.  A few teachers found that their students were capable of dealing with all of these challenging questions and activities, but most complained.  I thought that these complaints were quite well taken.

I ended up moving most of that material to a new mini-module: “Knowledge, Belief and the Role of Rhetoric.”

That worked, but now I had to come up with a new writing assignment for the original module.  I decided to have the class create an annotated list of rhetorically interesting websites that might be used to help outsiders understand what “rhetoric” is and how ethos, logos and pathos work together to persuade.  Each student would create a paragraph for this list.  Here is the assignment:

Many people don’t know what “rhetoric” is. Some people who do know have a bad impression of it. They think it is all about deception. However rhetoric is everywhere. It can be used for both good and bad purposes. You and your fellow students will create a list of rhetorically interesting websites that will help people understand how rhetoric works, or at least how ethos, logos, and pathos work together to persuade people to do or believe things. You will write a short paragraph that will become part of this list.

Choose a website that focuses on an issue, problem, or cultural trend that you consider important or interesting. Explore the website carefully. Then write a paragraph answering the following question:

How do ethos, logos, and pathos work together (or not work together) in helping to achieve the writer’s purpose?

Activity 8 contains some questions that will help you gather information and ideas for this analysis. Remember that you are doing a rhetorical analysis, not arguing for or against a position on the issue.

The next activity includes some questions to help students do this analysis:

The following questions will help you in your rhetorical analysis of the website. In answering the questions, in addition to the words and sentences, also consider images and other visual aspects of the site.

Purpose

1. What is this document or web site about?
2. What is the writer of the document trying to accomplish? Why is he or she writing?
3. What kind of ethos or image does the writer project? What are some of the elements that create this ethos? Is it believable?

Audience

4. Who is the primary audience for this document or web site? What are their characteristics? Is the document well-adapted to this audience?
5. Who else might read this document? (This is called a “secondary audience.” If the website was not created with you or your classmates in mind, you are a secondary audience.) What are their characteristics? Does the document work for them too?
6. What arguments and evidence (logos) does the writer use to persuade the audience? Are the arguments convincing? Is the evidence true and reliable? Summarize the main points.
7. Does the writer try to create an emotional response (pathos), or keep the reader’s emotions in check? What are some examples? If the writer does not try to engage the reader’s emotions, what is the effect of this emotional neutrality?
8. Do all of these elements work together to achieve the desired response from the reader? Why or why not?

The student version of the new version is available here. There is also a somewhat revised version of the “Three Ways to Persuade” article.

Mini-Module: Knowledge, Belief, and the Role of Rhetoric

On By guitarsophistIn Classical Rhetoric, Pedagogy2 Comments

Note: Revised version updated 6/7/19. Also, this article, “Chances Are You’re Not As Open-minded As You Think,” might be a good pre-module reading or a follow-up.

While revising the “Three Ways to Persuade” module to fix some serious problems with the writing assignment, I ended up writing a lot of new material that I ultimately decided not to include in that module. These “outakes” eventually became a new module that is designed to be a follow-up to “Three Ways.” It deals with rhetoric’s age old epistemological questions: What can we know and how can we know it? The problem is, sometimes there is no way to be certain, yet we still have to act. That is where rhetoric comes in.

This new module has the following learning goals:

Students will be able to

  • Make distinctions between certain knowledge, belief, and opinion
  • Understand the role of rhetoric in matters where we do not have certain knowledge
  • Assess the effectiveness of different rhetorical appeals in different situations
  • Surface assumptions in their own thinking and in that of others
  • Write a list of rhetorically effective “talking points” regarding a specific issue or problem that demonstrates their understanding of the previous outcomes

Most of the activities involve charts to fill out. First,after exploring the concepts of persuasion, knowledge, belief, opinion, and probability, the students or the teacher select a current controversial event such as a murder, a scandal, a celebrity divorce, or other prominent news item. Then they fill out a chart and share it with a partner:

HowIknow-chrt-1

Because their charts probably differ, they explore the differences by filling out this second chart and discussing the assumptions they made:

Assumptions-chrt

Note: I took the following section out of the revised version of the module.  These ideas are still important, but I felt that as a mini-module was getting too conceptually complex.

Then, we discuss Aristotle’s statement that “The duty of rhetoric is to deal with such matters as we deliberate upon without arts or systems to guide us, in the hearing of persons who cannot take in at a glance a complicated argument, or follow a long chain of reasoning” (Book 1, Part 2). This translates into two main functions for rhetoric:

  1. Rhetoric is useful when we don’t have certain knowledge, but we still feel that we must do something.

  2. Rhetoric is also useful in cases where we have certain knowledge, but the meaning of the knowledge has to be explained to the audience to make it persuasive.

After the initial activities about knowledge and belief and the assumptions we make when reading or listening, I present the three Aristotelian appeals–ethos, logos, pathos–as strategies for controlling the assumptions made by the audience. Then students explore different uses of rhetoric by filling out a chart like this for different situations. In this example, one student makes a claim that his favorite song is better than his friend’s favorite song:

RhetoricalEffectiveness-chrt

For each situation they rate which type of appeal is likely to be most persuasive, though they also see that they work together.

Finally, they take all of this rhetorical practice and write a list of “talking points” for an issue they have chosen. Here is the assignment:

For this assignment you are going to think about a community problem. This could be a problem at your school, in your neighborhood, or something on a bigger scale, such as your city, your state, or the whole country. If you can’t think of a problem, you could use the Flint, Michigan example from the previous activity.

When a leader has to speak or write publicly about a problem, he or she will have a member of the staff write up a bulleted list of “talking points.” The purpose of the list is to help establish the message and help the leader stay on that message, no matter what questions he or she is asked. This list should have the following:

  • A clear purpose. What are we trying to accomplish?
  • Arguments that support that purpose, expressed in clear language, short and simple enough to memorize. These arguments should address all three appeals: ethos, pathos, logos. (Just like you have been doing in the charts above.)
  • Anecdotes (personal stories) that people can relate to that support the arguments are very useful. Keep them brief, however!
  • Points of common ground that both sides can agree on.
  • A proposed call to action.

With your issue or problem in mind, imagine that you are a staff member working for a community leader. You have been asked to come up with talking points for an upcoming press conference. Write a one-page list of talking points for your boss.

This is a challenging module with lots of important concepts. It builds on what they learn from the article “Three Ways to Persuade: Integrating the Three Appeals.” I think high school students can do this, however. You may disagree. Please leave a comment if you have feedback, positive or negative, or have a suggestion.

Download the latest draft of the module in a Word document or as a .pdf.  Here are some handouts that might also be useful:

Activity 5: Applying the Concepts

Activity 6: Clarifying Assumptions

Activity 10: Talking Points Assignment

ERWC Leadership Event 2017: Speech

On By guitarsophistIn Classical Rhetoric, ERWCLeave a comment

We have just completed our ERWC Leadership Conferences for 2017.  The Sacramento event was held at the Hilton Sacramento Arden West Hotel, June 20-21.  Unfortunately, the hotel’s air conditioning system failed at about 11:00 am, so the first day sessions were conducted under less than ideal conditions and the second day sessions were curtailed.  The Los Angeles event, at the Westin Los Angeles Airport June 27-28, ran much more smoothly.  I would like to thank the presenters, the support staff, and the participants for a wonderful event.

I will post on other aspects of the conferences and ERWC 3.0 in the next few days, but today I want to post the speech I gave at both events.

I am sorry I missed the leadership events last year. I had a scheduling conflict. I was in London. My wife and I had been invited to visit her brother, who is an executive in a large scientific instruments company, while he was temporarily stationed in the U.K. The company had rented a lovely home for him in Beaconsfield, an upscale suburb, where we were invited to stay. As it happened, we were in London just before the Brexit referendum and returned from the continent just after it.

The difference was palpable. The city we had left was a vibrant, optimistic, multicultural metropolis. The city we returned to was downcast, confused, stunned. My brother-in-law said he canceled several multi-million dollar deals the day after Brexit, and six months later he was working from Shanghai. The United Kingdom is still in turmoil and the future is difficult to predict.

How did this happen? I would say that it was largely a matter of rhetoric.

The city of London voted largely to remain in the European Union (though I did see “Leave” signs even in Beaconsfield) as did Scotland, Northern Ireland, and most young people, who saw the right to freely travel and live in Europe as a path toward adventure, education and jobs. The rest of England and Wales voted to leave.

I happened to talk to some Welsh soccer fans in Paris, who kept reminding me that they were Welsh, not English. They said that they had voted Leave because of immigrants, whom they felt were getting benefits they had not earned and did not deserve. Membership in the E.U. and the required free movement of people from any E.U. member country to any other has brought lots of Polish and Eastern European people to the U.K. to work in service jobs and to harvest agricultural products. Many British people feel that immigrants from elsewhere in the E.U. are taking away jobs, getting undeserved benefits, diluting British culture with foreign ways, and committing crimes. Sound familiar? So the solution is to exit the E.U. But that also means giving up free access to the European market, which is the foundation of most economic activity in the U.K.

The following image represents two of the main arguments that Boris Johnson, former Mayor of London and a leader of the “Leave” campaign, made to support Brexit:

3000

The slogan on the sign sounds like a simple way to improve the National Health Service, but it ignores all the other benefits that might accrue from E.U. membership. The url on the podium, voteleavetakecontrol.org, makes another simplistic argument that focuses on immigration, but simply ignores the issue of the free market. Johnson, a flamboyant and popular leader, also argued that the U.K. could “Have our cake and eat it,” implying that Britain could negotiate a deal to control immigration and still have access to the free market. He never explained why the E.U. would agree to that.

The arguments for “Remain,” on the other hand, were mostly economic, cast in terms of currency fluctuations, trade figures, economic forecasts. Many arguments sound like this paragraph from an article in the Business Insider:

If the pound is weak, again, it will make it more expensive for us to trade. Equities are already tumbling because extra costs will hurt not just Britain’s biggest companies’ pockets, but also how they can afford to pay staff. Morgan Stanley points out that a Brexit would devastate a number of markets within just six months.

From Here is an avalanche of reasons why Britain should stay in the EU, Business Insider Jun. 16, 2016

The average citizen without a corporate job or any investments in stocks would be unmoved by this rhetoric.

Aristotle says, “The duty of rhetoric is to deal with such matters as we deliberate upon without arts or systems to guide us, in the hearing of persons who cannot take in at a glance a complicated argument, or follow a long chain of reasoning.” In other words, rhetoric is for matters about which we cannot have certainty, and for audiences who would not understand the proofs we might give if we had them.

Boris Johnson and the rest of the Leave campaign were clearly more persuasive to the electorate in this regard, providing a simple, appealing logos for people who were disinclined to follow complicated arguments. And notice how this logos appeals to both a simple logic and a nationalistic pathos: “Let’s stop giving money to foreigners and spend it on our own health care! Let’s take control of our borders and keep the foreigners out!” On the other hand, the message from the Remain campaign is coldly logical: “If we do this, we will lose money.”

And here we come to my main point in discussing Brexit: the speaker who masters the art of understanding the audience and the rest of the rhetorical situation, and in crafting a message that moves both the emotions and the intellect of this audience in this context, is the one who will be most persuasive. Too often, we are tempted to see Aristotle’s three appeals as discreet elements that can be recognized and sorted into boxes. In fact, they work together seamlessly and harmoniously. Logos alone is rarely persuasive in a public forum.

In your packets you will find a new version of my rather ancient article “Three Ways to Persuade.” In this revision, I have attempted to connect the appeals together, mostly through the conduit of audience. In the updating and re-envisioning of ERWC that is currently ongoing, this is one of the main themes. We want to provide students and teachers with a more subtle, flexible, and useful set of rhetorical tools, for both analyzing and writing texts. Even after 14 years of growth and success, this is an exciting time to be involved in ERWC. And now I want to turn things over to my colleagues Meline Akashian and Nelson Graff for an introduction to more of these rhetorical tools.

 

Revisiting “Three Ways to Persuade”

On By guitarsophistIn Classical Rhetoric, ERWC4 Comments

My short article, “Three Ways to Persuade,” has been a part of ERWC since the early days.  It is included in my first ERWC module, “The Rhetoric of the Op-Ed Page,” but many teachers extracted it and used it earlier in the course.  It was designed to be a simple introduction to Aristotle’s three appeals: ethos, logos, and pathos.  It has been uploaded by teachers to various websites and many teaching websites link to it. It hasn’t exactly gone viral, but it is quite popular.

The earliest version of the article was written as a handout for a First Year Writing class I was teaching as a T.A. at the University of Southern California, probably in 1990.  At that time, the former Yugoslavia was breaking apart and I drew some of my examples of pathos from the conflict between Serbians and Croatians and the practice of “ethnic cleansing.”  Once the article became widely available on the internet, I started to receive complaints from Serbs that my otherwise very useful article was biased against them.  I considered their arguments and decided that I was not an expert on the former Yugoslavia, that my purpose was not to write about Yugoslavia, and that I did not need those specific examples.   I revised the piece.  One of my correspondents about this matter took it upon himself to contact every site that linked to the article and encourage them, quite persuasively I am sure, to upload the revised version.

As I have noted in other blog posts, a couple of years ago instructors in First Year Writing courses in colleges and universities began to complain about receiving large numbers of overly simplistic rhetorical analysis essays that combined ethos, logos, and pathos with the five-paragraph essay.   In a typical example, the writer claims in the introduction that the author of the text under analysis “uses” ethos, logos, and pathos, writes a body paragraph about each appeal with examples from the text showing the “use” of the appeal, and then writes a conclusion that repeats the claim about “using” ethos, logos, and pathos, as if that were an important thing to prove.  It is all quite neat and tidy.  It does show that the student writer has some understanding of the appeals and is able to recognize elements of the text that might function in this way.  However, such an analysis ignores more important concerns such as audience and purpose.  This is akin to naive birdwatching–identifying and checking off birds on a list without thinking about the whole ecosystem and why this bird is in this context at this moment.

I first heard about this problem on the Writing Program Administrators listserv, but when I asked instructors on my own campus about it, they agreed.   There are lots of potential causes for this, including the new emphasis on persuasion and argumentation in the Common Core standards, but I wondered if my semi-viral article was in part responsible.  I started thinking about revising it again.

This issue resulted in lots of discussion in the ERWC committees about the utility of the three appeals, whether we should present Aristotle as Aristotle or try to modernize him, and whether the problems created by this simplistic use of the appeals were inherent in the appeals or a matter of instruction.  One point of contention was Aristotle’s conception of logos.  Aristotle favors arguments from probability, which he calls “artistic proofs,” and distrusts “inartistic proofs,” arguments based on eye witnesses, documents, and other elements that we would call “evidence,” because he thinks witnesses can be bribed and documents can be forged. I think this is why textbooks that are very much based in classical rhetoric, such as Andrea Lunsford’s Everything’s an Argument, bring in Stephen Toulmin’s system when they get to logos.

After all of this discussion, I created a revised version of the piece, which is now called, “Three Ways to Persuade: Integrating the Three Appeals.”  I decided to remain true to Aristotle, but connect Aristotle to more modern rhetorical concepts.  This version makes it clear that the three appeals work in concert together. I reordered the appeals so that I could use Kenneth Burke’s concept of “identification” as a bridge between ethos and pathos and use the psychological concept of “desire,” and the rationalization of desire, as a bridge between pathos and logos.  I have also included a paragraph describing the difference between Aristotle’s syllogistic arguments from probability and evidence-based arguments such as one gets from Toulmin.

It is still only four pages long.  I hope that the additional conceptual material does not confuse students, but helps them use these concepts in a more productive and useful way.  See what you think.  Please post a comment if you have responses or suggestions.