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The Rhetorical Triangle AP Language and Composition Kurtz2010-2011.

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Presentation on theme: "The Rhetorical Triangle AP Language and Composition Kurtz2010-2011."— Presentation transcript:

1 The Rhetorical Triangle AP Language and Composition Kurtz2010-2011

2 AP Lang Journal: 8/26/10  “Words - so innocent and powerless as they are, as standing in a dictionary, how potent for good and evil they become in the hands of one who knows how to combine them.” ~Nathaniel Hawthorne  How can you use words to become potent for good and evil?

3 Taken from: Rhetorical context

4 Audience  What does your audience already know about the subject?  What prejudices will they have?  What will they expect?  What should they learn?

5 Writer or Speaker  How will you show your credibility?  How will you show your expertise?  What is your goal or purpose?  How can you make an impression?

6 Purpose  Do you want to persuade?  Explain?  Narrate?  Describe?  Inform?  Express yourself?

7 Ethos  writers appeal to a reader’s sense of ethos (notice wording)  Sense of character  Is the writer credible or trustworthy?  May emphasize shared values between audience and writer  May involve writer’s reputation  May make a good impression  Expertise, knowledge, experience, training, sincerity, or a combination

8 Logos  Writers appeal to a reader’s sense of logos (notice wording)  Offer clear, rational ideas  logic  Have main ideas, specific details, facts, data, or testimonies  Appealing to logos also means offering counterarguments  Concede that there are other viewpoints  Refute those other viewpoints

9 Pathos  Writers appeal to a reader’s sense of pathos (notice wording)  Using emotions can be effective for your audience  Using correct words, understanding implied word meaning: connotation  Include concrete, vivid details  Figurative language  Use of visual images to appeal to emotions

10 In-Class Activity  Break students into small groups of 3 or 4.  Select a presenter and a recorder.  Take an advertisement from Mrs. Kurtz  Consider the questions on the handout about the author, message, and receiver of their chosen ad. Also consider what appeals the advertisers are using to sell their product.  The recorder should note down the most important points discussed by the group.  The presenter should present the group’s ideas to the class.

11 Closing:  What did you learn today?  How will you use it?  Do you have any questions: Homework: Complete the Analyzing Media messages Assignment

12 Rhetorical Triangle, Day 2  Journal 8/27/10: After watching commercials last night, what did you discover about advertisement?  Be prepared to share your input with the class.

13 Group Activity  In groups of three, you are going to write an appeal based upon ethos, pathos, and logos.  Everyone will have the same prompt, but your appeal must be based on one of the appeals of the rhetorical triangle.

14 Here is the prompt…  Drunk drivers should be imprisoned on the first offense.  Your group will have 15 minutes to work on the appeal.  You will present your appeal to the class.

15 Closing 8/27/10  What did you learn that was exciting today?  How will this knowledge improve your life?  How was it relevant to the essential question?

16 Journal 8/31/10  What does it mean to be ethical? What are some components of being ethical?

17 Closing 8/31/10  Summarize how Virtue Ethics influences your writing and how you can use virtue ethics to persuade your audience.

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