UWRT 1102 In-class Notes

1/24/17

Every message exists within a specific context that influences its authority, tone,
believability, and quality.

Pathos:

Pathos: Appeals to an audiences sympathies, values, beliefs, experience, and

emotions.
Lends presence to an argument by creating immediacy and felt impact.
Works beyond the purely intellectual (logos and ethos) to engage the imaginative
and empathetic inclinations of audience, in order to deepen reader regard for
your messages importance.
Can create a complex dominant impression in the discourse.
Partial list of what to look for as a reader & create as a writer:
Connotative, vivid, visual, and sensory language/visuals.
Arrangement of visuals or written vantage point/perspective.
A second layer of insight beyond the surface level.
Overarching mood or thematic angle.
Ask: What is the message showing (beyond what it tells or states).
There are many levels of pathos. From the subtle to the dramatic.
When is pathos a good strategic move?
In what context does it work for academic research essays and inquiry
writing?
When is pathos a good strategic movie? In what context does it work for
academic research essays and inquiry writing?
To raise awareness of exigency.
Establish rapport and interest.
Illustrate a complex concept with an anecdote, narrative, ect.

Ethos:

Internal and External Forms of Ethos

Internal: Authority based on the speakers personal assets
1/26/17

Inquiry in Action:

1. Free write and brainstorm on this specific topic. Identify concept.

2. Consider the various views, assumptions, and consideration to being organizing
strands of thought.
3. Dig into the various tensions of the problem statements by posing questions.
4. Narrow it down.

2/23/17

Claim and Reasoning:

Claim: The central statement or idea the text will set out to prove.
Reasoning: The primary explanation or justification of the claim.
Example: Women should not be allowed to join combat units because they dont
have the strength or endurance for combat roles. / OR / Women do not have the
strength or endurance for combat roles. Therefore, women should not be allowed
to join combat roles.

Claim Women should be allowed to join combat

units
Reasoning because the image of women in combat
would help eliminate gender stereotypes.
Warrant Gender stereotypes are harmful and
ought to be eliminated.
Backing Provide support for the warrant /
unspoken assumption.
Grounds The evidence and support upholding
reasoning.

3/2/17

Introduction: Rhetorical Tasks

1. Identify an issue, topic, or problem.

 2. Outline that issue for the audience.
3. Contextualize it by entering the conversation of those already discussing the
problem, issue, or question.
4. Offer a solution to that problem in a concise form (a thesis).
5. Preview the kinds of evidence or analysis youll bring to bear in addressing that
problem.
6. Hint at the broader implications of your discussion (optional for introduction).

Anatomy of a Paragraph:

Paragraphs in research essays often (though not exclusively) move forward in this order:

Topic sentence claim

Set-up ideas and introduce source
Analyze and synthesize text/sources
As necessary: Repeat above &/or TSIS
Draw conclusions, make insights