Pandering to an Audience

I enjoy reading arguments that are written by passionate people who work for causes that they truly believe in. My brother is a writer for “American Hunter” magazine. The writers at the publication have similar beliefs regarding their Second Amenendment rights and these beliefs are palpable between the front and back covers of each issue. The writers at “American Hunter” know their audience and they write to them each month. I find it interesting that most magazines and websites seem to write not to convert non-believers, but to cater to those who already support their agendas. In this course I read several on-line enrichments that fit this mold. While many of them raised valid points, I already hold opinions on some issues that are unlikely to change regardless of an argument with which I am presented. For instance, in the article “Artic National Wildlife Refuge,” the authors referred to oil companies as “Big Oil” (Defenders of Wildlife). This automatically has a negative connotation to me, so I may be less likely to read further. Since I support oil drilling in the United States, I was incensed from the minute I began reading when I saw the statement “Big Oil was trying to exploit legitimate fears about high gas prices to its benefit” in an effort to increase drilling (Defenders of Wildlife). Though a powerful statement and one that obviously raised emotion in me, statements such as that bias me against an organization.  A use of logos in this case would have worked better for the organization. By avoiding inflammatory statements, and relying on factual data, the organization would have more credibility with skeptics. In this case their use of ethos works against them.  On the other hand, if I think that oil companies are destroying wildlife, I would be interested in delving into the debate on this website that shares my point of view and would enjoy any pathos-bases arguments.

                                       

Works Cited

Defenders of Wildlife. “Artic National Wildlife Refuge.” 2011. Web. 13 May 2011. http://www.defenders.org/programs_and_policy/habitat_conservation/federal_lands/national_wildlife_refuges/threats/arctic/index.php

Kairos

According to Ramage, Bean and Johnson, Kairos is derived from the Greek root word meaning “ ‘right time,’ ‘season,’ or ‘opportunity,’” (63, 116).  Kairos could actually be the most important and cohesive feature of the rhetorical triangle. If an argument is presented when an audience is not in the right frame of mind to accept or ponder it; the argument is wasted on deaf ears.

In my proposal argument, I brought up the issue of hiring a county animal control officer. This proposal was discussed originally in the aftermath of a vicious dog attack. Had the proposal been made during the weeks immediately following, it would have garnered a lot of community support. If it were introduced now (several years since the  mauling), the proposal would not be as effective. Sadly, another attack will have to occur in order for the timing to be right. In another paper I wrote about gun control. This is an issue that comes to the forefront most often after a mass-shooting occurs. The anti-gun crowd uses kairos to enhance their gun-ban proposals, by trying to pass gun laws in the aftermath of gun related violence.

One of the most common times Kairos is used is during political debates. For instance, in the wake of Bin Laden’s assassination, it is a prime to argue for increased funding and /or support for the CIA and elite military groups. At this time, both of these groups have favorable ratings from the public. During presidential elections, candidates offer solutions to problems that have to do with current events. In the upcoming elections, proposals will likely be made for assuaging the high price of gasoline. Now would be a good time to do this because gas prices are high. An argument for alternative fuels would be less effective during a time when gas prices were at historical lows.

Ramage, John D., John C. Bean, and June Johnson. Writing Arguments: A Rhetoric with Readings. 8^th Ed. New York: Longman, 2010. Print.

Unit 3, blog 1

             When I write, I do so as a student. My audience is a professor who will be giving me a grade. It is very difficult to write without thinking about that. However, while I know it is important that I write what the instructor prescribes, I also need to realize that I should also be writing from the heart, using the triangle of logos, pathos, and ethos to pull the reader (the instructor) into my paper.

            It is interesting to note that this Comp 2 class will finish my college education. I wonder how my previous writing courses may have been improved by taking this course first as is generally required. I cannot think of one instance in writing a paper in which I considered anyone reading it other than a professor. I think had I had a broader view of who my audience could have been, my papers may have been a bit more interesting.

            For this assignment, (writing a proposal argument) I found that the text was extremely helpful. The sections about claims and stock issues were ideas I never considered when first developing my paper. I found that by using bullet points I could highlight the information to which I wanted to draw specific attention. I also used the method of using an anecdote as Ramage, Bean, and Johnson suggest to get the audience’s attention, as well as making some step-by-step suggestions as to how my proposal could be implemented (314-15).

            I think that incorporating a visual photograph would also be very useful in my proposal that centers on stray animals and the need for an animal control unit in the county in which I live. A photo of a stray, starving dog…or a picture someone who had been mauled by a stray dog would add an emotional element, by way of a concrete image to the proposal.

Ramage, John D., John C. Bean, and June Johnson. Writing Arguments: A Rhetoric with Readings. 8^th Ed. New York: Longman, 2010.

BLOG 2

When I was young, I lived in Memphis, Tennessee. There were many iconic places there, such as Graceland, Beale Street, and the mighty Mississippi River. The one that I was most fascinated by, however, was St. Jude’s Hospital. It was situated just north of downtown Memphis and in front of the building was a gazebo with a golden gilded roof.

In elementary school one year, my class participated in a Math-athon. The students were to collect pledges and for each math problem we worked we receive a monetary donation. I earned twenty or thirty dollars. The beneficiary of my hard work? St. Jude’s Children’s Research Hospital.

One night, I couldn’t sleep. I was in my early twenties and couldn’t sleep. I had been suffering from a bit of depression that led to a period of insomnia. On these nights I would lie awake and watch television. As I flicked through the cable channels I came across a kind lady with long brunette hair with a bald-headed child on her lap. The lady was Marlo Thomas, the child was a patient at St. Jude’s. I felt immediately connected to the screen. I watched the story of the child whose name I have since forgotten. At the end of the story Marlo Thomas looked sadly into the camera and reported that the child succumbed to cancer, but that there were plenty of other children who needed help. My donation would help them. There were several more personal stories, interviews with children who had cancer and their parents who were so grateful for the car that their loved-one received at St. Jude’s hospital. At St. Jude’s, Ms. Thomas reminded me, no one would be denied treatment for inability to pay.

I think they show these ads a night because people feel vulnerable at night. The hustle and bustle of the day is over and if someone is up late watching T.V. perhaps they are searching for something to make them feel better. Helping children makes people feel better about themselves. I donated that night and St. Jude’s is still my favorite charity.

Blog Two, Unit Two: Reading Analysis

            In Writing Arguments, the authors base many points around “the core of an argument”. This core, or piece of an argument, is the element that sets up the persuasion that by the end of the work will have garnered the intended response from the audience. Enthymeme was defined by Aristotle and is the word that refers to an audience’s ability to fill in the blanks using their preconceived ideas (75). Thus, an author tells readers what his intent is and the readers will impose their own beliefs into the argument. The author hopes that his argument will in effect, speak for itself, but it also relies on the intelligence of the audience and their preconceive notions for further support (75).

 In order to set up an audience to believe in a position, the writer must employ different methods to support enthymeme. The Toulmin System is an example of this. Once an audience is on board to believe an argument the author can then use different methods to relate factual data and concrete evidence to further solidify an argument with readers (89). The STAR method can be used to make sure that criteria for a strong set of supporting facts are presented (89). STAR stands for: sufficiency, typicality, accuracy, and relevance (89). It is also important to make sure that data comes from reputable sources and to be aware of biases and other influencing factors when citing sources for an argument (91). These areas are representative of logos.

I feel that it is ethos and pathos; however, that can really move a audience. While it is important to have accurate data and facts, humans are an emotional creature and thus are swayed by emotion and personal stories. That is why it is very important to include ethos and pathos in an argumentative paper.

Ramage, John D., John C. Bean, and June Johnson. Writing Arguments: A Rhetoric with Readings. 8^th Ed. New York: Longman, 2010.

L to the P to the E

The triad of logos, pathos and ethos is commonly what I use to write. Until lately, I did not know there were specific terms for the elements that can be used to present an argument. I tend not to employ ethos in my writing. This is not so much because I don’t think it is an effective method of argument—it is probably the most persuasive method; however, it seems in many college level courses, it is more beneficial in writing to include facts, charts and data to support an argument. Yet, in several courses, I have been advised to insert my opinions more frequently. I would like to somehow find the balance of proportions to use in the logo-pathos-ethos triangle.

            Many times, in my opening paragraph I will relate a story or anecdote that draws the reader into the paper. By using pathos in this way, a writer can generate interest or even excitement within it. Once the reader’s attention is gained, using descriptions such as metaphors, visual aids, and setting up the connotation of the argument can be used to further draw in an audience. By using word clues (negative or positively connotating words) a general idea of what side of the issue the paper supports can be relayed (115).  Oftentimes, ethos is a natural byproduct of this—it is easy to convey ethos in narratives.

            Within the body of the argument, factual data, charts, and statistics can be interwoven into the piece, thus solidifying the stance of the writer against one side or the other. Though the facts will not (or cannot) be changed, the way they are presented with pathos and ethos can sway an audience's reaction to them in one way or the other. This is a sign of a successful writer: to be able to present an argument that is based on data that can be supported (logos), but at the same time causing a readers opinion to strengthen or even change (through the use of pathos and ethos)—to be persuaded!

Ramage, John D., John C. Bean, and June Johnson. Writing Arguments: A Rhetoric with Readings. 8^th Ed. New York: Longman, 2010. Print.

A Little about Argumentative Writing

Argumentative writing, according to Ramage, Bean and Johnson in Writing Arguments, must be comprised of two equally important components: “(1) a set of two or more conflicting assertions and (2) the attempt to resolve the conflict through an appeal to reason” (11). While the first portion of the argument comes as no surprise, I was unaware that a solution to the argument should be offered to readers. I have always been one to voice my opinion; but sometimes I do not solidify my viewpoints with an alternate proposal as the authors of Writing Arguments suggest. I find it much easier—as do most people, I imagine—to simply state my argument followed by reasonable talking points as to why it is a valid stance; but proposing an entirely different solution to an argument is not something I felt was a necessary step prior to my reading the text for this particular unit. Perhaps this is attributed to my somewhat passive attitude as a “follower.” I am quite content to voice my opinion and let others take the lead in the latter part of the debate.

I am highly interested in what Ramage, Bean and Johnson refer to as “truth seeking” (13); less so in “persuasion” (13). Thus, my writing tends to be less biased and more along the lines of exculpatory argumentation. My writing seems to focus more on Logos and Ethos, rather than the emotionally charged Pathos style of argument. I tend to leave my opinions and emotion out of writing, giving attention towards the facts in question, and relying on my credibility to convey my message rather than an appeal to readers’ emotions (Ramage, Bean, and Johnson 62).

In the conclusion of Chapter 1, the authors reiterate their position on writing for both of the above mentioned reasons (23). Hopefully, I will be able to take their suggestions and by incorporating a bit of emotional appeal into my work, I can achieve a persuasive stance. The ability to persuade a reader—or better yet, to move a reader to action is a fundamental reason for writing.

Ramage, John D., John C. Bean, and June Johnson. Writing Arguments: A Rhetoric with Readings. 8^th Ed. New York: Longman, 2010.