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.

I Like My Paragraphs Concise and My Prepositions Before the End

Writing is like falling: falling in love, falling off a cliff, falling down. It takes a leap of faith and letting go of inhibitions. I have never been adept at either. Writing is something that has always come naturally to me; conveying my inner feelings is not. It leaves me conflicted and confused on most attempts. I would love to be able to write everything I feel and think, and while part of me wants others to know who I am inside, part of me wonders what they will think—will they like me?

In general when I write, I try to think of a theme and build the paper around it. Not a theme as in a topic sentence; but rather, an abstract idea, from which I can build concrete thoughts relating to the message or tone I wish to convey in the paper. Think metaphors…. Other times I think of song lyrics or a line from a book that especially strikes me. I have found these to be good starting points for almost any assignment.

I can recall the first of dozens of papers I have composed in the BALS program. I was so nervous as I placed it in the drop box. I was surprised that my grade was passable. My writing has grown as a result of practice, of course, but also by simply experiencing life. I was terrified my writing would be a shadow of what it was in high school (I fancied myself a gifted scribe back then). Was I ever mistaken. Recently I found a binder of some of my senior year creative writing assignments. Suffice it to say that I am a much improved writer.

While the bulk of my writing is for a grade, the writing I most enjoy is short and to the point. I love to text and take pride in the fact that my punctuation and spelling are correct and un-abbreviated. Though I have not tallied it, I must write pages per day, but my brother is the writer of the family. A professional—trained by degree and experience. He gets paid to do it, and he is good at it. It is his natural gift. I think it may be mine, too. I just haven’t opened it, yet.

Comp II Begins...

Tomorrow. One of my last two courses before graduation--Wheeeee!

Ogling the Ogle

The Lost Ogle

            A blog I stumbled across a few years ago is written by some crazy fellas that call their blog “The Lost Ogle.” (It can be found at http://www.thelostogle.com/). Aside from sheer entertainment value—a high percentage of which consists of the humorous commentary from the authors—it is also a valid site when it comes to keeping up with Oklahoma City Area events and other random pop culture factoids. Oh, yeah, and they satirize the local OKC media (Lott 2008). The name “Lost Ogle” is a reference to a family well-connected in the Oklahoma media (Lott 2008). The actual authors of the blog were once anonymous and may still be. The website lists “Patrick” as the blogs founder, however. Patrick who? I am not so sure.

            I often go back and read archived posts and laugh just as heartily the second time. Today’s post was no exception…http://www.thelostogle.com/2011/02/18/friday-night-in-the-big-town-omg-sunshine/fnitbt-5/ It is a description of three events happening in the city and is really more of a “what not to do” list. Recently, they scoffed at the winter weather calling it Snowmageddon and Snowpocalypse. Gary England, being one of the site’s prime targets was in the center of the action at the Ogle blog during the blizzard this winter.

            The blog takes a light hearted look at issues that are both irrelevant and important, and draws attention to the fact that local celebrities are regular people, too. In laughing about current trends and popular culture, we are reminded not to take life too seriously.

Lott, Rod. “Weapons of Mass-Media Destruction.” Oklahoma Gazette. 7 May 2008. http://www.thelostogle.com/wp-content/uploads/2008/06/thelostogle-gazette.pdf

Unit 3

I decided to buy my daughter a Nook ebook reader for her birthday. At the recent teacher’s meeting at the school that she attends, the principal said that e-readers will be approved as an acceptable electronic device for classroom use, like calculators.

Kate is a reader, and I take great pride in having passed that trait onto my “offspring” as Robert Bringhurst says, in his article "Why There Are Pages and Why They Must Turn." (22) Myself, I prefer an actual book, though, I have never used a device such as Kindle or a Nook before. Of course the obvious selling point is the ability to be able to carry multiple books in a device that is only slightly larger than a cell phone. Another advantage is the ability to quickly reference another book or compare books without having to locate them in bookshelves.

I was explaining the concept of electronic books to my parents and even showed them some various magazine applications on my smart phone. They could not grasp why it was necessary to venture away from the paper delivery method that they use and will most likely never deviate from.

Writing this I realize I do use methods of electronic reading. I read the local newspaper through its website and get virtually all of my noteworthy news information through the internet. What would be the difference in reading novels and other types of literature via electronic device rather than in bound print? For me, much of it has to do with the comfort factor. I am comfortable reading Hemingway, Keats, Faulkner and even contemporary writers curled up by the fireplace, with lamplight illuminating pages, words, and illustrations. However, in some instances I think I could certainly be persuaded to see what e-readers have to offer. I think there is room on my bookshelf for both.

Bringhurst, Robert, and Heriot Bay. "Why There Are Pages and Why They Must Turn." World Literature Today. 20 (2008). 27 Feb. 2011 http://libraries.ou.edu/access.aspx?url=http://search.ebscohost.com.ezproxy.lib.ou.edu/login.aspx?direct=true&db=f5h&AN=34365977&site=eds-live.

Blog Unit 2

Our country was founded on the premise of its citizens having specific freedoms. Freedom of speech, being the most important of these. The ability of Americans to communicate freely is what separates our country from other countries, many of which have far more regulations on what is acceptable and what is not. When government agencies, in this instant, schools, take liberty to enforce their policies outside of their campuses, individual rights are being taken away from citizens.

Students are citizens, and therefore, stand under the same umbrella of freedoms that are granted the rest of the population as stated in the Bill of Rights. Provisions have been made by our government to allow for censorship in certain instances. Internet posts by students should not be included in these instances unless a direct threat is made to a specific person or institution. Allowing a school to monitor and subsequently punish students for activity beyond its campus sets a bad precedence. It could lead to the widespread censorship of public thought.

There have been several incidents lately that have brought bullying over the internet to the forefront of the media. Tragically, some cyber-bully victims have committed suicide. As it is not within the scope of schools to police students, neither is it their fault if something occurs that is beyond the control of the school system. At some point individual accountability of all people must be expected.

As far as Mr. Hudsons article is concerned, I side with the students and the right to exercise free speech.

Hudson, David L. “Blogging.” New York : Chelsea House Publishers, 2008. 5 Feb. 2011.

Blog One

Many of the statements in Orwell’s piece “Politics and the English Language”could have just as easily been written today. When Orwell penned the essay, he said that language was incompetent (1946). This statement is especially relevant when one considers the way the world’s population communicates in the present day. Communication has become much more functional and succinct, as Orwell promoted. The primary role of the written language must still be to inform, yet, the ways in which communication is parleyed has changed greatly. I doubt Orwell would be surprised, yet he would most certainly be chagrined. For as much as he warns against wordiness, the English language has indeed gone through quite a reformation.

I refer, to digital communication in the form of texting, “twittering”, and even blogging. Never before has the English language been so changed. In a few lines or less, often eschewing grammar or punctuation, the population of English speakers is changing the format of what has become acceptable in our vernacular.

 Orwell states, “A bad usage can spread by tradition and imitation even among people who should and do know better. The debased language that I have been discussing is in some ways very convenient,” summing up the very manner in which texting has become a prolific form of the written word (1946). This is why, when texting, I make sure to use proper grammar and spelling techniques. I have several friends who do the same and much prefer to read their messages, than those in which the language has been molested and acronym-ized until it is barely comprehendible.

Works Cited

Orwell, George. “Politics and the English Language.” 28 Jan. 2011 http://www.mtholyoke.edu/acad/intrel/orwell46.htm