LEQ How does a writer use rhetorical devices

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LEQ: How does a writer use rhetorical devices to build argument? l l 1 LEQ: How does a writer use rhetorical devices to build argument? l l 1 If you were absent yesterday, schedule a time to make up your unit 1 test. Warm up: What are different ways people convince us to do things—buy a soda, vote for a politician, etc. Explain from your point of view.

Close viewing—like close reading l l 2 Close viewing (like close reading)—No context provided! Close viewing—like close reading l l 2 Close viewing (like close reading)—No context provided! Be prepared to summarize and provide the main idea in written form! https: //www. youtube. com/watch? v=4 ln. RK 8 Qp C 14

Ethos, Pathos, or Logos? What appeal are advertisers using to get you to buy Ethos, Pathos, or Logos? What appeal are advertisers using to get you to buy their product? 3

Objective: l l l 4 Review the types of appeals that affect an audience: Objective: l l l 4 Review the types of appeals that affect an audience: ethos, pathos, or logos. Recognize the type of appeal when used in a visual text. Write your answers on the document handed out to you as the slide show continues.

ETHOS, PATHOS, and LOGOS l l l 5 Ethos: Is it Ethical? Pathos: Does ETHOS, PATHOS, and LOGOS l l l 5 Ethos: Is it Ethical? Pathos: Does it make you feel a strong emotion? Logos: Does it make you use your sense of reason?

Ethos l l 6 Ethos: Ethics To make the audience decide right or wrong Ethos l l 6 Ethos: Ethics To make the audience decide right or wrong about what is being presented to it Political issues, national beliefs, religious issues, etc… Typically has contrasting colors symbolizing the difference between good and evil.

Pathos l l 7 Pathos: Emotion To make the audience feel something about what Pathos l l 7 Pathos: Emotion To make the audience feel something about what is presented to it Children, animals, illness, memories, etc… “Tugs at your heart strings”

Logos l l 8 Logos: Logic To make the audience think about what is Logos l l 8 Logos: Logic To make the audience think about what is presented to it Statistics, facts, authorities, etc… Very straightforward, and not “fluff”. It has a very scientific, factual approach.

Can some advertisements have more than one appeal? l l 9 Yes! The more Can some advertisements have more than one appeal? l l 9 Yes! The more appeals used in an ad the more likely the consumer is to connect with it. For the case of this lesson or power point, pick the MOST emphasized appeal used in each ad.

Ethos, Pathos, or Logos? 10 Ethos, Pathos, or Logos? 10

Ethos, Pathos, or Logos? 11 Ethos, Pathos, or Logos? 11

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Ethos, Pathos, or Logos? 13 Ethos, Pathos, or Logos? 13

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Ethos, Pathos, or Logos? 15 Ethos, Pathos, or Logos? 15

Ethos, Pathos, or Logos? 16 Ethos, Pathos, or Logos? 16

Ethos, Pathos, or Logos? 17 Ethos, Pathos, or Logos? 17

Ethos, Pathos, or Logos? 18 Ethos, Pathos, or Logos? 18

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Ethos, Pathos, or Logos? 20 Ethos, Pathos, or Logos? 20

Ethos, Pathos, Logos? 21 Ethos, Pathos, Logos? 21

Ethos, Pathos, or Logos? 22 Ethos, Pathos, or Logos? 22

The End! l 23 Your homework is to bring in to class a print The End! l 23 Your homework is to bring in to class a print advertisement (school appropriate…when in doubt don’t do it).

Ad Analysis: Homework Bring a copy of a print ad (Newspaper, Online, etc. ) Ad Analysis: Homework Bring a copy of a print ad (Newspaper, Online, etc. ) l Complete the following: A. B. C. D. E. F. 24 The source Name of “product” being advertised Intended Audience (Ex. moms) Spokesperson (if there is one) Purpose of advertisement Type of persuasive appeals-briefly explain

FOR EXAMPLE: Ad Analysis – – 25 #1: Michelin Tires Little Baby Don’t skimp FOR EXAMPLE: Ad Analysis – – 25 #1: Michelin Tires Little Baby Don’t skimp on the important stuff, we need good tires our families depend on it. Pathos (little babies are cute and we want them to live)

Exit l 26 Summarize three types of appeals we studied in class today. Exit l 26 Summarize three types of appeals we studied in class today.




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