Writer's Blog Post: Pg 80

In Bret Weinstein’s article, Let’s not get it wrong this time: The terrorists won after 9/11 because we chose to invade Iraq, shred our Constitution, he uses all of the components needed in an effective argument. His position is made clear in his statement we can limit terrorist attacks once we know what terrorism is. He makes this statement while also referencing the opinion those who, “are convinced the word (terrorism) is inherently so vague as to be meaningless.”

                Creating an authoritative tone, Weinstein gives statistics like, “9/11 perpetrators killed about 3,000 people, and did about $13 billion in physical damage to the United States.” Numbers create what appears to be an informed author. He provides good background information explaining the terrorist attack of 9/11, giving the audience a relatable example supporting his claim. He addresses other possible arguments when he says, “There is much we do not know, and there is much we ma[y] never know about ISIS and its objectives.” Lastly, he creates a personal and emotional connection with the audience, making it matter very deeply to them. By mentioning the recent attack in Paris in the first paragraph, Weinstein draws immediate attention and importance to his plea. In addition to this, he brings the feelings of brotherhood through this statement about 9/11 when he says, “For every American that was killed in the attack, we sacrificed more than two on the battle felid.”

In-Class Lab: Disscusion On Homework Videos

They used pathos in the drunk driving accident by showing the position of the car against the telephone pole. That image helped relate to what the family may be feeling, and the reality of how it could happen to anyone comes with that.

          Ethos is found in the point that it can happen to anyone. When the friend explains it, having firsthand experience is eye opening. Videos of the girls as small children shows their innocence and shows that their parents are just as caring as anyone else’s. It applies a reality check and offers that it can happen to anyone at any time no matter how hard you try to protect your kids.

          Verbally they appeal to people’s emotions. Each story pulls a different string. It does this through firsthand stories, demonstrating its use of pathos and ethos.

In-Class Lab: Paper #3 Topic Ideas

Topic Ideas For Paper #3

• soft bristled toothbrushes are much better than hard bristled
• loose running shorts are better, even healthier (for skin) than spandex running pants
• more time in class and less homework results in better grades
• colorful textbooks create more student interest and therefore better grades than neutral color schemes

Drinking And Driving

Two Sisters Tragic Story produced by Chris Conte is a video about a pair of sisters who demonstrated the sad consequences to those directly associated as well as to family and friends that can come from driving under the influence. This video has an overwhelming appeal to the viewers emotions. The image of the inclined car, thrust against the pole, created empathy and heartache in the readers, while warning them of the dangerous affects of doing such a thing. The interviews of her parents and the short clips of their daughters brought the situation to life and the feelings that people really experience in a situation like this one. The picture of the smiling girls made their point that no one is immune to such an accident really prominent. This adheres to the audiences view of their character as well. It shows that no matter how good or well taught an individual is, they can still make bad decisions. It appealed logically to the audience when their friend, who was a participant in the audience specifically talked about her feelings of immunity to the situation. Her first hand witness is a very believable one, as she is in the age group being discussed in the video.

Reading Sources Critically

Reading Sources Critically

1.       What arguments does the author make?

Schools, specifically high schools and how they aren’t teaching anti-racial topics the way they should be taught.

White people should never use the N-word, but black people can decide what the appropriate line is for them.

There are other ways to fight racism.

He makes it clear that he is analyzing the problem from a white person’s perspective.

2.       How persuasive do you find the argument?

His overall argument that black people can have their own conversations about when it is appropriate to use the n-word but that white people should never use it. He supports this with the example and further argument that teachers need to appropriately teach materials containing racial differences.  He addresses the point that some people make that black people and white people have a double standard with that word but history has been a double standard and people need to get over it. He uses the analogies of Jeff Foxworthy, Seinfeld, and referring to Jewish jokes.

3.       What is the author’s stance?

He is very clear that he is against any white person using that word in any connotation.

4.       Does the publisher bring a certain stance to the work?

Boston College is a catholic college and they could have taken religious values into consideration.

5.       Do you recognize ideas you’ve run across in other sources?

Yes, nearly form every large magazine including Time.

6.       Does this source support or challenge your own position – or does it do both?

It supports our opinions.

7.       What can you tell about the intended audience and purpose?

Audience definitely consisted of college students and the purpose was to generate conversation for the students there. Another purpose would be to reinforce the fact that y’all shouldn’t be using the word under any circumstance if you are white. The main purpose was to argue a certain point. 

In-Class Lab: How Things Mean

Thesis: Advertisements generally strive to bring groups of people to consensus, appealing strongly to their emotions.

Peace Symbol Analysis.

The overall statement of both buttons is to reject war, and provide support for peaceful means of reaching agreement.

They make their statement through visual representation.

Left Button

·         The “melty” font of the statement creates the allusion of a melting heart, or one open to suggestions.

·         The circular peace symbol could represent the world, further explaining the buttons point for world peace. The outside ring is circular, meaning that it has no endpoints. This can be related to an eternity symbol.

Right Button

·         The peace symbol stands out against the black background. Putting down any thoughts of war.

·         The bold font makes their statement more prominent and credible.

Symbols of Patriotism

Eagle

·         The bald eagle is the nation’s national mascot.

·         The flag coupled with the eagle creates an even greater plea for patriotism. Seeing that the flag has been known to represent our country for ages, it an adds a sense of loyalty and pride.

·         The piercing eye is ever watchful in protecting its citizens and holding them accountable for their loyalty.

Bulldog

·         The English bulldog is Great Britain’s National mascot.

·         The dog standing on the flag is expressing protection.

·         Seems larger than its surroundings making it a more dominant force in the world..

French Wall

·         It’s the national motto of France brings familiarity.

·         Set in stone, or unchangeable.

·         Camera gives the effect that they are watching over their people and keeping an eye on other countries.

·         The parallel line create a feeling of steadiness and reliability.

·         Brotherhood sets the image that they are all equal and unites them.

Summary Pg 269-284

In pages two-hundred and sixty-nine through two-hundred and eighty-four in Everyone's An Author, by Lundsford, Ede, and others, the authors address the part that arguments play in our lives and spell out the components that should be reviewed in analyzing one. The first chapter, The Role of Argument, explains that arguments are everywhere. They can be found in places and situations you would never think of, and are diverse in their tactics to convince the recipient. they may be thought of as deceptive in some cases, but the text makes it clear that the discernment between fact and façade is the audiences responsibility. This describes one way argument is involved in our lives. Some of the other reasons for argument are to explore, understand, and inform. It is also necessary in making choices by yourself or with other people.To have a successful argument in any of these cases, the authors points out, one must always be conscious of who they are writing to. Everyone wants to be heard. Arguments sensitive to the their audience and written by people who know how to argue will be.
In the second section of the reading, the statement of three key questions instructs the reader on how to interpret arguments: Who's arguing - and where do they come from? What's at stake? What's the claim? The first tells the reader to decipher what authority the arguer has on the subject and where they and are from. Additionally, it suggests that the reader audience takes a look at the medium the debater is using for their argument. In response to the second question, the authors ask four more questions: What are the facts? How can the issue be defined? How much does it matter? What actions should be taken as a result? All of these together can be the means of analyzing an argument's accuracy. Lastly, the claim is a statement that can provoke arguments, meaning, it is not steady fact and can be negotiated. Though this is true, the author makes it clear that it is not solely based on opinion. It is important in all cases that the claim is clear, whether it is directly stated or not.