I thought perhaps I could use McClish's "Toolbox," but when I went back and looked at it, I realized that the language was pretty complex for freshmen.
I wish I had done this for them before--
How are they going to come up with a rhetorical analysis if they don't know what they're looking for?
I'm wondering how I can introduce some of these things for them in the next couple of days AND at the same time finish the group presentations, discuss how to write a body paragraph and a conclusion, and have a frequently asked questions day.
On Friday, I think I'm going to have them get into their groups and do workshops. If the peer review is done in class, I think that might be helpful.
What do I want them to know? What does Pinker use?
Use of titles to lead his audience
Examples
Distribution - dividing a subject into categories that enhance the argument
Argument by elimination - only one or no categories are acceptable or logical or possible (incest example
Antithesis - special kind of distribution which emphasizes binary opposites
prolepsis - anticipatory refutation of opposition, addressing your skeptical audience's doubts
Analogy - comparison of two terms
Precedent - arguing from a previous decision
Motive - why we should or shouldn't trust someone to do the right thing -difficult to prove
Definition - ad hoc definitions - choose definitions which develop your own argument
Repetition - saying something more than once for emphasis
Rhetorical question - a seemingly open question that has only one correct answer
Transitional question - moves the audience forward to your next point
Paradox - contradiction that is true
Ambiguity - deliberately suggesting more than one possible meaning
hyperbole - exaggeration
Authoritative quotation - direct quote
Common wisdom - a maxim
Demonstration - a vivid, powerful description that recreates something or someone before your very eyes
How does word choice play a role?
Oh, so much to do, so little time.
I introduced some rhetorical strategies to the students. Invariably they distorted what I said and used the vocabulary incorrectly.
ReplyDeleteI am wondering if this is because we didn't spend enough time discussing this in relationship to the text.
Certainly, the use of ethos, pathos and logos is exactly what Alicia suggested. They just throw those words back at us when they don't know what to say. They kind of get it, but not quite and don't go past the terms to the actual meaning.
Not exactly sure how to introduce the terms next time.