Reading for College
Persuasive Patterns2004
All information can be divided into four steps or a hierarchy:
TOPIC:This is the SUBJECT MATTER (SM) of an article. To find the topic, you ask, “What’s it about?”
MAIN IDEA:This is the GENERALIZATION(G) of an article. To find the main idea, you ask, “What is the author saying about the topic?”
DETAILS:The DETAILS (D) give the specific facts, reasons, and examples of the article. To find the details, you ask, “Who, What, Where, When, Why?” The answers to these questions are the FIRES.
SIGNIFICANCE:If the writing is persuasive, the author may also include a persuasive argument called the SIGNIFICANCE (Sig.). To find the significance, you ask, “So what does the author want me to do about it?” Not all persuasive writing contains a significance.
You may find the above information in two ways within the article you are reading. It may be DIRECTLY STATED, or you may have to make an INFERENCE based on the details the author gives.
INTRODUCTORY DEVICE and PIVOT
Authors frequently begin with an introductory device. They do this for three reasons:
1. to get the reader’s attention,
2. to introduce the topic, and
3. to give background information.
When the author uses an introduction, you have to use critical reading skills to recognize when the author stops the introduction and states the topic, for often the introductory material will not help you predict exactly what the author’s main point will be.
You can recognize when the introduction ends by watching for PIVOT words and phrases. The pivot is often negative, and it signals that the first generalization is coming.
Two examples are as follows: “But not everyone.”
“In other words, he’s a rarity.”
Authors elaborate on information (give details) in five ways.
1.Facts
2.Incidents/Anecdotes
3.Reasons
4.Examples/Evidence
5.Statistics
You may find FIRES in the TEXT or in the GRAPHICS such as charts, maps, pictures, and other visuals.
PERSUASIVE PATTERNS:
In a persuasive pattern, the author is trying to convince you to change your mind, your actions, or both your mind and your actions. The author will present evidence and follow that with information on what the target audience could do to effect change. Sometimes the author also gives SIGNIFICANCE; asking the question “What does the author want ME to do about this” can identify this. Not every article has a significance because the reader cannot take action in all instances.
1. PROBLEM/SOLUTION (P/S)
This persuasive pattern of organization has four parts. P/S is commonly found in current event topics.
PROBLEMTo find the problem, you ask, “What’s wrong?” or “What’s the problem?”
EFFECTSTo find the effects, you ask, “What is happening because of this problem? What are the results?”
CAUSESTo find the causes, you ask, “Why is this problem occurring? Why do we have this problem?”
SOLUTIONTo find the solution, you ask, “How can the target audience fix or eliminate this problem?”
EXAMPLE:
P =More teens are smoking.
E =Teens are more easily addicted and often are hooked as smokers for life. The longer a person smokes, the more likely it is that s/he will develop smoking-related diseases.
C =Cigarette advertising specifically targets teens. Teens smoke because of peer pressure.
S =Ban cigarette advertising symbols such as Joe Camel, which specifically target teens. Educate teens as to the dangers of smoking.
Sig.If you don’t smoke, don’t start; if you do smoke, quit.
2. THESIS/PROOF (T/P –Also called Thesis/Evidence)
The subject matter of this persuasive pattern is often scientifically based, and you will be convinced of the author’s thesis because the evidence is well-documented and accurate.
Thesis/Proof is a pattern commonly found in psychology, medicine, engineering, and in some advertising.
THESIS:To find the thesis, you ask, “What is the author trying to prove?”
BACKGROUND:To find the background, you will ask, “What do I need to know to understand this subject?” The answer may be in the form of definitions or historical data. This is sometimes prior research studies that have been carried out.
PROOF:The evidence will consist of the facts, reasons, examples, and statistics that the author uses to prove his thesis. You will ask, “What evidence does the author present which proves his thesis?”
IMPLICATION:The implication is the action you must take to avoid dire consequences. You will ask, “What does the author say the target audience must do to avoid negative consequences or achieve maximum benefits?”
EXAMPLE:T = Smoking is dangerous and may cause illness and death.
B = Scientific studies begun in the 1950’s led the Congress to pass a law in 1963 requiring cigarette manufacturers to place a warning label on all cigarette packages.
P =Two thirds of all smokers develop smoking-related diseases. Half of all smokers have serious health consequences. Eight out of ten smokers die of smoking-related causes such as cancer.
I =Smoking is dangerous and deadly, so no one should smoke. Tobacco should be banned.
SIG. = If you smoke, quit. If you don’t smoke, don’t start.
3. OPINION/REASON (O/R)
The subject matter of this persuasive pattern is often controversial in that you will be able to find opposing viewpoints and arguments on both pro/con sides of an issue. Some examples of O/R topic are abortion, gun control, euthanasia, the death penalty, and legalizing drugs.
Opinion/Reason is a pattern commonly found in book/movie/music review, in politics, in most advertising, in essays, and in editorials or editorial cartoons.
OPINIONTo find the author’s opinion, you ask, “What does the author believe?”
BACKGROUNDTo find the background, you will ask, “What do I need to know to understand this subject?” The answer may be in the form of definitions or historical data.
REASONTo find the reasons, you ask, “Why does the author believe this?” You will find facts, reasons, examples, and anecdotes that support the author’s point of view. But remember, the author often will NOT include information that supports the opposing viewpoint.
RECOMMENDATION:The recommendation is the author’s statement of what he would like the target audience to do or believe. You will ask, “What action does the author want the target audience to take? What does the author want his audience to believe?”
EXAMPLE:O =Abortion is morally wrong and should be illegal.
B = Hundreds of thousands of women each year have abortions. Hundreds of thousands of couples each year wait for children to adopt.
R =All of the genetic coding necessarily for life to develop is present in the fetus at the moment of conception. If you abort a fetus, that is the same as murder.
Rec. =Roe v. Wade should be repealed, making abortion illegal. Churches should counsel against the immorality of abortion.
SIG.Write your congressman today and lobby for legislation, which would overturn the Roe v. Wade decision, which legalized abortion in 1975.
Persuasive Patterns: Article Overview Grid for Critical Reading
Name:Date: Hour:
Article Title: / AuthorArticle Source: / Date/Page / Pattern:
Author's Credentials:
Source Evaluation:
Target Audience: / Topic:
Intro ¶’s: / Pivot:
Pattern Part:↓ / Key Word Notes: (MI/FIRES):
Abstract:
Red Flags (Loaded words/bias, errors in logic of argument/fallacies, incomplete data, lack of authority, etc.)
1.
2.
3.
4.
5.
RC READING WRITTEN PAPER ASSIGNMENT
Assignment:Write a persuasive paper on a topic of your choice, using one of the three persuasive patterns: Problem/Solution, Thesis/Proof, or Opinion/Reason.
Requirements:
1.The paper must be organized into one of the three persuasive patterns. If you choose Opinion/Reason as your pattern, you must offer expert reasons to back up your opinion. It is not enough just to say, "I feel it is right."
2.It must be at least five paragraphs in length. Your paper must contain an introduction, and at least four paragraphs which include each of the four parts of the persuasive pattern you are using.
3.The final copy must be in ink on composition paper, typewritten, or done on a word processor.
Grading:60 points possible, graded as follows:
50 Points for content and organization
10 points for Introduction
10 points for ¶ 2 Problem Thesis Opinion
10 points for ¶ 3 Effects BackgroundBackground
10 points for ¶ 4 Cause Proof Reason
10 points for ¶ 5 Solution Implication Recommendation
10 points for correct usage (spelling, grammar, capitalization and punctuation,
sentence structure)
Procedure:
1.Choose a topic. If you can't think of one, talk to your teacher for suggestions. Some suggestions are on the other side of this sheet.
2.Gather information for your topic. We will spend one period in the library. If you need more time, do it on your own time. You may use any credible source to find factual support for your paper.
3.Write your rough draft. Check it and have another person check it for you. In the left margin label each paragraph. Use the scoring rubric on the next page to guide your writing.
4.Write your final copy and hand it in.
POSSIBLE TOPICS
If you can't think of a topic, here are some topics other students have successfully used in other quarters.
PROBLEM/SOLUTIONAnorexia nervosa
Drug abuse
Child abuse
Federal deficit
Air pollution
Violence in sports
Alcoholism / Opinion/Reason
Aid to Bosnia, Somalia, Israel, etc.
Seat belt law
Speed limit at 55 or 65
Drinking age
Professional sports salaries
Military draft
Thesis/Proof
Acid rain
Air pollution
Treatment for a disease
Hazards of smoking
Persuasive Paper Scoring Rubric
Name: Date: Hour:
Title of Paper: Organizational Pattern:
Content Grade
¶1 Invitation / ¶ 2 P/O/T / ¶3 E/B / ¶4 C/R/P / ¶5 S/REC/ITopic Sentence / 2 1 0 / 2 1 0 / 2 1 0 / 2 1 0 / 2 1 0
Supporting FIRES / 6 4 2 0 / 6 4 2 0 / 6 4 2 0 / 6 4 2 0 / 6 4 2 0
Transition/Clincher / 2 1 0 / 2 1 0 / 2 1 0 / 2 1 0 / 2 1 0
*FIRES = Facts, Incidents, Reasons, Examples, Statistics
Mechanics Grade
Sentence Variety / 2 1 0No sentence fragments/run-ons/CS / 2 1 0
No agreement/referent errors / 2 1 0
Consistent third person POV / 2 1 0
Standard punctuation/capitalization / 2 1 0
Standard spelling / 2 1 0
Total Points /62 A = 58-62 B = 51-57 C = 45-50 D = 40-44
RC Handouts1
Fallacies Notes Chart FormMayo Reading
TYPE / FALLACY / DEFINITION / EXAMPLECategory 1:
TO EVADE LOGICAL ARGUMENT / 1.
Red Herring
2.
Faulty Analogy*
3.
Ad Hominem*
"to the man"
4.
Misuse of Humor*
5.
Begging the Question
6.
Circular Reasoning
Category 2:
OF FAULTY INPUT
a. factual errors / 7.
Past Belief
8.
Incorrect Fact
9.
Quote out of Context
b. misleading terms / 10.
Quick Fix*
11.
Either/ Or*
Category 3:
OF FAULTY ARGUMENT
a.false relevance
(items not really / 12.
Ad Populum*
"to the people"
related to the idea) / 13
Contrary to Fact*
(time machine)
14.
False Authority*
15.
Appeal to Pity*
16.
Appeal to Ignorance
(UFO fallacy)
a.false relevance con't. / 17.
Plain Folks*
18.
Snob Appeal*
19.
Hasty
Generalization*
20.
Bandwagon*
21.
Straw Man
b. faulty cause and effect / 22.
Non Sequitur
(it does not follow)
23.
Post Hoc
(after this; therefore, because of this)
24.
Over-
simplification*
25.
Composition
26.
Division
27.
Two Wrongs Make a Right*
RC Handouts1
Fallacies in Logic
Ban Those Books - Practice
NAME: DATE: HOUR:
Errors in reasoning can cause your reader to doubt your credibility. In the following mock essay, the writer includes a variety of fallacies that undermine his argument; see if you can identify all his errors.
RC Handouts1
Ban Those Books
RC Handouts1
A serious problem faces America today, a problem of such grave importance that our very existence as a nation is threatened. We must either cleanse our schools of evil-minded books, or we must reconcile ourselves to seeing our children become welfare moochers and homeless bums.
History has shown time and time again that placement of immoral books in our schools is part of an insidious plot designed to weaken the moral fiber of our youth from coast to coast. In Wettuckett, Ohio, for example, the year after books by Mark Twain such as Tom Sawyer and Huckleberry Finn were introduced into the school library by liberal free-thinkers and radicals, the number of student cutting classes rose by six percent. And in that same year the number of high school seniors going on to college dropped from thirty to twenty-two.
The reason for this could either be a natural decline in intelligence and morals or the influence of those dirty books that teach our beloved children disrespect and irresponsibility. Since there is no evidence to suggest a natural decline, the conclusion is inescapable: once our children read about Twain’s characters skipping school and running away from home, they had to do likewise. If they hadn’t read about such undesirable characters as Huckleberry Finn, our innocent children would never have behaved in those ways.
Now, I am a simple man, a plain old farm boy -- the pseudo-intellectuals call me redneck just like they call you folks. But I can assure you that, redneck or not, I’ve got the guts to fight moral decay everywhere I find it, and I urge you to do the same. For this reason I want all you good folks to come to the ban-the-books rally this Friday so we can talk it over. I promise you all your right-thinking neighbors will be there.
RC Handouts1
Fallacies Worksheet # 1
Mayo Reading
NAME: DATE: HOUR:
Write the name of the fallacy that is illustrated by each of the following quotes. Be prepared to explain why you think the quote is an example of the fallacy you have chosen.
1.Star Tribune 8/11/96
"But computer power has grown tremendously since the shuttle was designed in the 1970's. Engineers now dream of doing away not only with pilots but, in more pedestrian forms of transportation, with train engineers, subway drivers and perhaps even motorists.
"We used to have elevator operators and we don't have them anymore," said John Logsdon. "To be simplistic about it, the shuttle will be like an elevator to the space station."
Fallacy:
2.Post Bulletin 1/10/99 p. 9A
"What will it take for Frank Kottschade and SJC Properties to understand that the 9-acre site across from Sandy Point Supper Club on Lake Zumbro has never been previously used as a quarry? It was used to store excess crushed rock that resulted when the Sandy Point Bridge on County Road 12 was being built.
"This group previously tried to establish that the site was a quarry at the township board meeting and was proven wrong when the person who did the site preparation pointed out that it was never more than a storage area.
Lowell Huber
Fallacy:
3.Post Bulletin 1/18/99 p. 7A
"John A. Sutter may have been one of the founders of modern California, but he was also an 'immoral man, a sexual predator, a rapist and an enslaver of Native Californians,' according to local historian Jack Forbes, who persuaded the city council this month to change the name of Sutter Place to Shasta Way." Steve Gelssinger
Fallacy:
4.Post Bulletin 1/18/99 p. 13A
Come to meeting on school goals
"To implement graduations standards will cost some districts more than $160 million. Taxes will soar. " Colleen Vaneps
Fallacy:
5.Post Bulletin 1/6/99 p. 11A
"Clinton has forever degraded the office, showing his underwear on TV, renting the Lincoln bedroom, and questionable contributions. " Burt Plehal
Fallacy:
6.Seventeen Oct. 1998 p. 101
"Alvie lives in a tiny shack in the Philippines. In the rainy season, water comes right in through the flimsy roof....so she almost always has a cold. She needs medical care, the chance for a good education and nourishing food.
"Find about how you can get to know and really help a precious child like Alvie."
Fallacy:
7.Newsweek 12/28/98 / 1/4/99 p. 44
"American and British missiles and bombs once more rained down on his nation because Saddam Hussein has challenged the rest of the world since the 1990's began."
Fallacy:
8.Newsweek 12/28/98 / 1/4/99 p. 45
Wisam Ahmen Obeyd, at the hospital to visit his ailing mother, sat on the floor, his legs heavily bandaged after having been cut by flying glass. "They can't have any value for human lives," he said of the Americans. "They don't even know God."
Fallacy:
9.Teen Feb. 1999 p. 23
The death penalty is "necessary. I think that anyone who plans out a murder has no heart and deserves to die." Jennifer S.
Fallacy:
10.Pioneer Press 1/8/99 p. 8A
"The report shows that achievement scores for many charter school students are below the state average, but more than half of these students live at or below federal poverty levels."
Fallacy:
11.Star Tribune 1/5/99 p. 16A
"I have been a commuter in the metro area for 10 years, and have seen many projects come and go, to the benefit of all of us who commute."
Fallacy:
12.Newsweek 9/7/98 p. 52
"In your Sept. 30th issue, I was quoted as saying 'She's all wrong' in reference to Judith Rich Harris's proposal that parents have little or no influence on child development except for the contribution of their genes. My argument was directed at the extremism of her perspective. I believe any such extreme view is not currently provable by available research." Frank Farley