Phase III: Academic Argument (pp.

379-505 in everything’s an argument)

Due: May 2nd (via Email, to dlcusick@pnw.edu)

Requirements: Consistently using the document style appropriate to your subject, write a
5-7 page (minimum of four academic sources, properly introduced) academic argument
making a claim that either takes a stand from the start; for example, If anyone had any
doubt about there still being racism in 21st Century America, he can rest assured that with the
election in 2008 of the first African American president, the country has accepted all people as
equal, or b) simply states that there are multiple arguments on the subject of post-Obama
racism in America but not taking a stand. This method, called Rogerian argument (p. 126),
presents all sides of the research, suggesting that a more educated view of the issue will
provide better judgment and possibly suggest further investigation, before taking a stand.

The information in the text will show you how to set up either kind of paper.

We haven’t had much in-class discussion or debate this semester. We haven’t examined the
differenced between convinced (I agree with what you say) and persuaded (I want to take
action, now; tell me what I can do).

What would make you willing to take action on an issue? What rouses you: ethos, pathos or
logos, or a combination? We’ll spend the rest of the semester engaging in these
examinations. Your in-class participation (that means you have to come to class : ) will be
worth the hundred points listed in the syllabus under Assignments and Points as peer
and teacher grades on student participation and contribution.

NOTE 1: Starting April 4 (after completion of Phase II), start keeping track of the times in a
day, when you find yourself disagreeing with someone. Who? About what? Why? Did you
argue logically, ethically or emotionally? Be prepared to share some of these experiences. I
can tell you right now that most of mine take place over something I hear on television, and
I get angered over the faulty logic delivered by advertisers and politicians.

NOTE 2: You’ll be gathering material from the Internet (probably from YouTube) to show
the class examples of logical, ethical, and emotional appeals in argument. I strongly suggest
you read through all of Phase III, so you can pace yourself in the last month of class and
come fully prepared.

April 9: Read Chapters 1 and 2 from everything’s an argument.

Identifying audience appeals: Find a commercial on YouTube and analyze its audience
appeal. Did it sell you? What does it want you to do? Did it convince or persuade you? Why
or why not? Bring a link, show to the class and present your analysis.

April 11: Read Davy Barry article (I’ll give it to you Monday). Discuss how he uses humor
to make his point. What IS his point? Is he effective? Are you convinced or persuaded?
Explain. Discuss ways in which humor might be a better way to make a point than logos or
pathos. (pp.36-38).
April 16: Read Chapter 3
How is ethos used to manipulate audiences? Who are the worst offenders? Find an
example of a print ad, YouTube, etc., to illustrate. In J.K. Rowling’s commencement
address (p.44) does she win over the audience? Why or Why not. How about Brooks on
p.44? Here’s why advertisers use celebrity endorsements:
https://www.forbes.com/sites/steveolenski/2016/07/20/how-brands-should-use-
celebrities-for-endorsements/#63f059c45593
Think of the irony, here.

April 18: Read Chapter 4

Fake News/Conspiracy Theories/Using “Facts” but appealing to Emotions

Manipulating Statistics. Why are dates important?
Find an example of skewed statistics or distorted facts and bring a link, to discuss in
class.

April 23: Read Chapter 5

Fallacies of Argument: understanding how the master manipulators use these tricks will
help you from getting sucked in and ripped off by outside influences. Choose one fallacy of
argument and show the class (using a link from the Web) how the user attempted to
manipulate his/her audience with it.

April 25: LAST CLASS

Reflection and discussion.
How have you grown in the last 15 weeks?
Bring Questions and comments for me on how I can make future classes better.