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an explanation that states an opinion about an issue, the reasons for holding that opinion, and the evidence that supports those reasons
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an argument against the opposing viewpoint
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English Unit 8
| Question | Answer |
|---|---|
| an explanation that states an opinion about an issue, the reasons for holding that opinion, and the evidence that supports those reasons | argument |
| an argument against the opposing viewpoint | counterargument |
| the act of convincing people by influencing their intellect, emotions, or sense of ethics | persuasion |
| a claim or statement of opinion, supported by reasons or evidence | proposition |
| type of nonfiction that uses facts and opinions | persuasion |
| Purpose of persuasive text | influence/persuade |
| The topic of a persuasive text is usually a(n) _______ issue, an issue that has strong viewpoints for and against it. | controversial |
| What is an example of a controversial topic not discussed in this Lesson? | Are social networking sites harming our society? |
| Why should you identify your audience when composing a persuasive text? | to more effectively influence them |
| A persuasive text uses clear, precise _______, as well as emotional language. | diction |
| What is Churchill's purpose in his "blood, toil, tears, and sweat" speech? | to trust his leadership |
| What is Churchill's message or argument? | As a country, we must pursue victory in our struggle against tyranny. |
| Who is Churchill's audience? | the members of the House of Commons |
| a comparison of two things that have similar characteristics | analogy |
| a brief story a persuasive writer or speaker gives to convey a truth, emphasize a point, or appeal to the audience's emotions | anecdote |
| reasoning that starts with a premise, and then gives a specific situation and derives a conclusion based on the premise and the situation | deductive reasoning |
| a persuasive appeal based on the credibility, authority, or experience of the writer or speaker | ethos |
| reasoning that begins with specific facts and uses them to formulate a general, probable conclusion | inductive reasoning |
| an appeal to the logic or reasoning of the audience | logos |
| an appeal to the emotions of the audience | pathos |
| a broad, general statement | premise |
| Fact: Ashton has been absent from school four times during the past two weeks. Fact: Each time he's been absent, we've had a test or quiz or a project due. Conclusion: Ashton stays home to avoid taking tests and turning in projects. | inductive reasoning example |
| Premise: All students who take Spanish III must first have passed Spanish II. Situation: Leah is taking Spanish III this year. Conclusion: Leah passed Spanish II. | deductive reasoning example |
| a statement in a persuasive text that explicitly calls on the audience to do something about the information presented | call to action |
| stating similar ideas using similar grammatical structures | parallelism |
| repeating words or ideas to make a point and enhance the style of a text | repetition |
| a question that is used for effect; intended for the audience to think about, but not to answer | rhetorical question |
| stating ideas in groups of three to make them more memorable | rule of three |
| Who is the Franklin D. Roosevelt's target audience in "1941 State of the Union Address"? | Congress and the American people |
| What is the main idea or argument of Franklin D. Roosevelt's address? | to support the cause of freedom |
| What are the four essential freedoms Roosevelt describes? | freedom of speech and expression, freedom from want, freedom from fear, freedom of every person to worship God in his own way |
| What is the Roosevelt's tone? | positive |
| What kind of language does Roosevelt use to describe or label those who oppose his plan? | negative |
| Which of the three appeals—ethos, pathos, or logos—is the primary appeal used in Roosevelt's speech? | pathos |
| How do you think the speech affected Roosevelt's audience? | They likely supported his cause. |
| Compare Roosevelt's speech with the excerpt from Churchill's speech to the House of Commons. How do the two speeches address similar themes and concepts? | both address the necessity to fight against tyranny. While Churchill’s goal is to engage war until tyranny is defeated, Roosevelt’s aim is to help other countries fighting tyranny. Both stress the importance of a nation united for this common purpose. |
| insurgent | rebellious |
| deprecated | condemned; disapproved of |
| perpetuate | continue |
| scourge | curse; punishment |
| unrequited | unanswered; unsatisfied |
| What is the theme of Lincoln's speech? | Both sides are at fault. |
| Which rhetorical appeals (ethos, pathos, or logos) does Lincoln use? | logos and pathos |
| a misleading statement that involves an error in reasoning | fallacy |
| _______ renders a persuasive argument logically unsound | a fallacy |
| an attack on a person's character or reputation in an attempt to turn the audience against that person or distract the audience from the real issue | ad hominen |
| occurs when a person is referred to as an authority, but he or she has no expert knowledge in that field | appeal to false authority |
| an argument in which the support for a claim assumes that a claim is true rather than proving it | circular logic |
| occurs when only two possible choices are presented, when, in fact, there are many | false dilemma |
| an argument based on insufficient evidence; drawing a conclusion based on too small a population sample | hasty generalization |
| a Latin phrase meaning "it does not follow"; involves a conclusion that does not logically follow an explanation or argument given | non sequitur |
| an attempt to avoid an issue by bringing up an irrelevant topic | red herring |
| occurs when a person argues that if one thing occurs, a chain of events will inevitably follow, leading to an undesirable outcome that cannot be avoided | slippery slope |
| involves misrepresenting another person's argument, making it easier to attack | straw man |
Created by:
why556