...Bias, Rhetorical Devices and Argumentation ENG/102 January 26, 2014 Bias, Rhetorical Devices and Argumentation The Mary Fisher speech had several different examples of bias, rhetorical devices and fallacies in her argument that perused the American people about HIV and AIDS. The political bias in the speech is where Fisher (1992) states, “With the President’s leadership, much good has been done. Much of the good has gone unheralded, and as the President has insisted, much remains to be done.” Throughout the speech, and the tone of the speech is the scare tactic fallacy technique. One example of scare tactic is where Fisher (1992) states, “Two hundred thousand Americans are dead or dying. A million more are infected. Worldwide, forty million, sixty million, or a hundred million infections will be counted in the coming few years.” A second fallacy in the speech is where Fisher used slippery slope to get her point across in the argument. An example from the speech is where Fisher (1992) states, “AIDS is the third leading killer of young adult Americans today. But it won’t be third for long, because unlike other diseases, this one travels. Adolescents don’t give each other cancer or heart disease because they believe they are in love, but HIV is different, and we have helped it along. We have killed each other with our ignorance our prejudice, and our silence.” Fisher also used some rhetorical devices within her speech to peruse the public which was a rhetorical question and...
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...Bias, Rhetorical Devices, and Argumentation Taylor Saul COM/220 December 2, 2012 Dr. Tonya Laliberte Bias, Rhetorical Devices, and Argumentation “The Morality of Birth Control” by Margaret Sanger (1921) Write a 350- to 500-word response to the following questions: * What are some examples of bias, fallacies, and specific rhetorical devices in the speech you selected? * How did the speaker address arguments and counterarguments? * Were the speaker’s arguments effective? Explain your answer. First off, the speaker sent out letters to those she knew would agree with her and, also, to those who opposed her. She wanted to get together a group of people, on both sides of the fence, and have a discussion within the town about the topic of birth control. She goes on to talk about how every advance that women have made, has been met with opposition. She talks about when women fought for higher education, it was said that they would become immoral and would lose their place in the sanctity of the home. The one place that she says where men and women were on equal ground, was in the church. Their stance was that every man and every woman should be given the opportunity of Birth Control. They believed that a woman should have the right over her own body, whether she shall be a mother or not. Their first step was to get the backing of the medical profession so that their laws may be changed. They wanted motherhood to be a choice, rather than one of chance. ...
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...Bias, Rhetorical Devices, and Argumentation Axia College Research Writing COM/220 Katherine Luttrell April 11, 2010 Bias, Rhetorical Devices, and Argumentation The speech starts off with the campaigner speaking. In his speech, he immediately begins with judgmental bias. This particular bias was chosen based on his statement concerning Jim Gettys, "There is only one man who can rid the politics of this State of the evil domination of Boss Jim Gettys." The campaigner's speech also coincides with several fallacies, such as scapegoating, scare tactics, and ad hominine. The movie continues to pick up with Governor hopeful Charles Kane. Governor hopeful Kane joins in with the political bias and scapegoating by making a statement that he will point out to the public the dishonesty and villainy of J.W. Gettys political machine. With the beginning statements made by both men, Kane's following statement about Jim Gettys villainy is in complete control of the government, this was a simple scare tactic. It is obvious at this point with the previous information that no one is thinking too positive of Jim, and with this statement, they have been installed with fear. In the second paragraph, Kane uses the fallacy "begging the question." He has basically made the sentiment that he will win based on the votes. In the third paragraph, he really comes on bold. Kane makes as distinguished difference in the society that he represents. The statements concerning the working...
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...Writing Excellence to cite your sources: http://www.apollolibrary.com/cwe/pdfs/AXIASampleAPAReferences.pdf Use Appendix E to complete this activity. Answer the following questions: How do you decide what information is noteworthy and what is not? How do you determine whether to quote, paraphrase, or summarize a source? Post Appendix E as an attachment ------------------------------------------------------------ ENG 102 Assignment: Bias, Rhetorical Devices, and Argumentation (UOP) For more course tutorials visit www.tutorialrank.com Assignment: Bias, Rhetorical Devices, and Argumentation Resources: American Rhetoric Web site and Bias, Rhetorical Devices, and Argumentation Due Date: Day 7 [post to the Individual forum] Listen to the speech at http://www.americanrhetoric.com/MovieSpeeches/moviespeechcitizenkane2.html by clicking the Windows Media Video link or the Audio mp3 link, or read the transcript of the speech. Answer the following questions in a minimum of 500 words: Identify examples of bias, fallacies, and specific rhetorical...
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...Assignment: Bias, Rhetorical Devices, and Argumentation Assignment: Bias, Rhetorical Devices, and Argumentation The” Citizen Kane” speech given by Charles Foster Kane in 1941 campaigning for Governor is full of bias. The bias starts from the very beginning of his speech by addressing his audience, attacking his opponent by using various fallacies of incorrect argument. First he begins with attacking “boss Jim W. Getty and his political machine” one example or another, where he is saying “There is only one man who can rid the politics of this State of the evil domination of Boss Jim Getty’s.” The tactics that are used here are for the reason of making himself to look better and stronger, in his point of views and political plan. This fallacy is called scapegoating, when you putting the blame for the problems on the opponent’s convictions and building confidence in the listeners. Kane in this example also uses Ad Hominen, which is where the candidate is verbally attacking his opponent rather than the argument. There is an example of gender and age bias: “The working man and the slum child know they can expect my best efforts in their interests.” Kane is indicating that men are the only ones working and that all the children are slum. Kane makes a statement about “the decent, ordinary citizens know that I’ll do everything in my power to protect the underprivileged, the underpaid, and the underfed.” In my opinion I believe, that this could be a begging the question...
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... | | |College of Humanities | | |COM/220 Version 7 | | |Research Writing | Copyright © 2011, 2009, 2007 by University of Phoenix. All rights reserved. Course Description Students focus on gathering research, evaluating and documenting sources, and developing a major research paper. Selected readings prompt discussion regarding bias, rhetorical devices, arguments, and counter arguments. Grammar exercises address commonly confused sets of words, modifiers, parallel structure, sentence variety, and sentence clarity. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities...
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...and documenting sources, and developing a major research paper. Selected readings prompt discussion regarding bias, rhetorical devices, arguments, and counter arguments. Grammar exercises address commonly confused sets of words, modifiers, parallel structure, sentence variety, and sentence clarity. Course Dates Aug 18, 2014 - Oct 19, 2014 Faculty Information Name : Email Address : Alternate Email Address Phone Number : BERNICE PARROTT (PRIMARY) baparrott@email.phoenix.edu (770) 886-9389 Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents (both located on your student website): • Academic Policies • Instructor Policies University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Get Ready for Class • Familiarize yourself with the textbooks used in this course. Course Materials All electronic materials are available on your student website. Week1 Identifying Components of Argumentation Tasks • Course Preparation Aug, 18 - Aug, 24 Objectives/Competencies 1.1 Identify examples of bias, rhetorical devices, argumentation, and effective counterarguments. 1.2 Complete a research plan based on a chosen topic. Required Learning...
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...January 15th 2012 Com/220 Argumentation assignment The speech I chose to read instead of hear was “The morality of birth control” by Margaret Sanger (1921). I chose this speech because I have worked in the healthcare field for over 10 years now, this subject truly catches my attention. Its also the reason why for my final project I have chosen to speak about abortion and pro choice debates. After reading the article I picked up on bias’ right of the bat. The fact that women have been viewed as immoral for wanting to control the size of their families or to act as responsible adults. Margaret talks about how many different groups were invited to the conference that was held and everyone acted with dignity except one group. This group was the religious “church” going individuals. This group views birth control as a “sin” so to speak and think it’s against gods will. I can vouch for this personally. I recently took a new job almost three months ago with a very well known catholic organization. We have amazing benefits except they will not cover ANY form of contraception or fertility treatment. This means I have to pay out of pocket for my prescriptions of birth control. A choice I have chosen as a single/divorced mother of three. I don’t want to have any more children, but in their eyes I am being immoral. To me some of the fallacies or misconceptions with this issue that they are basically stating that religion and worship make a person moral. How can that be when...
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...Bias, Rhetorical Devices, and Argumentation In Mary Fisher’s speech, “A Whisper of AIDS”, she discussed the seriousness of the disease and what it brings. This speech was given on August 19, 1992 in Houston, Texas at the Republican National Convention. In the speech, she points out the fact that everyone is at risk for AIDS. She stated that the common misconceptions about homosexuals being the only people at risk, is just not true. Everyone is at risk. She used specific information in regards to the amount of people HIV is affecting everyday and that the number is continuously growing. She addressed the concern of others stating that it will not affect them because they are straight and in a monogamous relationship with their spouse, but she points out the fact that she contracted the virus in her marriage from her husband. She also talks about how she relates to the people who did contract the virus via means such as drugs and homosexual relationships. She points to the fact that the danger of the disease is right at our front doors, and it will move in even faster if we do not acknowledge its existence and do something to fight it. This must not be kept silent and must be given more attention, and not just shunned. She used a story told by Pastor Nemoellor about the Nazi death camps. “They came after the Jews, and I was not a Jew, so, I did not protest. They came after the trade unionists, and I was not a trade unionist, so, I did not protest. Then they came after the Roman...
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...CHAP TER Rhetorical Modes 1. NARRATION L E A R N I N G O B J E C T I V E S 10 1. Identify the purpose and structure of narrative writing. 2. Recognize how to write a narrative essay. Rhetorical modes simply mean the ways in which we can effectively communicate through language. This chapter covers nine common rhetorical modes. As you read about these nine modes, keep in mind that the rhetorical mode a writer chooses depends on his or her purpose for writing. Sometimes writers incorporate a variety of modes in one essay. In covering the nine rhetorical modes, this chapter also emphasizes these as a set of tools that will allow you greater flexibility and effectiveness in communicating with your audience and expressing your ideas. rhetorical modes The ways in which we effectively communicate through language. 1.1 The Purpose of Narrative Writing Narration means the art of storytelling, and the purpose of narrative writing is to tell stories. Any time you tell a story to a friend or family member about an event or incident in your day, you engage in a form of narration. In addition, a narrative can be factual or fictional. A factual story is one that is based on, and tries to be faithful to, actual events as they unfolded in real life. A fictional story is a made-up, or imagined, story; the writer of a fictional story can create characters and events as he or she sees fit. However, the big distinction between factual and fictional narratives is based on a writer’s purpose...
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...metadiscursive practice. The essay argues that all communication theories are mutually relevant when addressed to a practical lifeworld in which “communication” is already a richly meaningful term. Each tradition of communication theory derives from and appeals rhetorically to certain commonplace beliefs about communication while challenging other beliefs. The complementarities and tensions among traditions generate a theoretical metadiscourse that intersects with and potentially informs the ongoing practical metadiscourse in society. In a tentative scheme of the field, rhetorical, semiotic, phenomenological, cybernetic, sociopsychological, sociocultural, and critical traditions of communication theory are distinguished by characteristic ways of defining communication and problems of communication, metadiscursive vocabularies, and metadiscursive commonplaces that they appeal to and challenge. Topoi for argumentation across traditions are suggested and implications for theoretical work and disciplinary practice in the field are considered. Communication theory is enormously rich in the range of ideas that fall within its nominal scope, and new theoretical work on communication has recently been flourishing.’ Nevertheless, despite the ancient roots and growing profusion of theories about communication, I argue that communication theory as an identifiable field of study does not yet exist.2 Rather than addressing a field of theory, we appear to be operating primarily in separate...
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...Copyright © 2013 by McGraw-Hill Education. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. ISBN: 978-0-07-180360-1 MHID: 0-07-180360-2 The material in this eBook also appears in the print version of this title: ISBN: 978-0-07-180359-5, MHID: 0-07180359-9. E-book conversion by Codemantra Version 1.0 All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill Education eBooks are available at special quantity discounts to use as premiums and sales promotions or for use in corporate training programs. To contact a representative please visit the Contact Us page at www.mhprofessional.com. Trademarks: McGraw-Hill Education, the McGraw-Hill Education logo, 5 Steps to a 5 and related trade dress are trademarks or registered trademarks of McGraw-Hill Education and/or its affiliates in the United States and other countries and may not be used without written permission. All other trademarks are the property...
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...для студентов институтов и факультетов иностранных языков и филологических факультетов университетов. GALPERIN STYLISTICS SECOND EDITION, REVISED Допущено Министерством высшего и среднего специального образования СССР в качестве учебника для студентов институтов и факультетов иностранных языков |[pic] |MOSCOW | | |"HIGHER SCHOOL" | | |1977 | TABLE OF CONTENTS Page Предисловие к первому изданию……………………………………………………..6 Предисловие к второму изданию……………………………………………………..7 Part I. Introduction 1. General Notes on Style and Stylistics…………………………………………9 2. Expressive Means (EM) and Stylistic Devices (SD)………………………...25 3. General Notes on Functional Styles of Language……………………………32 4. Varieties of Language………………………………………………………..35 5. A Brief Outline of the Development of the English Literary Standard Language……………………………………………………………………..41 6. Meaning from a Stylistic Point of View…………………………..…………57 Part II. Stylistic Classification of the English Vocabulary 1. General Considerations………………………………………………………70 2. Neutral, Common Literary and Common Colloquial Vocabulary…………..72 3. Special Literary...
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...Instructor’s Manual and Test Bank to accompany A First Look at Communication Theory Sixth Edition Em Griffin Wheaton College prepared by Glen McClish San Diego State University and Emily J. Langan Wheaton College Published by McGrawHill, an imprint of The McGrawHill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright Ó 2006, 2003, 2000, 1997, 1994, 1991 by The McGrawHill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form solely for classroom use with A First Look At Communication Theory provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. PREFACE Rationale We agreed to produce the instructor’s manual for the sixth edition of A First Look at Communication Theory because it’s a first-rate book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves...
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...RESEARCH and WRITING CUSTOM EDITION Taken from: Writing Research Papers: A Complete Guide, Eleventh Edition by James D. Lester and James D. Lester, Jr. To the Point: Reading and Writing Short Arguments by Gilbert H. Muller and Harvey S. Wiener ISBN 0-558-55519-5 Research and Writing, Custom Edition. Published by Pearson Custom Publishing. Copyright © 2006 by Pearson Custom Publishing. Taken from: Writing Research Papers: A Complete Guide, Eleventh Edition by James D. Lester and James D. Lester, Jr. Copyright © 2005 by Pearson Education, Inc. Published by Pearson Longman, Inc. New York, New York 10036 To the Point: Reading and Writing Short Arguments by Gilbert H. Muller and Harvey S. Wiener Copyright © 2005 by Pearson Education, Inc. Published by Pearson Longman, Inc. Copyright © 2006 by Pearson Custom Publishing All rights reserved. Permission in writing must be obtained from the publisher before any part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system. All trademarks, service marks, registered trademarks, and registered service marks are the property of their respective owners and are used herein for identification purposes only. Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 ISBN 0-536-97722-4 2005240359 AP Please visit our web site at www.pearsoncustom.com ISBN 0-558-55519-5 PEARSON CUSTOM PUBLISHING ...
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