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Repor T Resumes REPOR TRESUMES ED 015 902 24 TE 000 262 PERSUASION. RHETORIC CURRICULUM V, TEACHER AND STUDENT VERSIONS. BY- KITZHACER. ALBERT R. OREGON UNIV., EUGENE REPORT NUMBER CFP-H-I49-69 REPORT NUMBER ER-5-0366-69 CONTRAC1 oEc-5-10-319 ECRS PRICEMF-$0.50 HC-$4.60 113F. DESCRIPTORS- *COMPOSITION (LITERARY), *CURRICULUM GUIDES, *ENGLISH CURRICULUM. ENGLISH INSTRUCTION. *RHETORIC, CURRICULUM RESEARCH, GRACE 11, INSTRUCTIONAL MATERIALS. LOGIC, SECONDARY EDUCATION. SPEAKING, STUDY GUTDES, TEACHING GUIDES, WRITING, PROJECT ENGLISH, OREGON CURRICULUM STUDY CENTER. EUGENE. THIS 11TH -GRACE RHETORIC UNIT PRESENTS THE PROBLEMS INVOLVED IN CHOOSING THE MOST EFFECTIVE AND PERSUASIVE WAY OF ARTICULATING AN IDEA. LESSON 1 OF THE UNIT, 'SOUND REASONS.' EXPLAINS DEDUCTIVE AND INDUCTIVE LOGICAL PROOFS. LESSON 2, 'WHAT'S THE EVIDENCE,' ATTEMPTS TO HELP THE STUDENT UNDERSTAND THE USES OF EVIDENCE AND THE PROBLEMS OF USING IT AND SETS UP EVALUATIVE TECHNIQUES FOR DIFFERENT KINDS OF EVIDENCE. LESSON 3. "THE POWER TO MOVE.' CONSIDERS THE PROPER USE OF THE PSYCHOLOGICAL OR EMOTIONAL APPEAL TO ACCOMPLISH DESIRABLE ENDS. AND LESSON 4, 'WHO SAYS SO,' ELABORATES THE CONDITIONS UNDER WHICH PERSONAL PROOF IS AN EFFECTIVE PERSUASIVE INSTRUMENT. THE STUDENT VERSION CONTAINS INTRODUCTORY EXPLANATIONS OF MATERIALS. COMMENTARIES AND EXERCISES ON TEXTS AND PROBLEM SITUATIONS. DISCUSSION QUESTIONS, AND SPEAKING AND WRITING ASSIGNMENTS. THE TEACHER VERSION CONTAINS INSTRUCTIONAL AIDS AND SUGGESTIONS FOR ASSIGNMENTS AND PRESENTATION OF MATERIALS. A TEST DESIGNED TO ACCOMPANY THE UNIT IS APPENDED. SEE ALSO ED 010 129 THROUGH ED 010 160, ED 010 803 THROUGH EC J10 832. TE 000 195 THROUGH TE 000 220, AND TE 000 227 THROUGH TE 000 249. (CL) OREGON CURRICULUM STUDY CENTER PERSUASION Rhetoric Curriculum V Teacher Version The project reported hereinwas supported through the Cooperative Research Program of the Officeof Education, U. S. Departmentof Health, Education,and Welfare. , -",..":--9401107-"""r","-,47-7Por-"7:5PMW:e00101 I OREGON CURRICULUM STUDY CENTER U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STAII DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. PERSUASION Rhetoric Curriculum V Teacher Version "PERMISSION TO REPRODUCE TIOS COPYRIGliTED MATERIAL HASBEEN GRAkTED BY dElf2/11 TO ERIC AND OR6AitIZATIONSOPERATING UNDER AGREEMENTS WITH THE U.S.OFFICE OF EDUCATION. FURTHER REPRODUCTIONOUTSIDE THE ERIC SYSTEM REOUIRES PERMISSIONOF THE COPYRIGHT OWNER." The project reported herein was supported through the Cooperative Research Program of the Office of Education, U. S. Department of Health, Education, and Welfare. Teacher Version PERSUASION The concentration in rhetoricso far this year, first on developing an honest opinion, thenon understanding the audience, should (if there isany- thing to Kenneth Burke's theory of logicalprogression) lead the student to the vital question of how to bring thetwo together. However fully he under- stands and honestly he believes in hisidea, however intelligently he has analyzed his audience, he still hasthe problem of how to present the idea in the most effectiveway- -or, in the words of Aristotle's translators he must find the availablemeans of persuasion. The problem is forecast in the introductionwith E. E. Cummings's letter to a student.It represents the ideal writing situationanacknowledged expert giving a solicited opinion toa receptive audience, no doubt hoping for the words of wisdom by return mail.Even in such an ideal situation the writer must, for reasons ofhonesty, express unwelcome ideas about the difficulty of writing. His nobody-but-yourselftheme shows a warm understanding of the desires of youth;he has judged his audience well in offering both challenge and the rewardof individual achievement. This example leads into themore usual situation of the writer-speaker whose expert opinion has not been solicited.The hypothetical instance given the student for analysis- -a debate over a class partyis much closer to his own experience, sincehe must advance and support views in conflict with the desires ofother members of the group. The example suggests the full range of persuasive methods- psychological, and personal proofs- -though none of these technical terms are introduced, It also directs attention to the first procedureof defining the terms. QUESTIONS TO DISCUSS 1. Among the suggested arguments.all three of the first groupare likely to be effective if the majority favorsswimming, if full participation of the class is desirable, and ifa swimming party would draw larger attendance. In some situations,none of these might be true. 2. The arguments ofease in arrangements are all logical, if true. The second (b) would require investigation;lighting the pool and providing lifeguard service might entail unexpectedexpense. 3. Anticipating opposing arguments is alwaysimportant. The tradition argument is often strong, but since it is chieflypsychological it is vulner- able to logic. Citing thesuccess of other schools should be effective with peer-conscious groups. 4, The question of who presentsan opinion takes the student into the concept of personal proof. Class officersmight carry weight if they speak somewhat officially as reflecting sentimentsexpressed to them, or appear as particularly judicious because of their experiencewith decision- -2- making, Anew student may beopen to challenge mores of the group unlesshe strikes the class as unacquainted with the fresh ideas. The as able to contribute suspicion of personalmotives behindadvocacy is immediately damaging,though sometimes persuasive. The frankly confessingbias is non-dancer might confesshis bias asrepresenting a segment of class opinion.The good dancerwho supports the party has a possibleadvantage if he emphasizes swimming judgment of what is that his view is basedon best for all; theargument is particularlystrong if the speaker showsthat it goes againsthis own preference. The questions atthe end of thestudent introductionsum up the methods of persuasion tobe elaborated in thelessons of the unit. to emphasize thatthe methods It is important turn is a matter of are not really separate;studying each in focusing the emphasison one part of a totalprocess. Lesson 1: SoundReasons This lesson takes up logical proofs, bothinductive and deductive.It opens with the reminderthat the writeror speaker must anticipate reservations of theaudience and the the mental presented. The questions they raiseas the idea is writer-speakerassumes the responsibilityfor satisfying the audience thatthe views expressedare based on soundreasons, Check Your Assume4sLs In the tenth graderhetoric the students to the deductive examined assumptionsas basic or enthymemic reasoningprocesses; assumptions formthe premises, andsome agreementon fundamental assumptionsis essential for anyconcurrence on conclusionsfrom inferential reasoning. The opening paragraphsfrom one of Adolph an example of the importance Hitler's speechesprovide make the oint; of assumptions.Any speech of Hitler'swould this onewas presented in February1938, before the German Reichstag on the fifthanniversary of the the immediate National Socialist State.Though audience was theGerman parliament andthe German-speaking radio audience,Hitler was actuallyaddressing an interested policies of theGerman dictator world, for the gerous to the welfare of were already known to be potentiallydan- other nations. TheEnglish translation ofthe text of the speech appearedin the New York papers, Times, as wellas in many other QUESTIONS TODISCUSS 1,Hitler asks theaudience to believe thatthe foreignpress, or "a certain portion" ofit, was both ignorantand arrogant; that itflcoded the New Reich with dishoneststatements and unfoundedmalicious criticisms; that it unfairly judgedan innocent "mode ri people.Whether newsmen considered themselves apostles is not clear in the syntax, but this charge i is possiblf: to construe from the words. Hitler suppressed the news reports, he says, to protect the successful work of his government from criminals and insane opponents who disturb the mission. All criticism, he asks the reader to believe, is insane, dishonest, Bolshevist, revolutionary terror- ism, reactionary dreaming, or idle malice, motivated by hatred or super- ciliousness. The attitude of foreign nations is based on hate, arrogance, or possibly envy in jealous and lazy countries unwilling to work themselvee., 2.Hitler's statements depend upon these assumptions: that foreign nations are enemies without integrity, jealous of Germany's success; that the press is entirely dishonest; that any criticism is detrimental to the state and is rightfully repressed (all critics are criminals or traitors); that his will is the criterion of justice. 3.Hitler has offered no evidence of exemplary Nazi discipline, strength, and restraint; he simply makes the assertion,In fact, he produces no evidence in support of any of his charges.In 1938 he might have been able to find evidence that the German wage system had some advantages, and that foreign nations experienced crises, but certainly not that they had olul crises.(Some of the severest crises he himself occasioned). His only real evidence is that Germany has achieved some prosperity and recovered from a material co/lapse, and that it has become a great steel state. But the success of a program does not establish the rightness of it, nor the justice of silencing
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