Topic Option One: How tight abortion restrictions can affect the mothers and children involved
If I were to choose this topic, I know I would have a wealth of information. In our preliminary SAME charts, I was able to find many articles containing in depth information on this topic, ranging from theories, to data, and arguments. I would never fall into the pit of having no further evidence for my research or final paper. There are also plenty of opinions on this topic already circling, leading to higher common background knowledge and a reason for this research's necessity. On top of this, due to the recent and/or upcoming changes in certain states' laws, this topic can prove to be directly related to an already controversial and highly debated current event. Researching this could even provide more universal insight for myself and classmates on the realistic impacts of restrictions, and perhaps even lead some to gain a new perspective. Researching instead the solutions to the common gender-specific violence towards women has already proven to be more difficult, with much less resource availability, and public eye on the issue itself with which to appeal to. Topic Option Two: What solutions and public attention can be brought for the reoccurring dilemma of gender-specific violence towards women This argument, to me, feels more complete. Although I may struggle with a lack of information, it is infinitely more personal, as I have been warned of it, and have heard of it incessantly my entire life. This is a topic that I know I will be able to pursue, with consistent motivation, the entire semester, and I believe I can build a very strong research paper from it. I also know that I can gather an incredible amount of first-hand testimonies from women to help with the evidence aspect, and the fact that it tends to be a quieter argument, contributes directly to part of what I am trying to research. This will be a paper that will be a challenge, but one that I have every intention to complete as best as possible, especially due to the more personal angle I would be able to assess my information from, as a teenage girl. While my first topic would set me up for an excellent paper, I am convinced that the silence on this topic and my relatable angle on it will provide me with a better paper, and more to learn.
1 Comment
1. The author Camille A. Langston claims that powerful rhetorical devices, such as ethos, pathos, and logos have the power to influence others into believing certain things, or going along with a specific argument, whether those consequences are good or bad.
2. Langston chose her argument to educate the students listening on both how to persuade others by using these rhetorical techniques, and how to recognize these techniques both used on them and generally in the world around them. 3. Langston uses a educational and sophisticated tone throughout the video, supplying informative information. 4. The intended audience of Langston's video is for students, which can be determined both from the company, TEDed, and also the tone and information she provides. 5. Langston organizes her ideas by offering a question, and then answering the question- "how to use rhetoric to get what you want"- in a sequential and easily understandable way. By arranging it also with evidence, anecdotes, analogies, and references to more familiar events and topics, the lesson becomes relatable and clear to her audience, through her answering her own basic question, the overlying theme of the video. 6. By using concrete evidence, thorough explanation, and working through a reliable source of education, Langton proves her credibility consistently. She uses clear facts and common information to back her claims, as well as detailed reasoning that reinforces her expertise of the topic. Furthermore, by her work being communicated through TEDed, a respectable source for education and reliable information, she is able prove her credibility, and utilize ethos herself. 7. Langston wants her audience to feel comfortable, and familiar in the arguments she uses, and also wants them to understand the importance of rhetoric as it could relate to them. By constantly connecting her examples back to the audience, she is able to formulate a connection that creates a sense of curiosity and apprehension when it comes to rhetoric, inspiring them to want to learn more, even in their self-interest. 8. Langston follows a simple, repetitive style in her logical argument, making a claim, presenting an example and/or evidence to support it, and then following that with reasoning that explains the connection between the two, and also relates the claim back to her audience. 9. Langston used both anecdotes and a famous metaphor by Winston Churchill in her work, providing small stories that connect back to her claims, such as those of Sojourner Truth, Martin Luther King Junior, Cicero, Winston Churchill, and others. To further clarify Churchill's use of ethos, she provides a metaphor by him "'I have been in full harmony all my life with the tides which have flowed on both sides of the Atlantic against privilege and monopoly,'" which clearly is relating to political forces, but compering them to oceanic tides, (Langston 0:01:55-0:02:05). 10. I can use rhetoric to get what I want in many ways, and by utilizing the big three- ethos, logos, and pathos- as well as other rhetorical devices, I will be able to effectively persuade others to understand my point of view, make effective arguments, and earn the decisive win over my opponent in any circumstance, whether that be a debate, a protest, an interview, or even just a petty argument in day to day life. I will also be able to recognize the use of rhetoric against me and other around me every day, and make judgements without that influence. |
AuthorDyllon Glaze- ArchivesCategories |
Photo used under Creative Commons from Anthony_bou4