Logos was also used for when I gave my reasoning as to why I believed that I lost the argument. I would want the reader to connect with my logic on the situation. Kairos was used in the way I ordered the essay so that I could give the example first and then give the logic behind it. I didn’t use ethos in my essay because it wasn’t necessary since I was the one telling the story so I was the one who was credible for the story.
The article "Two Cheers for Sweatshop" both authors Nicholas D. Kristof and Sheryl WuDunn have used the Aristotle's rhetorical triangle which includes the main appeals known as logos, pathos, and ethos. Logos is a way to again the readers trust by adding detailed information such as facts about a topic. Nicholas and Sheryl used logos to have their reader believe in what their beliefs are based on whether sweatshops are good for the community of Asian countries or not. The usage of negative comments towards sweatshop such as what the authors said: "Some managers are brutal in the way they house workers in firetraps, expose children to dangerous chemicals, deny bathroom breaks, demand sexual favors, force people to work double shifts or dismiss anyone who tries to organize a union." this causes the reader to believe on what the authors are establishing.
In writing, authors chose particular words and phrases to effectively convey their message or to engage the reader. Writer's word choices, also known as diction, can help communicate ideas, reveal emotion and opinions that they may have toward something or someone. There are many different levels of diction such as formal diction, used by Richard Rodriguez in his autobiography The Hunger of Memory, and neutral diction, used by Charles Bukowski in his novel Ham on Rye. The use of diction in these pieces make the stories come to life in the reader's head. Richard Rodriguez uses very formal diction in his autobiography,The Hunger of Memory, his words express his emotions and motives of being a writer.
However, Baldwin could have easily chosen to make the memory easier to read and tell the events simply, he was able to give enough description to pull the reader into the memory. “And, with that sound, my frozen blood abruptly thawed…and I was frightened”. This passage gives a reader an image in their head of what had to have been taking place at that time, yet at the same time, it was not overly wordy or too complex. Baldwin describes his experiences with a great amount of detail, but not quite enough to mislead the reader with too much unimportant pieces of information. Notes of a Native Son becomes even more approachable as Baldwin includes man personal phrases, notably the word I.
The definition of pathos is the quality or power in an actual life experience or in literature, music, speech, or other forms of expression, of evoking a feeling of pity, or of sympathetic and kindly sorrow or compassion. In other words, it is a way that authors and/or writers get to the audience’s emotions. Spurlock uses pathos by affecting the emotions of his audience with children. The beginning of the documentary shows kids singing and dancing. That automatically affects people’s emotions.
This review of literature will describe prior researches on vocabulary, vocabulary instruction, reading comprehension, and student power of memorizing words. Vocabulary Nash and Snowling define vocabulary as “the knowledge of words and their meanings (Nash and Snowling 2006, p. 336)”. While Sheehan (2002) states vocabulary as “the ability to understand and use words to acquire and convey meaning (Sheehan 2002, p. 1)”. Vocabulary is an important element of reading comprehension instruction. Clearly, vocabulary and comprehension skills are closely connected together.
Logos is used because the thesis is straight to the point and it is supported throughout the entire document. The writers accurately depict ethos because they represent multiple viewpoints and they have connected themselves to the topic. Pathos is used in the document because they expressed their emotions for
Poggi (2005) identifies the use of logos as a logical, rational means of persuasion as the classical domain of argumentation. Dlugan (2009) adds two features of Logos. First, deductive reasoning i.e. one or premises that can be facts, claims, evidence, or a previously proven conclusion, and then derive a certain conclusion from them. Second, inductive reasoning consisted of premises which lead to an inferred conclusion14.
Moreover, Hitchings followed Johnson 's steps by documenting the praise and criticism of Johnson 's dictionary. According to Hitching the dictionary was 'an extraordinary work ', however he added readable thoroughly researched study that increased the demand for the dictionary by all libraries. (Hitchings, 2005) Behind the extraordinary dictionary was a set of criteria for Johnson 's dictionary. For example, the division of the words and sorting them according to their different senses for the same word by changing the preposition such as 'put of ', 'put on ', 'put up ', and 'set off ', 'set down ', in addition to many other meanings for the same spelling words as Fritze (1989) mentioned, such as 'bank ' the side of land next to the water and 'bank ' the place where people deposit or borrow money. Johnson also defined the words in the dictionary by supplying the different grammatical categories such as the tense, transitive or intransitive, and multi meanings by combining the words with proposition.
Every individual words have their own meaning, i.e. comfort and dishonor, but they can also be a part of those words which do not have any particular kinds of meaning, i.e. prefixes (un-, re-, dis-) or suffixes (-ful, -ness). To the learners this morphological understanding is critical when they encounter less frequent words in their reading. From the observation of Aronoff (1994), it becomes clear that those learners who have good command of morphology they will face less problems in their reading.