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| a figure of speech involving a deliberate exaggeration (i.e. Look out! That puddle’s the size of Lake Erie.) |
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| (Latin for it does not follow) a statement that does not follow logically from what has preceded it (i.e. Alphie is good-looking; therefore, he will be happy.) |
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| the cohesive quality of ideas |
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| a type of fallacy that attempts to prove a claim by using an alternative wording of the claim itself (i.e. We should vote for the school levy because it is the best thing to do…also called circular reasoning) |
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| the flow and connection of ideas within the text of an argument |
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| agreed-on bits of knowledge that do not require further support in an argument |
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| flaws in the structure of an argument that make the claims invalid |
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| type of logical fallacy that confuses a sequential relationship with a causal one (Event A caused Event B because Event A occurred first: The sun rose because the rooster crowed.) |
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| a type of logical fallacy that tries to shift attention away from the original focus fo the argument (i.e. I’m not saying that all politicians are bad, but many of them seem to distort the truth or Granted, some country music is good, but a lot of it just rubs me the wrong way.) |
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| a type of logical fallacy that assumes that a certain way of thinking or acting will necessarily continue or extend in that direction (i.e. If the Supreme Court allows the police to set up informational roadblocks, it will soon grant law enforcement full license to inspect anyone at any time.) |
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| reasons that connect claims with their support |
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| a line of deductive reasoning that requires threes steps (i.e. All humans are mortal. Socrates is human. Therefore, Socrates is mortal.) |
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| statements that contain unstated premises or assumptions (i.e. Because the dog is scratching at the back door, someone should let her out) |
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| the critical moment in a rhetorical situation; the moment that requires someone to speak or write when something happens (or fails to happen) that calls for someone to speak out or persuade others to think or act in a particular way (i.e. “stay calm” or “assist those in need”) |
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| an approach to argument based on the work of Carl Rogers (1902-87), in which the arguer attempts to build common ground between value systems |
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| a process of recognizing and using the most effective strategies for influencing thought |
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| an important system for analyzing arguments, based on the work of Stephen Toulmin (1922-) that suggests that an argument has six primary components: main claim, support, warranting assumption, backing, modal qualifier, and rebuttal |
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| the personal or individualized use of language conventions, with attention to appropriateness, situation, and audience |
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| a type of logical fallacy that misrepresents an argument by oversimplifying it so that it can easily be proven wrong (i.e. People against the war think that the U.S. shouldn’t defend itself from dangerous forces.) |
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| invention, arrangement, style, memory, and delivery |
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| treating a nonhuman thing as though it were human (i.e. The house just sat there through the years, minding its own business while the world built up around it.) |
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| a figure of speech that names something using only part of the entire thing (i.e. using Washington to refer to the U.S. government, or the pen and the sword to refer to writing and military action) |
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| a system or approach involving four questions that help one to understand the nature of a disagreement and the precise nature of opposing claims (stasis: from the Greek root sta, “to stand”) |
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| (Greek for unfortunate moment) refers to the moment in a rhetorical situation that is ripest with opportunity---the moment when the right statement can have the most impact and influence on an audience |
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| a comparison in which one thing takes on the characteristics of another |
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| a figure of speech in which a deliberately less forceful or dramatic expression than expected is used (i.e. “Antarctica is a little chilly.”) |
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| the collection of unstated values and beliefs that inform people’s understanding of the world |
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| type of support that includes reference to authority, facts, statistics, and testimonies |
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| a process of critical thinking put forth by philosopher Georg Wilhelm Friedrich Hegel (1770-1831), who believed that all human thought developed through various stages from personal to social to spiritual. |
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| language that is not literal; language that redirects meaning away from the literal definitions of words |
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| support that must be created (named so by Aristotle because the arguer must create the bridge between the topic and the audience) |
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| a reference so some bit of public knowledge (from history, current events, popular culture, religion or literature |
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| (Latin for person) a logical fallacy that attacks an arguer rather than examining the logic of the argument (i.e. We shouldn’t listen to their claims about social justice because those people are crazy.) |
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| appeal of character (ethos) |
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| drawing attention to the arguer’s personal nature, integrity, experience, wisdom, or personality |
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| an extended comparison in which two things share several characteristics or qualities, in which two situations or scenarios are presented as the same |
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| a figure of speech in which a description of someone is used in place of an actual name, such as the king of pop to refer to Michael Jackson, or old blue eyes to refer to Frank Sinatra) |
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| type of logical fallacy that offers only two choices when more exist (i.e. You either agree with the policy, or you are anti-American) |
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| a type of claim that argues that something has or reflects a particular quality (good, bad, just, unreasonable, practical, unfair, etc.) |
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| refuting the claims or positions that are opposed to those being forwarded by the arguer |
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| type of logical fallacy that makes a comparison between two things that are ultimately more unlike than alike (i.e. Running a college is a lot like running a corporation: If you provide a better service, then you get more customers.) |
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| experts in a given field that offer specialized knowledge |
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| the adherence of a text to conventions of style and format |
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| the act (or art) of saying one thing and meaning the opposite (i.e. When people proclaim, “Nice job Grace!” after someone has tripped, they are being ironic.) |
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| drawing a conclusion about a group of people/events/things based on insufficient examples (often the logical flaw behind racist, sexist, or bigoted statements) |
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| a common strategy in logical appeals that builds from particular points and leads to a general conclusion |
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| a type of claim that argues that a condition exists, has existed, or will exist |
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| making a connection between the topic and a basic human need (food, shelter, belonging, intimacy, self-realization, etc.) |
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| the presentation of ideas in an argument |
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| veers away from standard conventions, intentionally breaking conventional grammar or sentence structure rules |
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| a type of logical fallacy hat does not acknowledge the true complexity of a situation (i.e. If Bill and Lisa would just get married, they would solve their problems.) |
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| the discovery and development of ideas, a key to successful argument |
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| a word or phrase that limits the meaning of another word or phrase Closely related to concessions, they grant value to someone else’s claims |
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| a type of irony characterized by a slant toward mean-spiritedness |
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| sometimes called grounds or proofs that give substance and legitimacy to a claim or thesis |
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| the recollection of prepared points (In ancient Greece, rhetors memorized lengthy arguments and delivered them as speeches. Today, it has been replaced by revision or (re-seeing) to imagine how readers will understand the argument.) |
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| granting value or credit to an opposing claim |
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| appeal of character (ethos) |
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| drawing attention to the arguer’s personal nature, integrity, experience, wisdom, or personality |
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| the audience for academic writing, typically a collection of readers rather than one particular person |
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| any claim that provides reasoning for another claim They work like support in that they substantiate claims. |
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| the writer’s identity created within a text |
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| graphic descriptions or representations of an idea (Sometimes with words only.) |
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| appeal to emotion (pathos) |
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| connecting the audience’s emotions (sympathy, anger, happiness, etc.) to the topic |
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| particular occurrences of a phenomenon |
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| a broad term that refers to support strategies, sometimes used synonymously with support |
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| an opportunity to address a particular audience about a disputed or disputable issue |
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| a short account of a particular even or incident |
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| the organization of ideas in an argument |
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| support that already exists, such as facts, statistics, and testimony |
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| a comparison using like or as in which one thing takes on the characteristics of another (i.e. “You are like a hurricane. There’s calm in your eye” Neil Young).s |
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| a system or approach involving four questions that help one to understand the nature of a disagreement and the precise nature of opposing claims (stasis: from the Greek root sta, “to stand”) |
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| fictional or hypothetical accounts |
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| engaging the intellectual/reasoning capacity of the audience. |
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| making a connection between the topic and general value (such as fairness, equality, honor, kindness, selflessness, duty, responsibility, etc.) |
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| a type of argument that focuses on written text in academic setting |
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| a major form of support in argumentation that requires the arguer to create a connection between the audience and the topic |
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| a type of claim that argues that some action should be taken or some change made |
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| an expert in or teacher of rhetoric |
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| people receiving, or potentially receiving, a message (written, spoken, or performed) |
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| the primary assertion made about a given topic |
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