Expository Writing

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Expository Writing

• An Introduction
• Compiled by
• Shelia D. Sutton, MA, NBCT

2
Ideas Borrowed From

• Writers Inc. by Sebranek, Kemper, and Meyer
• ERWC course of study, California State University
• Mark Keppel High School English Department
  Resource Manual for Successful Writing
• Step Up to Writing by Aumen
• Maria Garcia at San Antonio College
• http//www.accd.edu/sac/english/mgarcia/writfils/m
  od.htm

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Expected Outcomes

• This presentation will address the following
  topics
• The Modes of Discourse with particular focus on
  Expository Writing
• General Information on Expository Writing
• The importance of structure
• Writing Introductions, Body paragraphs
  Conclusions and Thesis statements
• Using the Claim, Evidence and Elaboration
  format/structure in body paragraphs
• Ways to make claims
• Types of Evidence
• The Use of Rhetorical Appeals

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Expected Outcomes, cont.

• How to Write a Process Essay
• How to Write a Comparison Essay
• How to Write a Cause/Effect Essay
• How to Write a Definition Essay
• How to Write a Problem/Solution Essay

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Reflective Practice

• Given what youve heard so far, what is it that
  you most hope to gain from this presentation on
  Expository Writing?
• Have you heard the term Modes of Discourse? What
  do you think it means?
• Write 3 to 5 sentences or a bulleted list.

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Modes of Discourse

• Exposition
• Persuasion (Argument)
• Narration
• Description
• This presentation will focus specifically on
  Expository Writing.

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Expository Essay Categories

• Essay to Explain a Process
• Essay of Comparison
• Cause/Effect Essay
• Essay of Definition
• Problem/Solution Essay

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Metacognitive Reflection

• Which of the types of Expository Writing have you
  done? Tell your neighbor.
• What type(s) of Expository Writing would you like
  to understand better? Write it in your notes
  section.
• Process
• Comparison
• Cause/Effect
• Definition
• Problem/Solution

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General InformationExpository Writing

• The expository essay is the basic form of writing
  used in most academic classes.
• Expository essays inform, explain, examine,
  discuss, or illustrate.
• Expository essays follow the thesis statement
  plus support structure.

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The Importance of Structure

• An expository essay should be tightly structured
  with
• an introductory paragraph (beginning)
• several supporting/body paragraphs (middle)
• a concluding paragraph (end)

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Metacognitive Reflection

• Talk to Your Neighbor
• What do you know now that you did not know before
  we started this presentation?
• Tell your neighbor!
• Now write it down on your packet in the space for
  notes. This is called metacognitive reflection,
  thinking about your thinking. It makes
  knowledge stick to your brain like peanut butter
  sticks to bread!

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Beginning -- Introduction

• The opening paragraph should gain your readers
  interest and identify the thesis you plan to
  develop.
• To get a readers interest, use one of the
  following methods
• Provide an interesting story about the subject
• Present a significant fact or statistic
• Quote an expert on the subject
• Define an important term

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Metacognitive Reflection

• Tell your neighbor how to get a readers
  attention while writing!
• Which one of these ways to catch a readers
  attention is one youd like to practice this
  summer? Tell your neighbor.
• Now write it in your notes.

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Characteristics of a Thesis Statement

• It is a sentence.
• It names the topic of your paper and contains an
  assumption about your topic -- in other words,
  you are saying something about the topic that is
  an opinion-based statement.
• It is debatable -- it is not merely factual or
  obvious but requires convincing proof of its
  validity.
• It is specific.
• It controls everything that goes into your paper.

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Metacognitive Reflection

• What do you now know about thesis statements that
  youve never heard before? Tell your neighbor.
• Write it in your notes section.
• What questions do you still have about thesis
  statements? Ask your neighbor.
• Now, write those questions in your notes. When
  you get the answer, go back and write the answer
  in your notes next to the question.

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Sample Thesis Formulas

• Process analysis
• OUTCOME involves ____, ____, and ____.
• Creating a fabulous meal involves planning,
  planning and more planning!
• Compare/Contrast
• A look at _____(objects of comparison) in
  terms of _____(the points of comparison) shows
  that (general finding).
• A look at the PC and the Mac in terms of
  functionality shows that the Mac is a superior
  computer.
• Looking at _____(object A) and _____(object
  b) shows that although they seem
  (similar/different), they are really quite
  (different/similar).
• Looking at a PC and a Mac shows that although
  they seem quite similar, they are really quite
  different.

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Sample Thesis Formulas

• Cause/Effect
• Effect happens as a result of Cause.
• Poverty happens as a result of lack of education.
• Effect (verb) Cause A, Cause B, and Cause
  C.
• Lack of Education impacts peoples lifetime
  finances, their career choices, and the overall
  quality of their lives.
• Cause brings about Effect.
• Lack of education brings about a nation of ill
  informed citizens, many of whom are poor.
• Cause (verb) Effect A, Effect B, and Effect
  C.
• Lack of education impacts ones ability to
  participate in society, to provide for ones
  family, and to move up in the world.

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Sample Thesis Formulas

• Definition
• _____ (term) is not ____ (surface meaning), but
  rather, it is ____ (class and distinguishing
  characteristics).
• Joy is not about being happy, but rather, it is
  about being glad to be with someone no matter
  what emotional state they are in.

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Reflective Practice

• What do you now know about Introductions
  (beginnings) that you did not know before?
• What do you now understand about thesis
  statements that you did not understand before?
• What do you still need help understanding? What
  questions do you have?

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Middle -- Body

• The supporting paragraphs present the main points
  or reasons supporting your thesis. They are the
  heart of the essay.
• Structure of the supporting paragraphs should
  include
• Claim
• Evidence
• Elaboration

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How to make a Claim

• A claim is the topic sentence.
• You can make a claim by beginning each paragraph
  in one of the following ways
• Using a quotation
• Semicolon Claim
• A Rhetorical question
• A List of Phrases
• A List of Words
• To, Plus a Verb
• However statements
• Power (number) Statements
• Occasion/Position Statements
• (see Topic Sentence handout for further
  explanations)

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Using a Quotation

• Although I usually appreciate the advice I
  receive from my grandmother, I wish that she
  would follow the advise of Horace Whatever
  advice you give, be short.
• If you are tempted to give your best friend
  advice, at least be aware of the proverb that
  says, Never give advice in a crowd.
•  When I visited my relatives in Michigan, I
  learned very quickly that the old German proverb,
  Never give advice unless asked, is true.

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Semicolon Claim Sentence

• The football team deserves the state
  championship the players and the coach are
  talented and dedicated.
• Buying a car is exciting its also stressful.

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Reflective Practice

• Write your own example of a claim sentence using
  either a quotation or the semicolon claim
  structure.

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A Rhetorical Question

• What is your school doing to improve test scores?
  Our school has purchased an exciting new
  literacy program.
• How are churches and synagogues meeting the needs
  of teenagers? In our city, they provide places
  to gather, help with homework, and scholarships
  for summer camp.

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A List of Phrases

• My grandparents prefer to vacation in Mexico, in
  the Northwest, and in the Bajamas.
• Problems with the new school include poor
  ventilation, small classrooms, inadequate
  lighting, limited parking.
• The Smiths love their new home but are having
  trouble with the garage door and with the new
  sprinkler system.

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A List of Words

• All college students need money, friends, and
  encouragement.
• Joes café offers the best in service, food, and
  atmosphere.
• When I set out to buy my new car, I looked for a
  vehicle that was reliable, safe, and economical.

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Reflective Practice

• Write your own example of a claim using one of
  the following
• A Rhetorical question (remember that a rhetorical
  in this case does require your response -- look
  back at the examples).
• A List of Phrases
• A List of Words

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To, Plus a Verb

• To win at chess, players need to master three
  skills.
• To impress her guests at our New Years dinner,
  my aunt created the most incredible culinary
  surprises.
• To succeed in business a person must establish
  clear but realistic goals.
• To keep in contact with friends and family, many
  teens invest in pagers.

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However statements

• The new rules for the school cafeteria seemed
  unfair to the students however, the rules have
  made the cafeteria a better place to eat lunch.
• My father is very strict however, he has good
  reasons for all of his rules.
• Denvers new Light Rail has helped the parking
  and traffic congestion in downtown Denver
  however, it has also caused problems for
  commuters.
• Conjunctive adverbs include in fact,
  nevertheless, as a result, next, still,
  meanwhile, furthermore, otherwise, instead,
  consequently, likewise, and therefore.

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Power (Number) Statements

• Helpful Number Words two, three, four, several,
  many, some, a few, numerous, a couple of, a
  number of, a myriad, various, plenty of
• Examples
• Three cities have serious pollution problems.
• In the winter I enjoy watching several high
  school sports.
• The new recruits learned four important
  procedures.
• When my family camps, we always stay at one of
  our favorite four campgrounds.
• Like most American cities, Los Angeles, is faced
  with many problems including homelessness, gang
  violence, and unemployment.

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Reflective Practice

• Write your own example of a claim sentence using
  one of the following
• To Plus a Verb
• However statement
• Power (Number) statement

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Occasion/Position Statements

• An Occasion/Position Statement is a complex
  sentence and begins with one of these words or
  phrases

In order That If After Since Before While Whenever As long as As Even though Although Unless When Even As if Whether Until Where Even if Because Wherever As soon as Though So that

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The Occasion

• Is the first part of the sentence
• Introduces your reason for writing
• Can be any event, problem, idea, solution, or
  circumstance that gives you a reason to write
• Is the dependent clause in the complex sentence

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The Position

• Is the second part of the sentence
• States what you plan to prove or explain in your
  paragraph
• Is the independent clause in the complex sentence

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Examples of Position Statements

• Although my family and I have taken many
  wonderful vacations, none was more fun and more
  exciting than our camping trip to the Grand
  Canyon.
• Before you make the decision to light up a
  cigarette, consider the problems caused by
  smoking.
• Even though bike helmets are sometimes
  unfashionable and uncomfortable, all cyclists
  should wear them.
• If students use chemicals to do science
  experiments, it is important that they learn the
  proper way to dispose of them.

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Reflective Practice

• Write two examples of your own Occasion/Position
  statements.
• Make sure that the first part of your sentence
  includes the occasion.
• Make sure that the second part of your sentence
  includes the position.

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More Reflective Practice

• Talk to your neighbor
• Tell your neighbor two things that you now know
  how to do that you did not know how to do before.
• Ask your neighbor any questions you have about
  what weve done so far.

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Types of Evidence Used to Support a Claim

• Factual Example (FE)
• Expert Testimony (ET)
• Statistic (S)
• Personal/Anecdotal Experience (PE or AE)
• Commonly Held Assumption/Belief (A/B)
• Author Opinion (AO)

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Factual Example

• An example presented as a reliable fact to
  support the authors claim, although there is no
  source offered to prove its truth.

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Expert Testimony (ET)

• Either a quotation or a summary from an
  individual person or professional agency with
• Expertise
• Experience
• Knowledge of the topic.

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Statistic (S)

• Evidence that cites specific numbers/percentages/d
  ates. This evidence may or may not be a part of
  expert testimony.

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Personal/Anecdotal Experience (PE) or (AE)

• A story from the authors personal history or
  observations used in support of the main idea.

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Commonly Held Assumption/Belief (A/B)

• An inclusive statement presented about human
  nature or human behavior as if all readers would
  be in agreement with the author.

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Author Opinion (AO)

• A statement regarding the authors personal
  beliefs without proof.

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Reflective Practice

• What is the purpose of using evidence in your
  writing?
• Name 3 types of evidence you can use.
• List any questions you still have that you would
  like addressed.

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Elaboration

• Elaboration is your commentary on how the
  evidence supports the claim.
• Your elaboration should leave the reader thinking
  about and contemplating the claim you made in the
  paragraph.

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Reflective Practice

• Talk to your neighbor.
• Explain to them what is meant by claim, evidence,
  and elaboration.
• Then have them explain it back to you.
• Consider
• What part of the essay contains the claim,
  evidence, elaboration structure.
• What types of evidence can be used to support a
  claim.
• What is the function of elaboration? What does
  it mean to elaborate on your claims and evidence?

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End -- Conclusion

• Conclusions are often the most difficult part of
  an essay to write, and many writers feel that
  they have nothing left to say after having
  written the paper.
• A writer needs to keep in mind that the
  conclusion is often what a reader remembers best.
• Your conclusion should be the best part of your
  paper.

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A Conclusion Should

• Stress the importance of the thesis statement.
• Give the essay a sense of completeness.
• Leave a final impression on the reader.

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Reflective Practice

• Why are conclusions important?
• What is the purpose of a conclusion?
• What should we do for the reader in a conclusion?

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Suggestions for Concluding Your Essay

• Answer the question So What?
• Show your readers why this paper is/was
  important.
• Show them that your paper was meaningful and
  useful.

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Suggestions, cont.

• Synthesize, dont summarize
• Dont simply repeat things that were in your
  paper.
• Show them how the points in you made and the
  support and examples you used were not random,
  but fit together.

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Suggestions, cont.

• Redirect your readers
• Give your readers something to think about,
  perhaps a way to use your paper in the real
  world.
• Your conclusion should go from specific to
  general.
• Think globally.

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Reflective Practice

• Talk to your neighbor
• Discuss the three strategies weve discussed so
  far for writing a good, solid conclusion.
• What do you know now that you did not know about
  writing a conclusion?

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Suggestions, cont.

• Create a new meaning
• You dont have to give new information to create
  a new meaning.
• By demonstrating how your ideas work together,
  you can create a new picture.
• Often the sum of the paper is worth more than its
  parts.

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Strategies for Concluding Your Essay

• Echoing the introduction
• Echoing the introduction can be a good strategy
  if it is meant to bring the reader full circle.
• If you begin by describing a scenario, you can
  end with the same scenario as proof that your
  essay was helpful in creating a new understanding.

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Strategies cont.

• Challenging the reader
• By issuing a challenge to your readers, you are
  helping them to redirect the information in the
  paper, and they may apply it to their own lives.

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Reflective Practice

• Talk to your neighbor
• Discuss the 3 new strategies weve learned about
  writing a good, solid conclusion.
• What questions do you have about writing a
  conclusion? Ask your neighbor.

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Strategies, cont.

• Looking to the future
• Looking to the future can emphasize the
  importance of your paper or redirect the readers
  thought process.
• It may help them apply the new information to
  their lives or to see things more globally.

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Suggestions, cont.

• Posing Questions
• Posing questions, either to your readers or in
  general, may help your readers gain a new
  perspective on the topic, which they may not have
  held before reading your conclusion.
• It may also bring your main ideas together to
  create a new meaning.

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Reflective Practice

• Write a brief reflection about what you now
  understand about writing a good conclusion.
• What have you struggled with (in the past) when
  writing a conclusion that you now think that you
  can do because of what weve learned about
  conclusions?
• What questions do you still have about any of the
  concepts weve discussed so far?

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Essay to Explain a Process

• What is a process analysis?
• It is the method of development in which the
  writer explains step by step how to do something
  or tells how something works.
• It consists of a written series of actions or
  stages that proceed one right after the other in
  a required, definite order and yield a
  predictable product.
• Because the sequence is essential to producing
  the result, the information in process writing is
  organized with time transitions (see handout).
• It is different from narration (which also uses
  time transitions) in that a narrative or story
  cannot be duplicated. It tells how something
  happened one time.
• A process explains steps that should happen in
  essentially the same way every time in order to
  achieve the same result, which is its purpose.

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Why do Writers use Process Analysis?

• Directional process analysis
• To give instructions that a reader is expected to
  perform and that lead to the same result every
  time.
• Informational process analysis
• To explain a cycle that readers can understand,
  but are not expected to perform.

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Reflective Practice

• What do you understand now about writing a
  Process Essay that you did not understand before
  we started discussing it?
• Consider what a Process Essay is.
• Consider the purpose for writing one.

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How can a Writer tell a Process Essay from other
forms of Exposition?

• Look for a product or a predictable outcome to
  which the text leads every time.
• Look for a series of steps and stages that result
  in being able to do something or relate how
  something works.
• Look for time transitions

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How does a Writer Compose a Process Analysis?

• Outline the steps of the process.
• Write each step as one clear action.
• Make sure all of the major steps are there.
• Make sure all of the minor steps are there.
• Make sure the central, main step is there.
• Make sure all of the steps are in the correct
  order.
• Explain the reasons for steps whose purpose is
  not clear.
• Define all technical terms briefly.
• Describe special equipment.
• Use time order transitions.
• Test the process -- have someone read and perform
  the process, and then discuss how the paper could
  be improved.

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Reflective Practice

• Talk to your neighbor.
• Discuss the steps for writing a Process Essay.
• What NEEDS to be included in your writing?

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Thesis Pattern for a Process Essay

• OUTCOME involves _______, ______, and ________.
• OUTCOME involves _____ and ______.
• OUTCOME involves _______.

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Questions to Consider When Writing a Process Essay

• What process are you trying to explain?
• Why is it important?
• Who or what does this process affect?
• Are there different ways of doing the process?
• If so, what are they?
• Who are the readers?
• What knowledge do they need to understand this
  process?
• What skills/equipment are needed for this?
• How long will this process take?
• Is the outcome always the same?
• How many steps are in the process?
• Why is each step important?
• What difficulties are involved in each step?
• How can they be overcome?
• Do any cautions need to be given?
• Does the process have definitions that need to be
  clarified?
• Are there other processes that are similar and
  could help illustrate the process that you are
  writing about?

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Time Transitions for Process Writing
After a few hours Afterwards At last At the same time Before Before this Currently During Eventually Finally First Second Third First of all Formerly Immediately before Immediately following Initially In the end In the future In the meantime In the meanwhile Last Lastly Meanwhile Next Soon after Previously Simultaneously Subsequently Then
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Reflective Process

• Why are these questions important to consider
  when writing a Process Essay?
• How will they help guide your writing?
• Why are these transitions important for process
  writing?
• How do they help guide your reader?

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Reflective Process

• What do you now understand about Process Writing
  that you did not know before?
• What do you still need to know before you begin
  writing?

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Essay of Comparison

• What is comparison?
• The method of development in which the writer
  examines the similarities and/or differences
  between persons, objects, or ideas to support a
  point.
• A way of thinking that we use unconsciously to
  make decisions

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Why Do Writers Use Comparison?

• To show that things which appear similar are
  really different
• To show that things which appear different are
  really similar
• To evaluate
• To explain the unfamiliar in terms of the familiar

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What are the Structural Patterns for a Comparison?

• Point by Point
• Block

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How Can Readers Recognize Comparison When They
See it?

• Look for objects being compared
• Identify the points of comparison
• Find the purpose for the comparison
• Discern the structural pattern
• Look for these transitions

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Transitions Used in Comparison Writing
Similarly And Both Neither Like Also Too In addition As well as In contrast While But Yet However Although Whereas On the other hand Another difference Just as so Unlike Conversely
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Reflective Practice

• What is Comparison writing?
• What is the purpose of Comparison Writing?
• How does Comparison writing help the reader?

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How Does a Writer Compose a Comparison Essay?

• Observe people and life and cultivate the habit
  of looking for fruitful comparisons, those that
  fulfill the purposes discussed on the Why do
  Writers Use Comparison? slide.
• Be sure that objects are in the same class so
  that there is a clear basis for the comparison.
• The academic comparison must be fair
• One does not compare apples to oranges.

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What to Consider When Comparing

• Choose two similar items that can be logically
  compared or contrasted. There must be a logical
  connection between the subjects/objects of
  comparison.
• Decide the primary purpose of your essay
• To show similarities?
• To show differences?
• To show both?
• Determine your audience -- why do they need to
  know/want to know?
• Determine your points of comparison
• Cant say one thing comes in three colors, while
  the other cheaper.
• Your points of comparison must be supported with
  examples.

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How Does a Writer Compose a Comparison Essay?

• List the points of comparison down the left side
  on a chart.
• List the objects of comparison along the top.
• Fill in the chart.

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How Does a Writer Compose a Comparison Essay?

• Decide whether a block or a point by point
  organization works best for the purpose selected.

Block Method Point by Point Method
Subject 1 Macintosh Feature 1 Price Feature 2 Availability Feature 3 Quality Feature 4 Production Subject 2 Personal Computer Feature 1 Price Feature 2 Availability Feature 3 Quality Feature 4 Production Feature 1 Price Subject 1 Macintosh Subject 2 PC Feature 2 Availability Subject 1 Macintosh Subject 2 PC Feature 3 Quality Subject 1 Macintosh Subject 2 PC Feature 4 Production Subject 1 Macintosh Subject 2 PC
84
Reflective Practice

• What is the block method?
• What is the point by point method?
• How do you decide which to use for the benefit of
  your reader?

85
Thesis Pattern(s) for a Comparison Essay

• A look at ______ (object of comparison) in terms
  of _____(the points of comparison) shows that
  _____ (general finding).
• Looking at _____(Object A) and ____ (Object B)
  shows that although they seem _______(similar/diff
  erent), they are really ____(different/similar).

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How Does a Writer Compose a Comparison Essay?

• Finally,
• Make sure that you explain what one learns from
  making the comparison you are making in your
  essay.

87
Cause/Effect Essay

• What is cause/effect?
• The method of development in which the writer
  analyzes the reason(s) for an action, event, or
  decision, or analyzes resulting consequences to
  support a point.

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Why Do Writers Use Cause and Effect?

• To discover order in a reality that is in
  apparent chaos.
• To inform.
• To speculate.
• To change behavior.

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Reflective Practice

• What do you understand now about writing a
  Cause/Effect Essay that you did not understand
  before we started discussing it?
• Consider what a Cause/Effect Essay is.
• Consider the purpose for writing one.

90
How Can a Writer Recognize Cause/Effect When
They See It?

• Look for the status of an object or situation to
  change as a result of something else.
• A. Indicator words are these and their various
  forms
• As a result - Because of
• The reason for - Consequence
• Decrease - Influence
• Change - Why
• Cause - Effect
• Ask whether there is a cause or effect which
  dominates.
• Look for the structure. Possibilities
• The cause(s) comes first, then the effect(s).
• The effect(s) comes first, then the cause(s).
• The writer traces a complex causal chain.

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How Does a Writer Compose a Cause/Effect Essay?

• Choose a manageable subject that a specific group
  of people needs information on.
• Decide on a thesis and state it in one of the
  prescribed patterns below.
• Compose the examples and organize them with
  transitions to support each point.
• Make sure you dont oversimplify the
  subject/topic.
• Make sure your argument makes sense.
• Make sure you neither overstate or understate the
  position.

92
Reflective Practice

• Talk to Your Neighbor
• What are some issues/topics you could write about
  using the Cause/Effect Essay structure?
• Come up with at least three. Do this together!

93
Thesis Pattern for a Cause/Effect Essay

• Cause/Effect
• Effect happens as a result of Cause.
• Effect (verb) Cause A, Cause B, and Cause
  C.
• Cause brings about Effect.
• Cause (verb) Effect A, Effect B, and Effect
  C.

94
Possible Topics for Cause/Effect Writing

• Changes in your neighborhood or home town over
  time
• The current popularity of a particular
  trend/fad/fashion, etc.
• The need to conform
• The disintegration of a family
• Road rage
• Violence in schools
• Stress
• Your mood
• Global warming

95
Problem/Solution Essay

• What is a Problem/Solution Essay?
• It is the method of development that identifies a
  problem, examines the problem, and then offers a
  solution to the problem.
• Often this type of writing is utilized to
  identify and offer a solution for a conflict that
  exists between characters or to analyze and solve
  a problem within a community or in global society.

96
Why do Writers Use Problem/Solution Writing?

• To clearly identify a problem in order to
  assist the reader in understanding the matters
  involved.
• In addition, the writer should analyze the
  causes and effects of the problem and then offer
  the possible solutions.
• The writer should also integrate quotations,
  facts, and statistics in their essay.
• The writer should also be aware of audience and
  purpose.

97
Patterns for Problem/Solution Writing

• The problem and solution pattern reflects a form
  of critical thinking that tends to be more
  argumentative and evaluative.
• The most common forms of this pattern are
• Problem-Process-Solution
• Problem-Cause-Solution
• Both patterns first describe the problem and then
  proceed through diagnosis and analysis to propose
  a solution.

98
Reflective Practice

• What do you understand now about writing a
  Problem/Solution Essay that you did not
  understand before we started discussing it?
• Consider what a Problem/Solution Essay is.
• Consider the purpose for writing one.

99
How Does a Writer Compose a Problem/Solution
Essay?

• First of all, study the problem carefully and
  note the possible solutions.
• Start your essay with a general introduction
  (background) This can be one or two sentences,
  THEN identify the problem.
• Next, give reasons (causes) for the problem(s).
  Use expressions like
• One of the main reasons for this problem
• An additional problem is
• Another issue is
• Now deal with the possible solutions. Use
  expressions like
• One solution
• Another possibility
• Also
• In your conclusion evaluate the possible
  solutions, and make an overall comment. (Use the
  strategies for writing a conclusion to impact
  your reader.)

100
Framework for Problem/Solution Writing

• Introduction
• Create interest
• Establish the problem
• Include a clear thesis statement
• Body
• Present an expanded description of the problem
• Discuss the solutions in detail
• Conclusion
• Restate the problem
• Summarize the solutions
• Provide an outlook for the future

101
Reflective Practice

• Talk to your neighbor
• What are some problems you could write about
  using the Problem/Solution Essay format?
• Come up with at least 3 topics. Why would these
  topics be interesting/informative for the
  reader/audience? Discuss together.

102
Rhetorical Appeals Used to Appeal to Your
Audienceborrowed from handout created by Susan
Sanchez

• When analyzing someone elses writing or
  constructing your own essay, always ask yourself
  these questions
• Who is the Speaker?
• Who is the Audience or the authors intended
  audience?
• How do I know who the audience is?
• How has the audience influenced the speaker or
  authors choice of writing strategies?

103
Rhetorical Appeals Used to Appeal to Your
Audience

• Logos a deliberate appeal to the readers sense
  of logic, need for factual proof or reasonable
  sense.
• Ethos A presentation of the writers
  credibility or a deliberate attack on the
  credibility of another author. A conscientious
  appeal to the readers appreciation of
  credentials and or professional experience.
• Pathos A deliberate appeal to the readers
  emotions. Common emotions appealed to by writers
  include pity, sympathy, guilt, compassion,
  love, etc.

104
Appealing to your Audience

• Pathos Emotional
• Arguments from the heart are designed to appeal
  to the audiences emotions and feelings.
• Emotions can direct people in powerful ways to
  think more carefully about what they do.
• Always ask
• How will I appeal to the audiences emotions?
• Why?
• Name the emotions being appealed to.
• How will I evoke this (these) emotions in the
  audience using writing?

105
Appealing to Your Audience

• Pathos Emotional appeals are often just
  examples--ones chosen to awaken specific feelings
  in an audience.
• Although frequently abused, the emotional appeal
  is a legitimate aspect of argument, for speakers
  and authors want their audience to care about the
  issues they address.

106
Appealing to Your Audience

• Pathos
• Techniques that are used in Emotional Appeal
• Moving stories and anecdotes that prove your
  point
• Using emotional language or catchy words to
  appeal to peoples values or guilty consciences
  or vivid imagination
• Slanting is omitting or not using information
  that may conflict with or weaken your claims.
• Predicting extreme outcomes of events/dire
  predication in order to create a sense of
  urgency.
• Specific examples

107
Appealing to Your Audience

• Logos Logical
• Loosely defined, logos refers to the use of
  logic, reasons, facts, statistics, data, and
  numbers.
• Logical appeals are aimed at the mind of the
  audience, their thinking side.
• Very often, logos seems tangible and touchable.
• When a writer uses logical appeals, he or she
  will avoid inflammatory language, and the writer
  will carefully connect its reasons to supporting
  evidence.

108
Appealing to Your Audience

• Logos
• Techniques that are used in Logical Appeal
• Logical reasons -- why your audience should
  believe you.
• Evidence that proves or explains your reason.
• Facts -- using information that can be checked by
  testing, observing firsthand, or reading
  reference materials to support your claim.
• Statistics -- percentages, numbers, and charts to
  highlight significant data.
• Expert Opinion -- statements by people who are
  recognized as authorities on the subject.
• Examples -- giving examples that support each
  reason.
• Use of cause/effect, compare/contrast, and analogy

109
Appealing to Your Audience

• Ethos Ethical
• Ethical appeals depend on the credibility or
  training of the author.
• Audiences tend to believe writers who seem
  honest, wise, and trustworthy.
• A writer exerts ethical appeal when the language
  itself impresses the audience that the speaker is
  a person of intelligence, high moral character
  and good will.
• A person wholly unknown to an audience can by
  words alone win that audiences trust and
  approval.
• Aristotle emphasized the importance upon the
  audience that the speaker is a person of good
  sense and high moral character.

110
Reflective Practice

• Talk to your neighbor
• What are the rhetorical appeals?
• How might you use them in your problem/solution
  writing?
• What impact do these appeals have on your
  audience?