Integrating Technology Across the Curriculum: Internet/Computer Writing Resources for a Content-Based Curriculum, Michael Krauss, ISALC, Lewis & Clark College

Assignment: Write a letter to the editor of either 1) The Oregonian or 2) The Pioneer Log. Choose the newspaper which has an audience who would be most interested in your topic. Your purpose is to persuade your audience to your point of view. Choose a topic which you have studied in one of your classes or you may choose another controversial topic about which you have strong feelings.

Length: Minimum 400-500 words (to develop a thorough argument, you will likely write about 1000 words)

Form: Begin your paper: "To the Editor: At the end of your paper: 1) Sign your name 2) Write your name, address, and telephone number.

Rhetorical Analysis: In the margin of your paper, write numbers next to paragraphs which include the rhetorical devices of ethos, pathos, logos, style & structure, or audience. (minimum of one example of each) On a separate piece of paper, analyze each of your examples (as was done in the computer program we used).

Evaluation: Your grade will be based on content, organization, vocabulary, language use, and mechanics. The number of drafts and quality of your revisions will also affect your grade. Note: Your use and analysis of the rhetorical devices will be an important part of your grade.

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Your paper will have three main parts.

Introduction and statement of purpose (thesis):

1. Catch your reader's attention. Suggestions: Begin with a question, a controversial statement, a quote, an interesting fact or a brief story.

2. By the end of the first paragraph, your thesis should be clearly stated.

3. The introduction will be important in establishing the ethos of the writer. Make a connection with your audience. Based on your introduction (its content, style, tone, etc.) the reader will begin to form opinions about your motives, character, personality, and authority. Pathos and logos appeals may also appear in the introduction.

Example: When I was only eight years old, my mother was severely injured in a car accident on the highway. Luckily, she survived, but many of us know people who have not survived these automobile tragedies. Driving too fast has always been one of the main causes of these horrifying accidents. Our sense of security on the highway would increase greatly if we would simply reduce the speed limit on major highways to 50 miles per hour.

Ethos- By telling a story about his mother and using words such as "many of us know"
and "our sense of security", the writer begins to develop a relationship with the reader. Writer and reader immediately have something in common.

Pathos- By describing his mother's injury, the writer appeals to the emotions of the reader. We can imagine how it feels to have a parent injured. (or if not a parent, someone we know and care about).

Logos- It certainly seems logical that accidents will be reduced if people slow down. There will be opposing arguments, but these will be dealt with in the body of the paper.

Body

Organize your ideas carefully as you present and support your main argument. Whenever possible, support your thesis with sources. If you are writing on a topic you have studied in class, quote a source (directly or indirectly). Example: During his presentation on gun control, Officer Bob Roberts of the Portland Police Department stated that increased gun control will raise the price of guns, creating a serious new problem of gun smuggling. If you don't have outside sources to support your thesis, be sure and give relevant examples which your audience will understand.

Counterarguments: In addition to supporting your thesis, you should also present arguments by the opposition. (counter-arguments) You must discuss these counter-arguments and state why they are not valid. When you do this, it is very important to give respect to the opposing position, but show why the opposing argument is flawed or weak. By doing this, you will strengthen the logos appeal of your argument (you show the logical strengths of your argument and the logical weaknesses of the opposing position). Also, this is an opportunity to strengthen your appeals to ethos. (If you pay respect to opposing opinions, you will be seen as fair and reasonable by your audience).

Some useful language to use for "counter-arguments" in your paper includes: "While it is certainly true that . . . "; Although I agree that . . . "; It can be argued that . . ., however, . . ."; "Even if it is true that . . . "

Example: In a paper arguing that the U.S. government should provide free abortions for poor women, some readers may counterargue that this would be very expensive. Your response to this counter-argument could begin: "While it is certainly true that it will be expensive to give free abortions to poor women, it will cost us, the taxpayers, much more if the government has to support the children of these low income mothers."

Summary and Conclusion

Briefly review the "heart" of your argument and ask readers to consider your position closely. You may want to suggest that the reader take some specific action. For example, in a paper arguing that noise must be reduced at night in the dorms, you could suggest that students contact their RA's, or that a petition be written and circulated.

Finally, remember that the conclusion is also your last contact with the reader, so appeals to ethos are effective here. It is important that your tone be reasonable and controlled. Creating a feeling of mutual respect at the end of your argument will make it more likely that the reader will seriously consider your position.

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Created by: krauss@lclark.edu
Updated: 2/20/98