Expository Composition Ms. Haddad Due Date:8/31/2011& 9/1/2011
ETHOS/PATHOS & LOGOS GROUP PROJECT
Students will work on groups of 3 to four which each member sharing responsibilities as follow:
Potential Project Roles
Leader/Editor: This student is in charge of organizing the final product of the project, be it a paper, a presentation, etc.
That doesn't mean technical details, but of making sure that the project meets the standards set out by the instructor (often
as a rubric), plus any extras stipulated by the group. These standards generally include punctuality and completeness.
Recorder/Secretary: This person takes notes whenever the group meets and keeps track of group data/sources/etc. This
person distributes these notes to the rest of the group highlighting sections relevant for their parts of the project.
Checker: Someone needs to double-check data, bibliographic sources, or graphics for accuracy and correctness.
Spokesperson/Press Secretary/Webmaster: This person would be responsible for the technical details of the final
product and would be ready to summarize the group's progress and findings to the instructor and to other groups.
Possible Discussion Roles
Facilitator/Encourager: This student gets discussion moving and keeps it moving, often by asking the other group
members questions, sometimes about what they've just been saying.
Timekeeper: Someone needs to make sure that the group stays on track and gets through a reasonable amount of
material in the given time period.
Summarizer: Every so often (perhaps once per question for a list of questions, or at the end for one question), this
student provides a summary of the discussion for other students to approve or amend.
Reflector: This student will listen to what others say and explain it back in his or her own words, asking the original
speaker if the interpretation is correct
classroom project about accessing, sorting, and processing information, exploring possibilities to identify problem
solutions, and collaborating with others in order to achieve a goal.
Use one of the procedures below :
Use a PowerPoint to develop a presentation or
Create your own add by filming, acting, dramatizing
go to Adbusters site on how to create your own ad
USE ONE OF THE TECHNIQUES LISTED BELOW:
Name calling: This techniques consists of attaching a negative label to a person or a thing. People engage in this type of
behavior when they are trying to avoid supporting their own opinion with facts. Rather than explain what they believe in, they
prefer to try to tear their opponent down.
Glittering Generalities: This technique uses important-sounding "glad words" that have little or no real meaning. These
words are used in general statements that cannot be proved or disproved. Words like "good," "honest," "fair," and "best" are
examples of "glad" words.
Transfer: In this technique, an attempt is made to transfer the prestige of a positive symbol to a person or an idea. For
example, using the American flag as a backdrop for a political event makes the implication that the event is patriotic in the best
interest of the U.S.
False Analogy: In this technique, two things that may or may not really be similar are portrayed as being similar. When
examining the comparison, you must ask yourself how similar the items are. In most false analogies, there is simply not
enough evidence available to support the comparison.
Testimonial: This technique is easy to understand. It is when "big name" personalities are used to endorse a product.
Whenever you see someone famous endorsing a product, ask yourself how much that person knows about the product, and
what he or she stands to gain by promoting it.
Plain Folks: This technique uses a folksy approach to convince us to support someone or something. These ads depict people
with ordinary looks doing ordinary activities.
Card Stacking: This term comes from stacking a deck of cards in your favor. Card stacking is used to slant a message. Key
words or unfavorable statistics may be omitted in an ad or commercial, leading to a series of half-truths. Keep in mind that an
advertiser is under no obligation "to give the truth, the whole truth, and nothing but the truth."
Bandwagon: The "bandwagon" approach encourages you to think that because everyone else is doing something, you should
do it too, or you'll be left out. The technique embodies a "keeping up with the Joneses" philosophy.
Either/or fallacy: This technique is also called "black-and-white thinking" because only two choices are given. You are either
for something or against it; there is no middle ground or shades of gray. It is used to polarize issues, and negates all attempts
to find a common ground.
Faulty Cause and Effect: This technique suggests that because B follows A, A must cause B. Remember, just because two
events or two sets of data are related does not necessarily mean that one caused the other to happen. It is important to
evaluate data carefully before jumping to a wrong conclusion.
Decide on your communication objective
Decide on your target audience
Expository Composition Ms. Haddad Due Date:8/31/2011& 9/1/2011
Decide on your format
Develop your concept
The visual if you are doing a power point (you may want to select on-line images from art-clip files or from on-line images
to insert into a Word or PowerPoint document).
STANDARDS FOR THIS PROJECT:
LS1.5 Distinguish between and use various forms of classical and contemporary logical arguments, including: a. Inductive and
WS 1.1 Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing
narrative, expository, persuasive, or descriptive writing assignments.
2.3WA Write reflective compositions: b. Draw comparisons between specific incidents and broader themes that illustrate the writer’s
important beliefs or generalizations about life
CATEGORY 4 3 2 1
Required Elements Storyboard included Storyboard included Storyboard included One or more required
Ethos/Pathos/Logos all required elements all required elements all required elements. elements was
Use of Techniques as well as a few and one additional missing from the
Listed. additional elements. element. storyboard.
Use of Time Used time well, Used time well, Used time for the Used time poorly for
commercial was commercial was 2 commercial was 3 the commercial. It
exactly or within 1 seconds off the 30 seconds off the 30 was 4 or more
second of the 30 time time frame for the time frame for the seconds off the 30
frame for the commercials. commercials. time frame for the
Clarity and Neatness Storyboard is easy to Storyboard is easy to Storyboard is hard to Storyboard is hard to
read and all elements read and most read with rough read and one cannot
are so clearly written, elements are clearly drawings and labels. tell what goes where.
labeled, or drawn that written, labeled, or It would be hard for It would be
another student could drawn. Another another person to impossible for
create the person might be able create this another person to
presentation if to create the presentation without create this
necessary. presentation after asking lots of presentation without
asking one or two questions. asking lots of
Cooperation Worked cooperatively Worked cooperatively Worked cooperatively Worked cooperatively
with partner all the with partner most of with partner most of with partners some of
time with no need for time but had a few the time, but had one the time, but had
adult intervention. problems that the problem that required several problems that
team resolved adult intervention. required adult
Creativity Commercial Commercial Commercial Commercial
demonstrated a high demonstrated a demonstrated some demonstrated little or
level of creativity. It moderate level of level of creativity. It no level of creativity.
was exciting and creativity. It was might have been It was not interesting.
interesting. The interesting. The interesting. The The commercial did
commercial made commercial almost commercial did not not make you want to
you want to buy the made you want to make you want to buy the product.
product. buy the product. buy the product.