Reflection: Student Ownership Ineffective Rhetoric and Logical Fallacy - Section 3: A Review of Logical Fallacy


The major learning moment here was that the different types of flaws are all rather similar in that if you think about the words and context, it doesn't really make sense.  Students often identified the examples as different types of flaws. . . and they were right.  I also tried to emphasize that flaws can be used for rhetorical effect, if you know you're doing it.  It is always possible to poke holes in arguments in an analysis situation; it is important to also take into account the exigence.   This is something I will emphasize more as we go forward; when I've addressed this sort of thing in past courses, some students become fallacy police as they read.  Therefore, it is important for them to understand that even though something may lack logic, it can have a strong enough emotional impact that it works well rhetorically (see any political speech!).

On a side note, they really seem to be getting the ideas of the class and engaging.  We had parents' night this evening, and I had three different parents tell me that their child was talking with them about rhetorical tools being used while watching things on television.  How awesome is that! 


  A Flaw is a Flaw
  Student Ownership: A Flaw is a Flaw
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Ineffective Rhetoric and Logical Fallacy

Unit 2: Understanding Rhetoric
Lesson 10 of 13

Objective: SWBAT identify flaws in rhetoric and explain why the rhetoric may be ineffective for an audience or be illogical by analyzing a series of rhetorically flawed statements.

Big Idea: Just because a text is meant to be persuasive doesn't mean it is; the persuasion is in the evidence and logic.

  Print Lesson
Reading, English / Language Arts, Comprehension (Reading), evidence, logical fallacies, rhetorical strategy, rhetorical analysis
  65 minutes
penguins and fallacy
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