English 1
Why we communicate
We communicate to express or share information (e.g., news organizations do this).
We tend to assume sources of communication are objective, but in the modern information landscape, nothing is truly objective, especially on social media.
There are expressive forms of communication that evoke an emotional response (pathos) in addition to conveying information; the course will address how pathos can be an effective tool in argument.
The course focuses on arguing: the intention is to persuade the audience to share your belief.
Core skill set for students: argument formulation, finding reliable credible research, citing sources, organizing ideas in a formal structure, presenting well, and writing skills.
These skills support your studies at Sheridan and also prepare you for professional life (working with clients, patients, stakeholders, colleagues).
The message also emphasizes audience awareness and how to tailor communication for professional contexts.
The instructor encourages viewing yourself as a professional in your field and to consider how you would communicate arguments to different audiences.
Course purpose and skills for professional practice
The course helps you develop:
argument formulation and expression of an argument
locating and evaluating reliable credible research and citing it appropriately
organizing ideas in a formal structure
presentation and writing skills
These skills will carry you through future work with clients, patients, stakeholders, and colleagues.
When communicating as a professional, you must consider:
who your audience is
your intention or purpose in communicating the argument
how different audience members may respond and how to adjust your discussion accordingly
Backing up ideas with reliable, credible research is essential to support your points.
Audience: primary vs. secondary (peripheral) audiences
Primary audience: the main focus of your communication.
Secondary or peripheral audiences: others who are affected or who influence the discussion and interpretation of your message (e.g., in athletic therapy, another therapist involved; in funding, supervisors or funding bodies; in a workplace, other stakeholders).
A well-planned argument accounts for a complex audience, not just the primary audience, to cover all bases.
Tailoring your message to the audience (exercise example)
Exercise: present the key features of a new device to two audiences: a young child and an older adult (parent or grandparent).
Considerations for the young child:
What they’re interested in; how they might use the device; how you’ll teach them how it works; what terminology they need; their background knowledge.
The message stays the same in content but is tailored in delivery and terminology to suit the child.
Terminology for a child should be basic, enthusiastic, and engaging (e.g., phrases like "this is so cool").
Considerations for the older adult:
They may know some things about the device already; terminology can be more technical and practical (e.g., how to access contacts or send a message).
Audience dictates how you convey your message, balanced with your purpose.
The teacher emphasizes that purpose is also about what the audience aims to gain from the communication as well as what you want to accomplish.
Online class format and expectations
Acknowledges that the remote format requires self-direction and independent work.
Students should review activities and content outside of live sessions when necessary.
The instructor aims to keep the experience as close as possible to an in-person class, despite platform changes.
Students are encouraged to review week-one activities and complete exercises before or after class during available time.
What is an argument? Definition and critique
A common, older textbook definition (used as a starting point) describes an argument as a form of discourse in which the writer or speaker persuades an audience to accept, reject, or think a certain way about a problem that cannot be solved by science or mathematics alone.
Problems with this definition:
It can undervalue non-scientific ways of validating ideas (experience, observation, discussion).
Real-world issues often involve experiences and perspectives that are not reducible to scientific or mathematical reasoning alone.
The definition is criticized for overemphasizing rationality and for not fully accounting for ethical and emotional considerations.
A robust argument requires more than rational thinking; it should include:
rational (logos) reasoning,
emotional (pathos) considerations,
ethical (ethos) perspectives.
Etymology: the term argument comes from the Latin word agre (as used in the slide) meaning to prove.
Structure of a sound argument (classic progression):
Introduction (context and audience needs)
Thesis statement (the argument or position you will prove)
Supporting points (development of the argument with evidence)
Conclusion (summary and final point)
Regardless of format (written, oral, informal), the same structure applies: intro, supporting points, conclusion.
Foundational models and strategic framing
Theoretical frameworks discussed as tools for developing your argument:
Classical Model
Toulmin Model
Rogerian Model
These models help you consider:
your audience, your intention, and your purpose
how to present your ideas in a coherent, persuasive way
Regardless of the model, effective presentation follows the intro – supporting points – conclusion structure.
Evidence, sources, and critical analysis
Scholarly sources are used to back up arguments.
Skills developed include:
reading scholarly sources critically,
taking notes,
identifying gaps and counterpoints,
presenting opposing perspectives to strengthen your own argument.
Types of evidence used by scholars include:
surveys, experiments, observations, firsthand investigations, statistics, expert testimonials.
The aim is to build a well-supported argument by drawing on credible sources.
The three appeals: logos, ethos, pathos
A well-rounded argument engages all three appeals:
Logos: rational appeal; use of logic and evidence to persuade
Ethos: ethical appeal; establishing credibility and moral/ethical considerations
Pathos: emotional appeal; connecting with audience needs and emotions (security, belonging, health, well-being)
Practical notes on applying the appeals:
Tie each supporting point to at least one appeal to create balance.
The audience’s perception of authority and ethical behavior can vary; address broad, shared experiences or values when possible.
Emotions can be harnessed by aligning your argument with fundamental human needs (security, belonging, health, etc.).
The instructor notes a brief pause to reconcile the idea of authority and ethics before continuing the discussion.
Advertising as a site of argument: sample ads and analysis framework
Students analyze three ads to practice applying the appeals and evaluating credibility and effectiveness: 1) LetGo (a service to help people declutter) ad:
Message: guiding the viewer through a valuation and decision process about keeping or letting go of items; a focus on cultural artifacts (e.g., Ronaldo bust) versus sports memorabilia.
Audience considerations: collectors/valuers who recognize artifacts; potential bias toward Western artifacts over sports memorabilia.
Appeals: Logos (visualizing the elimination process), Ethos (credibility of the service in helping declutter), Pathos (emotional attachment to items).
Effectiveness: credible but may assume a narrow audience; the ad requires careful processing to understand the value judgments it imposes.
2) News organization ad (presenting multiple perspectives and claiming to help viewers see the truth):Message: a single news organization positions itself as a guide to truth by presenting diverse perspectives.
Audience: especially young women, but potentially others; emphasizes vulnerability to misinformation and the need to engage with multiple perspectives.
Appeals: Logos (presenting different angles), Ethos (credibility of the news organization), Pathos (fear or anxiety about misinformation and safety).
Effectiveness: strong emotional pull, but the ad depends on perceived reliability of the news source and on the viewer’s willingness to engage with multiple viewpoints.
3) Domestic violence helpline/“family tree” poster:Message: violence against women should not be tolerated; individuals should reach out for help; helpline as a gateway to support and change for future generations.
Audience: primary audience is women in abusive relationships; secondary audience includes children and young adults who observe abuse.
Visuals: grayscale, subdued imagery; the poster emphasizes seeking help rather than sensational visuals.
Appeals: Logos (link between calling the helpline and reducing future violence), Ethos (the helpline as a credible resource), Pathos (emotional impact of family trauma and the hope of safety).
Effectiveness: widely argued to be the most effective due to its balanced appeals and direct call to action; critiques note its narrow targeting (primarily heterosexual relationships) and the assumption of the victim’s capacity to act.
Group discussion prompts for analysis:
Identify the message and the primary audience for each ad.
Evaluate how each ad uses Logos, Ethos, and Pathos.
Assess credibility of the author/creator and the overall effectiveness of the ad.
Consider periphery audiences and the implications of targeting a specific demographic (e.g., young women in the domestic violence ad).
Classroom logistics for the activity:
Students are assigned to groups (about per group) and choose one ad to analyze in depth.
The exercise is set to last about minutes.
The instructor will facilitate and monitor group participation, though technical issues may arise.
Recap: key takeaways for argumentation and audience awareness
Effective argument requires considering audience needs and tailoring your message accordingly, without compromising the core content.
A well-structured argument typically follows intro, supporting points, conclusion, anchored by a clear thesis that states your position and previews your evidence.
Credible research and diverse evidence strengthen arguments; beware biases in sources and consider counterarguments.
Use all three appeals (logos, ethos, pathos) to create a robust, persuasive argument that resonates on multiple levels.
Advertising and media examples provide practical contexts for analyzing how arguments are constructed, presented, and received in real-world settings.
Continuous practice with audience analysis, credible sourcing, and rhetorical analysis will prepare you for academic and professional success.
Key terms and quick definitions
Audience: the people who receive the message, including primary and peripheral groups.
Primary audience: the main group the message targets.
Secondary/peripheral audience: additional groups affected by or influencing the interpretation of the message.
Thesis statement: a concise statement of the main argument and how you will prove it.
Introduction: sets context, clarifies audience needs, and establishes the groundwork for the argument.
Supporting points: the core rationales and evidence that back the thesis.
Conclusion: closes the argument and reinforces the main point.
Logos: rational appeal; logic and evidence.
Ethos: ethical appeal; credibility and moral authority.
Pathos: emotional appeal; connections to audience needs and feelings.
Classical, Toulmin, Rogerian models: theoretical frameworks to structure and develop arguments.
Evidence types: surveys, experiments, observations, firsthand investigations, statistics, expert testimonials.
Credibility: the perceived reliability and trustworthiness of the author or source.
Persuasion: the act of influencing attitudes, beliefs, or actions through argumentation.
Validity and soundness: criteria for assessing the strength and reliability of an argument.
Ethical considerations: the moral implications and responsibilities of communicators and audiences.