WRIT1005 Lecture Notes - Lecture 5: Research Question, Pathos
Lecture 5 – 30/08/17 – Devising Research Questions – How to Read
Critically: Rhetorical Strategies
- ‘eseah uestio ho does… hy does… hat diffeee does it ake…
➢ Phrasing it as a question allows you to produce a statement in response
- Daft of a lai I a iestigatig X eause I at to fid out Y, i ode to help y eade
udestad )
- Select and research with your question in mind (the more you read, the more you might find
that your research question has been answered, and this allows you to be more specific,
ao it do, ase soethig that hast ee aseed yet
- Begin to develop a claim to argue
Reading: steps to follow
- Sketch out nature of field relevant to your questions
- Identify major debates and define terms
- Establish whish studies, ideas and/or methods are most pertinent to your study
- Locate gaps in your field
- Create reason for your investigation
- What are you going to investigate?
Rhetoric
- Persuasion is brought through three kinds of proof/persuasive appeal
➢ Logos (reason)
➢ Pathos (emotion)
➢ Ethos appeal to oes haate, authoities
- Look at appeals to audience/ what is the audience?
- Look at what is excluded from appeals
- Ho does the autho ostut theseles ad thei idetity the I
- How it defines itself in opposition to other opinions
Arrangement of classical oration
- Introduction/statement of facts – tells audience what subject is about and the context
- Division
- Proof
- Refutation – deal with opposing arguments, address other questions the reader might have
in mind
➢ Attack credibility
➢ Blame/cite the teller of the story/idea
➢ Give a summary of the story/idea (provide context)
➢ Treat it with respect
➢ Attack it as being obscure, incredible, impossible, illogical, unfitting and unprofitable
➢ Or provide a concession, before it is refuted
- Conclusion
Rhetorical strategies
- Took control of story
- Established credibility of evidence
find more resources at oneclass.com
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Document Summary
Lecture 5 30/08/17 devising research questions how to read. Esea(cid:396)(cid:272)h (cid:395)uestio(cid:374) (cid:894)ho(cid:449) does (cid:449)hy does (cid:449)hat diffe(cid:396)e(cid:374)(cid:272)e does it (cid:373)ake (cid:895) Phrasing it as a question allows you to produce a statement in response. D(cid:396)aft of a (cid:272)lai(cid:373) (cid:862)i a(cid:373) i(cid:374)(cid:448)estigati(cid:374)g x (cid:271)e(cid:272)ause i (cid:449)a(cid:374)t to fi(cid:374)d out y, i(cid:374) o(cid:396)de(cid:396) to help (cid:373)y (cid:396)eade(cid:396) u(cid:374)de(cid:396)sta(cid:374)d )(cid:863) Begin to develop a claim to argue. Sketch out nature of field relevant to your questions. Establish whish studies, ideas and/or methods are most pertinent to your study. Persuasion is brought through three kinds of proof/persuasive appeal. Ho(cid:449) does the autho(cid:396) (cid:272)o(cid:374)st(cid:396)u(cid:272)t the(cid:373)sel(cid:448)es a(cid:374)d thei(cid:396) ide(cid:374)tity (cid:894)the (cid:858)i(cid:859)(cid:895) How it defines itself in opposition to other opinions. Introduction/statement of facts tells audience what subject is about and the context. Refutation deal with opposing arguments, address other questions the reader might have. Give a summary of the story/idea (provide context) Attack it as being obscure, incredible, impossible, illogical, unfitting and unprofitable.
