These are some of the brief assignments linked to game play. Students complete these assignments outside of the game. Their grades are based on these assignments and class papers.
TRY THIS: Go back and find something you wrote for a previous class. Downloadone page (200 words or so). Analyze your own writing through the lens of Ethos. What ethos, both positive and negative, do you see in your own writing?(If you need more than 200 words to find enough to write about, feel free to download more.)
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Keep in mind the three types of ethos Aristotle writes about; which kind are you using? Are you using more than one kind?
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Keep in mind that you should be able to identify positive and negative ethos and be specific about why what you have written sends a message about each. Some examples of ethos might be:
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Correct or incorrect use of citations or quotations
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misspelled words or typos
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A well-crafted sentence or argument
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Personal experience
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vocabulary
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specialized language
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vague language
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Notice that some of these examples are positive and some are negative. Some can be either.
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You should label specific uses of ethos in the text using the Comments function in Word. Then, you should write a brief essay on how well you did. Overall, to you think your ethos is positive or negative? Which form of ethos did you use most often? Was it effective? Did it help get your point across?
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Download as an attachment in doc or docx.
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The best submissions will . . .
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Clearly identify your ethos.
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Not miss any significant examples of ethos.
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Correctly identify the types of ethos used.
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Have a well-written commentary
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The commentary provides insight into your ethos to both you and your reader.
TRY THIS: Brutus’s Soliloquy in Julius Cesar, William Shakespeare
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In this speech, Brutus explains logically why it was just and right to kill Caesar and why the people should agree with him. Can you explain the logic (logos) of his argument? Be careful, he uses ethos as liberally; don’t get the two mixed up in your analysis.
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“Romans, countrymen, and lovers! hear me for my
cause, and be silent, that you may hear: believe me
for mine honour, and have respect to mine honour, that
you may believe: censure me in your wisdom, and
awake your senses, that you may the better judge.
If there be any in this assembly, any dear friend of
Caesar's, to him I say, that Brutus' love to Caesar
was no less than his. If then that friend demand
why Brutus rose against Caesar, this is my answer:
--Not that I loved Caesar less, but that I loved
Rome more. Had you rather Caesar were living and
die all slaves, than that Caesar were dead, to live
all free men? As Caesar loved me, I weep for him;
as he was fortunate, I rejoice at it; as he was
valiant, I honour him: but, as he was ambitious, I
slew him. There is tears for his love; joy for his
fortune; honour for his valour; and death for his
ambition. Who is here so base that would be a
bondman? If any, speak; for him have I offended.
Who is here so rude that would not be a Roman? If
any, speak; for him have I offended. Who is here so
vile that will not love his country? If any, speak;
for him have I offended. I pause for a reply.”
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https://www.youtube.com/watch?v=yR-SZheilTg
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TRY THIS: Pathos is often about style and audience, that is, how we present something and to who. How would you describe an event--a blind date, a night of drinking, a speeding ticket--to your best friend in such a way as to make them laugh? Now, describe that same event to your mother. The changes you make to language, to tone and style, the events and actions you emphasized differently, the information you leave out, all indicate your own awareness of pathos, of how you understand your audience and how your words affect different people differently, in part based on what you know about them, their character, and in part on what your relationship is with them.
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This is a chance to be a little creative, so, no list; write a couple of paragraphs and have some fun with.
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TRY THIS: This is a group "Try This." In other words, your group should follow these instructions and submit one short essay for the whole group. When you are ready to submit your work, only one member of the group should submit the project.
So far we have explored ethos in general terms. In this group project we will explore applied ethos, that is, how ethos might be used in a specific situation. In this case, we will be looking at teaching using the attached article "Phronesis: A Model for Pedagogical Reflection."
Since this is a highly technical article, I am only asking you to read the highlighted passages--though you are certainly welcome to read the whole article should be become interested in the topic.
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In those highlighted passages, Carrie Birmingham, the author, explores the relationship between phronesis and action, and in particular who the two can contribute to virtue. Your task is to write a brief article that explains how she thinks the three is connected. In other words, according to Birmingham, how does phronesis and action lead to virtue?
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I will allow time in class on Monday and Wednesday next week for your teams to work on this project after each team has finished ETHOS: Scene Two.
The best submissions will
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Explain what Birmingham means by phronesis
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How phronesis [reflection for Birmingham] leads to action and vica versa
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Summarize her using quotations (This is easy to overdo.)
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Add your own take on this, I.E. does Birmingham have it right? If not, how or why?
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An example of how this might work