25.2: The Big Why and Pathos (Classroom Activity)
- Page ID
- 289135
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Think (B.E1+2.):
Create a lexicon entry for the vocabulary word.
Vocabulary List
- pathos
Reread the definition of pathos to make a lexicon (i.e., vocabulary list) entry that is at least three sentences long. The first sentence is your basis (B) and the other two are your individualized explanations (E1 and E2). You will accomplish that in your “Individualized Research Writing Lexicon (i.e., vocabulary list)” by creating a 3-sentence lexicon entry that utilizes the following 3-sentence formula (B.E1+2.). Write (B) the exact pathos definition used in this OER as an in-text citation preceded by a transitional phrase of where the definition came from all as one sentence, (E1) the definition of pathos in your own words preceded by a transition like “In other words,” and (E2) a commentary sentence(s) about why you think pathos is important for research writing.
UNDERSTAND (15 minutes)
Pair (F.A.I.R.):
With a partner, share your lexicon (i.e., vocabulary list) entry for pathos.
F - Freely share only what you are comfortable sharing from your lexicon (i.e., vocabulary list) entry. (Partner A)
A - Articulate what you think the main idea was from their share. (Partner B)
I - Inquire kindly about wonders or confusions you have from what they share. (Partner B)
R - Responsively reply; in other words, address whether your partner understands your lexicon entry the way you meant for it to be understood and clarify any wonders or confusions with a rationale. (Partner A)
Sheer:
If your partner was not close to understanding your lexicon (i.e., vocabulary list) entry’s intended meaning when they articulated and inquired, then sheer—change course quickly by way of editing your lexicon (i.e., vocabulary list) entry.
APPLY (30 minutes)
Thinking about how to get people to care about a topic begins with the “Big Why,” also known as the purpose of your argument. Individually, take about thirty minutes to write a response to each of the following “Big Why” questions:
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Why do you care about your topic?
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Why should readers care about your topic?
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What is gained by putting heart (i.e., showing why you care) into your essay?
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What is lost by not putting heart (i.e., not showing why you care) into your essay?
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Why should you persuade readers to be empathetic instead of sympathetic about the social justice topic your essay focuses on?
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What is social justice without involving emotions?
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Can social justice exist without involving emotions?
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If emotions are always part of social justice issues, why might it be especially important to appeal to emotions in your essay?
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Why might it be important to share why you care about your topic? How is that strategic to convincing your audience to care about your topic?
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How does why you care about your topic relate to why your readers might care about your topic?
ANALYZE (25 minutes)
Case Study (Whole Class Discussion):
Scholar Emo Shun plans to write a research essay on how public health campaigns can motivate communities to promote positive body images and self-acceptance for all types of bodies. Scholar Emo Shun aims to write a thesis that not only states their position but also articulates the big why (i.e., the significance and urgency of the research scope) through pathos (i.e., connecting emotionally) with the audience. In order to infuse pathos, Emo Shun decides to bring forth concern and incentivize the audience to care about the issue individually and in relation to society overall. How can Emo Shun specifically make sure that their thesis effectively infuses the big why and pathos? What might be best to include in the thesis to engage the audience and highlight the importance of the research?
EVALUATE (5 minutes)
Exit Ticket (Individually):
What other questions would you add to your Big Why question set? That question(s) can be related to the Big Why with researching and writing in general or specific to the topic you choose.