Thinking Critically About Fact

Thinking Critically About Fact - Thinking Critically About...

Info iconThis preview shows pages 1–2. Sign up to view the full content.

View Full Document Right Arrow Icon
Thinking Critically About Fact, Value, and Policy Topics Monroe’s Motivated Sequence 1. Gain attention (Introduction) 2. Show the need for a change-identify problems (Body P1) 3. Satisfy the sense of need by presenting a plan that will remedy the need (Body P2) 4. Visualize the benefits and practicality of the plan (Body P2) 5. Urge the audience to take action in support of the plan (Conclusion) Satement of Fact Fact True/False Prediction/Speculation Speaker as an edvocate Organized: Topically Maind points divide the topic into logical and consistent subtopic Use evdence to support my claim Flase Alternative (either/or): Suggesting only two alterntives are possible and that one of the two is disatrous or be avoided. (ex: come to class today or fail) Bulide new highschool or student siwth never get into college Ad Hominem: The person, rather than the issue at hand, becomes the focus. (ex: BF come home late now he’s lazy and incompetent) You can’t believe Carl, his brother is a thief
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Image of page 2
This is the end of the preview. Sign up to access the rest of the document.

This note was uploaded on 04/22/2008 for the course SOC 101 taught by Professor Durfee during the Spring '08 term at N. Michigan.

Page1 / 2

Thinking Critically About Fact - Thinking Critically About...

This preview shows document pages 1 - 2. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online