Expository
Writing
An Introduction
Compiled by
Shelia D. Sutton, MA, NBCT
Ideas Borrowed From:
Writer’s Inc. by Sebranek, Kemper, and
Meyer
 ERWC course of study, California State
University
 Mark Keppel High School English
Department Resource Manual for
Successful Writing
 Step Up to Writing by Aumen
 Maria Garcia at San Antonio College
http://www.accd.edu/sac/english/mgarcia/wri
tfils/mod.htm

Expected Outcomes



This presentation will address the
following topics:
The Modes of Discourse with particular
focus on Expository Writing
General Information on Expository
Writing
– The importance of structure
Writing Introductions, Body paragraphs
Conclusions and Thesis statements
 Using the Claim, Evidence and Elaboration
format/structure in body paragraphs

– Ways to make claims
– Types of Evidence
– The Use of Rhetorical Appeals
Expected Outcomes, cont.





How to Write a Process Essay
How to Write a Comparison Essay
How to Write a Cause/Effect Essay
How to Write a Definition Essay
How to Write a Problem/Solution
Essay
Reflective Practice

Given what you’ve heard so far, what is it
that you most hope to gain from this
presentation on Expository Writing?

Have you heard the term Modes of
Discourse? What do you think it means?
– Write 3 to 5 sentences or a bulleted list.
Modes of Discourse

Exposition

Persuasion (Argument)
Narration
Description



This presentation will focus specifically on
Expository Writing.
Expository Essay Categories





Essay to Explain a Process
Essay of Comparison
Cause/Effect Essay
Essay of Definition
Problem/Solution Essay
Metacognitive Reflection


Which of the types of Expository Writing
have you done? Tell your neighbor.
What type(s) of Expository Writing would
you like to understand better? Write it in
your notes section.
–
–
–
–
–
Process
Comparison
Cause/Effect
Definition
Problem/Solution
General Information
Expository Writing



The expository essay is the basic
form of writing used in most
academic classes.
Expository essays inform, explain,
examine, discuss, or illustrate.
Expository essays follow the thesis
statement plus support structure.
The Importance of Structure

An expository essay should be tightly
structured with
– an introductory paragraph (beginning)
– several supporting/body paragraphs (middle)
– a concluding paragraph (end)
Metacognitive Reflection

Talk to Your Neighbor
– What do you know now that you did not
know before we started this
presentation?
– Tell your neighbor!
– Now write it down on your packet in the
space for notes. This is called
metacognitive reflection, “thinking about
your thinking.” It makes knowledge
stick to your brain like peanut butter
sticks to bread!
Beginning -- Introduction


The opening paragraph should gain
your reader’s interest and identify the
thesis you plan to develop.
To get a reader’s interest, use one of
the following methods:
– Provide an interesting story about the
subject
– Present a significant fact or statistic
– Quote an expert on the subject
– Define an important term
Metacognitive Reflection

Tell your neighbor how to get a
reader’s attention while writing!

Which one of these ways to catch a
reader’s attention is one you’d like to
practice this summer? Tell your
neighbor.
Now write it in your notes.

Characteristics of a
Thesis Statement





It is a sentence.
It names the topic of your paper and
contains an assumption about your topic - in other words, you are saying
something about the topic that is an
opinion-based statement.
It is debatable -- it is not merely factual or
obvious but requires convincing proof of
its validity.
It is specific.
It controls everything that goes into your
paper.
Metacognitive Reflection




What do you now know about thesis
statements that you’ve never heard
before? Tell your neighbor.
Write it in your notes section.
What questions do you still have about
thesis statements? Ask your neighbor.
Now, write those questions in your notes.
When you get the answer, go back and
write the answer in your notes next to the
question.
Sample Thesis Formulas
Process analysis
• OUTCOME involves ____, ____, and ____.
Creating a fabulous meal involves planning, planning
and more planning!
Compare/Contrast
• A look at _____(objects of comparison) in terms of
_____(the points of comparison) shows that (general
finding).
A look at the PC and the Mac in terms of functionality
shows that the Mac is a superior computer.
• Looking at _____(object A) and _____(object b)
shows that although they seem (similar/different),
they are really quite (different/similar).
Looking at a PC and a Mac shows that although they
seem quite similar, they are really quite different.
Sample Thesis Formulas
Cause/Effect
• {Effect} happens as a result of {Cause}.
Poverty happens as a result of lack of education.
• {Effect} (verb) {Cause A, Cause B, and Cause C}.
Lack of Education impacts people’s lifetime
finances, their career choices, and the overall
quality of their lives.
• {Cause} brings about {Effect}.
Lack of education brings about a nation of ill
informed citizens, many of whom are poor.
• {Cause} (verb) {Effect A, Effect B, and Effect C}.
Lack of education impacts one’s ability to participate
in society, to provide for one’s family, and to move
up in the world.
Sample Thesis Formulas
Definition


_____ (term) is not ____ (surface
meaning), but rather, it is ____ (class and
distinguishing characteristics).
Joy is not about being happy, but rather, it
is about being glad to be with someone no
matter what emotional state they are in.
Reflective Practice

What do you now know about
Introductions (beginnings) that you did not
know before?

What do you now understand about thesis
statements that you did not understand
before?

What do you still need help
understanding? What questions do you
have?
Middle -- Body
The supporting paragraphs present the
main points or reasons supporting
your thesis. They are the heart of
the essay.
Structure of the supporting paragraphs
should include:
Claim
Evidence
Elaboration
How to make a Claim

A claim is the topic sentence.
– You can make a claim by beginning each
paragraph in one of the following ways:









Using a quotation
Semicolon Claim
A Rhetorical question
A List of Phrases
A List of Words
To, Plus a Verb
However statements
Power (number) Statements
Occasion/Position Statements
– (see “Topic Sentence” handout for further explanations)
Using a Quotation
• Although I usually appreciate the advice I
receive from my grandmother, I wish that
she would follow the advise of Horace:
“Whatever advice you give, be short.”
• If you are tempted to give your best friend
advice, at least be aware of the proverb
that says, “Never give advice in a crowd.”
• When I visited my relatives in Michigan, I
learned very quickly that the old German
proverb, “Never give advice unless
asked,” is true.
Semicolon Claim Sentence

The football team deserves the state
championship; the players and the
coach are talented and dedicated.

Buying a car is exciting; it’s also
stressful.
Reflective Practice

Write your own example of a claim
sentence using either a quotation
or the semicolon claim structure.
A Rhetorical Question


What is your school doing to improve
test scores? Our school has
purchased an exciting new literacy
program.
How are churches and synagogues
meeting the needs of teenagers? In
our city, they provide places to
gather, help with homework, and
scholarships for summer camp.
A List of Phrases



My grandparents prefer to vacation in
Mexico, in the Northwest, and in the
Bajamas.
Problems with the new school include:
poor ventilation, small classrooms,
inadequate lighting, limited parking.
The Smiths love their new home but are
having trouble with the garage door and
with the new sprinkler system.
A List of Words



All college students need money,
friends, and encouragement.
Joe’s café offers the best in service,
food, and atmosphere.
When I set out to buy my new car, I
looked for a vehicle that was reliable,
safe, and economical.
Reflective Practice

Write your own example of a claim
using one of the following:
– A Rhetorical question (remember that a
rhetorical in this case does require your
response -- look back at the examples).
– A List of Phrases
– A List of Words
To, Plus a Verb




To win at chess, players need to master
three skills.
To impress her guests at our New Year’s
dinner, my aunt created the most
incredible culinary surprises.
To succeed in business a person must
establish clear but realistic goals.
To keep in contact with friends and family,
many teens invest in pagers.
However statements



The new rules for the school cafeteria
seemed unfair to the students; however, the
rules have made the cafeteria a better place
to eat lunch.
My father is very strict; however, he has good
reasons for all of his rules.
Denver’s new Light Rail has helped the
parking and traffic congestion in downtown
Denver; however, it has also caused
problems for commuters.
– Conjunctive adverbs include: in fact, nevertheless,
as a result, next, still, meanwhile, furthermore,
otherwise, instead, consequently, likewise, and
therefore.
Power (Number) Statements


Helpful Number Words: two, three, four,
several, many, some, a few, numerous, a
couple of, a number of, a myriad, various,
plenty of
Examples:
– Three cities have serious pollution problems.
– In the winter I enjoy watching several high school
sports.
– The new recruits learned four important
procedures.
– When my family camps, we always stay at one of
our favorite four campgrounds.
– Like most American cities, Los Angeles, is faced
with many problems including homelessness,
gang violence, and unemployment.
Reflective Practice

Write your own example of a claim
sentence using one of the following:
– To Plus a Verb
– However statement
– Power (Number) statement
Occasion/Position Statements

An Occasion/Position Statement is a
complex sentence and begins with
one of these words or phrases:
In order
That
If
After
Since
Before
While
Whenever
As long as
As
Even though
Although
Unless
When
Even
As if
Whether
Until
Where
Even if
Because
Wherever
As soon as
Though
So that
The Occasion




Is the first part of the sentence
Introduces your reason for writing
Can be any event, problem, idea,
solution, or circumstance that gives
you a reason to write
Is the dependent clause in the
complex sentence
The Position



Is the second part of the sentence
States what you plan to prove or
explain in your paragraph
Is the independent clause in the
complex sentence
Examples of Position Statements




Although my family and I have taken many
wonderful vacations, none was more fun and
more exciting than our camping trip to the
Grand Canyon.
Before you make the decision to light up a
cigarette, consider the problems caused by
smoking.
Even though bike helmets are sometimes
unfashionable and uncomfortable, all cyclists
should wear them.
If students use chemicals to do science
experiments, it is important that they learn
the proper way to dispose of them.
Reflective Practice

Write two examples of your own
Occasion/Position statements.
– Make sure that the first part of your
sentence includes the occasion.
– Make sure that the second part of your
sentence includes the position.
More Reflective Practice

Talk to your neighbor
– Tell your neighbor two things that you
now know how to do that you did not
know how to do before.
– Ask your neighbor any questions you
have about what we’ve done so far.
Types of Evidence
Used to Support a Claim






Factual Example (FE)
Expert Testimony (ET)
Statistic (S)
Personal/Anecdotal Experience (PE
or AE)
Commonly Held Assumption/Belief
(A/B)
Author Opinion (AO)
Factual Example

An example presented as a reliable
“fact” to support the author’s claim,
although there is no source offered to
prove its truth.
Expert Testimony (ET)

Either a quotation or a summary from
an individual person or professional
agency with
– Expertise
– Experience
– Knowledge of the topic.
Statistic (S)

Evidence that cites specific
numbers/percentages/dates. This
evidence may or may not be a part of
expert testimony.
Personal/Anecdotal Experience
(PE) or (AE)

A story from the author’s personal
history or observations used in
support of the main idea.
Commonly Held
Assumption/Belief (A/B)

An inclusive statement presented
about human nature or human
behavior as if all readers would be in
agreement with the author.
Author Opinion (AO)

A statement regarding the author’s
personal beliefs without proof.
Reflective Practice

What is the purpose of using
evidence in your writing?

Name 3 types of evidence you can
use.

List any questions you still have that
you would like addressed.
Elaboration

Elaboration is your commentary on
how the evidence supports the claim.

Your elaboration should leave the
reader thinking about and
contemplating the claim you made in
the paragraph.
Reflective Practice

Talk to your neighbor.
– Explain to them what is meant by claim,
evidence, and elaboration.
– Then have them explain it back to you.

Consider
– What part of the essay contains the claim,
evidence, elaboration structure.
– What types of evidence can be used to support a
claim.
– What is the function of elaboration? What does it
mean to elaborate on your claims and evidence?
End -- Conclusion
Conclusions are often the most difficult
part of an essay to write, and many
writers feel that they have nothing
left to say after having written the
paper.
A writer needs to keep in mind that the
conclusion is often what a reader
remembers best.
Your conclusion should be the best
part of your paper.
A Conclusion Should:



Stress the importance of the thesis
statement.
Give the essay a sense of
completeness.
Leave a final impression on the
reader.
Reflective Practice

Why are conclusions important?
– What is the purpose of a conclusion?
– What should we do for the reader in a
conclusion?
Suggestions
for Concluding Your Essay

Answer the question: So What?
– Show your readers why this paper
is/was important.
– Show them that your paper was
meaningful and useful.
Suggestions, cont.

Synthesize, don’t summarize
– Don’t simply repeat things that were in
your paper.
– Show them how the points in you made
and the support and examples you
used were not random, but fit together.
Suggestions, cont.

Redirect your readers
– Give your readers something to think
about, perhaps a way to use your paper
in the “real” world.
– Your conclusion should go from specific
to general.
– Think globally.
Reflective Practice

Talk to your neighbor
– Discuss the three strategies we’ve
discussed so far for writing a good,
solid conclusion.
– What do you know now that you did not
know about writing a conclusion?
Suggestions, cont.

Create a new meaning
– You don’t have to give new information
to create a new meaning.
– By demonstrating how your ideas work
together, you can create a new picture.
– Often the sum of the paper is worth
more than its parts.
Strategies
for Concluding Your Essay

Echoing the introduction:
– Echoing the introduction can be a good
strategy if it is meant to bring the reader
full circle.
– If you begin by describing a scenario,
you can end with the same scenario as
proof that your essay was helpful in
creating a new understanding.
Strategies cont.

Challenging the reader:
– By issuing a challenge to your readers,
you are helping them to redirect the
information in the paper, and they may
apply it to their own lives.
Reflective Practice

Talk to your neighbor
– Discuss the 3 new strategies we’ve
learned about writing a good, solid
conclusion.
– What questions do you have about
writing a conclusion? Ask your
neighbor.
Strategies, cont.

Looking to the future:
– Looking to the future can emphasize
the importance of your paper or redirect
the readers’ thought process.
– It may help them apply the new
information to their lives or to see things
more globally.
Suggestions, cont.

Posing Questions:
– Posing questions, either to your readers
or in general, may help your readers
gain a new perspective on the topic,
which they may not have held before
reading your conclusion.
– It may also bring your main ideas
together to create a new meaning.
Reflective Practice

Write a brief reflection about what you
now understand about writing a good
conclusion.

What have you struggled with (in the past)
when writing a conclusion that you now
think that you can do because of what
we’ve learned about conclusions?

What questions do you still have about
any of the concepts we’ve discussed so
far?
Essay to Explain a Process

What is a process analysis?
– It is the method of development in which the writer
explains step by step how to do something or tells how
something works.
 It consists of a written series of actions or stages
that proceed one right after the other in a required,
definite order and yield a predictable product.
 Because the sequence is essential to producing the
result, the information in process writing is organized
with time transitions (see handout).
 It is different from narration (which also uses time
transitions) in that a narrative or story cannot be
duplicated. It tells how something happened one
time.
 A process explains steps that should happen in
essentially the same way every time in order to
achieve the same result, which is its purpose.
Why do Writers
use Process Analysis?

Directional process analysis:
– To give instructions that a reader is
expected to perform and that lead to
the same result every time.

Informational process analysis:
– To explain a cycle that readers can
understand, but are not expected to
perform.
Reflective Practice

What do you understand now about
writing a Process Essay that you did not
understand before we started discussing
it?
– Consider what a Process Essay is.
– Consider the purpose for writing one.
How can a Writer tell
a Process Essay from other
forms of Exposition?

Look for a product or a predictable
outcome to which the text leads every
time.

Look for a series of steps and stages that
result in being able to do something or
relate how something works.

Look for time transitions
How does a Writer Compose
a Process Analysis?











Outline the steps of the process.
Write each step as one clear action.
Make sure all of the major steps are there.
Make sure all of the minor steps are there.
Make sure the central, main step is there.
Make sure all of the steps are in the correct order.
Explain the reasons for steps whose purpose is not
clear.
Define all technical terms briefly.
Describe special equipment.
Use time order transitions.
Test the process -- have someone read and perform
the process, and then discuss how the paper could
be improved.
Reflective Practice

Talk to your neighbor.
– Discuss the steps for writing a Process
Essay.
– What NEEDS to be included in your
writing?
Thesis Pattern for a
Process Essay

OUTCOME involves _______,
______, and ________.

OUTCOME involves _____ and
______.

OUTCOME involves _______.
Questions to Consider When
Writing a Process Essay




What process are you trying to explain?
Why is it important?
Who or what does this process affect?
Are there different ways of doing the process?
– If so, what are they?












Who are the readers?
What knowledge do they need to understand this process?
What skills/equipment are needed for this?
How long will this process take?
Is the outcome always the same?
How many steps are in the process?
Why is each step important?
What difficulties are involved in each step?
How can they be overcome?
Do any cautions need to be given?
Does the process have definitions that need to be clarified?
Are there other processes that are similar and could help illustrate
the process that you are writing about?
Time Transitions
for Process Writing
•After a few hours
•Afterwards
•At last
•At the same time
•Before
•Before this
•Currently
•During
•Eventually
•Finally
•First
•Second
•Third
•First of all
•Formerly
•Immediately
before
•Immediately
following
•Initially
•In the end
•In the future
•In the
meantime
•In the
meanwhile
•Last
•Lastly
•Meanwhile
•Next
•Soon after
•Previously
•Simultaneously
•Subsequently
•Then
Reflective Process

Why are these questions important to
consider when writing a Process Essay?
– How will they help guide your writing?

Why are these transitions important for
process writing?
– How do they help guide your reader?
Reflective Process

What do you now understand about
Process Writing that you did not
know before?

What do you still need to know
before you begin writing?
Essay of Comparison

What is comparison?
– The method of development in which
the writer examines the similarities
and/or differences between persons,
objects, or ideas to support a point.
– A way of thinking that we use
unconsciously to make decisions
Why Do Writers Use
Comparison?

To show that things which appear similar
are really different

To show that things which appear different
are really similar

To evaluate

To explain the unfamiliar in terms of the
familiar
What are the Structural
Patterns for a Comparison?

Point by Point

Block
How Can Readers Recognize
Comparison When They See it?

Look for objects being compared

Identify the points of comparison

Find the purpose for the comparison

Discern the structural pattern

Look for these transitions:
Transitions Used in
Comparison Writing
Similarly
And
Both
Neither
Like
Also
Too
In addition
As well as
In contrast
While
But
Yet
However
Although
Whereas
On the other
hand
Another
difference
Just as …
so…
Unlike
Conversely
Reflective Practice

What is Comparison writing?

What is the purpose of Comparison
Writing?

How does Comparison writing help
the reader?
How Does a Writer Compose
a Comparison Essay?


Observe people and life and cultivate
the habit of looking for fruitful
comparisons, those that fulfill the
purposes discussed on the “Why do
Writers Use Comparison?” slide.
Be sure that objects are in the same
class so that there is a clear basis for
the comparison.
– The academic comparison must be
fair
– One does not compare apples to
oranges.
What to Consider
When Comparing


Choose two similar items that can be logically
compared or contrasted. There must be a
logical connection between the
subjects/objects of comparison.
Decide the primary purpose of your essay
– To show similarities?
– To show differences?
– To show both?


Determine your audience -- why do they need
to know/want to know?
Determine your points of comparison
– Can’t say one thing comes in three colors, while the
other cheaper.

Your points of comparison must be supported
with examples.
How Does a Writer Compose
a Comparison Essay?


List the points of comparison down
the left side on a chart.
List the objects of comparison along
the top.
Fill in the chart.
MacIntosh
Price
Availability
Quality
Production
Personal Computer (PC)
How Does a Writer Compose a
Comparison Essay?

Decide whether a block or a point by point organization
works best for the purpose selected.
Block Method
Point by Point Method
Subject 1: Macintosh
Feature 1: Price
Feature 2: Availability
Feature 3: Quality
Feature 4: Production
Subject 2: Personal
Computer
Feature 1: Price
Feature 2: Availability
Feature 3: Quality
Feature 4: Production
Feature 1: Price
Subject 1: Macintosh
Subject 2: PC
Feature 2: Availability
Subject 1: Macintosh
Subject 2: PC
Feature 3: Quality
Subject 1: Macintosh
Subject 2: PC
Feature 4: Production
Subject 1: Macintosh
Subject 2: PC
Reflective Practice

What is the block method?

What is the point by point method?

How do you decide which to use for
the benefit of your reader?
Thesis Pattern(s) for a
Comparison Essay

A look at ______ (object of
comparison) in terms of _____(the
points of comparison) shows that
_____ (general finding).

Looking at _____(Object A) and
____ (Object B) shows that although
they seem _______(similar/different),
they are really ____(different/similar).
How Does a Writer Compose
a Comparison Essay?

Finally,
– Make sure that you explain what one
learns from making the comparison you
are making in your essay.
Cause/Effect Essay

What is cause/effect?
– The method of development in which
the writer analyzes the reason(s) for an
action, event, or decision, or analyzes
resulting consequences to support a
point.
Why Do Writers Use
Cause and Effect?

To discover order in a reality that is in
apparent chaos.

To inform.

To speculate.

To change behavior.
Reflective Practice

What do you understand now about
writing a Cause/Effect Essay that
you did not understand before we
started discussing it?
– Consider what a Cause/Effect Essay is.
– Consider the purpose for writing one.
How Can a Writer Recognize
Cause/Effect When They See It?

Look for the status of an object or situation to
change as a result of something else.
A. Indicator words are these and their various forms:
–
–
–
–
–
B.
As a result
- Because of
The reason for
- Consequence
Decrease
- Influence
Change
- Why
Cause
- Effect
Ask whether there is a cause or effect which
dominates.
C. Look for the structure. Possibilities:
-
The cause(s) comes first, then the effect(s).
The effect(s) comes first, then the cause(s).
The writer traces a complex causal chain.
How Does a Writer Compose
a Cause/Effect Essay?






Choose a manageable subject that a
specific group of people needs information
on.
Decide on a thesis and state it in one of
the prescribed patterns below.
Compose the examples and organize
them with transitions to support each
point.
Make sure you don’t oversimplify the
subject/topic.
Make sure your argument makes sense.
Make sure you neither overstate or
understate the position.
Reflective Practice

Talk to Your Neighbor
– What are some issues/topics you could
write about using the Cause/Effect
Essay structure?
– Come up with at least three. Do this
together!
Thesis Pattern for a
Cause/Effect Essay
Cause/Effect
• {Effect} happens as a result of {Cause}.
• {Effect} (verb) {Cause A, Cause B, and
Cause C}.
• {Cause} brings about {Effect}.
• {Cause} (verb) {Effect A, Effect B, and
Effect C}.
Possible Topics for
Cause/Effect Writing









Changes in your neighborhood or home
town over time
The current popularity of a particular
trend/fad/fashion, etc.
The need to conform
The disintegration of a family
Road rage
Violence in schools
Stress
Your mood
Global warming
Problem/Solution Essay

What is a Problem/Solution Essay?
– It is the method of development that identifies
a problem, examines the problem, and then
offers a solution to the problem.
– Often this type of writing is utilized to identify
and offer a solution for a conflict that exists
between characters or to analyze and solve a
problem within a community or in global
society.
Why do Writers Use
Problem/Solution Writing?
• To clearly identify a problem in order to
assist the reader in understanding the
matters involved.
• In addition, the writer should analyze the
causes and effects of the problem and then
offer the possible solutions.
• The writer should also integrate quotations,
facts, and statistics in their essay.
• The writer should also be aware of audience
and purpose.
Patterns for
Problem/Solution Writing


The problem and solution pattern reflects
a form of critical thinking that tends to be
more argumentative and evaluative.
The most common forms of this pattern
are:
– Problem-Process-Solution
– Problem-Cause-Solution
Both patterns first describe the problem and then
proceed through diagnosis and analysis to
propose a solution.
Reflective Practice



What do you understand now about
writing a Problem/Solution Essay
that you did not understand before
we started discussing it?
Consider what a Problem/Solution
Essay is.
Consider the purpose for writing one.
How Does a Writer Compose a
Problem/Solution
Essay?
First of all, study the problem carefully and note the possible



solutions.
Start your essay with a general introduction (background):
This can be one or two sentences, THEN identify the problem.
Next, give reasons (causes) for the problem(s). Use
expressions like:
– “One of the main reasons for this problem…”


– “An additional problem is…”
– “Another issue is…”
Now deal with the possible solutions. Use expressions like:
– “One solution…”
– “Another possibility…”
– “Also…”
In your conclusion evaluate the possible solutions, and make
an overall comment. (Use the strategies for writing a
conclusion to impact your reader.)
Framework for
Problem/Solution Writing

Introduction
– Create interest
– Establish the problem
– Include a clear thesis statement

Body
– Present an expanded description of the
problem
– Discuss the solutions in detail

Conclusion
– Restate the problem
– Summarize the solutions
– Provide an outlook for the future
Reflective Practice

Talk to your neighbor:
– What are some problems you could
write about using the Problem/Solution
Essay format?
– Come up with at least 3 topics. Why
would these topics be
interesting/informative for the
reader/audience? Discuss together.
Rhetorical Appeals
Used to Appeal to Your Audience
borrowed from handout created by Susan Sanchez

When analyzing someone else’s writing or
constructing your own essay, always ask yourself
these questions:
– Who is the Speaker?
– Who is the Audience or the author’s intended audience?
– How do I know who the audience is?
– How has the audience influenced the speaker or
author’s choice of writing strategies?

Rhetorical Appeals
Used to Appeal to Your Audience
Logos: a deliberate appeal to the reader’s
sense of logic, need for factual proof or
reasonable sense.

Ethos: A presentation of the writer’s credibility
or a deliberate attack on the credibility of
another author. A conscientious appeal to the
reader’s appreciation of credentials and or
professional experience.

Pathos: A deliberate appeal to the reader’s
emotions. Common emotions appealed to by
writers include: pity, sympathy, guilt,
compassion, love, etc.
Appealing to your Audience

Pathos: Emotional
– Arguments from the heart are designed to appeal to the
audience’s emotions and feelings.
– Emotions can direct people in powerful ways to think
more carefully about what they do.
– Always ask:




How will I appeal to the audience’s emotions?
Why?
Name the emotions being appealed to.
How will I evoke this (these) emotions in the audience
using writing?
Appealing to Your Audience


Pathos: Emotional appeals are often
just examples--ones chosen to
awaken specific feelings in an
audience.
Although frequently abused, the
emotional appeal is a legitimate
aspect of argument, for speakers
and authors want their audience to
care about the issues they address.
Appealing to Your Audience

Pathos
– Techniques that are used in Emotional Appeal

Moving stories and anecdotes that prove your point

Using emotional language or catchy words to appeal
to people’s values or guilty consciences or vivid
imagination

Slanting is omitting or not using information that may
conflict with or weaken your claims.

Predicting extreme outcomes of events/dire
predication in order to create a sense of urgency.

Specific examples
Appealing to Your Audience

Logos: Logical
– Loosely defined, logos refers to the use of
logic, reasons, facts, statistics, data, and
numbers.
– Logical appeals are aimed at the mind of the
audience, their thinking side.
– Very often, logos seems tangible and
touchable.
– When a writer uses logical appeals, he or she
will avoid inflammatory language, and the
writer will carefully connect its reasons to
supporting evidence.
Appealing to Your Audience

Logos
– Techniques that are used in Logical Appeal

Logical reasons -- why your audience should believe you.

Evidence that proves or explains your reason.

Facts -- using information that can be checked by testing,
observing firsthand, or reading reference materials to
support your claim.

Statistics -- percentages, numbers, and charts to highlight
significant data.

Expert Opinion -- statements by people who are
recognized as authorities on the subject.

Examples -- giving examples that support each reason.

Use of cause/effect, compare/contrast, and analogy
Appealing to Your Audience

Ethos: Ethical
– Ethical appeals depend on the credibility or training of
the author.
– Audiences tend to believe writers who seem honest,
wise, and trustworthy.
– A writer exerts ethical appeal when the language itself
impresses the audience that the speaker is a person of
intelligence, high moral character and good will.
– A person wholly unknown to an audience can by words
alone win that audience’s trust and approval.
– Aristotle emphasized the importance upon the
audience that the speaker is a person of good sense
and high moral character.
Reflective Practice

Talk to your neighbor
– What are the rhetorical appeals?
– How might you use them in your
problem/solution writing?
– What impact do these appeals have on
your audience?