Day 2
Recognizing Logical Fallacies in the Media
Objectives:
 Students will be able to list and provide examples of at least five common
fallacies.
 Students will be able to identify the use of these fallacies in editorials and
advertisements.
 Students will be able to describe and identify propaganda techniques.
Rationale:
 1.1.11 G: Critique public documents to identify strategies common in public
discourse. Analyze the positions, arguments and evidence in public documents.
 1.2.11 A: Differentiate fact from opinion across a variety of texts by using
complete and accurate information, coherent arguments and points of view.
Distinguish between essential and nonessential information across a variety of
sources, identifying the use of proper references or authorities and propaganda
techniques where present.
 1.4.11 A: Write complex informational pieces (e.g., research papers, analyses,
evaluations, essays).
 1.5.11 A: Write using well-developed content appropriate for the topic. Write
with controlled and/or subtle organization.
 1.5.11 F: Edit writing using the conventions of language.
 1.6.11 A: Listen to others.
 1.6.11 E: Participate in small and large group discussions and presentations.
 1.6.11 F: Use media for learning purposes.
Materials:
Handout: 10 Common Fallacies
“The Language of Advertising” by Jeffrey Schrank
Activities:
 Reading: “The Language of Advertising” by Jeffrey Schrank
o Students will read selected parts of the article out loud from the projector
screen, using the popcorn method to determine the next reader.
o Students will takes notes and fill in the handout (Ten Common Fallacies)
as they go, and as a class will come up with a new example for each one.
 The class will get into small groups of 4-5 students. They will pick the best
editorial out of the group and find at least 5 fallacies in it. Students will write
down the name of the fallacy, the sentence it is used in, and explain why it is a
fallacy on a separate sheet of paper to be handed in at the end of class.
 Each small group will present two of the fallacies they found to the class.
Closure:
 Short discussion
o Ask students to relate the advertising strategies discussed during
yesterday’s class to the fallacies discussed today – what do they have in
common? Do they overlap? Can you think of any advertisements where a
strategy from Lutz’s article and a fallacy are used?
Homework:
 Students will pick their favorite product (be sure it is appropriate) and analyze an
advertisement of it (may be a commercial, an ad in a newspaper or magazine, etc.)
based on what was discussed in class for the past two days (advertising strategies
and fallacies). Students will provide the following information about their ad in a
2-3 page paper.
o Name the product and provide a brief description of the ad.
o Name at least three strategies from the Lutz article present in the ad and
explain.
o Name at least three fallacies used in the ad and explain why they are
fallacies.
o What is the ad not telling you?
o A conclusion detailing what they have learned about advertising and
fallacies and why it is important to think about what they see and read.
Assessment:
 Participation in class discussion.
 Homework assignment: See rubric.
Ten Common Fallacies
1. The Weasel Claim:
Example:
2. The Unfinished Claim:
Example:
3. The “We’re Different and Unique” Claim:
Example:
4. The “Water is Wet” Claim:
Example:
5. The “So What” Claim:
Example:
6. The Vague Claim:
Example:
7. The Endorsement or Testimonial:
Example:
8. The Scientific or Statistical Claim:
Example:
9. The “Compliment the Consumer” Claim:
Example:
10. The Rhetorical Question:
Example:
0
1
2
3
Timely submission
Assignment
submitted 3 or
more days late.
Assignment
submitted two
days late.
Assignment
submitted one
day late.
Assignment
submitted on
time.
Meets inclusion
requirements provided
in the assignment
explanation.
None of the
requirements
have been met.
Meets some of
the
requirements
provided in the
explanation.
Meets most of
the
requirements
provided in the
explanation.
Meets all of the
requirements
provided in the
explanation.
Correct identification
and explanation of
advertising strategies
and fallacies.
None of the
fallacies and
advertising
strategies are
identified and
explained
correctly.
Lacks
originality.
Analysis is
unexplained
and/or
unsupported.
Only some
fallacies and
advertising
strategies are
identified and
explained
correctly.
Somewhat
original
response. Some
points
explained and
supported, but
lacks detail.
Most fallacies
and advertising
strategies are
identified and
explained
correctly.
All fallacies and
advertising
strategies are
identified and
explained
correctly.
Original
response. Most
points and
analyses are
adequately
explained and
supported with
some detail.
Organization
No clear
method of
organization.
Paper is
difficult to
understand.
Somewhat
organized.
Some parts of
the paper do
not relate to the
overall theme.
Most of the
paper is clear
and organized.
Most
paragraphs
have clear topic
sentences.
Grammar/Mechanics
Frequent errors
that distract the
reader and
hinder
comprehension.
Paper has not
been proofread.
Grammar and
mechanical
errors occur,
and
occasionally
distract the
reader and
disrupt the flow
of the paper.
Used
appropriately.
Few errors that
do not distract
the reader.
Original
response and an
in depth
analysis. All
points are
sufficiently
explained and
supported with
details.
Clear
organizational
structure. Paper
is easy to read
and understand.
Paragraphs have
clear topic
sentences.
Used correctly
and serve to
enhance the
paper (incorrect
conventions
serve stylistic
purposes). Very
few errors.
Originality and amount
of
analysis/development
in response.