 Definition-
Convincing someone to change
their belief or to do something
 Definition-
Convincing someone to change
their belief or to do something
 Example- Convince students, staff, and the
district to adopt a uniform policy
 Definition-
Presenting and supporting a
claim, but also mentioning the opposite
opinion
 Definition-
Presenting and supporting a
claim, but also mentioning the opposite
opinion
 Students and staff at BGJHS should wear
uniforms. Some may think they would lose
their individuality, but they show this in
academic ways.
 Definition-
A belief or opinion on a topic
 Definition-
A belief or opinion on a topic
 Example- School uniforms are beneficial to
both students and staff
 Definition-
The opposing view on a topic.
The opinion of a person who might argue
with you.
 Definition-
The opposing view on a topic.
The opinion of a person who might argue
with you.
 Definition-
The opposing view on a topic.
The opinion of a person who might argue
with you.
 Example- Uniforms would be boring and
depressing.
 Definition-
be true
A statement that can be proven to
 Definition-
A statement that can be proven to
be true
 Example- Research shows that schools with a
uniform policy have 5o% fewer discipline
referrals than those without uniforms.
 Definition-
One’s personal belief or feeling.
 Definition-
One’s personal belief or feeling.
 Example: Uniforms would make everyone
feel equal.
 Definition-
The answer to the counterargument. “But”… statement.
 Definition-
The answer to the counterargument. “But”… statement.
 Example: Some people think that uniforms
would be boring and depressing, but they
would actually help students get interested
in education and be less depressed while
comparing clothes.
 Pathos-
 Ethos-
 Logos-
 Pathos-
Feelings/Emotions:
 Ethos-
Justice/Ethics:
 Logos-
Logic/Facts
 Pathos-
Feelings/Emotions: Creating a
mood, making a person feel a certain way, so
that they will want to do what you want
them to do
 Ethos- Justice/Ethics:
 Logos-
Logic/Factual:
 Pathos-
Feelings/Emotions: Creating a
mood, making a person feel a certain way, so
that they will want to do what you want
them to do
 Ethos- Justice/Ethics: Making a judgment
about right and wrong. Telling your reader
that they should agree with your argument
because it is a fair or ethical one.
 Logos- Logic/Factual:
 Pathos-
Feelings/Emotions: Creating a
mood, making a person feel a certain way, so
that they will want to do what you want
them to do
 Ethos- Justice/Ethics: Making a judgment
about right and wrong. Telling your reader
that they should agree with your argument
because it is a fair or ethical one.
 Logos- Logic/Factual: an argument that is
based in research or other factual evidence.
 Pathos-
Feelings/Emotions: Creating a
mood, making a person feel a certain way, so
that they will want to do what you want
them to do
 Ethos- Justice/Ethics: Making a judgment
about right and wrong. Telling your reader
that they should agree with your argument
because it is a good or ethical one.
 Logos- Logic/Factual: an argument that is
based in research or other factual evidence.
 Proves
the point
 Is
true
 Makes sense
 Is credible
 “Valid”
is a synonym of “relevant”
 An
irrelevant argument is one that is off
topic
 OR one that doesn’t prove the point; it just
distracts
 OR one that is untrue
Someone in a position of power threatens to make bad things happen to anyone
who dares to disagree with his argument.
•If you do not agree with my political opinions, you will receive a grade of F for
this course.
•I believe that Herbert Hoover was the greatest President of the United
States.
•Therefore, Herbert Hoover was the greatest President of the United States
This might be an effective way to get you to agree (or at least to pretend to agree)
with my position, it offers no grounds for believing it to be true.
Irrelevant Conclusion
An argument that actually provides support for an entirely different conclusion.
•All children should have ample attention from their parents.
•Parents who work full-time cannot give ample attention to their children.
•Therefore, mothers should not work full-time.
This might be true about working parents generally,
but doesn’t make it true about women alone and not on men.
This procedure may succeed in distracting the audience
from the point that is really at issue.
10. Use puppy dog eyes and pout with lower lip.
 9. Say “Please, please, please,” (shameless begging)
 8. Get on hands and knees
 7. Say you’ll clean your room. (empty promises)
 6. Clasp hands in front of you and smile in a saintly
way.
 5. Paper halos
 4. Fake tears
 3. Whine and say, “Pretty please with sugar on the
top.”
 2. Bribe with flowers and candy
 1. Try to find a real reason

10. Know your point of view
 9. Listen to the other side
 8. Let your facts speak for themselves
 7. Be kind and courteous to your opponent
 6. Nagging works sometimes
 5. Don’t be afraid to use your imagination.
 4. Pretend you are the audience when things get
confusing.
 3. Use humor
 2. Don’t force your argument; show them the
truth
 1. End with your best point re-stated in a more
eloquent way.

 “Persuasion
is not forcing someone to believe
what you believe, but rather leading
someone to the truth.” Alan Dershowitz
 The
most powerful persuader will be the one
who can take one step back and see the
other person’s point of view.
 Look
for the values that you have in common
with your opponent.
 Kid:
Dad, Can I have a friend over?
 Dad: No. I need the house quiet.
 Kid: Please! You never let me do anything!
(3B’s)
 Dad: No. I told you I have a lot of work to do.
 Kid: We will play outside and be really quiet.
(Good digging)
 Dad: I’ll think about it.