Engl 101 Dbf1

Topics: Rhetoric, United States, Al-Qaeda Pages: 2 (641 words) Published: June 3, 2013
Your Name Here
ENGL101-B05
Discussion Board Forum 1
May 17, 2013
Hochswender was very Persuasive – Turabian
After reading the essay by Woody Hochswender “Did My Car Join Al Qaeda,” I found that it was very persuasive. Hochswender had persuading support for his point of view. Just because he drives a SUV which uses a lot of gas, this doesn’t make him a bad person. Nor does it make him responsible for what is going on in Al Qaeda any more than a taxpayer is responsible for all government spending. It is no secret SUV’s burn a lot of gas.

Hochswender really applied a lot of emotional appeal (pathos) to his writing. When he started off he went straight to the heart to ask, “Does that mean I am a bad person” (pg.154) because he drove a SUV. No, this is not what this means. Hochswender goes on to talk about how bad the conditions are where he lives and how having a SUV allows parents to transport their children safely to school and sporting events. Most people are very sensitive when it comes to the needs and safety of children, and he appealed to that emotion. 

As it relates to ethical appeal (ethos), Hochwender suggests Americans are, in some way, responsible for the events of 9-11 by stating, “Those who implicate Americans... validate the terrorists as right” (pg.154). This statement alone strengthens the argument that being the owner of a SUV does not make you an enemy. Being the driver of a SUV in no way shows that you agree to 9-11 or any other terrorist-related activities.

In addition, the author appeals with reason (logos). He explains his area had 70 inches of snow last winter. When the snow melted it would re-freeze into black ice, making things worse. Living in these conditions would justify why it’s more than necessary to own a SUV.

Bibliography
Gilbert H. Muller and Harvey S. Wiener - 2nd ed., “TO THE POINT: Reading and Writing Short Arguments”. (Pearson Education, Inc. 2009)

Student Writing| Percentage Grade| Instructor Comments|...

Bibliography: Gilbert H. Muller and Harvey S. Wiener - 2nd ed., “TO THE POINT: Reading and Writing Short Arguments”. (Pearson Education, Inc. 2009)
Student Writing | Percentage Grade | Instructor Comments |
Original Response: Thoughtful AnalysisAll key components of the DB question are answered * There is a clear, logical flow to the answers * Major points are stated clearly and use the principles of argument to make claims * Each major point is supported by one or more of the following: * Quotes from the readings * Good examples (personal ones are okay) * Thoughtful analysis (of logos/pathos/ethos) * Integration of Christian worldview, Biblical themes as appropriate | 38 | Valid observations, with specific supporting examples of what was persuasive or not and why. |
Readability, Grammar, Punctuation and Style * First person is okay in discussion entries * Spelling & Grammar is correct and proofed before posting * Sentences are complete, clear, and concise * Paragraphs contain appropriately varied sentence structures * In-text citation appears in the correct style | 3 | Please note carefully my margin comments and the numbered Handbook page references (if any) for follow-up study. Feel free to email and ask about anything you don’t understand or can’t find explained in the books. |
Responses to Your Classmates * Focuses on a meaningful point made in the other student’s post * Provides substantive additional thoughts regarding the student’s post (i.e., more than just “I like this student’s idea.” Explains why s/he likes the idea (or does not) * Logical, clear flow * Uses the principles of argument to make claims | 38 | Replies to student’s points, with appropriate follow-up thoughts. |
Length Requirements * 2 posts (original response & interaction with another student) for each DB discussion * Word count sufficient (250-300 for original post, 250-300 for interaction response) * Timeliness of posts * Appropriate “netiquette” manners (For example, no name calling or labeling another student’s idea a derogatory term such as “stupid,” “dumb,” even when disagreeing) | 10 | ok ok |
Total Points for Discussion Board | 89 | |
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