{"id":144,"date":"2025-04-17T16:34:46","date_gmt":"2025-04-17T16:34:46","guid":{"rendered":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/chapter\/supporting-claims\/"},"modified":"2025-07-24T21:41:34","modified_gmt":"2025-07-24T21:41:34","slug":"supporting-claims","status":"publish","type":"chapter","link":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/chapter\/supporting-claims\/","title":{"raw":"Effective Paragraphs: Learn It 1","rendered":"Effective Paragraphs: Learn It 1"},"content":{"raw":"<section class=\"textbox learningGoals\" aria-label=\"Learning Goals\">\r\n<ul>\r\n \t<li><span data-sheets-root=\"1\">Understand how different types of evidence and details are used in a paragraph<\/span><\/li>\r\n \t<li><span data-sheets-root=\"1\">Describe techniques for creating transitions between paragraphs<\/span><\/li>\r\n \t<li><span data-sheets-root=\"1\">Identify strategies for writing strong introductions<\/span><\/li>\r\n \t<li><span data-sheets-root=\"1\">Identify strategies for writing strong conclusions<\/span><\/li>\r\n<\/ul>\r\n<\/section>\r\n<h2>Main Ideas in Paragraphs<\/h2>\r\n<p class=\"p1\"><span class=\"s1\">A paragraph is composed of multiple sentences focused on a single, clearly defined topic. There should be one main idea per paragraph, so whenever a writer moves on to a new idea, the writer will start a new paragraph. For example, this paragraph defines what a paragraph is, and now we will start a new paragraph to deal with a new idea: how a paragraph is structured.<\/span><\/p>\r\n<p class=\"p1\"><span class=\"s1\">Paragraphs are actually organized\u00a0much like how persuasive papers are organized. Just like an essay has a <span class=\"s2\">thesis statement<\/span>\u00a0followed by a body of supportive evidence, paragraphs have a topic or key sentence followed by several\u00a0sentences of support or explanation.<\/span><\/p>\r\n<p class=\"p1\"><span class=\"s1\">After the topic or key sentence introduces the main idea, the\u00a0remainder of the sentences in a\u00a0paragraph should support or explain this\u00a0topic. These additional sentences might\u00a0detail the author's\u00a0position on the topic. They might also provide examples, statistics, or other evidence to support that position. At the end of the paragraph, the author\u00a0may include some sort of conclusion or a transition that sets up the next idea in the essay.\u00a0<\/span><\/p>\r\n\r\n<h2>Using the Thesis to Organize Paragraphs<\/h2>\r\nWhile your main claim should guide the entire argument, key ideas included in the thesis statement can be used in topic sentences to guide your paragraphs.\r\n\r\n<section class=\"textbox example\" aria-label=\"Example\">Using the sample thesis statement, <em>\u201cSocial media platforms like Twitter, Instagram, and TikTok have been powerful tools for modern activists in movements like Black Lives Matter and the Hong Kong pro-democracy protests,\u201d<\/em> the argument might be outlined as follows:\r\n<ol>\r\n \t<li><strong>Introduction:<\/strong> Social media platforms like Twitter, Instagram, and TikTok have been powerful tools for modern activists in movements like Black Lives Matter and the Hong Kong pro-democracy protests.<\/li>\r\n \t<li><strong>Twitter<\/strong> helped spread awareness and organize protests during\r\n<ul>\r\n \t<li>Black Lives Matter<\/li>\r\n \t<li>Hong Kong protests<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li><strong>Instagram<\/strong> was used for sharing visual content to highlight injustices in\r\n<ul>\r\n \t<li>Black Lives Matter<\/li>\r\n \t<li>Hong Kong protests<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li><strong>TikTok<\/strong> amplified activist messages and reached younger audiences during\r\n<ul>\r\n \t<li>Black Lives Matter<\/li>\r\n \t<li>Hong Kong protests<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li><strong>Conclusion:<\/strong> The Black Lives Matter and Hong Kong pro-democracy movements effectively used social media to organize protests, spread awareness, and engage global audiences.<\/li>\r\n<\/ol>\r\nAlternatively, the essay could be organized by movement first and then by platform. The resulting outline would look like this:\r\n<ol>\r\n \t<li><strong>Introduction:<\/strong> Social media platforms like Twitter, Instagram, and TikTok have been powerful tools for modern activists in movements like Black Lives Matter and the Hong Kong pro-democracy protests.<\/li>\r\n \t<li><strong>Black Lives Matter<\/strong>\r\n<ul>\r\n \t<li>Twitter<\/li>\r\n \t<li>Instagram<\/li>\r\n \t<li>TikTok<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li><strong>Hong Kong Protests<\/strong>\r\n<ul>\r\n \t<li>Twitter<\/li>\r\n \t<li>Instagram<\/li>\r\n \t<li>TikTok<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li><strong style=\"font-size: 1rem; orphans: 1; text-align: initial;\">Conclusion:<\/strong><span style=\"font-size: 1rem; orphans: 1; text-align: initial;\"> Activists in both the Black Lives Matter and Hong Kong protests used social media to mobilize supporters and amplify their messages globally.<\/span><\/li>\r\n<\/ol>\r\nWith both of these outlines, the writers established a clear progression from the thesis statement, which helped the reader see how each key idea furthers the main claim.\r\n\r\n<\/section>\r\n<h2>Supporting Ideas and Details<\/h2>\r\nA text's thesis statement helps guide its overall organization and the development of the topic sentences that will constitute the body paragraphs. Now let's examine what makes a paragraph work.\r\n\r\nThe following image shows a flowchart of a visual relationship between the overall thesis, topic sentences, and supporting ideas:\r\n\r\n[caption id=\"attachment_217\" align=\"aligncenter\" width=\"502\"]<img class=\"wp-image-217 size-full\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/106\/2016\/05\/12215541\/step_2_2.jpg\" alt=\"Flowchart. Top: How to differentiate topic, main idea, and supporting detail. From this are three vertical sequences. The first moves from The Topic, (is) the general subject, (made up of) word or phrases describing the subject. The second is Main Idea, (is) primary point made about the subject, (made up of) a sentence that states the topic and adds the writer's position or focus on the topic. Third is Supporting Details, (is) specific ideas that support and develop the main idea, (made up of) sentences that provide the author's reasons, facts, examples, and\/or other supporting details.\" width=\"502\" height=\"415\" \/> <strong>Figure 2<\/strong>. The topic is the general subject, the main idea is the primary point made about the subject, and supporting details help develop the main idea. For example, in a paper about the flu shot, the topic is the flu shot, the main idea would be the importance of getting it, and the supporting details would be statistics about its effectiveness and details about how the vaccine prevents the spread of the flu.[\/caption]\r\n\r\nRemember, readers often expect the topic or key sentences to be at the beginning of the paragraph. Sometimes the paragraph\u2019s purpose in a larger piece of writing necessitates that its topic sentence occur elsewhere.\r\n<h3 class=\"p1\"><span class=\"s1\">How does the structure of a body paragraph support a thesis?<\/span><\/h3>\r\n<p class=\"p2\"><span class=\"s1\">Many authors use the PIE format to structure their essays.<\/span><\/p>\r\n<p class=\"p2\"><span class=\"s1\"><strong>PIE = point, illustration, explanation<\/strong><\/span><\/p>\r\n<p class=\"p2\"><span class=\"s1\">The point furthers a\u00a0thesis or claim, the illustration provides support for the point, and the explanation tells the\u00a0audience why the evidence provided furthers the\u00a0point and\/or the\u00a0thesis.<\/span><\/p>\r\n\r\n<section class=\"textbox example\" aria-label=\"Example\">\r\n<p class=\"p3\"><span class=\"s2\">For example, let's consider an essay written by a college student, Tareq Hajj. He argues that his university should not use a plus\/minus grading scale because the proposed scale does not include a higher weight for A+ scores\/. In his argument, he makes the <strong>point<\/strong> that <\/span><span class=\"s1\">\u201cWithout the A+, students with high grades in the class would be less motivated to work even harder in order to increase their grades.\u201d<\/span><\/p>\r\n<p class=\"p3\"><span class=\"s2\">He <strong>illustrates<\/strong> with a quote from a professor who argues, <\/span><span class=\"s1\">\u201c\u2018(students) have less incentive to try\u2019\" (Fesheraki, 2013).<\/span><\/p>\r\n<p class=\"p3\"><span class=\"s2\">Hajj then <strong>explains<\/strong> that<\/span><span class=\"s1\"> \u201cnot providing [the most motivated students] with additional motivation of a higher grade \u2026 is inequitable.\u201d<\/span><\/p>\r\n<p class=\"p4\"><span class=\"s1\">Through his explanation, Hajj links back to his claim that,\u00a0<\/span><span class=\"s3\">\u201cA plus-minus grading scale \u2026 should not be used...\u201d<\/span><span class=\"s1\"> because it is <\/span><span class=\"s3\">\u201cinequitable.\u201d\u00a0<\/span><span class=\"s1\">The PIE structure of his paragraph has served to help him support his thesis.<\/span><\/p>\r\n\r\n<\/section>\r\n<h2 class=\"p6\"><span class=\"s1\"><b>Using Evidence<\/b><\/span><\/h2>\r\n<p class=\"p2\"><span class=\"s1\">Ever heard the phrase \u201ceveryone is entitled to their opinion\u201d? It is indeed true that people are free to believe whatever they wish. However, the mere fact that a person believes something is not an argument in support of a position. If a text's goal is to communicate a person's ideas effectively, it must provide valid explanations and sufficient and relevant evidence to convince its audience to accept that position.\u00a0<\/span><\/p>\r\n<span class=\"s1\">Any text should provide illustrations for each of its points, but it is especially important to provide reliable evidence in an academic argument. <\/span>\r\n\r\n<section class=\"textbox keyTakeaway\" aria-label=\"Key Takeaway\">\r\n<h3>types of evidence<\/h3>\r\nEvidence can be:\r\n<ul>\r\n \t<li class=\"p2\"><span class=\"s1\"><strong>primary source material or data<\/strong> (the author's own experience and\/or interviews, surveys, polls, experiments, that she may have created and administered)<\/span><\/li>\r\n \t<li class=\"p2\"><span class=\"s1\"><strong>secondary source material or data<\/strong> (books, journals, newspapers, magazines, websites or surveys, experiments, statistics, polls, and other data collected by others).<\/span><\/li>\r\n<\/ul>\r\n<\/section><section class=\"textbox example\" aria-label=\"Example\"><span class=\"s1\">Let\u2019s say, for example, that you are reading an argument that college instructors should let students use cell phones in class. Primary source material might include a survey the author administered that asks students if policies forbidding cell phone usage actually stops them from using their phones in class. Secondary sources might include articles about the issue of cell phone usage in class from scholarly or academic journals.<\/span>\r\n\r\n<\/section><section class=\"textbox tryIt\" aria-label=\"Try It\">[ohm2_question]40564[\/ohm2_question]<\/section>\r\n<h2 class=\"p1\"><span class=\"s1\">How do authors use rhetoric in their writing?\u00a0<\/span><\/h2>\r\n<p class=\"p2\"><span class=\"s1\">You've likely learned in the past about different types of rhetorical techniques that writers use when making claims in their writing. These rhetorical appeals are referred to by their Greek names:\u00a0<strong>logos<\/strong> (the appeal to logic), <strong>pathos<\/strong> (the appeal to emotion), and <strong>ethos<\/strong> (the appeal to authority).\u00a0<\/span><\/p>\r\n\r\n\r\n[caption id=\"attachment_230\" align=\"aligncenter\" width=\"353\"]<img class=\"wp-image-230\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/106\/2016\/05\/16193141\/Ethos-Pathos-Logos.jpg\" alt=\"The rhetorical appeals logos, pathos, and ethos.\" width=\"353\" height=\"281\" \/> <strong>Figure 5<\/strong>. Paragraphs consist of supporting evidence to persuade readers about the accuracy of their thesis statement. This evidence is supported by appeals to readers by using logos, ethos, and pathos.[\/caption]\r\n\r\n&nbsp;\r\n\r\n<section class=\"textbox keyTakeaway\" aria-label=\"Key Takeaway\">\r\n<h3>logical appeals (logos)<\/h3>\r\nAuthors using logic to support their claims will include a combination of different types of evidence. These include the following:\r\n<ul>\r\n \t<li>established\u00a0facts<\/li>\r\n \t<li>case studies<\/li>\r\n \t<li>statistics<\/li>\r\n \t<li>experiments<\/li>\r\n \t<li>analogies and logical reasoning<\/li>\r\n \t<li>citation of recognized experts on the issue<\/li>\r\n<\/ul>\r\n<\/section><section class=\"textbox keyTakeaway\" aria-label=\"Key Takeaway\">\r\n<h3>ethical appeals (ethos)<\/h3>\r\nWriters use their own authority as thinkers and scholars to support their claims. They may draw from different sources as evidence for their claims. These may include the following:\r\n<ul>\r\n \t<li>personal anecdotes based on substantial personal experience<\/li>\r\n \t<li>illustration of deep knowledge on the issue<\/li>\r\n \t<li>citation of recognized experts on the issue<\/li>\r\n \t<li>testimony of those involved first-hand on the issue<\/li>\r\n<\/ul>\r\n<\/section><section class=\"textbox keyTakeaway\" aria-label=\"Key Takeaway\">\r\n<h3>emotional appeals (pathos)<\/h3>\r\nAuthors using emotional appeal might support their claims with some of the same kinds of evidence listed above, but they try to invoke an emotional response in their readers. These include the following:\r\n<ul>\r\n \t<li>personal anecdotes that readers may relate to<\/li>\r\n \t<li>compelling narratives<\/li>\r\n \t<li>emotional or stirring testimony of those involved first-hand on the issue<\/li>\r\n<\/ul>\r\n<\/section>As you can see, there is some overlap on these lists. One technique might work simultaneously on multiple levels for different readers. Regardless of what kind of evidence you use, an effective paragraph will guide the reader with a clear topic sentence that articulates the claim and then uses evidence, illustration, support, and discussion to convince the reader.","rendered":"<section class=\"textbox learningGoals\" aria-label=\"Learning Goals\">\n<ul>\n<li><span data-sheets-root=\"1\">Understand how different types of evidence and details are used in a paragraph<\/span><\/li>\n<li><span data-sheets-root=\"1\">Describe techniques for creating transitions between paragraphs<\/span><\/li>\n<li><span data-sheets-root=\"1\">Identify strategies for writing strong introductions<\/span><\/li>\n<li><span data-sheets-root=\"1\">Identify strategies for writing strong conclusions<\/span><\/li>\n<\/ul>\n<\/section>\n<h2>Main Ideas in Paragraphs<\/h2>\n<p class=\"p1\"><span class=\"s1\">A paragraph is composed of multiple sentences focused on a single, clearly defined topic. There should be one main idea per paragraph, so whenever a writer moves on to a new idea, the writer will start a new paragraph. For example, this paragraph defines what a paragraph is, and now we will start a new paragraph to deal with a new idea: how a paragraph is structured.<\/span><\/p>\n<p class=\"p1\"><span class=\"s1\">Paragraphs are actually organized\u00a0much like how persuasive papers are organized. Just like an essay has a <span class=\"s2\">thesis statement<\/span>\u00a0followed by a body of supportive evidence, paragraphs have a topic or key sentence followed by several\u00a0sentences of support or explanation.<\/span><\/p>\n<p class=\"p1\"><span class=\"s1\">After the topic or key sentence introduces the main idea, the\u00a0remainder of the sentences in a\u00a0paragraph should support or explain this\u00a0topic. These additional sentences might\u00a0detail the author&#8217;s\u00a0position on the topic. They might also provide examples, statistics, or other evidence to support that position. At the end of the paragraph, the author\u00a0may include some sort of conclusion or a transition that sets up the next idea in the essay.\u00a0<\/span><\/p>\n<h2>Using the Thesis to Organize Paragraphs<\/h2>\n<p>While your main claim should guide the entire argument, key ideas included in the thesis statement can be used in topic sentences to guide your paragraphs.<\/p>\n<section class=\"textbox example\" aria-label=\"Example\">Using the sample thesis statement, <em>\u201cSocial media platforms like Twitter, Instagram, and TikTok have been powerful tools for modern activists in movements like Black Lives Matter and the Hong Kong pro-democracy protests,\u201d<\/em> the argument might be outlined as follows:<\/p>\n<ol>\n<li><strong>Introduction:<\/strong> Social media platforms like Twitter, Instagram, and TikTok have been powerful tools for modern activists in movements like Black Lives Matter and the Hong Kong pro-democracy protests.<\/li>\n<li><strong>Twitter<\/strong> helped spread awareness and organize protests during\n<ul>\n<li>Black Lives Matter<\/li>\n<li>Hong Kong protests<\/li>\n<\/ul>\n<\/li>\n<li><strong>Instagram<\/strong> was used for sharing visual content to highlight injustices in\n<ul>\n<li>Black Lives Matter<\/li>\n<li>Hong Kong protests<\/li>\n<\/ul>\n<\/li>\n<li><strong>TikTok<\/strong> amplified activist messages and reached younger audiences during\n<ul>\n<li>Black Lives Matter<\/li>\n<li>Hong Kong protests<\/li>\n<\/ul>\n<\/li>\n<li><strong>Conclusion:<\/strong> The Black Lives Matter and Hong Kong pro-democracy movements effectively used social media to organize protests, spread awareness, and engage global audiences.<\/li>\n<\/ol>\n<p>Alternatively, the essay could be organized by movement first and then by platform. The resulting outline would look like this:<\/p>\n<ol>\n<li><strong>Introduction:<\/strong> Social media platforms like Twitter, Instagram, and TikTok have been powerful tools for modern activists in movements like Black Lives Matter and the Hong Kong pro-democracy protests.<\/li>\n<li><strong>Black Lives Matter<\/strong>\n<ul>\n<li>Twitter<\/li>\n<li>Instagram<\/li>\n<li>TikTok<\/li>\n<\/ul>\n<\/li>\n<li><strong>Hong Kong Protests<\/strong>\n<ul>\n<li>Twitter<\/li>\n<li>Instagram<\/li>\n<li>TikTok<\/li>\n<\/ul>\n<\/li>\n<li><strong style=\"font-size: 1rem; orphans: 1; text-align: initial;\">Conclusion:<\/strong><span style=\"font-size: 1rem; orphans: 1; text-align: initial;\"> Activists in both the Black Lives Matter and Hong Kong protests used social media to mobilize supporters and amplify their messages globally.<\/span><\/li>\n<\/ol>\n<p>With both of these outlines, the writers established a clear progression from the thesis statement, which helped the reader see how each key idea furthers the main claim.<\/p>\n<\/section>\n<h2>Supporting Ideas and Details<\/h2>\n<p>A text&#8217;s thesis statement helps guide its overall organization and the development of the topic sentences that will constitute the body paragraphs. Now let&#8217;s examine what makes a paragraph work.<\/p>\n<p>The following image shows a flowchart of a visual relationship between the overall thesis, topic sentences, and supporting ideas:<\/p>\n<figure id=\"attachment_217\" aria-describedby=\"caption-attachment-217\" style=\"width: 502px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-217 size-full\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/106\/2016\/05\/12215541\/step_2_2.jpg\" alt=\"Flowchart. Top: How to differentiate topic, main idea, and supporting detail. From this are three vertical sequences. The first moves from The Topic, (is) the general subject, (made up of) word or phrases describing the subject. The second is Main Idea, (is) primary point made about the subject, (made up of) a sentence that states the topic and adds the writer's position or focus on the topic. Third is Supporting Details, (is) specific ideas that support and develop the main idea, (made up of) sentences that provide the author's reasons, facts, examples, and\/or other supporting details.\" width=\"502\" height=\"415\" \/><figcaption id=\"caption-attachment-217\" class=\"wp-caption-text\"><strong>Figure 2<\/strong>. The topic is the general subject, the main idea is the primary point made about the subject, and supporting details help develop the main idea. For example, in a paper about the flu shot, the topic is the flu shot, the main idea would be the importance of getting it, and the supporting details would be statistics about its effectiveness and details about how the vaccine prevents the spread of the flu.<\/figcaption><\/figure>\n<p>Remember, readers often expect the topic or key sentences to be at the beginning of the paragraph. Sometimes the paragraph\u2019s purpose in a larger piece of writing necessitates that its topic sentence occur elsewhere.<\/p>\n<h3 class=\"p1\"><span class=\"s1\">How does the structure of a body paragraph support a thesis?<\/span><\/h3>\n<p class=\"p2\"><span class=\"s1\">Many authors use the PIE format to structure their essays.<\/span><\/p>\n<p class=\"p2\"><span class=\"s1\"><strong>PIE = point, illustration, explanation<\/strong><\/span><\/p>\n<p class=\"p2\"><span class=\"s1\">The point furthers a\u00a0thesis or claim, the illustration provides support for the point, and the explanation tells the\u00a0audience why the evidence provided furthers the\u00a0point and\/or the\u00a0thesis.<\/span><\/p>\n<section class=\"textbox example\" aria-label=\"Example\">\n<p class=\"p3\"><span class=\"s2\">For example, let&#8217;s consider an essay written by a college student, Tareq Hajj. He argues that his university should not use a plus\/minus grading scale because the proposed scale does not include a higher weight for A+ scores\/. In his argument, he makes the <strong>point<\/strong> that <\/span><span class=\"s1\">\u201cWithout the A+, students with high grades in the class would be less motivated to work even harder in order to increase their grades.\u201d<\/span><\/p>\n<p class=\"p3\"><span class=\"s2\">He <strong>illustrates<\/strong> with a quote from a professor who argues, <\/span><span class=\"s1\">\u201c\u2018(students) have less incentive to try\u2019&#8221; (Fesheraki, 2013).<\/span><\/p>\n<p class=\"p3\"><span class=\"s2\">Hajj then <strong>explains<\/strong> that<\/span><span class=\"s1\"> \u201cnot providing [the most motivated students] with additional motivation of a higher grade \u2026 is inequitable.\u201d<\/span><\/p>\n<p class=\"p4\"><span class=\"s1\">Through his explanation, Hajj links back to his claim that,\u00a0<\/span><span class=\"s3\">\u201cA plus-minus grading scale \u2026 should not be used&#8230;\u201d<\/span><span class=\"s1\"> because it is <\/span><span class=\"s3\">\u201cinequitable.\u201d\u00a0<\/span><span class=\"s1\">The PIE structure of his paragraph has served to help him support his thesis.<\/span><\/p>\n<\/section>\n<h2 class=\"p6\"><span class=\"s1\"><b>Using Evidence<\/b><\/span><\/h2>\n<p class=\"p2\"><span class=\"s1\">Ever heard the phrase \u201ceveryone is entitled to their opinion\u201d? It is indeed true that people are free to believe whatever they wish. However, the mere fact that a person believes something is not an argument in support of a position. If a text&#8217;s goal is to communicate a person&#8217;s ideas effectively, it must provide valid explanations and sufficient and relevant evidence to convince its audience to accept that position.\u00a0<\/span><\/p>\n<p><span class=\"s1\">Any text should provide illustrations for each of its points, but it is especially important to provide reliable evidence in an academic argument. <\/span><\/p>\n<section class=\"textbox keyTakeaway\" aria-label=\"Key Takeaway\">\n<h3>types of evidence<\/h3>\n<p>Evidence can be:<\/p>\n<ul>\n<li class=\"p2\"><span class=\"s1\"><strong>primary source material or data<\/strong> (the author&#8217;s own experience and\/or interviews, surveys, polls, experiments, that she may have created and administered)<\/span><\/li>\n<li class=\"p2\"><span class=\"s1\"><strong>secondary source material or data<\/strong> (books, journals, newspapers, magazines, websites or surveys, experiments, statistics, polls, and other data collected by others).<\/span><\/li>\n<\/ul>\n<\/section>\n<section class=\"textbox example\" aria-label=\"Example\"><span class=\"s1\">Let\u2019s say, for example, that you are reading an argument that college instructors should let students use cell phones in class. Primary source material might include a survey the author administered that asks students if policies forbidding cell phone usage actually stops them from using their phones in class. Secondary sources might include articles about the issue of cell phone usage in class from scholarly or academic journals.<\/span><\/p>\n<\/section>\n<section class=\"textbox tryIt\" aria-label=\"Try It\"><iframe loading=\"lazy\" id=\"ohm40564\" class=\"resizable\" src=\"https:\/\/ohm.one.lumenlearning.com\/multiembedq.php?id=40564&theme=lumen&iframe_resize_id=ohm40564&source=tnh&show_question_numbers\" width=\"100%\" height=\"150\"><\/iframe><\/section>\n<h2 class=\"p1\"><span class=\"s1\">How do authors use rhetoric in their writing?\u00a0<\/span><\/h2>\n<p class=\"p2\"><span class=\"s1\">You&#8217;ve likely learned in the past about different types of rhetorical techniques that writers use when making claims in their writing. These rhetorical appeals are referred to by their Greek names:\u00a0<strong>logos<\/strong> (the appeal to logic), <strong>pathos<\/strong> (the appeal to emotion), and <strong>ethos<\/strong> (the appeal to authority).\u00a0<\/span><\/p>\n<figure id=\"attachment_230\" aria-describedby=\"caption-attachment-230\" style=\"width: 353px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-230\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/106\/2016\/05\/16193141\/Ethos-Pathos-Logos.jpg\" alt=\"The rhetorical appeals logos, pathos, and ethos.\" width=\"353\" height=\"281\" \/><figcaption id=\"caption-attachment-230\" class=\"wp-caption-text\"><strong>Figure 5<\/strong>. Paragraphs consist of supporting evidence to persuade readers about the accuracy of their thesis statement. This evidence is supported by appeals to readers by using logos, ethos, and pathos.<\/figcaption><\/figure>\n<p>&nbsp;<\/p>\n<section class=\"textbox keyTakeaway\" aria-label=\"Key Takeaway\">\n<h3>logical appeals (logos)<\/h3>\n<p>Authors using logic to support their claims will include a combination of different types of evidence. These include the following:<\/p>\n<ul>\n<li>established\u00a0facts<\/li>\n<li>case studies<\/li>\n<li>statistics<\/li>\n<li>experiments<\/li>\n<li>analogies and logical reasoning<\/li>\n<li>citation of recognized experts on the issue<\/li>\n<\/ul>\n<\/section>\n<section class=\"textbox keyTakeaway\" aria-label=\"Key Takeaway\">\n<h3>ethical appeals (ethos)<\/h3>\n<p>Writers use their own authority as thinkers and scholars to support their claims. They may draw from different sources as evidence for their claims. These may include the following:<\/p>\n<ul>\n<li>personal anecdotes based on substantial personal experience<\/li>\n<li>illustration of deep knowledge on the issue<\/li>\n<li>citation of recognized experts on the issue<\/li>\n<li>testimony of those involved first-hand on the issue<\/li>\n<\/ul>\n<\/section>\n<section class=\"textbox keyTakeaway\" aria-label=\"Key Takeaway\">\n<h3>emotional appeals (pathos)<\/h3>\n<p>Authors using emotional appeal might support their claims with some of the same kinds of evidence listed above, but they try to invoke an emotional response in their readers. These include the following:<\/p>\n<ul>\n<li>personal anecdotes that readers may relate to<\/li>\n<li>compelling narratives<\/li>\n<li>emotional or stirring testimony of those involved first-hand on the issue<\/li>\n<\/ul>\n<\/section>\n<p>As you can see, there is some overlap on these lists. One technique might work simultaneously on multiple levels for different readers. Regardless of what kind of evidence you use, an effective paragraph will guide the reader with a clear topic sentence that articulates the claim and then uses evidence, illustration, support, and discussion to convince the reader.<\/p>\n","protected":false},"author":6,"menu_order":8,"template":"","meta":{"_candela_citation":"[{\"type\":\"pd\",\"description\":\"Academic Argument Essay\",\"author\":\"\",\"organization\":\"Radford University\",\"url\":\"http:\/\/lcubbison.pressbooks.com\/chapter\/core-101-academic-argument-essay\/\",\"project\":\"Core Handbook\",\"license\":\"pd\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of point\",\"author\":\"Joshua Rappeneker\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/mWga\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Modification, adaptation, and original content\",\"author\":\"\",\"organization\":\"Lumen 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