Rhetoric: Persuasion

Testimonial:

The testimonial is another example of the seven propaganda techniques as identified by the Institute for Propaganda Institute. The testimony can be implied by linking the image of a famous or respected celebrity with the item, or an endorsement or a quotation by a famous or respected celebrity which links the item to the celebrity in the mind of the viewer.

Testimonials are closely linked with the transfer propaganda technique, in that an attempt is made to connect an admirable person to an object. This propaganda technique is frequently used in advertising and political campaigns.

One way to combat this form of propaganda is to – once again – consider the merits of the idea or item independent of the person or organization endorsing it.

Examples of this type of propaganda:

Michael Jordan’s endorsement of Nike sports shoes. The viewer unconsciously links Michael Jordan’s prowess on the basketball court with being knowledgeable about sports shoes.

Wheaties, the breakfast cereal, always has an Olympic star or athletic star on its box which links the ability or star power of the athlete with eating Wheaties. Eating of Wheaties probably has nothing to do with Venus William’s success at Wembledon but seeing her endorsements link her with Wheaties in the mind of the viewers.

Examples of Propaganda Techniques: Plain Folks

It was claimed by some that the vote was swayed for Bill Clinton when he donned a pair of shades and played some sax on the Arsenio Hall Show, proving that he was much cooler than stodgy old George Bush Senior.

Here is Yale, Harvard and northeast prep-school educated son of a former president sitting on the tailgate of a battered pick-up truck. The implication here is that he is just like you and me.

Here is another picture of George W. Bush clearing brush from his ranch in West Texas - just like you and me. After his presidency, Bush moved to a home in a luxurious part of North Dallas where, presumably, there is no brush to clear.

Plain Folks:

Plain Folks is another of the seven propaganda techniques identified by the Institute of Propaganda. The plain folks technique is used by the propagandist to convince the public that s/he is like them, shares their interests, beliefs and needs, and has their best interests at heart.

The propagandist will imitate the speech pattern of the crowd s/he wishes to woo, or use idiom or jokes familiar to that segment of the public. The propagandist will increase the illusion by subtly mispronouncing words or using slight grammatical errors; by mimicking the speech pattern the propagandist shows s/he is just like the audience - plain folks - and not an affected, prissy intellectual who thinks s/he is better than they.

The propagandist heightens this affect by dressing in attire similar to his/her targeted audience – simple attire: jeans, boots, flannel shirt, jeans jacket, for example – and by affecting movements which reflect the body language of the people.

Finally, the propagandist will be photographed doing hobbies or leisure activities associated with the hobbies and leisure activities of the targeted audience. Some examples would be George Bush clearing the brush on his ranch (many of his supporters were rural who could relate to the brush clearing activity because that was something they frequently did). Another example would be Barack Obama engaging in sports, such as playing golf or basketball, which shows him to be a regular guy, but also emphasizes his youth, vigor and manliness.

Examples of Propaganda Techniques: Snob Appeal

These images are examples of the "appeal to the inner snob" in all of us - the belief that we are better and smarter than others and our use of these superior products prove our superiority.

Notice that a very distinguished kitty is used to sell an expensive can of cat food.

The Cerebos Salt blatantly states that it is for those of use who desire (and deserve) the very best.

Classical music is tied to the elite. Therefore, a cellist is used to sell a car whose targeted audience is the elite or those who aspire to be the elite.

Snob Appeal:

Snob appeal is a propaganda technique frequently used in advertising which is the opposite of Band Wagon. Snob appeal is just that – it appeals to the snob which resides inside all of us; the secret thought that we are not average or ordinary and that we are superior to everyone else.

This is where an appeal is made to the authority of the few, the aristocrats, the leaders.

Examples of Propaganda Techniques: Transfer

These are examples of the use of "transfer" in propaganda - both political and commercially.

The images, which are positive and/or heroic, are attached to concepts or product the propagandist wants to sell to you.

Notice that this image of Hitler is shot from below, which makes him seem "larger than life', like a giant, and the sky above makes him appear as if he were from Mount Olympus, god-like.

And we do it in our own country as well and on both sides of the political spectrum. Here, President Barack Obama is affiliated with the word "Hope", which implies a better future from the political and economic meltdown of the last four years.

Here is another image of Hitler mounted on a steed which implies a heroic stance in life. This is used to connect heroism and the heroic ideal in the mind of the voter with Adolf Hitler.

This implies that if you are a "real guy" you don't use PCs. PCs are for wimps.

Transfer:

Transfer is another of the seven main propaganda terms first analyzed by the Institute for Propaganda Analysis in 1938. It is a technique used during war time, political campaigns and in advertising. It is a technique, frequently used with images, to link one item with another item in the consciousness of the audience. The second item can have either positive or negative connotations. The technique is to link the primary item (a political candidate, a product a company is trying to sell to the public, or an idea a government is trying to sell to its people) with another item that has a particular quality – again, either good or bad. In this way, the two items are linked in the minds of the viewer. By linking a candidate with the symbol of the American flag or fighter jets, the viewers will unconsciously link the candidate with the qualities associated with the American flag (patriotism) or with fighter jets (strong, forceful, vigilant). But it can also be used negatively as well: by linking a political candidate with the image of an snake oil salesman, the viewer will unconsciously link the candidate with the qualities associated with a crook.

In advertising, the ad agency will use an image as a metaphor to establish a link in the viewer’ mind between the image (usually of an admired object) and the product the ad agency is trying to sell. An example of this is a John Deere commercial in which the product, a red tractor, is being driven by a strong, virile, good looking man dressed in a red jacket. The red jacket connects the man with the red tractor. The viewers will unconsciously link the red tractor with the qualities of the strong, virile, good looking, red jacket-wearing man; the audience will also make the connection that if they drive the John Deere tractor they too will be like the man – strong, virile, and good looking.

The best way to counteract the propaganda technique of transference is by analyzing the item under consideration (the candidate, the product or idea) on its own merits, independent of our emotional reactions to the attached images.

Examples of Propaganda Techniques: Glittering Generalities

GLITTERING GENERALITIES:

This is one of the seven major propaganda techniques identified by the Institute of Propaganda Analysis in 1938. Glittering generalities are used most often in politics and political propaganda. Glittering generalities use words that may mean different things to different people but embody concepts, beliefs and ideas that are generally highly valued in society. Some words that are used in glittering generalities are freedom, liberty, democracy, America, etc. When these words are employed no thought is usually demanded; the word(s) stand alone and evoke an emotional response. When someone is asked to sacrifice in the name of Democracy, the individual will usually be swayed by the appeal, for the word “democracy” (for most Westerners, anyway) is charged with powerful, positive emotions. When one encounters an argument or an appeal that uses glittering generalities, it is important to weigh the argument or appeal (to fight, to sacrifice, to vote a certain way) on its own merits separate from the emotionally weighted words used to sell it.

Methods:

The speaker or writer will use metaphors, rhythm, alliteration, repetition, and parallelism with striking imagery to create a flowing river of poetry to hypnotize the audience. The speaker or writer will use emotionally charged words that stir the audience’s heart but upon closer examination the words (which are nouns of intangible ideals such as honor, freedom) are hollow and do not hold any ideas.

The people from the Institute of Propaganda Analysis suggest that when listening to a speaker who is using “glittering generalities” one should ask oneself:

What do the words the speaker is using really mean? What does patriotism mean? What does the word virtue mean to me?

Does the appeal or argument have a true connection to the word(s) being used? For example, is health care truly a right? Or is nationalized health care really socialism?

Is the idea being sold to me by using words I like really serving my best interests?

Leaving these glittering generalities out of the speech or essay, what are the merits of the argument?

Examples of Propaganda Techniques: Card Stacking

Card Stacking:

Alias:

Ignoring the Counter Evidence

Slanting

John Stuart Mills:

He who knows only his own side of the case, knows little of that. His reasons may be good, and no one may have been able to refute them. But if he is equally unable to refute the reasons on the opposite side, if he does not so much as know what they are, he has no ground for preferring either opinion.

From his book, ON LIBERTY

Card stacking, Slanting, Suppressed Evidence

Card stacking, otherwise known as omission, is one of the seven techniques of propaganda as identified by the Institute for Propaganda Analysis. Card stacking is the presentation of information that is favorable to an idea, product or proposal and the omission of information that is not favorable. The use of card stacking is very effective in propaganda, whether it be in commercials, political campaigns, or business proposals. The information presented may be factually accurate but the danger is that negative information is not presented so the message is lop-sided and incomplete. The best way to protect oneself from “card stacking” is by seeking more information from outside sources.

Example:

You’ve spoken about having seen the children’s prisons in Iraq. Can you describe what you saw there?

The prison in question is at the General Security Services headquarters, which was inspected by my team in January 1998. It appeared to be a prison for children – from toddlers to pre-adolescents – whose only crime was to be the off-spring of those who have spoken out politically against the Saddam Hussein regime. The scene was horrific. Actually, I am not going to describe what I saw there because what I saw was so horrible that it can be used by those who would want to promote war against Iraq, and I want to wage peace.

Source: Massimo Calabresi, “Scott Ritter: In His Own Words”, Time Magazine, 9/14/2002.

GLITTERING GENERALITIES:

This is one of the seven major propaganda techniques identified by the Institute of Propaganda Analysis in 1938. Glittering generalities are used most often in politics and political propaganda. Glittering generalities use words that may mean different things to different people but embody concepts, beliefs and ideas that are generally highly valued in society. Some words that are used in glittering generalities are freedom, liberty, democracy, America, etc. When these words are employed no thought is usually demanded; the word(s) stand alone and evoke an emotional response. When someone is asked to sacrifice in the name of Democracy, the individual will usually be swayed by the appeal, for the word “democracy” (for most Westerners, anyway) is charged with powerful, positive emotions. When one encounters an argument or an appeal that uses glittering generalities, it is important to weigh the argument or appeal (to fight, to sacrifice, to vote a certain way) on its own merits separate from the emotionally weighted words used to sell it.

Methods:

The speaker or writer will use metaphors, rhythm, alliteration, repetition, and parallelism with striking imagery to create a flowing river of poetry to hypnotize the audience. The speaker or writer will use emotionally charged words that stir the audience’s heart but upon closer examination the words (which are nouns of intangible ideals such as honor, freedom) are hollow and do not hold any ideas.

The people from the Institute of Propaganda Analysis suggest that when listening to a speaker who is using “glittering generalities” one should ask oneself:

What do the words the speaker is using really mean? What does patriotism mean? What does the word virtue mean to me?

Does the appeal or argument have a true connection to the word(s) being used? For example, is health care truly a right? Or is nationalized health care really socialism?

Is the idea being sold to me by using words I like really serving my best interests?

Leaving these glittering generalities out of the speech or essay, what are the merits of the argument?

         What emotions are aroused by these words and images?

Examples of Propaganda Techniques: Name Calling

Name Calling/Pinpointing the Enemy:

The techniques of name calling and pinpointing the enemy are used most frequently in times of war and politics but seldom in advertising.

Name calling is the use of derogatory language or words to describe an enemy. This technique is designed to dehumanize and demonize the enemy and to create a sense that the enemy is different from us; he or she is the “other”.

Name calling frequently uses sarcasm and ridicule. When we examine name calling as a propaganda technique we should separate our feelings about the name and our feelings about the actual idea or proposal.

Pinpointing the Enemy:

This technique is used to simplify a complex situation by pinpointing one group or person as the cause of the problem. Although there may be many factors contributing to the problem, the audience is urged to reduce the problem or issues to the fault of one group.

When one is confronted with this type of propaganda technique, one should carefully consider other factors which may be contributing to the problem. The best way to confront this and other propaganda techniques is to investigate a wide and varying spectrum of information about this issue, which includes investigating reliable resources presenting opposing views. An informed person is better armed against this type of propaganda.

Examples of Propaganda Technique: Bandwagon Appeal, Assertion

Bandwagon Appeal:

Etymology: The “bandwagon fallacy” comes from the phrase “jump on the bandwagon”. There are various stories or theories where this phrase came from. One version is that the 19^th Century Abolitionist  movement employed bandwagons pulled by draft horses, and filled with preachers, speakers, supporters and musicians,  would roll through towns encouraging the drunks to hop on the bandwagon. This is also where the term ”falling off the wagon” comes from. If a recovering drunk took a swig from a beer bottle,  he had “fallen off the wagon”. The bandwagon was also used for campaigning politicians who would use the same concept: bandwagons filled with politicians, speakers, supporters and bands of musicians rolling through town, getting the message out: Vote for Me!

Alias:

Appeal to Popularity

Argument by Consensus

Form:

Idea A is popular;

Therefore, A  is correct.

The Bandwagon fallacy occurs whenever anyone argues for an idea based on its irrelevant appeal to popularity.

Advertising is a rich source of examples of the “Bandwagon Appeal” with many companies claiming to be number one or most popular, even though its popularity is irrelevant to the product’s merit.

Assertion:

Assertion is commonly used in advertising and modern propaganda. An assertion is an enthusiastic or energetic statement presented as a fact, although it is not necessarily true. The assertion often implies that the statement requires no explanation or back up, but that it should merely be accepted without question. 

Examples of assertion, although somewhat scarce in wartime propaganda, can be found often in modern advertising propaganda. Any time advertisers state that their product is the best without providing evidence for this, they are using an assertion. The customer, ideally, should simply agree to the statement without searching for additional information or reasoning. Assertions, although usually simple to spot, are often dangerous forms of propaganda because they often include falsehoods or lies.

“One in ten people need a new mattress!” is a good example of an innocuous form of assertion; how do the advertisers at Leeds' mattress know that one in ten people need a new mattress? What are the criteria for making such an assertion?

October 10, 2011 - October 14, 2011 Agenda for 9th Grade Honors English

Monday, October 10th:

Finish the "Continue the Story; The Necklace: What Happens Next?"

Improvs: Break into groups of three and create improvs using situational irony.

Tuesday, October 11th:

Grammar:

Break into groups and work on: "Semi:Colons" and "Run-on Sentences".

Wednesday, October 12th:

Persuasion Unit:

PERSPECTIVES in MULTICULTURAL LITERATURE

Academic Vocabulary; page 3

Informational Text; pages 4 and 5

Before You Read; pages 6 and 7

"Rising Tides"; pages 8, 9 and 10

"An Arctic Floe of Climate Questions"; pages 11 and 12

Thursday, October 13th:

After You Read; pages 13 and 14

Before You Read; pages 15

"Where I Find My Heroes"; pages 16 and 17

"Heroes with Solid Feet"; pages 18, 19 and 20

After You Read; pages 21

Friday, October 14th:

Informational Text; pages 22 and 23

Using the Sources; page 24

"Before you Read"; pages 25 and 26

"Free Minds and Hearts at Work"; pages 27 - 29

"Jackie Changed the Face of Sports"; pages 30 - 32

After You Read; pages 33 - 36

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How to Write an Essay

The essay must be a minimum of two pages

Please do not write front and back

If you type it, then please double space!

Please use a dark pen in blue or black

Font should be no less than 12.

Thy shalt not use Olde English font

The essay should have a title and should have a reference to “The Necklace”

The first paragraph should have a thesis statement:

Madame Loisel, the protagonist from Guy De Maupassant’s short story, “The Necklace”, is a vain, narcissistic woman whose character flaws lead to her downfall.

The thesis statement is a topic sentence but it should also include your position on the topic.

Please do not use the pronouns "I" or "you" or "my".

It should include the title of the short story and the author’s name.

Madame Loisel is a very vain woman. Other readers may maintain that Loisel is not vain; however, the evidence pointing to her vanity is overwhelming.

In the first paragraph quickly devote one sentence to each paragraph topic you will be discussing.

You need an attention grabber!!!! Something that is going to make me, the reader, want to read your paper. (The hook!)

How would you feel if?

What if?

Why?

Has Mathilde really changed at the end of the story? Why or why not?

You should briefly recount the story. Briefly detail the schematic or outline of the story.

DO NOT SUMMARIZE!!!!

You might want to discuss her behavior before she lost the necklace.

You might want to discuss her behavior after she lost the necklace.

You might want to discuss how she reacted when she saw Madame Forestier ten years after the necklace incident. What did she think to herself? What did she say to Madame Forestier?

There should be a concluding sentence at the end of each paragraph:

Body Paragraphs:

The first sentence should be the mini-topic sentence of your paragraph. (So the reader will know what the paragraph is about!!!!)

Develop the mini-topic sentence. (This should be  one to four sentences.)

Details: from the story! Either quotations or concrete details (you paraphrase this). This is the meat in your essay sandwich.

Paraphrase means to put into your own words!!

You must show how your evidence supports your thesis!!!! Comment on what you have quoted or the concrete detail you have supplied!!!! This is the bread.

You write a concluding sentence which is the bow on your little paragraph present or it is the icing on your little paragraph cake.

Use transitional words to link sentences or paragraphs together.

There should be a minimum of three body paragraphs.

Please do not write in your concluding paragraph: “In conclusion…..”

Briefly recap the main points of your essay which you first stated in the first paragraph.

OCTOBER 3, 2011 - OCTOBER 7, 2011
Weekly Schedule for 9th Grade Honors English






Monday, October 3rd:
Finish reading "The Necklace"
Discuss
Pass out "The Necklace" vocabulary and literary devices packet

Tuesday, October 4th:

An essay for "The Necklace" will be assigned and will be due on Monday, October 10th.

Essay topics are (choose one):

Discuss the use of irony in "The Necklace"

or

Discuss how Mathilde's character lead to her downfall.

or

Discuss how De Maupassant's use of third person point of view leads to the ironic surprise at the end.
0r
Has Madame Loisel's character really changed at the end of the story? Why or why not?

Work on the vocabulary and irony packet for "The Necklace"
Continue the Story: What Happens the Next?
Break into groups of four and continue the story after the final line of the story

Wednesday, October 5th:
Go over "How to Write an Essay"
Begin work on the continuation of "The Necklace: What Happens Next?"
Break into groups to do assignment on "Run-ons and Punctuation".

Thursday, October 6th:
Continue presentation of "What Happens Next?"
Your grammar homework is due: "Handout on Run-ons and Punctuation".

Friday, October 6th:
Warm-up:
Using your vocabulary words from Unit 1, write five sentences using your grammar homework as a guide.
Your essay is due
Irony Improve game!

September 30, 2011 The Necklace

THE NECKLACE

The Necklace

Page 160

Class notes:

Vocabulary

Dowry: property that a woman brings into a marriage. The property or money is part of the marriage contract. If a woman’s family is poor than her prospects for marriage were slim.

Incessantly: without stopping or ceasing

Nyallah: I have been incessantly wanting pie lately.

Tia: I incessantly tapped on the desk while waiting for the surgery to begin.

Niceties (noun): small but important perks of good living

Chocolate; caramel; ice cream; play station 3 - all these are niceties of the modern teenager's life.

Disconsolate: so unhappy that one cannot be roused out of the depression; in a state where nothing can make one happy

Cassey: Mathilde was disconsolate because everything around her made her unhappy.

Tatevik: She was worthy of more than what she had. What would bring her happiness?

She wanted the niceties of life: nice clothes; jewels;

nice furnishings;

Tapestries: thick, luxurious wall coverings made of beautiful, expensive material with beautiful designs on it of pastoral scenes.

Mathilde wants the life of a rich person like Oprah.

She is beautiful and young.

Curios: rare, expensive and unusual items; knickknacks.

Tureen: large bowl

Sphinx: a mysterious character from Greek mythology that had the body of a lion, wings, claws and the face of a woman;

Convent: a place where nuns live and work; like a monastery but for nuns;

Convent school: Catholic school where the teachers are nuns and priests.

Setting: the nineteenth century (1800 – 1899); Paris, France

Vexation: annoyance; anger, irritation

Loisel is Mathilde’s last name

Monsieur Loisel worked as a clerk for the Ministry of Education

What did he come home with: an invitation to a fancy-shmancy party.

Is Mathilde happy about the party? No! Why? Because she does not have a fancy-shmancy dress or jewels.

It is written in 3^rd person pov. Do we know what anyone but Mathilde is thinking? No, we just know what Mathilde is thinking. Therefore, it is 3^rd person pov, from her point of view.

Franc: an old fashioned form of money used in France until the 1990’s. It would be the equivalent of the dollar.

Loisel gives her 400 francs to buy a nice dress.

Loisel saved the 400 francs to buy a rifle so he could go hunting with his friends while on vacation; instead, he decides to give his wife the 400 francs to buy a nice dress for the party.

Madame Forestier: convent school friend of Madame Loisel; very wealthy woman with lots of jewels, one of which she loans to Mathilde.

Venetian: from Venice, Italy

Was Mathilde a hit at the party?

Adulation: the state of adoring; the state of being viewed with great awe.

How late did she stay at the party?

Why did Mathilde run out of the party?

Martyrs: someone who suffers for a long time

Could the name of the street be a sort of foreshadowing?

September 26, 2011 - September 30, 2011 Agenda for 9th Grade Honors English

Monday, September 26th:

Break into groups, rehearse and then present to class.

Tuesday, September 27th:

Continue the presentations.

Wednesday, September 28th:

Work on the Irony handout for THE SNIPER

Go over Unit One of Vocabulary form Vocabulary Workshop

Assign grammar homework; due Monday, October 3rd

Thursday, September 29th:

No school

Friday, September 30th:

Read "The Necklace"

Pass out "The Necklace" vocabulary and irony packet

SEPTEMBER 19, 2011 WEEKLY AGENDA for 9TH GRADE HONORS ENGLISH

Monday, September 19th:
Final touches on your group presentations
Begin presenting.
The presentations should include the following:
Some sort of visual presentation, such as posters, to outline the main ideas.
A narrator to provide cohesion and direction
At least two dramatizations of the conflict between the Irish and the British

Tuesday, September 20th:
Your Unit One Vocabulary Workshop homework is due today.
Pass out vocabulary, Irony and vocabulary handouts for “The Sniper”
Go over the vocabulary and irony concepts

Wednesday, September 21st:
Begin reading “The Sniper”

Thursday, September 22nd:
Discussion of ‘“The Sniper”
Discussion of Irony
Break into groups of four
Rewrite the “The Sniper” from the pov of the four other characters in “The Sniper” plus the “omniscient” pov.

Friday, September 23rd:
Continue working on POV rewrites of “The Sniper”
We will present these on Monday, September 26th.

The Sniper Historical Background

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September 15, 2011

The Sniper

Break into groups, read and take notes for the group’s section of the Irish/British Conflict.

Write at least one important date on the time line on the board.

Prepare what the narrator is going to read:

It should be the over view of what the presentation will be about.

Each group should have a poster or some sort of visual that people can look at and/or read to understand the main idea.

The students can have bullet points for the poster.

Each group should prepare a script dramatizing the events for their section of the history of the Irish/British conflict.

Each group should rehearse their scene(s).

ON THE DAY OF THE PRESENTATION:

The narrator should give to the audience the main ideas and the important dates for her/his group’s section. A visual of some sort, such as a poster, should be displayed to help with the audience’s understanding.

Then each group should act out the important events of its part of the Irish history handout.

Vocabulary

Vocabulary Homework for Week of August 27, 2012

Unit One in VOCABULARY WORKSHOP: Level C

Definitions:

1. Write the vocabulary words on pages 21, 22, 23

2. Write the part of speech: (adj.) write the definitions and the brief phrase.

Completing the Sentence: (pages 24 and 25) (Be sure to write the correct subtitle for each section you are doing!) In each section, please be sure to write the title. This section is entitled: COMPLETING
THE SENTENCE:

1. Just write the word, not the entire sentence! (Sentences 1 – 20)

Example:

1. Laggards

SYNONYMS (page 25; 1 - 15) Please be sure to write the title for this section: SYNONYMS

1. Write the sentences! Underline the boldfaced word. Write the correct vocabulary word and underline it!

Example:

1. As the ad campaign slowly unfolded; evolved

ANTONYMS:  (pages 25 and 26; 16 - 20)

1. Write the sentence. Underline the boldfaced word. Write the correct vocabulary word and underline it. 

Example:

16. Surprised by the harmonious ending of the piece: discordant

Choosing the Right Word (page 26)

1. Just write the correct word!

Example:

1.Collaborated

Due on Wednesday, September 5, 2012

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9^th Grade

Monday, September 12, 2011
Assign Unit One in Vocabulary Workshop
Due Date: Friday, September 16th
Break into groups
Read assigned information on The Irish and British Conflict
Write a short scene dramatizing the conflict to present to the class

Tuesday, September 13th:
Shortened day
Continue working on reading, writing and rehearsing short scene dramatizing the Irish/British conflict



Wednesday, September 14th:
Present the individual scenes to class
Pass out vocabulary and irony packet to class
Due date for the packet is Monday, September 19th.

Thursday, September 15th:
Read "The Sniper"

Friday, September 16th:
Finish "The Sniper"
VOCABULARY WORKSHOP, Unit One is due today

Card Stacking:









Aliases:

One sidedness
Ignoring the Counter-Evidence

Examples of Propaganda Technique: Assertion

Assertion:

Assertion is frequently used in advertising and in modern propaganda. An assertion is an enthusiastic statement presented as fact without any supporting evidence - which is not to say that in advertising, the product is not good or the best, but no evidence is given to support the assertion. It is frequently implied that the statement requires no explanation or supporting evidence.

If  you say something often enough, people will come to believe it.

Assertions are easy to spot in advertising:
"Did you know that nine out of ten people need a new mattress?" - Leeds Mattress,
but can be dangerous for they frequently include half-truths or lies.

Ideas for Mythology Section

Ideas for Mythology Section:

Divide into groups of four

Hand out to each group a packet on one myth:

Included in the packet is a myth plus:

1. Background information about myth

2. Themes found in myth

3. Modern day application for myth

Students read and answer questions about their group’s myth.

1. Myths were used to explain natural occurrences:

a. What are the occurrences your myth explains?

b. What modern day remnant remains from myth?

l. Example: the word cereal from the goddess Ceres

2. Example: the psychiatric term Narcissistic Personality Disorder

They present the myth to the class.

They create a script which is modeled on the myth but updated to modern times.

Possible Myths to Be Used:

Narcissus and Echo

Psyche and Cupid

Chronos and Zeus

The Titans

Persephone, Demeter and Hades

Arachnid and Athene

Poseidon