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My eighth-graders know climatology better than congressmen (Logos (Facts…
My eighth-graders know climatology better than congressmen
Pathos
Narratives
: the author use narratives for example when he describes how he teaches about the climate change[ In my class, students are not taught what to believe simply because science says so;...]
Concrete details:
the author uses concrete details to show how he feels about the congressman that does not know about climate change [I am astounded by the disturbing reality that while my eighth-graders can do this, and members of Congress who represent Austin deny climate change.]
Specific examples:
[For example, we conduct an experiment that asks the question: “Do increased concentrations of carbon dioxide in Earth’s atmosphere increase global temperatures?”]
connotations
: one example of connotation can be [“It is suicidal to create a society that depends on science and technology in which no one knows anything about science and technology]
Ethos
Be Knowledgeable
: the author is knowlegbeable to the audience
Profesionalism
: It shows profesionalism because it has facts and statistics, and personal experience.
Be fair to alternative
: the author is not fair to the alternative view because he is complaining about the congressman
Build a bridge to the audience
: The author build a bridge to the audience because he explains their experience and his concerns
Logos
Facts and statistics
: yes is used [In fact, scientists do know the level of contribution for each of the aforementioned factors. They have conclusively proven that human activity exceeds all other factors by a large margin]
Testimony
not used
surveys and questions
no used
Personal experience
, yes there is a personal experience [Teaching climate change to eighth-graders in Texas is not as hard as you might expect. Every year, my students develop the same conclusion as 97 percent of climate scientists have]
Hypotheticals
not used
Claim and supporting reasons
Claim:
a science professor share with the audience how he teaches to eighth-graders about climate change and he is surprised how the congressmen deny climate change
Supporting reasons
:- the professor and his students discovered that through actual experiments that the climate change is caused by human activity
-The professor is worried that congressmen ignore the climate change
-The professor thinks that the congressman should not deny climate change and need to look for solutions instead of thinking that is caused just by humans.
critique:
there is sufficient logos to support argument but there is insufficient pathos