Academic Writing

Week 1.................................................................................................................................................................................. 1
ETHOS, PATHOS, LOGOS...................................................................................................................................................1
Week 3.................................................................................................................................................................................. 5
essay.................................................................................................................................................................................. 5
Week 3.................................................................................................................................................................................. 7
Week 4.................................................................................................................................................................................. 9

Week 1
ETHOS, PATHOS, LOGOS
1. "As a doctor, I am qualified to tell you that this course of treatment will likely generate the best results." - ethos

2. The data is perfectly clear: this investment has consistently turned a profit year-over-year, even in spite of market
declines in other areas." - logos

3. "You should consider another route. I heard that that street is far more dangerous and ominous at night than during
the daytime." - pathos

4. "Ladies and gentlemen of the jury: we have not only the fingerprints, the lack of an alibi, a clear motive, and an
expressed desire to commit the robbery… We also have video of the suspect breaking in. The case could not be
more open and shut." - logos

5. "There’s no price that can be placed on peace of mind. Our advanced security systems will protect the well-being of
your family so that you can sleep soundly at night." – pathos

6. My three decades of experience in public service, my tireless commitment to the people of this community, and my
willingness to reach across the aisle and cooperate with the opposition, make me the ideal candidate for your
mayor." – ethos because of it relies on mayor, mayors experience, trustworthiness and credibility

7. "The veterinarian says that an Australian shepherd will be the perfect match for our active lifestyle."- logic, because
veterinarian’s assumption is on specific fact about dog’s kind

8. "It’s a matter of common sense that people deserve to be treated equally. The Constitution calls it ‘self-evident.’
Why, then, should I have been denied a seat because of my disability?"- may be logos and pathos, both of them.
Logos because of to treaded equal is a logical and constitutional right and pathos because of emotional aspect

9. "If his years as a Marine taught him anything, it’s that caution is the best policy in this sort of situation."- logos,
personal experience

10. "Don’t be the last person on the block to have their lawn treated – you don’t want to be the laughing stock of your
community!"- pathos,-- laughing stock

11. "History has shown time and again that absolute power corrupts absolutely." - logos

12. "In 25 years of driving the same route, I haven’t seen a single deer."- hard be say????

13. "You know me – I’ve taught Sunday School at your church for years, babysat your children, and served as a
playground director for many summers." - pathos
14. "More than one hundred peer-reviewed studies have been conducted over the past decade, and none of them
suggests that this is an effective treatment for hair loss." -logos

15. "Our expertise in roofing contracting is evidenced not only by our 100 years in the business and our staff of qualified
technicians, but in the decades of satisfied customers who have come to expect nothing but the best." – ethos and
logos

16. "Better men than us have fought and died to preserve this great nation. Now is our turn to return the favor. For God
and country, gentlemen!" –combination of ethos and pathos

17. "They’ve worked against everything we’ve worked so hard to build, and they don’t care who gets hurt in the
process. Make no mistake, they’re the enemy, and they won’t stop until we’re all destroyed."- this is more about of
pathos, because its shows more emotional aspect, motivation

18. "If you’re still unsure, please consider that my advanced degree and field work speak for themselves." – ethos,
authors credibility and trustworthiness

19. "The algorithms have been run in a thousand different ways, and the math continues to check out." - logos

20. "He is a forensics and ballistics expert for the federal government – if anyone’s qualified to determine the murder
weapon, it’s him." – ethos, because in this case shows credibility for someone

21. "You’ll make the right decision because you have something that not many people do: you have heart."- pathos

22. "After years of this type of disrespect from your boss, countless hours wasted, birthdays missed… it’s time that you
took a stand."- pathos

23. "He has a track record of success with this company, culminating in some of our most acclaimed architecture to date
and earning us Firm of the Year nine times in a row." - logos

24. You will never be satisfied in life if you don’t seize this opportunity. Do you want to live the rest of your years
yearning to know what would have happened if you just jumped when you had the chance?" - pathos

25. "Based on the dozens of archaeological expeditions I’ve made all over the world, I am confident that those
potsherds are Mesopotamian in origin." - logos

26. "If my age doesn’t convince you that my opinion matters, at least consider that I am your grandfather and I love you
dearly." - pathos

27. "Private demand for the product has tapered off for the past three years, and this year’s sales figures are at an all-
time low. It’s time to research other options." - logos

28. "If we don’t move soon, we’re all going to die! Can’t you see how dangerous it would be to stay?" – pathos, shows
emotions

29. "Doctors all over the world recommend this type of treatment." – ethos, credibility and trust….

30. "I’m not just invested in this community – I love every building, every business, every hard-working member of this
town.”- pathos, deeply emotion

CASE
When I am the nominee, I will offer a clear choice. John McCain won't be able to say that I ever supported this war in
Iraq, because I opposed it from the beginning. Senator McCain said the other day that we might be mired for a hundred
years in Iraq, which is reason enough to not give him four years in the White House.

If we had chosen a different path, the right path, we could have finished the job in Afghanistan, and put more resources
into the fight against bin Laden; and instead of spending hundreds of billions of dollars in Baghdad, we could have put
that money into our schools and hospitals, our road and bridges – and that's what the American people need us to do
right now.

Barack Obama Potomac Primary Night Speech February 12, 2008

Answer:

This can be rhetorical strategies: ethos, because of Barack Obama is someone who had a earn the trust, his word has
credibility and made the people to believe. Also show pathos, suggestion that make money for schools, hospitals intend
of wars….

CASE
Apple has come down from $363 in February to $316 Monday. Furthermore, that masks the fact that the company is
sitting on a ton of net cash. At the end of the last quarter, cash, securities and other liquid assets exceeded liabilities by
$51 billion, or around $55 a share. This may top $60 by the end of this quarter.

So the cash-free stock price — the enterprise value of the business — may only be around $260.

That’s barely 10 times forecast earnings of $25 for the fiscal year ending in September. It’s just nine times next year’s
forecast earnings. And it’s only around 2.3 times this year’s sales.

Brett Arrends "Is Apple Becoming a Value Stock." on Marketwatch.com June 21st 2011

Answer: logos….. MY FAV <333333

CASE
"I have pledged myself and my colleagues in the cabinet to a continuous encouragement of initiative, responsibility and
energy in serving the public interest. Let every public servant know, whether his post is high or low, that a man's rank
and reputation in this Administration will be determined by the size of the job he does, and not by the size of his staff,
his office or his budget. Let it be clear that this Administration recognizes the value of dissent and daring -- that we greet
healthy controversy as the hallmark of healthy change. Let the public service be a proud and lively career. And let every
man and woman who works in any area of our national government, in any branch, at any level, be able to say with
pride and with honor in future years: 'I served the United States Government in that hour of our nation's need.'"

John F. Kennedy State of the Union Message, January 30, 1961

Kennedy's speech effectively combines emotional appeals- PATHOS, logical arguments, and a sense of historical
importance to inspire and motivate those in public service to perform their roles with dedication and excellence. LOGOS

Case :

only 10 to 20 percent of all college students receive grades lower than a B-. This figure means that between 80 and 90
percent of all college students receive grades of either A or B

 In 1969, 7 percent of all students received grades of A— or higher.

 By 1993, this proportion had risen to 26 percent.
 In contrast, grades of C or less moved from 25 percent in 1969 to 9 percent in 1993.

The pattern, which continues today, reveals an issue that concerns academicians and the general public alike. One may
wonder why this is a problem.

It is extremely difficult to differentiate between competent students and incompetent ones.

how grades relate to student learning and understanding is not-clear.

the average grade for all students enrolled in the class.

Content Analysis Questions: - meaningful insights, patterns, and trends from the content
What is the primary issue discussed in the text?

The primary issue is grade inflation in elementary, secondary, and higher education institutions, with a focus on the
increasing prevalence of high grades like A's and B's.

What are the causes and consequences of grade inflation mentioned in the text?

 Causes include political pressure, the desire to maintain high student evaluations, and a lack of standardized
grading criteria.
 Consequences include employers devaluing high grades, students having inaccurate self-assessments, and the
erosion of academic standards.

What proposed solutions or reforms are suggested in the text to address grade inflation?

The text suggests several solutions, including average class grades on transcripts, implementing indexing systems,
imposing moratoriums on student evaluations, reviewing grading practices, setting higher academic expectations for
students, and emphasizing the importance of maintaining academic standards.

How has the prevalence of high grades changed over time, as discussed in the text?

The text mentions that in 1969, 7 percent of students received grades of A- or higher, while by 1993, this proportion had
risen to 26 percent. It also notes that this pattern continues today.

Stylistic Analysis Questions:

What tone does the author use in the text, and how does it contribute to the overall message?

The author's tone is critical and concerned. This tone underscores the seriousness of the issue of grade inflation and its
negative implications.

What kind of language or rhetoric is employed to persuade the reader?

The text uses persuasive language by highlighting the problems associated with grade inflation, such as the devaluation
of grades, inaccurate self-assessments, and the erosion of academic standards. It also presents various proposed
solutions to address these issues.

Rhetorical Analysis Questions: - Rhetorical analysis involves dissecting the rhetorical choices made by the
author or speaker to understand how they persuade, inform, or influence their audience

What is the main argument or thesis presented in the text?

The main argument is that grade inflation is a significant problem in education, leading to devalued grades, inaccurate
student assessments, and eroded academic standards. The text advocates for reforms to address this issue.

How does the author support their argument?

The author supports the argument by presenting statistical data on the prevalence of high grades, discussing the
consequences of grade inflation, and proposing various solutions and reforms.

Is there a particular rhetorical strategy or appeal used in the text (e.g., ethos, pathos, logos)?

The text primarily relies on logos (logical appeal) by presenting data and logical arguments to make its case against grade
inflation. However, it also incorporates ethos (credibility) by mentioning experts, institutions, and educators who have
taken measures to combat grade inflation.
Week 3
essay

Nino Nakashidze

Nino Nizharadze, Ketevan Doghonadze

The class N 4

04.10.2023

"Robotics Ethics Revisited: 15 Years Later"

In his article "The Ethical Frontiers of Robotics", Professor Noel Sharkey outlines the main ethical issues

well. This article delves into the moral concerns surrounding the field of robotics, focusing on three primary

topics: the usage of robotics in childcare and elderly care, and the development of robot weapons for military

applications. In this response, I aim to provide my perspective on these issues.

Although this article was written in the 21st century, there is a gap of almost 12 years between the time of

writing and the present day. AI is now an integral part of human life, with more power here than when Professor

Noel Sharkey was talking about it. Artificial intelligence has simplified daily activities, become more

collaborative with humans, and, most importantly, takes less time to complete tasks than humans. The usage of

AI is time-consuming for everyone. But the main question is: does this simplicity make the world worse or

better? At what cost does life become easier?

The author discusses two important problems: "the care of children and the elderly, and the development of

autonomous robot weapons by the military".

Professor Noel Sharkey says that the use of robots from a long-term perspective can lead to a shrinking in

emotional connection in children, and "the possible psychological impact of the varying degrees of social

isolation on development is unknown. Children need to have emotional connections and relationships with

people during their childhood, when they are learning about proper relationships. It is undeniable that robots
may not consistently guarantee the safety of children and elderly individuals. Furthermore, an overreliance on

robotics could potentially lead to isolation from social environments, ultimately contributing to heightened

stress and depression.

The second problem, which the author was talking about, is a military issue. He said, "The ethical problems

arise because no computational system can discriminate between combatants and innocents in a close-contact

encounter. Computer programs require a clear definition of a noncombatant, but none is available." I

wholeheartedly concur with the assertion, as it underscores the unresolved and essential issue surrounding the

deployment of robots in warfare. The main problem with the use of robots in the military is that the robots will

make decisions based on facts and results that sometimes conflict with ethical and moral laws.

Although the above paragraphs have mentioned both the pros and cons of robots, I believe that their

correct, adequate, and careful use will make the 21st century even better.

Reference

Sharkey, Noel. “The Ethical Frontiers of Robotics.” Science 322.5909 (19 Dec. 2008): 1800-01. Web. 3 Sept.
2010. Reprinted with permission from AAAS.
Week 3
SAMPLE SUMMARY –

in her article “When | Was Young, an A Was an A: Grade Inflation in Higher Education,’ Ronna Vanderslice, a professor of
education at Couthwestern Oklahoma State University, asserts that we should be concerned about increasing incidents
of grade inflation in colleges and universities. As a result of this lowering of standards, college transcripts do not tell
employers which students are competent and which are not. Students themselves are not getting accurate pictures of
their abilities. Most important, there is no clear standard of how grades relate to learning.

Vanderslice asserts that universities must make explicit reforms to halt this routine practice. She offers a number of
concrete suggestions for raising standards. One recommendation is to use an indexing system of two grades, the grade
for the class and the average grade of all the students in the class: a public grade for the registrar and a private grade for
students to see how they stand in relation to their peers.

Another suggestion is to reassess the practice of using student evaluations for personnel decisions. Instructors will raise
their standards if they are not pressed to give high grades in exchange for positive teaching evaluations. Other
recommendations are for professors to review their grading practices to make academic programs more rigorous, for
college recruiters to make students aware of the academic preparation they will need, and for professors to show they
care about their teaching by actively insisting that academic standards are of paramount importance and by rewarding
excellence instead of mediocrity.

SAMPLE BRIEF SUMMARY OF RONNA VANDERSLICE’S “WHEN | WAS YOUNG, AN A WAS AN A: GRADE INFLATION IN
HIGHER EDUCATION”

In her article "When | Was Young, an A Was an A: Grade Inflation in Higher Education,” Ronna Vanderslice, a professor
of education at Southwestern Oklahoma State University, asserts that grade inflation is an increasingly — serious
problem that universities must counteract. She develops her position by pointing out that college transcripts no longer
give accurate information to students or to their potential employers. Writing in Phi Kappa Phi Forum, she urges
university faculty to reform their grading practices and offers various suggestions for doing so.

Abstract: The predominant approach to African-American parenting research focuses on disadvantages associated with
single parenthood to the exclusion of other issues. The current research suggests that this does not represent the
diversity in family structure configurations among African-American families, nor does it give voice to the parenting
resilience of single mothers. We argue that rather than marital status or family configuration, more attention needs to
be given to the inadequacy of resources for this population. In the current study, we examined the parenting of infants
by African-American mothers and found that mothers’ marital status and family configuration did not affect parenting
stress or practices. This suggests, then, that single mothers parent as well as their married, partnered, and
multigenerational counterparts. It seems that the economic status and parenting perceptions of mothers contributed
more to parenting stress than did marital status or family structure. Our study, then, challenges the accepted wisdom in
our political and popular culture that has insisted upon the centrality of the nuclear family to all aspects of familial and
even national health. Instead, we have shown that a true commitment to strong families and healthy children begins
with a focus on the debilitating effects of poverty in the AfricanAmerican community.

PRECIS

PRECIS OF RONNA VANDERSLICE’S “WHEN | WAS YOUNG, AN A WAS AN A: GRADE INFLATION IN HIGHER EDUCATION”

Statistics show that grade inflation continues to be a problem in higher education. College transcripts do not tell
employers which students are competent and which are not. Students do not get accurate pictures of their abilities, and
there is no clear relationship between grades and student learning, Universities must raise standards. One reform is to
use an indexing system of two grades, a public grade for the record and a private grade for students to see how they
stand in relation to their peers. Colleges should also reassess the practice of using student evaluations for personnel
decisions because instructors will raise standards if they are not pressed to give high grades in exchange for positive
teaching evaluations. Professors should review grading practices and make academic programs more rigorous, and
college recruiters should stress the importance of academic preparation. Professors should actively insist on high
academic standards and reward excellence instead of mediocrity. (Vanderslice 24-25)

Sample Summary (Ronna Vanderslice's Article):

 Content: Summarizes the main points and arguments of Ronna Vanderslice's article on grade inflation in higher
education.
 Style: Written informally, in prose.
 Structure: Does not follow a specific format.
 Audience: General readers who want an overview of the article's content.

Sample Abstract (Not provided, but discussed):

 Content: Summarizes an academic or research paper on African-American parenting, emphasizing the need for a
focus on resources rather than family structure.
 Style: Formal and structured.
 Structure: Follows a specific format, including sections like Purpose, Methodology, Results, and Conclusion.
 Audience: Academic readers, researchers, scholars.

Precis (Ronna Vanderslice's Article):

 Content: Provides a highly condensed summary of Vanderslice's article on grade inflation, emphasizing the issue,
solutions, and implications.
 Style: Formal and concise.
 Structure: Follows a structured format with clear sections.
 Audience: Academic readers, possibly those looking for a concise understanding of the article's key points.

Comparison

1. Content: Both the Sample Summary and Precis summarize academic articles, but the Precis is more concise and
focused on essential points. The Sample Abstract summarizes an academic paper but in a more comprehensive
and structured manner.
2. Style: The Sample Summary is written informally, while both the Sample Abstract and Precis use a formal style.
The Precis is especially concise and to the point.
3. Structure: The Sample Summary lacks a specific structure, while the Sample Abstract and Precis follow
structured formats. The Sample Abstract includes sections like Purpose, Methodology, Results, and Conclusion,
while the Precis has its own structure emphasizing key points.
4. Audience: The Sample Summary is for general readers, while the Sample Abstract and Precis are for academic or
specialized audiences. The Sample Abstract is intended for academic researchers, whereas the Precis also
targets academic readers but aims for extreme conciseness.

In summary, the main differences between these three forms of condensed writing lie in their style, structure, and
intended audience. The Sample Summary is informal and for general readers, the Sample Abstract is formal and
structured for academic readers, and the Precis is a highly condensed and structured version of the article for academic
readers seeking extreme conciseness.
The article "Ethical Frontiers of Robotics" explores the expanding roles of robots in childcare, eldercare, and the military.
It highlights ethical dilemmas concerning the impact of robot caregiving on children and the elderly, as well as the ethical
complexities of autonomous robot warfare. The article emphasizes the need for public discussion and ethical guidelines
in the rapidly advancing field of robotics.

Week 4
Questions for pre-reading

1. What does the title indicate? (converting titles into questions)

The title "Trading Liberty for Illusions" indicates a concept or situation where someone is making a trade-off between
their freedom or personal liberty for false beliefs or perceptions.

"Are people trading their liberty for illusions?"

2. How do the subtitle and headings function?

Non subtitle and heading.

3. Is there biographical information about the author?

no

4. What do topic sentences of the paragraphs express and is any of them especially important?

 The opening paragraph establishes the historical context and suggests that the response to threats often involves
sacrificing civil liberties for the sake of security. And talking about the most honorable presidents how made a
mistake .
 The second paragraph introduces historical examples of civil liberties being compromised during times of fear and
crisis and also how the perception of safety and security often leads people to support repressive measures.

“History shows that frightened people tend to assume that restrictions on liberty make them safe. They support
repressive measures instinctively in the expectation that other people will be targeted by them, and ask questions only
decades later.”

 In The third and fourth paragraph discussed the limitations and inaccuracies of technological systems, particularly
facial recognition.

Instead, “the system made many false positives, including such errors as confusing what were to a human easily
identifiable male and female images

 The final paragraph highlights the main concern of the author, which is not the trade-off between liberty and
security, but the trade-off between liberty and the illusion of security.

they take comfort in whatever false promise of security they’re offered.

5. What does the printed form/format reveal? (enumeration, italics, boldface print, diagrams etc..)

same

6. Does the text end up with the summary?

The text does not end with a summary, but the final paragraph serves as a concluding statement of the author's main
point.

7. What type of background knowledge do I need to understand the text?

Not obligatory but It is desirable should have background knowledge of historical events and policies that have affected
civil liberties in the United States, (e.g., Japanese-American internment during WWII, meaning of ACLU).

Questions about Content

1. What is the topic or focal point of the text?

the trade-off between civil liberties and security measures in the context of perceived threats and crises

2. What is the main idea and central claim? (Explain _______ Persuade)

Main idea: The text explores the historical and contemporary tendency of people, particularly in the United States, to
sacrifice civil liberties for the illusion of security during times of fear or crisis.

3. What other ideas are presented?

 specific references to past U.S. presidents and policies.

 a focus on facial recognition.

4. What inferences, judgments or conclusions are drawn?

more rational and effective approach to safety should be pursued to protect liberty. The judgment made is that such
decisions are not in the best interest of preserving freedom, and the conclusion is that wishful thinking poses a
significant threat to liberty in a world characterized by fear and irrationality.