Types of Reasoning
Scenario:
All mammals breathe air.
A dolphin is a mammal.
Question:
Using deductive reasoning, what can we conclude about dolphins?
a) Dolphins live in the ocean.
b) Dolphins breathe air.
c) Dolphins are fish.
d) Dolphins don’t need to breathe.
b) Dolphins breathe air
“You should trust Dr. Morales’ opinion on the new health guidelines—she’s been a respected physician for over 20 years.”
Question:
Which rhetorical appeal is used here?
a) Ethos
b) Pathos
c) Logos
Paragraph A:
Plastic pollution in the ocean is harming marine life. Sea turtles often mistake plastic bags for jellyfish, and fish swallow tiny bits of plastic, thinking it’s food. Many of these animals become sick or die. To protect sea creatures, we need to reduce the amount of plastic we use and make better choices about how we dispose of it.
Paragraph B:
Communities around the world are taking action against plastic waste. Some cities have banned plastic straws and bags, while others encourage reusable items. These changes may seem small, but they can add up to big results if enough people participate. Fighting plastic pollution requires effort from everyone.
Question:
How are the central ideas of Paragraph A and Paragraph B similar and different?
a) Both focus on banning plastic entirely, but A emphasizes government action.
b) Both discuss plastic pollution, but A focuses on the effects on animals, while B focuses on how people are solving the problem.
c) Paragraph A says plastic is harmless, while Paragraph B supports plastic use.
d) Paragraph A is about recycling, and Paragraph B is about wildlife.
b) Both discuss plastic pollution, but A focuses on the effects on animals, while B focuses on how people are solving the problem.
Words:
Slim
Thin
Skeletal
Question:
Sort the words into the categories: Positive, Negative, and Neutral based on their connotations. Explain why you chose each word for its category.
Group 1 (Slim, Thin, Skeletal):
Positive: Slim (conveys healthiness or attractiveness).
Neutral: Thin (describes appearance, without strong emotion).
Negative: Skeletal (suggests extreme thinness and unhealthiness).
Inductive Reasoning
Scenario:
You’ve noticed that every time you water your plants in the morning, they seem healthier by the evening.
You water them three mornings in a row, and each time they perk up.
Question:
What general conclusion might you make using inductive reasoning?
a) Plants only grow in the morning.
b) Morning sun causes plant growth.
c) Watering plants in the morning helps them grow.
d) All plants need to be watered three times.
Inductive Reasoning
Correct Answer: c) Watering plants in the morning helps them grow
➡️ Inductive reasoning makes a general conclusion based on repeated observations.
“If we don’t act now to reduce pollution, our children will suffer from unhealthy air and rising temperatures.”
Question:
Which rhetorical appeal is used here?
a) Logos
b) Pathos
c) Ethos
b) Pathos
➡️ This appeals to the audience’s emotions and concern for others.
Passage A:
Recess is an important part of the school day. Studies show that children who have regular breaks for physical activity perform better in class. Exercise boosts brain function, helps reduce stress, and improves focus. Schools should make sure students have time every day to go outside and move around.
Passage B:
Think about the last time you had to sit still for hours. It’s hard to stay focused when you don’t get a break! Students need recess not just to stretch their legs, but to relax and recharge. Taking away recess doesn’t help kids learn—it just makes them tired and frustrated.
Question:
How do the authors of Passage A and Passage B develop their arguments about recess differently?
a) Passage A uses emotional stories, while Passage B uses scientific evidence.
b) Passage A focuses on student opinions, while Passage B uses data and studies.
c) Passage A relies on research and facts, while Passage B uses a more emotional, relatable example.
d) Passage A is against recess, while Passage B supports it.
c) Passage A relies on research and facts, while Passage B uses a more emotional, relatable example.
Write positive, negative, neutral straight down on the whiteboards.
Words:
Childish
Youthful
Immature
Innocent
Question:
Sort the words into the categories: Positive, Negative, and Neutral based on their connotations. Explain why you chose each word for its category.
Group 2 (Childish, Youthful, Immature, Innocent):
Positive: Youthful (associated with energy and vitality), Innocent (conveys purity and goodness).
Neutral: Immature (simply indicates lack of maturity without positive or negative tone).
Negative: Childish (can imply irresponsibility or foolishness).
Scenario:
Every crow I’ve ever seen is black.
So, I think all crows must be black.
Question:
What type of reasoning is this?
a) Deductive
b) Inductive
c) Abductive
d) Creative
b) Inductive
“Studies show that students who get at least 8 hours of sleep perform 15% better on tests.”
Question:
Which rhetorical appeal is used here?
a) Ethos
b) Pathos
c) Logos
c) Logos
➡️ It uses data and logical reasoning.
Comparing Author Perspectives and Rhetorical Appeals
Passage A:
School uniforms create a sense of equality among students. When everyone wears the same thing, there’s less pressure to wear expensive or trendy clothes. Uniforms help students focus more on learning instead of comparing outfits.
Passage B:
School uniforms take away students' ability to express themselves. Clothing is a form of creativity and individuality. Forcing everyone to dress the same can make school feel strict and uncomfortable, rather than welcoming and personal.
Question 1:
How do the authors’ perspectives on school uniforms differ?
a) Both authors think uniforms are helpful, but for different reasons.
b) The author of Passage A supports school uniforms, while the author of Passage B is against them.
c) Passage A focuses on comfort, and Passage B focuses on school rules.
d) Passage A is about creativity, while Passage B is about sports.
Question 2:
Which rhetorical appeal is most strongly used in each passage?
a) Passage A uses ethos; Passage B uses logos.
b) Passage A uses logos; Passage B uses pathos.
c) Passage A uses pathos; Passage B uses ethos.
d) Both use only logos.
b) The author of Passage A supports school uniforms, while the author of Passage B is against them.
Answer: b) Passage A uses logos; Passage B uses pathos
➡️ Passage A uses logical reasons (focus, equality), while Passage B appeals to emotions and personal freedom.
Words:
Assertive
Bossy
Confident
Overbearing
Question:
Sort the words into the categories: Positive, Negative, and Neutral based on their connotations. Explain why you chose each word for its category.
Assertive, Bossy, Confident, Overbearing):
Positive: Confident (conveys self-assurance), Assertive (implies a positive self-expression of needs or opinions).
Neutral: Bossy (simply describes someone who directs others, can be neutral depending on context).
Negative: Overbearing (suggests being too controlling or domineering).
You hear a loud crash in the kitchen. You walk in and see the dog looking guilty and broken dishes on the floor.
You think, “The dog probably knocked the dishes off the counter.”
Question:
What type of reasoning is this?
a) Deductive
b) Inductive
c) Abductive
c) Abductive
“As a firefighter, I’ve seen firsthand how dangerous leaving candles unattended can be.”
Question:
Which rhetorical appeal is being used?
a) Logos
b) Ethos
c) Pathos
b) Ethos
➡️ The speaker is using their personal experience to build credibility.
Passage A:
In the novel The Lion, the Witch, and the Wardrobe, the author uses the character of Aslan to symbolize bravery and sacrifice. Aslan’s willingness to sacrifice himself for the good of Narnia teaches the importance of courage and selflessness, reinforcing the theme that true strength often comes from making difficult sacrifices for others.
Passage B:
In Harry Potter and the Sorcerer’s Stone, J.K. Rowling develops the theme of friendship through Harry’s relationship with Ron and Hermione. The trio’s bond is tested throughout the story, but it’s clear that their friendship helps them overcome obstacles. The theme emphasizes that working together and supporting each other makes individuals stronger.
Question:
How do the authors develop their themes in Passage A and Passage B differently?
a) Passage A uses symbolism, while Passage B uses dialogue and character interaction.
b) Passage A focuses on the importance of knowledge, while Passage B focuses on the consequences of poor decisions.
c) Passage A develops the theme through plot structure, while Passage B focuses on setting.
d) Passage A emphasizes individual strength, while Passage B emphasizes teamwork.
a) Passage A uses symbolism, while Passage B uses dialogue and character interaction.
Sarah’s new puppy is absolutely adorable. She is so energetic and playful, always running around and wagging her tail with excitement. Whenever Sarah comes home, the puppy greets her with such enthusiasm, as if she’s been waiting all day to see her. It’s clear that they’ve already formed a strong bond—Sarah always smiles when the puppy snuggles up to her in the evenings. It’s truly heartwarming to see how much joy the little puppy brings into Sarah’s life.
Sarah’s new puppy is quite small. She is very active, often running around and wagging her tail. Every time Sarah comes home, the puppy meets her with a lot of excitement, as if she has been waiting for her all day. It’s obvious that they’ve already formed a strong attachment, and the puppy often follows Sarah around. Sarah doesn’t seem to mind, but sometimes the puppy’s constant need for attention can be a bit overwhelming at the end of the day.
Describe the tone of each paragraph. Explain how the bolded diction contributes to that tone.
In Paragraph 1, words like "adorable," "energetic," and "enthusiasm" have positive connotations, giving a warm, affectionate tone to the description. The choice of words emphasizes the joy and emotional connection Sarah feels with her puppy.
In Paragraph 2, the use of words like "small," "active," and "attachment" are more neutral or slightly negative. The words emphasize the puppy's behavior without focusing on the positive emotions that Sarah might feel, and the phrase "overwhelming" adds a slight negative twist to how the puppy's energy is perceived.
Scenario:
Samantha was getting ready for school when she noticed that the sky was cloudy and dark. She also saw that her dad had taken an umbrella with him, and there were puddles on the driveway. Samantha didn’t check the weather forecast, but she grabbed her raincoat and rain boots before heading out the door.
Question:
What type of reasoning did Samantha use to decide to wear rain gear?
a) Deductive
b) Inductive
c) Abductive
c) Abductive
Scenario:
During a school assembly, the principal spoke about the importance of kindness. She shared a story about a student who had once felt left out until a group invited them to sit at lunch. “That small act changed that student’s entire year,” she said, her voice trembling slightly. “Kindness costs nothing, but it can mean everything.”
Question:
Which rhetorical appeal is the principal using the most in her speech?
a) Ethos
b) Pathos
c) Logos
b) Pathos
➡️ She uses a personal, emotional story to appeal to the students’ feelings.
Passage A:
"Technology is an essential tool for modern education. Studies have shown that integrating devices like tablets and computers into classrooms can increase student engagement and improve learning outcomes. With access to digital resources, students can explore topics in-depth, collaborate with peers, and personalize their learning experience. The data speaks for itself: schools that use technology effectively see higher test scores and better student performance."
Passage B:
"Imagine a classroom where every student has a laptop, a world of knowledge at their fingertips. Technology can make learning more interactive and exciting, breaking down the traditional barriers of the classroom. It’s not just about keeping up with the times—it’s about giving students the tools they need to succeed in the 21st century. If we deny them access to this technology, we’re doing them a disservice, leaving them unprepared for the future."
Question:
How do the authors develop the same argument about the importance of technology in education differently using rhetorical appeals?
a) Passage A uses logos by presenting data and research, while Passage B uses pathos to appeal to emotions and a vision for the future.
b) Passage A uses pathos to inspire excitement, while Passage B uses logos to present facts.
c) Passage A uses ethos by citing expert opinions, while Passage B appeals to authority.
d) Passage A uses pathos to focus on student engagement, while Passage B uses ethos for credibility.
d) Passage A uses pathos to focus on student engagement, while Passage B uses ethos for credibility.
Passage A appeals to pathos by focusing on student engagement. The author emphasizes how technology can increase student involvement in their learning, making the argument more relatable and emotionally compelling. The idea that technology helps students focus more on their work and improves their academic experience taps into a deeper emotional response from the reader, particularly parents, teachers, or students who care about improving educational outcomes.
Passage B, on the other hand, appeals to ethos by emphasizing the credibility of the need for technology in schools. The author highlights the idea that not integrating technology into education would leave students unprepared for the future, positioning the argument as one based on societal responsibility. By focusing on the need to prepare students for the 21st century, the author strengthens the ethical appeal, urging readers to consider what is best for the students' futures.
James is an incredibly hardworking student. He’s always diligent in completing his assignments and consistently puts in extra effort to understand the material. His enthusiasm for learning is contagious, and he often encourages his classmates to take on challenging tasks with a positive attitude. James’ commitment to his education has earned him the respect of his teachers and peers alike. It’s clear that he is destined for success.
James is a persistent student. He completes his assignments on time and often spends additional hours trying to understand the material. His eagerness to learn can sometimes lead to him pushing others to join him in tackling difficult tasks. James’ focus on his work has earned him the recognition of his teachers, though not all of his classmates feel the same way. It’s apparent that he is determined to do well.
Compare the tone of each paragraph. Use the diction as explanation for the tone you choose.
Paragraph 1 uses words like "hardworking," "diligent," and "enthusiasm," which all carry positive connotations. These words suggest a sense of dedication, eagerness, and a joyful approach to learning, giving the paragraph a positive and encouraging tone.
Paragraph 2, with words like "persistent," "completes," and "eagerness," carries a slightly more neutral or even somewhat negative tone. The word "pushes" can imply an overbearing attitude, and the phrase "not all of his classmates feel the same way" suggests that James' efforts might not be fully appreciated, giving the paragraph a more restrained or even critical tone.