{"id":92,"date":"2019-12-07T11:36:00","date_gmt":"2019-12-07T11:36:00","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/coreqenglish1\/chapter\/appeals-to-logos\/"},"modified":"2025-02-18T22:21:48","modified_gmt":"2025-02-18T22:21:48","slug":"logos","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/englishcomp1\/chapter\/logos\/","title":{"raw":"Logos","rendered":"Logos"},"content":{"raw":"<div class=\"textbox learning-objectives\">\r\n<h3>Learning Objectives<\/h3>\r\n<ul>\r\n \t<li>Recognize appeals to logos<\/li>\r\n \t<li>Use the STAR method to evaluate appeals to logos<\/li>\r\n<\/ul>\r\n<\/div>\r\n<h2>Appeals to Logos<\/h2>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Key Takeaway: LOGOS<\/h3>\r\n<strong>Logos<\/strong> appeals to an audience\u2019s logical side by presenting clear, reasoned arguments supported by evidence.\r\n\r\n<\/div>\r\n<p data-start=\"0\" data-end=\"234\">As writers, we use logos by structuring logical arguments and incorporating facts, statistics, and data to support our points. To create strong appeals to logos, it\u2019s essential to avoid faulty reasoning, such as assuming causation from correlation or making broad claims based on limited evidence.<\/p>\r\n\r\n<div class=\"textbox examples\">\r\n<h3>Examples: Appeals to logos<\/h3>\r\nWhile logos is a key component of academic writing, it also appears in other places, for example:\r\n<ul>\r\n \t<li>A car commercial that highlights fuel efficiency in miles per gallon appeals to a consumer\u2019s sense of logic and practicality.<\/li>\r\n \t<li data-start=\"967\" data-end=\"1113\">A lawyer in a courtroom uses forensic evidence and logical sequencing of events to argue that their client was not present at the crime scene.<\/li>\r\n \t<li data-start=\"1485\" data-end=\"1639\">An investigative report on rising tuition costs includes data on inflation, student debt statistics, and interviews with experts analyzing the causes.<\/li>\r\n<\/ul>\r\n<\/div>\r\nAs you work to build logos in your arguments, keep the following strategies in mind:\r\n<ul>\r\n \t<li><strong>Both experience and source material can provide you with evidence to appeal to logos.<\/strong> While outside sources will provide you with excellent evidence in an argumentative essay, in some situations, you can share personal experiences and observations. Just make sure they are appropriate to the situation and that you present them in a clear and logical manner.<\/li>\r\n \t<li><strong>Remember to think about your audience as you appeal to logos<\/strong>. Just because something makes sense in your mind, doesn\u2019t mean it will make the same kind of sense to your audience. You need to try to see things from your audience\u2019s perspective. Having others read your writing, especially those who might disagree with your position, is helpful.<\/li>\r\n \t<li><strong>Be sure to maintain clear lines of reasoning throughout your argument<\/strong>. One error in logic can negatively impact your entire position. When you present faulty logic, you lose credibility.<\/li>\r\n \t<li>When presenting an argument based on logos, <strong>it is important to avoid emotional overtones and maintain an even tone of voice.<\/strong> Remember, it\u2019s not just a matter of the type of evidence you are presenting; how you present this evidence is important as well.<\/li>\r\n<\/ul>\r\n<div class=\"textbox tryit\">\r\n<h3>practice<\/h3>\r\nWatch the video below and think about how it appeals to logos.\r\n\r\n<iframe src=\"\/\/plugin.3playmedia.com\/show?mf=4743643&amp;p3sdk_version=1.10.1&amp;p=20361&amp;pt=375&amp;video_id=JHpYWSZ6d6U&amp;video_target=tpm-plugin-oscvwzla-JHpYWSZ6d6U\" width=\"800px\" height=\"450px\" frameborder=\"0\" marginwidth=\"0px\" marginheight=\"0px\"><\/iframe>\r\n\r\nYou can view the <a href=\"https:\/\/course-building.s3-us-west-2.amazonaws.com\/English+Comp\/Transcripts\/2009ToyotaPriusHybridCars-SafetyReview.txt\" target=\"_blank\" rel=\"noopener\">transcript for \"2009 Toyota Prius Hybrid Cars- Safety Review\" here (opens in new window)<\/a>.\r\n\r\nhttps:\/\/assess.lumenlearning.com\/practice\/c8cd68d6-1eda-4550-bde2-6b8463a40807\r\n\r\n<\/div>\r\n<h2>Evaluating Logos<\/h2>\r\nLogos may seem like the most straightforward of the logical appeals, but recognizing such appeals is trickier than you might expect. Especially in the age of \u201calternative facts,\u201d it is important that you be able to recognize valid logical and\/or factual evidence.\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Key Takeaway: Evaluating Logos with \"STAR\" Criteria<\/h3>\r\nThe STAR criteria<span class=\"s1\">\u2014<b>S<\/b>ufficiency,\u00a0<b>T<\/b>ypicality,\u00a0<b>A<\/b>ccuracy, and\u00a0<b>R<\/b>elevance\u2014are a handy means of evaluating content and deciding whether or not it<\/span>\u00a0is logically valid.\r\n<div id=\"post-60\" class=\"standard post-60 chapter type-chapter status-publish hentry\">\r\n<div class=\"entry-content\">\r\n<table class=\"t1\" width=\"505.0\" cellspacing=\"0\" cellpadding=\"0\">\r\n<tbody>\r\n<tr>\r\n<th valign=\"middle\"><b>Measure<\/b><\/th>\r\n<th valign=\"middle\">\u00a0Question<\/th>\r\n<th valign=\"middle\">\u00a0Examples and Notes<\/th>\r\n<\/tr>\r\n<tr>\r\n<td class=\"td1\" valign=\"middle\">\r\n<p class=\"p5\"><span class=\"s1\"><b>S<\/b>ufficiency<\/span><\/p>\r\n<\/td>\r\n<td class=\"td2\" valign=\"middle\">\r\n<p class=\"p5\"><span class=\"s1\">Is there <em>enough<\/em> cited evidence to support the conclusion?<\/span><\/p>\r\n<\/td>\r\n<td class=\"td3\" valign=\"middle\">\r\n<p class=\"p5\"><span class=\"s1\">Generally, only \u201cstrongly\u201d and not \u201cweakly\u201d supported conclusions should be accepted. The more controversial a claim is, the more evidence authors should provide before expecting an audience to accept it. If the evidence is not sufficient, the author may need to modify or qualify the claim, by stating that something is true \u2018sometimes\u2019 rather than \u2018always\u2019.<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td class=\"td1\" valign=\"middle\">\r\n<p class=\"p5\"><span class=\"s1\"><b>T<\/b>ypicality<\/span><\/p>\r\n<\/td>\r\n<td class=\"td2\" valign=\"middle\">\r\n<p class=\"p5\"><span class=\"s1\">Is the cited evidence typical or representative?<\/span><\/p>\r\n<\/td>\r\n<td class=\"td3\" valign=\"middle\">\r\n<p class=\"p5\"><span class=\"s1\">If an author makes a claim about a whole group but the evidence is based on a small or biased sample of that group, the evidence is not \u201ctypical.\u201d Similar problems stem from relying just on personal experiences (anecdotal evidence) and from \u201ccherry-picking\u201d data by citing only the parts that support a conclusion while ignoring parts that might challenge it.<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td class=\"td1\" valign=\"middle\">\r\n<p class=\"p5\"><span class=\"s1\"><b>A<\/b>ccuracy<\/span><\/p>\r\n<\/td>\r\n<td class=\"td2\" valign=\"middle\">\r\n<p class=\"p5\"><span class=\"s1\">Is the cited evidence up to date and accurate?<\/span><\/p>\r\n<\/td>\r\n<td class=\"td3\" valign=\"middle\">\r\n<p class=\"p5\"><span class=\"s1\">Authors using polls, studies and statistics must ask whether the data were produced in a biased way and also ask whether the sample was large and representative of its target population so that results were outside the \u201cmargin of error.\u201d (<b>Margin of error<\/b>: If a sample is too small or not well chosen, results may be meaningless because they may represent random variation.)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td class=\"td1\" valign=\"middle\">\r\n<p class=\"p5\"><span class=\"s1\"><b>R<\/b>elevance<\/span><\/p>\r\n<\/td>\r\n<td class=\"td2\" valign=\"middle\">\r\n<p class=\"p5\"><span class=\"s1\">Is the cited evidence directly relevant to the claim(s) it is being used to support?<\/span><\/p>\r\n<\/td>\r\n<td class=\"td3\" valign=\"middle\">\r\n<p class=\"p5\"><span class=\"s1\">An author may supply lots of evidence, but the evidence may support something different from what the person is actually claiming. If the evidence is not relevant to the claim, the author may need to modify or qualify the claim\u2014or even acknowledge that the claim is indefensible.<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<h3>Manipulative Appeals to Logos<\/h3>\r\n<div id=\"post-60\" class=\"standard post-60 chapter type-chapter status-publish hentry\">\r\n<div class=\"entry-content\">\r\n\r\nDiagramming an argument helps assess whether an appeal to logos is manipulative. Ask yourself: Are the premises true? Does the conclusion logically follow? Is the evidence sufficient, typical, accurate, and relevant? Is the speaker diverting attention from the real issue? These are some of the elements you might consider while evaluating an argument for the use of logos.\r\n\r\nPay particular attention to numbers, statistics, findings, and quotes used to support an argument. Be critical of the source and do your own investigation of the \u201cfacts.\u201d\r\n<div class=\"textbox examples\">\r\n<h3>Example: Misuse of Logos<\/h3>\r\nMaybe you\u2019ve heard or read that half of all marriages in America will end in divorce. It is so often discussed that we assume it must be true. Careful research will show that the original marriage study was flawed, and divorce rates in America have steadily declined since 1985 (Peck, 1993). If there is no scientific evidence, why do we continue to believe it? Part of the reason might be that it supports our idea of the dissolution of the American family.\r\n\r\n<\/div>\r\n<div class=\"textbox tryit\">\r\n<h3>Try It<\/h3>\r\nStudy the mapped visualization of crime in the U.S. below and answer the questions about how it appeals to logos.\r\n\r\n<img class=\"aligncenter wp-image-645 size-large\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/2097\/2017\/08\/03172446\/crimes_committed-1024x685.png\" alt=\"map of US showing number of crimes per state\" width=\"1024\" height=\"685\" \/>\r\n\r\nhttps:\/\/assess.lumenlearning.com\/practice\/31ab9783-6c26-42e4-ac0e-c8ba12be43fe\r\n\r\n<\/div>\r\nThe misrepresentation of information or data is often accompanied by <strong>logical fallacies<\/strong>. We'll examine these in more detail later, but they generally jump to conclusions, make generalizations, or frame the argument in a way that manipulates the logic of an argument.\r\n<h3>Logos and Kairos<\/h3>\r\n<p data-start=\"0\" data-end=\"221\"><strong>Kairos<\/strong>, the fourth rhetorical appeal, is best understood in relation to the others. The term comes from the Greek <em data-start=\"114\" data-end=\"122\">\u03ba\u03b1\u03b9\u03c1\u03cc\u03c2<\/em> (kair\u00f3s) and refers to the right timing or conditions for a crucial action\u2014the opportune moment.<\/p>\r\n<p data-start=\"590\" data-end=\"819\">Kairos is essential to appeals to logos because logic depends on context. For example, citing a 1960s cancer treatment study without acknowledging advances in medicine would make the information outdated and irrelevant in 2022. Even factually correct information must be timely and appropriate. Understanding the rhetorical situation requires evaluating the timing of an argument to balance rhetorical appeals effectively.<\/p>\r\n\r\n<div class=\"textbox learning-objectives\">\r\n<h3>Glossary<\/h3>\r\n<strong>logical fallacy<\/strong>: a flaw in reasoning or a flawed structure that undermines the validity of an argument\r\n\r\n<strong>logos<\/strong>: appeal to logic\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>","rendered":"<div class=\"textbox learning-objectives\">\n<h3>Learning Objectives<\/h3>\n<ul>\n<li>Recognize appeals to logos<\/li>\n<li>Use the STAR method to evaluate appeals to logos<\/li>\n<\/ul>\n<\/div>\n<h2>Appeals to Logos<\/h2>\n<div class=\"textbox key-takeaways\">\n<h3>Key Takeaway: LOGOS<\/h3>\n<p><strong>Logos<\/strong> appeals to an audience\u2019s logical side by presenting clear, reasoned arguments supported by evidence.<\/p>\n<\/div>\n<p data-start=\"0\" data-end=\"234\">As writers, we use logos by structuring logical arguments and incorporating facts, statistics, and data to support our points. To create strong appeals to logos, it\u2019s essential to avoid faulty reasoning, such as assuming causation from correlation or making broad claims based on limited evidence.<\/p>\n<div class=\"textbox examples\">\n<h3>Examples: Appeals to logos<\/h3>\n<p>While logos is a key component of academic writing, it also appears in other places, for example:<\/p>\n<ul>\n<li>A car commercial that highlights fuel efficiency in miles per gallon appeals to a consumer\u2019s sense of logic and practicality.<\/li>\n<li data-start=\"967\" data-end=\"1113\">A lawyer in a courtroom uses forensic evidence and logical sequencing of events to argue that their client was not present at the crime scene.<\/li>\n<li data-start=\"1485\" data-end=\"1639\">An investigative report on rising tuition costs includes data on inflation, student debt statistics, and interviews with experts analyzing the causes.<\/li>\n<\/ul>\n<\/div>\n<p>As you work to build logos in your arguments, keep the following strategies in mind:<\/p>\n<ul>\n<li><strong>Both experience and source material can provide you with evidence to appeal to logos.<\/strong> While outside sources will provide you with excellent evidence in an argumentative essay, in some situations, you can share personal experiences and observations. Just make sure they are appropriate to the situation and that you present them in a clear and logical manner.<\/li>\n<li><strong>Remember to think about your audience as you appeal to logos<\/strong>. Just because something makes sense in your mind, doesn\u2019t mean it will make the same kind of sense to your audience. You need to try to see things from your audience\u2019s perspective. Having others read your writing, especially those who might disagree with your position, is helpful.<\/li>\n<li><strong>Be sure to maintain clear lines of reasoning throughout your argument<\/strong>. One error in logic can negatively impact your entire position. When you present faulty logic, you lose credibility.<\/li>\n<li>When presenting an argument based on logos, <strong>it is important to avoid emotional overtones and maintain an even tone of voice.<\/strong> Remember, it\u2019s not just a matter of the type of evidence you are presenting; how you present this evidence is important as well.<\/li>\n<\/ul>\n<div class=\"textbox tryit\">\n<h3>practice<\/h3>\n<p>Watch the video below and think about how it appeals to logos.<\/p>\n<p><iframe loading=\"lazy\" src=\"\/\/plugin.3playmedia.com\/show?mf=4743643&amp;p3sdk_version=1.10.1&amp;p=20361&amp;pt=375&amp;video_id=JHpYWSZ6d6U&amp;video_target=tpm-plugin-oscvwzla-JHpYWSZ6d6U\" width=\"800px\" height=\"450px\" frameborder=\"0\" marginwidth=\"0px\" marginheight=\"0px\"><\/iframe><\/p>\n<p>You can view the <a href=\"https:\/\/course-building.s3-us-west-2.amazonaws.com\/English+Comp\/Transcripts\/2009ToyotaPriusHybridCars-SafetyReview.txt\" target=\"_blank\" rel=\"noopener\">transcript for &#8220;2009 Toyota Prius Hybrid Cars- Safety Review&#8221; here (opens in new window)<\/a>.<\/p>\n<p>\t<iframe id=\"assessment_practice_c8cd68d6-1eda-4550-bde2-6b8463a40807\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/c8cd68d6-1eda-4550-bde2-6b8463a40807?iframe_resize_id=assessment_practice_id_c8cd68d6-1eda-4550-bde2-6b8463a40807\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<h2>Evaluating Logos<\/h2>\n<p>Logos may seem like the most straightforward of the logical appeals, but recognizing such appeals is trickier than you might expect. Especially in the age of \u201calternative facts,\u201d it is important that you be able to recognize valid logical and\/or factual evidence.<\/p>\n<div class=\"textbox key-takeaways\">\n<h3>Key Takeaway: Evaluating Logos with &#8220;STAR&#8221; Criteria<\/h3>\n<p>The STAR criteria<span class=\"s1\">\u2014<b>S<\/b>ufficiency,\u00a0<b>T<\/b>ypicality,\u00a0<b>A<\/b>ccuracy, and\u00a0<b>R<\/b>elevance\u2014are a handy means of evaluating content and deciding whether or not it<\/span>\u00a0is logically valid.<\/p>\n<div id=\"post-60\" class=\"standard post-60 chapter type-chapter status-publish hentry\">\n<div class=\"entry-content\">\n<table class=\"t1\" cellpadding=\"0\" style=\"width: 505.0; border-spacing: 0px;\">\n<tbody>\n<tr>\n<th valign=\"middle\"><b>Measure<\/b><\/th>\n<th valign=\"middle\">\u00a0Question<\/th>\n<th valign=\"middle\">\u00a0Examples and Notes<\/th>\n<\/tr>\n<tr>\n<td class=\"td1\" valign=\"middle\">\n<p class=\"p5\"><span class=\"s1\"><b>S<\/b>ufficiency<\/span><\/p>\n<\/td>\n<td class=\"td2\" valign=\"middle\">\n<p class=\"p5\"><span class=\"s1\">Is there <em>enough<\/em> cited evidence to support the conclusion?<\/span><\/p>\n<\/td>\n<td class=\"td3\" valign=\"middle\">\n<p class=\"p5\"><span class=\"s1\">Generally, only \u201cstrongly\u201d and not \u201cweakly\u201d supported conclusions should be accepted. The more controversial a claim is, the more evidence authors should provide before expecting an audience to accept it. If the evidence is not sufficient, the author may need to modify or qualify the claim, by stating that something is true \u2018sometimes\u2019 rather than \u2018always\u2019.<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"td1\" valign=\"middle\">\n<p class=\"p5\"><span class=\"s1\"><b>T<\/b>ypicality<\/span><\/p>\n<\/td>\n<td class=\"td2\" valign=\"middle\">\n<p class=\"p5\"><span class=\"s1\">Is the cited evidence typical or representative?<\/span><\/p>\n<\/td>\n<td class=\"td3\" valign=\"middle\">\n<p class=\"p5\"><span class=\"s1\">If an author makes a claim about a whole group but the evidence is based on a small or biased sample of that group, the evidence is not \u201ctypical.\u201d Similar problems stem from relying just on personal experiences (anecdotal evidence) and from \u201ccherry-picking\u201d data by citing only the parts that support a conclusion while ignoring parts that might challenge it.<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"td1\" valign=\"middle\">\n<p class=\"p5\"><span class=\"s1\"><b>A<\/b>ccuracy<\/span><\/p>\n<\/td>\n<td class=\"td2\" valign=\"middle\">\n<p class=\"p5\"><span class=\"s1\">Is the cited evidence up to date and accurate?<\/span><\/p>\n<\/td>\n<td class=\"td3\" valign=\"middle\">\n<p class=\"p5\"><span class=\"s1\">Authors using polls, studies and statistics must ask whether the data were produced in a biased way and also ask whether the sample was large and representative of its target population so that results were outside the \u201cmargin of error.\u201d (<b>Margin of error<\/b>: If a sample is too small or not well chosen, results may be meaningless because they may represent random variation.)<\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"td1\" valign=\"middle\">\n<p class=\"p5\"><span class=\"s1\"><b>R<\/b>elevance<\/span><\/p>\n<\/td>\n<td class=\"td2\" valign=\"middle\">\n<p class=\"p5\"><span class=\"s1\">Is the cited evidence directly relevant to the claim(s) it is being used to support?<\/span><\/p>\n<\/td>\n<td class=\"td3\" valign=\"middle\">\n<p class=\"p5\"><span class=\"s1\">An author may supply lots of evidence, but the evidence may support something different from what the person is actually claiming. If the evidence is not relevant to the claim, the author may need to modify or qualify the claim\u2014or even acknowledge that the claim is indefensible.<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\n<\/div>\n<h3>Manipulative Appeals to Logos<\/h3>\n<div id=\"post-60\" class=\"standard post-60 chapter type-chapter status-publish hentry\">\n<div class=\"entry-content\">\n<p>Diagramming an argument helps assess whether an appeal to logos is manipulative. Ask yourself: Are the premises true? Does the conclusion logically follow? Is the evidence sufficient, typical, accurate, and relevant? Is the speaker diverting attention from the real issue? These are some of the elements you might consider while evaluating an argument for the use of logos.<\/p>\n<p>Pay particular attention to numbers, statistics, findings, and quotes used to support an argument. Be critical of the source and do your own investigation of the \u201cfacts.\u201d<\/p>\n<div class=\"textbox examples\">\n<h3>Example: Misuse of Logos<\/h3>\n<p>Maybe you\u2019ve heard or read that half of all marriages in America will end in divorce. It is so often discussed that we assume it must be true. Careful research will show that the original marriage study was flawed, and divorce rates in America have steadily declined since 1985 (Peck, 1993). If there is no scientific evidence, why do we continue to believe it? Part of the reason might be that it supports our idea of the dissolution of the American family.<\/p>\n<\/div>\n<div class=\"textbox tryit\">\n<h3>Try It<\/h3>\n<p>Study the mapped visualization of crime in the U.S. below and answer the questions about how it appeals to logos.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-645 size-large\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/2097\/2017\/08\/03172446\/crimes_committed-1024x685.png\" alt=\"map of US showing number of crimes per state\" width=\"1024\" height=\"685\" \/><\/p>\n<p>\t<iframe id=\"assessment_practice_31ab9783-6c26-42e4-ac0e-c8ba12be43fe\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/31ab9783-6c26-42e4-ac0e-c8ba12be43fe?iframe_resize_id=assessment_practice_id_31ab9783-6c26-42e4-ac0e-c8ba12be43fe\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<p>The misrepresentation of information or data is often accompanied by <strong>logical fallacies<\/strong>. We&#8217;ll examine these in more detail later, but they generally jump to conclusions, make generalizations, or frame the argument in a way that manipulates the logic of an argument.<\/p>\n<h3>Logos and Kairos<\/h3>\n<p data-start=\"0\" data-end=\"221\"><strong>Kairos<\/strong>, the fourth rhetorical appeal, is best understood in relation to the others. The term comes from the Greek <em data-start=\"114\" data-end=\"122\">\u03ba\u03b1\u03b9\u03c1\u03cc\u03c2<\/em> (kair\u00f3s) and refers to the right timing or conditions for a crucial action\u2014the opportune moment.<\/p>\n<p data-start=\"590\" data-end=\"819\">Kairos is essential to appeals to logos because logic depends on context. For example, citing a 1960s cancer treatment study without acknowledging advances in medicine would make the information outdated and irrelevant in 2022. Even factually correct information must be timely and appropriate. Understanding the rhetorical situation requires evaluating the timing of an argument to balance rhetorical appeals effectively.<\/p>\n<div class=\"textbox learning-objectives\">\n<h3>Glossary<\/h3>\n<p><strong>logical fallacy<\/strong>: a flaw in reasoning or a flawed structure that undermines the validity of an argument<\/p>\n<p><strong>logos<\/strong>: appeal to logic<\/p>\n<\/div>\n<\/div>\n<\/div>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-92\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Logos. <strong>Provided by<\/strong>: Excelsior College. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/owl.excelsior.edu\/argument-and-critical-thinking\/modes-of-persuasion\/modes-of-persuasion-logos\/%20\">http:\/\/owl.excelsior.edu\/argument-and-critical-thinking\/modes-of-persuasion\/modes-of-persuasion-logos\/%20<\/a>. <strong>Project<\/strong>: Excelsior OWL. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Revision and adaptation. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>The Logical Structure of Arguments. <strong>Provided by<\/strong>: Radford University . <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/lcubbison.pressbooks.com\/chapter\/core-201-appeals-to-ethos-logos-and-pathos\/#201aae6\">https:\/\/lcubbison.pressbooks.com\/chapter\/core-201-appeals-to-ethos-logos-and-pathos\/#201aae6<\/a>. <strong>Project<\/strong>: Core Curriculum Handbook. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/about\/pdm\">Public Domain: No Known Copyright<\/a><\/em><\/li><li>Recognizing Manipulative Appeals to Logos. <strong>Authored by<\/strong>: Andrew Davis. <strong>Provided by<\/strong>: University of Mississippi. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><li>Kairos. <strong>Provided by<\/strong>: Wikipedia. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/en.wikipedia.org\/wiki\/Kairos\">https:\/\/en.wikipedia.org\/wiki\/Kairos<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">All rights reserved content<\/div><ul class=\"citation-list\"><li>2009 Toyota Prius Hybrid Cars - Safety Review. <strong>Authored by<\/strong>: Cem Avsar. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/youtu.be\/JHpYWSZ6d6U\">https:\/\/youtu.be\/JHpYWSZ6d6U<\/a>. <strong>License<\/strong>: <em>All Rights Reserved<\/em>. <strong>License Terms<\/strong>: Standard YouTube License<\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":29,"menu_order":10,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Logos\",\"author\":\"\",\"organization\":\"Excelsior College\",\"url\":\"http:\/\/owl.excelsior.edu\/argument-and-critical-thinking\/modes-of-persuasion\/modes-of-persuasion-logos\/ \",\"project\":\"Excelsior OWL\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Revision and adaptation\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"The Logical Structure of Arguments\",\"author\":\"\",\"organization\":\"Radford University \",\"url\":\"https:\/\/lcubbison.pressbooks.com\/chapter\/core-201-appeals-to-ethos-logos-and-pathos\/#201aae6\",\"project\":\"Core Curriculum Handbook\",\"license\":\"pd\",\"license_terms\":\"\"},{\"type\":\"copyrighted_video\",\"description\":\"2009 Toyota Prius Hybrid Cars - 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