{"id":637,"date":"2017-08-03T17:17:41","date_gmt":"2017-08-03T17:17:41","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/olemiss-writing100\/?post_type=chapter&#038;p=637"},"modified":"2025-06-24T16:29:37","modified_gmt":"2025-06-24T16:29:37","slug":"outcome-logos","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/olemiss-writing100\/chapter\/outcome-logos\/","title":{"raw":"Outcome: Logos","rendered":"Outcome: Logos"},"content":{"raw":"<div class=\"textbox learning-objectives\">\r\n<h3>Learning Objective<\/h3>\r\n<ul>\r\n \t<li>Evaluate appeals to logos<\/li>\r\n<\/ul>\r\n<\/div>\r\n<h2>What you'll learn to do: recognize and evaluate appeals to 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. 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.\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\" style=\"width: 484px;\" width=\"505.0\" cellspacing=\"0\" cellpadding=\"0\">\r\n<tbody>\r\n<tr>\r\n<th style=\"width: 93.875px;\" valign=\"middle\"><b>Measure<\/b><\/th>\r\n<th style=\"width: 120.266px;\" valign=\"middle\">\u00a0Question<\/th>\r\n<th style=\"width: 191.359px;\" valign=\"middle\">\u00a0Examples and Notes<\/th>\r\n<\/tr>\r\n<tr>\r\n<td class=\"td1\" style=\"width: 93.875px;\" valign=\"middle\">\r\n<p class=\"p5\"><span class=\"s1\"><b>S<\/b>ufficiency<\/span><\/p>\r\n<\/td>\r\n<td class=\"td2\" style=\"width: 120.266px;\" 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\" style=\"width: 191.359px;\" 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\" style=\"width: 93.875px;\" valign=\"middle\">\r\n<p class=\"p5\"><span class=\"s1\"><b>T<\/b>ypicality<\/span><\/p>\r\n<\/td>\r\n<td class=\"td2\" style=\"width: 120.266px;\" 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\" style=\"width: 191.359px;\" 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\" style=\"width: 93.875px;\" valign=\"middle\">\r\n<p class=\"p5\"><span class=\"s1\"><b>A<\/b>ccuracy<\/span><\/p>\r\n<\/td>\r\n<td class=\"td2\" style=\"width: 120.266px;\" 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\" style=\"width: 191.359px;\" 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\" style=\"width: 93.875px;\" valign=\"middle\">\r\n<p class=\"p5\"><span class=\"s1\"><b>R<\/b>elevance<\/span><\/p>\r\n<\/td>\r\n<td class=\"td2\" style=\"width: 120.266px;\" 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\" style=\"width: 191.359px;\" 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\u00a0may need to modify or qualify the claim\u2014or even to acknowledge that the claim is indefensible.<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\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<\/div>\r\n<\/div>","rendered":"<div class=\"textbox learning-objectives\">\n<h3>Learning Objective<\/h3>\n<ul>\n<li>Evaluate appeals to logos<\/li>\n<\/ul>\n<\/div>\n<h2>What you&#8217;ll learn to do: recognize and evaluate appeals to 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. 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\" style=\"width: 484px; width: 505.0; border-spacing: 0px;\" cellpadding=\"0\">\n<tbody>\n<tr>\n<th style=\"width: 93.875px;\" valign=\"middle\"><b>Measure<\/b><\/th>\n<th style=\"width: 120.266px;\" valign=\"middle\">\u00a0Question<\/th>\n<th style=\"width: 191.359px;\" valign=\"middle\">\u00a0Examples and Notes<\/th>\n<\/tr>\n<tr>\n<td class=\"td1\" style=\"width: 93.875px;\" valign=\"middle\">\n<p class=\"p5\"><span class=\"s1\"><b>S<\/b>ufficiency<\/span><\/p>\n<\/td>\n<td class=\"td2\" style=\"width: 120.266px;\" 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\" style=\"width: 191.359px;\" 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\" style=\"width: 93.875px;\" valign=\"middle\">\n<p class=\"p5\"><span class=\"s1\"><b>T<\/b>ypicality<\/span><\/p>\n<\/td>\n<td class=\"td2\" style=\"width: 120.266px;\" valign=\"middle\">\n<p class=\"p5\"><span class=\"s1\">Is the cited evidence typical or representative?<\/span><\/p>\n<\/td>\n<td class=\"td3\" style=\"width: 191.359px;\" 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\" style=\"width: 93.875px;\" valign=\"middle\">\n<p class=\"p5\"><span class=\"s1\"><b>A<\/b>ccuracy<\/span><\/p>\n<\/td>\n<td class=\"td2\" style=\"width: 120.266px;\" 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\" style=\"width: 191.359px;\" 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\" style=\"width: 93.875px;\" valign=\"middle\">\n<p class=\"p5\"><span class=\"s1\"><b>R<\/b>elevance<\/span><\/p>\n<\/td>\n<td class=\"td2\" style=\"width: 120.266px;\" 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\" style=\"width: 191.359px;\" 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\u00a0may need to modify or qualify the claim\u2014or even to acknowledge that the claim is indefensible.<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\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<\/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-637\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li>Outcome: Logos. <strong>Provided by<\/strong>: University of Mississippi. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/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":15005,"menu_order":2,"template":"","meta":{"_candela_citation":"[{\"type\":\"original\",\"description\":\"Outcome: Logos\",\"author\":\"\",\"organization\":\"University of Mississippi\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"481ef546-937b-42a7-81e4-735aad0f0dd0","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-637","chapter","type-chapter","status-publish","hentry"],"part":634,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/olemiss-writing100\/wp-json\/pressbooks\/v2\/chapters\/637","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/olemiss-writing100\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/olemiss-writing100\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/olemiss-writing100\/wp-json\/wp\/v2\/users\/15005"}],"version-history":[{"count":8,"href":"https:\/\/courses.lumenlearning.com\/olemiss-writing100\/wp-json\/pressbooks\/v2\/chapters\/637\/revisions"}],"predecessor-version":[{"id":1825,"href":"https:\/\/courses.lumenlearning.com\/olemiss-writing100\/wp-json\/pressbooks\/v2\/chapters\/637\/revisions\/1825"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/olemiss-writing100\/wp-json\/pressbooks\/v2\/parts\/634"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/olemiss-writing100\/wp-json\/pressbooks\/v2\/chapters\/637\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/olemiss-writing100\/wp-json\/wp\/v2\/media?parent=637"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/olemiss-writing100\/wp-json\/pressbooks\/v2\/chapter-type?post=637"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/olemiss-writing100\/wp-json\/wp\/v2\/contributor?post=637"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/olemiss-writing100\/wp-json\/wp\/v2\/license?post=637"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}