Writing Log 2a Chapters 2 and 3. David Thies

A “Hotspot” from this chapter came on page 32. Here, Allyn and Bacon talked about “Free writing” and its value. Free writing or nonstop writing is all about finding new questions to write about. Hopefully through this nonstop writing you break through a barrier to find something you have never thought about. In grade school and high school I have had to do some form of free writing. I didn’t think about it as anything but a waste of time before, but after learning about its benefits I see why my classes have been involved in free writing. Free writing can help the writer find a “nugget” of genius. This “nugget” can be of great interest and eventually the foundation to a great question to write on.

Another “Hotspot” for me was on page 35, and was about dialectic talk. This exploratory strategy is simply conversation and discussion by two or more parties. Dialectic talk is a good way to find new points of view on a subject. It’ s debate and argument within reason on a subject matter that can further it’s importance. The more invested people are in something the more value it has. So having people engage in dialectic talk is a fantastic way to learn more on a subject. Two heads are better than one. And dialectic talk can happen anywhere. It can be in a classroom, office, or conference room. It can even be over the internet or phone, making dialectic talk extremely accessible. Dialectic talk was a “hotspot” for me because I believe in discussion and debate. Debate sometimes has a negative connotation but I don’t think it should. Good debate isn’t argumentative but productive.

My first “hotspot” came on page 55 with the differences of logos, ethos, and pathos. Logos is the appeal to reason. Ethos is the appeal to the character of the speaker/writer. Pathos is the appeal to sympathies, values, beliefs, and emotions of the audience. These three different appeals are interrelated. The use of one affects the other. Understanding how logos, ethos, and pathos work together can help you become a greater writer. The rhetorical triangle is a good tool when being an effective communicator.

The second “hotspot” from chapter 3 came on page 60 with the quote from Kenneth Burke, “humans are beings that by nature respond to symbols.” Burke’s quote is used in reference to clothing and its meaning. What we wear says a lot about who we are. Wearing a mini skirt is a vast difference from wearing overalls. Each item of clothing sends a message to the reader. The point from Burke’s quote, from a rhetorical perspective, is that in making a consumer choice, many people are concerned not only with the quality of the item itself but also with the symbolic messages that the item sends to different audiences. Different audiences interpret symbols in their own way, making each unique. So clothes do hold much importance, especially in today’s commercialized society where what brand you shop and wear is somewhat of importance.

Hotspots Chapter 1-3

1. Hotspots (Chapter 1)

- “Writers write because they have something new, or surprising, or challenging to say in response to a question.”

(pg 13, par. 1, A&B)

This hotspot is defining the reason as to why writers do write, and I chose this because I agreed with the statement. I agree with this statement because I do feel as if most pieces of writing are always working towards a conclusion, or an answer to an original question, a question that evoked them to start writing in the first place.

- “In this final section we show how good writers also pose questions about their purpose, audience, and genre.”

(pg 19, par. 1, A&B)

This quote is emphasizing the importance of posing questions in order to become a good writer. I chose this hotspot because I do believe that your audience, purpose, and genre are three components in a paper that are very essential.

1. Hotspots (Chapter 2)

- “This game helps you appreciate the power of alternative arguments and points of view by urging you to formulate and explore alternative positions.”

(pg 36, par. 3, A&B).

This hotspot is referencing the “believing and doubting” game, which is a game you play in order to find alternative answers to a problematic question. I like the idea of this game because I think my writing becomes better when I consider alternative answers to the problem or question that are being posed.

- “It requires students to do something with their new knowledge, to apply it to new situations, to conduct the kinds of inquiry, research, analysis, and argument pursued by arguments in each discipline.”

(pg 30, par. 2, A&B)

This quote is staying that all of these components should be used in order to grow intellectually. I chose this hotspot because I thought that all of these components were not only important to grow intellectually, but are also important features that should be used when writing as well.

1. Hotspots (Chapter 3)

- “One way that messages persuade is through their “angle of vision”, which is formed by the way the writer selects or omits details, chooses words with intended connotations by the way the writer selects or omits details, chooses words with intended connotations, uses sentence structure and overall organization to emphasize certain points and de-emphasize others, adopts one kind of tone and style rather than another, and so forth.”

(pg 50, par. 1, A&B)

This hotspot is explaining how a writer’s angle of vision is formed and applied in writing, and I think that a writer’s angle of vision is important in a paper, because it makes your paper have a voice, and helps readers understand your point of view on an issue, making the subject more relatable to the reader.

- “Consider how visual images make implicit arguments while also appealing to our values and emotions and causing us to respond favorably or unfavorably to the painter or photographer.”

(pg 58, par. 2, A&B)

Writing log 2a

I found the most interesting part of Chapter 1 was the part describing concept #3 “Good writers think rhetorically about purpose, audience, and genre.” starting on page 14. This concept is about persuading readers to accept what you are saying, taking into account your purpose for writing, what type of audience your writing is aimed at, and the structure of the type of document you are writing. If you are writing a story that you plan on telling to young children, such as a teacher writing a story for her kindergarten class, you would want to keep in mind that they most likely aren’t going to understand any political references or subtle jokes referring to something that happened before they were old enough to remember. I liked this concept, because it is something I don’t always pay attention to and need to try and do more of in my writing. When I first started using my email I would usually just email a teacher and say “Hey I didn’t come to class cause I was really sick today” and until the first day of class I didn’t realize you are supposed to treat emails as if they are a letter or that different writing has that different of structure in how they are put together. I also am sometimes bad at taking into consideration what the reader knows, not always explaining things that they might need to know. Such as when I was writing my research paper last year, I talked about certain terms the average reader not knowing anything about my topic might not understand, and thinking back, I should have defined the term before using it throughout the essay as a general term.

Where it describes Open-Form Prose on page 8 of chapter one I was not surprised to find my own interpretation of “A Festival of Rain” to be wrong. “through which a point emerges suggestively” I never found out what the point was, and after reading it I still don’t know what the writer was talking about by “selling” you the rain. Open Prose does not have a single summarizing thesis and the main point of the writing may sometimes be up for debate. Such as when my English teachers would always try to point out the “real” meaning behind the reading of “The adventures of Huckleberry Fin” being the author making fun of the racism of the south. Whether that was the point the author was trying to convey or not we’ll never truly know since he’s dead. For all you know the author could have not even had any underlying meaning to make fun of racism, and people just inferred that on their own, because they were looking for an underlying meaning. Personally I hate Open-Form Prose, and would much rather everyone who has a point they want to get across to just say it right from the start, or say it right at the end, just so long as they say it to make it obvious.

After reading this chapter I think there is a possibility some of my professors took there time responding to me, or didn’t even respond to some of my emails, because I didn’t take into consideration the different structure of emails compared to a typical message you’d send to someone on Facebook. They might have thought I was a very impolite person, or a person with limited brain power for not knowing how to compose an email with the proper structure. This is not typically the way I would want to come across to the people in charge of grading my papers. Although if I was sending a message to someone on Facebook and I addressed him as, Dear Bob and closed it with sincerely Patrick, he’d probably think I had no social skills, and was a nerdy stay at home with no friends.

Ellis Battista Writing Log 2A

Chapter one

The first hot spot I liked from the first chapter is on page 13 and says “the kinds of questions that stimulate the writing most valued in college are open-ended questions that focus on unknowns rather than factual questions that have single right answers.” This means that instead of asking a question that has a definite answer, you should ask a question that has no definite answer because it will allow many different points of views and solutions to the question instead of just one. The reason why I chose this is because I like to hear other people’s opinions on issues. I realized that listening to what other people have to say usually can help you strengthen your ideas and add different aspects you would have never thought about. The second hotspot I liked from chapter one was on page 22 and 23. It was the chart about how to analyze an audience. Basically the chart goes through and asks questions about the audience and how you should change your style of writing to fit the audience. The reason why I liked this a lot is because I never really thought of changing a paper for a different audience. All my papers I write are for teachers and I usually use the same tone and style in most of those.

Chapter two

In chapter two, one of the hot spots I found was on page 34, and it was idea mapping. Idea mapping is a visual method to find new ideas. you draw a circle and write a broad idea in it, then just add branches of ideas. the reason why I like this is because I am a visual learner. As a student I learn better from some sort of graph or picture instead of just words. What I really like about idea mapping is that it is a good way to link together ideas that seem like they are not related. My second hot spot in chapter two is on page 36, and it is called the “believing and doubting game.” All you need to do is think of an answer to a problem. Once you have the answer, you should think of reason why you believe it, then switch and be on the side that does not believe it. The reason why I like this is because like I mentioned earlier I like to think about both sides to an argument, and when you do this you are getting both sides. I feel like using this will be very beneficial to my writing.

Chapter 3

In chapter 3, my first hot spot was the “angle of vision”, on page 50. The angle of vision is basically the way you use words to emphasize or de-emphasize topics or ideas. The reason why I like the angle of vision is because it is a good way to influence the audience, sometimes without them ever knowing. The second hotspot I liked was on page 55. It was about using logos, ethos, and pathos under concept 9. They all are tools to persuade your audience. Logos is the appeal to reason; ethos is the appeal to the writer, and pathos appeal to the values and beliefs of the audience. The reason why I like these is because they can be easy to use and very influential.

Writing Log 2A Pt 3

From chapter three, my first hotspot was the entire description of angle of vision on page 50. From what I understand, it seems to concern how the writer sees a particular issue and what he or she chooses to put into their paper, though I am not entirely sure. It could also be the entire process of choosing what to include or omit from a paper and why the writer chooses do write what he or she did. I chose this section because I did not understand it fully.

My last hotspot concerns the second last paragraph on page 56 about the message, audience and writer or speaker and how “effective communicators consider all three points”. Most of the time we tend to consider the message and audience, but fail to consider the third: the writer. We need to consider how we will be viewed in the eyes as a reader, so that we can focus our message to best accommodate that vision. As the book says, this will also help to enhance our credibility as a writer, since we would have eliminated the likeliness of presenting conflicting viewpoints within our writing.

Log 2A Hotspots!

Page 13 “At the heart of all these communities of writers and readers is an interest in common questions and the hope for better or different answers. Writers write because they have something new or surprising or challenging to say in response to a question. Readers read because they share the writer’s interest in the problem and want to deepen their understanding.”

Page 6 They discovered that members of these organizations (American Psychological Association and the International City Management Association) spend, on average, forty-four percent of their professional time writing, including (most commonly) letters, memos, shorts reports, instructional materials, and professional articles and essays.”

Page 36 “One of the best ways to explore a question is to play what writing theorists Peter Elbow called the “believing and doubting game.” This game helps you appreciate the power of alternative arguments and points of view by urging you to formulate and explore alternative positions. To play the game, you can imagine a possible answer to a problematic question and then systematically try first to believe that answer and then to doubt it. This game stimulates your critical thinking, helping you wallow in complexity and resist early closure.”

Page 41-42 are able to change the readers’ thoughts about the topic. The quotation said, “First, you can enlarge it. Writing that enlarges a view is primarily informational; it provides new ideas and data to add to a reader’s store of knowledge about the subject.” and “Second, you can clarity your reader’s view of something that was previously fuzzy, tentative, or uncertain.”

Page 50 “One way that messages persuade is through their “angle of vision,” which is formed by the way the writer selects or omits details, chooses words with intended connotations, uses sentence structure and overall organization to emphasize certain points and de-emphasize others, adopts on kind of tone and style rather than other and so on.”

Page 55-56 “Developing the habit of examining how these appeals are functioning in texts and being able to employ these appeals in your own writing will enhance your ability to read and write rhetorically. Let look briefly at each: Logos is the appeal to reason and it refers to the quality of the message itself, Ethos which is the appeal to the character of the speaker/writer and Pathos which is the appeal to the sympathies, values, beliefs, and emotions of the audience.”

Writing Log#2A

While reading chapter one in The Allyn & Bacon Guide to Writing, I have read and understood the context and meaning behind English grammar. My first hot spot was found on page six. “Effective writing skills are also essential for most professional careers.” I completely agree with this quote and believe it is necessary to have standard writing skills. Being in the dance industry, even dancers need to be able to have effective writing skills. Whether its writing propositions for grants or contacting other dancers, it is necessary to have a background in English.

My second hot spot was found on page thirteen. “The kinds of questions that stimulate the writing most valued in college are the open-ended questions that focus on unknowns rather than factual questions that have single right answers.” I also believe this is also accurate, at least in my English learning experience. Through out college years, there has been more range with “right and wrong.” Today students enjoy questions with no correct answer. Like the quote explained, open-ended questions are more valued to college students.

Writing Log 2A

Chapter 1

The first “hotspot” that came to my attention was on page 19 and the very bottom continuing onto page 21. “Almost all writing is compelled by sort of motivating occasion or exigency.” This is saying that someone never writes for no reason there is always something making him or her write in the way that they are writing. Also it is stating how it can help create a purpose of a paper. I chose this one because I think that it is really true. I don’t think that anyone just writes anything with out some reason. I think that this the way a lot of people come up with purposes for there papers. The only thing I would change in the quote would be instead of almost I think that all would be a better way to start the sentence. I think that all writing always has motivation because you typically writing because you have to for a class, or maybe you just want to tell a story. Also I chose this because I think that it just in general has a really good point. It has a very simple and to the point way of saying why people generally write papers.

The second “hotspot” that came to my attention and that I found very interesting was on page 24, the first sentence in the second paragraph. “The concept of genre creates strong reader expectations and places specific demands on writes.” This quote is talking about how when writing for a specific purpose there are certain ways that you need to write. And that the reader expects certain things depending on the genre of what they are reading. I agree with this because when you read a research paper you expect specific things, and a certain type of writing style. If you were reading a research paper that was written like E-mail you would probably not think that the research was right and the person writing it had no idea what they were doing. I think it is something we all do we are just not aware that when writing certain types of papers that are genres change so much. It is just something that is done so that all papers fit the context in which they are to be understood.

Chapter 2

The first “hotspot” that came to my attention is on page 31 and fifth bullet point, “Marketing and Management: How did the white media turn a black, urban phenomenon into corporate profits?” This quote is supposed to be how different disciplines might have different questions about hip-hop music. This is about how everyone asks different questions based off one simple topic. The question is trying to show the different thought process to show how to think in a problem solving method. I think that the question should be worded differently or something, because I feel it comes across in an inappropriate way. The only thing about this question is that it does get the reader thinking in the way I think that they are trying to get across. I chose this because I don’t agree with the wording of this question. But I think that they are using it in away to get their point across on the “wallowing in complexity”.

My second “hotspot” is found on page 41 in the fourth paragraph, “To change your reader’s view of your subject, you must first imagine how the reader would view the subject before reading your essay.” This “hotspot” is actually very important when it comes to changing someone’s point of view. The book is saying that for someone to see your point of view first you need to try to see his or hers before starting your essay. I think that this is very important. I chose it because I think that it is something that is over looked a lot of the time when writing essays that are trying of change other peoples opinions. It can feel some times that you are reading something and the writer is telling you watch to think not trying to explain why. Also this is something that could be used just so that you don’t write something that might be easier understood by looking at someone else’s point of view.

Chapter 3

The first “hotspot” that I came across in chapter three was on page fifty-two in the second paragraph, “The stance we take on questions is partly influenced by out life experiences and knowledge, by our class and gender, by our ongoing intentions and desires.” This “hotspot” is referring to how we create a vision or angle on the essays, which we write. Also how when we read we are only seeing what the write allows us to see or when we write the reader only sees what we let them see. I chose this “hotspot” because I feel that this is very interesting. Because are lives how shaped how we view things and how we tell our readers about the things we are writing about. The book use stem cell research as an example to this point and when you think about it everything you have been surrounded by in your life have helped shaped the views which we see. Also they shape how we tell readers about what we are writing about.

The second “hotspot” that caught my attention is on page fifty-five and in the first paragraph, “In order to win people’s consideration of their ideas, writers or speakers can appeal to what classical philosopher Aristotle called logos, ethos, and pathos.” This “hotspot” is telling about how to make your information interesting to the reader even if it’s not the reader’s opinion. I chose this “hotspot” because I found it very helpful. I think that this is something that we all use it is just something that no one really thinks about. It s just something that is done and is just not really thought about.

Writing Log 2A Hotspots Pt 2

My first chapter 2 hotspot came from the last paragraph on page 32: “To freewrite, put pen to paper (or sit at your computer screen, perhaps turning off the monitor so that you can't see what you are writing) and write eapidly, nonstop, for ten to fifteen minutes at a stretch.” This is somewhat of a literary version of brainstorming that lets you just write down what is on your mind and practice writing. As simple as it sounds, I would have a hard time doing something like this, especially if my computer was in front of me, because I would easily become distracted. Although I do agree that it could be a good way to “get the juices flowing”, I also think that it would likely hinder my writing process because I would get off topic and stray from the subject rather than writing the actual paper that I was pre-writing for. I would also have difficulty because I would want to edit my writing rather than simply pouring out my thoughts and brainstorming.

My second hot spot in chapter 2 is simply the entire concept of “using points and particulars when you revise” on page 47. The book says that readers (or the teacher) may give advice by telling the writer to develop a section more fully or by asking what the point of part of a paper is. Although these comments are meant to guide and assist the writer, I feel as though they are still rather vague. They simply tell the writer what to clarify or develop, not how to do it. I have found that these kinds of comments can sometimes do more harm than help if the writer misinterprets them and ends up changing the paper in a harmful way. However, I agree that that they can be useful and that they do work to assist a writer most of the time.

Writing Log 2A

PART ONE

My first hotspot is “Your purposes for writing are always more complex than the simple desire to meet an assignment deadline” found on page 21. I found this interesting because I never thought of it this way. You do write papers or articles for all three of these reasons, but while you are writing it, you are usually only thinking about turning it in and getting a decent grade. The way that I look at it, is we didn’t’ choose to write the paper so we work our hardest to get the grade that we deserve, but while we type the paper, we look up information, do research as well as turning it in on time and with perfection.

The second hotspot that I found was found on page 6. “In our experience, beginning college writers are often discomforted by the ambiguity of the rules governing writing.” This sentence instantly made me start thinking about how it refers to me. I am a college student and am terrified that my level of writing will never change from the high school level to a college level. After reading this section it gives us examples of when it is appropriate to use the word “I” which is a common word people add into their papers when it is inappropriate. This is a common mistake that many high school and college levels writers make, after taking this course I hope to have a better understanding when it is appropriate.

After reading these three sections, I have learned more about how to become a better writing and different techniques to use. I have also noticed I have a lot of work to do to my writing to change my high school writing into college writing. I see myself as an efficient communicator because I do get my message a crossed. There is more effective ways to make my message clear and more understandable. My audience may think that I know how to recite what I know and state my opinion on it, but they most likely want to know more about what I understand.

The more I know about my audience the easier it will be to get your message a crossed. Before you begin to explain anything to your audience you need to ask yourself questions. What are my readers’ motives? What is my relationship with my readers? What does my audience already know about my topic? All of these questions will help me understand what the important points are to share with my audience.  When I am in front of different audience I feel the need to come across in different ways. If I am in front of my sister, I don’t feel the need to be as grammatically correct, or using college level thinking or words, whereas if I am in front of a teach or boss, I must show my full capability of having an adult conversation or way of thinking. I still must consider the questions of what my audience might already know and what level of thinking they are on, but for every set of audience I will use different language and different ways to come across with the information I am attempting for them to understand.  


PART TWO

This first hotspot that I chose is concept number 5 on page 32. They explained that good writers use exploratory strategies to think critical about subject-matter questions. They also say that one of the more important discoveries of research in rhetoric and composition is extent to which experienced writers use writing to generate and discover new and different ideas. I agree with this to the very bottom of its meaning. Every since we had to write, whether it was a free write, paper, in a journal or for a school project, our teachers had always told us to being with brainstorm. The idea is to get all your thoughts out of your head and onto the paper in front of you. This helps you collect all your ideas, link them together and put them in an appropriate order for your readers best understanding. There are different types of strategies that you can use to help get your mind flowing with ideas before you put your paper together, these include freewriting, focused freewriting, idea mapping and dialectic talk.

            The second hotspot that I had found was on page 29. The concept of “Wallowing in complexity.” This is where you write according to how you think you professor is going to grade your piece of writing. Most new students write about the actual concept and don’t want to steer far off of the main subject or get creative because they are unaware of what their teacher wants and how they are going to grade. What most students do is write how they feel their professors want them to, and take in the critical feedback their educator gives them and fixes their paper for according to their advice. Students understand that educators want students to understand more than just the outstanding concept, they want them to get creative and think outside of the box. Although students know this, they want to play it on the safe side and do what they think is right and take in the advice after they turn in their paper. I can relate to this concept because as a freshman in college, I feel the same way and am unsure of how these papers are going to be graded.


PART THREE

            Concept 9, on page 55, Messages persuade through appeals to logos, ethos, and pathos, caught my attention because I have learned part of this concept in my Public Speaking class last quarter. I used this tactic while I was writing my persuasive speech. This is where you use powerful words that the audience can imagine writers or speakers trying to sway their audiences toward a certain position on an issue. While using these types of words, it can make your audience go from thinking one way, to the complete opposite. A Logo is the appeal to reason. Ethos is the appeal to the character of the speaker or writing and pathos is the appeal to the sympathies, values, beliefs and emotions of an audience. Using logos, ethos, and pathos can strengthen all different types of writings.

            The second hotspot that I had found was within concept number 8. It explains about the angle of vision in writing or speaking. They brought up a good point about different responses you may give different people who are talking to you. Two people may ask you the same question but you will respond in different ways depending on who they are. If your boyfriend is asking about your weekend, you will go into more detail that he will understand and be interested in compared to if my mother were to call and ask what I did. This was interesting to me because everyone does this on a daily basis without even realizing it. Concept 8 is about messages that persuade through their angle of vision. After reading the example of an angle of vision, I have a better understanding of how to include that into my writing as well as conversations that I have that will give two different meanings to specific people. 

Writing Log 2A

Chapter 1

In the first chapter, I learned a variety of different things about writing like strategies and other ways to improve my writing process. One thing that caught my attention was “How Writers Think About Genre” on page 24. This is relating to the different categories, types, and styles of writing. You use different genres depending on what you are writing for or who your audience is. I think it is interesting that they made an analogy connecting that to different types of clothing in people’s wardrobes. I think it is a very good analogy as well. The example they gave with the man dressing for the job interview not wearing a Hawaiian shirt and sandals made a lot of sense to me and got a good point across about genres.

Another hotspot that stuck out to me a lot was the article “How Writers Think about Audience” on pages 22, 23, and 24. You have to decide who you’re intending your writing for and then write your paper accordingly. Different people reading your paper could change a lot of things like the tone or style. If you didn’t write your paper for a specific audience, it could turn out very bad. However, writing papers in college could be much different because our only audience a majority of the time is just our professor. Our professor often uses an audience that many people like to call the “generic academic audience”. This refers to how many of the student peers have practically the same knowledge level and expertise because they are normally in the same field and classes as me.

Chapter 2

When reading chapter two in “The Allyn and Bacon Guide to Writing”, one of the hotspots that caught my attention was “Learning to Wallow in Complexity” on page 29. The reason I chose this is because it says that wallowing in complexity is not what many first-year college students aspire to do. It says how we shut down our thinking process and try to put end to the problem entirely too early. I never thought about it before, but now I do realize that I tend to do this a good bit. I need to realize the demands of college and figure out what my professor is expecting of me. I should take action now and adjust to this now, rather than later on in my college career.

Another big topic in chapter two that really stuck out to me was “Playing the Believing and Doubting Game” on page 36. I think that Peter Elbow has really come up with a great tool to use while you’re writing with this game. The believing side of this game is when you are agreeing with a point of view or other certain ideas. It has to be extremely hard to try and believe in something that you already completely disagree in. On the contrary, the doubting game is asking for you to find something incorrect about whatever the subject or idea may be. You have to be the devil’s advocate with whatever you are talking about. Again, it is easy to disagree with things you don’t like. However, if you are sincere with this idea, you may find it challenging to do so.

Chapter 3

In chapter 3, I learned a lot about think rhetorically in many different ways. I realized that you can think rhetorically about many different things other than just text. My first hotspot that I found was “Analyzing Angle of Vision” on pages 54 and 55. This determines what is “seen” and “not seen” in a given piece of writing. It also determines things like what is looked at as negative or positive, what gets highlighted, or what gets thrown into the shadows. You might picture someone one way, but if it is not stated, than it still remains unseen to the reader. In most great pieces of writing, the author will get you to visualize this without you even realize it. They can make it very unsubtle, but it still has a great effect. You could really get an image in your head without the slightest clue of doing so.

The second hotspot that I chose was “Concept 9 Messages persuade through appeals to logos, ethos, and pathos” on pages 55 and 56. You can try to imagine the person doing the persuading trying to sway the audience to their side of an issue. All of the different types of persuasions can use these appeals on their side. Logos are the appeal to a reason or quality of the point that they are trying to make. Ethos is the appeal to who the writer/speaker is. This can let you determine how much you can trust what this person may be saying. Pathos is the appeal to the audience’s beliefs, mood, and values. These can be altered through different pictures or the way things are worded. I chose this hotspot because I think that it is a big issue in the way things are ran today. Many different companies or representatives for companies try to unfairly persuade people without them even knowing it. If you think about all of these appeals, you may not get suckered into believing something that you shouldn’t.