How To Use This Template Replace The Instructions
How To Use This Templateto Use This Template Replace The Instruction
How to use this template: To use this template, replace the instructions written in italic font with your own discussion text. Be sure to proofread your work and check it for completeness and accuracy. Delete any extra text/instructions/references that do not apply to your post. Then, copy your work and paste it into the discussion window in class.
Paper For Above instruction
Understanding the foundational elements of rhetoric—ethos, pathos, and logos—is crucial in constructing persuasive academic arguments. Ethos refers to the credibility or ethical appeal, emphasizing the trustworthiness of the author; pathos appeals to the audience’s emotions; and logos relies on logical reasoning and evidence. In developing my final paper, I plan to incorporate each rhetorical appeal strategically: establishing credibility through reputable sources (ethos), connecting emotionally with pertinent narratives or implications (pathos), and presenting logical, well-supported arguments (logos). The rhetorical situation for this academic argument involves addressing a scholarly or public audience interested in the topic’s significance, the gap in current research, and the rationale behind my claims.
Revised Thesis Statement: The rapid digital transformation in education necessitates innovative pedagogical approaches that prioritize accessibility and engagement, ultimately enhancing student success across diverse learning communities.
Claim #1: Implementing adaptive learning technologies tailored to individual student needs significantly improves learning outcomes and engagement.
Claim #2: Equipping educators with professional development in digital pedagogies enhances the integration and effectiveness of technology in the classroom.
Counterargument & Rebuttal: Some critics argue that digital technologies may widen the achievement gap due to differing access levels. However, by ensuring equitable access and providing targeted support, these tools can serve as catalysts for closing disparities rather than exacerbating them.
I developed these claims by reviewing current literature on digital learning innovations and analyzing case studies demonstrating successful integration strategies. The research guided the formulation of claims that are both evidence-based and aligned with my thesis.
I revised my thesis statement based on feedback from preliminary research and reflecting on the scope of available data. I adjusted it to emphasize inclusivity and practical implementation, ensuring my claims support the overarching goal of enhancing educational equity through technology.
After reading the course materials, I have questions about how best to balance emotional appeal and logical evidence to persuade educators and policymakers effectively. I am also curious about integrating diverse perspectives to strengthen my arguments and address potential biases.
References
- Brown, A., & Lanning, G. (1988). Models of non-fiction writing: Presenting an argument [Series episode]. In P. Griffiths (Producer), Models of non-fiction writing. Thames Television.
- Drown, E., & Sole, K. (2013). Writing college research papers (2nd ed.). Bridgepoint Education, Inc.
- Garten, A., & Wilson, J. (2014). An Introduction to Argument [PDF]. College of Liberal Arts, Ashford University.
- Garten, A., Hines, S., & Wilson, J. (2013). Thesis checklist [PDF]. College of Liberal Arts, Ashford University.
- Morrell, C., Garten, A., Hines, S., & Wilson, J. (2014). Research paper guidelines [PDF]. College of Liberal Arts, Ashford University.
- Online Classroom TV (Producer). (2009). Evidence in argument: Critical Thinking [Series episode]. In Critical thinking. Classroom Video, Ltd.
- Deiser, R. (2009). Designing the smart organization [Nook version]. Wiley & Sons.
- Buchen, I. H. (2003). Future-imbedded innovation methodologies. Foresight, 5(3), 3-9.
- Additional scholarly sources on digital learning, pedagogical strategies, and educational technology development (e.g., Johnson et al., 2020; Park, 2021; Smith & Lee, 2019; Zhao & Frank, 2022; Chen, 2020).