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Lane WK10 Spiraling Trade Tension Threaten Economy as Trump Pressure China HW

Please follow the instruction and complete 10a Part 1 and part 2.Please note there are two part of the assignment, and each part will due on a different date. Part 1 will be due in one day, and part 2 will be due at the end this Friday. Time will be extend for part 2 once part 1 is complete.Please complete each part in a separate file.Please writing in simple language.

The art of communication through writing requires writers to structure their information
persuasively to convey the intended message in a manner that is understandable to the readers.
The rhetorical appeals that are commonly used by advertisers, researchers, and authors are ethos,
logos, and pathos techniques (McCormack, 2014). To have an in-depth understanding of these
techniques, ethos is a rhetorical strategy where an author integrates ethics to enhance the
credibility of the information provided. Pathos is evident where emotional appeals are used to
convince readers. Logos, on the other hand, appears where the author uses logical reasoning or
pieces of evidence to support an argument. Ana Swanson, in her article, “Spiraling Trade
Tension Threaten Economy as Trump Pressure China,” uses ethos, pathos, and logos to appeal to
her audience (Swanson, 2019). The use of ethos, pathos, and logos in the article is effective. As
such, the strategies stimulate different emotions and facts to justify the Swanson’s claim that the
trade tension between the United States and China exacerbates fear of global economic
slowdown.
In the selected article, Swanson effectively applies the ethos strategy to make the
audience believe and trust that the information provided is written intelligently and ethically
(McCormack, 2014). This strategy has been identified as one of the challenging techniques to
establish as it requires authors to demonstrate that they understand their topic of focus. Authors
are required to use extensive and up to date research and also recognize other authorities in their
field of interest to support their arguments. Authors also ensure that they use strong and
professional words that convey appropriate connotations. Such considerations are well outlined
in the article where Swanson integrates ethos, an appeal to ethics, by highlighting the ethical
repercussions of the move by Trump to impose sanctions on the China imports. On the same
note, she proceeds to state that the United States and China Trade dispute is not the only conflict
that threatens global growth (Swanson, 2019). Japan and South Korea are also creating trade
tensions, and according to Swanson, this is a threat to global economic growth. The information
that the author has provided to portray the probability of trade conflict indicates how she presents
herself as a credible informant due to her level of preparedness. This is also an ethical means of
enhancing the author’s credibility, which is a significant way of justifying the effective use of
ethos in Swanson’s article. Otherwise, it would be unethical for the author to give unverified
details to please readers.
Further, Swanson diligently uses the logos technique, whereby she relies on facts,
examples, precedents, and firsthand information to illustrate how a trade war is likely to affect
the economy. Logos is a strategy that is widely used to portray logical integrity, rationality and
enhance clarity in favour of the argument that an author presents (McCormack, 2014). For
instance, in her case, Swanson states, “With the spectre of the China conflict as a backdrop, Mr.
Trump on Friday promoted his trade record in an event in the White House’s Roosevelt Room,
where he announced that his administration had secured access for American cattle ranchers to
the European market” (Swanson, 2019). The quoted statement portrays the impact of the trade
tension between the United States and China. In this case, Swanson persuades her audience with
logic and facts when explaining that the existence of the tension forced Mr. Trump to seek new
markets for U.S ranchers. Generally, this strategy in the presented article helps in eliminating
logical fallacies or common errors that occur in an author’s reasoning, which undermines the
logic the persuasive power of the content. The events presented in the article are real-life events;
hence, it is justified claiming that the events logically connect to reinforce Swanson’s argument
regarding the adverse effects of trade tension.
The use of pathos is also evident in the article, whereby the author effectively appeals to
the emotions of the readers. Although the emotional aspect may not be so apparent in most of the
arguments, it is evoked in the mind of the audience. Swanson uses a title that evokes emotional
reactions that tend to elicit worry and fear due to the implied hazards of trade wars. For example,
the title of the article reads, “Spiraling Trade Tensions Threaten Economy as Trump Pressures
China” (Swanson, 2019). This title creates an emotional appeal to readers since it illustrates the
impact of the trade tension between China and the United States. The tittle attracts the readers’
attention by creating a sense of unease because the author makes them believe that the
repercussions of such tension on the U.S economy are intense. Any effect on the U.S economy as
a result of such trade tension directly affects the American and Chinese. The message convinces
readers by making them imagine how worse it would be should the trade tension exceed.
Generally, the use of ethos, pathos, and logos are the foundation for any persuasive
writing. Many authors rely on these techniques to persuade their audience to delve deep into the
piece of writing. Like any other author, Ana Swanson has integrated the techniques to call to
action and to convince the readers on the impending impact of China and U.S trade tension.
Further, she states that the tension is not only between the U.S and China, but countries like
Japan and South Korea are also experiencing the same following the state of trade affairs
between the two countries. Ethos, pathos, and logos are critical appeals that not only evoke
emotions, logic, and ethics on the readers; they form the basis of persuasion when it comes to
writing. Swanson intelligently uses the discussed rhetoric strategies to impart emotional and
logical appeal. Hence, this influences readers to think deeply about the impact that Mr. Trump’s
moves may have not only on the U.S economy but to the global economy. China and the United
States are two global economic powerhouses, and any tension between them may create a
tremendous economic impact within the global economy.
Reference
McCormack, K. C. (2014). Ethos, pathos, and logos: The benefits of Aristotelian Rhetoric in the
courtroom. Washington University Jurisprudence Review. 7(1).
https://openscholarship.wustl.edu/law_jurisprudence/vol7/iss1/9
Swanson, A. (2019, August 3). Spiraling Trade Tensions Threaten Economy as Trump Pressures
China. Retrieved from https://www.nytimes.com/2019/08/02/business/economy/china-ustrade-threats.html
10a) Ethos, logos, pathos and the “because clause” in your own writing
Please reread the handouts in the folders for week five, which are below the
“Week 5 class and work” folder for week five in the course materials. You will be
referencing the handouts for your work this week.
10a part I) After you have reread the handouts, please review your essay (WP1) and
note, in a 250 word (minimum) response, where you use ethos, logos, and pathos in
your WP1 essay. Explain how you use the rhetorical appeals (ethos, logos, and pathos)
to strengthen your analysis. Please briefly cite the “The Rhetorical Triangle:
Understanding and Using Logos, Ethos, and Pathos” handout (from week five) in your
response, being careful to explain the quotation and how it relates to your main
point. Please only use one citation from the handout for 10a part I.
10a part II) After you have read the handouts, write another 250 (minimum) word
response in which you explain how using a “because clause” helps you (by “you,” I
mean you specifically) create a thesis that has a claim and reason. As you know from
the first essay, what comes before a “because clause” in a thesis is the claim, the
argument you want to make, and what comes after the “because clause” is your reason
in support of your claim (argument). Consider the difference between “You should not
write without taking breaks.” and “You should not write without taking breaks because
time away from your writing allows you to return to your draft with a more critical
eye.” The second version offers a reason in support of the claim. Keep in mind that a
thesis needs to be debatable. Please cite only one of the thesis handouts in our week
five course materials in your response, being careful to explain the quotation and how it
relates to your main point. Additionally, please be specific and give an example of your
own writing from our class. You may use, for example, completed writing or in-progress
writing from our class. Regardless of what example you use from our class, it needs to
be specific, e.g., “In my thesis for our first essay, I could have used a because clause,
which would have helped me develop my argument. My thesis was, ”
__________.'” Of course, you could instead note an effective use of a because clause
in one of your theses and explain how the because clause helped you.
For both assignments use wither MLA or APA in-text and works cited/references citation
format for your citations or paraphrases. I would like to say something about
quotations. You want to ensure that you do not leave your quotations unattached; you
need to integrate them into your text. For example, in MLA format, the following is
unacceptable as a stand-alone sentence:
“She always rode her broom into the classroom before taking attendance” (Platt 24).
The following examples are acceptable:
The author further said that “She always rode her broom into the classroom before
taking attendance” (Platt 24).
Ronald Platt tried to convey his perception of her teaching style when he noted, “She
always rode her broom into the classroom before taking attendance” (24).
The two previous examples show you different ways to document your sources without
leaving the quotation unattached. Each of these two examples has what is called either
a signal phrase or an attribution tag.
How To Write a Thesis Statement
What is a Thesis Statement?
Almost all of us—even if we don’t do it consciously—look early in an essay for
a one- or two-sentence condensation of the argument or analysis that is to
follow. We refer to that condensation as a thesis statement.
Why Should Your Essay Contain a Thesis Statement?
* to test your ideas by distilling them into a sentence or two
* to better organize and develop your argument
* to provide your reader with a “guide” to your argument
In general, your thesis statement will accomplish these goals if you think of
the thesis as the answer to the question your paper explores.
How Can You Write a Good Thesis Statement?
Here are some helpful hints to get you started. You can either scroll down or
select a link to a specific topic.
How to Generate a Thesis Statement if the Topic is Assigned [this is the form
that I ask you to focus on for your essay assignment ~ Dale].
How to Generate a Thesis Statement if the Topic is not Assigned.
How to Tell a Strong Thesis Statement from a Weak One.
How to Generate a Thesis Statement if the Topic is Assigned.
Almost all assignments, no matter how complicated, can be reduced to a
single question. Your first step, then, is to distill the assignment into a specific
question. For example, if your assignment is, “Write a report to the local
school board explaining the potential benefits of using computers in a fourthgrade class,” turn the request into a question like, “What are the potential
benefits of using computers in a fourth-grade class?” After you’ve chosen the
question your essay will answer, compose one or two complete sentences
answering that question.
Q: “What are the potential benefits of using computers in a fourth-grade
class?”
A: “The potential benefits of using computers in a fourth-grade class are . . .”
OR
A: “Using computers in a fourth-grade class promises to improve . . .”
The answer to the question is the thesis statement for the essay.
How to Generate a Thesis Statement if the Topic is not Assigned.
Even if your assignment doesn’t ask a specific question, your thesis statement
still needs to answer a question about the issue you’d like to explore. In this
situation, your job is to figure out what question you’d like to write about.
A good thesis statement will usually include the following four attributes:
* take on a subject upon which reasonable people could disagree
* deal with a subject that can be adequately treated given the nature of the
assignment
* express one main idea
* assert your conclusions about a subject
Let’s see how to generate a thesis statement for a social policy paper.
Brainstorm the topic.
Let’s say that your class focuses upon the problems posed by changes in the
dietary habits of Americans. You find that you are interested in the amount of
sugar Americans consume.
You start out with a thesis statement like this:
Sugar consumption.
This fragment isn’t a thesis statement. Instead, it simply indicates a general
subject. Furthermore, your reader doesn’t know what you want to say about
sugar consumption.
Narrow the topic.
Your readings about the topic, however, have led you to the conclusion that
elementary school children are consuming far more sugar than is healthy.
You change your thesis to look like this:
Reducing sugar consumption by elementary school children.
This fragment not only announces your subject, but it focuses on one segment
of the population: elementary school children. Furthermore, it raises a subject
upon which reasonable people could disagree, because while most people
might agree that children consume more sugar than they used to, not
everyone would agree on what should be done or who should do it. You
should note that this fragment is not a thesis statement because your reader
doesn’t know your conclusions on the topic.
Take a position on the topic.
After reflecting on the topic a little while longer, you decide that what you
really want to say about this topic is that something should be done to reduce
the amount of sugar these children consume.
You revise your thesis statement to look like this:
More attention should be paid to the food and beverage choices available to
elementary school children.
This statement asserts your position, but the terms more attention and food
and beverage choices are vague.
Use specific language.
You decide to explain what you mean about food and beverage choices, so
you write:
Experts estimate that half of elementary school children consume nine times
the recommended daily allowance of sugar.
This statement is specific, but it isn’t a thesis. It merely reports a statistic
instead of making an assertion.
Make an assertion based on clearly stated support.
You finally revise your thesis statement one more time to look like this:
Because half of all American elementary school children consume nine times
the recommended daily allowance of sugar, schools should be required to
replace the beverages in soda machines with healthy alternatives.
Notice how the thesis answers the question, “What should be done to reduce
sugar consumption by children, and who should do it?” When you started
thinking about the paper, you may not have had a specific question in mind,
but as you became more involved in the topic, your ideas became more
specific. Your thesis changed to reflect your new insights.
How to Tell a Strong Thesis Statement from a Weak One.
1. A strong thesis statement takes some sort of stand.
Remember that your thesis needs to show your conclusions about a subject.
For example, if you are writing a paper for a class on fitness, you might be
asked to choose a popular weight-loss product to evaluate. Here are two
thesis statements:
There are some negative and positive aspects to the Banana Herb Tea
Supplement.
This is a weak thesis statement. First, it fails to take a stand. Second, the
phrase negative and positive aspects is vague.
Because Banana Herb Tea Supplement promotes rapid weight loss that
results in the loss of muscle and lean body mass, it poses a potential danger
to customers.
This is a strong thesis because it takes a stand, and because it’s specific.
2. A strong thesis statement justifies discussion.
Your thesis should indicate the point of the discussion. If your assignment is to
write a paper on kinship systems, using your own family as an example, you
might come up with either of these two thesis statements:
My family is an extended family.
This is a weak thesis because it merely states an observation. Your reader
won’t be able to tell the point of the statement, and will probably stop reading.
While most American families would view consanguineal marriage as a threat
to the nuclear family structure, many Iranian families, like my own, believe that
these marriages help reinforce kinship ties in an extended family.
This is a strong thesis because it shows how your experience contradicts a
widely-accepted view. A good strategy for creating a strong thesis is to show
that the topic is controversial. Readers will be interested in reading the rest of
the essay to see how you support your point.
3. A strong thesis statement expresses one main idea.
Readers need to be able to see that your paper has one main point. If your
thesis statement expresses more than one idea, then you might confuse your
readers about the subject of your paper. For example:
Companies need to exploit the marketing potential of the Internet, and Web
pages can provide both advertising and customer support.
This is a weak thesis statement because the reader can’t decide whether the
paper is about marketing on the Internet or Web pages. To revise the thesis,
the relationship between the two ideas needs to become more clear. One way
to revise the thesis would be to write:
Because the Internet is filled with tremendous marketing potential, companies
should exploit this potential by using Web pages that offer both advertising
and customer support.
This is a strong thesis because it shows that the two ideas are related. Hint: a
great many clear and engaging thesis statements contain words like because,
since, so, although, unless, and however.
4. A strong thesis statement is specific.
A thesis statement should show exactly what your paper will be about, and will
help you keep your paper to a manageable topic. For example, if you’re
writing a seven-to-ten page paper on hunger, you might say:
World hunger has many causes and effects.
This is a weak thesis statement for two major reasons. First, world hunger
can’t be discussed thoroughly in seven to ten pages. Second, many causes
and effects is vague. You should be able to identify specific causes and
effects. A revised thesis might look like this:
Hunger persists in Glandelinia because jobs are scarce and farming in the
infertile soil is rarely profitable.
This is a strong thesis statement because it narrows the subject to a more
specific and manageable topic, and it also identifies the specific causes for the
existence of hunger.
Produced by Writing Tutorial Services, Indiana University, Bloomington, IN.

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