'' Therefore, by providing additional information about the argument and the larger risks overall. It supports the audience understanding, leading to further favorable interests and interactivity that evolve into persuading people easier.
During the English 108 course, I've advanced my overall skills in writing using a variety of rhetoric appeals in rhetorical, controversial and public argument essays, such as, Ethos, Logos and Pathos. The following appeals mentioned are extremely important in convincing the audience effectively. This has developed my writing strategies in essays by providing and discussing root issues that seem coherent to my argument. Thus, this aided me towards creating a broader image when it comes down to organizing my main ideas more energetically. Hence, rhetorical strategies enhanced the level my of persuasion in rhetorical analysis through concentrating on a couple of problems to dodge. Firstly, it made me learn and realize that it's not my responsibility to determine if the rhetoric is either being credible (ethos) or authoritative (logos) but rather establish in what ways the readers would most likely identify the type of rhetoric within the analysis. Another very credible point while writing is being able to correctly observe the distinction between ethos and logos to prevent confusion.
For example, when a rhetor uses additional information from an external source/person in order to support their argument, it becomes an example of logos and relates to the strategy known as "Testimony and Authority''. One of the main reasons why people get so mixed up is because both strategies are considered generally important. Yet, there's quite a significant difference between the pair therefore if the writer is well known by the targeted audience and has expert knowledge in the topic then their ethos appears to be strong. While on the other hand, if the presenter starts citing multiple resources containing information of someone else which is an expert in this field it would produce a logos appeal.
