Critical Thinking, Part Two....

Essays on the Teaching of English
Raymond Stopper
Based on His Book, Teaching English, How To….

Critical Thinking, Part Two….

This essay is, of course, a “gold mine” of propaganda techniques, including “card stacking” (only that information presented which favors the writer’s point of view; name calling (“misguided left-wing organization”); attacking the individual and not the argument (“He is so worried abut keeping his job as a psychologist….”); loaded words (“obnoxious,” “foul language,” “cliquishness,” “rubbish,” “idiots”); glittering generalities (broad phrases that sound good, but have little substance, “Any human beings who loves mankind and dignity….”); false analogies “Teen-agers are like movie sets….”); and many others.

Propaganda techniques are designed to manipulate readers or listeners, to substitute technique for substance. They evoke emotion, not rational thought. Analyzing this essay is one way to help students begin to form the habit of questioning what they read or hear. Having identified and discussed the techniques in the essay, students next read the editorials, opinions and letters featured on the editorial and op-ed pages of the local newspaper to see if they can find the same techniques. They will.

When I have used this essay to introduce critical thinking skills, I have encouraged students to respond in a reasonable tone, rather than with bitterness and anger, to use facts and statistics whenever possible to support their points of view, and to suggest more positive methods for dealing with the problems of teen-agers. I urge the students not to employ the same techniques used by the author of the essay in responding to his opinion about teen-agers. I suggest that using the methods of the writer will inflame emotion. A moderate and reasonable tone, on the other hand, together with supporting facts, will defuse emotion and will invite moderate and reasonable discussion. The students’ written responses to the author of this essay provide an excellent opportunity to practice adjusting expression to the audience.