It is important to understand how people use words to persuade each other. This helps understand debate, and detect persuasive narratives in regard to e.g. misinformation. While computational modelling of some aspects of persuasion has received some attention, a way to unify and describe the overall phenomenon of when persuasion becomes undesired and problematic, is missing. In this paper, we attempt to address this by proposing a taxonomy of computational persuasion. Drawing upon existing research and resources, this paper shows how to re-frame and re-organise current work into a coherent framework targeting the misuse of rhetorical appeals. As a study to validate these re-framings, we then train and evaluate models of persuasion adapted to our taxonomy. Our results show an application of our taxonomy, and we are able to detecting misuse of rhetorical appeals, finding that these are more often used in misinformative contexts than in true ones. Fallacy of PathosAppeal to Fear: "'Without this additional insurance, you could find yourself broke and homeless" Appeal to Pity: "I know I missed assignments, but if you fail me, I will lose my financial aid and have to drop out." Appeal to Popularity: "Nine out of ten shoppers have switched to Blindingly-Bright-Smile Toothpaste." Fallacy of EthosFalse authority:"Dr. X is an engineer, and he doesn't believe in global warming." Ad Hominem:"Why should we think a candidate who recently divorced will keep her campaign promises?" Name-calling:"These rabble-rousers are nothing but feminazis." Fallacy of LogosFalse dilemma:"Either we pass this ordinance or there will be rioting in the streets" Circular argument:"This legislation is sinful because it is the wrong thing to do." Red Herring or Smoke Screen:"My opponent says I am weak on crime, but I have been one of the most reliable participants in city council meetings.

В статье рассматривается актуальная проблема формирования готовности кадет к осознанному выбору военной профессии в условиях кадетского образования. Анализ отчетов о результатах самообследования федеральных государственных казенных общеобразовательных учреждений кадетского типа за 2019 и 2020 годы показал, что количество кадет-выпускников, поступивших в военные вузы, невысоко, а оставшихся после первого года обучения в военном вузе — с каждым годом снижается по причине их низкой адаптации и самоопределенности в дальнейшей военной службе. Все это актуализирует проблему формирования готовности кадет к осознанному выбору военной профессии в условиях кадетского образования. В статье приводятся результаты анализа психолого-педагогической литературы, позволившего авторам выявить сущность, содержание и структуру готовности к деятельности в целом и готовности кадет к осознанному выбору военной профессии в частности. Дается авторское определение готовности кадет к осознанному выбору военной профессии как интегративного качества личности, которое включает в себя положительную установку, целостную систему ценностно-ориентированных, когнитивных, эмоционально-волевых, операционно-поведенческих характеристик личности, способствующих осознанному выбору военной профессии. Описываются педагогические условия формирования данной готовности, критерии и показатели ее сформированности с учетом специфики подготовки кадет в образовательных учреждениях кадетского типа. По мнению авторов, обобщенные результаты данного исследования могут послужить некоторыми ориентирами в организации индивидуализированной и дифференцированной профориентационной работы с кадетами. The article treats a relevant issue of ensuring cadets’ readiness to make a conscious choice of a military career. The analysis of cadets’ self-assessment that was held in federal military schools in 2019-2020 shows that the number of cadets who apply to military universities is rather low and the number of students who drop out of a military university after their first year is constantly increasing, which can be explained by cadets’ low readiness to make a conscious choice of a military career. The article defines cadets’ readiness to make a conscious choice of a military career as the entirety of personality traits and positive guidelines, a comprehensive system of values, and a comprehensive system of cognitive, emotional, volitional and behavioural characteristics which enable one to make a conscious choice of a military career. The article describes educational conditions that serve as a prerequisite for the formation of cadets’ readiness to make such a choice. It analyzes criteria that can be used to assess whether cadets are ready to make a conscious choice. The authors believe that the results of the research can be used as guidelines for individual and differentiated instruction of cadets.