4. Logos
• WHAT IS IT: An appeal to logic
• WHAT DOES IT LOOK LIKE:
Facts, figures, statistics, concrete
evidence
• WHY IT’S EFFECTIVE: Objective, fact-
based, tangible
5. A Logos-Based Argument:
“Dad, I need a new car. This study shows that my
1973 Ford Pinto is unsafe to drive
because, statistically speaking, there is a good
chance it might catch fire if struck from behind.
Thank you for your consideration.”
7. Ethos
• WHAT IS IT: An appeal to the authority of
the speaker
• WHAT DOES IT LOOK LIKE:
Qualifications, institutional
support, education, credentials
• WHY IT’S EFFECTIVE: Assures the audience
that the speaker is qualified to speak
knowledgeably about the subject
8. An Ethos-Based Argument
“I am a doctor. I graduated summa cum laude
from Harvard Medical School and have many
articles published in prestigious medical
journals. I strongly urge you to quit driving your
1973 Ford Pinto, as I believe it poses a
significant risk to your health and well being.
Thank you for your consideration.”
9. Pathos
• WHAT IS IT: An appeal to the
emotions of the audience
• WHAT DOES IT LOOK LIKE:
Pity, love, hate, nostalgia, greed,
vanity, altruism
• WHY IT’S EFFECTIVE: We are
human beings and we feel things
10. A Pathos-Based Argument
“Dad, if you really love me you will
buy me a new car. All the other kids
laugh at my 1973 Ford Pinto, and I
cry myself to sleep every night as a
result. If you buy me a new car, I
will love you forever.”
11. Activity One:
• Find a partner
• Using your notes, explain one of the
rhetorical appeals to your partner
• Make sure you and your partner explain
different appeals
12. Activity Two:
• Watch the following video
• Look for rhetorical appeals
• As you see an appeal, identify it in
writing and explain why it fits that
category
• REMEMBER: We are interested in
the FORM of the argument, not the
content.
14. Activity Three:
• In your groups, share the appeals you
saw in the video (one appeal per
participant)
• Then compare the effectiveness of two
appeals you saw, using specific
evidence from the video to support
your collective opinion
15. Activity Four:
• In your groups, choose one appeal to
discuss and write a brief paragraph in
which you do ALL of the following:
1) Identify the type of appeal
2) Make a specific value judgment
about the effectiveness of the appeal
3) Provide specific evidence from the
video to support your opinion
16. Activity Five:
• In your groups, propose an idea of
where this lesson could go—what
would be the next step in a classroom?
17. Some Ideas:
-At the secondary level students could write
a persuasive speech on the topic of their
choice, record themselves delivering the
speech, and upload the video to Edmodo or
YouTube.
-At the elementary level students could
create a commercial that uses the appeals.
Classmates could then analyze the
commercials and evaluate their
effectiveness.
18. What Did We Just Do?
• This will be Kathleen’s slide
• Cite specific anchor standards here
• Talk about technology?
• Stefan and Becca’s real-life roles
