This document discusses rhetorical appeals and how to move from knowing concepts to doing activities related to them. It defines and provides examples of logos, ethos, and pathos appeals. It then outlines a series of activities where participants identify appeals in a video, evaluate their effectiveness, write paragraphs analyzing appeals, and propose next steps or extensions for the lesson. The overarching goal is to help students recognize rhetorical devices and apply their understanding through analysis and creation of arguments using these appeals.

1. Moving from Knowing to Doing
A Non-Keynote Keynote

2. The Move from Knowing to Doing
• What will we be DOING today
• Higher Order Thinking Skills,
Technology, and Common Core
Standards

3. The Rhetorical Appeals:
Logos
Pathos Ethos

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.”

6. The Evidence:

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.

13. Jamie Oliver on Food in Schools:

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