Introducing Ethos, Pathos, and Logos

Developed by John R. Edlund

MINI-MODULE: TEACHER VERSION

Grade 11 or 12, 1 week

Module Purpose
To introduce the three appeals and the practice using those concepts for rhetorical analysis and persuasion

Question at Issue
Is rhetoric good, bad, or neutral?

Module Text
Edlund, John R. “Three Ways to Persuade: Integrating the Three Appeals.” ERWC Online Community,
2018, writing.csusuccess.org/file/14016.

Module Learning Goals

At the conclusion of this module, students will be able to:
• Define and describe the three Aristotelian appeals: ethos, pathos, and logos
• Identify features of the texts they read and hear which construct an impression of the writer or
speaker, or cause emotional responses in the audience
• Identify the ways in which ethos, logos, and pathos work together to persuade the audience
• Recognize that all discourse is inherently rhetorical
• Demonstrate these abilities in a written response

Rhetorical Concepts
The rhetorical concepts emphasized in this module are ethos, pathos, and logos.

English Language Arts Standards

Emphasized in this module are the following English language arts (ELA) standards for grades 11-12:
Reading Informational Text 1, 6; Writing 1, 4; Speaking and Listening 1; Language 3.
English Language Development Standards
Emphasized in this module are the following English language development (ELD) standards for grades
11-12: Part I, A. Collaborative, 1, Bridging; Part I, B. Interpretive, 6, Bridging; Part I, C. Productive, 11,
Bridging.

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Defining Features of the Module
The module introduces students to ethos, pathos, and logos, and it emphasizes the important
interrelationships between them.

Culminating Task
Students are asked to write a paragraph-length rhetorical analysis of a Web site.

Module Background
This mini-module is designed to introduce students to Aristotle’s three rhetorical appeals—ethos, pathos,
and logos—and how they work together to persuade audiences. These concepts are used throughout
ERWC, so this mini-module should come early in the 11th grade course and may be used for review in
the 12th grade. The core article, “Three Ways to Persuade: Integrating the Three Appeals,” is a revised
version of a text used in ERWC 2.0. The new version emphasizes the interconnection between the
appeals, and it notes that a particular part of a text may serve more than one rhetorical purpose. Students
are asked to contribute a paragraph that does a rhetorical analysis of a Web site that will be included in a
class-produced list of rhetorically interesting Web sites.

NOTE on Italics in TEACHER VERSION:

The activities for students provided in the Student Version for this module are copied here in the Teacher
Version for your convenience. The shaded areas include the actual activities the students will see. The use
of italics in the shaded areas generally indicates possible student responses. These are not meant to be
definitive correct answers, only some version of possible student responses showing an acceptable degree
of understanding. These are meant to help you keep discussions on the right track and indicate the need,
should it arise, for further clarification or differentiation. If there are notes to the teacher within the
shaded areas, they are indicated by italics and parentheses.

Introducing Ethos, Pathos, and Logos 2

Reading Rhetorically
Preparing to Read
Getting Ready to Read – Quickwrite or Skit
Purpose: To help students see that all of us are natural rhetoricians
We use these ethos, pathos and logos without knowing that we do. However, being aware of these
strategies can help us be more aware of the techniques that others use to persuade us and to be more
effective in our own efforts to persuade.

Activity 1: Getting Ready to Read – Quickwrite or Skit

Option 1: Think of something you tried to persuade a parent, teacher, or friend to do or believe. It
might have been to buy or pay for something, to change a due date or a grade, to change a rule or
decision, to go somewhere, or some other issue. What kinds of arguments did you use? Did you use
logic? Did you use evidence to support your request? Did you try to present your own character in a
way that would make your case more believable? Did you try to engage the emotions of your
audience? Write a short description of your efforts to persuade your audience in this case.
I remember when I argued to my mom about not wanting to wear the school dress code any more.
My first point to my mom was that everyone else was getting the waiver signed, so why couldn’t I?
That didn’t have much logic behind it because I couldn’t really back it up. My mom came back
with the old, “If your friends all jumped off a bridge, would you do it, too?”
That kind of shut me up, but I had another argument. I told her that I wanted the ability to express
myself by wearing what I wanted to wear. The logic behind this was that I knew if I sounded like I
really knew what I was talking about, she would be impressed with me and sign the waiver.
Then, to push her over the edge, I used her emotions against her by giving her the puppy dog eyes
that she would not be able to resist. With the use of logic and emotions, I was able to convince my
mom to sign the waiver.
Option 2: In a small group, discuss the strategies your friends use when they are trying to borrow a
car, join the football team, buy new clothes, or achieve some other desired result. Pick a situation and
write a short skit showing those persuasive strategies in action. Each skit should employ logical,
emotional, and ethical persuasion. Rehearse and perform your skit for the class.
Junior: Dad, can I get a snake for a pet? I’ve always wanted one. I’ll take care of it. I promise!
Dad: You know your mother hates snakes. Even a picture of one makes her scream!
Junior: But I want to major in biology when I go to college. I want to be a zoo veterinarian.
Having a snake will look good in my vet school application.
Dad: What does a snake eat?
Junior: Well, they’re carnivores. They need live food. Mice are best, but a goldfish will work too.
Dad: Mice!
Junior: Well, goldfish are cheaper and easier, if the snake will eat them. But snakes don’t eat
every day. More like once a week.

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 Mom: Why are you two talking about snakes?
Dad: Junior wants one as a pet.
Mom: A pet! Aaah! No way!
Junior: But it’s educational. I want to go to vet school at U.C. Davis.
Mom: Having a snake will help you get in?
Junior: Sure!
Mom: No way! Anything else would be better. Even a tarantula!
Junior: That was my second choice. Thanks, mom!

Surveying the Text

Purpose: To help students become acquainted with concepts discussed in the text
Students survey the text to gather some information about what the module is about. This will help them,
in Activity 3, decide what they might learn from it.

Activity 2: Surveying the Text

Skim over the article “Three Ways to Persuade: Integrating the Three Appeals” by John R. Edlund,
considering the title, the subheads, and the “Questions for Consideration.” You may want to make
some notes. Then move on to Activity 3.

Creating Personal Learning Goals

Purpose: To create learning goals for the module
If students understand why they are doing the activities in the module, and if they have their own goals as
well, they are likely to be more engaged. Have them look at the learning goals for the module. After they
have done so, the questions below are designed to help them create their own goals.

Activity 3: Creating Personal Learning Goals

Considering what you have learned about rhetoric in the previous activities and what information you
got from skimming the article, use the following questions to help you make a list of your own
personal learning goals for the rest of this module.
1. What do you think you will learn from this article and this module? In your list, write down “I will
learn about . . .” and then complete the sentence with whatever ideas or skills you think you will
learn about.
2. How will you be able to use this new knowledge? In your list write “After this module, I will be
able to . . .” and then write down the new things you will be able to do and the old things that you
will be able to do better.
3. Do you think you will be a more persuasive writer after doing the activities in this module? Write
down your answer and explain why or why not.

Introducing Ethos, Pathos, and Logos 4

Reading Purposefully
Reading for Understanding
Purpose: To prepare students for increasing their understanding of ethos, pathos, and logos as they read
the full article
Give students time to carefully read the text. Make sure they are prepared to make annotations before they
begin reading. Encourage students to mark places in the text that either confirm or challenge their existing
understandings of the appeals.

Activity 4: Reading for Understanding

Now read the whole article, thinking about how to increase your understanding of ethos, pathos, and
logos. If you were already familiar with these concepts, pay attention to how the discussion in this
article might be a little different from what you already thought. As you read, you may want to
annotate the text, underlining important concepts and asking questions in the margins.

Questioning the Text

Summarizing and Responding
Purpose: To help solidify the students’ understanding of the material from the article
Have students consider these questions individually, and then have them debrief in small group or whole
class discussion.

Activity 5: Summarizing and Responding

After you have read the text, discuss the following questions:
1. Some people say that only logos is valid and that ethos and pathos are logical fallacies. After
reading this article, do you agree?
(Students will note that the article discourages the privileging of logos.)
2. Should we use the Greek word, or is there an English word that means exactly the same thing?
Ethos might be “character” or “image”
Pathos might be “emotions” or “feelings”
Logos might be “logic” or “argument”
3. Do people use Aristotle’s concepts of ethos, pathos, and logos every day without thinking about
it? Can you think of some examples?
(Activity 1 demonstrated that the appeals are common features of everyday life.)
4. Do these concepts apply to politics and advertising as well as person-to-person persuasion? Can
you think of some examples?
(Our political discourse and advertising media are full of examples of the three appeals.)

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Thinking Critically
Purpose: To help students solidify their grasp of the concepts in the article though group discussion of
the “Questions for Consideration”
Organize students into groups of three, and assign each group a particular set of “Questions for
Consideration.” Bring students back into a whole class to discuss their responses to each section of the
text in order.

Activity 6: Thinking Critically

The article has “Questions for Consideration” after each section. You have skimmed these already, but
now you will look at them in more depth. Your group will be assigned a set of questions to discuss. In
your group, try to come up with examples that illustrate your response to each question, and discuss
your ideas. Be prepared to report on the main points of your discussion.

Preparing to Respond
Discovering What You Think
Considering Your Task and Your Rhetorical Situation
Purpose: To assist students with further consideration of the material they have already read, now with
the writing task in mind
This activity helps students understand the writing prompt and relate it to what they have read.
Subsequent activities will help students craft a response. It is recommended that the writing assignment be
framed by a class project to create an annotated list of rhetorically interesting Web sites—that is, Web
sites that might be used to help outsiders understand what “rhetoric” is and how ethos, logos and pathos
work together to persuade. Students may need help in choosing appropriate Web sites. It is possible to
make the rhetorical analysis paragraph a group project with three to five students working on the same
Web site. In that case, the reflective paragraph in Activity 12 might be the main assessment of individual
engagement with this unit.

Activity 7: Considering Your Task and Your Rhetorical Situation

Writing Assignment
Many people don’t know what “rhetoric” is. Some people who do know have a bad impression of it.
They think it is all about deception. However, rhetoric is everywhere. It can be used for both good and
bad purposes. You and your fellow students will create a list of rhetorically interesting Web sites that
will help people understand how rhetoric works, or at least how ethos, logos, and pathos work together
to persuade people to do or believe things. You will write a short paragraph that will become part of
this list.
Choose a Web site that focuses on an issue, problem, or cultural trend that you consider important or
interesting. Explore the Web site carefully. Then write a paragraph answering the following question:
• How do ethos, logos, and pathos work together (or not work together) in helping to achieve the
writer’s purpose?

Introducing Ethos, Pathos, and Logos 6

 Before moving on, return to the paragraphs above to annotate them. First, circle the verbs that
indicate what you need to do. Then underline other parts of the text that explain important aspects of
the task.

Gathering Relevant Ideas and Materials

Purpose: To collect and organize information they will use to write the rhetorical analysis of their chosen
Web sites
For this activity, each student needs access to the Internet (unless you have made the rhetorical analysis a
small group project), so they can view a Web site and analyze its text, images, and other features.

Activity 8: Gathering Relevant Ideas and Materials

This activity contains questions that will help you gather information and ideas for the Web site
analysis. Remember that you are doing a rhetorical analysis, not arguing for or against a position on an
issue.
As you answer the questions below, in addition to the words and sentences, also consider images and
other visual aspects of the site.
Purpose:
1. What is this Web site about?
(Students should consider the title of the site and other statements on the home page. Some sites
have an “About” page that describes the intentions and functions of the site.)
2. What is the writer of the Web site trying to accomplish? Why is he or she writing?
(Sometimes the purpose is overtly stated, but the students may have to read between the lines a bit.)
3. What kind of ethos or image does the writer project? What are some of the elements that create
this ethos? Is it believable?
(At this point in the module, students should have a good idea about the kinds of things that build
credibility and trust. If a different kind of ethos is intended, such as hipness or rebelliousness, they
can probably discuss the features of the Web site that give them that impression.)
Audience:
4. Who is the primary audience for this document or web site? What are their characteristics? Is the
document well-adapted to this audience?
(Students should look at such factors as style, vocabulary, symbols, slogans, and images.
Sometimes the audience is overtly stated.)
5. Who else might read this document? (This is called a “secondary audience.” If the Web site was
not created with you or your classmates in mind, you are a secondary audience.) What are their
characteristics? Does the document work for them, too?
(On the public Internet, almost anyone is a potential reader. Some Web authors are aware that
opponents or others who may disagree are potential readers, and they may try to include those

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 opponents in some way. Others are clearly writing for those who already agree and don’t care
much about anyone else. Students should be able to detect this.)
6. What arguments and evidence (logos) does the writer use to persuade the audience? Are the
arguments convincing? Is the evidence true and reliable? Summarize the main points.
(Assessing the truth and reliability of supporting evidence found on the Internet is a bit beyond the
scope of this module. However, students should begin developing the habit of asking, “Do I
believe this?” and “Why do I believe it?”)
7. Does the writer try to create an emotional response (pathos), or keep the reader’s emotions in
check? What are some examples? If the writer does not try to engage the reader’s emotions, what
is the effect of this emotional neutrality?
(This is sometimes the most interesting aspect of a rhetorical analysis. They should have fun with
it.)
8. Do all of these elements work together to achieve the desired response from the reader? Why or
why not? Are there spots where a point the author makes seems to be a combination of appeals?
(By this point they should begin to be seeing that a well-crafted site uses all three appeals working
together to achieve its goals. However, they may encounter sites that are unbalanced in the ethos
or pathos direction and contain almost no logical appeals.)

Writing Rhetorically
Composing a Draft
Making Choices as Your Write
Purpose: To use the questions in Activity 8 to write a paragraph similar to the example
Review the sample paragraph as a class, but consider whether or not to assign the rough draft as
homework. If small groups are composing paragraphs together, then be sure they organize their
collaboration before they leave the classroom.

Activity 9: Making Choices as You Write

Using your responses from Activity 8, write a draft of your paragraph about the ways that ethos,
pathos, and logos work together in your chosen Web site. Here is an example of what that paragraph
might look like:
Defenders of Wildlife
A Web site called “Defenders of Wildlife” wants people to donate money to help save
endangered species. Its 2013 site had a “Fact Sheet” about the endangered San Joaquin kit fox
that features a cute picture of a young fox with the caption, “The San Joaquin kit fox is
declining or has become locally extinct in much of the species’ historic range. You can help
save them. Adopt a kit fox.” (Note: This is what the site said in 2013. Now, in 2019, the site
[defenders.org/wildlife/foxes] features the artic fox.) The name “Defenders of Wildlife”
creates a strong, heroic ethos for the writers of the Web site. The reader can become a
“Defender of Wildlife” by joining the site and donating. The Web page is full of facts about

Introducing Ethos, Pathos, and Logos 8

 the kit fox and its life, which function both to create the impression that the writers are
knowledgeable about the fox (ethos) and to make the argument (logos) that the cute little fox
(pathos) is endangered. Finally, the reader is asked to help save the kit fox by adopting one, a
call for action that is based more on pathos than logos, but involves both.

Work Cited
“Fact Sheet.” Defenders of Wildlife, defenders.org/san-joaquin-kit-fox/basic-facts. Accessed 8
Aug. 2013.

Revising Rhetorically
Gathering and Responding to Feedback
Purpose: To help students craft a paragraph, which functions well for readers, that helps them understand
what rhetoric is and how it works
Consider orchestrating the pairings, so that students meet new people. Each paragraph should get
feedback from at least two peers.

Activity 10: Gathering and Responding to Feedback

Share your draft with a partner. Imagine that a parent or adult other than your teacher is going to read
it. Think about the following questions:
• Is it clear what the Web site is about?
• Is it clear what the creators of the Web site want readers to do?
• Do the examples help the reader understand how ethos, pathos, and logos work together?
• Does the paragraph make the Web site sound interesting enough that the reader might want to visit
the site to see what you are talking about?

Editing
Preparing Your Draft for Publication
Purpose: To assist students in making changes to their draft
You may want to make further editing suggestions before the paragraph goes into the class’s annotated
list. You also may want to have a discussion with the class about how to best organize the list for the
audience.

Activity 11: Preparing Your Draft for Publication

Taking into account the comments your partner made, make any changes you think are necessary in
your draft and submit it to your teacher.

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Reflecting on Your Learning Goals
Purpose: To give students the opportunity to reflect on what they have learned
Create a situation that demonstrates your value of students’ reflections. Give your students quiet time, and
cruise the room as they work, reading what they have written, encouraging students who are flagging, and
thanking students for their thoughtful responses.

Activity 12: Reflecting on Your Learning Goals

In Activity 3 you thought about what you would learn, what you would be able to do, and whether or
not you would become a more persuasive person after completing this module. Write a short
paragraph reflecting on what actually happened.

Introducing Ethos, Pathos, and Logos 10

Works Cited
Aristotle. Rhetoric. Translated by W. Rhys Roberts. The Internet Classics Archive,
classics.mit.edu/Aristotle/rhetoric.1.i.html. Accessed 11 Jan. 2019.
“Fact Sheet.” Defenders of Wildlife, 2013, defenders.org/san-joaquin-kit-fox/basic-facts. Accessed 8 Aug.
2013.
“Foxes.” Defenders of Wildlife, 2019, defenders.org/wildlife/foxes. Accessed 7 Aug. 2019.

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