Teaching Text Rhetorically



Three Ways to PersuadeDeveloped by John R. EdlundMINI-MODULE: STUDENT VERSIONGrade 11, Semester 1; 1 weekModule PurposeIntroduce the three appeals and practice using the concepts for rhetorical analysis and for persuasion.Question at IssueThe use of the three appeals. Is rhetoric good, bad, or neutral?Module TextEdlund, John R. “Three Ways to Persuade: Integrating the Three Appeals.” 2018.Module Learning GoalsAt the conclusion of this module, students will be able toDefine and describe the three Aristotelian appeals: ethos, logos and pathosIdentify features of the texts they read and hear that construct an impression of the writer or speaker, or cause emotional responses in the audienceIdentify the ways in which ethos, logos, and pathos work together the persuade the audienceRecognize that all discourse is inherently rhetoricalDemonstrate these abilities in a written response.Rhetorical ConceptsThe rhetorical concepts emphasized in this module are ethos, logos, and pathos.English Language Development StandardsEmphasized in this module are the following English language arts (ELA)/literacy 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.Defining Features of the ModuleThe fundamental activities and concepts of this mini-module have been extracted from the old Rhetoric of the Op-Ed Page module. The core article has been rewritten to emphasize the interrelationships between the appeals.Culminating TaskStudents are asked to write a paragraph-length rhetorical analysis of a website. Module BackgroundThis mini-module is designed to introduce students to Aristotle’s three rhetorical appeals—ethos, logos and pathos—and how they work together to persuade audiences. These concepts are used throughout ERWC, so this mini-module should come early in the eleventh grade course and may be used for review in the 12th grade. The core article, “Three Ways to Persuade: Integrating the Three Appeals,” was substantially rewritten for this version of the course. The new version emphasizes the interconnection between the appeals, noting 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 website that will be included in a class-produced list of rhetorically interesting websites.Reading RhetoricallyPreparing to ReadGetting Ready to ReadActivity 1: Getting Ready to Read – Quickwrite or SkitOption 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, go to a concert, 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. 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 and Creating Personal Learning Goals Activity 2: Surveying the TextSkim 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 4.Activity 3: Creating Learning GoalsConsidering 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: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. 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.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. Reading PurposefullyReading for UnderstandingActivity 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 this discussion 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 TextSummarizing and Responding Activity 5: Summarizing and RespondingAfter you have read the text, discuss the following questions:Some people say that only logos is valid and that ethos and pathos are logical fallacies. After reading this article, do you agree?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”Do people use Aristotle’s concepts of ethos, logos, and pathos every day without thinking about it? Can you think of some examples?Do these concepts apply to politics and advertising as well as person-to-person persuasion? Can you think of some examples?Thinking Critically Activity 6: Thinking CriticallyThe 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 each question and discuss your ideas. Be prepared to report on the main points of your discussion.Preparing to RespondDiscovering What You ThinkConsidering Your Task and Your Rhetorical Situation Activity 7: Considering Your Task and Your Rhetorical Situation (The 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 websites 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 website that focuses on an issue, problem, or cultural trend that you consider important or interesting. Explore the website 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?Activity 8 contains some questions that will help you gather information and ideas for this analysis. Remember that you are doing a rhetorical analysis, not arguing for or against a position on the issue. Activity 8: Gathering Relevant Ideas and MaterialsThe following questions will help you in your rhetorical analysis of the website. In answering the questions, in addition to the words and sentences, also consider images and other visual aspects of the site. Purpose 1. What is this document or web site about?2. What is the writer of the document trying to accomplish? Why is he or she writing?3. What kind of ethos or image does the writer project? What are some of the elements that create this ethos? Is it believable?Audience4. Who is the primary audience for this document or web site? What are their characteristics? Is the document well-adapted to this audience?5. Who else might read this document? (This is called a “secondary audience.” If the website 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?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.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?8. Do all of these elements work together to achieve the desired response from the reader? Why or why not?Writing RhetoricallyComposing a DraftActivity 9: Making Choices as You Write Using your notes on your answers to the questions in Activity 8, write a draft of your paragraph about the ways that ethos, logos and pathos work together in your chosen website. Here is an example of what that paragraph might look like:Defenders of WildlifeA website called “Defenders of Wildlife” wants people to donate money to help save endangered species. It has 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 when I looked at it in 2013. Now, in 2019, it has a picture of a mother fox with cubs, without a caption.) The name “Defenders of Wildlife” creates a strong, heroic ethos for the writers of the website. The reader can become a “Defender of Wildlife” by joining the site and donating. The web page is full of facts about 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.Revising RhetoricallyActivity 10: Gathering and Responding to FeedbackShare your draft with a partner. Imagine that a parent or other adult other than the teacher is going to read it. Think about the following questions:Is it clear what the website is about?Is it clear what the creators of the website want readers to do?Do the examples help the reader understand how ethos, logos, and pathos work together?Does the paragraph make the website sound interesting enough that the reader might want to visit the site to see what you are talking about?EditingActivity 11: Preparing Your Draft for SubmissionTaking the comments your partner made into account, make any changes you think are necessary in your draft and submit it to your teacher.Reflecting on Your Learning GoalsStudents conclude the mini-module by reflecting on what they have learned. Activity 14: Reflecting on Your Learning GoalsIn Activity 3 you thought about what you would learn about, what you would be able to do, and if you would become a more persuasive person after completing this module. Write a short paragraph reflecting on what actually happened. Works CitedAristotle. Rhetoric. Translated by W. Rhys Roberts. The Internet Classics Archive,. Accessed 11 Jan. 2019. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download