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PAGE: 61

FRAME: 4

The author establishes that her Uncle Anoosh was in in jail and apart of the war for 9 years

PAGE 59

FRAME 2

“Dialectic Materialism?” her knowledge of the term builds her credibility even though she is a young

PAGE 38:

p.g. 16-17: Wants to go an demonstrate

Her parents are so involved in wanting to make a change--it offers Satrapi's to then make her own choice and form her own beliefs.

Shows the emotional appeal and foreshadows Satrapi’s journey on rebeling and wanting to lead a change

Shows the credibility of Satrapi and if she is “too young” to make these big decisions

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PAGE: 51

The author displays their friend Ahmadi getting tortured and the author explains what happened to him.  This establishes pathos because it makes the audience feel remorse for them.

PAGE: 71

FRAME: 1

The author tries to create emotions of sadness, as her Uncle Anoosh has died

The author tries to create emotions of helplessness and feeling lost, as she loses her connection with God

PAGE 95:

The message of the overall page is to show those who died in the war. The frame in itself is trying to depict a high amount of respect paid toward the martyrs. Morning the war becomes a common occurrence. They all listen to a song and pound on their chests. The frame conveys an uneasy mood and it shows the seriousness of the war. The reader can feel the tension.

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PAGE 47

FRAME: 2-3

Gives direct information about the people

Gives the differences between the two people

It looks over the main ideas

Sets up the rest of the chapter “Heros”

Previews what it means to be an hero

Two of the political prisoners who were liberated

There were 3000 of them

PAGE 50

FRAME 5

In this frame the author described how the torturers where training scientists and in the CIA, this establishes logos because the author is using facts and logic to establish how the torturers where cruel and highly trained.

PAGE: 52

FRAME: 2-3

The author tries to logically point out that Laly was lied to about her dad being on a trip, because her dad was in prison

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of sadness, as her Uncle Anoosh has died
The author tries to create emotions of helplessness and feeling lost, as she loses her connection with God

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Page 78, frame 4: In this frame Marjane’s mom responds to a clip shown by a Spanish News Network in Madrid. This clip shows Iran getting covered by a black cloud. Marjane’s mom claims that this might be about the amount of pollution in Iran. This frame is an example of Logos because Marjane’s mom is reaching a conclusion based upon the available facts.

Page 82, frame 2: In this frame Marjane’s dad counters Marjane’s comments abouting bombing Baghdad. In this counter, Marjane’s dad states that in order to bomb Baghdad they would need pilots - who were jailed after an attempted coup d'etat. This example is logos because the counter argument provides an opposing viewpoint based off facts, not emotion or trust.

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Page 73, frames 2-3:  These frames show someone, who probably works for the Government, on a talk show discussing reforms to the educational system. This is an example of Ethos because someone who is a member of the Government is using their position as someone in the government to convince the population

Page 86, Frames 1-2: In these frames, Marij states that she once wrote an entire four page paper about the “Arab Conquest and Our War.” This proves that even though she is at a young age, she has knowledge beyond her years about this topic. Obviously she had to do a lot of research on it so this means that she is prepared for what is happening since she knows all about it.

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Page 74, frames 3-6: In these frames, Marji’s mother was emotionally assaulted on the streets. Two fundamentalist males approached her and insulted her about not wearing the veil. This is an example of Pathos because it conveys the way that women were treated during the revolution and the non- physical forms of attacks that they recieve on a daily basis. After this terrifying event, Marji’s mother stayed in bed “sick,” for several days.

Page 77, the only frame there is: In this picture, it demonstrates the last moment that Marji and her parents are all genuinely happy together. After their three week vacation to Italy and Spain, everything goes downhill from there.

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Page 40, Frame 1: This frame’s illustration is an example of pathos because it sparks emotion in the audience by showing the vast number of people killed in the demonstrations, something that to a high degree proves the severity of the revolution and causing the audience to feel these emotions experienced during the revolution.

Page 38 frame 7: This frame shows emotion because it is Marji and her maid demonstrating during the revolution. This can easily connect to the audience because almost anyone can relate to fighting for something they believe in. Or, every audience member knows someone, personally or because of history, who has fought for their rights.
Pg. 37 frame 7: In this frame Marji is comforting her maid Mehri. Mehri had been dating Marji’s family neighbors for a while since living with them. She was forced to break up with them because they were not in the same social class. This leaves Mehri and Marji heartbroken, appealing to the audience’s emotions.

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Page 43, Frame 6: This frame’s illustration is an example of ethos because a member of Satrapi’s family can be viewed by the audience as credible and trustworthy because Marjane shows that he knows and understands the revolution and many of the elements that it entails.

Page 35 frame 4: This fram shows the credibility of the author because its an example of how she has proper education in reading and writing. It shows that she is a credible author because not only can she thoroughly tell her story, but she is also clearly educated and uses proper grammar and writing strategies.

Pg. 43 frame 1: This frame shows US president Jimmy Carter on the TV screen. Carter appealed to give refuge to the exiled Shah and his family. A huge statement made by someone as high up as Carter gets everyone's attention and appeals to the audience by its use of character.

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Pathos: On page 99 frame 5, pathos is seen in the image of Narsine’s emotions. She breaks down crying because of her son’s involvement in the military.

Pathos: pg 95—the students’ identical expressions convey the message of the frame (helpless/sad)

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1. Page 144, frame 4: Marji states that “We’ve gone from 3000 prisoners under the Shah to 300,000 under your regime.” Marji is telling her teacher off in her new school off of the information that she knows. The difference from of the prisoners under the Shah to the new regime show the impact that the regime has had on her country.

2. Page 143, frame 7: “Excuse me! I didn’t mean it!” Here, Marji struck her principal, and she right away tries to get herself out of the situation, and rebels against her decision that she had just made. It shows how she is still rebelling, even toward the end.

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Ethos: On page 108 frame 3, the reader can identify ethos through the authority of the officer over of the parents. The officer has more power over the parents and therefore establishes credibility by ordering them around.

Ethos: pg 96 frame 1—the teacher exerts authority over the students by being illustrated in a pronounced way and speaking to them through a megaphone

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Page 116:The character supports her argument by using knowledge/facts that “A million people would still be alive”, if the war did not happen.  This shows that she has a reason to be upset and makes her argument to be affected by more than just herself, but the millions of people that experienced the same she has.
Page 122:The first 2 frames show factual information about the war victims in Germany and the doctor tells Marjane’s mother that there simply isn’t enough medicine to heal her family member because their are more victims who have much more dire consequential fates that need to be fixed. This establishes the logos because this is something that happens in real life. Hospitals may not run out of medicine however they use the most medicine on the most dire patients first.

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Logos: On page 96 frame 5, the reader can identify logos by the caption of the image is explaining a cultural tradition and the reason why people hit themselves during religious ceremonies.

Logos: pg 98 frame 1—the parents have an argument with the teacher, which is backed by reason and logic

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Page 111:The main character portrays her argument to the other two friends by sharing her knowledge about the revolution.
Page 111:The second to last frame Marjane says that if she wanted to hang with the older girls she was going to have to break the rules set by her parents. This is ethos because Marjane is actually saying that she is going to break her rules and hang because she needed her friends.

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Ethos:

Pg 131 frame frame 7 When after describing what she was wearing, she has a first person account on going out, and how her mother was permissive in comparison to other Iranian mothers.  This is establishing credibility and trust between the reader because she offers an explanation.

Pg 134 frame 2 the girl discusses to the guardian of the revolution why she has the right to do what she does. This is ethos, because she is giving her credibility to why.

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Page 112: The first picture in the middle of the page appeals to the audience by making a modern day connection to our current society and the communication between boys and girls.  The girls in the image are being a little rebellious by sneaking out to pursue their social life.
Page 117:Frame 6 shows Marjane smoking her first cigarette as a symbolic act of rebellion against her mother. This action depicts pathos because although readers may not have experimented with cigarettes, everyone has tried something new. Moreover, her coughing from the smoke symbolizes when people try something new, people reject things in which are foreign and that is what Marjane experienced when smoking.

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Page 39, Frame 6: This frame’s narration explains the “Black Friday” event, citing factual evidence to convey the events that impacted Marjane’s family.

Page 33 frame 2: This frame shows logic because Marji is talking about an author she reads. She brings real life writing and authors into her book as research she did towards the Iranian Revolution.

Pg. 46 whole page: This is an example of logos as the author uses logic to appeal to the audience regarding the issue currently at place. Marji is taking her anger out on her classmate Ramin because she thinks his father is a murderer. Although his father may have murdered people, Ramin says they were communists and were evil. Marji takes this statement to heart as she tells her mother that Ramin said his father did the right thing by killing communists.

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1. Page 144, frame 3: “My uncle was imprisoned by the Shah’s regime, but it was the Islamic regime that ordered his execution.” Here, Marji is using facts she has learned throughout her life to prove to her teacher wrong, and it shows her rebellious ways throughout the story.

2. Page 143, frame 7: “Marji hit the principal” “Satrapi, you’re expelled!” Since Marji hit the principal, the principal has the authority to expel Marji. The principal is the only one that has authority to expel a student. However, the principal are following the laws of girl’s fashion which shows the impact from the war.

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Logos Group 1 (Charles Dickson, Jack Gurwin, Grace Stafford)

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Logos Group 1 (Charles Dickson, Jack Gurwin, Grace Stafford)

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1. On page 13, frame 3, Marjane presents a picture where God and Karl Marx look very similar. This appeals to logos because it shows that her ideology and her religion are connected and at some point, she couldn’t tell they were any different. This demonstrates to the reader that the two things she believed were most important were her ideology and her religion.

2. On page 15, frame 2, Marjane shows that the people did not believe the statements of the Shah, demonstrating their independence and reasoning skills not unlike those of modern America. This demonstrates a main theme of the book, which is that the people and the government are separate bodies and entities.

3. On page 7 frame 5, Satrapi is talking about her holy book, exemplifying logos because it connects to her lifelong beliefs in God, in which she earlier states that she was “Born with Religion. Her holy book also connects to her future career and he knowledge of being not only an author, but an influential ambassador for many activist groups.

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1.) Pg 129 frame 4 When they came back home they were checking their luggage. This is logos because when you come back to your home country they have to make sure you are not bringing something prohibited.

2.) Pg 134 frame 4 When she is stopped by the Guardians of the Revolution, she used logos and reasoning to appeal to the Guardian so that she would be let go.  This establishes logos because she used reasoning to get off scot free

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1. Page 148, frame 5-7: Marji’s dad- “We adore you! Don’t ever forget who you are!” Marji- “No. I won’t ever forget.” Marji’s parents want her to move to Austria because she will be happier and she will benefit from an education there. Through the war, Marji’s parents have always helped her and tried to keep her safe, even if that means sending her away.

2. Page 150, frame 4: “I’ll miss you… She too, was lying” here, Marji’s grandma is talking to her before she departs for Austria, and the emotion involved is truly not there, due to the sad tone that has been set by Satrapi.

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1.) Pg 129 frame 7 When her parents comes back she says, “Mom! Dad!” With excitement. This is evoking emotion, because you can tell that she missed them and is happy they are home.

2.)Pg 132 frame 5 When the Guardians of the Revolution stop her because she is improperly veiled, she immediately gets scared.  This establishes pathos because the reader is scared for her, wondering if she would actually get arrested.

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Ethos group 1 (Charles Dickson, Jack Gurwin, and Grace Stafford

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Ethos group 1 (Charles Dickson, Jack Gurwin, and Grace Stafford

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1. On page 1 frame 1, the author establishes ethos by telling the reader that the main character of the novel is her, which means she is a credible source to tell a story about her own life.

2. On page 12, frame 5, Satrapi shows famous revolutionaries from Iran, with their names and lives written on their bodies. Their stoic, almost picturesque postures demonstrate the admiration she holds for them and how much she, and therefore the reader, should respect them.

3. On page 22, frame 6, Satrapi explains that her grandfather was a prince. The author may have included this for the purpose of bringing respect to her name and showing that she is credible to talk about the things that she does.

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Pathos group 1 (Charles Dickson, Jack Gurwin, Grace Stafford)

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Pathos group 1 (Charles Dickson, Jack Gurwin, Grace Stafford)

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1. On page 5, frame 3-7, the reader may identify with Marjane’s mother’s fear because she is scared that she will be attacked or persecuted for her beliefs. This supports Satrapi's claim that the government was censoring dissident beliefs and the oppression that it stands for.

2. On page 9, frames 1-3, the reader may identify with Marjane and the fact that she wants to hide something from her parents. Marjane believes something that she thinks that her parents might not, so that fear of telling them and being judged or told she is wrong is something the reader can identify with.

3. On page 17, frame 7, the reader may identify with Marjane and her belief in something that not everyone believes in. Marjane believes in her God and she thinks that he will always keep her safe. One night, when she really needs him, he does not come. She cries in bed, which emotionally connects with the audience because her dreams seem to be crushed.

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In order to further explore HOW Satrapi develops her messages within Persepolis, we will analyze the choices she makes.
1st) in your group, compile a list of examples from the text that develop each of the rhetorical appeals (pathos, ethos, logos). Be sure to cite the page and frame #s.
2nd) connect these examples to Satrapi's purpose (significance).
EXAMPLE:
Pathos: On page 3 readers may identify with the children's confusion when they are suddenly "obligated" to wear the veil. This supports Satrapi's rejection of the oppression that this represents.