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This will be our final post for the class. Thank you all for being a wonderful class, sticking with the course, and completing your work despite the change in circumstances. You all rock! Here is our remaining agenda:

1. Unit 3 Portfolios due 4/28!

2. Copy-edit Unit 3 Final Draft. Pay attention to commas (using Easy Writer Ch. 38) and In-text Citations (using the slides found here). Submit via Google Classroom.

3. Complete Unit 3 Reflection and submit via Google Classroom.

4. Stay safe and strong!

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Hi Class!

Here is your work for the week. Please make sure to complete all 3 tasks below and to submit via Google classroom. Remember, I am available via Zoom and email. Please contact me if you have any questions.

1. Watch my video lecture for the week

2. Watch the video posted on the class blog about writing a conclusion

3. Write revised draft (1000 words min). Use argumentative essay outline, video lectures, and Student Writing Anthology essays as your guide.

Focus your revisions on the following:

* Offer an engaging introduction with a strong hook
* Begin body paragraphs with strong argumentative claim
* Effectively introduce all research/sources with proper signal phrases fully naming and identifying the source
* Provide strong analysis at the end of each body paragraph addressing how the research provided relates to your thesis
* End with a strong conclusion. Raise the stakes! So what? Who cares? Offer a solution!

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Hi Class!

Here is your work for the week. Please make sure to complete all 3 tasks below and to submit via Google classroom. Remember, I am available via Zoom and email. Please contact me if you have any questions.

1. Continue Research. Add 2-3 more sources to Annotated bibliography.

2. Write initial draft (750 words min). Use argumentative essay outline.

3.Read Unit 3 Student Anthology Essays pg. 62-78. Complete the assigned response questions and submit via Google Classroom.

How does each author incorporate research?
How does each author incorporate their context/ 'add to the conversation'?
How does each author approach their introduction and conclusion?

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Reading Response due 4/7
Read From On Immunity: An Inoculation by Eula Biss (p. 46-58) in Opening Conversations. Complete the assigned response questions and submit via Google Classroom

Rough Annotated Bibliography (3 sources) due 4/7

*Minimum 2 sources from UMass library system

*Each annotation should be 200 words minimum and include a summary and reflection for each source. See Purdue OWL Annotated Bibliography page for clarification

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Read OC essay From On Immunity: An Inoculation by Eula Biss (p. 46-58) in OC. Make a mark next to each time the author incorporates research (or use post it). Please answer these questions regarding the essay.

Purpose: What is the author’s position on the issue? What is she trying to communicate? For what purpose?

Assumption/Beliefs: Do you know why it is important for this author to express the views that are voiced in this text? What is at stake for this author? What assumptions does she bring to the text that seem to be unquestioned?

Audience: Who does the author seem to be addressing with the text? What does the author seem to think this audience believes/assumes about the topic?

Context: What other positions does the essay refer to and/or imply are “out there” about this issue? What other solutions to the problems? What might other groups not included in the audience think?

Post response (300 words total) to questions above in Google Classroom.

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Info on Annotated Bibliographies:

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Suggested Resources
Style Guide Overview MLA Guide APA Guide Chicago Guide OWL Exercises

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

Summary:
This handout provides information about annotated bibliographies in MLA, APA, and CMS.

Definitions

A bibliography is a list of sources (books, journals, Web sites, periodicals, etc.) one has used for researching a topic. Bibliographies are sometimes called "References" or "Works Cited" depending on the style format you are using. A bibliography usually just includes the bibliographic information (i.e., the author, title, publisher, etc.).

An annotation is a summary and/or evaluation. Therefore, an annotated bibliography includes a summary and/or evaluation of each of the sources. Depending on your project or the assignment, your annotations may do one or more of the following.

Summarize: Some annotations merely summarize the source. What are the main arguments? What is the point of this book or article? What topics are covered? If someone asked what this article/book is about, what would you say? The length of your annotations will determine how detailed your summary is.
For more help, see our handout on paraphrasing sources.

Assess: After summarizing a source, it may be helpful to evaluate it. Is it a useful source? How does it compare with other sources in your bibliography? Is the information reliable? Is this source biased or objective? What is the goal of this source?
For more help, see our handouts on evaluating resources.

Reflect: Once you've summarized and assessed a source, you need to ask how it fits into your research. Was this source helpful to you? How does it help you shape your argument? How can you use this source in your research project? Has it changed how you think about your topic?

Your annotated bibliography may include some of these, all of these, or even others. If you're doing this for a class, you should get specific guidelines from your instructor.

Why should I write an annotated bibliography?

To learn about your topic: Writing an annotated bibliography is excellent preparation for a research project. Just collecting sources for a bibliography is useful, but when you have to write annotations for each source, you're forced to read each source more carefully. You begin to read more critically instead of just collecting information. At the professional level, annotated bibliographies allow you to see what has been done in the literature and where your own research or scholarship can fit. To help you formulate a thesis: Every good research paper is an argument. The purpose of research is to state and support a thesis. So, a very important part of research is developing a thesis that is debatable, interesting, and current. Writing an annotated bibliography can help you gain a good perspective on what is being said about your topic. By reading and responding to a variety of sources on a topic, you'll start to see what the issues are, what people are arguing about, and you'll then be able to develop your own point of view.

To help other researchers: Extensive and scholarly annotated bibliographies are sometimes published. They provide a comprehensive overview of everything important that has been and is being said about that topic. You may not ever get your annotated bibliography published, but as a researcher, you might want to look for one that has been published about your topic.

Format

The format of an annotated bibliography can vary, so if you're doing one for a class, it's important to ask for specific guidelines.

The bibliographic information: Generally, though, the bibliographic information of the source (the title, author, publisher, date, etc.) is written in either MLA or APA format. For more help with formatting, see our MLA handout. For APA, go here: APA handout.

The annotations: The annotations for each source are written in paragraph form. The lengths of the annotations can vary significantly from a couple of sentences to a couple of pages. The length will depend on the purpose. If you're just writing summaries of your sources, the annotations may not be very long. However, if you are writing an extensive analysis of each source, you'll need more space.

You can focus your annotations for your own needs. A few sentences of general summary followed by several sentences of how you can fit the work into your larger paper or project can serve you well when you go to draft.

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

Summary:
This handout provides information about annotated bibliographies in MLA, APA, and CMS.

Definitions

A bibliography is a list of sources (books, journals, Web sites, periodicals, etc.) one has used for researching a topic. Bibliographies are sometimes called "References" or "Works Cited" depending on the style format you are using. A bibliography usually just includes the bibliographic information (i.e., the author, title, publisher, etc.).

An annotation is a summary and/or evaluation. Therefore, an annotated bibliography includes a summary and/or evaluation of each of the sources. Depending on your project or the assignment, your annotations may do one or more of the following.

Summarize: Some annotations merely summarize the source. What are the main arguments? What is the point of this book or article? What topics are covered? If someone asked what this article/book is about, what would you say? The length of your annotations will determine how detailed your summary is.
For more help, see our handout on paraphrasing sources.

Assess: After summarizing a source, it may be helpful to evaluate it. Is it a useful source? How does it compare with other sources in your bibliography? Is the information reliable? Is this source biased or objective? What is the goal of this source?
For more help, see our handouts on evaluating resources.

Reflect: Once you've summarized and assessed a source, you need to ask how it fits into your research. Was this source helpful to you? How does it help you shape your argument? How can you use this source in your research project? Has it changed how you think about your topic?

Your annotated bibliography may include some of these, all of these, or even others. If you're doing this for a class, you should get specific guidelines from your instructor.

Why should I write an annotated bibliography?

To learn about your topic: Writing an annotated bibliography is excellent preparation for a research project. Just collecting sources for a bibliography is useful, but when you have to write annotations for each source, you're forced to read each source more carefully. You begin to read more critically instead of just collecting information. At the professional level, annotated bibliographies allow you to see what has been done in the literature and where your own research or scholarship can fit. To help you formulate a thesis: Every good research paper is an argument. The purpose of research is to state and support a thesis. So, a very important part of research is developing a thesis that is debatable, interesting, and current. Writing an annotated bibliography can help you gain a good perspective on what is being said about your topic. By reading and responding to a variety of sources on a topic, you'll start to see what the issues are, what people are arguing about, and you'll then be able to develop your own point of view.

To help other researchers: Extensive and scholarly annotated bibliographies are sometimes published. They provide a comprehensive overview of everything important that has been and is being said about that topic. You may not ever get your annotated bibliography published, but as a researcher, you might want to look for one that has been published about your topic.

Format

The format of an annotated bibliography can vary, so if you're doing one for a class, it's important to ask for specific guidelines.

The bibliographic information: Generally, though, the bibliographic information of the source (the title, author, publisher, date, etc.) is written in either MLA or APA format. For more help with formatting, see our MLA handout. For APA, go here: APA handout.

The annotations: The annotations for each source are written in paragraph form. The lengths of the annotations can vary significantly from a couple of sentences to a couple of pages. The length will depend on the purpose. If you're just writing summaries of your sources, the annotations may not be very long. However, if you are writing an extensive analysis of each source, you'll need more space.

You can focus your annotations for your own needs. A few sentences of general summary followed by several sentences of how you can fit the work into your larger paper or project can serve you well when you go to draft.

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Style Guide Overview MLA Guide APA Guide Chicago Guide OWL Exercises This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice. Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved.

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Hi Class!

I hope you are all doing well. Here is your work for the week. Please make sure to complete all 5 tasks below and to submit the reading response questions and rough annotated bibliography via Google classroom. Remember, I am available via Zoom and email. Please contact me if you have any questions.

1. Watch the video above about annotated bibliographies

3. Watch the video above about the CRAAP test

3. Watch my video about UMass Library research via Zoom

4. Read From On Immunity: An Inoculation by Eula Biss (p. 46-58) in Opening Conversations. Complete the assigned response questions and submit via Google Classroom

5.Rough Annotated Bibliography (3 sources) due 4/7

*Minimum 2 sources from UMass library system

*Each annotation should be 200 words minimum and include a summary and reflection for each source. See Purdue OWL Annotated Bibliography page for clarification

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1. Research Proposal due by 3 pm 10/25 to Google Classroom.

2. Read OC essay From On Immunity: An Inoculation by Eula Biss (p. 46-58) in OC. Make a mark next to each time the author incorporates research (or use post it). Please answer these questions regarding the essay.

Purpose: What is the author’s position on the issue? What is she trying to communicate? For what purpose?

Assumption/Beliefs: Do you know why it is important for this author to express the views that are voiced in this text? What is at stake for this author? What assumptions does she bring to the text that seem to be unquestioned?

Audience: Who does the author seem to be addressing with the text? What does the author seem to think this audience believes/assumes about the topic?

Context: What other positions does the essay refer to and/or imply are “out there” about this issue? What other solutions to the problems? What might other groups not included in the audience think?

Post response (300 words total) to questions above in Google Classroom.

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Have a safe and healthy break

Online class policies to be posted 3/23

Research Proposal due 3/24

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1. Show and tell. Group discussion: How can this subject could prompt an academic conversation?

2. Google slides: narrowing your topic.

3. Begin completing research proposal using topic narrowing strategies. Due Tuesday after break.

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Show and Tell

1. How can our daily life lead to us enter a conversation? How can an every day activity become a larger conversation from various perspectives?

Create a list of 5-10 topics that truly interest you. List possible audiences you would like to speak to about these topics. Submit this list via Google classroom.

2. Students bring in a text or item that interests them, anything that they are obsessing over or care about (a book they are reading, an article they encountered, a piece of artwork, a famous photograph, a song, song lyrics, a movie clip). Email me your text if needed.

3. Prepare 1-2 minute presentation on item and how its subject could prompt an academic conversation. Peers will give feedback after presentation.

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1. Unit 2 Reflection. Post to Google Classroom.

2. Intro Unit 3: Adding to a Conversation.

3. Read Entering a Conversation on page xiii of OC as class.

4. Generative writing exercise: Make a list of everything you did yesterday.

5. Partner share. Concept mapping.

How can our daily life lead us enter a conversation? How can an every day activity become a larger conversation from various perspectives?

Create a list of 5-10 topics that truly interest you. List possible audiences you would like to speak to about these topics. Submit this list via Google classroom.

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No Class Meeting on Thursday 3/5. I will traveling for a conference.

Unit 2 Final Draft due Tuesday 3/10

*Make sure your essay is in MLA Format
*Copy edit using Easy Writer and errors highlighted below

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Examine your paper for these common errors. 

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Examine your paper for these common errors. 

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● Affect, effect : Affect is an active verb, and effect is a noun. Think of affect with an a for action and effect with an e for the end result. Effect can be used as a verb with to, as in “to effect change,” but that is not a common use.

○ Example: "Failing your style tests will affect your grade, but the effect on your writing will be more serious."

●  A lot, a lot : Two words, please. Always. If you can’t remember, use many instead of "a lot."

●  Alright : Use two words, all right, to mean OK.

●  Comma: Use a comma between two independent clauses joined by a conjunction –

and, but, yet, for, or, nor – unless the clauses are short. Use a comma after an introductory clause unless it is short. Always put commas inside the quotation marks in a direct quote.

○ Example: “When a sentence includes a direct quote (that’s an introductory clause), the comma always goes inside the quotation marks,” the professor said. “So does the period.”

●  Dangling modifier: A phrase or a participle (an adjective made from a verb ending in ing) is said to dangle if it is not placed directly before the noun or pronoun it modifies. Example:

○  Dangling modifier: "After studying for three hours, the test was canceled." (The test did not study for three hours. The student did.)

○  Correct: "After studying for three hours, the student learned that the test was canceled."

●  Farther, further : Farther is distance; further involves length of time, quantity, or intensity.

○  Example: "How much farther do we have to drive?"

○  Example: "I’ll give this further thought."

●  Fragment: An incomplete sentence, sometimes just a word or a phrase. (That is a

fragment.) Fragments can be effective as a writing technique, but should be used

cautiously and rarely.

●  Goes without saying : If it does go without saying, then why say it?

●  It’s, its: It’s is a contraction for it is; its is a possessive word meaning belonging to it.

○ Example: It’s going to cost more to attend college next year, because the university raised its tuition.

○ Needless to say : If it’s needless to say, don’t say it.

●  Should have, not should of : Of should never be used as a verb. Also wrong: could of

and would of in place of could have and would have.

●  Than, then : Than is used for comparison; then is used for time.

●  Their, there, they’re : Their means “belonging to them”; there means “where” or

indicates a place or is sometimes used to begin a sentence; they’re is a contraction for they are.

○ Example: "Students who did not qualify for their loans this year said they’re going to file new applications while there is still time."

● Your, you’re : Your is possessive, meaning “belonging to you,” and you’re is a contraction for you are.

○ Example: "Now you’re ready to test your skill by editing your essays."

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*No class meeting Thursday 3/5. Unit 2 Final Essay due Tuesday 3/10.

1. Google Slides: MLA Format, In-Text Citations & Sample Works Cited

2. Recap Quote Sandwich/ Argumentative Essay Outline

3. Plagiarism & Academic Honesty

4. Peer Review, copy edit for common errors.  Focus on quotations. Are quotes introduced with a signal phrase? Cited properly? Explained?

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Workshops meet next week!
Check you Workshop Dates

Read SWA pg. 28-47

How does each author “interact with the text?” Come to workshop prepared to answer this question. Refer to “Ways of Responding to a Text” worksheet.

Initial Draft due Tuesday 2/25

Bring digital or printed copy to Workshop

Unit 2 Initial Draft due Thursday 2/25
Unit 2 Revised Draft due Thursday 3/3
Final Draft due Thursday 3/5

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Free write: based on our conversation what ideas are you now considering about the ideas raised in the essay? Before class what points/issues did you not consider? What are you now re-considering? Re-thinking? Why? What questions do you have now?

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1. Group One: How does Anzaldúa bring in her own context? What is her writer's context? Why is it important? Where do you see this in the text? Where do you see Ethos used as a rhetorical device? Give examples.

2. Group Two: What is Anzaldúa's exigence? Why write this? What does this writing aim to do in the world? Where do you see Pathos used as a rhetorical device? Give examples.

3. Group Three: For what audiences is this text aimed for? What language in the text makes you think this? How is research used? Where do you see Logos used as rhetorical device? Give examples.

All groups:

What do you think Anzaldúa is critiquing and challenging in this text? What is Anzaldúa suggesting about language and identity? What stylistic approaches does Anzaldúa use to further illustrate her purpose? Do you think these were impactful? Compare and contrast the stylistic choices of Almond and Anzaldúa.

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1. Clarify HW / Workshop schedule
2. Intro to In-Text Citations
3. Group work: discuss essay with questions. Groups should write answers in Google Drive and be prepared to share.
4. Peers share responses. Generate one point or question for class discussion. Discus which essay would be best to respond to for Unit 2.
5. Free write: based on our conversation what ideas are you now considering about the ideas raised in the essay? Before class what points/issues did you not consider? What are you now re-considering? Re-thinking? Why? What questions do you have now?

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Read Opening Conversations:  How to Tame a Wild Tongue by Gloria Anzaldúa. p. 34-44.

Write a 300 word summary and 500 word response (refer to possible ways of responding to a text for ideas) to Anzaldúa's essay. Bring in a hard or digital copy for 2/20.

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Free write: based on our conversation what ideas are you now considering about the ideas raised in the essay? Before class what points/issues did you not consider? What are you now re-considering? Re-thinking? Why? What questions do you have now?

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1. Group One: How does Almond bring in his own context? What is his writer's context? Why is it important? Where do you see this in the text? Where do you see Ethos used as a rhetorical device? Give examples.

2. Group Two: What is Almond's exigence? Why write this? What does this writing aim to do in the world? Where do you see Pathos used as a rhetorical device? Give examples.

3. For what audiences is this text aimed for? What language in the text makes you think this? How is research used? Where do you see Logos used as rhetorical device? Give examples.

All groups:

Is Almond against football? What other larger external contexts does Almond bring in? Where do you see him complicating his views as opposed to just pro/against?

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In high school, the ELA Common Core State Standards require students to develop formal writing skills, creating essays and arguments that are well-thought-out and syntactically varied. They also require students to effectively use persuasive writing strategies to defend a claim or point of view.

A great way to enhance students' understanding of effective arguments is to teach the Aristotelian concepts of Ethos, Pathos, and Logos. This requires a basic working knowledge of rhetoric. A key to strong persuasive writing is the ability to dissect and validate, or debunk, the rhetoric of other arguments.

The Rhetorical Triangle: Ethos, Pathos, Logos

Ethos

Ethos is the credibility of the speaker or writer. To engage an audience on a particular topic, the person presenting the information must first establish themselves as someone who can be trusted, or as someone who has a lot of experience with the topic. This is also known as ethics.

Ethos appeals to:

Intelligence

Virtue

Morals

Perception of trustworthiness

Pathos

Pathos accesses the emotions and deeply held beliefs of the audience to draw them into the subject matter. Pathos often makes audiences feel like they have a personal stake in the provided information and is often the catalyst to drive them into action.
Pathos appeals to:

Emotions and feelings

Biases and prejudices

Senses

Motivations

Logos

Logos uses logic, reasoning, evidence, and facts to support an argument. Logos appeals to the more rational side of the audience's minds, and provides support for the subject matter. Logos strategies can often strengthen the impact pathos has on the audience.
Logos utilizes:

Rhetorical Strategies and Devices

The successful implementation of ethos, pathos, and logos in writing or speech depends on the effectiveness of different rhetorical strategies. There are many different rhetorical strategies (and rhetorical fallacies!) that can strengthen or weaken an argument. A few of the more familiar strategies to students include:

Rhetorical Questions

encourages audience to think about an obvious answer

Analogy

establishes a more familiar concept to explain a more complicated or remote subject

Rebuttal

disproves or refuses an assertion

Antithesis

uses strongly contrasting words, images, or ideas

Parallelism

repeats a grammatical structure to emphasize an important idea

Repetition

repeats a specific word or phrase to ensure that the audience pays attention

Loaded Words

uses the connotations of words to play on the audience's emotions

Restatement

expresses the same idea but in different words to clarify or emphasize

Understatement or Overstatement

use to be ironic, call attention to an idea, or to emphasize an idea through exaggeration

Rhetorical Strategies in Action

By recognizing the tactics of a persuasive argument, students learn to use it themselves and recognize these tactics in daily life. One excellent way to teach and review the concepts of ethos, pathos, and pathos is through a storyboard.

In the following example storyboard, each concept is briefly explained and then shown in action. When students create a definition or example board like this, classroom concepts are reinforced, and students have the chance to demonstrate them creatively.

By incorporating the visual elements of a storyboard as well as text, even students who struggle creating organized written thoughts can demonstrate mastery of the subject. Additionally, teachers can immediately see and respond to inaccuracies, allowing them to use class time to assess and correct, rather than handing back graded work a day or two later.

Using Storyboards In Your Classroom

Use storyboards to create advertisements for products using Ethos, Pathos, or Logos to convince potential buyers.

Use a storyboard to create an "argument diagram" of a famous speech. Students can break the speech up into tactics, then show an example of those tactics in each cell.

Ask students to create a persuasive storyboard about a topic that is important to them. Require them to use one, or all, of the tactics in the rhetorical triangle.

Have students collaborate and promote an unpopular school rule, consequence, homework, or even cafeteria food. Have them utilize rhetorical tactics and strategies in their promotion. Having to flip a negative idea into a positive one is also a great way to teach propaganda.

Give students an empty storyboard as part of an assessment and ask them to explain and give an example of each: ethos, pathos, logos.

More Ethos Examples and Activities

Use the following activities in your own classroom with the examples below! Use the template with your students, and assess their progress with Quick Rubric!

The elements of ethos, pathos, and logos are correctly identified and depicted, and an appropriate quote or summary is provided. There are at least 2 examples provided for each rhetorical element.

Most of the elements of ethos, pathos, and logos are correctly identified and depicted, and an appropriate quote or summary is provided. There are at least 2 examples provided for each rhetorical element.

The elements of ethos, pathos, and logos are incorrectly identified and depicted. Quotes and summaries may be missing or too limited. Only one example may have been provided for each rhetorical element.

The art chosen to depict the scenes are accurate to the work of literature. Time and care is taken to ensure that the scenes are neat, eye-catching, and creative.

The art chosen to depict the scenes should be accurate, but there may be some liberties taken that distract from the assignment. Scene constructions are neat, and meet basic expectations.

The art chosen to depict the scenes is inappropriate. Scene constructions are messy and may create some confusion, or may be too limited.

Ideas are organized. There are few or no grammatical, mechanical, or spelling errors.

Ideas are mostly organized. There are some grammatical, mechanical, or spelling errors.

Ideas may be disorganized or misplaced. Lack of control over grammar, mechanics, and spelling reflect a lack of proofreading.

Related Activities

Check out these ethos, pathos, logos activities from our guides on Narrative of the Life of Frederick Douglass, The Tragedy of Julius Caesar, and "Letter from Birmingham Jail".

How to Incorporate Ethos, Pathos, and Logos in Group Discussions and Debates in the Classroom

1 INTRODUCTION AND EXPLANATION

Begin by introducing ethos, pathos, and logos as rhetorical strategies used to persuade an audience. Explain that incorporating these strategies in group discussions and debates can enhance the effectiveness of arguments and promote critical thinking.

2 TEACH THE CONCEPTS

Provide clear definitions and examples of ethos, pathos, and logos. Illustrate how each strategy appeals to different aspects of persuasion: ethos focuses on credibility, pathos appeals to emotions, and logos emphasizes logical reasoning.

3 ANALYZE REAL-WORLD EXAMPLES

Engage students in analyzing real-world examples of group discussions, debates, or persuasive speeches. Encourage them to identify instances of ethos, pathos, and logos used by the speakers to support their arguments.

4 PRACTICE IDENTIFYING ETHOS, PATHOS, AND LOGOS

Assign group activities or provide sample texts where students can identify and analyze the use of ethos, pathos, and logos. Guide discussions on how the application of these strategies influences the effectiveness and persuasiveness of the arguments presented.

5 STRUCTURED DEBATE OR DISCUSSION

Divide students into groups and assign a debate or discussion topic relevant to the curriculum or current events. Instruct each group to incorporate ethos, pathos, and logos into their arguments and encourage them to support their viewpoints with evidence and logical reasoning.

6 REFLECTION AND FEEDBACK

After the debate or discussion, facilitate a reflection session where groups can evaluate their use of ethos, pathos, and logos. Provide constructive feedback on their application of these strategies and encourage students to reflect on how they can improve their persuasive skills in future discussions or debates.

Frequently Asked Questions about The Rhetorical Triangle: Ethos, Pathos, Logos

What is the Rhetorical Triangle?

The Rhetorical Triangle is a framework developed by Aristotle to analyze the elements of persuasive writing and speaking. It consists of three key elements: Ethos, Pathos, and Logos. Ethos refers to the credibility of the speaker or writer, Pathos appeals to emotions, and Logos appeals to logic.

Why is it important to understand the Rhetorical Triangle?

Understanding the Rhetorical Triangle is essential for effective communication, particularly in persuasive writing and speaking. By analyzing the use of Ethos, Pathos, and Logos in an argument, one can identify the strengths and weaknesses of the argument and ultimately develop stronger persuasive writing and speaking skills.

How can the Rhetorical Triangle be applied in the classroom?

The Rhetorical Triangle can be applied in the classroom to teach students how to develop persuasive writing and speaking skills. Teachers can introduce students to the concepts of Ethos, Pathos, and Logos and provide examples of each. Students can then practice identifying these elements in various texts and speeches and apply them in their own writing and speaking.

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Ethos Pathos Logos Activities & Examples - Rhetorical Triangle | StoryboardThat

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Teach the Rhetorical Triangle of Ethos, Pathos, Logos with fun & easy to understand storyboards at ❰StoryboardThat❱ ✩ Ethos, Pathos, & Logos are vital skills for speaking & persuasive writing.

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How to Identify Ethos, Logos and Pathos by Shmoop

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1. Intro to Ethos/Pathos/Logos activity.
2. Group work: discuss essay with questions. Groups should write answers in Google Drive and be prepared to share.
3. Peers share responses. Generate one point or question for class discussion.
4. Free write: based on our conversation what ideas are you now considering about the ideas raised in the essay? Before class what points/issues did you not consider? What are you now re-considering? Re-thinking? Why? What questions do you have now?

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Read Opening Conversations: You Knock My Brains Out This Sunday and I Knock Your Brains Out the Next Time We Meet by Steve Almond. p. 19-33.

Write a 300 word summary and 500 word response (refer to possible ways of responding to a text for ideas) to Almond's essay. Bring in a hard or digital copy for 2/13.

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1. Complete Unit 1 Reflection. Submit via Google Classroom. This is the final part of your Unit 1 portfolio. It is required in order to receive a complete portfolio grade.

2. Introduction to Unit 2.

3. Discuss summary and response. What is summary? What is response? Discuss ways of responding.

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1. UNIT 1 Final Essay due 2/11!

Re-read Unit One assignment sheet.
Revise final essay and conclusion using peer review from class.
Copy-edit final paper using Easy Writer Top 20

Remember your final grade reflects your ENTIRE portfolio:
1. Reflective Writing HW
2. Initial draft
3. Revised draft
4. Final Paper (copyedited) Please include a title.
5. Unit One reflection (to be done in class on 2/11 please bring laptop)

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1. Free write on endings. What ending of a movie, song, tv show, book, etc. will you never forget? Why do you think this ending has stayed with you? What made this a "good" ending?

2. Discuss in small groups. What did your endings have in common? What was different? Why are endings important? Share endings.

3. Titling. Discuss in small groups. What makes a good title? Refer to SWA titles if handy. Share titles.

4. Review Easy Writer Top 20 pg. 26. Choose 3 items to focus on in copy-editing. Copy-edit with partner.

5. Revision worksheet.

6. Discuss portfolio expectations.

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1. Revise Pivotal Places essay based on revision strategy and reflection done in class (1,000 words), paying close attention to structure and conclusion. Bring a physical or digital copy for peer review. Revised Draft due 2/6.

2. Bring Easy Writer next class!

3. Review Picturing the Personal Essay to recap structures modeled in class.

https://www.creativenonfiction.org/online-reading/picturing-personal-essay-visual-guide

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In your groups, discuss possible revision strategies. Focus on structure and conclusion. What structural options seem best for each essay?

Review Unit 1 assignment sheet questions. Choose a question to focus on. How can you approach answering it in your conclusion?

• How do others see your pivotal place? Did you once see it this way, too? What do you see in this place that others don’t?

• Identify one or two experiences that illustrate how this place was meaningful to you? Why did/does this place mean something to you?

• How did this place help you discover an important aspect of yourself?

• How did your experience there have a ripple effect in your life, impacting the way you express yourself in other places? In other words, how is this “place” now a part of you?

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1. Groups of 3. Share and discuss revision strategies. Come up with one idea/example to share with the class. Class takes notes. Further discuss SWA readings. Pick one revision to make on your paper.

2. Picturing the personal essay

3. In your groups, discuss possible revision strategies. Focus on structure and conclusion. What structural options seem best for each essay? Review Unit 1 assignment sheet questions. Choose a question to focus on. How can you approach answering it in your conclusion?

4. Begin revising

HW

*Revise your essay using one of the structures modeled in class.

*Revised draft due Thursday 2/6

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1. Read remaining “Inquiring Into The Self” sample essays in SWA pg.13-23

*Come up with one revision idea to share with the class based off a passage or rhetorical/structural decision from any one of the six sample Unit 1 essays (pg.4-23) .

2. Begin revising using peer response feedback! Revised Draft due Thursday 9/19. Bring physical or digital working draft with you to class.

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Context, as we've discussed, can call up literal places (e.g., rural California, Boston’s suburbs, China). Or broader social contexts like socioeconomic class, race, ethnicity, gender, linguistic identity. Or even something in-between
and local: high school, church, or even the viewer of a particular TV show. Contexts can also lead to applying labels that may or may not fit with our sense of ourselves. For example, someone could be identified as a white, middle-
class, Catholic woman, but not agree with the set of assumptions that these labels apply. In these cases, it may be more interesting to investigate how we think we do not fit easily with the definitions a context might imply and
what other influences, perhaps, helped us exceed that context or see problems with it.

Selecting a context you wrote about in your draft, freewrite / brainstorm responding to these questions.

• How am I a typical member of X (insert context here)?
• How am I different than others who share this context with me? What accounts for those differences?
• What kind of person would I be if I had a much different context than X (e.g. was a different gender, grew up in another town, etc.)?
• How has this context influenced who I am today?

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What contexts shape this writer?

Where does the writer describe and narrate?

Where is the writer critically reflecting?

How does the text move between description/narrative and self-discovery?

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1. Discuss SWA Readings. 3 groups.

What contexts shape this writer?
Where does the writer describe and narrate?
Where is the writer critically reflecting?
How does the text move between description/narrative and self-discovery?

2. Peer Response Round Robin!

3. Intersecting Context Generative Writing. How have intersecting contexts shaped your identity and ideas about the world?

4. Review HW. I will give everyone feedback over the weekend!

HW

1. Read remaining “Inquiring Into The Self” sample essays in SWA pg.13-23

*Come up with one revision idea to share with the class based off a passage or rhetorical/structural decision from any one of the six sample Unit 1 essays (pg.4-23) .

2. Begin revising using peer response feedback! Revised Draft due Thursday 9/19. Bring physical or digital working draft with you to class.

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1. Read SWA pg. 4-12
Coloring Outside the Lines by Daniel Kiely, Jr.
The System by Olivia Laughlin
Lost and Found by Kira Levenson

Reflect on the questions below and highlight/take notes accordingly. Come to class prepared to discuss these question.

What contexts shape this writer?
Where does the writer describe and narrate?
Where is the writer critically reflecting?
How does the text move between description/narrative and self-discovery?

2. Write 750+ word initial draft of Unit 1 essay. Bring in one printed copy and be prepared to peer review.

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Description/Instructions:
● Brainstorm a list of places that are important to you, ones that you have a strong attachment or reaction to. (This can be positive, negative, or some combination.) List as many as you can.
● From this list, choose the one you are most interested in. Close your eyes and imagine being in that place (5 minutes):
○ What do you see? hear? smell? taste?
○ What do you notice in the foreground? The distance?
○ Is it hot? cold? damp? windy? rainy?
○ Is there natural sunlight? neon light? a single candle light?
○ What time of day is it? What time of year? Etc.?
● List the five senses across the top of a page (sight, sound, smell, taste, touch). Write as many details as you can associated with this place.
● Write a list of similes and metaphors associated with these sensory details as you can.
● Freewrite about a particular time that you were in this place:
○ What happened?
○ How did the place effect the event or story?

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Context, as we will discuss, can call up literal places (e.g., rural California, Boston’s suburbs, China). Or broader social contexts like socioeconomic class, race, ethnicity, gender, linguistic identity. Or even something in-between
and local: high school, church, or even the viewer of a particular TV show. Contexts can also lead to applying labels that may or may not fit with our sense of ourselves. For example, someone could be identified as a white, middle-
class, Catholic woman, but not agree with the set of assumptions that these labels apply. In these cases, it may be more interesting to investigate how we think we do not fit easily with the definitions a context might imply and
what other influences, perhaps, helped us exceed that context or see problems with it. We will be doing a lot of generative writing to expand on the broad and local contexts that matter to us.

Selecting an item that is larger than family, you can brainstorm using a series of questions:

• How am I a typical member of X (insert context here)?
• How am I different than others who share this context with me? What accounts for those differences?
• What kind of person would I be if I had a much different context than X (e.g. was a different gender, grew up in another town, etc.)?
• How has this context influenced who I am today?

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Introduction to context & intersectionality.

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Introduction to context & intersectionality.

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Groups of 5.

How does each author experience intersecting contexts?

How do these intersecting contexts affect each author?

How is each essay rooted in a ‘pivotal place?’

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1. Groups of 3. Share the moment from each essay that you found most memorable. As a group choose one passage to share with the class. What makes it good writing?

2. Introduction to context & intersectionality. Groups of 5. How does each author experience intersecting contexts? How do these intersecting contexts affect each author? How is each essay rooted in a ‘pivotal place?’

3. Introduce Unit 1: Inquiring into the Self, Pivotal places.

4. Introduce Writing Process & “Shitty First Drafts”

5. Memory landscape activity. Create a vivid introduction of place and memory. Look at list of places homework and reflect on brainstorm ideas above. Choose a place you want to explore in your essay.

6. Context & identitree activity. How have intersecting contexts shaped your identity and ideas about the world?

7. Review HW

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1. Read "Hejira" by David Sedaris pg. 168 & "A Place Where the Soul Can Rest" by bell hooks pg. 118. Highlight and identify your favorite moments or passage from each reading. Come to class prepared to share.
2.  Make a list of all the places you have been. Start with the places you are most familiar with and hold significance then branch out into "out of  the ordinary" places you have been (i.e special trips/vacations/other countries). List as many as you can think of.

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Help! I woke up in a chicken suit and can't take it off!

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Help! I woke up in a chicken suit and can't take it off!

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Opening Conversations: A Writer's Reader (Introduction)

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Opening Conversations: A Writer's Reader (Introduction)

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In small groups you will review your assigned section, discuss that section, and share out with group.

Group 1:
Writing as Conversation: What does it mean to write well in our contemporary world? Write down key components to share with the class.

Group 2:
The Rhetorical Situation: What is the rhetorical situation? How does the rhetorical situation affect the decisions that writers make? Write down key components to share with the class

Group 3:
A Writer's Context: What is a writer's context? Give examples of possible writer's contexts. Write down key components to share with the class

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1. Opening Conversations group work
2. Share out
3. Free write: Help! I"m in a chicken suit!
4. Partner share/listen on writing histories reflection
5. Introduce homework. Start free write.

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Final PDF file for class magazine due Friday 4/26!!

Final Reflection letter due anytime before Tuesday 5/7

*** Submit via email or Google Drive

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Final PDF file for class magazine due Friday 4/26!!

Submit via email or Google Drive

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* Come to class with 3 images to include with your article!
*Begin revising

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1. Share HW. What makes exciting rhetoric?
2. Partners: brainstorm design / image ideas
3. Assign groups, assign roles:

Graphic Design Team: design, imagery, author photos
Editorial Team: structure, order, sections, bios
Cover Artist

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*Initial Draft due Thursday 4/18

*Find a piece of writing (anything) that contains rhetoric you find exciting
*Come prepared to present in clas

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1. Share magazine ideas in small groups
2. Nominate
3. Vote
4. Brainstorm "essay" ideas in groups
5. Begin drafting

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Brainstorm ideas for class magazine!

*a title
*a slogan
*a design concept

please come with a list of all 3 items above completed!

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1. Unit 3 Reflection

2. Intro Unit 4

3. Show examples of past projects

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*Unit 3 Final Essay and Annotated Bibliography due Thursday!!

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1. Discuss "Outcomes, Testing, Learning: What's at Stake?" by Peter Brooks (Opening Conversations pg. 59)

2. Discuss Commas (Easy Writer pg. 318)

3. Copy-editing grab bag

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*Read "Outcomes, Testing, Learning: What's at Stake?" by Peter Brooks (Opening Conversations pg. 59)

*Final Essays Extended! Final Draft and Annotated bibliography due Thursday 4/11

*Please bring Easy Writer along with a digital or physical copy of your essay to class for copy-editing. Printed copies are preferred, but not required.

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*No class meeting next week
*We will be meeting for conferences in my office instead!
Bring revised draft and any questions about the assignment to conference

Revised Draft due Thursday 4/4

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1. Conference Sign-up

2. Introduce conclusions

3. Discuss SWA essays
*How does the author add to the conversation?
*How do they offer a solution?

4. Peer Review

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*Initial Draft due Thursday! 750 words. Use argumentative essay outline.

*Read Unit 3 Student Anthology Essays pg. 90-113
How does each author 'add to the conversation'?
Please come prepared with notes on all 5 essays.