# data[].attributes.body
On page 52, in frame 6, it is made apparent that Satrapi's idea of what's right and wrong is quite backwards. Then on page 61, in frame 4 she explains that her idea of a hero is a martyr, and that the more someone suffers, the more of a hero they are. When she tells her friends about all of her heroic family members, she is establishing credibility by bragging that she knows a lot about the war.

# data[].attributes.body
I can dim the lights and sing you songs full of sad things
We can do the tango just for two
I can serenade and gently play on your heart strings
Be your Valentino just for you

# data[].attributes.body
s in her mind and thought
s in her mind and thought
s in her mind and thought
more_vert
During that time, there w
During that time, there were many false rumors and assumptions that were made. In the example, Marjane states that people believed that the war would end until the Iranian army conquered Khorramshahr which continued the war. This shows how many people, during the time of chaos, believe 
more_vert
page 102 The page the author trying say the poor kids are got use by the government and on page 98 When Marjane and her mother come home, they find their other maid upset because her son was given the key which if they were sent to war would let them go to heaven the key symbolizes die because they want the children to fight in the war and they will if they know they will go to heaven and the and the key is a trick
page 102 The page the author trying say the poor  kids are got use by the government and on page 98 When Marjane and her mother come home, they find their other maid upset because her son was given the key which if they were sent to war  would let them go to heaven the key symbolizes die because they want the children to fight in the war and they will if they know they will go to heaven and the and the key is a trick
more_vert
On page 78 (second frame,
On page 78 (second frame, in the top right), Satrapi presents the image of a dark cloud engulfing the country of Iran. This represents  the weather, but also represents the darkness of the regime and the influence the USSR had on it. This image adds to the argument that Iran's revolution and wars 
more_vert
Empty
more_vert
Pathos- Group 4 (Malik, Blake, Mark)
Pathos- Group 4 (Malik, Blake, Mark)
Page 74 depicts the fear and danger that Satrapi's mom experienced as a result of not veiling herself. This is a pathetic appeal that brings the audience to display sympathy on behalf of Satrapi's cause. The illogical justification made for veiling by the fundamentalist furthermore pits the reader against his cause. 
more_vert
Ethos - Group 4 (Mark, Blake, Malik)
Ethos - Group 4 (Mark, Blake, Malik)
On Page 76 (fourth frame from the top right) Satrapi is protesting the regime of Islamic Republic of Iran which had enforced the wearing of the veil for women. This represent the authors ethos as she is personally involved with historical occurrences and further gives credence to her arguments. 
more_vert
Logos - Group 4 (Blake, Mark, Malik)
Logos - Group 4 (Blake, Mark, Malik)
On page 78 (second frame, in the top right), Satrapi presents the image of a dark cloud engulfing the country of Iran. This represents  the weather, but also represents the darkness of the regime and the influence the USSR had on it. This image adds to the argument that Iran's revolution and wars have been influenced by a struggle between the USSR and the U.S.A

more_vert
Pathos- Group 4 (Malik, Blake, Mark)
Pathos- Group 4 (Malik, Blake, Mark)
On page 90, Satrapi contrasts her father with Mali's husband. The latter clings to material things, worrying about the loss of tangible items, rather than the absolute safety of his wife and children and the issue at hand.  The author does so, in order to show the flaws of materialism, especially during dark times. Furthermore, it shows that Satrapi's dad is highly involved in the political issue, having a large impact on his daughter's political ideology.
more_vert
Logos- Group 5 (Sophie, Jack, Adam) Organization is a big part of LOGOS, from page 97-102 the author organizes the page in chronological order to develop the idea of a plastic key painted gold and how many children wearing keys were blown up in the minefield. This develops the authors point that many good and innocent people/ kids were killed during the revolution and their bright futures were ended.
Logos- Group 5 (Sophie, Jack, Adam) Organization is a big part of LOGOS, from page 97-102 the author organizes the page in chronological order to develop the idea of a plastic key painted gold and how many children wearing keys were blown up in the minefield. This develops the authors point that many good and innocent people/ kids were killed during the revolution and their bright futures were ended. 
more_vert
Logos- Group 8 (Nicole, Michelle, Michael)
Logos- Group 8 (Nicole, Michelle, Michael)
p. 145 (slides 3-8) This is an example of logos because it uses factual evidence to demonstrates how aggressive the regime is to girls in prison who need to be executed during the revolution. 
more_vert
Ethos-Group 5 (Sophie, Jack, Adam)
Ethos-Group 5 (Sophie, Jack, Adam)
On page 94, frame 4, Marjane states a fact about Nuptial Chambers in Shiite Tradition. This expresses her credibility and extensive knowledge about her culture. Marjane also backs up many of her statements, both political and factual, with visual and factual evidence to further her explanations.
more_vert
Ethos-Group 8 (Nicole, Michelle, Michael)
Ethos-Group 8 (Nicole, Michelle, Michael)
p. 144 (slide 3&5) This is an example of ethos because she doesn't believe what her teacher is telling her because she has her own prior knowledge and opinions, which helped convey her own character attributes. 
more_vert
Pathos- Group 1 (Gabby, Kenzo, James, Emma)
Pathos- Group 1 (Gabby, Kenzo, James, Emma)
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.  

On page 15 frame 2, the reader is able to feel sympathy for those who were locked in a theater and burned alive. Being emotionally connected invests the audience into the revolution and persuade the reader that the Shah's regime is evil and murderous.

On page 32 frames 3-6, Marjane Satrapi is portrayed as a little girl who is not sure what her parents are talking about and how she should react showing her childhood innocence.  However, in the final slide, Marajne is showed reading books to understand everything.  This childhood innocence and individual research and curiousness is congruent with all children, including ourselves.
more_vert
Ethos- Group 1 (Gabby, Kenzo, James, Emma)
Ethos- Group 1 (Gabby, Kenzo, James, Emma)
On page 4, readers learn about Marjane Satrapi and her life in 1980, when she was 10 years old, during the Iranian Revolution. Readers may see that the author is versed in the topic of the revolution because of her experiences with a new school system and an oppressive King. 

On page 13, the author uses a a juxtaposition of God and Karl Marx in order to explain to the audience the reasoning for Marjane's interest in Revolution and to show the reader how closely she values God. This idea explains many of the decisions Marjane makes later in the book and give her credibility to the reader in why she created the idea of revolution.  


more_vert
Logos- Group 3 (Max, Jack, David, Raneem)
Logos- Group 3  (Max, Jack, David, Raneem)
On page 47, in frames 2 and 3, Satrapi provides detailed a detailed description of two family friends that were imprisoned during the Shah's regime. They both shared the commonality of supporting communism, creating an example of the harsh punishments for simple crimes during the time period.
more_vert
Pathos- Group 3 (Max, Jack, David, Raneem)
Pathos- Group 3  (Max, Jack, David, Raneem)
On page 51, in frames 4 and 5, the reader is able to develop a feeling of empathy for Ahmadi, the man being brutally tortured. Moreover, in the fifth frame, the reader can see that Satrapi feels horrible for Ahmadi when she exclaims that she never imagined that an iron could be used for torture.
more_vert
Ethos- Group 3 (Max, Jack, David, Raneem)
Ethos- Group 3  (Max, Jack, David, Raneem)
On page 52, in frame 6, it is made apparent that Satrapi's idea of what's right and wrong is quite backwards. Then on page 61, in frame 4 she explains that her idea of a hero is a martyr, and that the more someone suffers, the more of a hero they are. When she tells her friends about all of her heroic family members, she is establishing credibility by bragging that she knows a lot about the war.
more_vert
PATHOS- Group 5(Soph
PATHOS- Group 5(Sophie, Jack, Adam) On page 107 the reader may connect with the feeling of being doubtful when Marji is left alone with the baby. This supports the authors idea of the revolution causing people to abandon logic when she says "Since that day Ive had doubts about the so called maternal instinct" 

more_vert
Logos- Group 1 (James, Gabby, Emma, Kenzo)
Logos- Group 1 (James, Gabby, Emma, Kenzo)

On page 11, the author uses a chronological order historical generalizations to describe Iran throughout history and its history of oppression. This helps the reader understand why the nation was in the state it was in 1979 through the use of historical occurrences.
more_vert
Ethos- Group 7(Ankith, Meredith, Cindy
Ethos- Group 7(Ankith, Meredith, Cindy
On page 142, the author establishes her credibility when expressing what was in her mind and thoughts when she saw that her neighbor's house was decimated. This event explains one of the numerous negative firsthand experien
more_vert
s in her mind and thought
s in her mind and thought
s in her mind and thought
more_vert
During that time, there w
During that time, there were many false rumors and assumptions that were made. In the example, Marjane states that people believed that the war would end until the Iranian army conquered Khorramshahr which continued the war. This shows how many people, during the time of chaos, believe 
more_vert
page 102 The page the author trying say the poor kids are got use by the government and on page 98 When Marjane and her mother come home, they find their other maid upset because her son was given the key which if they were sent to war would let them go to heaven the key symbolizes die because they want the children to fight in the war and they will if they know they will go to heaven and the and the key is a trick
page 102 The page the author trying say the poor  kids are got use by the government and on page 98 When Marjane and her mother come home, they find their other maid upset because her son was given the key which if they were sent to war  would let them go to heaven the key symbolizes die because they want the children to fight in the war and they will if they know they will go to heaven and the and the key is a trick
more_vert
On page 78 (second frame,
On page 78 (second frame, in the top right), Satrapi presents the image of a dark cloud engulfing the country of Iran. This represents  the weather, but also represents the darkness of the regime and the influence the USSR had on it. This image adds to the argument that Iran's revolution and wars 
more_vert
Empty
more_vert
Pathos- Group 4 (Malik, Blake, Mark)
Pathos- Group 4 (Malik, Blake, Mark)
Page 74 depicts the fear and danger that Satrapi's mom experienced as a result of not veiling herself. This is a pathetic appeal that brings the audience to display sympathy on behalf of Satrapi's cause. The illogical justification made for veiling by the fundamentalist furthermore pits the reader against his cause. 
more_vert
Ethos - Group 4 (Mark, Blake, Malik)
Ethos - Group 4 (Mark, Blake, Malik)
On Page 76 (fourth frame from the top right) Satrapi is protesting the regime of Islamic Republic of Iran which had enforced the wearing of the veil for women. This represent the authors ethos as she is personally involved with historical occurrences and further gives credence to her arguments. 
more_vert
Logos - Group 4 (Blake, Mark, Malik)
Logos - Group 4 (Blake, Mark, Malik)
On page 78 (second frame, in the top right), Satrapi presents the image of a dark cloud engulfing the country of Iran. This represents  the weather, but also represents the darkness of the regime and the influence the USSR had on it. This image adds to the argument that Iran's revolution and wars have been influenced by a struggle between the USSR and the U.S.A

more_vert
Pathos- Group 4 (Malik, Blake, Mark)
Pathos- Group 4 (Malik, Blake, Mark)
On page 90, Satrapi contrasts her father with Mali's husband. The latter clings to material things, worrying about the loss of tangible items, rather than the absolute safety of his wife and children and the issue at hand.  The author does so, in order to show the flaws of materialism, especially during dark times. Furthermore, it shows that Satrapi's dad is highly involved in the political issue, having a large impact on his daughter's political ideology.
more_vert
Logos- Group 5 (Sophie, Jack, Adam) Organization is a big part of LOGOS, from page 97-102 the author organizes the page in chronological order to develop the idea of a plastic key painted gold and how many children wearing keys were blown up in the minefield. This develops the authors point that many good and innocent people/ kids were killed during the revolution and their bright futures were ended.
Logos- Group 5 (Sophie, Jack, Adam) Organization is a big part of LOGOS, from page 97-102 the author organizes the page in chronological order to develop the idea of a plastic key painted gold and how many children wearing keys were blown up in the minefield. This develops the authors point that many good and innocent people/ kids were killed during the revolution and their bright futures were ended. 
more_vert
Logos- Group 8 (Nicole, Michelle, Michael)
Logos- Group 8 (Nicole, Michelle, Michael)
p. 145 (slides 3-8) This is an example of logos because it uses factual evidence to demonstrates how aggressive the regime is to girls in prison who need to be executed during the revolution. 
more_vert
Ethos-Group 5 (Sophie, Jack, Adam)
Ethos-Group 5 (Sophie, Jack, Adam)
On page 94, frame 4, Marjane states a fact about Nuptial Chambers in Shiite Tradition. This expresses her credibility and extensive knowledge about her culture. Marjane also backs up many of her statements, both political and factual, with visual and factual evidence to further her explanations.
more_vert
Ethos-Group 8 (Nicole, Michelle, Michael)
Ethos-Group 8 (Nicole, Michelle, Michael)
p. 144 (slide 3&5) This is an example of ethos because she doesn't believe what her teacher is telling her because she has her own prior knowledge and opinions, which helped convey her own character attributes. 
more_vert
Pathos- Group 1 (Gabby, Kenzo, James, Emma)
Pathos- Group 1 (Gabby, Kenzo, James, Emma)
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.  

On page 15 frame 2, the reader is able to feel sympathy for those who were locked in a theater and burned alive. Being emotionally connected invests the audience into the revolution and persuade the reader that the Shah's regime is evil and murderous.

On page 32 frames 3-6, Marjane Satrapi is portrayed as a little girl who is not sure what her parents are talking about and how she should react showing her childhood innocence.  However, in the final slide, Marajne is showed reading books to understand everything.  This childhood innocence and individual research and curiousness is congruent with all children, including ourselves.
more_vert
Ethos- Group 1 (Gabby, Kenzo, James, Emma)
Ethos- Group 1 (Gabby, Kenzo, James, Emma)
On page 4, readers learn about Marjane Satrapi and her life in 1980, when she was 10 years old, during the Iranian Revolution. Readers may see that the author is versed in the topic of the revolution because of her experiences with a new school system and an oppressive King. 

On page 13, the author uses a a juxtaposition of God and Karl Marx in order to explain to the audience the reasoning for Marjane's interest in Revolution and to show the reader how closely she values God. This idea explains many of the decisions Marjane makes later in the book and give her credibility to the reader in why she created the idea of revolution.  


more_vert
Logos- Group 3 (Max, Jack, David, Raneem)
Logos- Group 3  (Max, Jack, David, Raneem)
On page 47, in frames 2 and 3, Satrapi provides detailed a detailed description of two family friends that were imprisoned during the Shah's regime. They both shared the commonality of supporting communism, creating an example of the harsh punishments for simple crimes during the time period.
more_vert
Pathos- Group 3 (Max, Jack, David, Raneem)
Pathos- Group 3  (Max, Jack, David, Raneem)
On page 51, in frames 4 and 5, the reader is able to develop a feeling of empathy for Ahmadi, the man being brutally tortured. Moreover, in the fifth frame, the reader can see that Satrapi feels horrible for Ahmadi when she exclaims that she never imagined that an iron could be used for torture.
more_vert
Ethos- Group 3 (Max, Jack, David, Raneem)
Ethos- Group 3  (Max, Jack, David, Raneem)
On page 52, in frame 6, it is made apparent that Satrapi's idea of what's right and wrong is quite backwards. Then on page 61, in frame 4 she explains that her idea of a hero is a martyr, and that the more someone suffers, the more of a hero they are. When she tells her friends about all of her heroic family members, she is establishing credibility by bragging that she knows a lot about the war.
more_vert
PATHOS- Group 5(Soph
PATHOS- Group 5(Sophie, Jack, Adam) On page 107 the reader may connect with the feeling of being doubtful when Marji is left alone with the baby. This supports the authors idea of the revolution causing people to abandon logic when she says "Since that day Ive had doubts about the so called maternal instinct" 

more_vert
Logos- Group 1 (James, Gabby, Emma, Kenzo)
Logos- Group 1 (James, Gabby, Emma, Kenzo)

On page 11, the author uses a chronological order historical generalizations to describe Iran throughout history and its history of oppression. This helps the reader understand why the nation was in the state it was in 1979 through the use of historical occurrences.
more_vert
Ethos- Group 7(Ankith, Meredith, Cindy
Ethos- Group 7(Ankith, Meredith, Cindy
On page 142, the author establishes her credibility when expressing what was in her mind and thoughts when she saw that her neighbor's house was decimated. This event explains one of the numerous negative firsthand experien
more_vert
s in her mind and thought
s in her mind and thought
more_vert
During that time, there w
During that time, there were many false rumors and assumptions that were made. In the example, Marjane states that people believed that the war would end until the Iranian army conquered Khorramshahr which continued the war. This shows how many people, during the time of chaos, believe 
more_vert
page 102 The page the author trying say the poor kids are got use by the government and on page 98 When Marjane and her mother come home, they find their other maid upset because her son was given the key which if they were sent to war would let them go to heaven the key symbolizes die because they want the children to fight in the war and they will if they know they will go to heaven and the and the key is a trick
page 102 The page the author trying say the poor  kids are got use by the government and on page 98 When Marjane and her mother come home, they find their other maid upset because her son was given the key which if they were sent to war  would let them go to heaven the key symbolizes die because they want the children to fight in the war and they will if they know they will go to heaven and the and the key is a trick
more_vert
On page 78 (second frame,
On page 78 (second frame, in the top right), Satrapi presents the image of a dark cloud engulfing the country of Iran. This represents  the weather, but also represents the darkness of the regime and the influence the USSR had on it. This image adds to the argument that Iran's revolution and wars 
more_vert
Empty
more_vert
Pathos- Group 4 (Malik, Blake, Mark)
Pathos- Group 4 (Malik, Blake, Mark)
Page 74 depicts the fear and danger that Satrapi's mom experienced as a result of not veiling herself. This is a pathetic appeal that brings the audience to display sympathy on behalf of Satrapi's cause. The illogical justification made for veiling by the fundamentalist furthermore pits the reader against his cause. 
more_vert
Ethos - Group 4 (Mark, Blake, Malik)
Ethos - Group 4 (Mark, Blake, Malik)
On Page 76 (fourth frame from the top right) Satrapi is protesting the regime of Islamic Republic of Iran which had enforced the wearing of the veil for women. This represent the authors ethos as she is personally involved with historical occurrences and further gives credence to her arguments. 
more_vert
Logos - Group 4 (Blake, Mark, Malik)
Logos - Group 4 (Blake, Mark, Malik)
On page 78 (second frame, in the top right), Satrapi presents the image of a dark cloud engulfing the country of Iran. This represents  the weather, but also represents the darkness of the regime and the influence the USSR had on it. This image adds to the argument that Iran's revolution and wars have been influenced by a struggle between the USSR and the U.S.A

more_vert
Pathos- Group 4 (Malik, Blake, Mark)
Pathos- Group 4 (Malik, Blake, Mark)
On page 90, Satrapi contrasts her father with Mali's husband. The latter clings to material things, worrying about the loss of tangible items, rather than the absolute safety of his wife and children and the issue at hand.  The author does so, in order to show the flaws of materialism, especially during dark times. Furthermore, it shows that Satrapi's dad is highly involved in the political issue, having a large impact on his daughter's political ideology.
more_vert
Logos- Group 5 (Sophie, Jack, Adam) Organization is a big part of LOGOS, from page 97-102 the author organizes the page in chronological order to develop the idea of a plastic key painted gold and how many children wearing keys were blown up in the minefield. This develops the authors point that many good and innocent people/ kids were killed during the revolution and their bright futures were ended.
Logos- Group 5 (Sophie, Jack, Adam) Organization is a big part of LOGOS, from page 97-102 the author organizes the page in chronological order to develop the idea of a plastic key painted gold and how many children wearing keys were blown up in the minefield. This develops the authors point that many good and innocent people/ kids were killed during the revolution and their bright futures were ended. 
more_vert
Logos- Group 8 (Nicole, Michelle, Michael)
Logos- Group 8 (Nicole, Michelle, Michael)
p. 145 (slides 3-8) This is an example of logos because it uses factual evidence to demonstrates how aggressive the regime is to girls in prison who need to be executed during the revolution. 
more_vert
Ethos-Group 5 (Sophie, Jack, Adam)
Ethos-Group 5 (Sophie, Jack, Adam)
On page 94, frame 4, Marjane states a fact about Nuptial Chambers in Shiite Tradition. This expresses her credibility and extensive knowledge about her culture. Marjane also backs up many of her statements, both political and factual, with visual and factual evidence to further her explanations.
more_vert
Ethos-Group 8 (Nicole, Michelle, Michael)
Ethos-Group 8 (Nicole, Michelle, Michael)
p. 144 (slide 3&5) This is an example of ethos because she doesn't believe what her teacher is telling her because she has her own prior knowledge and opinions, which helped convey her own character attributes. 
more_vert
Pathos- Group 1 (Gabby, Kenzo, James, Emma)
Pathos- Group 1 (Gabby, Kenzo, James, Emma)
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.  

On page 15 frame 2, the reader is able to feel sympathy for those who were locked in a theater and burned alive. Being emotionally connected invests the audience into the revolution and persuade the reader that the Shah's regime is evil and murderous.

On page 32 frames 3-6, Marjane Satrapi is portrayed as a little girl who is not sure what her parents are talking about and how she should react showing her childhood innocence.  However, in the final slide, Marajne is showed reading books to understand everything.  This childhood innocence and individual research and curiousness is congruent with all children, including ourselves.
more_vert
Ethos- Group 1 (Gabby, Kenzo, James, Emma)
Ethos- Group 1 (Gabby, Kenzo, James, Emma)
On page 4, readers learn about Marjane Satrapi and her life in 1980, when she was 10 years old, during the Iranian Revolution. Readers may see that the author is versed in the topic of the revolution because of her experiences with a new school system and an oppressive King. 

On page 13, the author uses a a juxtaposition of God and Karl Marx in order to explain to the audience the reasoning for Marjane's interest in Revolution and to show the reader how closely she values God. This idea explains many of the decisions Marjane makes later in the book and give her credibility to the reader in why she created the idea of revolution.  


more_vert
Logos- Group 3 (Max, Jack, David, Raneem)
Logos- Group 3  (Max, Jack, David, Raneem)
On page 47, in frames 2 and 3, Satrapi provides detailed a detailed description of two family friends that were imprisoned during the Shah's regime. They both shared the commonality of supporting communism, creating an example of the harsh punishments for simple crimes during the time period.
more_vert
Pathos- Group 3 (Max, Jack, David, Raneem)
Pathos- Group 3  (Max, Jack, David, Raneem)
On page 51, in frames 4 and 5, the reader is able to develop a feeling of empathy for Ahmadi, the man being brutally tortured. Moreover, in the fifth frame, the reader can see that Satrapi feels horrible for Ahmadi when she exclaims that she never imagined that an iron could be used for torture.
more_vert
Ethos- Group 3 (Max, Jack, David, Raneem)
Ethos- Group 3  (Max, Jack, David, Raneem)
On page 52, in frame 6, it is made apparent that Satrapi's idea of what's right and wrong is quite backwards. Then on page 61, in frame 4 she explains that her idea of a hero is a martyr, and that the more someone suffers, the more of a hero they are. When she tells her friends about all of her heroic family members, she is establishing credibility by bragging that she knows a lot about the war.
more_vert
PATHOS- Group 5(Soph
PATHOS- Group 5(Sophie, Jack, Adam) On page 107 the reader may connect with the feeling of being doubtful when Marji is left alone with the baby. This supports the authors idea of the revolution causing people to abandon logic when she says "Since that day Ive had doubts about the so called maternal instinct" 

more_vert
Logos- Group 1 (James, Gabby, Emma, Kenzo)
Logos- Group 1 (James, Gabby, Emma, Kenzo)

On page 11, the author uses a chronological order historical generalizations to describe Iran throughout history and its history of oppression. This helps the reader understand why the nation was in the state it was in 1979 through the use of historical occurrences.
more_vert
Ethos- Group 7(Ankith, Meredith, Cindy
Ethos- Group 7(Ankith, Meredith, Cindy
On page 142, the author establishes her credibility when expressing what was in her mind and thoughts when she saw that her neighbor's house was decimated. This event explains one of the numerous negative firsthand experiences that the revolution had on her perspective  and overall mental health. Moreover, the event enhances the theme of oppression by  portraying the death of Baba-Levy family in a gruesome manner. 
more_vert
Pathos- Group 7 (Meredith, Cindy, Ankith)
Pathos- Group 7 (Meredith, Cindy, Ankith)
Out of fear, Marjane exaggerated the actions that her mother would take if she found out that she was caught wearing her new clothes by the Guardians of the Revolution. When Marjane was threatened by the women to be taken to the committee, Marjane used her feelings to explain how her mother will punish her if she finds out she was sent to the committee. Marjane explains how her mother would torture her and possibly send her to an orphanage if she finds out what happened. With each excuse, Marjane grew more and more emotional to help really convey the severity of the consequences. Later after returning home, Marjane's eyes were puffy and her mother asked what happened. Marjane dismissed it and went to her room to listen to her music in order to relieve her stress.
(page 133-134)
more_vert
Ethos- Group 6 (Dominic, Alandria, Madison)
Ethos- Group 6 (Dominic, Alandria, Madison)
Frame 7 p.g 113

This frame shows the amount of knowledge and experience and adult has compared to an adolescent. It shows how Marjane wants to be more like an adult and be more rebellious. However, she did not understand the consequences of her actions which her mom stresses to her after she caught Marjane skipping class. 
more_vert
Logos- Group 6 (Dominic, Alandria, Madison)
Logos- Group 6 (Dominic, Alandria, Madison)
Frame 5  p.g 114

During that time, there were many false rumors and assumptions that were made. In the example, Marjane states that people believed that the war would end until the Iranian army conquered Khorramshahr which continued the war. This shows how many people, during the time of chaos, believe things to be true that are not true. 
more_vert
Pathos-Group 8 (Nicole, Michelle, Michael)
Pathos-Group 8 (Nicole, Michelle, Michael)
p. 153 (slide 3) The author shows pathos by conveying how much of an impact the revolution has had on families with the separation of members of families. 
more_vert
Directions
Directions
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.  
more_vert
Pathos 2, (Cat, Mia, Grace, Ethan)
Pathos 2, (Cat, Mia, Grace, Ethan)
On pages 35-37, Pathos is used when Satrapi drew Mehri crying, conveying her sadness over the man next door, Hossein, who had turned her away after learning that she is a maid and not the daughter of a rich father. Also, she has drawn Marjane, the rich daughter, laying next to Mehri in order to emphasize that because Marjane was a child, she did not understand the gravity of the social hierarchies deposited onto Mehri based on her financial ability. Pathos is built around the page, and specifically frame 7 on page 37, because of the impact that Hossein had on Mehri, and how Marjane realizes the extent of hardship of which the poor face. The three pages described above all build up to the last frame on page 37, as jealousy, heartbreak, and sadness all describe this small section of Mehri’s life, possibly symbolizing her daily struggles. 

more_vert
Ethos 2, (Cat, Mia, Grace, Ethan)
Ethos 2, (Cat, Mia, Grace, Ethan)
On page 38 and 39 Majane’s ethos is built by explaining the fact that she protested in some of the historic protests of the Islamic revolution called “black friday”. This is similarly shown on pages 40, 41, and 42 when she explains the king eventually leaving the country and the celebrations that followed them.
On page 33 Marjane establishes her ethos because she could fluently read and write as a child.  This allowed her to cultivate her political ideas at a young age.
On page 37, in panels 4-6,  Marjane’s ethos is further shown through her understanding of inequalities of social classes at a young age.  To Marjane, this is a valid reason for the revolution, as her parents have encourged a marxist ideology throughout her childhood.
One page 41-42 Marjane exhibits ethos as she gives an eyewitness account on the fall of the shah.  She was able to use her real memories to show his fall from power and the nationwide celebration that followed.
Her rememberance of Jimmy Carter’s rejection of the shah and of Egypt granting him innocence on page 43 establishes her ethos by showing the vast knowledge that she has about the Iranian revolution because she lived through it.

more_vert
Pathos- Group 6 (Dominic, Alandria, Madison)
Pathos- Group 6 (Dominic, Alandria, Madison) 
Frame 4 p.g 115

The author shows how dedicated many of the people were in fighting for what they believed in and shows how much pain and suffering they were willing to go through in order to make a change in society. 
more_vert
Logos- Group 7 (Cindy, Ankith, Meredith)
Logos- Group 7 (Cindy, Ankith, Meredith)
On pages 141-142 it shows logos because even though Marjane's mom was trying to make her feel better, she knew it was Shabbat which means that her friends were probably home during the attack. Later she had also found her friend's turquoise bracelet in the pile of debris which also shows the signs that her friend Need and Neda's family were probably home and sadly had been the ones in the attack.

# data[].attributes.body
s in her mind and thought
s in her mind and thought
more_vert
During that time, there w
During that time, there were many false rumors and assumptions that were made. In the example, Marjane states that people believed that the war would end until the Iranian army conquered Khorramshahr which continued the war. This shows how many people, during the time of chaos, believe 
more_vert
page 102 The page the author trying say the poor kids are got use by the government and on page 98 When Marjane and her mother come home, they find their other maid upset because her son was given the key which if they were sent to war would let them go to heaven the key symbolizes die because they want the children to fight in the war and they will if they know they will go to heaven and the and the key is a trick
page 102 The page the author trying say the poor  kids are got use by the government and on page 98 When Marjane and her mother come home, they find their other maid upset because her son was given the key which if they were sent to war  would let them go to heaven the key symbolizes die because they want the children to fight in the war and they will if they know they will go to heaven and the and the key is a trick
more_vert
On page 78 (second frame,
On page 78 (second frame, in the top right), Satrapi presents the image of a dark cloud engulfing the country of Iran. This represents  the weather, but also represents the darkness of the regime and the influence the USSR had on it. This image adds to the argument that Iran's revolution and wars 
more_vert
Empty
more_vert
Pathos- Group 4 (Malik, Blake, Mark)
Pathos- Group 4 (Malik, Blake, Mark)
Page 74 depicts the fear and danger that Satrapi's mom experienced as a result of not veiling herself. This is a pathetic appeal that brings the audience to display sympathy on behalf of Satrapi's cause. The illogical justification made for veiling by the fundamentalist furthermore pits the reader against his cause. 
more_vert
Ethos - Group 4 (Mark, Blake, Malik)
Ethos - Group 4 (Mark, Blake, Malik)
On Page 76 (fourth frame from the top right) Satrapi is protesting the regime of Islamic Republic of Iran which had enforced the wearing of the veil for women. This represent the authors ethos as she is personally involved with historical occurrences and further gives credence to her arguments. 
more_vert
Logos - Group 4 (Blake, Mark, Malik)
Logos - Group 4 (Blake, Mark, Malik)
On page 78 (second frame, in the top right), Satrapi presents the image of a dark cloud engulfing the country of Iran. This represents  the weather, but also represents the darkness of the regime and the influence the USSR had on it. This image adds to the argument that Iran's revolution and wars have been influenced by a struggle between the USSR and the U.S.A

more_vert
Pathos- Group 4 (Malik, Blake, Mark)
Pathos- Group 4 (Malik, Blake, Mark)
On page 90, Satrapi contrasts her father with Mali's husband. The latter clings to material things, worrying about the loss of tangible items, rather than the absolute safety of his wife and children and the issue at hand.  The author does so, in order to show the flaws of materialism, especially during dark times. Furthermore, it shows that Satrapi's dad is highly involved in the political issue, having a large impact on his daughter's political ideology.
more_vert
Logos- Group 5 (Sophie, Jack, Adam) Organization is a big part of LOGOS, from page 97-102 the author organizes the page in chronological order to develop the idea of a plastic key painted gold and how many children wearing keys were blown up in the minefield. This develops the authors point that many good and innocent people/ kids were killed during the revolution and their bright futures were ended.
Logos- Group 5 (Sophie, Jack, Adam) Organization is a big part of LOGOS, from page 97-102 the author organizes the page in chronological order to develop the idea of a plastic key painted gold and how many children wearing keys were blown up in the minefield. This develops the authors point that many good and innocent people/ kids were killed during the revolution and their bright futures were ended. 
more_vert
Logos- Group 8 (Nicole, Michelle, Michael)
Logos- Group 8 (Nicole, Michelle, Michael)
p. 145 (slides 3-8) This is an example of logos because it uses factual evidence to demonstrates how aggressive the regime is to girls in prison who need to be executed during the revolution. 
more_vert
Ethos-Group 5 (Sophie, Jack, Adam)
Ethos-Group 5 (Sophie, Jack, Adam)
On page 94, frame 4, Marjane states a fact about Nuptial Chambers in Shiite Tradition. This expresses her credibility and extensive knowledge about her culture. Marjane also backs up many of her statements, both political and factual, with visual and factual evidence to further her explanations.
more_vert
Ethos-Group 8 (Nicole, Michelle, Michael)
Ethos-Group 8 (Nicole, Michelle, Michael)
p. 144 (slide 3&5) This is an example of ethos because she doesn't believe what her teacher is telling her because she has her own prior knowledge and opinions, which helped convey her own character attributes. 
more_vert
Pathos- Group 1 (Gabby, Kenzo, James, Emma)
Pathos- Group 1 (Gabby, Kenzo, James, Emma)
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.  

On page 15 frame 2, the reader is able to feel sympathy for those who were locked in a theater and burned alive. Being emotionally connected invests the audience into the revolution and persuade the reader that the Shah's regime is evil and murderous.

On page 32 frames 3-6, Marjane Satrapi is portrayed as a little girl who is not sure what her parents are talking about and how she should react showing her childhood innocence.  However, in the final slide, Marajne is showed reading books to understand everything.  This childhood innocence and individual research and curiousness is congruent with all children, including ourselves.
more_vert
Ethos- Group 1 (Gabby, Kenzo, James, Emma)
Ethos- Group 1 (Gabby, Kenzo, James, Emma)
On page 4, readers learn about Marjane Satrapi and her life in 1980, when she was 10 years old, during the Iranian Revolution. Readers may see that the author is versed in the topic of the revolution because of her experiences with a new school system and an oppressive King. 

On page 13, the author uses a a juxtaposition of God and Karl Marx in order to explain to the audience the reasoning for Marjane's interest in Revolution and to show the reader how closely she values God. This idea explains many of the decisions Marjane makes later in the book and give her credibility to the reader in why she created the idea of revolution.  


more_vert
Logos- Group 3 (Max, Jack, David, Raneem)
Logos- Group 3  (Max, Jack, David, Raneem)
On page 47, in frames 2 and 3, Satrapi provides detailed a detailed description of two family friends that were imprisoned during the Shah's regime. They both shared the commonality of supporting communism, creating an example of the harsh punishments for simple crimes during the time period.
more_vert
Pathos- Group 3 (Max, Jack, David, Raneem)
Pathos- Group 3  (Max, Jack, David, Raneem)
On page 51, in frames 4 and 5, the reader is able to develop a feeling of empathy for Ahmadi, the man being brutally tortured. Moreover, in the fifth frame, the reader can see that Satrapi feels horrible for Ahmadi when she exclaims that she never imagined that an iron could be used for torture.
more_vert
Ethos- Group 3 (Max, Jack, David, Raneem)
Ethos- Group 3  (Max, Jack, David, Raneem)
On page 52, in frame 6, it is made apparent that Satrapi's idea of what's right and wrong is quite backwards. Then on page 61, in frame 4 she explains that her idea of a hero is a martyr, and that the more someone suffers, the more of a hero they are. When she tells her friends about all of her heroic family members, she is establishing credibility by bragging that she knows a lot about the war.
more_vert
PATHOS- Group 5(Soph
PATHOS- Group 5(Sophie, Jack, Adam) On page 107 the reader may connect with the feeling of being doubtful when Marji is left alone with the baby. This supports the authors idea of the revolution causing people to abandon logic when she says "Since that day Ive had doubts about the so called maternal instinct" 

more_vert
Logos- Group 1 (James, Gabby, Emma, Kenzo)
Logos- Group 1 (James, Gabby, Emma, Kenzo)

On page 11, the author uses a chronological order historical generalizations to describe Iran throughout history and its history of oppression. This helps the reader understand why the nation was in the state it was in 1979 through the use of historical occurrences.
more_vert
Ethos- Group 7(Ankith, Meredith, Cindy
Ethos- Group 7(Ankith, Meredith, Cindy
On page 142, the author establishes her credibility when expressing what was in her mind and thoughts when she saw that her neighbor's house was decimated. This event explains one of the numerous negative firsthand experien

# data[].attributes.body
s in her mind and thought
s in her mind and thought
more_vert
During that time, there w
During that time, there were many false rumors and assumptions that were made. In the example, Marjane states that people believed that the war would end until the Iranian army conquered Khorramshahr which continued the war. This shows how many people, during the time of chaos, believe 
more_vert
page 102 The page the author trying say the poor kids are got use by the government and on page 98 When Marjane and her mother come home, they find their other maid upset because her son was given the key which if they were sent to war would let them go to heaven the key symbolizes die because they want the children to fight in the war and they will if they know they will go to heaven and the and the key is a trick
page 102 The page the author trying say the poor  kids are got use by the government and on page 98 When Marjane and her mother come home, they find their other maid upset because her son was given the key which if they were sent to war  would let them go to heaven the key symbolizes die because they want the children to fight in the war and they will if they know they will go to heaven and the and the key is a trick
more_vert
On page 78 (second frame,
On page 78 (second frame, in the top right), Satrapi presents the image of a dark cloud engulfing the country of Iran. This represents  the weather, but also represents the darkness of the regime and the influence the USSR had on it. This image adds to the argument that Iran's revolution and wars 
more_vert
Empty
more_vert
Pathos- Group 4 (Malik, Blake, Mark)
Pathos- Group 4 (Malik, Blake, Mark)
Page 74 depicts the fear and danger that Satrapi's mom experienced as a result of not veiling herself. This is a pathetic appeal that brings the audience to display sympathy on behalf of Satrapi's cause. The illogical justification made for veiling by the fundamentalist furthermore pits the reader against his cause. 
more_vert
Ethos - Group 4 (Mark, Blake, Malik)
Ethos - Group 4 (Mark, Blake, Malik)
On Page 76 (fourth frame from the top right) Satrapi is protesting the regime of Islamic Republic of Iran which had enforced the wearing of the veil for women. This represent the authors ethos as she is personally involved with historical occurrences and further gives credence to her arguments. 
more_vert
Logos - Group 4 (Blake, Mark, Malik)
Logos - Group 4 (Blake, Mark, Malik)
On page 78 (second frame, in the top right), Satrapi presents the image of a dark cloud engulfing the country of Iran. This represents  the weather, but also represents the darkness of the regime and the influence the USSR had on it. This image adds to the argument that Iran's revolution and wars have been influenced by a struggle between the USSR and the U.S.A

more_vert
Pathos- Group 4 (Malik, Blake, Mark)
Pathos- Group 4 (Malik, Blake, Mark)
On page 90, Satrapi contrasts her father with Mali's husband. The latter clings to material things, worrying about the loss of tangible items, rather than the absolute safety of his wife and children and the issue at hand.  The author does so, in order to show the flaws of materialism, especially during dark times. Furthermore, it shows that Satrapi's dad is highly involved in the political issue, having a large impact on his daughter's political ideology.
more_vert
Logos- Group 5 (Sophie, Jack, Adam) Organization is a big part of LOGOS, from page 97-102 the author organizes the page in chronological order to develop the idea of a plastic key painted gold and how many children wearing keys were blown up in the minefield. This develops the authors point that many good and innocent people/ kids were killed during the revolution and their bright futures were ended.
Logos- Group 5 (Sophie, Jack, Adam) Organization is a big part of LOGOS, from page 97-102 the author organizes the page in chronological order to develop the idea of a plastic key painted gold and how many children wearing keys were blown up in the minefield. This develops the authors point that many good and innocent people/ kids were killed during the revolution and their bright futures were ended. 
more_vert
Logos- Group 8 (Nicole, Michelle, Michael)
Logos- Group 8 (Nicole, Michelle, Michael)
p. 145 (slides 3-8) This is an example of logos because it uses factual evidence to demonstrates how aggressive the regime is to girls in prison who need to be executed during the revolution. 
more_vert
Ethos-Group 5 (Sophie, Jack, Adam)
Ethos-Group 5 (Sophie, Jack, Adam)
On page 94, frame 4, Marjane states a fact about Nuptial Chambers in Shiite Tradition. This expresses her credibility and extensive knowledge about her culture. Marjane also backs up many of her statements, both political and factual, with visual and factual evidence to further her explanations.
more_vert
Ethos-Group 8 (Nicole, Michelle, Michael)
Ethos-Group 8 (Nicole, Michelle, Michael)
p. 144 (slide 3&5) This is an example of ethos because she doesn't believe what her teacher is telling her because she has her own prior knowledge and opinions, which helped convey her own character attributes. 
more_vert
Pathos- Group 1 (Gabby, Kenzo, James, Emma)
Pathos- Group 1 (Gabby, Kenzo, James, Emma)
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.  

On page 15 frame 2, the reader is able to feel sympathy for those who were locked in a theater and burned alive. Being emotionally connected invests the audience into the revolution and persuade the reader that the Shah's regime is evil and murderous.

On page 32 frames 3-6, Marjane Satrapi is portrayed as a little girl who is not sure what her parents are talking about and how she should react showing her childhood innocence.  However, in the final slide, Marajne is showed reading books to understand everything.  This childhood innocence and individual research and curiousness is congruent with all children, including ourselves.
more_vert
Ethos- Group 1 (Gabby, Kenzo, James, Emma)
Ethos- Group 1 (Gabby, Kenzo, James, Emma)
On page 4, readers learn about Marjane Satrapi and her life in 1980, when she was 10 years old, during the Iranian Revolution. Readers may see that the author is versed in the topic of the revolution because of her experiences with a new school system and an oppressive King. 

On page 13, the author uses a a juxtaposition of God and Karl Marx in order to explain to the audience the reasoning for Marjane's interest in Revolution and to show the reader how closely she values God. This idea explains many of the decisions Marjane makes later in the book and give her credibility to the reader in why she created the idea of revolution.  


more_vert
Logos- Group 3 (Max, Jack, David, Raneem)
Logos- Group 3  (Max, Jack, David, Raneem)
On page 47, in frames 2 and 3, Satrapi provides detailed a detailed description of two family friends that were imprisoned during the Shah's regime. They both shared the commonality of supporting communism, creating an example of the harsh punishments for simple crimes during the time period.
more_vert
Pathos- Group 3 (Max, Jack, David, Raneem)
Pathos- Group 3  (Max, Jack, David, Raneem)
On page 51, in frames 4 and 5, the reader is able to develop a feeling of empathy for Ahmadi, the man being brutally tortured. Moreover, in the fifth frame, the reader can see that Satrapi feels horrible for Ahmadi when she exclaims that she never imagined that an iron could be used for torture.
more_vert
Ethos- Group 3 (Max, Jack, David, Raneem)
Ethos- Group 3  (Max, Jack, David, Raneem)
On page 52, in frame 6, it is made apparent that Satrapi's idea of what's right and wrong is quite backwards. Then on page 61, in frame 4 she explains that her idea of a hero is a martyr, and that the more someone suffers, the more of a hero they are. When she tells her friends about all of her heroic family members, she is establishing credibility by bragging that she knows a lot about the war.
more_vert
PATHOS- Group 5(Soph
PATHOS- Group 5(Sophie, Jack, Adam) On page 107 the reader may connect with the feeling of being doubtful when Marji is left alone with the baby. This supports the authors idea of the revolution causing people to abandon logic when she says "Since that day Ive had doubts about the so called maternal instinct" 

more_vert
Logos- Group 1 (James, Gabby, Emma, Kenzo)
Logos- Group 1 (James, Gabby, Emma, Kenzo)

On page 11, the author uses a chronological order historical generalizations to describe Iran throughout history and its history of oppression. This helps the reader understand why the nation was in the state it was in 1979 through the use of historical occurrences.
more_vert
Ethos- Group 7(Ankith, Meredith, Cindy
Ethos- Group 7(Ankith, Meredith, Cindy
On page 142, the author establishes her credibility when expressing what was in her mind and thoughts when she saw that her neighbor's house was decimated. This event explains one of the numerous negative firsthand experien

# data[].attributes.body
During that time, there were many false rumors and assumptions that were made. In the example, Marjane states that people believed that the war would end until the Iranian army conquered Khorramshahr which continued the war. This shows how many people, during the time of chaos, believe 

# data[].attributes.headline
page 102 The page the author trying say the poor  kids are got use by the government and on page 98 When Marjane and her mother come home, they find their other maid upset because her son was given the key which if they were sent to war  would let them go to heaven the key symbolizes die because they want the children to fight in the war and they will if they know they will go to heaven and the and the key is a trick

# data[].attributes.subject
page 102 The page the author trying say the poor  kids are got use by the government and on page 98 When Marjane and her mother come home, they find their other maid upset because her son was given the key which if they were sent to war  would let them go to heaven the key symbolizes die because they want the children to fight in the war and they will if they know they will go to heaven and the and the key is a trick

# data[].attributes.body
On page 78 (second frame, in the top right), Satrapi presents the image of a dark cloud engulfing the country of Iran. This represents  the weather, but also represents the darkness of the regime and the influence the USSR had on it. This image adds to the argument that Iran's revolution and wars 

# data[].attributes.body
Page 74 depicts the fear and danger that Satrapi's mom experienced as a result of not veiling herself. This is a pathetic appeal that brings the audience to display sympathy on behalf of Satrapi's cause. The illogical justification made for veiling by the fundamentalist furthermore pits the reader against his cause.

# data[].attributes.body
On Page 76 (fourth frame from the top right) Satrapi is protesting the regime of Islamic Republic of Iran which had enforced the wearing of the veil for women. This represent the authors ethos as she is personally involved with historical occurrences and further gives credence to her arguments.

# data[].attributes.body
On page 78 (second frame, in the top right), Satrapi presents the image of a dark cloud engulfing the country of Iran. This represents  the weather, but also represents the darkness of the regime and the influence the USSR had on it. This image adds to the argument that Iran's revolution and wars have been influenced by a struggle between the USSR and the U.S.A

# data[].attributes.body
On page 90, Satrapi contrasts her father with Mali's husband. The latter clings to material things, worrying about the loss of tangible items, rather than the absolute safety of his wife and children and the issue at hand.  The author does so, in order to show the flaws of materialism, especially during dark times. Furthermore, it shows that Satrapi's dad is highly involved in the political issue, having a large impact on his daughter's political ideology.

# data[].attributes.headline
Logos- Group 5 (Sophie, Jack, Adam) Organization is a big part of LOGOS, from page 97-102 the author organizes the page in chronological order to develop the idea of a plastic key painted gold and how many children wearing keys were blown up in the minefield. This develops the authors point that many good and innocent people/ kids were killed during the revolution and their bright futures were ended. 

# data[].attributes.subject
Logos- Group 5 (Sophie, Jack, Adam) Organization is a big part of LOGOS, from page 97-102 the author organizes the page in chronological order to develop the idea of a plastic key painted gold and how many children wearing keys were blown up in the minefield. This develops the authors point that many good and innocent people/ kids were killed during the revolution and their bright futures were ended. 

# data[].attributes.headline
Logos- Group 8 (Nicole, Michelle, Michael)

# data[].attributes.subject
Logos- Group 8 (Nicole, Michelle, Michael)

# data[].attributes.body
p. 145 (slides 3-8) This is an example of logos because it uses factual evidence to demonstrates how aggressive the regime is to girls in prison who need to be executed during the revolution.

# data[].attributes.body
On page 94, frame 4, Marjane states a fact about Nuptial Chambers in Shiite Tradition. This expresses her credibility and extensive knowledge about her culture. Marjane also backs up many of her statements, both political and factual, with visual and factual evidence to further her explanations.

# data[].attributes.headline
Ethos-Group 8 (Nicole, Michelle, Michael)

# data[].attributes.subject
Ethos-Group 8 (Nicole, Michelle, Michael)

# data[].attributes.body
p. 144 (slide 3&5) This is an example of ethos because she doesn't believe what her teacher is telling her because she has her own prior knowledge and opinions, which helped convey her own character attributes.

# data[].attributes.headline
Pathos- Group 1 (Gabby, Kenzo, James, Emma)

# data[].attributes.subject
Pathos- Group 1 (Gabby, Kenzo, James, Emma)

# data[].attributes.body
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.

On page 15 frame 2, the reader is able to feel sympathy for those who were locked in a theater and burned alive. Being emotionally connected invests the audience into the revolution and persuade the reader that the Shah's regime is evil and murderous.

On page 32 frames 3-6, Marjane Satrapi is portrayed as a little girl who is not sure what her parents are talking about and how she should react showing her childhood innocence.  However, in the final slide, Marajne is showed reading books to understand everything.  This childhood innocence and individual research and curiousness is congruent with all children, including ourselves.

# data[].attributes.headline
Ethos- Group 1 (Gabby, Kenzo, James, Emma)

# data[].attributes.subject
Ethos- Group 1 (Gabby, Kenzo, James, Emma)

# data[].attributes.body
On page 4, readers learn about Marjane Satrapi and her life in 1980, when she was 10 years old, during the Iranian Revolution. Readers may see that the author is versed in the topic of the revolution because of her experiences with a new school system and an oppressive King.

On page 13, the author uses a a juxtaposition of God and Karl Marx in order to explain to the audience the reasoning for Marjane's interest in Revolution and to show the reader how closely she values God. This idea explains many of the decisions Marjane makes later in the book and give her credibility to the reader in why she created the idea of revolution.

# data[].attributes.headline
Logos- Group 3  (Max, Jack, David, Raneem)

# data[].attributes.subject
Logos- Group 3  (Max, Jack, David, Raneem)

# data[].attributes.body
On page 47, in frames 2 and 3, Satrapi provides detailed a detailed description of two family friends that were imprisoned during the Shah's regime. They both shared the commonality of supporting communism, creating an example of the harsh punishments for simple crimes during the time period.

# data[].attributes.headline
Pathos- Group 3  (Max, Jack, David, Raneem)

# data[].attributes.subject
Pathos- Group 3  (Max, Jack, David, Raneem)

# data[].attributes.body
On page 51, in frames 4 and 5, the reader is able to develop a feeling of empathy for Ahmadi, the man being brutally tortured. Moreover, in the fifth frame, the reader can see that Satrapi feels horrible for Ahmadi when she exclaims that she never imagined that an iron could be used for torture.

# data[].attributes.headline
Ethos- Group 3  (Max, Jack, David, Raneem)

# data[].attributes.subject
Ethos- Group 3  (Max, Jack, David, Raneem)

# data[].attributes.body
On page 52, in frame 6, it is made apparent that Satrapi's idea of what's right and wrong is quite backwards. Then on page 61, in frame 4 she explains that her idea of a hero is a martyr, and that the more someone suffers, the more of a hero they are. When she tells her friends about all of her heroic family members, she is establishing credibility by bragging that she knows a lot about the war.

# data[].attributes.body
PATHOS- Group 5(Sophie, Jack, Adam) On page 107 the reader may connect with the feeling of being doubtful when Marji is left alone with the baby. This supports the authors idea of the revolution causing people to abandon logic when she says "Since that day Ive had doubts about the so called maternal instinct"

# data[].attributes.headline
Logos- Group 1 (James, Gabby, Emma, Kenzo)

# data[].attributes.subject
Logos- Group 1 (James, Gabby, Emma, Kenzo)

# data[].attributes.body
On page 11, the author uses a chronological order historical generalizations to describe Iran throughout history and its history of oppression. This helps the reader understand why the nation was in the state it was in 1979 through the use of historical occurrences.

# data[].attributes.body
On page 142, the author establishes her credibility when expressing what was in her mind and thoughts when she saw that her neighbor's house was decimated. This event explains one of the numerous negative firsthand experiences that the revolution had on her perspective  and overall mental health. Moreover, the event enhances the theme of oppression by portraying the death of Baba-Levy family in a gruesome manner.

# data[].attributes.headline
Pathos- Group 7 (Meredith, Cindy, Ankith)

# data[].attributes.subject
Pathos- Group 7 (Meredith, Cindy, Ankith)

# data[].attributes.body
Out of fear, Marjane exaggerated the actions that her mother would take if she found out that she was caught wearing her new clothes by the Guardians of the Revolution. When Marjane was threatened by the women to be taken to the committee, Marjane used her feelings to explain how her mother will punish her if she finds out she was sent to the committee. Marjane explains how her mother would torture her and possibly send her to an orphanage if she finds out what happened. With each excuse, Marjane grew more and more emotional to help really convey the severity of the consequences. Later after returning home, Marjane's eyes were puffy and her mother asked what happened. Marjane dismissed it and went to her room to listen to her music in order to relieve her stress.
(page 133-134)

# data[].attributes.headline
Ethos- Group 6 (Dominic, Alandria, Madison)

# data[].attributes.subject
Ethos- Group 6 (Dominic, Alandria, Madison)

# data[].attributes.body
Frame 7 p.g 113

This frame shows the amount of knowledge and experience and adult has compared to an adolescent. It shows how Marjane wants to be more like an adult and be more rebellious. However, she did not understand the consequences of her actions which her mom stresses to her after she caught Marjane skipping class.

# data[].attributes.headline
Logos- Group 6 (Dominic, Alandria, Madison)

# data[].attributes.subject
Logos- Group 6 (Dominic, Alandria, Madison)

# data[].attributes.body
Frame 5  p.g 114

During that time, there were many false rumors and assumptions that were made. In the example, Marjane states that people believed that the war would end until the Iranian army conquered Khorramshahr which continued the war. This shows how many people, during the time of chaos, believe things to be true that are not true.

# data[].attributes.headline
Pathos-Group 8 (Nicole, Michelle, Michael)

# data[].attributes.subject
Pathos-Group 8 (Nicole, Michelle, Michael)

# data[].attributes.body
p. 153 (slide 3) The author shows pathos by conveying how much of an impact the revolution has had on families with the separation of members of families.

# data[].attributes.body
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.

# data[].attributes.body
1. On pages 35-37, Pathos is used when Satrapi drew Mehri crying, conveying her sadness over the man next door, Hossein, who had turned her away after learning that she is a maid and not the daughter of a rich father. Also, she has drawn Marjane, the rich daughter, laying next to Mehri in order to emphasize that because Marjane was a child, she did not understand the gravity of the social hierarchies deposited onto Mehri based on her financial ability. Pathos is built around the page, and specifically frame 7 on page 37, because of the impact that Hossein had on Mehri, and how Marjane realizes the extent of hardship of which the poor face. The three pages described above all build up to the last frame on page 37, as jealousy, heartbreak, and sadness all describe this small section of Mehri’s life, possibly symbolizing her daily struggles.

# data[].attributes.body
1. On page 38 and 39 Majane’s ethos is built by explaining the fact that she protested in some of the historic protests of the Islamic revolution called “black friday”. This is similarly shown on pages 40, 41, and 42 when she explains the king eventually leaving the country and the celebrations that followed them.

2. On page 33 Marjane establishes her ethos because she could fluently read and write as a child.  This allowed her to cultivate her political ideas at a young age.

3. On page 37, in panels 4-6,  Marjane’s ethos is further shown through her understanding of inequalities of social classes at a young age.  To Marjane, this is a valid reason for the revolution, as her parents have encourged a marxist ideology throughout her childhood.

4. One page 41-42 Marjane exhibits ethos as she gives an eyewitness account on the fall of the shah.  She was able to use her real memories to show his fall from power and the nationwide celebration that followed.

5. Her rememberance of Jimmy Carter’s rejection of the shah and of Egypt granting him innocence on page 43 establishes her ethos by showing the vast knowledge that she has about the Iranian revolution because she lived through it.

# data[].attributes.headline
Pathos- Group 6 (Dominic, Alandria, Madison) 

# data[].attributes.subject
Pathos- Group 6 (Dominic, Alandria, Madison) 

# data[].attributes.body
Frame 4 p.g 115

The author shows how dedicated many of the people were in fighting for what they believed in and shows how much pain and suffering they were willing to go through in order to make a change in society.

# data[].attributes.headline
Logos- Group 7 (Cindy, Ankith, Meredith)

# data[].attributes.subject
Logos- Group 7 (Cindy, Ankith, Meredith)

# data[].attributes.body
On pages 141-142 it shows logos because even though Marjane's mom was trying to make her feel better, she knew it was Shabbat which means that her friends were probably home during the attack. Later she had also found her friend's turquoise bracelet in the pile of debris which also shows the signs that her friend Need and Neda's family were probably home and sadly had been the ones in the attack.