# data[].attributes.body
Ethos Example 1: “I had already broken the rules once….this was the second time.” (pg111, frame 8). The author is highlighting the deliberation of her decision to go with the older girls.

Ethos Example 2: “My mother used the same tactics as torturers” (p 113 frame 4). The author is comparing the mother with torturers to convey the lack of ethics her mother shows.

Ethos Example 3: “I kissed childhood goodbye, now I was a grownup.” The author is establishing herself as an adult to make her decisions more convincing to her audience.

# data[].attributes.headline
Ethos, Group 3 (Sydney, Madison, Emma, Jacob)

# data[].attributes.subject
Ethos, Group 3 (Sydney, Madison, Emma, Jacob)

# data[].attributes.body
#1: pg:101 frame 7

The speaker shows why the people look so hypnotized and brain dead.

#2: Page 94, Frame 1

“The Iraqi army had conquered the city of Khorramshahr. Their arms were modern, but where Iraq had quality, we had quantity.”

This visual utilizes logos to progress the story by detailing real historical information about the invasion of Khorramshahr by the Iraqi army to introduce a new conflict in the book.

#3: Page 96, Frame 5

This visual states a fact right from the beginning in order to explain a school tradition.

# data[].attributes.body
#1:  pg:97 frame 6

This visual shows the audience that the instructor is very displeased with the class and is verbally assaulting them, but they do not seem to mind it.

#2: Page 98, Frame 4

“Well-behaved? So they can hit themselves twice a day??” “So they can be covered from head to toe?”

This visual uses pathos because we can see that the responses of Marjane’s parents to her teacher are angry and incredulous, which illustrates the outrage they felt at what their daughter and other girls in her class had to go through.

#3: Page 95, Frame 1

This visual is extremely melancholy, illustrating a massive group of girls conforming to a system they all seem to lack an understanding of or allegiance towards.

# data[].attributes.body
#1: pg: 94 frame 4

When talking about the Shiite Tradition, the speaker is showing credibility because she has a lot of knowledge on the topic she is talking about.

#2: Page 96, Frame 5

“Hitting yourself is one of the country’s rituals. During certain religious ceremonies, some people flagellated themselves brutally.”

This visual develops the ethos of the author by using an explanation of a behavior done by many in her country to show she knows the religious ceremonies and why they are done.

#3: Page 99, Frame 7

The maid states that she has been faithful to Islam all her life. If somebody as credible as her cannot believe the calamities of the changes coming to her country, it is a surprise that anybody can.

# data[].attributes.headline
Pathos, Group 3 (Sydney, Madison, Emma, Jacob)

# data[].attributes.subject
Pathos, Group 3 (Sydney, Madison, Emma, Jacob)

# data[].attributes.body
Page 51 Frame 4

In the frame they are describing the way in which one of their known acquaintances was being tortured while in prison. They show the brutality in the frame to elicit emotion from the audience.

Page 63 Frame 8

This image shows how distraught satrapi was when she found out that the boy she had a crush on was leaving for America. This also symbolizes the theme of the chapter by conveying the very “absent” feel to the style of writing that the author used throughout the chapter. The use of this mood makes the reader feel a connection to the author’s real life emotions conveyed through the text.
60 frame 1

“After the separation, I felt very lonely. I missed my country, my parents, my brothers. I dreamt about them other”. Here, the author, Marjane, is appealing to the rhetorical mode of pathos to instill a feeling of sadness in the audience. She is making the audience feel empathy for the father.

# data[].attributes.headline
Logos, Group 4 (Brady, Gabby, Shaney, Julia)

# data[].attributes.subject
Logos, Group 4 (Brady, Gabby, Shaney, Julia)

# data[].attributes.body
Logos:

Page 81 Panel 6

This shows the logos used by her father, who says that their own government is responsible for forcing religion on Iranians to a far more extensive degree than Iraq. As this ignored the patriotic pathos he displays at other times in the book and additionally ignored the ethos of the government, so we can conclude  both through this and through the way he uses evidence from his own life to draw a logical conclusion that he’s employed logos

Page 86 Panel 5

In this panel, Satrapi demonstrates the ethos of her classmate by describing the girl’s reading of a letter to her late father who died a war hero. The classmate is later depicted having a conversation with Marji and sharing her thoughts on the war/ war heroes, providing the audience with a direct quote from someone personally affected.

Page 87 Panel 1-8

On this page, Satrapi shows an altercation that occurred in the supermarket. This shows logos because the people of Iran never knew what was going to happen and when something was going to happen. So, everyone would bolt to the supermarkets and immediately buy all of their essentials.

Page 82, Panel 6

This panel shows Marji’s dad explaining the reasoning behind the timing of the attack by saddam. Her dad is pictured reading the newspaper, which gives the appearance of an unbiased knowledge source.

# data[].attributes.headline
Ethos, Group 4 (Brady, Gabby, Shaney, Julia)

# data[].attributes.subject
Ethos, Group 4 (Brady, Gabby, Shaney, Julia)

# data[].attributes.body
Ethos:

1. Page 75, Panel 3

In this panel, Marji speaks directly to the reader, adding additional information so as to, as she says, “be fair”. This establishes her Ethos because not only did she have a sufficiently advanced understanding that allowed her to give this side information, she also demonstrated an interest in fairness through her portrayal

2.   Page 75 Panel 7

Here she expresses difficulty she herself experienced blending in by saying it was difficult to remember that she had to lie about how often she prayed. This further reinforces her first person expertise on the subject

3.   Page 86 Panel 1

The fact that Satrapi mentions that for her report she wrote an extensive essay about Arab Conquest and its relation to the current war, helps show how Satrapi is very knowledgeable on the topic and how she understands the history behind the current situation in her country.

4.   Page 76 panel 4

This shows that she had first person involvement in the counter-fundamentalist movement from a young age, which indicates she likely had expertise on this topic. This helps to build her ethos as an author.

# data[].attributes.headline
Pathos, Group 4 (Brady, Gabby, Shaney, Julia)

# data[].attributes.subject
Pathos, Group 4 (Brady, Gabby, Shaney, Julia)

# data[].attributes.body
Pathos:

1. Page 74, Panel 2

This panel shows the distraught mother being reunited with her family, and serves as pathos because it shows how the revolution worsened life for those in Iran at the time through an emotional example, appealing to sympathy

1. Page 88, Panel 8

On this page, the parents are hearing the news of the bombing at the refinery. Satrapi’s mother is immediately worried about her friend who lives there, and you can see the panic on their faces as they don’t have an effective way to see if she is still alive or not.

1. Page 84 Panel 3

This panel shows Marji and her family’s jubilation after hearing that Iran had retaliated against Iraq. It’s important because it shows the patriotism they felt, and that they still had deep emotional attachment to their country even if they didn’t like the regime

4.   Page 86, Panel 8

Marji’s friend, Pardisse, is talking about her dad who died fighting. She tells Marji that she would rather have her father alive but locked way than dead but mourned as a hero. This shows how the revolution tore families apart and took loved ones all in the name of power.

# data[].attributes.headline
Pathos, Group 7- (Brett Williams, Chakrabortty, Benjamin Moss)

# data[].attributes.subject
Pathos, Group 7- (Brett Williams, Chakrabortty, Benjamin Moss)

# data[].attributes.body
Kaya:

Logos:
Page 136 Slide #1

This slide is mainly the image, but the text provides a fact about how the Iraqis did have missiles which was not certain information until now.

Ben:

Logos:

On page 138, frames 1-3, the main character asks her mom for money to buy a new pair of jeans. Her mom is shocked about the amount of money the jeans cost. But due to inflation, the prices of everything has drastically increased. This fact about money increase relates to logos.

Brett:

Logos: Page 132, frame 5, the text provides information on a group of women that were known as the guardians of the revolution. Added in 1982 they were responsible for enforcing arrest on women who were improperly veiled. The example of logos is found in the text when the guardians are being mentioned.

# data[].attributes.headline
Pathos, Group 7- (Brett Williams, Chakrabortty, Benjamin Moss)

# data[].attributes.subject
Pathos, Group 7- (Brett Williams, Chakrabortty, Benjamin Moss)

# data[].attributes.body
Kaya:

Ethos:
Page 134 Slide #4

Presented in this slide was the main character crying because she made a lie about how her mother would put her in an orphanage if she found out she got into trouble but the old lady trusted her and let her go although she had no evidence of issue. And as the text said “maybe she believed my, maybe she just pretended to..” this can give context of understanding and shows trust between the main character by the old lady who was once yelling at her.

Ben:

Ethos:

On page 135, two men argue about what information is true, and what information is a rumor. The two men are arguing to try to prove that they are correct, and they are trustworthy. Trying to establish ethos to one another, and their families.

Brett

Ethos:

On page 140, frame 4, there are no words. This picture is simple and sheds a sigh of relief. Although no text is apparent, the tone is strong and varied. The image is bold, yet light, at the same time.

# data[].attributes.headline
Ethos, Group 2 (Yanni, Lexi, Nikhill, Shahrazad)

# data[].attributes.subject
Ethos, Group 2 (Yanni, Lexi, Nikhill, Shahrazad)

# data[].attributes.body
Ethos:

1) On page 40, frame 4, the speaker is revealing to the audience that Marjane is an active participant of the Iranian Revolution. This is shown in the image because she watches news broadcast to educate herself on the revolution and further makes her statements credible throughout the book.

2) On page 46, frames 6-8, Marjane is learning from her friend Ramin that his father killed communists “because communists are evil”. This example is giving Marjane knowledge and insight to a different side/perspective of the revolution of which she is unfamiliar with.

3)  On page 39, frames 6 and 7, the author delineates between the knowledge and credibility of the adults in contrast with the kids. The kids wanted to demonstrate but ended up doing it on the worst possible day, “black friday”. However the adults knew this due to their advantage provided by past and more experiences.

4) On Page 37, frame 6, Marjane expresses her confusion with her father’s stance on social classes and his actions with Mehri’s admiror. Satrapi displays ethos in this example, as it portrays the conflict Marjane is having with her dad’s decision and where his ethics lye, and whether thinks that social classes should or should not be present in society.

# data[].attributes.headline
Pathos, Group 7- (Brett Williams, Chakrabortty, Benjamin Moss)

# data[].attributes.subject
Pathos, Group 7- (Brett Williams, Chakrabortty, Benjamin Moss)

# data[].attributes.body
Kaya:

Pathos:

Page 127 Slide #5

In this slide it highlight the values that the parents have by showing how much they care for their daughters happiness. It is shown by the parents risking to get arrested by finding ways to hide a poster that would normally not be able to pass through Iran during that time period because anything Western was considered a taboo, but by risking to take this with them through custom for their daughter shows how their child’s happiness is what is most valued to them.

Ben:

Pathos:

On page 133-134, the main character is abused by 2 women who are guardians of the revolution. She begins to cry and they threaten to arrest her, or even torture her, This makes you feel bad for the main character, establishing pathos.

Brett:

Pathos:
On page 133, frame 9, Marji is stopped while taking a routine walk to the music shop. She is not wearing a veil so she is threatened to be arrested. Here in the U.S. we take freedom for granted. Imagine how it would feel to be minding your own business, and bam you are being prosecuted for not wearing an article of clothing.

# data[].attributes.headline
Pathos, Group 2 (Yanni, Lexi, Nikhill, Shahrazad)

# data[].attributes.subject
Pathos, Group 2 (Yanni, Lexi, Nikhill, Shahrazad)

# data[].attributes.body
Pathos:

1) On page 39, frame 7, the author’s illustration of the black hand that is across the Maids and Marjane’s face, allows the audience to connect with the situation that they were in.

2) On page 37, frame 7, the illustration of the maid covering her face while crying appeals to pathos because it demonstrates how social classes made a big impact during this time, and it depicts a lot of sadness and makes the reader feel badly for the maid.

3) On page 45, frame 1 there is an example of pathos being used, however under the influence of the revolution and the nuances behind social determination behind actions in the revolution. The main character is stating an ideology that she got from her parents and other adult figures, as well as her friends, all being while being influenced revolutionary themes of discontent and entitlement to certain actions.

4) On page 42, frame 1, the author appeals to pathos, as she uses an entire page express the happiness the people of Iran felt once the Shah left. By using the whole page and filling it with smiling faces, Satrapi conveys to the reader the great deal of happiness that was felt.

# data[].attributes.headline
Logos, Group 2 (Yanni, Lexi, Nikhill, Shahrazad)

# data[].attributes.subject
Logos, Group 2 (Yanni, Lexi, Nikhill, Shahrazad)

# data[].attributes.body
Logos:

1) On page 40, frame 1, the speaker is illustrating the amount of people that died during the Black Friday massacre. The amount of dead bodies in the illustration shows how the revolution has a long lasting effect on society.

2) On page 43, frame 1, the author illustrates a news reporter discussing how Jimmy Carter, the president of the United States, refused to give refuge to the exiled Shah and his family. This statement informs the audience of the U.S. president's position, along with his sole interest in oil.

3) On page 36 frame 6, there is a clear example of logos in the form of a normality within social class guidelines. The father of the main character is informing his maids significant other that she is not his daughter, and is essentially not up to social class standards. This exemplifies logos in a way that can only be seen through this book’s inclusion of social classes.

4) On Page 39, frame 6, the author speaks of how on “Black Friday”, the kids who were demonstrating had seen many people from a single neighborhood killed. Satrapi utilize logos in the illustrations as the small frame is filled with ten dead people, expressing how the streets were filled with those who had been slaughtered.

# data[].attributes.headline
Logos, Group 1- (Jacob Douville, Angel Roussev, Derek Terner, Max Wittenberg)

# data[].attributes.subject
Logos, Group 1- (Jacob Douville, Angel Roussev, Derek Terner, Max Wittenberg)

# data[].attributes.body
Page 10 slide 2, this image shows logos and how her and her friends put on uniforms, because the had accumulated information over time. They may have found out all of this information from their parents who tell them their opinions on the revolution. And from this, they can develop their own opinions through this and then tell their friends.

Page 9 frame 2- this picture helps show that Marjane fakes that she wants to be a doctor so that her parents will not force her to stop and explain the right morals; this displays logic because she uses her witts to allow herself to continue believing what she wants without anyone else judging her.

Page 24 Slide 5- This slide shows Marjane being confronted by two police officers at the front door asking, “is your father home?”, and Marjane fearfully replying, “no!”. This picture classifies under logos because Marjane used her knowledge to realize that if she did say her father was home then the police officers would come in and arrest him, most likely executing him as well. This is something Marjane didn’t want.

On Page 5, frame 1, it shows two sides of people protesting against the other side’s beliefs towards the veil and the idea of overall freedom. Both sides use reasoning and other pieces of evidence to reinforce why they chose their respective sides as they thought it was the most logical side.

# data[].attributes.headline
Ethos, Group 1-  (Jacob Douville, Angel Roussev, Derek Terner, Max Wittenberg)

# data[].attributes.subject
Ethos, Group 1-  (Jacob Douville, Angel Roussev, Derek Terner, Max Wittenberg)

# data[].attributes.body
On page 12, frame 1, it shows Marjane being surrounded by a bunch of books, all to help teaching her about the revolution and other countries who have experienced the same things Iran is experiencing at the moment. This new found knowledge enhances Marjane’s credibility when she discusses her opinions/beliefs about certain topics and concepts.

Page 44 Slide 3- This image shows Marjane being corrected by her class and teacher by falsely saying that the Shah was chosen by God. This represents false credibility within a character because although their schooling system once did say this under Shah’s rule, now that they aren’t they tell students like Marjane that this was lied.

Page 9 slide 3- this image shows the mother looking down at her daughter and showing her credibility by telling her that the situation at hand is fine and that everything will be okay.

Page 10 frame 1- On this picture, Marjane states that her faith is unshakable and that no matter what happens, she will stick to what she believes; this includes how she has a perspective on the revolution and different aspects of it (including prophet).

# data[].attributes.headline
Pathos, Group 1- (Jacob Douville, Angel Roussev, Derek Terner, Max Wittenberg)

# data[].attributes.subject
Pathos, Group 1- (Jacob Douville, Angel Roussev, Derek Terner, Max Wittenberg)

# data[].attributes.body
On page 5, frame 5, It depicts the being extremely frightened by the fact that she was photographed and put in a magazine showing her protesting and being a part of the revolution. This evokes a sense of stress and scariness because people who were caught rebelling against the Shah were severely punished along with the rest of their family.

Page 8 Slide 5- this image shows kids laughing and looking happy, this gives the emotions of happiness, and makes the overall tone throughout the entire text of being positive, and the feeling is positive.

Page 30 Slide 4- This frame illustrates Marjane as feeling sad since she is concerned that her father might be dead since he hasn’t come back from the demonstrations he has been too. This represents pathos because the emotional context shown is interpreted by the reader that Marjane is clearly sad, which also darkens the mood of the story.

# data[].attributes.headline
Logos, Group 6 (Alexis, Caitlin, Faraaz)

# data[].attributes.subject
Logos, Group 6 (Alexis, Caitlin, Faraaz)

# data[].attributes.body
Example 1: “We had been told that if we were in the street during a bombing, we should lie down in the gutter for safety.” (Pg. 112, Frame 6) This is something that the students were told so that they could be outside but also be prepared.

Example 2: “The borders were closed for three years between 1980 and 1983.” (Pg. 118, Frame 4) This is something historical that actually happened: between 1980 and 1983, Iran was closed in.

Example 3: “The Germans sell chemical weapons to Iran and Iraq. The wounded are then sent to Germany to be treated. Veritable Human guinea pigs.” (Pg. 122, Frame 3) During the war, Germans sold Iran and Iraq weapons.

# data[].attributes.headline
Ethos, Group 3 - (Madison, Jacob, Sydney, Emma)

# data[].attributes.subject
Ethos, Group 3 - (Madison, Jacob, Sydney, Emma)

# data[].attributes.body
Thomas- On page 144 frame 4, the author can trust Marjane as a credible source because she had personal experience with a family member who was imprisoned by the Shah.

Tasfia - On page 146, the author appeals to the audience with ethos in proving that Marjane wasn’t simply a child; she was an intellectually-advanced young woman who had deep thoughts about things going on around her, and she was credible in her thoughts, which were backed up by knowledge she had gained from books, the news, and information she had heard from her parents.

Lilly -  On page 150, the author appeals to ethos when Marjane’s grandmother gives her advice about her future.  This is showing her grandmother’s trustworthy reputation since she has been through many things in life and is a credible person to offer advice to Marjane.

# data[].attributes.headline
Logos, Group 8 - (Tasfia, Lilly, Thomas)

# data[].attributes.subject
Logos, Group 8 - (Tasfia, Lilly, Thomas)

# data[].attributes.body
Lilly - On page 151, the author appeals to logos when Marjane’s father describes how young boys, considered future soldiers, were forbidden to leave the country after they turned thirteen.  This section of dialogue includes reasoning about why there were so many boys lined up at the airport as well as facts about the citizens of Iran who feared the possibility of joining the army.

Thomas- On page 144 in the 3rd frame, Marjane is correcting her teacher with the fact that her uncle was imprisoned by the Shah’s Regime but it was the Islamic Regime that ordered his execution.

Tasfia - On page 147, frame 4, the author appeals to logos in stating facts about the logical reasoning  behind sending Marji off to Vienna. She speaks about how it is easier to get an Australian visa and how her life would be better living there based on the state of country at that time.

# data[].attributes.headline
Pathos, Group 8 - (Tasfia, Lilly, Thomas)

# data[].attributes.subject
Pathos, Group 8 - (Tasfia, Lilly, Thomas)

# data[].attributes.body
Thomas- On page 143, the author appeals to pathos when she shows her emotion towards losing her friend to a bomb that hit her apartment building.  This opening frame helps the reader experience the same emotion that Marjane felt.

Tasfia - On page 145, the author appeals to pathos in the conversation between Marji and her mother about what happens to the girls that the anti-revolutionaries arrest. Her mother describes the occurrence in a very graphic manner and the Marji is clearly very shaken by the newfound information that she realized might’ve happened to her had she been caught. This appeals to the audience’s emotions and makes them think about how they would feel had that happened to someone they love.

Lilly - On page 153, the author appeals to pathos by showing how Marjane is so shocked and disappointed to see her parents leave her. Marjane is seen looking back at her parents as they are leaving the airport but is shocked to find her father carrying her unconscious mother in her arms.  This appeals to the audiences emotions because it makes them feel for Marjane at this moment and also makes the question what happened to her mother.

# data[].attributes.headline
Pathos, Group 6- (Alexis Rillema, Caitlin Finerty, and Faraaz Iqbal) 

# data[].attributes.subject
Pathos, Group 6- (Alexis Rillema, Caitlin Finerty, and Faraaz Iqbal) 

# data[].attributes.body
1. "Dictator! You are the guardian of the revolution of this house!" (pg. 113, frame 9)
Here, it is apparent that there is pathos because Marjane is upset with her mom because she yelled at her for skipping class. So, Marji gets mad back at her.

2. "Calm down, dear. Everything will be all right. Don't worry." (pg. 122, frame 5)
Here, the readers can identify pathos because Marji's aunt is upset about her husband and Marji's mom is comforting her while she is crying.

3. "Why are you telling me this?! I couldn't care less. I want my husband to get well!" (page 122, frame 4)
Lastly, it is evident that there is emotion because Marji's aunt is upset about the health of her husband, she is also crying in this image.

# 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.