Exploring Persuasion: Ethos, Pathos, Logos in Editorials
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Exploring Persuasion: Ethos, Pathos, Logos in Editorials

Grade 6English1 days
In this project, 6th-grade students explore the rhetorical appeals of ethos, pathos, and logos to enhance their critical analysis skills in English. Through activities like 'Editor's Boot Camp' and themed challenges on each appeal, students identify these techniques in editorials and understand their impact on arguments. The project culminates in students writing their own persuasive editorials, applying their understanding of rhetorical strategies. The experience is supported by a detailed rubric and reflective questions to deepen student insights into effective communication.
Rhetorical AppealsEthosPathosLogosCritical AnalysisEditorial Writing
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we identify and differentiate the use of ethos, pathos, and logos in editorials to better understand and critically analyze an author's argument and purpose?

Essential Questions

Supporting questions that break down major concepts.
  • What are ethos, pathos, and logos, and how can they be identified in written texts?
  • How do ethos, pathos, and logos impact the effectiveness of an argument?
  • In what ways can identifying rhetorical appeals improve our understanding of an author's purpose and message?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to identify ethos, pathos, and logos in editorials and explain their impact on the argument's effectiveness.
  • Students will develop skills in tracing an author's argument and specific claims in informational texts.
  • Students will enhance their ability to understand and articulate an author's purpose through analyzing rhetorical appeals.
  • Students will improve critical thinking skills by distinguishing between different types of reasoning used in editorials.

Common Core Standards

CCSS.ELA-LITERACY.RI.6.8
Primary
Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.Reason: This standard aligns with the project's goal to trace the author's argument and identify the types of reasoning used.
CCSS.ELA-LITERACY.RI.6.6
Primary
Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.Reason: Understanding the author's purpose is crucial for analyzing ethos, pathos, and logos, aligning with the project's focus on critical analysis.
CCSS.ELA-LITERACY.RI.6.1
Secondary
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Reason: Students need to support their identification of ethos, pathos, and logos with textual evidence.

Entry Events

Events that will be used to introduce the project to students

Editor's Boot Camp

Enlist students in an 'Editor's Boot Camp' where they undergo a series of challenges to transform factual information into persuasive editorials. Each challenge focuses on a different rhetorical appeal, pushing them to creatively apply ethos, pathos, and logos in practical scenarios.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Ethos Exploration Adventure

Students embark on an exploration mission to understand ethos, one of the key rhetorical appeals. By analyzing short excerpts from various editorials, students will identify how authors establish their credibility and reliability, thus strengthening their arguments.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce the concept of ethos with examples from popular advertisements or speeches to show how credibility is used to persuade.
2. Provide students with a selection of short editorial excerpts focusing on different authors' attempts to establish ethos.
3. Students will work in pairs to highlight instances in the text where ethos is used, taking notes on how it affects the author's argument.
4. Facilitate a group discussion where students share examples and reflect on the impact of ethos on persuasion.

Final Product

What students will submit as the final product of the activityA collaborative chart listing identified examples of ethos from the excerpts, with explanations of how they contribute to the argument's credibility.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.RI.6.8 and CCSS.ELA-LITERACY.RI.6.6 as students trace and evaluate the argument and specific claims, focusing on credibility.
Activity 2

Pathos Pursuit Challenge

In this challenge, students dive into the emotional aspect of rhetoric by examining how authors use pathos to connect with the audience's emotions. They will analyze editorials to trace the emotional appeals and understand their influence on the argument.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce pathos through powerful and emotive video clips or images to illustrate how emotions can be evoked in audiences.
2. Provide a range of editorials where authors use emotional language or stories to engage readers' emotions.
3. Individually, students will annotate the texts to identify emotional triggers and language that appeal to the audience's feelings.
4. Organize a reflective session where students discuss their findings and how pathos can impact the reader's perception of an argument.

Final Product

What students will submit as the final product of the activityAnnotated editorial excerpts with highlighted examples of pathos and a reflection paper on their personal reaction to the emotive language used.

Alignment

How this activity aligns with the learning objectives & standardsTargets CCSS.ELA-LITERACY.RI.6.1 as students cite textual evidence while tracing emotional appeals, supporting their understanding of author's purpose.
Activity 3

Logos Logic Lab

Students enter the logic lab to work with logos, understanding how logical reasoning and evidence form the backbone of well-constructed arguments in editorials. They will analyze texts to pinpoint logical appeals and determine their effectiveness.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Review key concepts of logical reasoning and evidence-based arguments using clear examples from scientific texts.
2. Students receive editorial articles focusing on the authors' use of data, statistics, and logical sequences to make their case.
3. Pair up students and instruct them to identify and evaluate the logical appeals in the texts, focusing on the strength and coherence of these arguments.
4. Conduct a discussion forum where pairs present their findings and critique the effectiveness of the logical arguments represented.

Final Product

What students will submit as the final product of the activityA set of evaluated editorials highlighting logical appeals, accompanied by a critiquing report on the strength of these arguments.

Alignment

How this activity aligns with the learning objectives & standardsMeets CCSS.ELA-LITERACY.RI.6.8 by allowing students to trace and evaluate arguments and specific claims with reason and evidence.
Activity 4

Editorial Assembly Workshop

Building on their understanding of ethos, pathos, and logos, students will craft their own persuasive editorials. This activity synthesizes their previous analyses and enables them to apply what they've learned in a creative format.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Instruct students to choose a contemporary issue they are passionate about and want to write an editorial on.
2. Plan the editorial structure, ensuring a balance of ethos, pathos, and logos. Use graphic organizers to help outline ideas.
3. Compose the draft, integrating rhetorical appeals to strengthen the argument.
4. Peer review session: Students exchange editorials and provide feedback, focusing on the effectiveness of rhetorical appeals used.
5. Finalize the editorial, incorporating peer feedback and ensuring clarity, coherence, and persuasive power.

Final Product

What students will submit as the final product of the activityA polished and persuasive editorial incorporating ethos, pathos, and logos, ready for potential publication or presentation.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.RI.6.6 and CCSS.ELA-LITERACY.RI.6.8 by having students apply knowledge of author's purpose and argument construction through rhetorical appeals.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Rhetorical Appeals Portfolio Evaluation Rubric

Category 1

Understanding of Rhetorical Appeals

Evaluates the student's grasp of ethos, pathos, and logos and their ability to identify these appeals in editorial texts.
Criterion 1

Identification of Ethos, Pathos, Logos

Measures the accuracy and depth of identifying rhetorical appeals in provided texts.

Exemplary
4 Points

Student consistently and accurately identifies ethos, pathos, and logos, providing nuanced explanations and examples.

Proficient
3 Points

Student accurately identifies ethos, pathos, and logos with clear explanations and appropriate examples.

Developing
2 Points

Student identifies ethos, pathos, and logos inconsistently, with some explanations and examples lacking clarity.

Beginning
1 Points

Student struggles to identify ethos, pathos, and logos, providing minimal explanations and vague examples.

Criterion 2

Explanation of Impact

Assesses the student's ability to explain the effect of rhetorical appeals on the effectiveness of an author's argument.

Exemplary
4 Points

Provides detailed and insightful explanations about how rhetorical appeals strengthen an argument.

Proficient
3 Points

Offers clear and effective explanations on how rhetorical appeals affect an argument.

Developing
2 Points

Explanation of the effects of rhetorical appeals is basic or incomplete.

Beginning
1 Points

Shows minimal ability to explain the impact of rhetorical appeals.

Category 2

Application of Rhetorical Strategies

Examines how well students can apply rhetorical strategies in their own writing to create persuasive editorial pieces.
Criterion 1

Integration of Ethos, Pathos, and Logos

Quality of integration of all three rhetorical appeals within student-created editorials.

Exemplary
4 Points

Seamless and compelling integration of ethos, pathos, and logos, enhancing the editorial's persuasive power.

Proficient
3 Points

Effective use of ethos, pathos, and logos with clear evidence of thoughtfulness in the editorial.

Developing
2 Points

Attempts to use ethos, pathos, and logos, but lacks coherence or balance between the appeals.

Beginning
1 Points

Limited or ineffective use of rhetorical appeals.

Criterion 2

Clarity and Coherence

Assesses the organization of ideas and the logical flow of arguments in student-created editorials.

Exemplary
4 Points

Editorial is exceptionally well-organized with a logical flow and clear connections between ideas.

Proficient
3 Points

Editorial shows clear organization and coherent flow of ideas.

Developing
2 Points

Organization is uneven; some ideas may be unclear or disconnected.

Beginning
1 Points

Lacks logical structure, and ideas are confusing or poorly connected.

Category 3

Critical Reflection and Analysis

Evaluates the depth of student reflection on their learning and analysis process regarding rhetorical appeals.
Criterion 1

Reflection on Learning

Measures the thoroughness and insightfulness of student reflections on their understanding of rhetorical appeals.

Exemplary
4 Points

Student provides deep insights and comprehensive reflections on learning and growth in understanding rhetorical appeals.

Proficient
3 Points

Reflection is thoughtful, showing clear insights into personal learning and understanding.

Developing
2 Points

Reflection is basic, showing limited insight into learning experiences.

Beginning
1 Points

Minimal reflection on learning; lacks depth and self-assessment.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on your understanding of ethos, pathos, and logos. How has this understanding changed or deepened through the activities and discussions in this unit?

Text
Required
Question 2

On a scale of 1 to 5, how confident do you feel in identifying and analyzing rhetorical appeals in editorials now compared to before this unit?

Scale
Required
Question 3

Which rhetorical appeal do you find most challenging to identify or apply in writing?

Multiple choice
Required
Options
Ethos
Pathos
Logos
Question 4

How do you think the skills gained in identifying rhetorical appeals can be applied to other subjects or real-world scenarios? Provide an example if possible.

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Optional
Question 5

What was your favorite activity or part of this unit? Explain why it stood out to you.

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Optional