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Introduction to Persuasive Techniques: Understanding Pathos, Logos, and Ethos

In this week-long unit, students will delve into persuasive writing and argumentation. Starting with an exploration of definitions, students will articulate their understanding of concepts like Pathos, Logos, and Ethos through journaling and class discussions. The unit emphasizes recognizing persuasive techniques in various media and developing arguments based on evidence. Through a series of lessons, activities, and targeted reflections, students will enhance their critical thinking and communication skills, culminating in a deep understanding of how to persuade effectively using real-world examples.

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Introduction to Persuasive Techniques: Understanding Pathos, Logos, and Ethos

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  1. Senior WritingWeek 8 Week of February 4 Unit 3 Journals 4-7 Intro to Persuasive Techniques and Argument

  2. Monday, February 4 • Complete Journal 4 • Label each part: A – Definition, B – your 3 items C – what you will write about D – Intro. • Label and complete E – For each item, explain it and how it shows your term. • Label and complete F – sum up your term – its relevance to today. • Have finished by Friday. • Learning Target: Communicate your understanding of an abstract concept and illustrate it with an example.

  3. Monday – cont’d • Unit 3 – Lesson 1, Part 1. Complete to correct Tuesday. • Discuss Collage • Hand out Employment Skills sheet for someone else to fill out – due for Friday.

  4. Tuesday, Feb. 5 • Opening: Please copy down the following quote – • “If you don’t stand for something, you will fall for anything.” Malcolm X. • Learning Target: I will understand the concepts of Pathos, Logos, and Ethos. I will recognize some persuasive techniques in advertising.

  5. Agenda • Journal 6 • Philosophy of Life • 15-20 “I believe” statements. • Correct Les. 1, Ex. 1 • Go over rest of Lesson 1. Do Ex. 2 • Intro to Persuasion • Demographics • Pathos, Logos, Ethos • Other advertising or persuasive techniques • Commercials

  6. Context of Communication

  7. Context of Communication

  8. Demographics • What are they? • What are yours? • Race • Gender • Age group • Social groups – clubs, job, neighborhood, friend groups • Region of the country • Education/Educational goals • Region of the country • Religion • TV programs, music, movies • Why do they matter?

  9. Pathos, Logos, Ethos – 3 Greek Words • What does each mean? • How does each apply to persuasion? • http://www.readwritethink.org/classroom-resources/lesson-plans/persuasive-techniques-advertising-1166.html • Handout on the three with examples. • Other techniques • View commericals

  10. Wednesday, Feb. 6 • Review p. 43 – there are 7 correct items (including one we did yesterday). • Learning Target – Understand how persuasive techniques are selected and used and how they can be used to develop arguments.

  11. Wednesday – cont’d • Lesson 1 Grammar • Persuasive techniques • Review Commercials • Look for examples of Pathos, Ethos, and Logos • What other techniques do you see?

  12. Thursday, Feb. 7 • Opening: Many of you did best on the Unit 2 test than on the Unit 1 test. (Write this sentence – correct the error.) • Misplaced Modifiers • Discuss argument – topic, how to argue • Discuss possible reasons and support • Go over Unit 2 test – discuss retakes.

  13. Misplaced Modifiers: What is wrong? • “One morning I shot an elephant in my pajamas.” (Groucho Marx) • “FOR SALE: Mahogany table by a lady with Chippendale legs” (Ad in newspaper) • “Two Sisters Reunited After 18 Years in Checkout Lane” (Headline in newspaper)

  14. Topic Consideration • Learning Target: • Understand how persuasive techniques are selected and used and how they can be used to develop arguments. • Link claims and evidence to support a reason and the claim.

  15. Topic • Read over the introduction to the topic. • Respond to the topic = discuss on paper your ideas on the topic in regards to the prompt. • Pull out thesis • Pull out reasons • Now - support

  16. Article Review • Chunk article • Read and annotate • Underline any key words/phrases/evidence that fits a reason. • Identify with P, L, or E – one item from the article you could use for at least 2 of the techniques. Mark in the left margin. • Write a word or phrase that identifies a key concept from each chunk. Write it in the right margin.

  17. Discuss Reasons and Evidence • Decide on a piece of evidence that could be used to support 3 of the reasons. • Decide on a way to address counterargument – • Report out ideas • Discuss one reason point. • Discuss a second reason point • Discuss a counterargument.

  18. Friday, February 8 • Opening: • “Throw the baby from the bus a kiss.” Please write down a corrected version of this. • Dangling Modifiers • Journal 7 • Work on prep to retake the test • Work time – • Collage • Quotes

  19. Dangling Modifiers • Flying over the African landscape, the elephant herd looked magnificent. • Picture it. Not pretty. Hope they do not fly overhead. • Covered with hot melted cheese, we ate the pizza. • That could be painful. I really prefer my cheese on the pizza.

  20. Agenda • Complete Dangling Modifier exercise. • Learning Target: Recognize the error in sentences and rewrite for clarity. • Show me Employability Skills checklist - then get to work on Journal 7 • Learning Target: Demonstrate ability to critical think and draw support from two different sources. • When you finish Journal 7, you may get a COW and do any of the following: • Work on your collage. • Find quotes you like. • Work on Scholarships. • Review for Retake of Unit 2 Retake

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