05 Ethos Pathos Logos Handout and Lesson Plan 2020

Aristotelian Appeals: Logos, Ethos, and Pathos
Whenever you read an argument you must ask yourself, “Is this persuasive? If so, why? And to whom?”
There are many ways to appeal to an audience. Among them are appealing to logos, ethos, and pathos.
These appeals are identifiable in almost all arguments.
To Appeal to LOGOS To Develop or Appeal to ETHOS To Appeal to PATHOS

(logic, reasoning) (character, ethics) (emotion)
: the argument itself; the reasoning the : how an author builds credibility & : words or passages an author uses to activate
author uses; logical evidence trustworthiness emotions
Types of LOGOS Appeals Ways to Develop ETHOS Types of PATHOS Appeals
 Theories / scientific facts  Author’s profession /  Emotionally loaded language

 Indicated meanings or background  Vivid descriptions
reasons (because…)  Author’s publication  Emotional examples
 Literal or historical analogies  Appearing sincere, fair minded,  Anecdotes, testimonies, or narratives
 Definitions knowledgeable about emotional experiences or events
 Factual data & statistics  Conceding to opposition where  Figurative language
 Quotations appropriate  Emotional tone (humor, sarcasm,
 Citations from experts &  Morally / ethically likeable disappointment, excitement, etc.)
authorities  Appropriate language for
 Informed opinions audience and subject
 Examples (real life examples)  Appropriate vocabulary
 Personal anecdotes  Correct grammar
 Professional format
Effect on Audience Effect on Audience Effect on Audience
Evokes a cognitive, rational response. Helps reader to see the author as reliable, Evokes an emotional response. Persuasion by
Readers get a sense of, “Oh, that trustworthy, competent, and credible. The emotion.(usually evoking fear, sympathy,
makes sense” or “Hmm, that really reader might respect the author or his/her empathy, anger,)
doesn’t prove anything.” views.
How to Talk About It How to Talk About It How to Talk About It
The author appeals to logos by Through his use of scientific terminology, the
When referencing 9/11, the author is
defining relevant terms and then author builds his ethos by demonstrating appealing to pathos. Here, he is eliciting
supports his claim with numerous expertise. both sadness and anger from his readers.
citations from authorities.
The author’s ethos is effectively The author’s description of the child
The author’s use of statistics and developed as readers see that he is with cancer was a very persuasive appeal
expert testimony are very convincing sympathetic to the struggles to pathos.
logos appeals. minorities face.
Introducing the Aristotelian Appeals:
Advertisement Activity
Alicia Upano
Time: 50-75 minutes

Materials: Logos, Ethos, Pathos Handout, advertisement overheads or online commercial,
follow-up HW assignment on a visual or written text
Overview: First, introduce students to the Aristotelian appeals. Then, have students recognize
and discuss the different appeals in three appropriate advertisements. Next, assign
group work where students create their own advertisements and share with the
class. Last, assign additional work where students must do a rhetorical analysis or
either a visual or written text.
Warm-up: 5-15 minutes
1. Give students background information on the appeals.

a. Remind students that our focus is on what a text does, not on what it says. When
performing rhetorical analyses of arguments, we look at what “moves” an author
makes in hopes of persuading his claims.
b. Write on the board ‘Aristotelian Appeals’. Ask, “What word/name can we pull from
this term?”
c. Give background: In Ancient Greece, Aristotle (our “father” of rhetoric) studied the
art of persuasion and found that the ways all rhetors appeal to their audiences can be
categorized in three ways.
d. Write on the board ‘Logos, Ethos, Pathos.’ Elicit student responses to guess what
these different appeals are (think roots: logos/logic; ethos/ethics; pathos/sympathy)
e. Have students brainstorm and call out how might rhetors appeal to an audience using
logos. Ethos? Pathos? Jot down their answers on the board.
Also consider showing this short video (6 minutes or so) explaining the Aristotelian appeals.
It’s a bit corny (made for middle school students), but it gets the job done. This can be used
in addition to or in replacement of your introduction.
http://www.teachertube.com/view_video.php?viewkey=8e6ffede7cf8b4825fe3
Introduce the Aristotelian Appeals using the Handout and Overheads: 10-15 minutes
1. Pass out the Logos, Ethos, Pathos handout. Go over the handout with the class. Point out
the language that is used when talking about the appeals.
2. When appropriate, make comments connecting back to the email activity. See the examples
below for help.
a. In writing a persuasive email to the instructor, how did the student appeal to logos?
i. Reasoning: x happened, so it was impossible to be in class
ii. Doctor’s note / death certificate
iii. Letter from coach
b. Ethos?
i. Apologize / take responsibility
ii. Greet professor professionally / “speak” respectfully
iii. Assure your proactive, hardworking, willing to do what it takes
c. Pathos?
i. Tell a sad story of what happened
ii. Tell a sad story of what will happen if you fail
iii. Plead for forgiveness
3. Show different advertisements (overheads or commercials) and discuss how each appeals to
the audience. You can take time here discussing the visual text’s argument and audience.
Make sure students use academic language to analyze and discuss the ad (see the examples
on the handout).
a. Talk about the ads rhetorically
i. What is the ad DOING (what rhetorical appeal? To what audience?)
ii. How is the ad DOING it? (describe what’s going on)
iii. Is it effective? (use analytical term)
Assign Additional Work in Class or for HW (5-20 minutes)
In-class Activities for Creating Ads using Ethos/Pathos/Logos
1) Three Large Groups Creating an Ad

Divide the class into three large groups (8-9 students each). Do one of the following.
a) Assign each group the task of creating an ad for A) ethos, B) pathos, or C) logos. This
activity is most effective if you use the same company, say Nike, for the whole class.
This way they can see how very different the same product can be promoted
depending on which rhetorical appeal is emphasized. Groups share in class and/or
write something up as homework.
b) Assign each group the task of creating an ad where they must persuade their
audience using ALL three of the appeals. This can help to emphasize the idea that
most arguments utilize a balance of ethos, pathos, and logos when attempting to
convince their audience. Assign various or the same company or let students choose.
Groups share in class and/or write something up as homework.
2) Several Small Groups Creating an Ad

Ask your class to get into groups of three and assign each group to one box in the chart
below. Groups share in class and/or write something up as homework.
UPS Coca Cola Nike
Ethos Group A B C
Pathos D E F
Logos G H I
Regardless of which group size you choose, you will then need to assign the type of ad they will be
creating:
a) Magazine Ad
You may want to bring in blank overhead sheets and markers to allow each group to
create a layout of what their magazine page would look like.
b) Television Commercial
Your students can describe their proposed commercial frame by frame, or get up
together as a group and narrate/act it out that class or the next.
3) Give a Pitch to a Company

A third option can be either an in-class or take home assignment and it can also be done in
groups or individually. The students, pretending they are advertising executives, will write a
sales pitch to a company with a proposed advertisement. They need to use persuasive
language and all three rhetorical appeals when describing not just what their advertisement
will be, but also how it will work. For example: (to Nike executives) The ad will never actually
use the word “Nike” but instead, will have your signature swoosh at the bottom of the image.
We believe that because your company is so well-known and has firmly built up its ethos that
using both “Nike” and the swoosh seems redundant. The ever presence of the swoosh will
represent your company’s strong foundation.
Out -of-class Writing Assignments for Analyzing Ads using Ethos/Pathos/Logos
1) Analyze a Magazine Ad
Students find an ad online, print it out, and write a one page rhetorical analysis focusing on
how the ad appeals to logos, ethos, and/or pathos.
2) Analyze Your own Advertisement

Students draw or write-up an advertisement (either created in class with their groups or on
their own at home). Then, students write a one page analysis of their advertisement
focusing on how it appeals to logos, ethos, and/or pathos.
3) Analyze a Written Text

Students are assigned to read a pre-selected short text at home and write a one page
analysis describing how the author appeals to logos, pathos, and/or ethos.

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Aristotelian Appeals: Logos, Ethos, and Pathos

To Appeal to LOGOS To Develop or Appeal to ETHOS To Appeal to PATHOS

Types of LOGOS Appeals Ways to Develop ETHOS Types of PATHOS Appeals

 Theories / scientific facts  Author’s profession /  Emotionally loaded language

Effect on Audience Effect on Audience Effect on Audience

How to Talk About It How to Talk About It How to Talk About It

Time: 50-75 minutes

Warm-up: 5-15 minutes

1. Give students background information on the appeals.

Assign Additional Work in Class or for HW (5-20 minutes)

In-class Activities for Creating Ads using Ethos/Pathos/Logos

1) Three Large Groups Creating an Ad

2) Several Small Groups Creating an Ad

UPS Coca Cola Nike

3) Give a Pitch to a Company

Out -of-class Writing Assignments for Analyzing Ads using Ethos/Pathos/Logos

2) Analyze Your own Advertisement

3) Analyze a Written Text

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