Materials & Prep
Copy or project the teacher-created persuasive text and exit excerpt below. Prepare a three-column organizer labeled Appeal and evidence, Intended effect, and Contribution or limitation. No materials beyond the usual classroom setup are needed. Display the two water-station pitches used in the opening.
Commit and predict
Display these two pitches without naming any rhetorical appeals
- “The school should provide more water stations because the student council counted 37 students buying bottled water during one lunch period, and refill stations would reduce waste.”
- “The school should provide more water stations because walking past the empty hallway fountain makes students feel ignored.”
Have students silently choose which pitch would be more convincing to a principal, then write one reason. Turn and talk: Students must name what makes a pitch convincing, such as reliable information, a strong feeling, or a trustworthy speaker. Ask two or three students to share. Connect: Explain that they have just judged different kinds of persuasive support. Today those kinds of support are called logos, pathos, and ethos, and the goal is not merely to find them but to decide whether they actually strengthen the argument.
Model close reading
Display and read the teacher-created text below. Students underline evidence and write E, P, or L in the margin.
Teacher-created text
Keep Phones Away During Class, but Allow Them at Lunch
I have taught at Ridgeview High for twelve years, and I have seen students use phones responsibly when expectations are clear. Our school should allow phones during the thirty-minute lunch period while continuing to ban them during class.
At lunch, a student may need to read a message about a sick sibling, confirm a ride, or feel less isolated during a difficult day. A complete ban can turn a small problem into a frightening one, especially for a student who is already worried.
The policy could also make enforcement more efficient. Last quarter, the office recorded 38 referrals for phone use during lunch. A clearly designated lunch period would give students one time and place to use phones, so teachers would not have to debate the rule every time a student checks a message. In a student survey, 156 of 240 respondents supported phone use during lunch. That is 65 percent.
Some people argue that phones would prevent students from talking to one another. That risk is real, so the policy should permit phones only in the cafeteria and courtyard, not during classes or assemblies. A limited permission is more practical than a total ban.
Think aloudIn the first paragraph, I mark ethos because the speaker presents twelve years of teaching experience. The move is not simply “a teacher is speaking.” The experience is meant to make the recommendation seem trustworthy. Its effect is useful, but limited: experience does not prove that the policy will work. I would not label the sentence logos just because it contains a number of years. I ask what the detail is doing. Here, it establishes credibility.
Model the pathos paragraph next. The details about a sick sibling, a needed ride, and isolation invite concern for a student. That is pathos because the language encourages an emotional response. It makes the policy feel urgent, but it does not show how often these situations occur. The strongest argument will usually combine an appeal's effect with evidence that supports the claim.
Check for understandingStudents turn to a partner and complete this sentence: “The pathos appeal helps the argument by , but it is limited because .” Listen for students to explain both effect and limitation, not merely say “it makes people sad.”
Guided analysis
Have students complete the organizer for the third and fourth paragraphs. They must record the exact evidence, name the appeal, explain its intended effect, and judge its contribution or limitation.
ScaffoldProvide this sentence frame: “The writer uses when the text says or shows . This may persuade readers because . However, it is strong or weak evidence because .” Students who need a smaller entry point may begin by sorting these details into ethos, pathos, or logos: twelve years teaching, a worried student, 156 of 240 respondents, 38 referrals, and the opposing concern about conversation.
Circulate and ask, “What does this detail ask the reader to believe?” and “Does it prove the claim, build trust, or create an emotional response?” Watch for the misconception that every number is automatically logos. The number 38 is presented as evidence, but students should evaluate whether the text proves that allowing phones would reduce referrals. The number supports the writer's reasoning, but the predicted result is not directly demonstrated.
Evaluate which appeal carries the argument
Have students return to their opening choice between the two water-station pitches. In pairs, they compare the three appeals in the text and agree on which one carries the argument most effectively. Require at least two pieces of textual evidence and one limitation. Students write a short claim before discussing: “ carries the argument because and . However, limits its effectiveness.”
DiscussInvite pairs with different rankings to present. Require each speaker to point to a specific sentence or number. Press with, “Why does that evidence do more work than the other appeals?” Clarify that there may be more than one defensible ranking, but a strong evaluation must explain the appeal's effect, evidence, and limits. Also clarify that the speaker's credibility is part of the argument; it does not prove that the writer personally agrees with every claim.
ExtensionStudents who finish early write one revision that would make their chosen strongest appeal more convincing without changing the policy. For example, they may explain how the survey was conducted, add evidence connecting designated phone use to fewer referrals, or replace a general emotional example with a specific documented situation. They must explain why the revision strengthens the appeal.
Exit check
Display this new teacher-created excerpt
Our school should open a quiet study room after school. As a counselor for nine years, I have watched students search for a calm place to work before their rides arrive. In a survey of 100 students, 74 said they would use a supervised study room at least once a week. Picture a student trying to complete an assignment in a crowded hallway while worrying about missing the bus; a quiet room would offer that student both focus and security.
Exit ticketAnnotate the excerpt by labeling one example of ethos, one of logos, and one of pathos. Then write three to four sentences answering: “Which appeal carries this short argument most effectively, and why?” Students must refer to specific words or evidence and identify one limitation of the appeal they chose. Collect responses to check both accurate identification and evaluation, not just labeling.