1
Grade 8: Unit 2 Benchmark Assessment: Argumentative Paper
The Supreme Court makes decisions based on the Constitution that affect the lives of all United States Citizens. When a case is
brought to the Supreme Court, the justices come to a decision in which they make a claim based on evidence from past court cases
(precedents), as well as the Constitution.
Choose and research the court case that interests you the most. Synthesize information from multiple sources to provide a brief
history of the case and explain which amendment the court used to make their decision. Determine whether this court case has had
a positive or negative impact on teens today. Use evidence from the sources to argue at least two ways this case has negatively/
positively impacted teens. Remember you will need to use at least (3) sources to earn a proficient score, one of which must be a
video source.
The court case I am researching is ___________________________ vs. _______________________________.
plaintiff defendant
This case deals with the conflict between _______________________and __________________________. plaintiff “value” defendant “value”
I am arguing that students are ____________________ affected today. “positively” or “negatively”
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Ideas & Content: Central Idea/ Argument (Argument Writing)
Advanced: 88-100%
4
Proficient: 73-87%
3
Partially Proficient: 60-73%
2
Below Proficiency: 0-59%
1
Offers precise and insightful
claims.
Provides thoroughly developed
analysis by backing all claims.
Develops effective, convincing
appeals to logos, ethos and
pathos.
Supports position with
compelling, relevant, accurate,
and credible evidence. (4
sources)
Refutes counterclaims when
appropriate.
Conveys an accurate and in-
depth understanding of the
topic, audience, and purpose for
the writing task.
Offers clear and explicit
claims.
Provides adequate analysis
by backing claims.
Develops and/or imitates
appeals to logos.
Attempts appeals to
ethos and/or pathos
Supports position with
relevant and credible
evidence. (3 sources – at
least 1 must be a video clip)
Identifies counterclaims.
Attempts to refute
counterclaim
Conveys an accurate and
complete understanding of
the topic, audience, and
purpose for the writing
task.
Offers claims which are
somewhat limited and/or
especially broad and
vague.
Provides minimal analysis
in terms of backing claims.
Attempts appeals to logos.
Attempts to support
position with evidence;
however, evidence may be
minimal, irrelevant, or
inadequate.
Conveys a partially
accurate and/or somewhat
basic understanding of the
topic, audience, and
purpose for the writing
task.
Claims are indistinct, too
limited, confusing, and/or
especially vague.
Little or no analysis in terms
of backing claims.
No appeals to logos.
Provides little or no
evidence; response consists
mainly of narration and/or
repetition of content.
Conveys a confused,
incoherent, or largely
inaccurate understanding of
the topic, audience, and
purpose for the writing task.
Voice (Argument Writing)
Established tone is consistently
authoritative and convincing.
Establishes and maintains a
formal style and objective
tone.
Establishes an inconsistent
formal style and objective
tone.
Establishes tone not suitable
for purpose.
3
Word Choice & Sentence Fluency (Argument Writing)
Advanced: 88-100%
4
Proficient: 73-87%
3
Partially Proficient: 60-73%
2
Below Proficiency: 0-59%
1
Language is fluent, original,
precise and engaging, with a
notable sense of voice and
awareness of audience and
purpose.
Employs figurative/rhetorical
language purposefully and
successfully (e.g. analogy or
metaphor for clarity, organization,
and style).
Example: Writer includes
multiple and appropriate types of
evidence and warranting that
strengthen and extend claim.
(FEEDS & GAS CAP)
Effectively incorporates a range of
varied sentence patterns, including
varied sentence beginnings.
Language is fluent and precise
with evident awareness of
audience and purpose.
Employs figurative/rhetorical
language purposefully.
Example: Writer includes
some appropriate evidence
and warranting to strengthen
and extend claim.
(FEEDS & GAS CAP)
Incorporates some varied
sentence patterns and beginning.
Language is appropriate but
basic with limited awareness of
audience and purpose.
Employs figurative/rhetorical
language limitedly and with
limited success.
Example: Writer includes
evidence and warranting, but
they do not always strengthen
and/or extend claim.
(FEEDS & GAS CAP)
Makes some attempt to include
different sentence patterns but
with awkward or uneven
success.
Relies on basic, imprecise, or
sometimes unsuitable vocabulary
for the audience or purpose.
Lacks figurative/rhetorical
language.
Example: (FEEDS & GAS
CAP missing.)
Reveals a confused understanding
of how to write in complete
sentences; shows little or no
ability to vary sentence patterns.
MLA Citations The document is expertly formatted in
accordance with MLA (includes page
layout, in-text citations, works cited
page) and free of plagiarism.
Student consistently uses
accurate and correctly formatted
in-text citations within the
research paper.
Student includes a Works Cited
page that demonstrates expert
understanding of the MLA
requirements for required source
information and formatting.
The research paper is presented
correctly according to MLA
requirements such as heading,
page numbers, margins, title,
font, and spacing.
The document is consistently
formatted in accordance with MLA
(includes page layout, in-text
citations, works cited page) and free
of plagiarism. Student mostly uses accurate and
correctly formatted in-text citations
within the research paper.
Student includes a Works Cited page
that demonstrates average
understanding of the MLA
requirements for required source
information and formatting.
The research paper is mostly
presented correctly according to MLA
requirements such as heading, page
numbers, margins, title, font, and
spacing.
The document is inconsistently
formatted in accordance with MLA;
however, it is free of plagiarism.
Student uses in-text citations, but
they are done inconsistently or
are not formatted correctly.
Student includes a Works Cited
page that demonstrates minimal
understanding of the MLA
requirements for required source
information and formatting.
The research paper is somewhat
presented correctly according to
MLA requirements such as
heading, page numbers, margins,
title, font, and spacing.
The document is incorrectly
formatted according to MLA
specifications and may include
plagiarism because of incorrect
citations/MLA format.
Student does not use in-text
citations within the research paper.
Student includes a Works Cited
page that demonstrates no
understanding of the MLA
requirements for required source
information and formatting.
The research paper is presented
incorrectly according to MLA
requirements such as heading, page
numbers, margins, title, font, and
spacing.
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Organization (Argument Writing)
Advanced: 88-100%
4
Proficient: 73-87%
3
Partially Proficient: 60-73%
2
Below Proficiency: 0-59%
1
Skillfully establishes and maintains
consistent focus on a clear and
compelling thesis.
Introduction has an engaging
hook, enough background
information for the reader to
understand the topic and a clear
thesis statement.
Exhibits logical and coherent
structure with claims, evidence and
backing that convincingly support
the thesis.
Body paragraphs follow the
thesis order. Topic sentences
state the claim. All evidence is
focused on the claims.
Progresses with purposeful pacing
and makes skillful use of
transitional words and phrases.
Author knows when to slow
down to elaborate, and when to
move on.
Weaves quotes and paraphrasing
into the text selectively to maintain
the flow of ideas in a logical order.
Context is used effectively to
introduce quotes.(Level 3!)
Concludes with purpose and gives
sense of finality that is memorable.
Establishes and maintains focus on a
clear thesis.
Introduction has a hook, some
background information and a
clear thesis statement.
Exhibits a logical sequence of claims
and evidence to support the thesis.
Paragraphs follow the thesis
order. Topic sentences state
the claim. All evidence is
focused on the claims.
Progresses with controlled pacing
and makes functional use of
transitional words and phrases
There are still places the
writer needs to highlight or
move through more quickly.
Integrates quotes and paraphrasing
in a logical order.
Signal phrases are used to
introduce quotes.(Level 2!)
Concludes with purpose.
Establishes but sometimes fails to
maintain focus on a thesis.
Thesis statement is present
but introduction is missing
hook or background
information.
Exhibits a sometimes logical
sequence of claims, evidence, and
backing; ideas within paragraphs
may be inconsistently organized.
Paragraphs have a
recognizable order, but some
paragraphs may not include
topic sentences. Evidence
sometimes supports claims.
Progresses at an awkward pace,
making an inconsistent attempt to
use basic transitional words and
phrases.
Inserts quotes and paraphrasing.
May use quote bombs/
floating quotes (Level 1)
Vague or unsatisfying conclusion.
Fails to include a thesis or thesis is
confused or irrelevant; fails to
maintain focus.
Introduction is missing the
hook and thesis statement.
Little attempt to organize ideas into a
beginning, middle, and end, creating a
complete lack of organization and
coherence.
Paragraphs have no
recognizable order. Topic
sentences are missing in all
paragraphs. Evidence does not
support claims.
Progress is halted; makes little or no
attempt to use transition words or
phrases.
Fails to use quotes and paraphrasing.
Limited or no conclusion.
Conventions (Grammar and Mechanics)
Demonstrates control of the
conventions with essentially
no errors, even with
sophisticated language.
Demonstrates control of the
conventions, exhibiting occasional
errors only when using sophisticated
language (e.g., punctuation of
complex sentences); errors do not
hinder comprehension.
Demonstrates partial control;
multiple errors sometimes hinder
comprehension (e.g., agreement of
pronouns and antecedents; spelling
of basic words).
Demonstrates lack of control,
exhibiting frequent errors that make
comprehension difficult (e.g., subject
verb agreement; use of slang).
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Claims After having the chance to look at some sources and information in your packet, you need to identify whether you
are going to argue the case had a negative or a positive impact on teens today. You need to create two sub-claims to support whether or not the ruling impacts teens’ lives in a positive or negative way.
Thesis Sentence Stem Options: A. Due to the ruling of ________________________, young people’s lives today are positively/negatively impacted because…
B. The ruling of ______________________ negatively/positively impacts minor’s lives today because...
______________________________ Sub-claim #1: ________________________________________________________________________________________________________
Sub-claim #2: _________________________________________________________________________________________________________
WRITE YOUR OWN THESIS STATEMENT:
_______________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________
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Research Paper Organization
Background information on your case.
Evidence
*Use research and DRAPES to support your claim*
Sub-Claim #1: One reason why this case impacts minors’ lives today.
Evidence
*Use FEEDS, include quotes from
your sources
Warrant
*Use GAS CAP, logos, pathos &
ethos to support your claim
Sub-Claim #2: Another reason why this case impacts minors’ lives in
today.
Evidence
*Use FEEDS, include quotes from
your sources
Warrant
*Use GAS CAP, logos, pathos &
ethos to support your claim
Intr
oduc
tion
P
arag
raph
Bod
y P
arag
raph
s
Con
clus
ion
Par
agra
ph
*Transition to closing. *Summarize your main
support. *End with a powerful closing.
*Get reader’s attention *Transition and provide background for topic
*Clearly state your thesis
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MLA In-Text Citations
In-text citations are necessary for
an MLA style research paper. After
you have paraphrased or quoted
information from a source, you must
use a parenthetical citation at the
end of the sentence, right before the
period. If you provide the
information for an electronic source
within the sentence, you do not need
the parenthetical citation.
They look like this:
Antonio Banderas proved to be more
than just another good actor when he “was
awarded the European Contribution to
World Cinema by the European Film
Academy” (Allison 55).
The only woman who was officially a
veteran of the Union Army was Sara Emma
Edmonds. She had to disguise herself as a
man in order to enlist (Harness).
After serving her country in numerous
ways, “Emma wrote her memoirs titled
Nurse and Spy in the Union Army, which
became a very popular book selling
thousands of copies” (“Sara Emma
Edmonds (1841-1898)”).
IMPORTANT TO NOTE:
*If there is no author, use the title of
the article or the website (the very first
part of the citation on your works cited
page).
*If you mention the author’s name in your
sentence, you don’t have to put it in the
parentheses; use just the page number.
*You CANNOT have a citation in the middle
of a sentence.
*If you do not cite your information in the
text, you are PLAGARIZING.
*If you have a few sentences that all come
from the same source, it is okay to use one in-
text citation at the end (the last sentence).
*Do NOT end a paragraph with a citation.
Add a concluding/summary sentence.
Integrating information into your
paper
You may choose to reword the information
you find or you may take direct quotes from
your sources; either way, you must cite the
source where you found the information. If
you choose to use direct quotes, you must
“blend” the quotes into your writing. A quote
should not stand alone in your paper.
Standing Alone (wrong!)
Edgar Allan Poe changed the course of
literature. “He is widely acknowledged as the
inventor of the modern detective story”
(“Poe’s Life”).
Blended (much better!):
Edgar Allan Poe changed the course of
literature as he is “widely acknowledged as
the inventor of the modern detective story”
(“Poe’s Life”).
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Levels of Quote Usage (You want level 3!!)
Level #1: The amateur quote (The “quote bomb,” or the “floating quote”)
Examples:
The court said it was okay to try kids as adults. “Juveniles suspected of serious
crimes” (Kent vs. United States 543).
The court ruled that the Juvenile Court could give the case to district court. “That
Court had before it sufficient evidence to make an informed judgment” (Kent vs.
United States 543).
Level #2: Okay sometimes, but not great (The Git-r-done quote)
Examples:
The court said it was okay to try kids as adults. We can see this when Justice Fortas
writes that "juveniles suspected of serious offenses" can be moved from Juvenile
Court (Kent vs. United States 543).
Justice Fortas also writes that the Juvenile Court was okay giving the case to the
District Court. He expresses this when he writes, “that Court had before it sufficient
evidence to make an informed judgment” (Kent vs. United States 543).
Level #3: The expert (Smooth quote)
Examples:
Justice Fortas determined that a “juvenile suspected of serious offenses” could be
tried as an adult under certain circumstances (Kent vs. United States 543).
Later in his opinion, Justice Fortas expressed that the Juvenile Court originally had
“sufficient evidence to make an informed judgment,” so it was okay that they had
sealed Kent’s juvenile record (560).
The relationship between the sentences isn't clear,
and we're forcing the reader to assume too much.
Huh? What’s the
connection??
This gets the job done and might be okay sometimes,
but not very often. It's like waving a big sign around
to the reader or listening audience that says, "Hey,
there's going to be a quote right here!"
Duh!
This expert-level quote presents us with evidence and
context without making the reader work too hard.
Test: Cover up the quotation marks with your
fingers. If the sentence reads like a regular
sentence, no flags or markers setting it off, then it
worked.
Smooth…
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Verbs Used in MLA Style Signal Phrases
(adapted from Diana Hacker’s Rules for Writers 5th ed., p. 408)
MLA style signal phrases consist of the name and qualification of your source followed by a verb
which reflects his or her tone, attitude and position:
Shawn Bascom, International Student Coordinator, claims that “....”;
Dr. Hatzenbuehler, history professor at ISU, points out that “....” ;
As President Arthor Vailas notes, “...”;
Governor Schwartzenegger fears that “....
Signal phrases introduce paraphrases, summaries and direct quotations; here are some examples of
verbs you can use in your signal phrases:
acknowledges
adds
admits
affirms
agrees
answers
argues
asks
asserts
attacks
believes
calls
claims
comments
compares
concedes
confirms
contends
counters
counterattacks
declares
defines
denies
disputes
echoes
emphasizes
endorses
estimates
finds
grants
illustrates
implies
insinuates
insists
labels
mentions
notes
observes
points out
predicts
proposes
reasons
recognizes
recommends
refutes
rejects
reports
responds
retorts
reveals
says
speculates
states
suggests
surmises
tells
thinks
warns
writes
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Works Cited Page We will be working together in class to create a works cited page using the details you have obtained from each
source (e.g. author name, publication date, etc.) in the charts you’ve been keeping track of. Here are some
helpful websites to visit in regards to your MLA works cited page:
www.citationmachine.net
http://owl.english.purdue.edu/owl/resource/747/01/
Example Works Cited Page:
Page numbers continue
Centered, no special font or extra spaces
Do
ub
le s
pac
ed a
nd
alp
hab
etiz
ed
wit
h h
angi
ng
ind
ent
(1/2
”)
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Evaluation Do I have a rubric? _____ By knowing myself as a writer and looking at the rubric, the one thing I know that I’ll need to pay close attention to is _____________________________________ _________________________________________________________________________________________________________________________________________________________________________________.
MLA Presentation Checklist
My font is size 12 point in Times New Roman, Georgia, or Arial. ____
My paragraphs are double-spaced, with no extra spaces between them. ____
My heading is at the top, left and includes my name, teacher, class, and date ____
My last name and page number are in the right side of the header. ____
My title is original and is centered at the top of the page with no extra spaces. ____
My title is not underlined, italicized, or in quotation marks. ____
My margins are set to 1inch. ____
Works Cited Checklist
Are my name and page number in the header’s top, right corner? ______
Are the words “Works Cited” centered at the top of with no extra space? ____
formatted the same as the rest of the page? ____
Are my entries complete?____
Are my entries double spaced? ____
Are my entries alphabetized correctly by title / source? ___
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Introductory Paragraph
Hook—Which hook will you use to get reader’s attention?
Provide a brief background of court case (remember you will go into detail
later). What is the history of your court case? How did it come about?
The Supreme Court decided________________________________________
_______________________________________________________________.
Thesis statement:
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First Body Paragraph
Topic Sentence (Introduce Historical Case)
Summarize Main Ideas Background on case: Who was involved? When and where did it happen? What was being argued? Which Right was involved in the argument? What were some dissenting views? What was the decision?
How has this ruling impacted teens today (transition)?
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Second Body Paragraph
Sub-Claim #1—This is your topic sentence. Make a claim as to whether the case impacts teens in a negative or
positive way and one reason why you think this way.
Evidence: What are your 3 best pieces to prove
your claim? Warrants: How will you explain your evidence to
convince your reader? How will you tie this evidence back to your claim?
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Second Body Paragraph
Counterclaim for sub-claim #1: How
might someone argue against your
claim?
Refute this counterclaim with one
more solid argument
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Third Body Paragraph
Sub-Claim #2—This is your topic sentence. Make another claim as to whether the case impacts teens in a
negative or positive way and another reason why you think this way.
Evidence: What are your 3 best pieces to prove
your claim? Warrants: How will you explain your evidence to
convince your reader? How will you tie this evidence back to your claim?
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Third Body Paragraph
Counterclaim: How might someone argue
against your claim?
Refute this counterclaim. What is another
solid argument that knocks down their position?
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Conclusion Paragraph
Restate your thesis in a new way.
Summarize your 2-3 most important points.
What are your BEST arguments that prove your thesis?
Conclusion—Close your paper with impact and style. Try one of these:
Convince your reader you are right! Give a call to action! Remind the reader of
the importance of this issue!
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Claim Checklist
o Is the claim debatable?
o Do key words from the prompt appear in the claim?
o Is your claim appropriate for the audience?
o Is your claim appropriate for the purpose?
o Is your claim a complete thought?
o Is your claim specific? (Does it outline your main points?)
o Have you made your claim debatable by excluding statements like I think and I
believe?
o Do you have evidence to support your claim?
Evidence Checklist
o Do you have sufficient evidence that supports the claim?
o 2 or 3 pieces of evidence (depending on purpose)
o Do you have relevant and reliable evidence that supports the claim? (May use one
or more)
o Statistics or accurate facts?
o Reliable sources?
o Expert Opinion?
o Anecdotes or examples?
o Is your evidence from a variety of expert sources when research based?
o Is your evidence taken from throughout the text when it is a literary analysis?
o Is your evidence cited correctly (in-text citations)?
o Are your key terms defined for your audience?
o Are your direct quotations introduced correctly? (May use one or more)
o Do you use a variety of signal phrases?
o Do you lead into your direct quote?
o Are transitions used?
o Is the name of the expert introduced?
o Is the credibility of your expert established?
Warrant Checklist
o Do I use warrants?
o Does my warrant strengthen, rather than simply summarize or restate, my claim(s)
and evidence?
o Does my warrant prove my claim?
o Does my warrant establish the validity and strength of my evidence?
o Does my warrant strengthen my argument overall?
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Evidence Types: FEEDS Guided Notes
Types of evidence to help you back your claim.
Literacy 8
MLA Argument Paper
F
________________________
*this is something that a person can verify as ________.
*often, these can be found easily from many ________.
*these don’t include __________.
*it is usually okay to _____________ common facts.
E
________________________
*describe an event in your ________ that proves the point
*something you or someone who know has had experience with
E
________________________
*provide an example
*“for instance…”; “one way to…”; “for example…”
*notice that I use examples CONSTANTLY in class to get an idea, skill, or point across to
you students. You want to provide the same for your reader.
D
________________________
*using someone else’s words
*something an _______ might say
*use quotation marks (be sure to _____ your source)
S
________________________
*a fact or piece of ________
*usually a _______________ or number
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FEEDS Scavenger Hunt Article Title:
Type of elaboration # One example
F
Fact
E
Experience
E
Example
D
Direct Quote
S
Statistic
22
GAS CAP: Warranting & Adding Interest
G____________ What it means:
Good Example (logical):
Bad Example (fallacy):
A___________ What it means:
Good Example (logical):
Bad Example (fallacy):
S_________ What it means:
Good Example (logical):
Bad Example (fallacy):
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C___________ What it means:
Good Example (logical):
Bad Example (fallacy):
A________ What it means:
Good Example (logical):
Bad Example (fallacy):
P________ What it means:
Good Example (logical):
Bad Example (fallacy):
o
24
Blank
25
GAS CAP Scavenger Hunt Article Title:
Type of elaboration # One example
G
Generalization
A
Analogy
S
Sign
C
Causality
A
Authority
P
Principle
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Your Paper: Do you have sufficient/ample evidence?
Paragraph Record the FEEDS and GAS CAP elements you have already used, or can use, for your paper. ∆
Introduction Circle the
DRAPES you have already used in this paragraph.
FEEDS
Body Paragraph #1
Circle the FEEDS you
have already used in this paragraph.
F
E
E
D
S
27
Your Paper: Do you have sufficient/ample evidence? (Continued) Body
Paragraph #2 Circle the FEEDS you
have already used in this paragraph.
F
E
E
D
S
Body
Paragraph #3 Circle the FEEDS you
have already used in this paragraph.
F
E
E
D
S
Copyright © 2014 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org.
Using the Persuasive Appeals Student Resource Purpose and Audience When crafting an argument, you must first consider your purpose and your audience. In other words, you must answer these questions: ● What group of people are you specifically addressing? ● What effect do you want to have on the audience? Based on the answers to these two questions, you will then prepare your argument in a way that best appeals to your target audience and convinces them to take whatever action you deem appropriate. Effective speakers and writers make use of three types of rhetorical appeals, or persuasive strategies, to support their claims and to respond to opposing arguments. These appeals, identified by the Greek philosopher Aristotle, are often referred to by the Greek words associated with them.
Logical appeals (logos): The speaker or writer appeals to the audience’s logic by constructing a well-reasoned argument. Some methods of creating a logical appeal include
● facts ● statistics ● research ● references to experts ● cause and effect
Emotional appeals (pathos): The speaker or writer appeals to the audience’s emotions. An emotional appeal evokes anger, laughter, sadness, fear, joy, pride, etc. in the reader or listener. Some methods of creating emotional appeals include
● connotative diction ● carefully-crafted syntax ● personal anecdotes
Ethical appeals (ethos): The speaker or writer appeals to the audience’s trust by establishing his credibility or trustworthiness as a writer or speaker. Some methods of creating an ethical appeal include ● stating qualifications for expertise
● using first person pronouns ● citing relevant authorities and allusions
1 English—Using the Persuasive Appeals Creating Appeals While we often speak of the three types of appeals—logos, pathos, and ethos—as if they are separate and distinct from one another, it is actually very difficult to separate one from the others. An appeal is not a concrete device—one that you can point to in the text. Instead, writers and speakers use various techniques, devices, or strategies to create appeals, and even those techniques, devices, and strategies do not fit neatly into categories. For example, a writer or speaker might use a particular word to indicate his specialized knowledge of a subject and thereby create an ethical appeal, but he might use another highly-connotative word to create emotional appeal. Consider the following diagram, which shows some of the ways writers and speakers appeal to their readers and audiences:
Copyright © 2014 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org.
Logical Appeals
facts
common sense
cause/effect
comparison/contrast
statistics
precedent
research
stating qualifications or personal
experience
using first person pronouns
using specialized language
imagery
sound devices
figurative language
connotative diction
allusions
humor
celebrity
endorsements
diction
personal
anecdote
syntax
details
references to
experts
citing authority
Emotional
Appeals
Ethical
Appeals