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AP Lang Live Lessons
Developing Your Argument
Ethos, Logos, Pathos
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4. Session Expectations Be respectful of yourself and others.
You must participate in all activities during the session.
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Today’s session will be about 1 hour.

5. Today you will be able to:
Session Objectives
Today you will be able to:
Become familiar with parts of an argument
Become familiar with and identify Rhetorical Devices
Produce and defend an argument

6. Let’s Practice! Where are you from?
Computer
Smartphone/Tablet
Where are you from?

7. What are you working on? What questions do you have about rhetorical
Computer
Smartphone/Tablet
What questions do you have about rhetorical
appeals or argumentative essays?

8. What’s going on in the picture?
How do you know?

9. What is an argument?

10. A Strong Argument Has a clear purpose and validity
Uses sources to justify your opinion
Uses Rhetorical Strategies (ethos, logos, and pathos)
What else?

11. Ethos, Pathos, and Logos
Ethos
Pathos
Logos

12. Let’s look at a Question
Should higher education be free?

13. Ethos An argument that is based on character or authority.
An appeal to ethics or credibility
What kind of ethos arguments can we make?

14. Logos An argument that is based on logic, facts and figures
An appeal to the common sense, scientific mind set
What kind of logos arguments can we make?

15. Pathos An argument that is based on emotions. An appeal to feelings
What kind of pathos arguments can we make?

16. Which of the following is an example of ethos?
Check In!
Which of the following is an example of ethos?
"As a doctor, I am qualified to tell you that this course of treatment will likely generate the best results."
"If we don’t move soon, we’re all going to die! Can’t you see how dangerous it would be to stay?“
"In 25 years of driving the same route, I haven’t seen a single deer.“
Help! I don’t understand!
Answer: A
*Your answers are anonymous.

17. Let’s look at a Question
Many high schools, colleges, and universities have honor codes or honor systems: sets of rules or principles that are intended to cultivate integrity. These rules or principles often take the form of written positions on practices like cheating, stealing, and plagiarizing as well as on the consequences of violating the established codes.

18. Let’s look at 3 Sources
“The Honor Code Vote: One Student Senator’s View” by Alyssa Vangelli
Cartoon by Aaron Bacall
“Honor Codes Work Where Honesty Has Already Taken Root” by Jennifer Dirmeyer
Do they use ethos, pathos, or logos?

19. Excerpt: “The Honor Code Vote: One Student Senator’s View” by Alyssa Vangelli
When the honor code proposal first came under consideration in the spring of 1998, many students, including members of the Senate, were quick to criticize it. Students did not fully understand the role of an honor code; many saw it as another rule to obey. The earlier drafts of the honor code included specific penalties for violations of the honor code, which many students opposed. Students were expected to report or confront a fellow student if they knew that he/she had cheated, lied, or stolen. They feared that a mandate to confront peers would create friction and that a subsequent report could not easily be kept confidential Another turning point occurred when students began to examine the role of an honor code as something other than a new set of rules and regulations to obey. In order to understand the purpose of an honor code, the real question was what type of environment we wanted to live in. As Senate members, we brought this question to class meetings for discussion. Most responded that we needed an environment where students and faculty could live in complete trust of one another. Although some did not see a need for an honor code, we, as Senate members, concluded that this type of environment could only be achieved through first adopting an honor code. Implicit in an honor code is a belief in the integrity of human beings; it also provides students a clear explanation of the importance of behaving with the integrity and the expectation that our resulting actions will increase trust and respect in the LA [Lawrence Academy] community. I voted in favor because I wanted to go to a school where I could feel comfortable taking an exam without worrying about someone looking at my paper and where I could be trusted visiting a dorm as a day student. I imagined that other students and future students of Lawrence would feel the same way.
The following, an excerpt from a student’s account of the introduction of an honor code at her high school, Lawrence Academy—a private boarding school in Massachusetts—was originally published in the school newsletter in May 1999.

20. Cartoon by Aaron Bacall
The following, an excerpt from a student’s account of the introduction of an honor code at her high school, Lawrence Academy—a private boarding school in Massachusetts—was originally published in the school newsletter in May 1999.

21. Excerpt: “Honor Codes Work Where Honesty Has Already Taken Root” by Jennifer Dirmeyer
The possibility that 125 Harvard students “improperly collaborated” on an exam in the spring has galvanized a continuing discussion about the use of honor codes. While Harvard administrators hope that an honor code can improve the academic integrity of the college, critics — especially Harvard students — are skeptical that signing a piece of paper will suddenly cause a cheater to change his ways. They’re right. Not all colleges have what it takes to make an honor code effective — not because the students aren’t honest, but because they don’t expect anyone else to be. And with honor codes, expectations determine reality. According to research by Donald L. McCabe, a professor of management at Rutgers University who specializes in student integrity, students at colleges with honor codes — typically student-enforced — cheat less than their counterparts elsewhere do. Our experience at Hampden-Sydney College would seem to support this conclusion: We find little evidence of cheating, even when professors work in their offices during exams. Indeed, you have not seen an honor code at work until you have seen a show of hands for those who did not do the reading for today’s class turn out to be completely accurate.

22. What do you think?
Many high schools, colleges, and universities have honor codes or honor systems: sets of rules or principles that are intended to cultivate integrity. These rules or principles often take the form of written positions on practices like cheating, stealing, and plagiarizing as well as on the consequences of violating the established codes. Develop your own position on whether your school should establish, maintain, revise, or eliminate an honor code or honor system.

23. Application
What arguments have you had? Which rhetorical device would be most useful?

24. Check In! Comprehension Check An argument should:
provide sources to justify your opinion.
use rhetorical strategies to persuade others about your point of view.
have a clear opinion.
All of the above
Help! I don’t understand!
*Your answers are anonymous.

25. Enrichment Assignment
Write a paragraph response (5 sentences per paragraph in length) about our session today and working with other students. Be sure to answer all of the following questions. Submit the date and time of the session you attended.
State in a sentence or two what the topic of your session was and what was discussed.
How did your learning in this live session compare with your experience in learning on your own in the course or in a traditional classroom?
Describe your comfort level in participating in the collaboration activity.
Would you describe yourself as being a contributor of information or a receiver of information during the session?  Explain.
How did the use of technology affect your learning experience during the session?
Paragraph

26. Where to Submit Your Assignment
AP Lang
AP Lit
Segment 1
Segment 1
Segment 2
Segment 2

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