Rhetorical Devices | Answer Keys

Student Concept Worksheet Answers

Question	Answer
1	C. Logos (logic/evidence) The NASA scientists reference provides expert credibility (could argue ethos), but the actual millimeters/year statistic is logical/factual evidence = logos.
2	B. Pathos (emotion) This creates feelings of guilt, responsibility, and concern for future generations - emotional appeal.
3	B. Repetition The phrase "I have a dream" is repeated multiple times throughout the speech for emphasis and memorability.
4	The author uses statistics from research to provide logical evidence that supports the argument with facts, not just opinions. This appeals to logos and makes the argument more credible by showing it's backed by scientific research.
5	The parallel structure ("We deserve better. We deserve time. We deserve change.") creates a powerful rhythm that makes the ending memorable. The repetition of "We deserve" emphasizes the main claim and the short sentences build momentum to an emotional climax.

Practice Worksheet Answers

Question	Answer
1	To convince the school board to NOT cut funding for athletic programs
2	1) Head coach for fifteen years (professional experience/authority) 2) Former student-athlete (personal experience with the program)
3	B. Pathos - it creates emotional connection to a real student's success Marcus's story makes the abstract issue personal and emotional - we feel his success and imagine his brother's potential loss.
4	D. Rhetorical question followed by repetition and parallelism The question engages the audience, then "We cut..." is repeated three times in parallel structure.
5	The statistics provide logos (logical appeal) that proves the benefits aren't just opinion. The specific numbers (94% vs 72%, 15% higher, 27% reduction) give concrete evidence that appeals to reason and makes the argument harder to dismiss.
6	Ending with rhetorical questions forces the audience to answer mentally - and the obvious answers support the speaker's argument. The questions also create emotional impact by making board members personally consider the message they'd send. It's harder to vote against something when you've just answered that children's futures DO matter.
7	B. To argue that all technology panic is unfounded and current fears may be similarly overblown
8	A. Concession - acknowledging the opposing view to seem fair and reasonable (ethos) By admitting screens CAN be misused, the author seems balanced and reasonable, building credibility before presenting their counterargument.
9	The hammer analogy supports the argument by showing technology is neutral - it's HOW it's used that matters. Just as banning hammers wouldn't teach carpentry, banning screens won't teach digital literacy. The analogy makes the abstract argument concrete and relatable, using logos through comparison.
10	It's a rhetorical question. The effect is to challenge the reader's assumptions by implying the answer is obvious: No, productive educational screen time is NOT the "mindless" use adults worry about. It makes readers reconsider their definition of screen time.
11	In the sports passage, Marcus's story creates PATHOS (emotional appeal) - we feel his success and worry about other students losing that opportunity. In the technology passage, the author's personal examples (coding, collaborating with Japan, virtual museums) provide ETHOS (credibility) by showing the author has real experience with productive screen use. Marcus's story is about someone else to create sympathy; the screen examples are the author's own to establish credibility.
12	Two appeals with examples: LOGOS: "Every minute, one garbage truck of plastic..." (statistics); "90% of seabirds tested" (data). PATHOS: "Sea turtles mistake plastic bags for jellyfish. Whales wash ashore with stomachs full of trash" (emotional imagery about animal suffering).
13	The technique is parallelism (and brevity) - all short phrases with similar structure. It creates impact by being punchy and memorable. The progression from "Small choices" to "Your choice" shifts responsibility to the reader personally. The parallel "Your ocean. Your future. Your choice." creates ownership and urgency.
14	The passage first establishes the severity of the PROBLEM with alarming statistics and emotional images (logos + pathos creating urgency). Then it pivots to SOLUTION by showing simple actions individuals can take (logos with specific numbers like 167 bottles). This structure is effective because it creates a need (readers feel compelled to act) before providing the action (readers know HOW to act). Without the problem section, readers wouldn't care; without the solution, readers would feel hopeless.

FAST Format Quiz Answers

Question	Answer
1	B. Ethos - establishing credibility as an expert
2	B. To engage readers and make them think about the transformative process
3	A. It shows the author is aware of opposing views and can refute them, making the argument more credible Addressing counterarguments is an ethos strategy - it shows fairness and thoughtfulness.
4	C. Repetition and parallelism combined with pathos
5	A. Using logos (facts) followed by a rhetorical question to highlight an inconsistency
6	B. By citing research showing 16-year-olds have equal civic knowledge to 21-year-olds
7	See rubric and sample response below.
8	A. Gardens passage uses more logos; Voting passage uses more pathos Garden passage has multiple specific statistics; Voting passage relies more on emotional appeals about fairness and teenage futures.
9	See rubric and sample response below.
10	B. The claim is incorrect - effective persuasion blends logos, ethos, and pathos; both passages do this differently but effectively

Question 7 Scoring Rubric (Multiple Strategies)

Score	Criteria
2	Identifies multiple rhetorical strategies in the sentence AND explains the purpose/effect of each
1	Identifies one strategy correctly with explanation OR identifies multiple without clear explanation
0	Does not identify rhetorical strategies or provides no explanation of effect

Sample 2-Point Response for Question 7:
This sentence combines multiple strategies: (1) LOGOS - it lists specific issues (climate change, education funding, student debt) as evidence that decisions DO affect teenagers directly. (2) PATHOS - phrases like "will shape teenage lives more than anyone else's" create emotional urgency and a sense of unfairness. (3) The list structure is a form of parallelism that emphasizes the accumulation of issues. Together, these strategies make readers feel both logically convinced AND emotionally moved to support teenage voting rights.

Question 9 Scoring Rubric (Analyzing Endings)

Score	Criteria
2	Analyzes BOTH endings, identifies specific techniques used, AND explains how each reinforces the author's purpose
1	Analyzes only one ending thoroughly OR addresses both superficially
0	Does not analyze endings or explain connection to purpose

Sample 2-Point Response for Question 9:
The gardens passage ends: "Let's plant the seeds of change - literally." This uses a play on words (metaphor + literal meaning) to connect the abstract idea of change to the concrete action of planting gardens. It reinforces the purpose by making the solution memorable and emphasizing that action is both symbolic and practical.

The voting passage ends: "Democracy means rule by the people. All the people. It's time to include the voices of those with the most at stake." This uses short, punchy sentences and repetition of "the people" to emphasize the core principle being violated. The final phrase creates urgency and emotional appeal (pathos) by positioning teenagers as those "with the most at stake." Both endings use brevity and memorable phrasing to leave a lasting impression that reinforces their arguments.

Quick Reference: Rhetorical Appeals