Grade 7 Reading | FL B.E.S.T. Standard: ELA.7.R.3.1
Rhetoric is the art of persuasion - how writers and speakers use language to convince their audience. Authors use different appeals (ways to connect with readers) and techniques (specific language strategies) to achieve their purpose. Today you'll learn to recognize these tools and analyze HOW they work.
Almost all persuasive writing uses a combination of these three appeals:
Appeal to Credibility
"Trust me because I'm qualified"
Appeal to Emotion
"Feel this with me"
Appeal to Logic
"The evidence proves it"
Remember: Most effective persuasion blends ALL THREE appeals. Authors choose which to emphasize based on their audience and purpose.
What it is: Repeating words or phrases for emphasis
Why it works: Makes ideas memorable; creates rhythm; emphasizes importance
Example: "We shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields..." - Winston Churchill
What it is: Using similar grammatical structure for related ideas
Why it works: Creates rhythm; makes ideas feel balanced and connected; easier to remember
Example: "Ask not what your country can do for you - ask what you can do for your country." - JFK
What it is: A question asked for effect, not to get an answer
Why it works: Makes readers think; implies an obvious answer; engages the audience
Example: "If not us, who? If not now, when?" - The answer is obvious: US and NOW.
As your student council president for two years, I've seen firsthand how our school can improve. And I'm here today to tell you: we need longer lunch periods.
Picture this: you're rushing through your meal, barely tasting the food, anxiously watching the clock. Your stomach is in knots. Your friends are mid-sentence when the bell cuts them off. Is this really how we want to spend our break?
The evidence supports change. Research from the American Academy of Pediatrics shows that students with adequate lunch time have better focus in afternoon classes. A study of 150 schools found that extending lunch by just 10 minutes reduced behavioral problems by 27%.
We deserve better. We deserve time. We deserve change.
| Element | Type | How It Advances the Purpose |
|---|---|---|
| "As your student council president for two years..." | Ethos | Establishes credibility - the speaker has experience and authority |
| "Picture this: you're rushing... stomach in knots..." | Pathos | Makes audience FEEL the problem emotionally - creates sympathy |
| "Research from... 27% reduction..." | Logos | Provides facts and statistics that prove the argument logically |
| "Is this really how we want to spend our break?" | Rhetorical Question | Implies the obvious answer (no!) and engages audience thinking |
| "We deserve better. We deserve time. We deserve change." | Repetition + Parallelism | Creates powerful rhythm; emphasizes what students deserve; memorable ending |
FAST Tip: The test doesn't just ask you to identify techniques - it asks you to analyze HOW they help the author achieve their purpose. Always connect technique to effect!