Logos

Ethos

Pathos

Aristotle (384-322 BCE) studied rhetoric, the art of composing powerful and persuasive language. Persuasive speeches were presented to spread knowledge, promote ideas, and entertain. His ideas are important for academic writing today.

Rhetoric is the art of persuasion. The choices a writer makes with his/her audience in mind.

The goal of persuasionis to change a reader’s point of view or to move readers to take action.

Logos = Logic, facts, reasons

Ethos = Ethics, Image/character

Pathos = Emotions, Passion

Using logos, ethos, and pathos will help you to master the art of persuasion and become a better writer and speaker.

Through language, you will be able to change the point of view of others!

Through language, you will be able to motivate others to take action!

Start analyzing everything you see and hear in a whole new way.

Logos is an argument based on facts, evidence,

statistics, and reason.

Using logos means appealing to the readers’

sense of what is logical. Carefully craft

logical reasons and clear examples. (Watch

out for fallacies, arguments that are not

clear, or examples that are too vague!) Using

carefully researched facts, numbers, and

statistics can also be persuasive.

Ethos is an argument based on character.

Appeal to the audience’s sense of ethics by demonstrating that your idea is “the right thing to do.”

The other way to use ethos is for the writer to present him or herself to the audience as credible, trustworthy, honest and ethical. Do this by either demonstrating your expertise on the subject matter, or demonstrating your extensive research and using the ideas/quotes of the experts.

Using carefully chosen quotations and citing expert sources can be persuasive!

Pathos = argument based on feelings

Using pathos means appealing to readers’

emotions and feelings. Carefully choose your

words for this one. Consider the impact of

word connotations– the image or emotions

tied to the use of a particular word. Powerful

diction and be very persuasive.

At my age, however, I don't spend much time thinking about my appearance. The burning egocentricity of adolescence, which assures one that all the world is looking all the time, has passed; I'm also too old to believe in the accuracy of self-image. I know, in fact, that when I'm rested, well dressed, and well made up, I look fine. The self-loathing I feel is neither physically nor intellectually substantial. What I hate is not me but a disease.

I am not a disease.

And a disease is not--at least not single-handedly--going to determine who I am.

—Nancy Mairs, “On Being a Cripple”

Nancy Mairs presents a logical argument. Negative feelings about her appearance are not based on reality. She is a person, not a disease. These ideas make sense; they are logical and convincing.

When you use logos to support an argument, make sure your reasons are based on logic and not fallacies (bad example: I was an egotistical teenager, therefore all teenagers are egotistical). Make sure your examples are numerous, clear, and specific. Examples also need to be relevant and typical (your addiction to social media, does not demonstrate that social media is bad for everyone!)

First, the matter of semantics. I am a cripple. I choose this word to name me. I choose from among several possibilities, the most common of which are “handicapped” and “disabled.” I made the choice a number of years ago, without thinking, unaware of my motives for doing so. Even now, I am not sure what those motives are, but I recognize that they are complex and not entirely flattering. People—crippled or not—wince at the word “cripple,” as they do not at “handicapped” or “disabled.” Perhaps I want them to wince. I want them to see me as a tough customer, one to whom the fates/gods/viruses have not been kind, but who can face the brutal truth of her existence squarely. As a cripple, I swagger.

—Nancy Mairs, “On Being a Cripple”

Nancy Mairs demonstrated herself as trustworthy and credible by being brutally honest with her readers and admitting that she’s not entirely sure of her reasons. She demonstrates that she has the authority to speak on the subject by sharing the personal experiences she has as “a cripple.”

When you do not have personal experiences with your paper topic, you can demonstrate your authority through the use of extensive research. Quote/paraphrase the experts and cite credible texts.

Faking. There's the rub. Tugging at the fringes of my consciousness always is the terror that people are kind to me only because I'm a cripple. My mother almost shattered me once, with that instinct mothers have for striking blows along the fault-lines of their children's hearts, by telling me, in an attack on my selfishness, "We all have to make allowances for you, of course, because of the way you are." She was awfully angry but at the time I felt my worst fear, suddenly realized. I could bear being called selfish: I am. But I couldn't bear the corroboration that those around me were doing what I'd always suspected them of doing, professing fondness while silently putting up with me because of the way I am. A cripple. I've been a little cracked ever since.

—Nancy Mairs, “On Being a Cripple”

Nancy Mairs chooses her words carefully for the connotation (feeling) behind them. Take another look at her diction (word choice) in the passage. Which words have a strong feeling for you?

She describes the experience with phrases like “terror,” “shattered,” “striking blows,” “fear,” and “cracked.”

We can feel her pain here and she chose these words to communicate those feelings clearly and powerfully to her audience.