Mobile Menu

  • Home
    • About Lindsay
  • Blog
    • English Language Arts
    • Effective Teaching Strategies
    • Technology in the Classroom
    • Self Care for Teachers
  • Free Grading Guide
  • Grading Reset Course
  • TpT Store
  • Menu
  • Skip to right header navigation
  • Skip to main content
  • Skip to primary sidebar

Before Header

  • Facebook
  • Instagram
  • Pinterest
  • YouTube

Lindsay Ann Learning English Teacher Blog

  • Home
    • About Lindsay
  • Blog
    • English Language Arts
    • Effective Teaching Strategies
    • Technology in the Classroom
    • Self Care for Teachers
  • Free Grading Guide
  • Grading Reset Course
  • TpT Store

Can You Pass the Ethos, Pathos, Logos Definition Test?

Home » Blog » English Language Arts » Can You Pass the Ethos, Pathos, Logos Definition Test?
ethos-pathos-logos-definition

October 12, 2020 //  by Lindsay Ann//  2 Comments

Sharing is caring!

  • Share
  • Tweet

When planning your next rhetorical analysis unit, be sure to take time to review and extend students’ knowledge of rhetorical appeals, including their ethos, pathos, logos definitions. 

While some students will understand the concept on a surface level, for the purposes of rhetorical analysis, a deeper understanding of these appeals is needed.

Quick Rhetorical Appeals Quiz

Let’s see how you do. Be sure to write down your answers and check them at the end after reading the post. 

  1. If I say “The writer tugs on our heartstrings by repeating the image of a trembling hand,” which rhetorical appeal would I be referring to? 
  2. If I say “The writer engenders unity by using collective pronouns,” which rhetorical appeal would I be referring to? 
  3. If I say “The author makes it clear that she cares for her audience by listing the ways in which they have been impacted by the recession,” which rhetorical appeal would I be referring to? 
  4. If I say “The author inspires a sense of loyalty by repeating the words to the Notre Dame Victory March,” which rhetorical appeal would I be referring to? 
  5. If I say “The author’s inductive reasoning in this section should leave readers confident in her conclusion that…,” which rhetorical appeal would I be referring to?

Rhetorical Triangle

Before we dive into ethos, pathos, logos definitions, I want to talk for a minute about the rhetorical triangle. This is an important concept for students to grasp because it helps them to understand that having effective persuasion is a matter of having all three rhetorical appeals. Balance is key.

ethos-pathos-logos-definition

The shape of the triangle, with each point representing a different appeal, helps students to remember that the absence of an appeal (or the ineffective use of it) leads to ineffective persuasion. 

The inner triangle helps students to remember that everything comes back to the author’s purpose or message in rhetorical analysis. Author’s purpose is central to unpacking an author’s choices, including use of appeals.

What is Ethos?

Ethos = Ethics = Credibility

An author builds ethos when s/he demonstrates intelligence. This can include using important jargon or specialized language to show the audience a speaker is an “insider.” It also includes having background knowledge from life experiences, educational credentials, and/or job history. 

ethos-pathos-logos-definition

An author builds ethos when s/he demonstrates good character. This can include refraining from name calling, telling lies, or making threats. An audience needs to be able to trust that an author’s interest in the topic/issue is not superficial; therefore, there should be a clear history of personal caring and investment. It is also important to note that bringing in other respected authorities who approve of the author and his/her message builds trust. 

An author builds ethos when s/he demonstrates good will. This can include recognizing the needs of the target audience by giving appropriate and necessary information, acknowledging multiple perspectives, and responding to counterclaims. On the flip side, if an author comes across as condescending in his/her tone or tells the audience things they already know, the audience may perceive that the author doesn’t understand its needs. 

In the end, ethos comes down to the “know, like, and trust” factor. Words themselves are more powerful if the audience has confidence in the writer or speaker.

What is Pathos?

Pathos = Passion = Emotional Impact

Pathos, well-done, is an accessory to ethos and logos without being overdone. When overdone, pathos comes across as whiny and overly emotional, lacking substance. 

To find an author’s use of pathos, first look in the introduction and conclusion where he or she is more likely to use descriptive language or storytelling. Look for loaded words with strong connotations that are intended to prompt an emotional reaction. 

Pathos is directly tied to the author’s target audience. How does that audience need to feel in order to be persuaded about an issue?

What is Logos?

Logos = Logic 

An author demonstrates logos when he or she organizes ideas clearly, showing relationships between ideas. It also means that an author must take time to use credible sources and evidence, as well as reasoning. 

Students like to think that logos = using facts. It’s not as simple as that. Logos means that an argument is sound and makes sense, free from logical fallacies which can mislead the audience or show faulty reasoning. Yes, an author must use credible evidence, including facts. However, consider that using cause-effect reasoning or comparing and contrasting ideas shows logic, as well.

ethos-pathos-logos-definition

Ethos, Pathos, Logos Example

Now that we’ve covered the basics of ethos, pathos, logos definition, let’s discuss the rhetoric of Abraham Lincoln’s Gettysburg Address as an example. 

“Fourscore and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty and dedicated to the proposition that all men are created equal.

Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field as a final resting-place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But, in a larger sense, we cannot dedicate — we cannot consecrate — we cannot hallow — this ground. The brave men, living and dead, who struggled here have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us — that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion — that we here highly resolve that these dead shall not have died in vain — that this nation shall have a new birth of freedom and that government of the people, by the people, for the people, shall not perish from the earth.”

Ethos: Lincoln repeatedly uses the pronoun “we.” He shows reverence for the occasion by saying “altogether fitting and proper.” He doesn’t spend time discussing himself at all which is actually helping his credibility and fitting humility for the occasion. Instead, he focuses on the fallen soldiers, calling them “brave men” and their actions “noble.” He shows a sense of duty and obligation to carry on the battle that the soldiers fought to win. 

Pathos: Lincoln alludes to the birth of a nation and its intended roots in freedom and equality. He repeats the word consecrate in conjunction with the word cannot, making the efforts of the living pale in comparison to the efforts of the fallen soldiers. Then, in the end, he expertly shifts the focus from the here and now to the big picture, returning the focus to the nation in need of a rebirth and a return to what it was meant to be. 

Logos: Lincoln juxtaposes the death of the brave men with the goal of seeing the nation live. He also juxtaposes words with action, showing how important it is to take action for what one believes in. The opening and closing serve to contrast how far the nation has come from what it was intended to be. The birth/rebirth imagery serve as organizational bookends to the speech, helping to drive home Lincoln’s purpose. 

There is certainly more, a lot more that can be recognized in this short speech, but this gives you an idea of what a student might notice. 

It’s also important to note that rhetorical appeals often overlap. 

Lincoln’s use of birth/rebirth of a nation could be seen as all three. How? Well, Lincoln is demonstrating his knowledge of the country’s origins (and his place within that historical context). It also tugs at the audience’s heartstrings, giving both a sense of hope for the future and a feeling that there is an injustice that must be made right. Finally, the organizational choice to use birth at the beginning and rebirth at the end is a logical organizational choice that emphasizes the purpose of the speech as well as the occasion for the speech (both immediate in terms of the Battle of Gettysburg and broader in terms of the ongoing Civil War and fight for freedom).

Rhetorical Analysis Activities

I hope this post has been helpful in adding to your ethos, pathos, logos definitions so that you can feel confident teaching this important rhetorical analysis building block to your students. 

I’ve created teaching resources to help save you time and help you teach rhetorical analysis skills. I appreciate your support!  

➡️Free Rhetorical Appeals Handouts & Worksheets

➡️Rhetorical Analysis Activities

Quiz Answer Key

Remember that quiz alllll the way back at the beginning of this post. Here are the answers. How’d you do? 

  1. Pathos
  2. Ethos
  3. Ethos / Pathos
  4. Pathos
  5. Logo

Sharing is caring!

  • Share
  • Tweet

Category: English Language Arts

About Lindsay Ann

Lindsay has been teaching high school English in the burbs of Chicago for 19 years. She is passionate about helping English teachers find balance in their lives and teaching practice through practical feedback strategies and student-led learning strategies. She also geeks out about literary analysis, inquiry-based learning, and classroom technology integration. When Lindsay is not teaching, she enjoys playing with her two kids, running, and getting lost in a good book.

Related Posts

You may be interested in these posts from the same category.

210 Fun Debate Prompts & Essay Topics That are Argumentative

teaching-poetry

Unlock Creativity: 23 Ideas for Teaching Poetry

grammar-instruction

Refresh Grammar Instruction in Middle School & High School

born-a-crime

Steal My Born a Crime Teaching Ideas

active-learning

11 Active Learning Strategies for Reading Fiction

critical-thinking-skills

Teaching Critical Thinking Skills in English Language Arts Classrooms

graphic-novels

32 Graphic Novels to Encourage Independent Reading

figurative-language-examples

Exploring Figurative Language Examples in Popular Culture

rhetorical-devices

Using Rhetorical Devices to Write More Effectively

common-lit-360

Common Lit Curriculum: An Honest Review

social-media-network-analysis-1

Incorporating Media Analysis in English Language Arts Instruction

descriptive-essay-questions

How to Write a Descriptive Essay: Creating a Vivid Picture with Words

Previous Post: «concurrent-teaching Concurrent Teaching…WTF!
Next Post: Step Up Your Halloween Activities for High School Students »

Reader Interactions

Trackbacks

  1. Rhetorical Analysis Sentence Starters: Easy and Effective! | English Teacher Blog says:
    November 2, 2020 at 11:01 am

    […] struggle with writing a rhetorical analysis essay. These stems will nudge students to talk about ethos, pathos, and logos, as well as SOAPStone and rhetorical […]

    Reply
  2. 17 Ways to Make Ethos, Pathos, and Logos Really Stick - Teaching Expertise says:
    January 3, 2023 at 2:10 am

    […] Learn More: Lindsay Ann Learning […]

    Reply

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

This site uses Akismet to reduce spam. Learn how your comment data is processed.

Primary Sidebar

Join me in the pursuit of engaged, dynamic classroom learning!

I’ve created a FREE guide with 20 of my best strategies for streamlined grading to help English teachers like you have more time to do what you love.

Get the Guide!

Categories

Latest Products

  • Late Work Submission Google Form Late Work Submission Google Form $3.00
  • Rhetorical Devices Activities for Google Drive & Print Rhetorical Devices Activities for Google Drive & Print $4.00
  • Distance Learning Google Form Student Survey Distance Learning Google Form Student Survey $3.00
  • Creative Writing Prompts Choice Boards Creative Writing Prompts Choice Boards $3.00
  • Slam Poetry Condensed Unit for Distance Learning Slam Poetry Condensed Unit for Distance Learning $7.00

Site Footer

  • Facebook
  • Instagram
  • Pinterest
  • YouTube

Copyright © 2025 Lindsay Ann Learning English Teacher Blog · Privacy · All Rights Reserved

63 shares
ethos-pathos-logos-definition