Analyzing and Utilizing Rhetorical Proofs Group Activity
***Everyone in each group will need to turn this sheet in when presenting your ad!***
Part 1: Analyzing Examples of Rhetorical Proofs
1. In your groups you will each share your 3 examples and discuss how they represent a
particular rhetorical proof (use your write-up to help you).
2. From all of the examples presented, as a group you will select the best example for each proof
(they do not have to be from the same person).
3. Once you have selected your 3, as a group answer the following questions for each…
a. Which proof does this represent?
b. Why out of all the other examples did you choose this one to represent this proof (why is
it an excellent example)?
c. How does this example work for this proof (how does it build credibility (ethos), appeal
to your emotions (pathos), what statistics does it use (logos)?
4. We will share these examples, so please make sure you are taking notes during your discussion
of each example and that someone in your group is prepared to share.
Part 2: Utilizing Rhetorical Proofs to Make an Advertisement
1. Again as a group, you will be working to make an advertisement for a random object using
ethos, pathos, and logos to boost your persuasiveness.
2. Your ad may be a print ad (made on a poster board) or an actual commercial, which you will
film with a phone or my ipad to present to the class (should be no shorter than 30 seconds, but
no longer than 45 seconds).
3. You will draw your object from a bag of random items.
4. Come up with ideas for how to represent ethos, pathos, and logos in your advertisement
(remember, the best arguments use all three, so that’s what you will be required to do). Use the
bottom/back of this sheet for help outlining your ad.
5. Be creative – I am giving you “creative license” to make up facts, statistics, names, etc. for this
assignment (you don’t even have to cite your stats)!
6. Produce your ad (make your poster or film your commercial) and be prepared to present it on
Wednesday 2/12 OR Thursday 2/13 (depending on how many snow days we end up having).
Part 3: Incorporating ethos, pathos, logos into your ad
1. Ethos – You will either need to choose a “celebrity” to represent your product (remember to
pick someone who has authority on the topic) or you will need to build ethos over the course of
your ad. If you are using a celebrity, you can have someone in your group pose as that person
(make sure to identify yourself) for the commercial, or use a quote or picture of them in a print
ad. If you are not using a celebrity, use “experts” to back up what you are saying your in your ad
(Cardiologists recommend this brand of Aspirin over all others).
a. How will you create ethos in your ad?
b. If you are using a celebrity, who is it and why are they a good choice for backing up your
product?
c. If you are not using a celebrity, how will you build ethos into your ad?
2. Pathos – this one’s a little easier
a. Pick out a 3 VERY descriptive and/or powerful words you might use in your ad to appeal
to emotion.
b. Describe 2 specific and powerful images you might use to appeal to emotion in your ad
(if you are filming a commercial you can hold up pictures to the camera)?
3. Logos – this one’s the easiest!
a. List 3 facts or statistics you will use to appeal to logic in your ad (remember these can be
made up).
Peer Review
Please fill out the following form for each member of your group. Be sure to put the person’s name on
each form. Your scores from each group-mate will be totaled and averaged to come up with your final
grade on the rubric. BE FAIR, BUT BE HONEST! These will not be shown to any group members, I am
the only one who will see them, so it is okay to be honest if someone didn’t pull their weight. However,
do not rate someone low simply to be funny or mean. This affects your grade…you wouldn’t want
someone wrongly rating you low, so don’t do it to others.
Group member being evaluated: ____________________________________________
Strongly Disagree Neutral Agree
Disagree
Quality of Work: Group member’s assigned pieces
were complete, thorough, covered the topic well,
and were accurate in terms of content
(e.g., work did not need multiple revisions or
rewrites to improve the quality).
Quantity of Work: Group member took
responsibility for and completed their assigned
portion(s) of the project. Group member “pulled
their weight” (worked as much as everyone else).
Interpersonal Relations: Group member positively
contributed to group performance (e.g., helped
group move ahead, constructively resolved
conflicts, was not destructive to group functioning,
etc.).
Strongly
Agree
Group member being evaluated: ____________________________________________
Strongly Disagree Neutral Agree
Disagree
Strongly
Agree
Quality of Work: Group member’s assigned pieces
were complete, thorough, covered the topic well,
and were accurate in terms of content
(e.g., work did not need multiple revisions or
rewrites to improve the quality).
Quantity of Work: Group member took
responsibility for and completed their assigned
portion(s) of the project. Group member “pulled
their weight” (worked as much as everyone else).
Interpersonal Relations: Group member positively
contributed to group performance (e.g., helped
group move ahead, constructively resolved
conflicts, was not destructive to group functioning,
etc.).
Group member being evaluated: ____________________________________________
Strongly Disagree Neutral Agree
Disagree
Strongly
Agree
Quality of Work: Group member’s assigned pieces
were complete, thorough, covered the topic well,
and were accurate in terms of content
(e.g., work did not need multiple revisions or
rewrites to improve the quality).
Quantity of Work: Group member took
responsibility for and completed their assigned
portion(s) of the project. Group member “pulled
their weight” (worked as much as everyone else).
Interpersonal Relations: Group member positively
contributed to group performance (e.g., helped
group move ahead, constructively resolved
conflicts, was not destructive to group functioning,
etc.).
Group member being evaluated: ____________________________________________
Strongly Disagree Neutral Agree
Disagree
Quality of Work: Group member’s assigned pieces
were complete, thorough, covered the topic well,
and were accurate in terms of content
(e.g., work did not need multiple revisions or
rewrites to improve the quality).
Quantity of Work: Group member took
responsibility for and completed their assigned
portion(s) of the project. Group member “pulled
their weight” (worked as much as everyone else).
Interpersonal Relations: Group member positively
contributed to group performance (e.g., helped
group move ahead, constructively resolved
conflicts, was not destructive to group functioning,
etc.).
Strongly
Agree
Rubric for grading this assignment…
3 points
Organization
Ad is well organized,
neat, product is
clear, gets the point
across
Creativity
Ad is colorful/well
“acted,” authors have
gone above and
beyond to make it
seem real
Professionalism
Ad is taken seriously
and presented
professionally
Ethos
Ethos is clearly
developed
Logos
Uses at least 3
relevant statistics or
facts
Pathos
Peer Review
TOTAL:________/21
Ad is exceptionally
emotionally
appealing
2 points
Ad is organized, but
lacking in 1-2 areas
1 point
Ad is not well
organized
Ad is sufficiently
creative
Ad is not creative
Ad is presented
somewhat
professionally
Ethos is sufficiently
developed
Uses 2
statistics/facts or
some of the 3 are
lacking in connection
Ad is emotionally
appealing
Ad is not taken
seriously
Ethos is not welldeveloped
Uses 1 statistic/fact
or limited
connection of the 3
Ad lacks in
emotional appeal