Rhetoric and Persuasion

Unit Context

• Unit: Textual Connections Unveiled (Lesson 8 of 27)
• Audience: Year 12 English students in Australia
• Class Size: 10 students
• Duration: 70 minutes

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Learning Objectives

By the end of this lesson, students will be able to:

1. Identify and explain different rhetorical devices used in persuasive texts (e.g., ethos, pathos, logos, repetition, rhetorical questions).
2. Analyse speeches and editorials for effectiveness of persuasion considering audience, purpose, and context.
3. Evaluate how rhetorical strategies influence reader or listener response.
4. Use metalanguage appropriate to rhetorical analysis to discuss texts critically.

These objectives align with the Australian Curriculum v9 English for Year 12, particularly:

• ACELA1563: Analyse how text structures are used to achieve effects in literary and persuasive texts.
• ACELY1750: Analyse and evaluate the effectiveness of spoken, multimodal and digital texts in presenting a point of view.
• ACELY1751: Create a sustained and flowing persuasive text applying rhetorical devices appropriate to purpose and audience .

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Lesson Breakdown (70 minutes)

1. Introduction to Rhetoric and Persuasion (10 minutes)

• Begin with a brief engaging discussion: ask students to recall a memorable speech or editorial they have seen or read.
• Present a clear definition and explanation of key rhetorical devices:
  • Ethos (credibility)
  • Pathos (emotion)
  • Logos (logic)
  • Other devices: repetition, rhetorical questions, inclusive language, anecdote.
• Use quick examples from well-known speeches or editorials (e.g., Martin Luther King Jr.'s "I Have a Dream", a political editorial).
• Display a summary chart of devices with definitions and effects.

Teacher Tip: Use concise explanations and encourage student questions to solidify understanding.

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2. Group Text Analysis Activity (25 minutes)

• Divide class into pairs or groups of three (to suit a class of 10).
• Provide each group with:
  • An excerpt from a famous speech (1–2 paragraphs)
  • A relevant editorial or opinion piece excerpt
• Task: Identify rhetorical devices and discuss their purpose and effect.
• Scaffold with guiding questions:
  • What rhetorical devices are being used?
  • Who is the intended audience?
  • How is the speaker/writer establishing credibility, appealing emotion, or logic?
  • What is the overall persuasive impact?
• Each group prepares a brief 2-minute summary to share.

Materials: Printed handouts or projected texts; highlighters for marking texts.

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3. Group Presentations and Whole Class Discussion (15 minutes)

• Groups present their analysis focusing on rhetorical strategies and effects.
• Facilitate whole-class discussion:
  • Compare rhetorical approaches between speeches and editorials.
  • Discuss effectiveness and any cultural or contextual considerations.
• Highlight metalanguage use and provide feedback on terminology precision.

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4. Individual Rhetorical Device Application Task (15 minutes)

• Students choose a contemporary social or political issue.
• Individually write a short persuasive paragraph (approx. 150 words) applying at least two rhetorical devices learned.
• Encourage incorporation of:
  • Clear purpose and audience awareness
  • Metalanguage terms describing their own rhetorical choices in a brief reflection (3-4 sentences).

Teacher Note: Monitor progress, offer support and prompt higher-order thinking about choices.

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5. Lesson Reflection and Exit Ticket (5 minutes)

• Students complete a brief exit ticket:
  • One rhetorical device learned
  • One question they have about rhetoric or persuasion
  • One insight about how rhetoric influences audiences
• Collect exit tickets for formative assessment.

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Assessment and Feedback

• Formative assessment through group discussions and presentations gauging understanding of rhetorical devices.
• Individual writing task evaluated for application of rhetorical strategies and metalanguage.
• Exit tickets used to inform future lesson planning and address misconceptions.

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Resources Needed

• Copies or projections of speech and editorial excerpts.
• Whiteboard/Smartboard for explanations and summarising.
• Highlighters and pens.
• Exit ticket slips or digital alternative.

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Curriculum and Capability Integration

• Literacy: Develops critical language and analytical skills through rhetorical metalanguage and text analysis.
• Critical and Creative Thinking: Evaluates language effects and applies rhetorical strategies creatively.
• Personal and Social Capability: Considers audience perspectives and social contexts of persuasive texts.

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Extension Ideas

• Include multimodal texts (videos of speeches) to analyse vocal techniques alongside rhetorical strategies.
• Students debate a controversial issue employing rhetorical devices.
• Explore differences in rhetoric across cultures and contexts.

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This lesson plan is crafted specifically for Year 12 Australian students, fostering their critical English skills as per Australian Curriculum v9 standards, emphasising rhetorical analysis and persuasive writing in a structured, interactive, and reflective manner .