Have you ever wondered what makes someone persuasive? In our first class, we delved into the basics of persuasive rhetoric and key argumentation strategies. I was impressed by the students’ prior knowledge and debate experiences; many were already familiar with the terms logos, pathos, and ethos. Building on this foundation, we used a jigsaw approach where pairs of students explored these terms, each presenting a definition, examples, and a visual aid to help the class remember them. Then, we examined various scenarios, discussing which rhetorical strategy was at play and how an argument might shift if a different strategy were applied. Students quickly grasped how to adapt their arguments to fit each approach.

A highlight for students was a writing activity where they applied these strategies. Each student rolled dice to determine their assignment format, prompt, and rhetorical strategy. It was exciting to see their unique personalities shine through their work!

After studying persuasive rhetoric, we put our skills to the test in a formal debate. Students selected the topic of gun control, specifically debating whether teachers should carry guns. Although all students personally opposed this idea, half were tasked with defending it. This debate prepared students for next week’s mock trial, allowing them to practice essential courtroom skills. Following the debate, we reviewed the elements of a trial, assigned various roles, and compared the work we had just done in debate to the processes in a trial.

We wrapped up by reading through two trial scenarios, giving students a chance to take on different roles and explore how these roles aligned with their strengths.

Questions to ask your student: