1. The three there's (there, their, and they're)

• There: Refers to a place or location (e.g., "The book is over there").

• Their: Shows possession, belonging to them (e.g., "That is their car").

• They’re: A contraction of "they are" (e.g., "They’re going to the park").

2. The apostrophe s ( 's )

• Possession: Used to show ownership (e.g., "John's book" means the book belongs to John).

• Contraction of "is" or "has": Shortens "is" or "has" (e.g., "She's happy" = "She is happy" or "He's been here" = "He has been here").

• Exception: For nouns that already end in "s," you can simply add an apostrophe (e.g., James' book or Jesus'). 

3. Explain the quote and refer back to it 

• Introduce your evidence: Before quoting or paraphrasing, briefly set the context so the reader knows where the evidence comes from and why it's relevant.

• Explain the evidence: After presenting the evidence, clarify its meaning. Don't assume the reader will interpret it the same way you do—unpack the key ideas and nuances.

• Connect the evidence back to your argument: Show how the evidence supports your thesis or main point. Make the link explicit by using phrases like "This demonstrates that...," "Here, King suggests that...," or "This supports the idea that..."

• Refer back to the evidence: When discussing further points, remind the reader how earlier evidence still applies, reinforcing your argument. This creates cohesion and helps the reader follow your thought process.

Appositives
An appositive is a noun or noun phrase that renames, explains, or identifies another noun right beside it in a sentence. The appositive adds additional information about the noun without needing a whole new sentence.

Without an appositive: My brother is coming over later. He is an engineer.

With an appositive: My brother, an engineer, is coming over later.

By using the appositive, you combine both pieces of information into a single, more elegant sentence.

More Examples

• Fenway Park, the oldest ballpark in Major League Baseball, is a must-visit for Red Sox fans.

• My history teacher, Mrs. O’Brien, took us on a field trip to the Freedom Trail.

• My brother ate the entire pizza by himself, a true champion of bad decisions. 

• Boston, the city where “wicked” is a normal adjective, is famous for its unique vocabulary. 

• Boston drivers, known for treating stop signs as mere suggestions, navigate the city like it’s an obstacle course. 

• The Green Line, Boston’s scenic route to being late, is a favorite for commuters. 

Student 1: Just points the appeals out, simply identifying them

• Ethos example: 

The speaker establishes ethos by mentioning their years of experience in the field.

• Pathos example: 

The speaker appeals to the audience’s emotions by sharing a personal story of struggle.

• Logos example: 

The speaker uses facts and statistics to support their argument.

Student 2: Not only identifies, adds specifics, then digs deeper and analyzes the appeals

• Ethos example: 

The speaker establishes credibility by referring to their 20 years of experience in the medical field, building trust with the audience. This is effective because it positions the speaker as an expert, which increases the audience's willingness to accept their argument. The speaker's consistent use of medical jargon also reinforces their authority, making the audience feel that they are in knowledgeable hands.

• Pathos example: 

The speaker appeals to emotion by telling the heartfelt story of a young child who was denied critical treatment due to insurance loopholes. This personal anecdote tugs at the audience’s compassion, encouraging them to feel a sense of injustice and urgency. By focusing on an innocent child, the speaker evokes sympathy, making the issue feel more relatable and compelling, which strengthens their call to action.

• Logos example: 

The speaker employs logic through the use of statistics, citing that "75% of Americans support healthcare reform." This statistical evidence appeals to the audience's reason by showing that the argument is backed by factual data, reinforcing the speaker’s position as well-grounded and aligned with the majority's perspective. Furthermore, the speaker's use of logical sequencing—beginning with the problem, presenting data, and offering a solution—helps the audience follow the argument systematically, increasing its persuasiveness.

Key Difference:

• Student 1 simply points out where ethos, pathos, and logos are present.

• Student 2 goes deeper by analyzing how these rhetorical techniques are utilized, explaining why they are persuasive and how they influence the audience's perception or view.

Reminder: We should always speak to how and why the author is using these persuasive strategies. Are they effective, somewhat effective, or ineffective and why? What is their reasoning for using this form of persuasion?