2. Tools of Persuasion: Exploring Rhetorical Devices

• Pre-prepared ‘rhetorical introduction’
• Definition of rhetoric
• Graphic organisers: pptx PDF
• Poster paper or access to a digital creation tool (optional)

It is suggested that you source the desired persuasive materials for the ‘go deeper’ phase of this lesson before writing the class introduction for the ‘get started’ phase. Doing so will ensure that the introduction includes a selection of the same rhetorical devices used by the authors of your chosen texts.

It is strongly recommended that teachers review all suggested stimulus texts prior to their use to ensure their appropriateness and to enable rich, respectful discussion. For guidance on text selection refer to the Teaching and Learning Resources — Selecting Appropriate Materials policy.

In this stage of the sequence the focus is on modelling or deconstructing texts to focus explicitly on their structures and language, to examine how language choices shape meaning, and to build metalanguage.

Demonstrate a range of rhetorical devices such as alliteration; rhetorical questions; emotive language; hyperbole; the rule of three or figurative language; and utilise rhetorical appeals such as ethos, pathos and logos. Compose an introduction with your specific cohort of students in mind, choosing rhetorical devices that you would like to explore further with your class.

For example:

“Good morning. Today is the greatest day in the Year 8 English calendar, for today we are going to explore the most significant and worthwhile literary strategy in the English language, the use of rhetorical devices! Rhetoric is the tool of the great thinker, the artful persuader, the intellectual. Rhetoric can sway, swing and switch the opinion of your audience; it can move, manipulate and manage the thoughts of a country. Rhetoric is a hypnotist, a fob watch swinging to and fro in front of the eyes of our nation. Will you allow me, friends, to take you on this mesmerising literary journey?"

Display the text of your introduction on the board and invite students to think about why you have begun the class in this way. Discussion prompts include:

• What do you think the purpose of today’s introduction might have been?
• What did you notice about the language that was used?
• What was the effect of the language used? How did it make you feel?
• What was the tone of the introduction? For example, tongue-in-cheek, sarcastic or sober. Can you provide some evidence to support your interpretation?
• Why might a particular tone have been used in the introduction?
• Did the introduction persuade you that rhetoric could be interesting? How? How might the introduction be enhanced?
• Would the introduction to the class have been as effective if it had been written on the board? Why/why not?

Monitor student responses to check prior knowledge and to ascertain levels of understanding of rhetorical devices.

Introduce students to the concept of rhetoric. On the board, highlight and expand upon the rhetorical devices present in the class introduction, and provide a definition of the term. Ask students to record the definition.

1. Modelled reading

It is strongly recommended that teachers review all suggested stimulus texts prior to their use to ensure their appropriateness and to enable rich, respectful discussion. For guidance on text selection refer to the Teaching and Learning Resources — Selecting Appropriate Materials policy. If selecting to use the ‘Stop it at the start’ advertising campaign, it is strongly suggested that the sensitive nature of the content be reviewed and its appropriateness for use with your class be considered before screening.

Introduce students to a persuasive text that employs a range of the same rhetorical devices utilised in the Getting started stage of the class. Select a written text, a speech, an opinion piece or a visual text on a topic of interest to your students. For example, on the topic of gender equality Julia Gillard’s Misogyny speech, the transcript of Chimamanda Ngozi Adichie's 'We Should All Be Feminists', the Guerilla Girls’ ‘Do Women Have To Be Naked To Get Into the Met. Museum?’ and the ‘Always #LikeAGirl’ or ‘Stop it at the start’ advertisements are all rich in rhetorical technique.

Working as a whole group, guide students to identify the rhetorical techniques in the text under examination, focusing explicitly on the techniques that were introduced during the 'Get started' phase of the class. Offer students a describing wheel with the name of the text in the centre to record rhetorical devices, or invite students to create their own digital wheel template.

2. Independent research

Assign a rhetorical device from the describing wheel to pairs or small groups of students and provide time for independent research. The devices can be allocated multiple times, or a broader range of techniques distributed across the class to avoid repetition. Ask each pair or group to record detailed information about their device in the describing wheel, and then to create a paper or digital poster, outlining:

• the definition of their rhetorical device
• the purpose of their rhetorical device
• an example of how their rhetorical device could be used.

Enable students to access this activity by strategically constructing groups in which students are able to support each other’s learning. Allocate devices that have already been discussed in the class.

Extend students by assigning them less familiar persuasive devices such as litotes or hypophora and asking them to consider whether there is evidence of these devices in the texts the class has already viewed.

Invite pairs or groups to share their posters with the class, encouraging students to add additional information to their describing wheel as new information is presented. Support students’ learning by explicitly elaborating on the definition and purpose of each rhetorical device where necessary, and by providing clarifying information and examples of use when appropriate.

Collect students’ posters for assessment and feedback and display the posters in your classroom or in your shared collaboration digital space to create a gallery of rhetorical devices.

Consider employing one of the additional rhetorical devices explored in the class to reflect upon the lesson, such as the rule of three. For example:

“Well, class, rhetoric is a powerful tool for the English student, is it not? I tell you this because it’s simply the truth, the whole truth, and nothing but the truth.”

Invite students to contribute to the creation of an anchor chart, beginning with an agreed definition of a rhetorical device. If you have used the 'get started' phase of this class, ask students to expand on the definition you provided earlier by adding any further information they have gathered during independent research.

Ask students to complete an exit ticket that incorporates a rhetorical device into a sentence. Students could provide a broad statement about rhetoric, or put a rhetorical device into practice. For example: ‘Rhetorical devices are the single most powerful tool in the art of persuasion’, or ‘Alliteration is effective, efficient and exciting’. Students could pose a question about the topic as an alternative or additional exit task.

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Literary Devices, n.d. Litotes. [Online]
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Mulvahill, E., 2019. Anchor charts 101: Why and how to use them. [Online]
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