Douglass’s narrative is more than an interesting account of his difficult life. Written two decades before slavery was outlawed, the narrative was intended as a powerful argument against slavery. In making this argument, Douglass employs a number of effective rhetorical devices, including the appeals of ethos, pathos, and logos. Storyboarding can help students concretely identify examples of these and demonstrate understanding not only of Douglass’s argument, but also of the craftsmanship behind the argument. For this three-square storyboard, have students identify and depict an example of each of the three Aristotelian components of rhetoric. Below each depiction, they should explain their reasoning and/or include other written examples as space allows.
Douglass makes a convincing argument due to his well-written, logical account. He uses sophisticated vocabulary along with specific, verifiable names and geographic locations. He writes fairly and gives credit where it is due in order to avoid accusations of unjust bias.
Douglass describes the cruel beatings slaves received in vivid detail. His eloquent language inspires pity in the reader. His accounts are most powerful when he describes witnessing the abuse of others as a terrified child. He writes, "No words, no tears, no prayers, from his gory victim, seemed to move his iron heart from its bloody purpose...I was quite a child, but I remember it. I shall never forget it whilst I remember anything."
Douglass's narrative begins with a preface by well-known abolitionist William Lloyd Garrison and a letter from abolitionist Wendell Phillips. These respected men act as witnesses, testifying to Douglass's good character. Douglass also builds his credibility by refusing to believe in superstitions and depicting himself as a hard-working, intelligent, church-going Christian.
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Student Instructions
Create a storyboard that shows examples of ethos, pathos, and logos from the text.
Debates encourage students to actively discuss and analyze Douglass’s rhetorical strategies. This helps them develop deeper understanding and critical thinking skills as they defend or challenge the impact of ethos, pathos, and logos in his narrative.
Divide students into three groups and assign each group one rhetorical appeal to become the classroom 'expert' on. This fosters ownership of learning and ensures that students dig deeply into their assigned strategy.
Challenge each group to search the text for additional examples not already discussed. This builds research and close reading skills while expanding their understanding of Douglass’s argument.
Host a debate where each group presents evidence and explains why their appeal is most persuasive. This gives students real-world practice in argumentation, evidence use, and public speaking.
Lead a class reflection to discuss which rhetorical appeals were most effective and why. Help students connect these techniques to current events or persuasive writing in their own lives.
Ethos is shown through endorsements by respected abolitionists and Douglass's moral character; pathos appears in vivid, emotional descriptions of slavery's cruelty; logos is demonstrated by Douglass’s logical, fact-based arguments and specific details.
Have students identify and illustrate one example of ethos, pathos, and logos from the text, then explain their choices in writing. Storyboarding helps students visualize and analyze rhetorical strategies effectively.
Douglass uses ethos to establish credibility, pathos to evoke emotional responses, and logos to present logical arguments—strengthening his anti-slavery message and persuading readers of his viewpoint.
Assign students to create a three-part storyboard: one square each for ethos, pathos, and logos examples from the narrative. Ask them to illustrate and describe each example to demonstrate understanding.
Ethos appeals to credibility or character, pathos appeals to emotions, and logos appeals to logic and reason. Effective persuasive writing often blends all three strategies.