Georgia 12.T.T.3.d

ELA12th GradeArgumentative Techniques

The Standard

Integrate multiple rhetorical devices or appeals strategically. (C)*

Georgia's K-12 English Language Arts Standards · Texts (T) · Techniques

Teacher's field guide

What Students Need to Do: Students select and combine appeals, evidence, and rhetorical devices to strengthen an argument. They match each choice to a specific audience and purpose. They also explain how the choices work together.
What Mastery Looks Like: Students combine evidence, appeals, and devices so each one supports the same claim. They can explain why each choice fits the audience, purpose, and context, then revise choices that feel forced or ineffective.
Common Misconceptions: Students may treat ethos, pathos, and logos as labels rather than choices that shape an audience’s response. They may add rhetorical questions, repetition, or emotional language randomly, without connecting them to the claim or evidence.
How to Assess It: Ask students to write a 150-word argument for or against later school start times using two appeals and one rhetorical device. Have them underline each choice and explain its intended effect.

Lesson moves

Give pairs claim, evidence, audience, and rhetorical device cards, then have them build and present a persuasive paragraph.
Compare two versions of a school policy argument and discuss which mix of appeals better persuades students, parents, or administrators.
Draw audience, purpose, and device cards, then race to revise one claim using all three cards effectively.
Analyze a local campaign flyer, public service post, or editorial, then rewrite it for a different audience using new rhetorical choices.

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