Frederick Douglass wrote his autobiography as an argument against slavery. He appealed to our different senses to convince us to take action.
They include:
- logos = appeal to reason
- ethos = appeal to one's own character; writer needs to appear to the reader as knowledgeable and benevolent; writer should establish a "believability" or credibility with the audience; writer needs to show that he "knows what he's talking about"
- pathos= appeal to emotion; sometimes used at the end of a persuasive argument; certain words or phrases often demand an emotional response from its reader
Chapter One excerpts
ETHOS = ESTABLISHING CREDIBILITY / APPEAL TO ONE'S CHARACTER
"I received the tidings of her death with much the same emotions I should have probably felt at the death of a stranger" (Douglass 4).
Douglass establishes his credibility as a writer in his presentation of this information about his mother. Although he downplays the death of his mother, he obviously still cares about her. However, had his presentation of this information been filled with melodrama and theatrics, our opinion of Douglass may have changed. In other words -- how can we trust and listen to a writer who cannot remain in control of his emotions?
A different example: Let's say I want an extension on a deadline for an essay. I can approach the teacher one of two ways:
I can whine and moan about it. I can tell him how it isn't fair that I have to do the paper in the first place; it's a stupid assignment anyway. I have too many other important things to be doing -- other than writing the paper.
I can approach him civilly. I can calmly explain that I've worked to the best of my ability on the essay. I show him the work I have completely and set up a possible schedule of when I plan to finish the paper. I establish that I have every intention of turning the paper in, even with consequences for it being late.
The proper choice (if I wish to persuade the teacher) should be the second. I establish my credibility as a good student by showing the work accomplished and when I plan to complete the rest. I appeal to the teacher's sense of fairness considering I've "worked to the best of my ability" and was still unable to complete the assignment. If I wish to persuade him, I should use ethos.
LOGOS = APPEALING TO ONE'S SENSE OF REASON; DATA-DRIVEN FACTS
"Every year brings with it multitudes of this class of slaves. It was doubtless in consequence of a knowledge of this fact, that one great statesman of the south predicted the downfall of slavery by the inevitable laws of population....If the lineal descendents of Ham are alone to be scripturally enslaved, it is certain that slavery at the south must soon become unscriptural; for thousands are ushered into the world, annually, who, like myself, owe their existence to their white fathers, and those fathers most frequently their own masters" (Douglass 5-6).
Douglass appeals to our sense of reason in this excerpt. He argues that it does not make sense that his people should continue to be slaves when their masters are their fathers. It does not make sense that people use the Bible to justify enslavement. The "curse of Ham" refers to enslavement of people with "darker pigmentation" -- but many of the slaves (because their masters were their fathers) had light-colored skin.
A different example: Let's say I want the city to improve a dangerous road. I can't just write them a letter and ask them to change it. I need also to appeal to their sense of logos. I present them with data-driven information regarding how many wrecks occur on the road annually. I include how many injuries and fatalities occur. I also include the cost -- cost to the city, cost to the insurance companies -- and cost to the individuals (both monetarily and emotionally). Data is difficult to argue; if the facts are there, nothing can change that.
PATHOS= APPEALING TO ONE'S EMOTIONS; HOW THE AUDIENCE REACTS
"He was a cruel man, hardened by a long life of slaveholding. He would at times seem to take great pleasure in whipping a slave. I have often been awakened at the dawn of day by the most heart-rending shrieks of an old aunt of mine, whom he used to tie up to a joist, and whip upon her naked back till she was literally covered with blood" (Douglass 6-7).
Douglass appeals to our emotions in this passage. Some words, highlighted in red, impact our emotions more than others. Douglass wishes to affect his audience; he wishes that they remember this passage (and hopefully react, by feeling remorse for him, or perhaps anger at the slaveholders).
A different example: Just recently, I watched a television series called American Inventor. It featured contestants wishing to develop a product for the marketplace, culminating in the airring of a commercial featuring their products. The winner, Janusz Liberkowski, did not surprise me; his product (and commercial) appealed to the audience's emotions. Janusz developed a new kind of carseat for babies; it was a spherical shape seat which moves freely in a stable base, much like one of those liquid compasses. His commercial showed flashing lights and sirens and a mother desperately trying to get to a wrecked vehicle. She screamed for her baby. The rescue squad had to use the "jaws of life" to pry open the door of the vehicle; inside, the baby sits contently inside her child seat, completely unaware of the dangers around her. Janusz obviously appealed to the emotions of mothers everywhere; their worst fear: something happening to their child. Car accidents affect people daily; nearly everyone travels in a vehicle on a daily basis. A number of law enforcement agencies have looked at problems with child restraints in cars -- are they installed properly? is the child buckled in correctly? This commercial emotionally affects mothers because they care about one thing: the safety of their child. This product ensures safety.
Hopefully, this clarifies any confusion about our three persuasive appeals. Feel free to comment on this post.