Eloquence

The Three Modes of Persuasion in the World Language Classroom

As stated elsewhere in this unit, there are three modes of persuasion to the art of rhetoric; they represent three different ways to approach a speech or persuasive act. In the world language classroom, they will represent three different areas on which students may focus, three realms of emphasis that will be determined based either on student choice or teacher recommendation. Each mode capitalizes on a different strength of being, and here I connect each to one or two canons of rhetoric, to help students hone in on one particular quality at a time.

One of the biggest hindrances to love of language learning is fear of making mistakes, or really, fear of making SO MANY mistakes. Many language teachers, out of a well-intentioned and indeed necessary sense of responsibility to be supremely accurate and to teach true language, end up "correcting" every tiny perceivable error all at once. And while it may make obvious sense to correct an error, it often results in students feeling like there is just too much to learn, too many red lines to surmount in order to be successful. This is the point where so many give up, or else they approach it with a heart set at half, already convinced that they are wrong and so uninspired to give it much effort.

But by choosing one mode of focus, students will primarily get feedback in that one area, which will all on its own decrease the amount of corrective feedback given to something less intimidating and more manageable. This also helps students conceptually understand the idea that everything won't be corrected at once, that when you edit or draft you look at work multiple times (much like you examine passages multiple times in the close reading technique emphasized in the Common Core.)

Logos in the World Language Classroom

Logos is the ability to use rational argument to persuade by reason. In the world language classroom, it will represent a fine attention to the details of language and grammar, and an emphasis on either The Foundation (Invention) or Convincing Partners with the Feel of Fluency (Style), depending on student language knowledge level. This will be the most familiar of categories, but do strive to illuminate the intricacies of word choice whenever and however possible. Instead of calling it Logos with students, we will refer to it as a focus on Vocabulary and Language (Vocabulaire et Langage.)

Ethos in the World Language Classroom

Ethos is the ability to persuade by strength of character and credibility. In our classrooms, when we emphasize Ethos we will pay special attention to either or both of the following categories: Convincing Passersby with the Appearance of Fluency (Arrangement) and/or Convincing the Teacher with Practice and Application (Memory). When considering Arrangement, focusing on our embodied communication will make us seem more natural and will open up alternate pathways to expressing our character, which will contribute to a sense of authenticity that will equate with credibility. When focusing on Memory, we will stress the importance of regular practice in lighting the way to flow and fluency. We will refer to Ethos with students as Credibility (Crédibilité) with the sub-categories of Physical Representation and Memory (Répresentation Physique, Mémoire.)

Pathos in the World Language Classroom

Pathos is the ability to persuade through emotional connections; you are trying to put your audience in the right mood to receive what you are delivering, and you do that by playing to their emotions. In our classrooms, working on Pathos will mean attention to and focus on the self – self-confidence and self-responsibility – with the understanding that a strong sense of self can inspire a strong emotional connection to others. Here we will work on all the things that are hindering a feeling of confidence in the classroom. We will refer to this category as Confidence (Confiance.)