Unit 3
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Rhetoric and Persuasion: Mastering the Art of Argument

reading and Writing Workshop

Essay Prompts

Unit Plan

Rhetoric in Media and Visual Texts

Activities

Teaching with E.L.O.N.  (Enriched Learning Opportunity Nexus) that seamlessly integrates AI 

Unit 3
​​Overview:
This unit focuses on how rhetorical strategies are employed in media and visual texts. Students will critically analyze advertisements, editorial cartoons, and documentaries, evaluating how visual rhetoric and media shape public opinion. The unit will also explore concepts of bias, propaganda, and logical fallacies.
Essential Questions:

• How do images, media, and visual texts persuade audiences?
• What role does bias and propaganda play in shaping media messages?
• How can we evaluate the credibility and logic of arguments in visual and media-based texts?

Learning Objectives:
By the end of this unit, students will be able to:

• Analyze visual rhetoric in images, advertisements, and editorial cartoons.
• Evaluate arguments and rhetorical strategies in documentaries and news media.
• Identify and explain bias, propaganda techniques, and logical fallacies in media.
• Apply rhetorical concepts to create insightful media analyses.
• Collaborate to analyze and present findings on a media campaign.

Week 1: Visual Rhetoric—Analyzing Images, Ads, and Political Cartoons

• Define visual rhetoric and common persuasive techniques (color, composition, symbols, etc.).
• Lessons: How advertisers and cartoonists use ethos, pathos, and logos visually.
• Texts: Sample political cartoons, historical and contemporary ads (e.g., Coca-Cola, Nike campaigns).
• Activity: Small group analysis of selected ads and cartoons—identify rhetorical appeals and visual techniques.

Week 2: Evaluating Arguments in Documentaries and News Media

• Lessons: Introduction to analyzing arguments in non-print media (documentaries, news reports).
• Explore narrative techniques, use of evidence, tone, and editing choices.
• Texts: Excerpts from well-known documentaries (e.g., The Social Dilemma, 13th).
• Activity: Class discussion—evaluate the argument and rhetorical strategies in a documentary clip.

Week 3: Bias, Propaganda, and Logical Fallacies

• Lessons: Recognizing media bias and propaganda techniques (e.g., bandwagon, fear appeals).
• Identify common logical fallacies in visual and multimedia sources.
• Texts: News articles, campaign ads, social media posts.
• Activity: Media scavenger hunt—find real-world examples of bias or fallacies and share findings.

Week 4: Synthesis and Project Preparation

• Lessons: Combining skills—analyzing a full media campaign or media piece.
• Activity: Group project work sessions—select a media piece or ad campaign to analyze.
• Focus: Develop a presentation identifying rhetorical strategies, appeals, biases, and effectiveness.

Major Texts:

• Documentary excerpts (e.g., The Social Dilemma, 13th, or others as appropriate)
• Editorial cartoons from historical and modern sources
• Major ad campaigns (e.g., Apple’s “Think Different,” Dove’s “Real Beauty”)
• Supplemental: news articles, viral social media campaigns

Collaborative Discussions:

• Class debate: Can media ever be completely unbiased?
• Socratic Seminar: How does visual rhetoric impact public perception compared to written rhetoric?

Assessment:
​Performance Task:
Group Project—Rhetorical Analysis of a Media Piece or Ad Campaign

• Students will work in groups to select an ad campaign or media piece.
• Create a presentation that:
  • Identifies rhetorical appeals (ethos, pathos, logos).
  • Analyzes visual and media techniques.
  • Discusses potential bias, propaganda strategies, and fallacies.
  • Evaluates the overall effectiveness and ethical considerations of the media piece.

Rubric Criteria:

• Depth of analysis on visual rhetoric and rhetorical appeals.
• Clear identification of bias and logical fallacies.
• Integration of evidence from texts and media.
• Organization and creativity of the presentation.
• Collaboration and group contributions (SL.11-12.1).

Formative Assessments:

• Exit tickets: Identify a visual rhetorical strategy used in a cartoon or ad.
• Media analysis graphic organizers (used throughout Weeks 1-3).
• Peer feedback on project drafts.

Extension/Enrichment:

• Create an original editorial cartoon or media ad that uses rhetorical strategies purposefully.
• Research the history of propaganda and create a timeline linking it to modern media.

Standards:

• RI.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RI.11-12.7: Integrate and evaluate multiple sources of information presented in different media or formats.
• SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners.
• SL.11-12.5: Make strategic use of digital media in presentations to enhance understanding.

​The following activities include AI tools that enhance student engagement, provide data-driven insights, and facilitate personalized learning. 
​Week 1: Visual Rhetoric—Analyzing Images, Ads, and Political Cartoons
Individual Activity: AI-Powered Ad Deconstruction

• Tool: Use an AI image analysis tool (e.g., Microsoft Azure Computer Vision, Google Vision AI).
• Task: Upload a historical or modern advertisement. The AI will generate a basic description and highlight visual elements (colors, objects, symbols).
• Student Task: Use the AI insights as a starting point to perform a deeper rhetorical analysis—identify ethos, pathos, logos and visual techniques (e.g., color psychology, composition).
• Extension: Students write a reflection on how AI might “see” an ad differently than a human would.

Group Activity: AI-Generated Satirical Cartoons

• Tool: AI image generator (e.g., DALL·E or Canva AI).
• Task: In groups, prompt an AI to create a political or satirical cartoon based on a current event.
• Student Task: Analyze the AI-generated cartoon. Discuss whether the cartoon effectively communicates a rhetorical message and if it aligns with common conventions (exaggeration, symbolism, irony).
• Presentation: Groups present their cartoon and critique its rhetorical effectiveness.

Week 2: Evaluating Arguments in Documentaries and News Media
Individual Activity: AI Transcript Analyzer

• Tool: AI transcription/summary tools (e.g., Otter.ai, ChatGPT).
• Task: Students select a short documentary clip or news report (2-5 minutes), upload the video/audio to generate a transcript, and have the AI summarize the key arguments.
• Student Task: Using the summary, students evaluate the rhetorical appeals (ethos, pathos, logos) and techniques (tone, visuals, pacing) used in the clip.

Group Activity: AI vs. Human—Media Argument Challenge

• Task: AI (ChatGPT) provides a brief argument summarizing a documentary’s message.
• Student Task: Groups compare the AI’s argument breakdown to their own group’s analysis.
• Discussion: Debate the strengths and weaknesses of AI-generated insights versus human interpretations. How does AI miss nuance in tone, visuals, or cultural context?

Week 3: Bias, Propaganda, and Logical Fallacies
Individual Activity: AI Bias Detector

• Tool: Bias-checking AI tools (e.g., ChatGPT or specialized tools like Media Bias/Fact Check API).
• Task: Students input a news article or media excerpt into an AI tool to detect potential bias or loaded language.
• Student Task: Write a reflection comparing the AI’s findings with their personal assessment. Identify any propaganda techniques or logical fallacies AI may have overlooked.

Group Activity: AI-Generated Propaganda Campaign

• Tool: AI writing generator (e.g., ChatGPT).
• Task: Groups prompt AI to generate a mock propaganda message (poster slogan, social media post, or short speech) using specific propaganda techniques (e.g., bandwagon, fear appeal).
• Student Task: Analyze the AI’s product—identify the techniques used, critique its effectiveness, and rewrite it to make it more ethical or neutral.

Week 4: Synthesis and Project Preparation
​Individual Activity: AI-Powered Project Planning

• Tool: AI project planner (e.g., Notion AI, ChatGPT).
• Task: Students individually use AI to help outline and brainstorm ideas for their portion of the group project (e.g., identifying key visuals or arguments for the ad/media analysis).
• Student Task: Share their AI-generated outline with the group, refining and personalizing it based on collaborative input.

Group Activity: AI-Assisted Presentation Creation

• Tool: AI slide generator (e.g., Canva Magic Design, Beautiful.ai).
• Task: Groups use AI to create a visually engaging presentation for their media project. The AI can assist with design elements, color schemes, and layout.
• Student Task: Students then customize the content, ensuring all rhetorical analysis is student-driven. Reflect on how AI enhanced the visual aspect of their project.

Optional AI Reflection Activity (Wrap-up):

• Write a reflection on the role of AI in analyzing and creating media. How did AI support or limit your understanding of visual rhetoric? How might AI tools influence future media campaigns in the real world?