Katelyn Meitz

Mr. Salow
English 11
1/9/17
BIG Outline

Thesis: I grouped together the articles that had all three; logos, ethos, and pathos, then just
the articles with logos, and the articles with just pathos.

First point: Four of my articles had logos, pathos, and ethos. These were the most
detailed, and the best at persuasion. I had Yan Guo who wrote, "Diversity in public
education: Acknowledging immigrant parent knowledge", Jeffery W. Dunn writing, "For
Community Sake, Norman J. Bauer who produced, "Schooling and Religion: A Secular
Humanist View", and Richard Daugherty who came up with, "A Canadian and American
Comparison: Church-State Constitutional Issues in Public Schooling. Part II--An
American Perspective".
Subpoint: The logos in each of these were very strong. The pathos
didnt make me cringe or want to stop reading, they were used in an actual helpful
way. The ethos really did make the articles complete.
Evidence:
"Diversity in public education: Acknowledging immigrant parent knowledge": PathosThis kid was crying because she was not allowed to wear the swimming suit. The
teacher in fact forced her to wear the swimming suit (129). Logos- Out of the 13
Muslim parents, 12 believed that Muslim girls should be segregated from the opposite
sex (128). Ethos- Author cites himself from other articles he has written in the past.

 Interpretation: Pathos- This is the most solid pathos quote I have

ever found. Yes, it plays on emotion, but it really does add good information to
the article and its not just trying to manipulate the reader. Its trying to express a
student's feelings Logos- 12/13, thats nearly all parents. I bring this up because
thats a large statistic, Im sure there are hundreds or thousands of other statistics
out there on this topic, but the author chose this one because it proves his point
further.

"For Community Sake: Pathos- teaching could be part of a larger effort to create a
more humane world (107). Logos- Jeffrey Dunn mentions a famous book, For
Goodness Sake: Religious Schools and Education for Democratic Citizenry (101).
Ethos- those much different from ourselves is a practical reality of modern society
(Dunn 102). By including himself when he says ourselves expresses ethos in its own
way and shows this guy has credibility.

Interpretation: Pathos- This is a really good example of pathos

when its just playing on emotion. Logos- Taking information from a published,
nonfiction book is a wonderful way of using logos.

"Schooling and Religion: A Secular Humanist View": Pathos- We are all familiar with
the role of religion in the education of humans in the scholastic era, with the stress placed
on the need for all persons to save their souls (3). Logos- a theory of reality which is
grounded in a naturalism which accepts raw, undifferentiated experience (6). In this

quote he is explaining the Empirical-Naturalistic Image of reality. He uses all of this to

later explain why teaching religion in public schooling is a good idea. Ethos- Bauer uses
ethos in this paper as well. In the introduction of this article, he has his methods broke
down clearly. At the end of his paper he has a long list of sources stating where he got his
information from.
Interpretation: Pathos- Mentioning something so touchy, like God
saving everyones soul is extreme pathos. When it comes to religion theres often
lots of emotions being thrown around, so it was very risky of him to put such a
sentence in here. I bring this up because Bauer is risky when using pathos. LogosOnce again, Bauer is risky. Explaining the Empirical-Naturalistic Image of reality
to just anybody is not simple. Its not an easy concept to grab and he takes the
chance and a really good shot at explaining it thoroughly. Its impressive, and
makes the reader think that hes a genius and really knows what hes talking
about.

"A Canadian and American Comparison: Church-State Constitutional Issues in Public

Schooling. Part II--An American Perspective": Pathos- Schooling as remained and
environment where only materialistic and humanistic answers are deemed appropriate
(22). Logos- They explain through the whole paper where the separation between
church and state comes from and how it comes into play when talking about schooling.
Richard Daugherty states, The establish clause has been the standard used in recent
years to separate government sponsored activity from any influence that that could even
remotely be considered religious (6). Ethos- Congress shall make no law regarding an

establishment of religion or prohibiting the free exercise thereof Using such precise
sources shows ethos in the paper.

Interpretation: Pathos- This quote is important, because many

adults, kids, and academics think in this way. Its one of the most debated topics
when it comes to schooling. Logos- Using the separation between church and
state to argue about reaching religion in schools is one of the most brought up
sources when debating this topic. Basically, this whole article used the most
popular methods when debating this topic, and its important to show the popular
vote.

Second point: One of my articles by Akman Turan Erkili called, "Freedom of

Religion--Conscience, Religious Education and the Right of Education in the 1961-1982
Constitutions of the Republic of Turkey and Their Developmental Tendencies" has only
logos. I thought this article deserved to be on its own because logos is such a strong way
of persuasion.
Subpoint: Logos and how they are used are strong, and its
important to analyze logos on its own.
Evidence: Examples of logos: The three articles in the
Constitution of 1961 include religion education (article 19), control of education
(article 21), and the education duty of the state (article 50).
Interpretation: Logos- This study took place in Turkey. Its
important to see this topic is debated elsewhere and not just in the United States.
Erkili used Turkeys constitution as his evidence as to why he thinks teaching

religion in schools is a bad idea. Its interesting how using the Constitution against
teaching religion is a popular choice here, and in Turkey.

Third point: "Pre-Service Teachers' Middle-Level Lessons on World Religions:

Planning, Teaching, and Reflecting" by Derek L. Anderson, Tanya Cook, and Holly
Mathys is grouped under only pathos. This article definitely deserves to be on its own
because of how the pathos are used. Its important to know when someone is just playing
on emotions and not providing real statistics.
Subpoint: Pathos is a strong method, but also manipulative, its
very important to know when youre being manipulated.
Evidence: Much of this article/study provides me only with
pathos. They throw words at me like, perpetually-held public sentiment that kids
do not know enough about the past and An education would not be complete
without knowledge of religion and and its role in the past and present
(Anderson).
Manipulative: These examples do make me feel something, but
they dont give me any stats as to why teaching religion to these 7th graders is
benefits them as a whole. The article fails to show any logos just by lack of
information, but it also fails to show ethos with too much information.
Interpretation: Pathos- This is an excellent example of a
manipulative article. It only uses pathos, and not in a helpful way. I wanted to
make sure this article made the cut because of how its written. This is the sort of
article teachers are warning students about. Its tricky and sly, but theres no real
statistics.