• If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • Stop wasting time looking for files and revisions! Dokkio, a new product from the PBworks team, integrates and organizes your Drive, Dropbox, Box, Slack and Gmail files. Sign up for free.


Antigone - Ethos, Logos, Pathos

Page history last edited by Russell 9 years ago


Wed, Mar 9




  • Prepare for our in-class timed write tomorrow
  • Study your Antigone guiding questions for the exam 

FOCUS: Identifying rhetorical devices


In groups, we will investigate an argument in the text, then share our findings before leaving. The arguments to be observed are: Creon 220-221 and Haemon 221-222.


Tomorrow we will also have a traditional final exam on Antigone. The class will be split between the two.


Argument Interpretation: Groups 


Two characters – Creon and Haemon, pages 220-222


  • Rhetorical strategies employed
  • Aim of the rhetoric
  • Where located in the dialog (evidence)
  • How identified/proved (analysis/explanation)


Use the construction paper to record your findings – one side for Creon, the other for Haemon


12-minute Timed Write Self-Check:


Did I include…

  • A statement at the top that says:
    • The speaker, primary rhetorical device, and its aim?
  • A direct quote (especially if using pathos) or concise summary of key info?
  • A full explanation that is at least 3:1 over my evidence/quote/summary?
  •  A wrap-up sentence that re-iterates my main point?



Tue, Mar 8


DUE TODAY: Analysis of T's argument on 236-237

HOMEWORK: Re-read episode 4 to the end of Antigone in preparation for tomorrow

FOCUS: Assessing quality of analysis/explanation


Today we investigate T's speech, identifying its component parts and his rhetoric. We begin with a sample discussion, broken down into argument, evidence, and analysis:


Main point

Best quote/evidence

How I know this part demonstrates the rhetoric I have identified (analysis, explanation)

In the opening of T’s monologue, he uses ethos to establish his credibility with Creon.

T begins, “I was sitting by my ancient chair of augury, the haunt of every kind of bird…”




NOTICE that when read left to right, they all flow together seamlessly. 

The sentence reinforces his long history of divination and prophecy. He describes his chair as “ancient” to emphasize his experience – experience that stretches back seemingly endlessly, thereby recalling the gods. By comparison, Creon has been king only a short time, so T brings evidence of experience. He also reminds Creon what he uses to make his prophecies: birds. The combination of how long he has been seeing and reminder of the method of his divination reinforces for Creon T’s credibility as a trustworthy source for information. This rhetoric of ethos is designed to convince Creon to listen.


We then identify the rhetoric in each part of the text in note form, leaving the final column blank:



Image: Frenzy/chaos/pandemonium of the birds screaming and tearing each other apart




Failed sacrifice



“he is my eyes as I am yours”



“Dogs and crows … unburied son of Oedipus.”



“But obscene vultures … gorged on human flesh.”



“To err is human … will not repair.”



“To err is human … will not repair.”



“To err is human … will not repair.”



“Believe me, I advise you well.”



“Give death his due and do not kick a corpse. Where is renown to kill a dead man twice?”



Students then select part of their own response on which to focus. Students judge the quality of their own analyses and select the part of their response that demonstrates the best analysis/explanation.


To prove that emphasis is on analysis/explanation, students complete a three-column table for the one analysis chosen, then assess the degree to which they provide true discussion vs. paraphrase or summary.


GOAL: Aim for at least a three-to-one ration of explanation/analysis to evidence.


Mon, Mar 7


DUE TODAY: For absent folks, the five sentences w/ vocab words

HOMEWORK: Complete an analysis of Tiresias' argument on 236-237 (begun today)

FOCUS: Dissecting ethos, pathos, logos


VOCAB QUIZ - 20 words from the first half of Antigone


Return of argument analyses: Brief discussion of strategies for discovering rhetorical strategies


When discussing ethos it is important to:

  • Ask how credibility/trust is built or where it rests
  • An “ethical” argument is not automatically ethos; you must pinpoint the grounds on which the argument is built

When discussing pathos it is important to:

  • Identify the emotional response that is desired in the target audience
  • Not focus on the speaker’s emotions, but on his/her diction
  • Identify how words and phrases lead to an emotional reaction

When discussing logos it is important to:

  • Remember that everything sounds logical to an extent – eliminate ethos and pathos first


ANALYZE Pg 236 – first half of Tiresias' words to Creon


Example of first few lines:


At the outset of T's argument he begins by reminding Creon of how he divines answers to the unknowable. He recounts how he uses birds to prophecy. By establishing a knowledge or reminder of how he has been seeing for a long time, he attempts to establish his credibility for his audience. This establishing of credibility is rhetoric based on ethos, for he aims to show Creon that he is trustworthy by establishing a history of learned prophecy.



Fri, Mar 4


DUE TODAY: Vocab flash cards!


  • Study for vocab quiz
  • Solidify understanding of events, motivations in Antigone via study guide and jigsaw activity 
  • IF ABSENT FRIDAY: Create the FIVE sentences with vocab words in context, as described in the daily activity below 

FOCUS: Vocab study


We will do about 1/2 hour of vocabulary study then it is a study time for you.


If you were asked to write sentences that provided an appropriate context for these vocab words, it might look something like this:

  • That used car sure looks great, but be careful. They say, “All that glisters is not gold.”
  • The sudden storm buffeted the small cottage with wind and sheets of rain.
  • Have you ever watched the film “Animal House”? Those college students threw parties that could hardly be matched in their bacchanalian splendor.
  • Although the suspect looked like he had a handgun, in better light it turned out that he was really only brandishing a child’s water pistol.
  • “I’m sorry if it feels this is an infringement on your rights,” said the security guard, “but we are required to search the bag of every person who enters.”

Each of the examples above help the reader see and understand the word through context. Your assignment before you leave is to write FIVE such sentences using any five vocab words from the list.


  • Look! Here comes a doddering old man. (unclear what “doddering” could mean)
  • The referee’s call nullified my spectacular last-minute shot. (unclear whether “nullified” means “negated” or “upheld”)
  • We wondered why the game stopped, then we saw a flagrant foul had been called on #23. (unclear what “flagrant” means)


Wed, Mar 2 and Thu, Mar 3

The two days are interchangeable for Honors students, as one day is for registration while the other is for the jigsaw in-class activity. Both classes will be at the same point on Friday.


DUE TODAY: Evaluation of an argument (see prev lesson)


  • Review vocab words, get flash cards ready
  • Study guide questions

FOCUS: Gaining understanding through verbal exchange


Antigone vocabulary: Pgs 191-210 - and:

promulgation, interdict, nemesis, martyrdom, epiphany, fulminant, caparisoned, bacchanalian, brandish, ubiquitous, panoply, vicissitude, vex, injunction, infringe, doddering, glister, squall, buffet, pillage, bairn, flagrant, nullify, flout


Honors English 11 – Jigsaw!

  • Arrange the desks into SIX groups of FIVE (one desk will be left over)
  • Each group shall represent one set of reading questions, excluding the prologue (Scenes 1 through 5, plus the epilogue/exodus)
  • Take your text, reading questions, paper, and pen/pencil to one of the groups
  • With the students in the group, share responses to the reading questions in that part of the text; take note of any additions required for your own paper
  • Discuss what happens in this segment of text fully. Ask questions for anything unclear and get answers as a group.
  • Collectively, decide on a three-sentence summary of the action in this section of the text: “This is the part where …” and copy that summary onto the note paper
  • Collectively, identify three items that are notable in this section. These notable items might be stylistic – like how Sophocles presents certain information or a character – or plot-oriented – like mentioning key events that are important for understanding. Write these three notable items on the paper   


At this point, everyone in the group has a “master” answer for each question in the portion of the text assigned. Everyone in the group knows what happens in that section of the text and can summarize it in three sentences. Everyone can identify three notable stylistic or plot-related items in that section.


Now we mix up the groups such that each new group is comprised of at least one member of the previous master groups. In this way, when you share your “master group” findings, everyone in class benefits from the earlier discussions. Everyone can complete their study questions and have a higher quality product than when first entering class.



Tue, Mar 1


DUE TODAY: Assessment of an argument in Antigone (see prev lesson)


  • Finish reading Antigone and complete the guiding/study questions
  • Finish making flash cards for the given vocab words (24 total)
  • Analyze one of the arguments presented on pages 210-211 and Ismene on pg 215; assess the use of logos, pathos, and ethos as you analyze (i.e. Which is most prevalent? Which is/are absent?)

FOCUS: Reading day


SAMPLE beginning of a response from yesterday's homework on assessing Ismene's argument on 193:

     On page 193 Ismene pleads with Antigone not to go forward with her plan to give burial rites to Polynieces. In her argument, she presents three different claims, the first having to deal with the horrific history of her own family. Ismene reminds Antigone of the painful events surrounding the death of each of people in their immediate family: their father’s self-blindness and banishment, their mother’s suicide by hanging, and their brothers’ murdering battle. When she tells of each, she uses dramatic phrases to emphasize the horror of each event. For example, instead of simply stating that the mother hung herself, Ismene recalls the shame of the marriage to the son by referring to the mother as “mother-wife” and uses the phrase “twisted off her earthly days with a cord” to describe her suicide by hanging. The image of a cord twisting to strangle the life from a woman is emphasized, and this monstrous image reveals a use of pathos. Pathos is an appeal based on emotion, and here Ismene hopes, through her dramatic, pitiful descriptions of the deaths of their family members, to elicit a reaction of horror and fear in Antigone. This is especially evident when, after listing the mode of death for each family member, Ismene concludes, “Think of how much worse our end will be than all the rest if we defy our sovereign’s edict and his power.” As if the deaths previously mentioned were not horrific enough, Ismene calls upon Antigone’s imagination to create an end that is even more terrifying and shameful than the others. This appeal aims to generate dread, anxiety, and unease in Antigone.

     Ismene continues her appeal to Antigone with …


Focused reading day


Meetings w/ teacher


Mon, Feb 28


DUE TODAY: Point of view activity (see previous homework)


  • DUE TOMORROW: Try to pick apart Ismene's speech on 193. See lesson below for details. 
  • DUE IN TWO DAYS: Analyze one of the arguments presented on pages 210-211 and Ismene on pg 215; assess the use of logos, pathos, and ethos as you analyze (i.e. Which is most prevalent? Which is/are absent?)
  • DUE IN TWO DAYS: Make vocab flash cards for the first 24 words from Antigone

FOCUS: Logos, pathos, ethos


Overview of the three main types of argument: Logos, pathos, ethos


TONIGHT: Sample assessment of an argument: Ismene's speech on 193:

  • The speech is broken into three parts - can you identify each element of her argument? (HINT: One elements is based on the argument that they are women.)
  • Once you identify the elements, you must then decide if she primarily uses logos, ethos, or pathos
    • Logos = tries to explain or persuade via logic
    • Pathos = tries to persuade via emotional appeal
    • Ethos = tries to persuade based on credibility/trustworthiness 


Antigone vocabulary: Pgs 191-210 - and a QUIZLET for the words (by Kendall Avery)

promulgation, interdict, nemesis, martyrdom, epiphany, fulminant, caparisoned, bacchanalian, brandish, ubiquitous, panoply, vicissitude, vex, injunction, infringe, doddering, glister, squall, buffet, pillage, bairn, flagrant, nullify, flout


Discussion of point of view activity


Return of papers, some organization of materials!


Fri, Feb 25




  • Hopefully, all continue to read Antigone and answer the guiding questions (doc)
  • Justify actions, thoughts, and dialog from the point of view of one character. Get into their head and propose why the character does and says what they do. (about a page)

FOCUS: Reading and point of view


Read as much of Antigone as you can in class, focusing on the motivations of individual characters. See the homework above.


Thu, Feb 24



HOMEWORK: Continue reading

FOCUS: n/a




Wed, Feb 23


DUE TODAY: Revised Oedipus timed-writes, late "Psycho" responses

HOMEWORK: Tackle the guiding questions for Antigone (doc) and read, read, read

FOCUS: Point of view, read aloud in class of the first episode of Antigone


Point of view: "Seeing" through different lenses


Read aloud of Antigone, brief discussion of why characters do what they do and say what they say.


Comments (0)

You don't have permission to comment on this page.