English · Year 9

Active learning ideas

Analyzing Rhetorical Devices

Active learning works for this topic because students need to see how rhetorical devices shape meaning, not just memorize their names. When they analyze, debate, and teach these techniques, they move from passive recognition to purposeful use in their own writing.

• National Curriculum Attainment Targets
• KS3: English - Reading: Non-fiction
• KS3: English - Reading: Language and Structure

• 25–40 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Inquiry Circle
• 30 min · Pairs

Inquiry Circle: The Device Toolkit

In pairs, students are given a 'boring' paragraph. They must 'up-level' it by inserting one example of anaphora, one antithesis, and one tricolon, then read the 'before and after' versions to the class to show the impact.

Explain how the repetition of a phrase (anaphora) amplifies a speaker's message.

Facilitation Tip

During Collaborative Investigation, assign each group a different device and have them create a one-minute ‘teaser’ speech using only that technique to hook the class.

What to look for

Provide students with a short excerpt from a famous speech. Ask them to identify one example of anaphora, one of antithesis, and one rhetorical question, explaining the intended effect of each in one sentence.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 02

• Formal Debate
• 40 min · Whole Class

Formal Debate: The Call to Action

Students write three different 'ending' paragraphs for a speech on a chosen topic. They then move around the room in a 'speed-dating' format, reading their endings to peers who must vote on which one most inspired them to take action.

Evaluate the effectiveness of a rhetorical question in engaging an audience.

Facilitation Tip

In Structured Debate, require students to include a tricolon in their call to action to reinforce the power of the number three in persuasion.

What to look for

Present students with two contrasting statements, one using antithesis and one using parallelism. Ask them to write which they find more impactful and why, referencing the specific devices used.

• Analyze
• Evaluate
• Create
• Self-Management
• Decision-Making

Activity 03

• Peer Teaching
• 25 min · Pairs

Peer Teaching: The Rhetoric Coach

After drafting a speech, students work in pairs as 'coaches.' One student reads their speech aloud while the other 'flags' moments where the rhythm or tone could be strengthened with a specific rhetorical device.

Compare the impact of antithesis versus parallelism in creating memorable statements.

Facilitation Tip

For Peer Teaching, give coaches a checklist with specific questions to ask their peers, such as ‘How does this antithesis shift the audience’s perspective?’

What to look for

Pose the question: 'How might a speaker use a rhetorical question to change an audience's mind if they are initially resistant to the speaker's argument?' Facilitate a brief class discussion, encouraging students to cite examples.

• Understand
• Apply
• Analyze
• Create
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Experienced teachers approach this topic by modeling how devices function in context, not as isolated tricks. Avoid teaching lists of devices out of order; instead, connect each technique to its effect on the audience. Research shows that students grasp rhetoric better when they see how calm, logical structures often persuade more than aggressive language. Use mentor texts where devices feel organic, not forced.

Successful learning looks like students using devices intentionally to build an argument, not just sprinkling them randomly. They should explain why a technique fits the moment, not just identify it. By the end, every student should revise their writing to include at least two devices that serve a clear persuasive purpose.

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Watch Out for These Misconceptions

• During Collaborative Investigation, watch for students who assume persuasive writing must be loud or aggressive.

  Provide the group with a transcript of a quietly powerful speech, like Greta Thunberg’s UN address, and ask them to highlight where calm language and logical structure create urgency.

• During Structured Debate, watch for students who treat rhetorical devices as optional decorations added at the end.

  Have students use a ‘structural map’ template where they plan each device in the margins before drafting their call to action, ensuring it’s part of the foundation, not the finish.

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Methods used in this brief

• Inquiry Circle
• Formal Debate
• Peer Teaching