English Language Arts · 9th Grade

Active learning ideas

Ethos: Establishing Credibility

Active learning works for this topic because ninth graders need to see ethos not as abstract theory but as a tool they can use and evaluate. These activities move students from identifying credibility markers to practicing them, making abstract concepts concrete through discussion and revision.

• Common Core State Standards
• CCSS.ELA-LITERACY.RI.9-10.6
• CCSS.ELA-LITERACY.SL.9-10.3

• 20–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Case Study Analysis
• 25 min · Pairs

Pairs: Ethos Detective Hunt

Partners read paired excerpts from persuasive texts, one strong in ethos and one weak. They highlight three ethos strategies in the strong example and suggest fixes for the weak one. Pairs share one insight with the class.

How does a speaker establish credibility when they lack formal authority?

Facilitation Tip

During Ethos Detective Hunt, circulate and ask pairs to explain why they chose a particular quote as an ethos marker before they share with the class.

What to look for

Provide students with a short excerpt from a speech or article. Ask them to identify one specific strategy the author uses to build ethos and explain in one sentence why it is effective for that audience.

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

Activity 02

• Case Study Analysis
• 35 min · Small Groups

Small Groups: Credibility Role-Play

Groups draw scenarios lacking formal authority, like a student pitching a school policy. Each member delivers a 1-minute pitch building ethos through stories or expertise. Group votes on most credible and discusses why.

Analyze the ethical implications of misrepresenting one's expertise to persuade an audience.

Facilitation Tip

In Credibility Role-Play, provide sentence stems like 'I know this because...' to support students who struggle with improvisation.

What to look for

Present students with two brief scenarios: one describing a speaker establishing ethos through expertise, the other through shared values. Ask students to write one sentence for each scenario explaining which strategy is being used and why.

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

Activity 03

• Case Study Analysis
• 40 min · Whole Class

Whole Class: Ethos Revision Gallery Walk

Students write short ethos intros for arguments on a current issue. Post them around the room. Class walks, notes sticky feedback on strengths and improvements, then revises originals.

Compare different strategies for building ethos in written versus spoken arguments.

Facilitation Tip

For Ethos Revision Gallery Walk, assign each group a specific audience (e.g., classmates, school board) so revisions are audience-driven, not generic.

What to look for

Students draft a short paragraph introducing themselves and their argument for a hypothetical debate. They exchange paragraphs with a partner and provide feedback on: Does the introduction clearly establish credibility? What specific words or phrases help build trust? Are there at least two distinct methods of establishing ethos?

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

Activity 04

• Case Study Analysis
• 20 min · Individual

Individual: Ethos Self-Analysis

Students record a 30-second video pitch on a personal goal, then transcribe and annotate ethos elements used. They rewrite for stronger credibility based on a rubric.

How does a speaker establish credibility when they lack formal authority?

Facilitation Tip

During Ethos Self-Analysis, remind students to look for patterns across their writing, such as repeated use of personal stories or cited experts.

What to look for

Provide students with a short excerpt from a speech or article. Ask them to identify one specific strategy the author uses to build ethos and explain in one sentence why it is effective for that audience.

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

A few notes on teaching this unit

Teachers approach this topic by modeling how credibility feels from the audience’s perspective first, then naming the strategies. Research shows students learn ethos best when they analyze failures of credibility alongside successes, so include examples where trust is broken. Avoid overemphasizing formal credentials—focus instead on how expertise, character, and shared values operate together.

Students will move from spotting ethos in texts to intentionally using ethos in their own communication. Success looks like students confidently explaining how trust is built and revising their work to strengthen credibility for specific audiences.

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Watch Out for These Misconceptions

• Ethos comes only from degrees or job titles.

  During Credibility Role-Play, provide scenarios where characters have no formal credentials but build trust through personal stories or shared experiences. After the role-plays, debrief by asking students which strategies felt most authentic, even without titles.

• Strong logos makes ethos unnecessary.

  During Ethos Detective Hunt, give pairs two versions of the same argument—one with ethos and one without—and ask them to reflect on which version they trust more and why. Use their responses to highlight how ethos primes audiences for logos.

• All ethos strategies manipulate audiences.

  During Ethos Revision Gallery Walk, include examples of ethos used ethically (e.g., Martin Luther King Jr.) and unethically (e.g., false claims). Have students compare how each makes them feel as readers and discuss the ethical stakes.

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Methods used in this brief

• Case Study Analysis