Students will enter the project by testing how logos, pathos, and ethos operate in The Scarlet Letter and in real-world messages, then set up the evidence routines and project direction they will use in later phases.

Students will take and defend an initial position on whether persuasive communication should be more regulated or more free, using logos, pathos, and ethos vocabulary, close reading of The Scarlet Letter, and early evidence gathering that connects author perspective, character influence, and real-world persuasion.

Students will gather and test evidence from The Scarlet Letter and selected real-world sources, sort it by logos, pathos, and ethos, evaluate credibility and relevance, and identify the strongest counterclaim they must answer with textual evidence and reasoning.

Students will turn their collected evidence into a defensible literary argument about how logos, pathos, or ethos shapes character, point of view, and reader response in The Scarlet Letter, then test that argument through critique, revision, rehearsal, and a live defense before a small audience of classmates and invited family members.

Students will present their final rhetorical analysis and character-impact exhibits to families, classmates, librarians, and parents, defend their interpretations with cited evidence from The Scarlet Letter, gather authentic audience feedback, and complete a final reflection connecting logos, pathos, and ethos in the novel to persuasion in the real world.