Letters to Mrs. Roosevelt Appeals Analyzation Practice

Document 1 – Gravette, Arkansas (L.H., 13 years old)

Explain how the writer’s request for privacy “do not let the newspaper reporters get hold of this” contributes to the emotional and ethical appeal of the letter.

Document 2 – Rushsylvania, Ohio (C.V.B., 11 years old)

How does the writer’s informal conversational style, “You no what I am writing this letter for,” establish a sense of trust and intimacy with Mrs. Roosevelt?

Document 2 – Rushsylvania, Ohio (C.V.B., 11 years old)

Identify one example of pathos in this letter and explain how it reveals the writer’s perception of Mrs. Roosevelt’s character.

Document 3 – Springfield, Massachusetts (J.B., 16 years old)

Analyze how the writer uses contrast between her own illness and her parents’ integrity to strengthen her emotional appeal.

Document 4 – Centerdale, Rhode Island (J.I.A., 14 years old)

What rhetorical effect does the writer achieve by contrasting herself, “I am a healthy child," with her parents’ frailty? How does this reinforce her purpose?

Document 5 – Old Saybrook, Connecticut (W.B., young woman of color)

How does W.B. use ethos to address racial inequality while respectfully appealing to Mrs. Roosevelt’s compassion?

Document 6 – Sikeston, Missouri (A.L.C., eighth grader)

Identify one way A.L.C. appeals to Mrs. Roosevelt’s sense of practicality or logic rather than emotion. How does this strengthen her credibility?

Document 7 – Mason, Wisconsin (M.A., 10 years old)

How does M.A.’s childlike simplicity and repetition, “Santa Clause… poor Christmas,” amplify the emotional effect of her plea?

Document 8 – Flushing, New York (C.K., high school student)

Analyze how C.K.’s mention of sports and family finances establishes both ethos and pathos in his appeal.

Document 9 – Kismet, Kansas (F.M., 13 years old)

How does F.M.’s use of geographical and personal context, “I am in the dust bowl…,” add credibility and urgency to his appeal?