For example, if you are trying to write a health article, you may do research and provide accepted medical facts. However, if you make clear your credibility as a medical doctor (ethos), your audience may be more receptive to accepting your statements as true. Presenting just the research without your credentials could result in skepticism from some audiences. Furthermore, discussing your own personal experiences in treating or living with a particular disorder would draw sympathy (pathos) from your readers. See the examples below to get an idea of how the three parts of the rhetorical triangle work together.
Although alliteration is used often in prose, its use really shines in poetry. In poetry, an author is freer to use words and phrases to evoke emotions and ideas on a more esoteric level. In the English language, certain consonant sounds are reminiscent of particular ideas. For example, the “S” sound recalls the hissing sound that a snake makes with its tongue. If a poet is writing a poem about a snake or a serpent, he may make use of words beginning with the letter “S” to reinforce this idea. An “H” sound is similar to a hush and can be used to make the reader feel a sense of calm and quiet. The author can also use these consonant sounds more literally, using phrases that mimic the sounds and feelings that some actions create. For example, the phrase, “crumbly cookie,” makes use of the hard “C” sound that emphasizes the hardness of the cookie and its brittleness.
Independent research on the academic benefits of the Advanced Placement English Language and Composition course indicates that not all students receive academic benefits from participating in the course. In a study with a sample size of over 90,000, the authors found that students who took the AP English Language and Composition course did not receive any increase in academic achievement unless they also prepared for and took the AP test. The authors controlled for over 70 intervening variables and found that AP students who took and passed the English Composition and Literature exam had ACT scores that were points higher than non-AP students or AP English students who did not take their course's AP test.  This led the authors to state that AP participation "... is not beneficial to students who merely enroll in the courses ..."  :p. 414