Teachers are professional acronym and mnemonic device creators. Love them or leave them, acronyms and mnemonic devices are important, well-supported learning strategies, and I have found them to be particularly useful when teaching students about arguments and persuasion. 

When I introduce the many pieces of rhetorical analysis to my students, I use the term SMELL to focus their learning. It is not a surprise that teenagers find my SMELL-y mnemonic device entertaining, and several snickers are shared as I introduce it, but it's memorable, and that is what matters. I tell my students we are going to SMELL out an author's argument (complete with a slide with a large nose on it). In my class, we use SMELL to analyze and evaluate an author's argument, the logic of their reasoning, and the relevance of their evidence. In case you were wondering what the letters mean, let me enlighten you.