I encourage them to "read critically," that is, to identify the context of the "text," and the rhetorical approach. As we engage such multi-modal "texts," we discuss logos, ethos, pathos, arrangement, invention, publication context, occasion, etc. We look for subtleties, and shadings, and angles, and nuances as we analyze each piece.
I'm not sure if the rhetoric of the following pieces wouldn't fry our "critical reading grids."
Then, again, it's very possible that persuasion is not the point of such rhetoric.