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Importance Of Education To Society
The importance of education in society
The importance of education in society
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In 2005, David Wallace Foster delivered a memorable commencement speech to the graduating class of Kenyon College. It was not the standard US commencement speech with “the deployment of didactic little parable-ish stories” which then turn out to be “one of the better, less bullshitty conventions of the genre”. By using pathos , Foster created an intelligent argument that wasn't overpowering but thoughtful and understanding. The argument made by Foster in his speech is about the capital-T Truth. And to Foster, the capital-T Truth is about life before death. The point of Fosters speech is to expose the importance of education, the value it possesses and the awareness it brings. Its modest amount parables, proverbs and cliches revealed the honesty behind his words and ugly truths that caused a stir the audience. Wallace Foster stripped away the standardness of such monotone and basic writing of commencement speeches to his advantage. By using pathos he builds bridges, sustains his arguments and emotionally influences his audience.
Wallace Foster opened by telling the crowd to get comf...
Stephanie Owen and Isabel Sawhill in the book They Say/ I Say “Should everyone Go to College” have an informative tone throughout their passage. The authors apply their findings and reasoning to real situations and probability’s. Looking at how the author applied pathos, ethos, and logos, you’ll find that the authors did an exceptional job of applying pathos and logos to enhance their arguments to be more persuasive and accurate. They provided logos in their augments by providing statistical rates and data charts to back up their statements. They apply pathos buy examining real scenarios and showing that sometimes it’s a personal determination that will make you successful in college
“Always remember that you are absolutely unique. Just like everyone else.” This mantra from Margaret Mead is a somewhat humorous yet slightly satirical spin on how people tend to think of themselves as one-of-a-kind, irreplaceable human specimens. However, one English teacher from Wellesley High School takes this critique one step further with his polemic presentation at the school commencement. David McCullough, a Massachusetts English teacher, gave a seemingly somber sendoff to his graduates in 2012, with a speech that contained some unapologetically harsh sentiments. However, by looking past the outwardly dismal surface of the speech, the students can infer a more optimistic message. By incorporating devices of asyndeton, paradox, antimetabole, and anadiplosis, McCullough conveys to each student that even though none of them is unique, their commonality is not a fault they all have merit and should strive to view the world through a more selfless lens.
To regard the importance of the bigger picture, he maintains parallel structure and utilizes the repetition of words in the body of the speech. “The fulfilling life, the distinctive life, the relevant life” occurs when one seizes the day—when one finds the joys in life by realizing “you are not special”. The pauses and short sentences also adds to the conversational aspect and pace of the commencement piece. To continue, he notes how in this moment of time, every single one of them is dressed “exactly the same” and their diplomas are “exactly the same”. The unification of these prospective seniors further augments the message of settling. McCullogh further critiques the phrases that defy logic. High school students have perceived that “good is no longer good enough, where a B is the new C”. The goal into doing one’s best has been shaped into doing the capabilities of another, in which McCullogh responds metaphorically to only focus on the betterment of the self: “climb [the mountain] so you can see the world, not so the world can see you”. All of these seniors have fallen into the preconceived mindset of superiority, unifying them together but it is their personal capabilities that distinguishes one from another, successes from failures. The support and inspiration he is aiming for is clearly portrayed in proposing to the students to, “[d]ream big. Work hard. Think for yourself”. He inspires them to experience life instead of accomplish
In this example Lennon plays with our sympathy, telling stories of how Roberto was one of two hundred prisoners that were trying to get accepted into the college program that only seats twenty three. He ends with a quote from his mother “How you think is how you act”(Lennon 3). This saying by his mother, is comparing the inmates attitudes going into jail and how if educated how they can change when coming out. In this argument by John J. Lennon he uses a variety of pathos, logos and ethos writing methods in order to try and persuade the readers to agree with adding more college courses for inmates. Although the argument is very well written Lennon’s use of egos, pathos and logos are lacking. Which in turn allows the readers to not be persuaded towards his goal of increasing the amount of classes offered in
In the argument that college is not for everyone, Reeves establishes his ethos through both extrinsic and intrinsic support while maintaining clarity using the logos approach. Pathos, however, lacked the same amount of control. By using an excess amount of pathos while approaching rhetoric with a condescending tone, the author diminished the persuasiveness achieved by combining the techniques. This resulted in a limited audience due to the insulting nature of the closing remarks geared to the very audience he was trying to reach.
Relations between sympathy-empathy expressiveness and fiction have become a significant issue in the debate on the emotional responses to the film fiction. Due to their complexity many scholars found it useful to diagram them. With his essay, “Empathy and (Film) Fiction”, Alex Neill tries to develop new theory for analyzing the fiction and, especially, the emotional responses from the audience on it. The project of this essay is represented with an aim to show the audience the significant value of the emotional responses to the film fiction. From my point of view in the thesis of his project he asks a simple question: “Why does the (film) fiction evoke any emotions in the audience?”, further building the project in a very plain and clever way. Tracing the origins of this issue, he distinguishes between two types of emotional responses, sympathy and empathy, as separate concepts in order to understand the influence of both types of emotional responses to fiction. However, relying mostly on this unsupported discrepancy between two concepts and the influence of the “identification” concept, Neill finds himself unable to trace sympathy as a valuable response to fiction. This difficulty makes Neill argue throughout the better part of the text that empathy is the key emotional factor in the reaction to (film) fiction and that it is a more valuable type of emotional response for the audience.
In today’s society, one of the most natural human traits is selfishness. David Foster Wallace incorporated this idea in his commencement speech at Kenyon College in 2005. Wallace aims to persuade his audience that, “the most obvious, ubiquitous, important realities are often the ones that are the hardest to see and talk about.” Although the intended audience of his speech is the graduates and staff, along with their friends and family, the piece has become quite popular since its delivery. Wallace offers, “nothing less than the truth” and captivates the listeners with his complete honestly. His personal tone lets the audience feel like they are a part of the conversation, rather than just receiving it. Wallace successfully conveys his message that society is blind to the world around them through the use of logic, humility and emotional appeals.
The average human would think that going to school and getting an education are the two key items needed to make it in life. Another common belief is, the higher someone goes with their education, the more successful they ought to be. Some may even question if school really makes anyone smarter or not. In order to analyze it, there needs to be recognition of ethos, which is the writer 's appeal to their own credibility, followed by pathos that appeals to the writer’s mind and emotions, and lastly, logos that is a writer’s appeal to logical reasoning. While using the three appeals, I will be analyzing “Against School” an essay written by John Taylor Gatto that gives a glimpse of what modern day schooling is like, and if it actually help kids
The debate team of Wiley College faced many colleges to be recognized and finally in the end winning a debate against the reigning debating champions, Harvard University. One of the debaters who caught my attention was James Farmer Jr., the youngest on the team that started out as an alternative. James Farmer sought recognition from adults and wanted to show everyone he was capable of debating. James Farmer incorporates a lot of Ethos and Pathos into his speech making, allowing him to leave his audience filled with emotions and in awe. Although James Farmer interested me, especially the way he presented his final speech, James Farmer and I are very different in the way we deliver our speeches.
By appealing so much to pathos, his letter focuses more on emotionally convincing and persuading the reader to accept his claim, rather than providing facts and logic to his argument. His combined use of logos and ethos also adds an aspect of logic and reason to his argument, as well as further showing his credibility and connection to the subject as the author. His use of the three rhetorical devices helps to bolster and support his claim, while also personalizing and connecting with the
The thought of good people brings warmth and joy to my heart. On a daily basis I would like to think that most, if not all, of the people we surround ourselves with strive to be good people. My initial thought that came to mind before I began to read David Foster Wallace’s “Good People” was that this would be a story about all the people around each other doing good for one another bringing happiness to me as a reader. The story took a huge turn as it did not talk about the good of the people, but the expectations and judgments we hold for others to be good people. My eyes and my heart opened up, as Wallace’s story unfolded, in which he used a controversial issue to make a point by tugging at the emotions of the reader. I now know that this story was not to make a statement about a very controversial issue, but to make us realize that being a good person doesn’t always mean we have to follow by the expectations or rules that have been set for us, but by being who we truly are and having an understanding for one another.
In our lives, we go through stages of mindset and maturity that naturally coincide with aging. One thing that remains the same, though, through all of these stages, is that eventually, we die; we are completely aware of that as humans. Whether because it’s due to the painful reality that is mortality, our ever-diminishing ability to be wistful and imaginative, or merely the impending coming of the Grim Reaper, our entire lives are, ironic as it is, surrounded by and flooded with death. However, as we grow older, our perception of death changes. It goes from taboo in our young ages to something that begins to surround and eventually consume us as we grow older. Between the poems “For the Anniversary of my Death” by
It is clear that he uses pathos as his most potent tool for persuasion. Be it a way to depict gruesome imagery, a way to supplement his call to action, or as an enhancement for both his ethos and logos arguments, his strategic use of pathos is what drove the letter’s meaning to the hearts of
Jim Valvano was the head coach for the North Carolina State Wolfpack in the National Collegiate Athletic Association (NCAA). In 1992, he was diagnosed with terminal cancer and as a result he created the V Foundation, whose raises money for cancer research. In 1993, Valvano won the Arthur Ashe Award for Courage at the ESPY’s. In his acceptance speech, Valvano effectively incorporates the three appeals of speech writing, but uses a strong ethos appeal to capture the audience. Through such a strong ethos appeal, Valvano makes himself worthy for the award he is receiving, which is the goal for any acceptance speech. Valvano’s speech is also effective because he uses four of the six parts of a speech, found in the Ad Herenium. In Valvano’s speech, exordium, narration, proof, and peroration are present. Since the purpose of this speech is not to get the hearers to donate, division (showing the difference between you and your opponent) and refutation (lowering your opponent’s arguments) are not needed. So let us go through Valvano’s speech to see the different parts where he makes his ethos appeal.
One thing that we often hear is that “death is just a part of life.” So often in our day and age do we hear people utter these words. However, death is far more significant and impactful than some would allege. True death is not merely a time when we cease to exist; it is an entombment, a mindset in which we are dead to this world. Throughout our lives, it is true that we can all be dead in one way or another, but it does not have to be that way. When we have our eyes opened to what death actually is, it is far easier to grasp what the true meaning of life is, and to embrace it. Often, we will come across individuals who are enveloped in death and others who are immersed in true life. The shadow of death and entombment lies upon some, encompassing