Example Of Ethos Pathos Logos Analysis

Ethos Paragraph:
Moore’s use of ethos in the scene is apparent when he interviews a student who was on the suspected killer list. The student, who was very closely connected with weaponry and the construction of bombs came close to first on the list, only one spot below the real murderers. With the knowledge and accessibility to “The Anarchy Cookbook,” containing instructions for the manufacturing of explosives, the student was able to assemble numerous incendiary devices in the comfort of his own home. This interview allows the audience to get a very similar source, as he grew up in the same hometown as the shooters, with the same upbringing and cultural influences. With such a prominent person involved in this strategic attack, Moore is able to effectively mirror the thoughts and ulterior motives for the constructing and execution of the school shooting

and is able to exemplify the gun epidemic that goes unnoticed. This senseless but dangerous skill illustrates the normality of constructing ammunition from an early age and the extremity that one can go to without any regulations.
Pathos Paragraph:
Moore’s most effective arguments are made through the use of pathos.

The scene takes place in an arcade room, closely related to one’s childhood memories. This sets the mood for the scene as a laidback and very playful interview, discussing the event of Columbine very nonchalantly at a room with an assortment of video games. The specific clip of (student) aiming at the TV screen with a fake gun creates an image of his younger self, when he was once naive, yet predisposed to violence due to societal norms. The clip then transitions to (student) discussing the types of bombs he has created, illustrating the destruction of morality and innocence due to societal influences. An environment that was once considered enjoyable and a source of entertainment has fed a craving for violence, instilling fear into the audience and proving the dangers of early on exposure to weaponry. The clear connection between the easy accessibility of this explicit book and the accessibility of “meaningless” violent video games changes the audience's original feeling of nostalgia and inculcates a deep desire for restricted use of

firearms.
Pathos Paragraph (Continued):
After Moore establishes emotional ties to gun violence, he continues to point out the dangers of the casualty of gun ownership through the use of tragicomedy. Moore asks (student) the reasons for ending up on a suspected culprit list and (student) laughs and says he is not sure as to why. Moore asks him repeatedly to specify the reason and the student response is that he has a history of making weapons and was actually disappointed in the fact that he did not make it to the top of the list. Although Moore does not directly ridicule (student), he includes it for the purpose of entertainment in the darkest form. This deviant behavior is a result of the strain a person feels dealing with incompatible goals and means, and the competitiveness in high school creates a yearning for becoming the best, no matter what that entails. This causes the audience to have a quick moment of laughter but then brings them back to the reality of the situation and the hazard of implementing the second amendment as a “God-given” right. The gravity of the situation leaves the audience with a moment of realization, that the initial purpose of the second amendment has now been lost and taken as a means to display power with no purpose.