Lost In America Rhetorical Analysis

Is the American educational system preparing students to deal with the problems in an increasingly interconnected world? Douglass McGray, editor and contributing author for Foreign Policy Magazine, dove head first into this topic. His article “Lost in America”, published in 2009 in Foreign Policy Magazine, dwells on the idea that American students are not being taught the proper lessons to be able to lead future global markets. This piece was aimed at the creators of each state’s curriculum (the educational legislators) to try to persuade them to fill the gaps in America’s educational system. McGray uses statistics and export opinions to appeal to the logical minds of every board of education in America. The nature of McGray’s job, his impressive

research, and his knowledge of what hind of people would read entire articles in Foreign Policy Magazine make his use of cold logical numbers effective.

The credibility of this author or his sources is not to be questioned. However, his use of anecdotes brings out a human side to this paper. The reader suddenly feels a connection to whichever character McGray puts in his article. This appeals to his reader’s emotions and factual evidence to back it up strengthens his argument. Douglas McGray uses anecdotes, statistics, and expert opinions to influence school boards to curve the teachings to fit a more globally focused world.
McGray’s article holds a tone of concerned professionalism dotted with hints of humor that helps bring a human side to key points being argued. This use of anecdotes is a key factor in the way he connects to his readers’ emotions. The humorous tone of this article is essential to how McGray compels his audience to rethink the current educational system. By elaborating anecdotes that display just how inept the average high school student can be while trying to understand foreign affairs, “Lost in America” demonstrates this issue in a way that compels a persuasive argument. McGray uses anecdotes that provide a colorful background to the copious statistics in his article. A character in an after school program that

represents the average 15-year-old, Christina, expresses her confusion about the geography of Southeast Asia by blurting out that the Philippines are indeed located in China. (McGray, 351) This statement is followed by a sassy comeback from the Filipino teacher that gives the article personality and wit while simultaneity showing the school board members that the American student could be falling behind. “Lost in America” incorporates an anecdote that establishes that high school teacher, Eugene Astilla, finds that jokes are the easiest way to teach his students about three dictators. By allowing a student to call Saddam Hussein’s Baath Political Party the shower party, (McGray 357) the Mr. Astilla shows legislators that this kind or curriculum is possible if teachers are willing to teach. Keeping the reader connected to the issue is crucial to how this article persuades its audience. McGray appeals to the reader’s need for entertainment while at the same time giving a human aspect to the educational problems at hand. This escape from the numerical data presented in the majority of this article is a much-needed contrast. Douglas McGray wants his professional audience to take a break from statistics and see that these are actual people not numbers. So by using these anecdotes, McGray shows that the policies approved by educational boards can negatively affect their students.
What truly holds the attention of the school board professionals however, are the statistics that give cold hard numbers to prove that this educational problem will hinder America’s future if it’s not addressed. The amount of research conducted and organized in this article provides a more analytical reader comfort in data. There are multiple statistics that are utilized in an effort to show the need for a globally minded educational system. When talking about Americans between eighteen and twenty-four years old, McGray takes a statistic from National Geographic that stated, “that sixty-nine percent failed to find Britain, 29 percent could not find the Pacific Ocean”. (McGray 352) When information is expressed in a formal and direct format it brings an element of credibility to the text. The reader has a sense that the research and time spent to incorporate data into the text gives his argument a logical foundation. This rhetorical choice appeals to the reader’s reason. The cold factual data, in appropriate context, will persuade an audience of curriculum makers. Specific statistics will target specific audiences. If McGray wants to persuade a group high school board members he would express data about high school students. Showing that the number of high school students studying Chinese was “just 8 percent of the number studying American Sign Language.” (McGray 352) This targeted approach is effective in how the argument for a more globally focused education is understood by this specific audience. A reader needs concrete facts to feel sure about supporting the key argument being made in “Lost in America”.
This article furthers its logical, analytical approach by providing expert opinions on the key educational areas.

McGray establishes his own credibility by showing that other educated logical people are stating evidence and giving their honest opinion on the subject. People tend to take the opinions of educated or experienced professionals seriously, especially when accredited authors respect the expert’s opinion. McGray utilizes the opinion of the social studies content specialist of the San Francisco United School District, Peter Hammer, to demonstrate that it’s “mostly individuals who, because of their personal experiences, value international education”(McGray 356). This shows the school board directors that it is up to them to hire teachers that are willing to adapt to a globally minded curriculum. While statistics and expert opinions may seem similar in their goal to convey a feeling of credibility, expert opinions go deeper to appeal to the reader’s judgment of character and experience of the source of the information. Some readers need understand someone else’s opinion on a subject before they would feel comfortable forming their own opinion. McGray expresses the difficulty of creating a system for a globally minded education by expressing the opinion of principal Yvonne Chan that there is “…no curriculum out there… There is no model”(McGray 357). The audience’s reasoning understands that a principal is a person with many years of education experience; so this

opinion is credible because it was formed over a lifetime of knowledge. “Lost in America” creates a sense reason by studying the problems facing a new generation of Americans, analyzing data and expert opinions, and providing a great deal of evidence to backup McGray’s own opinions. Expert opinions when used correctly provide a context that boosts this author’s ability to persuade readers to agree his point of view. This is why Douglas McGray’s points and opinions come through in his writing in a compelling and insightful way.
The rhetorical choices utilized in “Lost in America” create a profound argument for the need to focus outside our borders when it comes to education. He targets a specific audience of curriculum creators with his strategized use of rhetorical choices. He knows which choices he has to make in his writing to compel a sense of human emotion and empathy. He knows that if he uses statistics and cold factual data that he will attach his argument to the logical hearts and minds of educational board members. This targeted use of anecdotes, statistics, and expert opinions allows “Lost in America” to broadcast the need for a global educational system directly into the minds of the people that can actually make his thoughts a reality.