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What is the similarity between education in Japan and education in the United States
Five main differences in the education system of Japan to that of America
Five main differences in the education system of Japan to that of America
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In Mori’s essay, she uses her real life experiences so that the audience can trust her opinions. She talks about how students in Japan are not given any type of help to improve their work. The Japanese teachers do not give any advice on how to do better. They are simply told to “try harder”.The students do not questions the teachers at all. In America, the teachers actually take time to help their students improve their grades, and students are even told to fill out evaluation forms of their teachers.
Mori explains and shows the differences of the American and Japanese education system. She explains how in Japan the education is more strict and harsh. In America, the teachers will actually help you and it’s more informal. She also says how people in America are able to return to college at the ages of 30 or
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even 40.
In Japan, on the other hand, it is a completely different story. Adults are only given one chance to get a degree in college. The only way to get into a college in Japan is to take entry level exams directly out of high school. If the student is unable to get accepted into a college they give up all hope.
Rhetorical Reference: Mori uses many pathos in her essay by telling her readers about how difficult life in Japan is. The use of pathos in her essay allows the reader to understand how much pressure she has coming from her background. For example on page paragraph, Mori writes "Life in Japan is like an unending stint at school where you have to keep taking tests – giving your answers under pressure without help or guidance, knowing that you will get no second chance if you make a mistake. Japanese people have to make many of the big decisions of their lives – whom to marry, what company to join – without detailed information, since it is rude to ask direct questions even at omiai meetings and job interviews. They have no choice but to trust authority and do their best, just as they were supposed
to do in school. If their job or marriage turns out to be a disappointment, they will be given vague exhortations they heard from their teachers: keep trying, work hard, pay attention.” This makes the reader feel almost pity for Japanese people. Although Mori uses some pathos, her argument is based almost entirely on logos. She doesn’t only use her experience but other people’s experiences too. Mori uses her cousin, Kazumi, because with her experience with the ie system,which separates everyone into different categories. They separate them so that they cannot question the teacher or authority. She explains how this affected the people and describe the ie system by using accurate facts. We also noticed how her essay is structured as a comparison and contrast format. She goes from talking about her experience and knowledge of the Japanese school system in one paragraph to the American school system. This structure is governed more by logos, because she is giving valid information to her readers from her personal experience. Her essay is also governed by ethos, because she is talking about the Japanese and American culture.
“The Onion’s” mock press release on the MagnaSoles satirical article effectively attacks the rhetorical devices, ethos and logos, used by companies to demonstrate how far advertisers will go to convince people to buy their products. It does this by using manipulative, “scientific-sounding" terminology, comparisons, fabrication, and hyperboles.
Ehrenreich gets a job as a waitress and one of the first times she uses pathos is when she explains what she had to go through to get the job. " if you want to stack Cheerios boxes or vacuum hotel rooms in chemically fascist America, you have to be willing to squat down and pee in front of a health worker(who has no doubt had to do the same thing herself.)(Barbara Ehrenreich, 14) In this appeal Ehrenreich is stating that all lo...
The authors of “Coddling of the American Mind,” Greg Lukianoff and Jonathan Haidt, use ethos, logos, and pathos convey their negative stance regarding trigger warnings and the effect they on education. Lukianoff and Haidt’s use of rhetorical appeal throughout the article adds to the author’s credibility and the strength of the argument against increasing the use of trigger warnings in school material. The authors, Lukianoff and Haidt, rely heavily upon the use of logos, such as relations between conflicts surrounding trigger warnings and other historical conflicts impacting student ethics. Examples of the use of these logical appeals are the relation between the Columbine Massacre and the younger generations ideology. The author goes on to mention other societal turning points such
They used pathos to stir up the feelings of the people. “we hold these truths to be self evident, that all men are created equal.” This quote is an excellent example of pathos. It gave the people a sense of pride and encouraged them to fight for it.
Mori’s purpose for writing this essay is so that citizens of America realize that learning and receiving an education is a gift that not everyone is granted. Mori wants to show this point in order to make Americans realize that they take advantage as well as think nothing of such a serious matter. She develops her thesis by using her knowledge and experience from both Japanese and American schooling to form the compare and contrast format as well as breaking up her essay into eight sections. In conveying her perspective, Mori incorporates an appeal to ethos in order to enhance the validity of her essay. “Many Americans in their thirties and forties go back to college to get trained for a different line of work or to pursue a lifelong interest they couldn’t afford to study earlier. Until they are in need of such second chances, most Americans take college for granted because they are always there--almost any adult can get into some college at any age.” This shows how Americans do not truly understand how crucial and lucky the opportunity of education is when bestowed upon us. With that, Mori elaborates more on the ‘ie’ system of education in Japan through reference to her cousin, Kazumi’s, circumstance of being jeopardized of succeeding in school due to an earthquake. “Even though the letter said that we didn’t necessarily have to have a nice kimono if our family suffered such a great damage that we had no money, the tone was very condescending--and it was obvious that they were really saying that we should rent one no matter what the cost.” From this reference, it was visible that Kazuma and her family were going through an incredibly tough time recovering from the traumatizing experience; furthermore, the teachers didn’t show much if any sympathy for her when they told her that she must have a kimono dress for the annual certificate ceremony knowing she had
For example, the emotion is felt when Kozol speaks to a student from a New York, Bronx high school, “Think of it this way,” said a sixteen-year-old girl. “If people in New York woke up one day and learned that we were gone…how would they feel? Then when asking how she thought the people of New York would feel she replied, “I think they’d be relieved” (Kozol 205). By mentioning the thoughts and emotions of individuals involved with the issues of school system segregation and inequality his reader cannot help but develop a feeling of empathy for children that feel as if no one cares about them and their issue. Kozol also uses pathos effectively by reading letters to his reader he received from young elementary school children that are not afforded the same amenities as other children in wealthier school systems, amenities such as toilet paper or the appropriate amount of restrooms. Which causes students to hold the urge to relieve themselves out of fear of being late for class (Kozol 214). With the proper use of pathos, Kozol places the reader in the same situation and assistances the reader with an understanding of his reason for conveying a concern to help children in this unfortunate situation. Another example of Pathos is when he speaks of the letters that came from third-grade children asking for help with getting them better things. He mentions a letter that had the most affected on him that came from a girl named Elizabeth, “It is not fair that other kids have a garden and new things. But we don’t have that.” (Kozol 206). This example being only one example of the few things mentioned in the letter. The tone of the little girl from when Kozol reads gives a pitiful and sad feeling. By stating this, it acts on the reader’s emotional state which creates a sense of wanting to resolve the problem of
Despite there being hundreds of video game releases every year, most of these games are unoriginal and therefore unplayable. There are countless video game genres, but one of the most popular genres in the past few years have been the zombie games, also called survival games. I was thoroughly convinced that all the games in this genre were clichéd and overdone, until I played the video game The Last of Us. Even though it is a survival game, the focus is not on gruesome zombies or gratuitous violence, making it already vastly different from the others. Instead, the focus is on telling a story. Between the gorgeous graphics, serene music, and flawless acting, it already goes beyond being just another “zombie game,” but this isn’t even accounting
Pathos: is an approach that appeals to the audience’s emotions. Including specific examples showing how tragedies have been avoided thanks to first responders being trained. Also, included in Pathos are examples on how tragedies have happen due to the misunderstanding
Thomas Paine’s objective in “The American Crisis” is to persuade Americans to untie and take action in ridding America of British control; his writings effectiveness is due primarily to his employment of religious diction, vivid imagery, a sentimental anecdote, an urgent tone, as well as his consistent exploitation of his audiences’ emotions.
The reason Robert MacNeil wrote “Do You Speak American?” was because he wants to reach his audience, the educated and/or interested people of the United States that have some form of interest in the modern English that is being developed. Especially those who have seen the PBS version of this article. With this article MacNeil wants to convey that diversity in American English should be tolerated and accepted as a whole. MacNeil uses many examples to explain this why the diversity of the English language is essential and unique to the United States. He wants to prove that this is a good thing for the United States to go through.
Pathos is a quality of an experience in life or a work of art that stirs up emotions of pity, sympathy, and sorrow. She uses this to connect to the people by bringing up her personal experiences in life. As shown in the speech, “My friends, we’ve come to Philadelphia- the birthplace of our nation- because what happened in this city 240 years ago still has something to teach us today” (Line 35-36).. Hillary says “my friends” as referring to the American people, she considers everyone as important and this causes people to feel good about themselves. Also, she uses allusion to show how the past still impacts our world today. Another device uses is point of view, “Teachers who change lives. Entrepreneurs who see possibilities in every problem. Mothers who lost children to violence and are building a movement to keep other kids safe” (Lines 104-106). The point of view is used in third person, and emphasizes her point that she is trying to make. This quotes is also pathos, she is connecting to real people and what they go through in everyday life. Pathos is one appeal that touches the heart of general people.
... audience, it made it more complex to have pathos effect all the audiences. To sum up, the author use of pathos did get the audience to be interested in the topic by giving them a solution to help yet, most would not like the topic of depressed doctor in need of aid.
She specifically emphasizes on the providence given by the American education system to resume studies after a break. In Japan, this provision is not provided for. Many of the students were of the view that the American education is quite superior compared to the Japanese education system. They observed that the learning environment is more learner-oriented. Specifically, they noted the keen follow-up on students ' assignments, which is not evident in the Japanese system. They also emphasized the cordial relationship between teachers and the students. However, they noted that the Japanese system might be more superior in the sense that students are more serious about their studies since it may cost their lifetime. In the Japanese system, the ministry of education as opposed to the American system designs the curriculum where the curriculum is designed by the state. This affirms the fact that the government greatly influences what is taught in schools. It is noted that "This limits the role played by curriculum developers hence weakening the education system" (Kim). Hence, the fact that each state is given freedom to design its curriculum creates disparity in the education system. This action was greatly objected by the students interviewed as they viewed it as a method of enhancing disparity in the education system. They also claimed that it caused discrimination when seeking interstate job
Kyoko Mori compares and contrasts the United States and Japan’s difference in education in schools. Mori begins her essay with the idea of having college accessible for all Americans, no matter the circumstances. And American students can go to college whenever they are ready, taking multiple years before going back to studies. But she states that for the Japanese students are expected to attend college right after their high school studies. And if they don’t pass their entry-level exams, they must wait a year and considered “ronin”, meaning a floating around the person without a plan in mind. If the second entrance exam was also a fail, then they just settle for a low paying job. As the author states “ Being able to go back to school is particularly American opportunity. My Japanese friends will never be able to do the same. In Japan, school does not give anyone a second chance ” ( pg. 130 ).
In Chapter 8 and 9 of Outliers: The Story of Success, Gladwell exams some of the ways that Asian and American students learn math, arguing that some of the principles in the US education system should be reconsidered. I generally agree with Gladwell’s point of view. I believe in two ways, students ' principal spirit and the length of students’ studying, the US education system leaves much to be desired, though an overhaul is in progress.