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Logos,pathos,and ethos examples persuasive essay
How are ethos, pathos and logos used to convince their audience in a rhetorician speech
Using pathos ethos and logos in persuasion
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When I first read the title of the article “The Problem with Lecturing” I was immediately drawn to the subject at hand. Being a student who has struggled in the past with the teaching method of lecture classes, I was curious as of what aspect Emily Hanford was going to write about. I was curious to see what appeal she would use to make her point. Would she use ethos, logos, pathos or a combination of all three? And at what point would her kairos moments appear. To my delight, Emily touched base on may different aspect of the problem with lecturing including, but not limited to, testing understanding once lectured (ethos), professors taking the matter to heart of its lack of effectiveness (pathos) , and the importance of professors changing the way they teach/lecture in a classroom setting(logos). Hanford also remarked that Professors have long been aware of the problem with lecturing student, but most are not sure of how to make the needed change. While others feel there is no need make changes to what is, as they believe is “working well”. This last statement however was not clear as what she was trying to convey in her article, which may leave the readers confused of what her actual point is. For example is she looking for a change or is she just expressing an issue that exists.
In the following paragraph, we will investigate Emily Hanford background and how it can be used as ethos toward her article. Hanford is an Education Correspondent who writes for American Radio Works (ARW). She has been writing for ARW since January 2008, specifically covering education. Hanford Has worked for several well known public radio programs such as North Carolina Public. She has received many awards for cover complex issues, such as, the 2005 ...
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...in concern. In the end it left a very unsettling feeling about what was being done to help our future college generation almost to a point of uncertainty. However, that may have been what her point was in writing the article “The Problem With Lecturing”. Overall, the article was informative and did give enough appeals, in pathos, logos, and ethos to get the attention of this reader and inspire me to do more research on the subject. This in the end did in dead make Hanford article and appeals affective.
Works Cited
Hanford, Emily. "The Problem with Lecturing." American Radioworks. N.p., 2011. Web. 25 Feb
2012..
"Production Staff." American Radioworks. American Public Media, 2012. Web. 25 Feb 2012. .
In the article “Clive Thompson on the New Literacy,” writer Clive Thompson argues that the widespread use of technology and social media does not make kids illiterate and unable to form coherent sentences, but instead, keeps them actively writing and learning. Thompson’s article is based off of a study done by Andrea Lunsford, a writing professor at Stanford University. Thompson agrees with Lunsford that the use of social media and the Internet allow students to be creative and get better at writing. In his article, Thompson quotes John Sutherland, an English professor at University College of London, to inform the audience of the opposite side of the argument. He states, “Facebook encourages narcissistic blabbering, video and PowerPoint have
In her article, Worthen, claims that lecturing the “old fashioned way” is the true and correct way for students to learn in a classroom environment on a higher level. She
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.
Near the opening of Rose’s scholarly journal she brings it to the attention of her audience that she is an instructor “As a teacher attempting to make sound pedagogical decisions about the use of digital texts…” She does this by subtly adding it to the commencement of a sentence in her article. The purpose of Rose’s job title reference was to establish trust with her readers because she was aware that by mentioning her position as a teacher Rose would show that she is more qualified to be writing on this very topic. Rose also tapped into an additional ethos persuasion when she said “Therefore, in the following elaborations of the six emergent themes, I use a first person narrative to represent them in a way that is both clear and evocative of the lived experience.” She is alluding to Donald Polkinghorne’s statement that voiced the importance of an idea being communicated thoroughly with a clear and detailed expression of the
In the essay, “Other Voices, Other Rooms” from Inquiry to Academic Writing, Gerald Graff argues that students learn things differently from class to class and are not taught to use information from one class in another. This is a problem especially in higher education today because there is such a large gap from professor to professor. Although the disagreement from one subject to the next may seem like a problem to some, if there were no disagreements, nothing would be worth learning. While these problems may occur, they are essential in the evolvement of education. Without these disagreements there would not be any search for more information to solve the problems. Also, students would not be motivated to continue to learn. The disagreements between the two are what seem to confuse students, but what confuses them more is how the education system is set up. Students must learn to make
They must form lessons that should aid students in understanding composition, definitions, transition words, and symbolism. There is no denying the significance these lectures bring; however, for some students, it is not enough to repetitively apply the mentioned rules to discussions they find disinterest in, deciding for themselves unwilling to participate in the conversation teachers beg for students to join. As mentioned, Fish proclaims that to diverge from teaching subject matter any other way that is not specifically academic, deviates too much and distracts from the correct process of intellectual thought. In his The New York Times piece, "What Should Colleges Teach?", Fish states his stance expressing one must "teach the subject matter" alone and not to "adulterate it with substitutes". He continues praising "the virtue of imitation," asking students to "reproduce [great author's] forms with a different content". Already, Fish demands from students derivative mimicry in which they must glean an understanding of another's process. I echo Fish's own question: "How can [one] maintain... that there is only one way to teach writing?" As students, we desire to express ourselves, and to follow the principles Fish speaks of, to "[repeat] over and over again in the same stylized motions", confines us from discovering the beauty and potential writing can bring. Rather, students are taught we must so closely follow fastidious rules and decorative wording, teaching English may as well, as Fish writes, "make students fear that they are walking through a minefield of error," and to use such a method makes students believe to write any other way will cause them to "step on something that will wound them", the odds of students learning anything are diminished (Stanley Fish, "What Should
The desire of rhetoric is always seated in attaining and preserving happiness. Corax of Syracuse (and/or Tisias) is regarded as the first theorist to devise an art of rhetoric as a means to help citizens regain their property seized under the rule of a despot. In this foremost case of Greco-Roman rhetoric, political happiness was sought by means of judicial speeches. The poly-discursive varieties of rhetorical happiness have theoretically expanded in depth and scope from the philosophical, metaphysical, ethical, religious, psychological, and aesthetic. If citizens in the 5th century BCE were happy, then there would have been no need for rhetoric; as a result, the foundational assumption of my special area exam is that happiness remains an ideological desire advancing rhetoric.
Although most of his evaluations are favorable, he was fearful of the comments that his class was also enjoyable; Edmundson doesn’t teach to amuse nor interest. He possesses the genuine passion of spreading knowledge resulting in hearing the students talk of how the course changed them as a person, an individual. (Edmundson, p.390). Addressing the culture of the university Edmundson believes they are more devoted to the consumer consumption and entertainment values. The quality of education is declining due to giving the consumer what they want, rather what they need. Higher learning is shifting towards a society that is sophisticated with technology. The marketing side of decisions that are made with the finances and education are primarily for money being placed their pockets and making sure it stays there due to their tenure and permanent seats. They will always have a job, but what about the decisions for the quality of the education? Or having to cover the expenses of staying current with the newest technology and amenities as well? In order to keep balance in all of this the school will usually raise tuition which causes a chain reaction of rising costs for everything. With the rise of costs, school becomes undesirable to the students who aren’t able to afford it, or the ones who go into debt
I believe that the purpose of education is to produce the next generation of leaders who are intelligent and have great character. This idea is supported in the article “The Purpose of Education” by Martin Luther King. Martin Luther King Jr. was a civil rights activist who fought for black and white people to have equal rights in America. He writes about the true purpose, and meaning of education in the article by saying, “Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from the fiction (MLK1).” This quote from the article explains that being academically educated is very important. It will help people stand up, be a leader, and take charge to make the world a better place for everyone. That gallant leader will argue against the fallacy, lies,
Rhetoric is the art of effective speaking or writing, and persuasion. Most people use rhetoric numerous of times in their everyday life without their concern or knowing.
Ethos are considered a hit or miss when speaking to an audience. Usually, a writer or author will use himself or quote an individual when speaking on...
Instead of teaching us how to do projects and essays, how to use the quadratic formula, how to understand the concept of war, teach us instead the art of persuasion. Teach us the ways of entertaining an audience, the dilemmas that the world faces. Teach us that there are an enormous amount of issues in the world and they come with an abundant amount of solutions. To learn how to engage an audience is to learn how to teach one.
...at previously, sometimes in the midst of a discussion, people forget that there are two sides of a story and not everyone has to agree to yours. What we learn from our books or our studies is not what is necessarily important. What we learn from our peers and our professors is what’s important. Learning is more than absorbing fact, it is acquiring understanding, and it is being passionate about the material you are given. Each piece that we have read in class, and each comment that we make impacts a person no matter how little it seems. The education systems focuses too much about effective methods of teaching and not enough about effective methods of learning. However, this course felt like we were learning something instead trying to finish the curriculum. As Albert Einstein once said, “education is not the learning of facts, but the training of the mind to think”.
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.
Pike, B., & Bradley, F. (1997). The philosophy of teaching: Developing a statement that thrives in the classroom. Clearing House, 70(3), 125. Retrieved October 6, 2011 from http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9703092460&site=ehost-live&scope=site