A Rhetorical Analysis Of Blue Collar Brilliance

Over many centuries, society tends to frame the obscene differences to antagonize and alienate each other whether it's about a political or religious view, social reasons, or financial situations. In “Blue Collar Brilliance,” Mike Rose provides an invigorating essay to persuade his audience to understand that having a blue collar job compared to a white-collar job does not determine a person’s intelligence. Rose uses anecdotes, rhetorical question, and logos to show that blue-collar workers learn just as much without a formal education. Rose starts off with a special anecdote about his mother’s job as a waitress and then provides another anecdote of his uncle’s automotive job. By doing this, it appeals to the audience with a heartfelt

To describe her process of thinking he gives questions, notwithstanding that the audience is not supposed to answer them. He writes “What could she do first, then second, then third as she circled through her station? What tasks could be clustered?...Was the manager in a good mood?” (1034) These symbolize her deductive reasoning and supported his argument that someone does not need a formal education to be a logical thinker. The questions form emphasis on his paragraph before stating that she waited on seven to eight tables at a time and made every move count. He added these questions to aid his reason of being physically and mentally prepared for what was to come next in any situation. Rose adds that the workers had to find a rhythm and habits of the restaurant to continue his statement that a person didn’t need to have a college degree to figure it out but are still just as capable. The use of rhetorical questions makes the story intriguing and personal by making someone think about what they might do first, second, or third in a situation like

His first unofficial study was watching the restaurant work as a young boy. This was used as a personal experience to make the story more intriguing than just giving facts about a researchable topic. Rose began a more formal project of studying how knowledge and skills developed on experts and novices. He discovered that a person learns his or her skills from trial and error, physical or verbal assistance, or observing a job rather than going and getting a college degree where you won’t learn the specific details that are to be done until you get hired for that job. As a matter of fact, Jaison R. Abel, Richard Deitz, and Yaquin Su said the following: “When we delve further to examine the quality of jobs held by the underemployed, we find that recent graduates are increasingly working in low-wage jobs or working part time” (1037). Their statement supports the author and his case by supplying extra facts about college graduates not having a job right after so they resort to a lower paying job where college may not be required. Continuously, Rose talks about the basics such as reading, writing, and simple math as a being “cognitively rich” (1041). Using a logical approach, he set an example for why blue collar workers are just as intelligent as white-collar workers by saying