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No Spanking-No Time-Out, No Problems Rhetorical Analysis

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Punishments and violence in child education remain as something that never left humanity since the beginning of the age. Parents ordinarily conducts punishments, even incorporating violence on it for the right cause. Moreover, in a majority of cultures and history, the common belief incites that punishments must act as the absolute way of disciplining and raising a child right. But in recent times, researchers and scholars who have conducted the study and are claiming that violence and punishment for the children, even the mild ones, are never to be done since it affects the children negatively. Using various elements of nonfictions, ethos, pathos, and logos, in the article “No Spanking, No Time-Out, No Problems” author Khazan attempts to persuade …show more content…

In the article “No Spanking, No Time-Out, No Problems” author Khazan aims to deliver a message about ending of child punishments to the parents. Using various examples of characterizations and ethos, Author Khazan and Kazdin brings out the information of their …show more content…

Kazdin employs components
Park4
of positive/negative, and claims/evidence. He gives audience positive facts about giving the children positive and encouraging treatment, and negative facts and claims about giving the children suppressing and punishing treatment. Almost all the claims he makes are supported by evidence, for example, he supports his claim that punishment motivates unpropitious behaviors utilizing the fact that “our brains are wired to pick up negative things in the environment.
(Kazdin)”
In Khazan’s article “No Spanking, No Time-Out, No Problems”, Khazan and Kazdin don’t use just one or two options to persuade their target audience. To further strengthen their claims, they unfurl and supports their claims with a mix of bountiful evidences, logical reasoning, emotional appeals, credibility, and use of the arrangements to persuade their target audience. With their attempts to persuade the parents to commit less punishment and use of power, but to use positive ways of education will affect the children’s education. Sooner or later, good or bad, the results will affect a large number of people around the

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However, in “No Spanking, No Time-Out, No Problem” Khazan mainly uses Pathos. Pathos appeals to one’s emotion and sensibilities. Writers often use Pathos to connect with their reader on an emotional level and to influence their reader to feel a certain emotion whether that be depressed, joyful, outraged, or any additional desired emotion (Welcome to the Purdue OWL). In the article, Kazdin immediately evokes instant emotion from parents by talking about the controversial topic of punishing one’s child. For example, when Kazdin uses the words “punishing” and “spanking” to evoke emotion that manipulates parents into feeling guilty about their parenting style (Khazan).

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