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Rhetorical Analysis Of Is Everyone Really Equal

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Comparative Rhetorical Analysis Over the last decade, social justice has been a heavily debated topic, especially when pertaining to the education system. When analyzing chapter one of the book, Is Everyone Really Equal?, by Özlem and DiAngelo, the chapter addresses the idea that knowledge is socially constructed and reproduces inequality. When comparing this chapter to a similar article by Partanen, “What Americans Keep Ignoring About Finland’s School Success,” there were some key similarities and differences in their arguments and overall composition. The aim of the article, “What Americans Keep Ignoring About Finland’s School Success,” focuses on the specific issue of education and how everyone should have an equal opportunity at getting …show more content…

For instance, Is Everyone Really Equal?, discussed a variety of different topics on equality and gave different viewpoints, while the other reading was more focused on the general topic of equality in education. A visual example of this idea was given in the book, Is Everyone Really Equal?, “A tree that looks big to someone who grew up on the East Coast might not look big to someone who grew up on the West Coast” (Özlem and DiAngelo). In other words, people are from all different social and geographical backgrounds, therefore they see and do things differently depending on where they grew up. This leads to the main point that knowledge is culturally informed. There is not a “correct” way of seeing or doing things, instead all viewpoints should be …show more content…

For instance, “...when we have students in our classes from minoritized groups, they invariably tell us of the misery of high school and all of the unconscious attitudes and behaviors from the dominant group...”(Özlem and DiAngelo). In other words, this shows that students of minorities are often treated differently, a lot of the time the education system is inadvertently biased. Adding this emotional detail will lead readers to the aimed conclusion that change needs to happen in our education system. Despite the different rhetorical strategies used to convey the purpose, the main idea of both texts have the intent to inform and advocate for equality, disregarding one's background or social

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Through this example, McGray builds credibility for his arguments towards his audience of American legislators who may feel shocked and ashamed due to the absence of general world’s knowledge of the American students. Subsequently, if American legislators accept the existence of this problem, it will encourage them to promptly make changes. Christina tale is remarkably symbolic for the reason that it is the first key the author provides to intentionally engage American legislators into the reading and encourage them to incorporate multicultural studies in the American education. McGray uses Christina’s tale as a sample to provide to American legislators the actual state of the American education. Even though anecdotes are not considered scientific proofs, they still dominate people’s thinking due to the fact that they have a convincing appeal that relates people on a more personal level.

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In the article "Life Isn't Fair - Deal With It", the author, Mike Myatt, claims that "life is not fair, nor do I believe we should attempt to socially or financially engineer it to be such" (Myatt 2011). He supports this claim in the article by using a plethora of persuasive techniques and real-life examples. Using ethos and logos to convince the reader of his point has a strong effect on this opinion piece; by being logical and credible, he creates an environment of an authority figure, making it seem that the author knows more than you; therefore, trusting them comes naturally. For example, when the author is talking about "The following 11 points came from a commencement speech widely attributed to Bill Gates entitled Rules for Life" (Myatt 2011), one becomes convinced that the author knows what he is talking about; by using Bill Gates, a famous entrepreneur, and billionaire, as an example to prove his point valid, Myatt creates trust and reliability, establishing ethos.

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The viewpoints of these minority teachers gave insight to discrimination and the change needed in urban schools. Together, these teachers explore the struggle of minority groups, giving hope to their students. Moreover the author also mentions the race problem that students and children are faced in the urban schools. For example, Racism became a big problem in the society. People of different skin colour are injured by judgements or actions that are directly or indirectly

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His descriptive thesis begins the empowering narrative that describes the many sources of the discrepancies college students are experiencing. Graff describes the effects differing opinions between teachers and politics that affect the direction of education. Additionally, Graff’s use of metaphors provide a comprehensive view of the negative effects the current education system has upon its students. He also appeals towards his audience through rhetoric such as Logos, Pathos, and Ethos. Graff enumerates numerous educational issues that exposes the truth of our education system and musters the support of his

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Rhetorical Analysis Draft Three “The Privileges of The Parents” is written by Margaret A. Miller, a Curry School of Education professor at the University of Virginia in Charlottesville. This woman was a project director for the Pew-sponsored National Forum on college level learning from 2002-2004. This forum assessed the skills and knowledge of college educated students in five states by a way that allowed the test givers to make state-by-state comparisons. Miller believes that “[a] college education has benefits that ripple down through the generations” and this has enabled her to work and speak on topics such as: college level learning and how to evaluate it, change in higher education, the public responsibilities of higher education, campus

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A Not so Modest Proposal Well known, political analyst, Jonathan Swift, in his persuasive writing, “ a Modest Proposal”, coaxed for the proposition of making children of poor families be deemed beneficial by selling them as food to rich families during the Irish famine. Swift’s purpose is to enlighten the Irish and their government about the substantial poverty level through sardonic satire. He adopts a facetious tone in order to shock the readers with disturbing and morally untenable positions to reach the attention to the Irish government about the living conditions in Dublin. Swift begins his persuasive proposal by analyzing that the environment in Dublin is permeated with those living in a deplorable state.

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In the second chapter of the book, Whistling Vivaldi, the author, Claude M. Steele, makes a number of fair assessments on how people’s prejudices and preconceived notions can interfere with someone’s ability to live up to their full potential. Even those who don’t notices these preconceptions can be unintentionally placing them on others, unwittingly experiencing them, or both. There are several key points that Steele raises in his writings which reinforce the aforementioned thoughts, one being that the students are unconsciously aware of the biases they place on themselves, another element is that when students feel bigotry being placed upon them, they oftentimes underperform, and lastly the lack of balance which can be found in experiments.

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This conflict of backgrounds and lack of empathy, creates a blockage in Estrella’s path to learning. Estrella’s lack of self-confidence only plummets further when “some of the teachers were more concerned about the dirt under her fingernails” (3). The racist undertones that come from the teacher’s prejudiced view towards Estrella blocks the learning that Estrella should be doing. The school system should adjust to her lack of English and teach her about the new letters she has never seen before, but instead, she experiences her teachers “scrub(bing) her fingernails with a toothbrush until they were so sore” (3). Feeling ostracized, Estrella feels resentment towards her teacher.

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The Fight For Equality On April 26, 1957 a small group of people stand outside a police station in New York. They demand to speak with Hinton Johnson, a man beaten by two police officers. The officers deny their requests, so the group grows larger and larger by the minute. Once it reaches over 500 people the police allow them to speak with Johnson.

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The Other Education Rhetorical Analysis David Brooks is a well-refined journalist for the New York Times News Paper Company. He writes many different controversial articles, that tends to focus around arguments of education. Within Brooks’ arguments he uses effective techniques to persuade the audience. In this specific column, he addresses society as a whole, but with special emphasis on students. David Brooks successfully persuades his audience through his presentation of his claim, his persuasive writing style, and his usage of emotional appeals.

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I will also analyze how the author engages her audience and analyze the style of writing in lines 58-73. Additionally, I will reference the video “Boys and Girls on Stereotypes”

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