In many high schools across the nation, valedictorians are appointed to represent the senior class at graduation. Many people see the valedictorian as the best student in the entire class or maybe just the most popular. Either way, stakes are high when appointing a single student to this position, and much controversy has been discovered as to what qualifies a student to become the one. Academics are generally the aspect that principals consider most when deciding. In “Best in Class,” author Margaret Talbot uses rhetoric devices such as effective quotes and expressive personal anecdote, two assets tied to ethos, to support her claim that appointing a single valedictorian is an unfair custom among U.S. high schools. Ethos is highlighted within …show more content…
Talbot refers back to when she went to high school, and she outlines one of the key differences from that time to present time. Talbot explains to her audiences that her own high school had “three or four A.P. classes” when she was a senior, and now the school “has twenty-two” to offer (Talbot 225-226). As earlier explained, valedictorians are a lot of times appointed by their academics, and whether their schedule include such courses plays a major role in their GPA. The academic contest proves more competitive nowadays since more advanced placement classes are offered on campuses, and they can tremendously raise your GPA. Seemingly, the stakes are higher for striving students who want to be titled valedictorian in which many of their peers are just as qualified as they are. Talbot aims to lead her readers’ understanding in the direction of how much easier it was for students during her time to be chosen as valedictorian since not many people took these AP courses. Many students can raise their GPA with these classes, yet only one valedictorian is named, making all the other ambitious students’ work go unrecognized. Talbot emphasizes all of this friction within high school communities by adding testimony to her writing. Additionally, by proving to her readers that she has experience in a high
Mark Edmundson’s “Liberal Arts & Lite Entertainment” in his book Why Teach? develops an argument about the culture surrounding education. The university professor takes a stance on the problems that he has experienced both in his own classroom and observed on campus as well as others, and he assigns these problems—his claims—appropriate blames. Enough logic is used to make these “blames” more factual, and he often claims how things are and usually offers several reasons as to why. His essay, originally written in 1997, begins with his own university before branching out to all those across the country, and it is followed by a deduction of student culture and professors. He gives hope to the idea of the acceptance and praising of “genius” (as
Being named the highest academic achiever of anyone in your school is quite the achievement; however, in “Best in Class” by Margaret Talbot, she puts forth the message that the fight for valedictorian is causing much more harm than good. Talbot reinforces this argument through her uses of hard evidence to appeal to ethos and her anecdotal interviews to appeal to pathos. Being one of the strongest parts of her article, Talbot’s use of great amounts of hard evidence strengthens her appeal to ethos. Being a reporter, and a female reporter at that, Talbot must be very careful to avoid using overly-emotional appeals to try and convey her argument. The reporting industry is one in which someone can lose their credibility to critics very quickly
According to the article, “Neither a Wallflower Nor a Paris Geller Be” (Rebecca Schuman, Slate Magazine, 14 Oct 14), in order to be a successful student, class participation is the key aspect of college students. Additionally, Schuman explains that taking part in the class is to experiment with new thoughts, banter about, and examine. It is not to win a type of splendid comment challenge, she argues. Regardless of whether by the timid, hesitant, or excited. Agreeing to Schuman you ought to connect a gathering venture where, indeed, a few people from the gathering are more brilliant than others.
The plight of the students who fight for their position as a valedictorian is used to invoke frustration in the reader as they sense an injustice to the stressed students. Talbot used stories of the system working against the hard working student like Stephanie Klotz who had “so many plaques I literally couldn’t carry them off stage”(228) and was originally not valedictorian. These tale frustrate the reader to the point where they actively seek out a compromise that Talbot gives. Talbot also uses pathos in the form of a counter argument to logically convince the reader that the valedictorian system should be still be implemented yet altered slightly. Talbot admits that the valedictorian system is “designed for a simpler time” (231) and maybe should be eliminated.
At Cleveland High School...there will be thirty two valedictorians this year…” (226). Straight off the bat Talbot adds credit to her ethos by adding in a fact that completely contrasts the last in terms of style: a one-valedictorian-takes-all system versus a system where many hardworking students benefit together, ultimately acknowledging both sides rather sticking to the one she favours. In doing this, Talbot is allowing the readers to decipher for themselves which of these systems juxtaposed is better, or statistically/by other anecdotal opinions which is better, because, again, the majourity of this piece is written through the stories and evidences of other people. Talbot then goes on to denote being valedictorian by adding in points saying it “isn’t entirely suited to a brutally competitive age…
Is college still important and relevant? The question is answered and confirmed when Liz Addison, author of “Two Years Are Better than Four”, wrote a counter argument in order to disprove the opposing views of Rick Perlstein, the author of, “What’s the Matter with College”. The topic that is being brought to light is the subject of whether or not college still matters. Perlstein that college is no longer what it used to be. It was after reading Perlstein’s article that Addison masterfully wrote her counter argument which successfully contradicted the opinionated, inaccurate views of Rick Perlstein.
Rhetorical Analysis Essay Graduating from college is the time to begin a new chapter and change your life for the better. Commencement speeches are supposed to inspire and make graduating college students want to make that change. George Saunders gave a commencement speech at Syracuse University graduation in 2013. He carries out his speech in the traditional way but added a new twist on what is really important in life and in everyone’s career.
Margaret Talbot’s “Best in Class” is an enticing and informational article about the argument on whether or not Valedictorians are a good thing. Having one valedictorian has been a tradition in schools for many, many years; however, as times change, students are becoming more invested and determined in school, so many kids are missing being valedictorian by 0.001%. Therefore, Talbot brings to light both sides of the story in this extraordinary article. Although Margaret seems to not choose a side, it is obvious through her strong diction and testimonies that she believes that appointing a single valedictorian is an unfair custom throughout U.S. schools.
While becoming a valedictorian is a challenging and grueling process, the interviews Talbot presents believe it should be included to reward students who go that extra mile. Another way she uses selective presentation is to reinforce her credibility. In her essay talbot covers many perspectives including: a principal (223), a valedictorian (224), students who took legal action (227), and parents of students (231). The reason she covers so many perspectives is to show she covered all sides of the argument. Even though that would make it seem like she has no clear stance, her stance is discreetly hidden in
In her article “Blue-Collar Boomers Take Work Ethics to College”, Libby Sander, a reporter with the Chronicle of Higher Education, employs all three rhetorical strategies, pathos, ethos, and logos, in informing her audience of the uptick in enrollment of baby-boomers enrolling in higher education. Using the stories of the emotional stories of several baby boomers in heavy labor jobs, Sander begins her article using pathos to argue why there is an increase in boomers enrolling in college. For example, Sander describes the toll that heavy labor jobs have taken on Russel Kearney. Kearney, a former Wonder Bread delivery truck driver, states of the ruptured disk in his back “it felt like my spine was cut in half” adding that he “[just] couldn’t do it anymore.” Sander further explains that while Kearney can not handle the tolls of his heavy labor job, he still wants to work, requiring that he enroll in further education.
Educational Inconsistency I remember the first experience in a true science course, it was nerve racking and overflowed with mysteries; I loved it and that has not changed since. This current semester in college, I decided to enroll in both Biology 112 and Chemistry 111 expecting my prior biology knowledge to assist in making chemistry easier; however, I quickly learned that I was mistaken. After a few weeks, I learned that some information from biology differed from the information in chemistry; even the most simplistic topics were completely different along with their corresponding vocabulary and definitions! How can two relating science classes differ so much?
By interviewing many past students, Talbot adds to her credibility because the testimonies of these people shows that she did her research before writing this article. For example, she interviewed Brian Delekta who “...narrowly missed having the highest GPA in his class…” to which he “... sued his school district” (226). Many of the students that Talbot interviewed like Delekta also sued their schools and the district all because they did not become valedictorian or the sole valedictorian. What the students do not realize that while becoming valedictorian in high school is a huge deal, once in college and even past that when working at a job, no one else cares if you were or were not valedictorian. Talbot also uses testimonies to appeal to the reader especially those about to go into college in a year or two.
The status and reputation that come with the title of valedictorian are both gratifying and frustrating. This honor exerts a considerable amount of pressure on me to put forth my best and exude intellect off the top of a hat. Sure, it feels nice to be the smartest guy in the grade, but the responsibilities and expectations are overwhelming. While a dignified and respected recognition, people view me in a different way, upholding me to a different standard.
Rhetorically Analyzing A Talk to Teachers A talk to teachers, written by James Baldwin, criticises the education system in the mid-1900s by directly sending a message to teachers about the flaws in the system. He argues that race should not hinder equality or the quality of education a child receives. Baldwin uses tone and diction that highlights the importance of his message. In addition, he uses several persuasion tactics to convince his audience of his ideas.
In the essay, “School’s out for Summer,” by Anna Quindlen, she writes about the prevalent hunger problem in the United States that’s amplified in the Summer months. Anna Quindlen uses many familiar rhetorical devices to efficiently get her point across to us, the reader, throughout the entire essay. Anna Quindlen effectively gets her message about child hunger in the United States across by using rhetorical devices and appealing to emotions. The main message of the essay is to inform the reader of the child hunger problem in the United States that spikes during summer months.