“Reasons are Bull shit” Chapter two of the Bernard Roths book “The Achievement Habit” where it explains how most people don’t fully understand how they make up excuses to make them feel better for the things they don’t want to own. The main objective of chapter two of Roth’s book is trying to have people understand that there is always something we find to excuse us from our own wrongs. Roth starts his second chapter out by Saying “The problem with reasons is that they’re just excuses prettied up” (Roth 39). He talks about how his students in class will always say”that’s a good reason” when they hear somebody with an excuse. Roth uses Aristotle’s Rhetorical Triangle as implying ethos, pathos, and logos to support his main points within chapter two.
Created by Ray Ransberger and Marshall Fritz, this technique can give you (as a person try to convince) a chance to let the opponent found common ground with you, this increase the chances of influencing him. You can use this technique when a person objects you in a smart way: give him space to talk while you listening and understanding his objections. Then, try to find the common point in the person objective and convince him you're thinking to solve the agreed case. Now when you apply these ways you change the way of talking from
David Foster Wallace establishes credibility in his speech by expressing his experience in learning how to think. Ethos is a rhetorical appeal that uses credibility and experience to give an argument more strength. Within the beginning of the “This is Water” speech, David asserts his credibility to the audience by conveying that he too was a student, and that as a student, he disliked the idea that others had to teach him how to think (Wallace 1). Wallace begins with this statement to let the audience know that he knows that they do not want to be told how to think because he was a student just like them. As a student, David was stuck in his default setting because he was still being told how to think.
Fromm’s essay was written in a more relatable tone whereby he tries to appeal to his audience by making it fun and interesting for the readers. Fromm deploys rhetorical questions like “Sound Crazy? It’s not.” (Fromm, 2015) which suggests that he is trying to make the passage more reader friendly whereby it attracts the readers’ attention. In comparison, Asher uses a generally serious tone to bring across her ideas. Also, she uses a more informative approach whereby her main aim was to inform the readers on her opinions on how Millennials want at their workplace.
Henry also uses repetition, in order to create emphasis. It reinforces the purpose of the speech and the speaker’s main arguments. Here, Henry states, “We must fight! I repeat it, sir, we must fight!” This exhibits the speaker’s inflammatory language, which calls for action, provokes anger, and triggers strong emotions. As it build momentum, it also establishes the idea in the listener’s mind.
The use of the first person narrative in this part permits the readers to identify with the writer. This personal anecdote acts practically like a hook which attracts the readers to wind up more keen on the text. Wendell Berry also rules out anticipation of objections by answering them in advance in the text itself. In the essay’s conclusion, Wendell Berry provides the readers with a conclusion that does not simply restate the thesis statement but readdresses it in light of the evidence provided. He synthesizes the information present in the body of the essay and restates the importance of the topic.
In Charles Murray’s article, “Are Too Many People Going to College?”. he seeks to enlighten younger generations and administrators on a socially unacceptable future- not attending higher schooling after high school. He establishes insight through use of examples and statistics throughout his writing. However, he tends to repeatedly violates literary maxims that lead to his writing getting distracted from the main point or leading the reader to become confused by his use of terms. Through his many successes and obstacles, he still manages to create a new perspective on not going to college, making it just as wise of a decision as going to college depending on the career path and scholarly education a student accumulated in prior schooling.
David Brooks successfully persuades his audience through his presentation of his claim, his persuasive writing style, and his usage of emotional appeals. The Other Education written by David Brooks identifies how society lacks the studies of non-scholastic curriculum. Yet, he defines curriculum as a broad term in this article. When thinking about scholastic aspects people ponder the thought of school subjects, however Brooks wishes that society would look past the direct studies. Brooks himself writes, “…Such and such classes, such and such grades, and amassed such and such degrees.” In making this repetitive comment, Brooks dismisses the importance of the syllabus-based education system.
Next, the appeal of ethos is the appeal to credibility and authority. Sanders supports his argument with the appeal of ethos by validating the fact that he is a college professor and sees students versus learners all the time. For instance, Sanders says “I see this [students being afraid of being wrong] most often when students turn in written papers (Sanders 4). By mentioning his first-hand account he is building is authority and trustworthiness on the subject at hand. Finally, Sanders appeals to pathos when he involves emotions and presents his invitation to students to become a learner.
I gravitate towards the points made by Stewart in the article. She looks for solutions to the problems while Teller simply critics everyone and everything except for himself. For example, while Teller dismisses the idea of importance of incorporating critical reading, Stewart’s point that a student must have critical reading skills in regards to argumentative writing in order to properly learn argumentative structures resonates with me (Stewart, 2016). I feel that a student is a better writer when they have mastered the skill of critical reading. Adding to this idea, Stewart believes that anyone can become a good writer with the proper amount of practice and feedback.