Section 1: Advertisement Rhetorical Analysis
Matt’s advertisement for project 3 depicts a man a dressed up in a suit on top of a rocky mountain that has shadowy words like “ Ever, world, science, student, one, many, always, love child, little” and more on it. The man is looking through a telescope. At the right-hand corner reads the text “Strengthen your skills in reading, speaking and writing to get the job you WANT and not the job you HAVE” with significant emphasis on the words ‘’WANT’’ and ‘’HAVE’’ in bold and bigger font size. On the top left corner, a logo of The American Literary Council. At the very bottom, enclosed in a circle is the number 50% followed by the text “Of the 2 million immigrants that come to the U.S. each year lack high school education and English language skills.”
This advertisement explicitly calls out to the immigrating community to take it upon themselves to become literally fluid in order to get from the job that they have to the job that they want. It is implicitly asking the immigrant community to enhance their literacy levels to become the kind of people that they would like to become, in other words, to not conform themselves with what they have gotten, but rather work to obtain that which they have always desired. This advertisement implies that without literal skills, one would not go far in life. The person would not be able to look above the mountain into new horizons, in other words, be successful, if they are not able to sustain skill in the English language.
Thus, this advertisement also holds a fallacy, it is not necessary that a person only be literate in the English language to attain success. Immigrants, although not proficient in the English language may already hold expertise of a subject within their home language, and this could be applied anywhere else where the English language is not necessary, thus becoming successful to sustain a dialogue or some type of interaction with others in a different language.
Section 2: Project 3’s Literacy in the United States ethos, Pathos, Logos Rhetorical Analysis
Ethos:
literacy can be broken down into the ability to read and write and compute in the form taught and expected in formal education. It is furthered analyzed by the authors of the article “Complicating College Readiness: The Hidden Literacies of Academia” both who are professors that it lacks the “multiple and extremely ways literacy is demonstrated or enacted.
These two testimonies from ethical sources coming from people who are qualified to provide the public with their opinion based on the research and/or experience that they’ve had, we can take it upon their word to recognize that there is a failure within the literacy rate in the United States.
Pathos:
When the conclusions of the study conducted by the …. Conclude in the fact that there are definite transitions that college students go through during their first two years and that students have little to no time to make sense of their performance or that they vaguely notice how the skills they are “learning” apply to their specific discipline.
This approach portrays an emotional appeal. Any college students, especially one who is in their current freshman or sophomore year can relate to the sense of having to adjust from one class to another. Apply codeswitching when they turn from one class to another and at the same try to absorb what they are been taught. It is a feeling of confusion and desperation trying to catch up to and staying on top of all the work from each class.
Logos:
It becomes logical, after being presented with credible testimony from profesionals, and conducted research conclusions, to understand and recognize that there is a problem with the literacy rate in the United States. It is specifically applied, in this case, to college students and how “college ready” they are. By outlining the struggles that students go through, we understand that students are not performing at the adequate level needed.
Throughout this semester, I believe I have been abl to grasp a few skills making me a much succesful user of rhetoric. Whhen at the beginning, I probably constantly checked to make sure I was just understanding this word, now I can actually say that I have been able to improve my writing skills thanks to what I’ve lerned in this class, being it that we focused on methods of rhetorical analysis throughout the semester.The practice that I have gotten by composing different types of writing has allowed me to approach the beginning material differnelty thna before. Now, everytime tat I have an artifact before me, I immediatley allow myselff to analyze the object for more than what I can just see or hear or even read. I try to dig into its explicit message, which has allowed me to draw better conclusions and attain better comprehension of the material.
section 3:
