Rhetorical Analysis

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I appreciate the metaphor that Tienken uses about the Emperor with no clothes. It gives profoundness to common core that “the rhetoric [is] based on bankrupt ideology” (155). It is literally bankrupt in the sense that common core is lacking in empirical evidence, and it is also framed without children’s needs in mind. The lack of methodological practices behind CCSS it is just as ridiculous as metaphorically walking around with no clothes on.
One thing I found formidable is the, “assumption that college professors should have the final say on what gets taught in third grade” (153). This way of thinking is fallacious because kids are kids, they don’t think like adults. This is a flawed sentiment for CCSS, trying to mold children into adults. It means that CCSS doesn’t take into account who they’re teaching to or who their audience is. You can’t conduct research without proper variables to measure. To me, it sounds like they want to see how adult like children can be. It makes no sense, you can’t compare …show more content…

I think it would make a job as an educator that much more difficult because I think students would despise school. I believe we would witness more dropout rates, and an unmotivated and undereducated workforce from CCSS. Like the article states how can “tens-of-thousands of other possible careers – some of which have not even been invented yet- require mastery of the same one-size-fits-all curriculum?” (155). The logic of the CCSS is filled with fallacies, but it’s not a horrible idea. Why not make children career and college ready, instead of narrowing the paths, why not broaden them? I would’ve loved to learn about life: taxes, sewing, how to change your oil, how to apply for jobs, while attending school. Why can’t we prepare students for life/careers as well as give them a formal

Rhetorical Analysis
854 Words | 2 Pages
Jonathan Kozol revealed the early period’s situation of education in American schools in his article Savage Inequalities. It seems like during that period, the inequality existed everywhere and no one had the ability to change it; however, Kozol tried his best to turn around this situation and keep track of all he saw. In the article, he used rhetorical strategies effectively to describe what he saw in that situation, such as pathos, logos and ethos.
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1379 Words | 3 Pages
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237 Words | 1 Pages
The article I have chosen for my rhetorical analysis is #Gamergate Trolls Aren’t Ethics Crusaders; They’re a hate group because it seemed interesting. The reason I was drawn to this article was because of the title, I was interested to know what it meant. This article, written by Jennifer Allaway, is about gamergate, an online gaming community, and the hate they show towards others. Jennifer does research on sexism in videogames and how it correlates to the gamers that play these games. She was collecting data from different organizations by using a questionnaire that gathered information on diversity in the videogame community. When some gamergate members
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929 Words | 2 Pages
Pollan’s article provides a solid base to the conversation, defining what to do in order to eat healthy. Holding this concept of eating healthy, Joe Pinsker in “Why So Many Rich Kids Come to Enjoy the Taste of Healthier Foods” enters into the conversation and questions the connection of difference in families’ income and how healthy children eat (129-132). He argues that how much families earn largely affect how healthy children eat — income is one of the most important factors preventing people from eating healthy (129-132). In his article, Pinsker utilizes a study done by Caitlin Daniel to illustrate that level of income does affect children’s diet (130). In Daniel’s research, among 75 Boston-area parents, those rich families value children’s healthy diet more than food wasted when children refused to accept those healthier but
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1089 Words | 3 Pages
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684 Words | 2 Pages
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828 Words | 2 Pages
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630 Words | 2 Pages
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651 Words | 2 Pages
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391 Words | 1 Pages
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1025 Words | 3 Pages
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1148 Words | 3 Pages
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237 Words | 1 Pages
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Rhetorical Analysis