Civil Education Rhetorical Analysis Essay Example

of fact when she says that those having a degree, earn twice as much as the others without a diploma and thrice as much as graduates of high school.

In the third paragraph, the author applies the use of pathos by stating that the president has called all to make college education affordable to enable the unemployed citizens, get the chance to prepare for careers and help the modern youth and adults and the generation to come. The idea will make them learn about the economy. She has also used policy claim when she says that the president talked about college education as being crucial than ever was in the beginning. Another policy claim utilized in the paragraph is the president’s words that no citizen should get broke after choosing education. In the first page of the article, the author tries to show how the administration of Obama has so much been investing in the teaching through direct loans, grants, forgiveness of loans through the public service and repayments of loans that are income based.

Martha has applied the use of ethos by claiming that the presidents asked everyone to have a responsibility of doing their part that will enable many people to get access to education. The author uses a statement of value by showing how the chance to get educated will help in building the social, economic and civic development in the nation. The author depicts the president using ethos in such world like ask, call, believes, such words that do not have command in them. Martha’s use of logos towards the last part of the first page of the article is noted in the

world of the president in how he tries to explain about benefits of education to the citizens of America. He does so repeatedly trying to show how education will transform the personal lives, the society and the economy in general.

The author gives the audience some hope in the same part by claiming that they are in the process of seeing the results obtained from the administration's efforts to invest in education. The statement about this fact is part of pathos in the article. In the second page, the author has used a picture showing part of the conference where the president addressed people about the need for civic education. This fact is part of the author’s strategy to persuade the audience. In the same page, she uses claims of fact when she says that more than 9.5 million students in the postsecondary level including colleges benefit from the Pell grants. To support this fact, she also claims that this value is about 50 percent increment after Obama took power (Kanter 23).

The third page shows the importance of education in the lives of students. The author uses claims of fact in the two benefits of education. First is about students getting ready for joining the college, the career, sector and the able citizenship. The next is the diversity created by education on the students.

On the first education benefit, the author uses a policy claim when she says the all must fulfill the mission of the public that involves training in the higher levels to the students in attaining both the social and civic obligations. The word help has been applied in the context of ethos. The

second benefit explored by the author on diversity involves an explanation of how the white house was engaged in aspects of education with achievers being called upon to act as speakers about the value of teaching. The author applies a value claim by quoting the words of Dantrell, a youth advocate who put emphasis on the necessity of putting value in the opinions of students and allowing them take part in decision making and being role models.

On the second section about education benefits the author makes use of rhetoric question technique of Nikki Cooley one of the speakers asking the audience; how did he end up working with scientists? (Kanter 24). How did he end up attaining a degree in science after hating mathematics so much? Here, the author wants to convince the readers that the idea of giving students the chance to make decisions concerning their education and preferences is essential towards the overall success of such students. The author tries to explore some steps towards the road map applied by the federal government. In this part of the article, the author uses the words ‘to encourage, engage and transparent’ to show the federation is to achieve the first step of convening and catalyzing the schools towards improving the quality of civic education (Kanter 27).

Such a word is the use of ethos by the author. The phrase has been applied continuously all over the nine steps explored by the Martha on strategies to be employed by the government in civic education on students. The word call has also been used the end of the article as part of the author's use of ethos by

finishing with the remark that, giving students the necessary skills and experience is the call to action for everyone in the nation. She has also used a policy claim in a college student’s words that people must have remembrance about the fact that intelligence is never enough.

Work Cited

1. Kanter, Martha J. "Civic Learning for Democracy's Future." Liberal Education98.3 (2012): 22- 27.