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Rhetorical Analysis /Let Teen-Agers Try Adulthood By Leon Botstein

Remember the Say-Do-So What pattern of questioning:
What does the writer say? (the matter, the ideas, the content)
Content? Thesis/Argument? Details?
Consider the layers of meaning – how are you interpreting what is said? What?s not said?
What does the writer do? (the manner, the style)
What writing techniques are employed? Form? Organization? Language?

0 So What? What is the effect? Why do you think the writer made those choices? Do you find
those to be smart, effective choices?

Rhetorical analysis is discussed in Ch. 7 (Allyn and Bacon) on Bb only and Ch. 10 (new Talking Back).
Use the student RA sample of My Culture at the Crossroads by Allison Nadeau as a model for your RA
essay (on Bb in the RA folder).

Your rhetorical analysis should follow this format (with paragraph recommendations):

1. Identify the author, text, and original source. Make a claim about the effectiveness of the text
this is your thesis. (1 paragraph)

2. Provide a very brief summary – identify the author’s thesis/argument and the purpose of the
original text. (1 paragraph – might actually be worked into the introduction, in which case you
would have a two-paragraph introduction)

3. Explain context – what is the writer’s call to write? To what issue/event/idea is the writer
responding? Identify the where and the when and explain their significance, as is appropriate.
This may require research and documentation. (1 paragraph)

4. What are the writer?s credentials? What gives him or her the authority to comment on the issue?
This may require research and documentation. (1 paragraph – may also be included in
introductory paragraph)

5. Who is the audience? Where was the text originally published? This may tell us something
about the readers, or maybe about the writer. This may require research and documentation.
What seems to be the writer?s relationship with the audience? Why do you say that? Is there
more than one audience? (1-2 paragraphs)

6. What is the tone of the text? (Tone = attitude of the writer toward the audience and the topic; this
may overlap with #5). What can you say about the writer’s voice? What kind of appeals does the
writer use? Look to language choices: diction/word choice, sentence and paragraph
development, and kinds of details or support provided. What is said? What is not said? (1
paragraph – or maybe joined with #3 or #4)

7. If applicable, how do form and genre influence the effectiveness of the text? Are there
illustrations or graphics? Are there structural elements to the text that affect effectiveness? (1
paragraph – or maybe joined in an earlier paragraph)

8. Your conclusion can provide an evaluation of the rhetorical effectiveness of the text analyzed. (1
paragraph)

The rhetorical analysis should be an essay of approximately 900-1200 words (about three to four pages,
not counting the Works Cited page), using Standard Written English. It is more important to provide a
good analysis than it is to match the word count given above. Because some information may overlap,
determine the most appropriate placement so info is not repeated.
MLA documentation for internal citations and the Work(s) Cited page is required.
DUE DATES:
-Peer Draft due in class Wed, Sept. 28
-Revised Instructor Draft with Draft Cover Sheet due in class Mon. Oct. 3. (Group A) and Wed,

Oct. 5 (Group 8)
?Final Draft with Reflective Commentary due in class Mon, Oct 10
C. Farrell/100/Spring 2016

Let Teen-Agers Try Adulthood By Leon Botstein

ANNANDALE-ON- HUDSON, N.Y.? The national outpouring after the Littleton shootings has forced us to confront something we have suspected for a long time: the American high school is obsolete and should be abolished. In the last month, high school students present and past have come forward with stories about cliques and the artificial intensity of a world defined by insiders and outsiders, in which the insiders hold sway because of superficial definitions of good looks and attractiveness, popularity and sports prowess.
The team sports of high school dominate more than student culture. A community’s loyalty to the high school system is often based on the extent to which varsity teams succeed. High school administrators and faculty members are often former coaches, and the coaches themselves are placed in a separate, untouchable category. The result is that the culture of the inside elite is not contested by the adults in the school. Individuality and dissent are discouraged.
But the rules of high school turn out not to be the rules of life. Often the high school outsider becomes the more successful and admired adult. The definitions of masculinity and femininity go through sufficient transformation to make the game of popularity in high school an embarrassment. No other group of adults young or old is confined to an age-segregated environment, much like a gang in which individuals of the same age group define each other’s world. In no workplace, not even in colleges or universities, is there such a narrow segmentation by chronology.
Given the poor quality of recruitment and training for high school teachers, it is no wonder that the curriculum and the enterprise of learning hold so little sway over young people. When puberty meets education and learning in modern America, the victory of puberty masquerading as popular culture and the tyranny of peer groups based on ludicrous values meet little resistance.
By the time those who graduate from high school go on to college and realize what really is at stake in becoming an adult, too many opportunities have been lost and too much time has been wasted. Most thoughtful young people suffer the high school environment in silence and in their junior and senior years mark time waiting for college to begin. The Littleton killers, above and beyond the psychological demons that drove them to violence, felt trapped in the artificiality of the high school world and believed it to be real. They engineered their moment of undivided attention and importance in the absence of any confidence that life after high school could have a different meaning.
Adults should face the fact that they don’t like adolescents and that they have used high school to isolate the pubescent and hormonally active adolescent away from both the picture-book idealized innocence of childhood and the more accountable world of adulthood. But the primary reason high school doesn’t work anymore, if it ever did, is that young people mature substantially earlier in the late 20th century than they did when the high school was invented. For example, the age of first menstruation has dropped at least two years since the beginning of this century, and not surprisingly, the onset of sexual activity has dropped in proportion. An institution intended for children in transition now holds young adults back well beyond the developmental point for which high school was originally designed.
Furthermore, whatever constraints to the presumption of adulthood among young people may have existed decades ago have now fallen away. Information and images, as well as the real and virtual freedom of movement we associate with adulthood, are now accessible to every 15- and 16-year-old.
Secondary education must be rethought. Elementary school should begin at age 4 or 5 and end with the sixth grade. We should entirely abandon the concept of the middle school and junior high school. Beginning with the seventh grade, there should be four years of secondary education that we may call high school. Young people should graduate at 16 rather than 18.
They could then enter the real world, the world of work or national service, in which they would take a place of responsibility alongside older adults in mixed company. They could stay at home and attend junior college, or they could go away to college. For all the faults of college, at least the adults who dominate the world of colleges, the faculty, were selected precisely because they were exceptional and different, not because they were popular. Despite the often cavalier attitude toward teaching in college, at least physicists know their physics, mathematicians know and love their mathematics, and music is taught by musicians, not by graduates of education schools, where the disciplines are subordinated to the study of classroom management.
For those 16-year-olds who do not want to do any of the above, we might construct new kinds of institutions, each dedicated to one activity, from science to dance, to which adolescents could devote their energies while working together with professionals in those fields.
At 16, young Americans are prepared to be taken seriously and to develop the motivations and interests that will serve them well in adult life. They need to enter a world where they are not in a lunchroom with only their peers, estranged from other age groups and cut off from the game of life as it is really played. There is nothing utopian about this idea; it is immensely practical and efficient, and its implementation is long overdue. We need to face biological and cultural facts and not prolong the life of a flawed institution that is out of date.

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