What is Rhetoric Analysis - Research Paper Example

Rhetoric Analysis Rhetoric is the study of potential misunderstanding. Therefore, when one conducts a rhetoric analysis, they are in a position to find out what the main argument of a person was and how it was conveyed to the intended audience. A rhetoric analysis enables one to present their arguments more efficiently and ethically, this is due to the fact that the ideas previously conveyed are not refuted but they are simply subjected to some form of scrutiny (Roberts-Miller 1). Various ways that students learn in schools and colleges may be questionable. This may be due to the methodology of teaching that they get or the materials that they are subjected to and this will form the basis of this discussion. This paper will be a rhetoric analysis of the piece Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong by James Loewen. The material under analysis is Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong. It was written by James Loewen in the year 2005 and talks about most American students’ lack of knowledge about U.S. history and their lack of curiosity. However, he does not blame the students; rather he examines the way textbooks that are recommended to the students by their teacher’s present half-truths and sometimes ideas that are totally not true. One of the big questions in the material is the idea of whether America was first settled in 1960 as is claimed in most books and preached by tutors (Montagne 1). Loewen is troubled by the fact that students rarely consider what lies beneath the textbooks that they read; he further blames authors of History books for coming up with materials that are not properly researched but are simply a repetition of materials that have been earlier written (Loewen 344). For these inadequacies, Loewen argues that authors of History textbooks must carry out proper and new research that validates the information that they write. This is because, most of the time, history books have a number of sources quoted as references yet they were actually never consulted in coming up with the material inside the text. As a result of this, students end up internalizing concepts that are not really proven to be true. Generally, Loewen is criticizing History textbooks based on the fact that the information that is contained in them is not validated. However, this argument is subject to debate. History, just like the name suggests happened in the past, thus, the only source of information that is there on the subject is other written materials. There are no people to interview or anyway that the material written can be proved hence, teachers have to rely on what is in the written material. For example, the author compares History and Chemistry textbooks based on titles that are common in both disciplines. Most Chemistry textbooks have titles like Principles of Chemistry while History books have titles that suggest movements, causes and effects (Loewen 336). This is a true observation, but it is defendable, for Chemistry, one can go to the laboratory and work out experiments to prove that what has been earlier written is right. After the experiments, one can ascertain whether it is true or there are some errors, thus, new materials can be written either to emphasize on what had been written earlier or to dispute it. On the other hand, this is not possible in History, there is no way that one can go to a place where an event is said to have happened to question its validity. Therefore, this is the reason why History books always contain what is written in other books and teachers have to use that information in educating students. Loewen may have been influenced by his own version of what nationalism and true patriotism is other than what is portrayed in most History books (Stern 410). To support his argument, Loewen uses a number of reasons; he says that the teaching of History, more than any other discipline is dominated by the use of textbooks which students find to be boring. He further says that the stories in the History books are predictable since every problem has already been solved or is about to be solved. Therefore, this textbooks do not provide the conflict or real suspense that might enchant the students, this is the reason why most students find the discipline to be boring (Loewen 335). While learning the present should be used to understand or rather solve problems that were there in the past. This is another question that is illuminated in the argument. What was written in the past should find some context in the present situation but this is not the case with History where teachers and the authors of books only continue to inculcate what was earlier written in the books to students. Loewen argues that to make History more effective teachers should consider asking students questions such as a consideration of gender roles in the contemporary society so as to prompt students to think about what women achieved or did not achieve in the suffrage movement and in the more recent women’s movement (Loewen 336). For further understanding, he argues that students might be asked to prepare household budgets for the families of a janitor and a stockbroker so that they can ascertain the true meaning of social classes in the past as compared to the present. However, this is not the case, History teachers and authors only concentrate on factors that were written in the past (Loewen 336). Ideology is the other factor that the author considers in respect to History as a discipline. The past is portrayed as a simple morality play with the happenings of the past still being alluded to in the present. In this case, he gives the example of proper citizenship, a message that is common in most History textbooks. It is the same situation with the idea of Americans being proud of their heritage, this approach may not be proper putting into consideration that there are students of diverse origin in America, students of color and those of working class parents may not be completely comfortable with such considering the racism and social class differentiation that existed (Loewen 336). Loewen further argues that the way information in History books is presented is misleading. This is due to the factual manner that makes have the understanding that that is the way that things were. He says that one author said that the controversial issues had not been avoided since reasoned judgment is offered. This according to Loewen is the loophole that exists when one tries to question the truth on ideas such as the first time when people settled in America. Most students will go by the idea of 1620, even though they may be well aware of the fact that there is the probability of other people such as Indians having earlier inhabited the land now known as America. Students decide to stick to this idea because it is what is found in the books that they read and it is the same thing that their teachers tell them. The author establishes a relationship with his target audience well, and in a manner that portrays the fact that he understands the people that are affected. This is by incorporating the ideas of other authors and even students. Statements such like, “we have not avoided controversial issues,” announces one set of textbook authors; “instead, we have tried to offer reasoned judgment on them” (Loewen 338), portrays the fact that Loewen interacts with the audience to which he is writing. Further statements like, “I know because I encounter these students the next year as college freshmen” (Loewen 338). Emphasize on the fact that he properly understands his target audience. Thus he speaks from the perspective that his target audience have. The author uses both concessions and counter arguments in the article. In most instances, he employs some percentage of concession to some idea then follows this up with a counter argument that he wants to convey. For example, he says that, “while there is nothing wrong with optimism, it has become a burden for students of color…” (338). This is an example of concession followed by a counterargument to emphasize an idea that he wants to portray. The use of this writing style has been effective because it tries to showcase the viewpoint that he has on both sides, but at the same time making his stand on the matter firmly known to the reader. In conclusion, the author believes that the information found in most History textbooks is questionable. This is in addition to the way various authors carry out research prior to writing these books. Loewen believes that the teachers follow blindly the information in the books that they use and that there should be remedies to alleviate this situation. Although some of the claims that he puts forward are true, a certain percentage of what he advocates for is subject to debate. Works Cited Loewen, James. From Lies My Teacher Told Me: Everything Your American History Textbooks Got Wrong. Montagne, Renee. How the Understanding of the U.S. History Changes. Retrieved on 30th April 2012 from http://www.npr.org/templates/story/story.php?storyId=6517854 Roberts-Miller, Trish. Understanding Misunderstanding: How to do a rhetoric analysis. Retrieved on 30th April 2012 from http://www.drw.utexas.edu/roberts- miller/handouts/rhetorical-analysis Stern, Barbara. The New Social Studies: People, Projects and Perspectives. New York: IAP. (2009). Research Proposal The research will be based on the text Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong by James Loewen. This text focuses on some of the inadequacies that are there in History Textbooks that are used in the American curriculum. This is based on the scope of some of the arguments that the authors have, the way that they carry out research before publishing their books and the titles that most History books have. The author of the text finds most of the ideas in the books quite misleading and feels that proper research ought to be done. Books that are written should then be centered on ideas that will make students reflect on the validity of the information that is presented as well as be in a position to link the ideas that are portrayed in History books to present life context. The purpose of this research will be to carry out a rhetoric analysis of the text so as to ascertain whether what the author says is true or not. In the event that there is some truth in this claim, the needs of all the stakeholders to this matter will have to be looked into. It is important to carry out this research due to the fact that some of the disciplines that are taught in Americans schools tend to be irrelevant. Sometimes, the discipline is relevant but the content in the books that are being used and even the methodology used in teaching makes it irrelevant. Thus, students end up not getting the knowledge that is desired and one that can be used in real life situations. This study will bring out the loopholes that exist in History textbooks, so that the concerned parties can find ways to remedy the existing inadequacies. However, some of the ideas that the authors portrays are questionable, hence this study is also focused on pointing them out. Literature review deals with looking up for material on what other people have said about a certain matter and this will be the methodology of this research. To achieve this, background on various books related to history needs to be learnt, in addition to this, a review of the History curriculum that is in use also needs to be put into focus, this will determine whether students carry out their own research or simply follow what teachers say and what is written in the textbooks that they use. To accomplish the objective of this research, other arguments that have been made on the same topic need to be looked at, this can be found in other literature that has been written on the same argument. Situations in which stakeholders to this topic students, teachers and authors find themselves in is also mandatory. This will be mandatory in looking at the ideas that this research will portray from the point of views of all these stakeholders and be in a position to highlight their thoughts on the matter. This research will benefit education planners, authors, teachers and students in general. For the authors, they will learn that there are some misgivings in simply writing what other people have written and that they ought to carry out their own research from before writing books. Education planners will be in a position to come up with curriculums that help students get know-how on proper life situations other than just follow what is written in the textbooks that are in use. Thus, education planners will be in a position to select books that will be of better use to the students. Teachers will learn that they ought to prompt students to come up with their own views on certain matters other than simply follow what is written in the books that they use. This research is mandatory in ensuring that what student learn from textbooks is true, and that the content can help them analyze situations and understand the true state of the matter. Read More