The Problem With Lecturing: A Rhetorical Analysis

1395 words - 6 pages

When I first read the title of the article “The Problem with Lecturing” I was immediately drawn to the subject at hand. Being a student who has struggled in the past with the teaching method of lecture classes, I was curious as of what aspect Emily Hanford was going to write about. I was curious to see what appeal she would use to make her point. Would she use ethos, logos, pathos or a combination of all three? And at what point would her kairos moments appear. To my delight, Emily touched base on may different aspect of the problem with lecturing including, but not limited to, testing understanding once lectured (ethos), professors taking the matter to heart of its lack of effectiveness (pathos) , and the importance of professors changing the way they teach/lecture in a classroom setting(logos). Hanford also remarked that Professors have long been aware of the problem with lecturing student, but most are not sure of how to make the needed change. While others feel there is no need make changes to what is, as they believe is “working well”. This last statement however was not clear as what she was trying to convey in her article, which may leave the readers confused of what her actual point is. For example is she looking for a change or is she just expressing an issue that exists.
In the following paragraph, we will investigate Emily Hanford background and how it can be used as ethos toward her article. Hanford is an Education Correspondent who writes for American Radio Works (ARW). She has been writing for ARW since January 2008, specifically covering education. Hanford Has worked for several well known public radio programs such as North Carolina Public. She has received many awards for cover complex issues, such as, the 2005 series Understanding Poverty, which received a duPont-Columbia Award. Hanford now works from her home in Takoma Park, MD, just outside of Washington, DC. She has a degree in English and American Studies from Amherst College ("American Radioworks"). As it is noted her background and work history gives Hanford credibility as a writer and solid evidence as of why one may trust her concern and observation on the subject of education. As well as being an honored journalist.
Next, as an appeal to logic Hanford begins by sharing about two professors in the late 1970 from two different well know college who were perplex that semester after semester there students were not receiving rating above the 40 percent mark on their exams because of the lecturing method that were being used. To further convince the reader about her concern about the problem with lecturing she continues to share about Hestenes and Hallouns testing methods, which were created specifically to probe student understand of physics. This test was known as Force Concept Inventory (FCI), which was used to track the conceptual understanding of physics. She states that Hastenes and Hallouns gave the test to 1000 students who attended two different schools and...

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