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Solved by verified expert:Go through the whole essay and Complete the essay based on the requirements. The essay is in the attachment and its almost finished ,but lacks some things Essay 2: Evaluating an ArgumentFor this assignment, you will read the article titled,“Keeping the Promise to All American Children” (https://www2.ed.gov/news/speeches/2010/04/04212010.html) Then, you will write an essay in which you evaluate the author’s argument. This does NOT mean that you should agree or disagree with the author (his or her actual point); you are NOT commenting on the author’s opinion.You will need to restate his thesis/argument in your own words and from then on, show how he or she did an effective or ineffective job at convincing the audience, meaning you have to identify it. Identify the argument and audience in your introduction. Then, write your own thesis, which should state whether the presented argument is effective or not and why, andthen, spend the body paragraphs focusing on the different strategies and how they are being used.Task: You are analyzing the way the author presented his or her argument to argue whether it is an effective or ineffective argument.In order to analyze the argument, you will consider the author’s use of:• Pathos• Ethos• Logos• Assumptions• Logical fallacies• Tone• Types/Strength of evidence• Objectivity/Bias• OR any other points you saw in your textbookAsk yourself, what makes for an effective argument? How and in what ways is the argument convincing?*Remember that the author can use one rhetorical strategy effectively while failing to use others effectively.Directions:You will need to:1. Point out any instances where the author used one of theelements above by providing a quote from the text with MLA citation.2. Comment on whether or not the author did so well, and why? And whether the use of this strategy contributed to effectiveness of his or her argument.You do NOT have to address every elements above, but you DO have to evaluate a minimum of FIVE (5). Each of the five can be presented in its own separate paragraph or you may combine them as you see fit. Be aware that I do expect to see clear organization and academic essay structure.Due Dates:• Final Draft Due SundayRequirements:• Length: 4-5pages• You will need✓ Introduction (including a hook, background information about the article, the author’s thesis/claimand his intended audience and your thesis/claim)✓ Up to 5 body paragraphs (including examples from the text as well as your analysis of effectiveness)✓ Conclusion
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Dani Bataq
Professor C. Luna
English 124
15 October 2017
Rhetorical Analysis `Keeping the Promise to All America’s Children
U.S. Secretary of Education Arne Duncan conveyed his speech “Keeping the Promise
to All America’s Children” at the Council for Exceptional Children Convention and Expo on
April 21, 2010. His target group was the individuals from this convention and the likely
voters on this issue.
In this speech, Duncan plot the U.S. Department of Education’s intends to guarantee
that all children have a reasonable possibility of an efficient future paying little heed to their
race, sex, or incapacity. By completely clarifying the issue, advance, and arrangement of the
handicap issue in America through building up respectability and speaking to both feeling
and logic, Arne Duncan effectively underpins his tremendous and instructive contention.
Duncan unmistakably includes ethos, logos, and feeling into his speech when he examines
the inability issue in America. He presents his assertion by bringing issues to light for the
issue of undereducated impaired nationals. With a specific end goal to fortify his contention,
he builds up his validity on the issue. He opens his exposition by expressing, “President
Obama and I trust that each child merits a world-class education” (para. 1). In this line, he
picks up the audience’s trust by partner himself with Barack Obama, the President of the
United States. Duncan additionally effectively advances to logic by referring to
measurements and separating the issue into the classes of monetary and moral issues to make
his contention less demanding to comprehend for the audience. In the fourth section, Duncan
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states, “Because of the backing and diligent work of individuals and associations like the
Council for Exceptional Children, six million understudies with handicaps are in school, and
a huge number of them are flourishing.”
By referring to this measurement, Duncan portrays the measure of understudies with
inabilities succeeding and the measure of understudies who still need the chance to succeed.
By isolating the issue into financial and moral issues, Arne Duncan effectively exhibits that
there is more than one measurement to the country’s absence of education. He relates the
financial issue to the way that nations that out-instruct us today will, in the long run, outcontend us tomorrow, and this makes an enduring impact on the audience.
He clarifies the issue’s moral issue by expressing that it is not out of the question that
every single American subject gets an equivalent open door for education paying little respect
to their race, nationality, or capacity. At long last, Duncan adequately contends this issue by
speaking to the audience’s feeling by much of the time tending to them individually. In
paragraph 12, he says, “In this extreme economy, a huge number of education experts could
confront cutbacks. Possibly you are one of them-perhaps one of your partners or companions
is.”
This announcement makes the audience members ponder how this issue of education
influences their lives by and by. In the wake of clarifying the point of education in America,
Arne Duncan concentrates on the present advance that our nation is making on this issue by
including ethos, logos, and feeling. He talks about his pertinence on the subject by setting up
the believability of those he is right now working with keeping in mind the end goal to
accomplish his objective. Duncan presents his partners by expressing, “In Congress, we are
blessed the education advisory groups are driven by two incredible champions for
understudies with inabilities Senator Tom Harkin and Representative George Miller” (para.
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10). The audience is quickly ready to believe crafted by Duncan’s associates since they hold
high positions in the American government.
Duncan additionally claims to logic by referring to the present insights of the
education of disabled understudies. He says, “Today, 57 percent of understudies with
handicaps spend no less than 80 percent of their day inside the general school condition”
(para.14). This straightforward measurement can offer the audience knowledge on the large
measure of disabled understudies who are compelled to go to establishments other than the
conventional school setting to learn. At long last, Duncan requests to the feeling of the
audience by recounting a quick anecdote about the advantages of incorporating debilitated
and non-incapacitated understudies in a similar school. He talks about how Kaitlyn, a nonimpaired student, could turn out to be closest companions with a student with down disorder
since they were matched together in P.E. class. This inspiring story underpins his contention
that incapacitated and non-impaired understudies ought to have the capacity to go to a similar
school.
Duncan additionally claims to the feeling by utilizing parallelism in this story. In
section 14, he states, “They’re having lunch with them. They’re making quality with them.”
He utilizes this scholarly gadget to underline the energy of joining amongst debilitated and
nondisabled understudies. When Duncan altogether clarifies the present advance on this issue
in America, he incorporates ethos, logos, and poignancy into the conceivable arrangements.
He presents the demonstrations that he needs to reexamine by and by expressing his validity.
In section 27, Duncan says, “From Washington, we’re endeavoring to guarantee that we have
the correct arrangements and motivating forces set up to enable states and areas to quicken
accomplishment for all understudies, incorporating those with handicaps.” This line hints that
individuals from the White House are working enthusiastically keeping in mind the end goal
to enhance this issue, in this way making the audience better comprehend his endeavors. Arne
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Duncan bids to logic by plainly expressing how much cash Congress needs to have the
capacity to make this arrangement. He refers to, “We will put resources into nearly $4 billion
in programs that enlist, get ready, create, hold, and reward powerful educators” (para. 35).
With this data, the audience can take in the significance and earnestness of this issue. At last,
Duncan viably requests to the audience’s feeling by including them in the administration’s
designs. In passage 37, he says, “I need to challenge each of you to be actually in charge of
the achievement of your understudies once they graduate.” This interests to the audience’s
feeling since it considers them by and by responsible for the accomplishment of his program
and the prosperity of impaired understudies.
Despite the fact that Arne Duncan effectively underpins his contention, his speech
contains a couple of defects. When recounting the tale about the kinship of Kaitlin and
Kathleen, Duncan submits a narrative deception. Rather than referring to measurements on
what number of impaired understudies efficiently connect with non-handicapped
understudies and making a strong contention, he recounts this story. While this story is
suitable for his assertion, it gives the reader an inclined idea of how crippled and nondebilitated understudies respond to each other. An outstanding issue that could happen if all
understudies, incapacitated and non-handicapped were coordinated could be that different
understudies spook the debilitated understudies.
By recounting this speech, the reader naturally accepts that all understudies
efficiently move toward becoming companions in the ordinary school setting. Duncan’s
speech likewise contains a couple of cases of the interest to control false notion. While
expressing that he works with President Obama encourages him to build up believability, he
utilizes Obama’s energy to influence the audience to expect that his contentions are
consequently right. By opening his paper with, “President Obama and I accept… “(Para. 1),
Duncan is implying that his conviction is correct because the President of the United States
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additionally trusts that general thought. Regardless of his couple of fallacies, Arne Duncan
effectively contends his case all through his speech by building up validity and engaging both
logic and feeling. His strategy for arranging his speech by bringing issues to light for the
issue, portraying the present condition of the issue, and clarifying his expectations for
development, later on, adds to the achievement of his speech. Duncan reliably approves his
statement by including insights and individual accounts. By tuning in to this address, the
audience can take in each part of the issue in a productive way.
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Citation
Kirszner, Laurie and Stephen R. Mandell, Short Second Edition Practical
Argument. Boston: Bedford, 2015.
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Dani Bataq
Professor C. Luna
English 124
15 October 2017
Rhetorical Analysis `Keeping the Promise to All America’s Children
U.S. Secretary of Education Arne Duncan conveyed his speech “Keeping the Promise
to All America’s Children” at the Council for Exceptional Children Convention and Expo on
April 21, 2010. His target group was the individuals from this convention and the likely
voters on this issue. (I would include a specific thesis statement like if you thought the
argument was effective/ineffective and the literary devices used) (This will help readers know
exactly what you’re analyzing and what your argument is going to be about)
In this speech, Duncan plot the U.S. Department of Education’s intends to guarantee
that all children have a reasonable possibility of an efficient future paying little heed to their
race, sex, or incapacity. By completely clarifying the issue, advance, and arrangement of the
handicap issue in America through building up respectability and speaking to both feeling
and logic, Arne Duncan effectively underpins his tremendous and instructive contention (try
and break this into two sentences or make it shorter so it isn’t a run on) Duncan unmistakably
includes ethos, logos, and feeling (pathos) into his speech when he examines the inability
(different wording to describe the issue more specifically) issue in America. He presents his
assertion by bringing issues to light for the issue of undereducated impaired nationals. With a
specific end goal to fortify his contention, he builds up his validity on the issue. He opens his
exposition by expressing, “President Obama and I trust that each child merits a world-class
education” (para. 1). In this line, he picks up the audience’s trust by partner himself with
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Barack Obama (good point Obama did help him establish credibility), the President of the
United States. Duncan additionally effectively advances to logic by referring to
measurements and separating the issue into the classes of monetary and moral issues to make
his contention less demanding to comprehend for the audience. In the fourth section, Duncan
states, “Because of the backing and diligent work of individuals and associations like the
Council for Exceptional Children, six million understudies with handicaps are in school, and
a huge number of them are flourishing.”
By referring to this measurement, Duncan portrays the measure of understudies with
inabilities succeeding and the measure of understudies who still need the chance to succeed.
By isolating the issue into financial and moral issues, Arne Duncan effectively exhibits that
there is more than one measurement to the country’s absence of education. He relates the
financial issue to the way that nations that out-instruct us today will, in the long run, outcontend us tomorrow, and this makes an enduring impact on the audience. (strong point)
He clarifies the issue’s moral issue by expressing that it is not out of the question that
every single American subject gets an equivalent open door for education paying little respect
to their race, nationality, or capacity. At long last, Duncan adequately contends this issue by
speaking to the audience’s feeling by much of the time tending to them individually. In
paragraph 12, he says, “In this extreme economy, a huge number of education experts could
confront cutbacks. Possibly you are one of them-perhaps one of your partners or companions
is.”
This announcement makes the audience members ponder how this issue of education
influences their lives by and by. In the wake of clarifying the point of education in America,
Arne Duncan concentrates on the present advance that our nation is making on this issue by
including ethos, logos, and feeling (pathos) He talks about his pertinence on the subject by
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setting up the believability of those he is right now working with keeping in mind the end
goal to accomplishes his objective. Duncan presents his partners by expressing, “In Congress,
we are blessed the education advisory groups are driven by two incredible champions for
understudies with inabilities Senator Tom Harkin and Representative George Miller” (para.
10). The audience is quickly ready to believe crafted (rewording this sentence will let it flow
better) by Duncan’s associates since they hold high positions in the American government.
Duncan additionally claims to logic by referring to the present insights of the
education of disabled understudies. He says, “Today, 57 percent of understudies with
handicaps spend no less than 80 percent of their day inside the general school condition”
(para.14). This straightforward measurement can offer the audience knowledge on the large
measure of disabled understudies who are compelled to go to establishments other than the
conventional school setting to learn. At long last, Duncan requests to the feeling of the
audience (maybe say audience’s emotions or feelings would let it flow better) by recounting a
quick anecdote about the advantages of incorporating debilitated and non-incapacitated
understudies in a similar school. He talks about how Kaitlyn, a non-impaired student, could
turn out to be closest companions with a student with down disorder since they were matched
together in P.E. class. This inspiring story underpins his contention that incapacitated and
non-impaired understudies ought to have the capacity to go to a similar school. (This story
also appeals to emotions, which would help your pathos claim).
Duncan additionally claims to the feeling by utilizing parallelism in this story (what
do you mean by claims to the feeling here?) In section 14, he states, “They’re having lunch
with them. They’re making quality with them.” He utilizes this scholarly gadget to underline
the energy of joining amongst debilitated and nondisabled understudies. When Duncan
altogether clarifies the present advance on this issue in America, he incorporates ethos, logos,
and poignancy into the conceivable arrangements. He presents the demonstrations that he
Bataq4
needs to reexamine by and by expressing his validity. In section 27, Duncan says, “From
Washington, we’re endeavoring to guarantee that we have the correct arrangements and
motivating forces set up to enable states and areas to quicken accomplishment for all
understudies, incorporating those with handicaps.” This line hints that individuals from the
White House are working enthusiastically keeping in mind the end goal to enhance this issue,
in this way making the audience better comprehend his endeavors. Arne Duncan bids
(appeals could be a better word) to logic by plainly expressing how much cash Congress
needs to have the capacity to make this arrangement. He refers to, “We will put resources into
nearly $4 billion in programs that enlist, get ready, create, hold, and reward powerful
educators” (para. 35). With this data, the audience can take in the significance and
earnestness of this issue. At last, Duncan viably requests to the audience’s feeling by
including them in the administration’s designs. In passage 37, he says, “I need to challenge
each of you to be actually in charge of the achievement of your understudies once they
graduate.” This interests to the audience’s feelings since it considers them by and by
responsible for the accomplishment of his program and the prosperity of impaired
understudies.
Despite the fact that Arne Duncan effectively underpins his contention, his speech
contains a couple of defects. When recounting the tale about the kinship of Kaitlin and
Kathleen, Duncan submits a narrative deception. Rather than referring to measurements on
what number of impaired understudies efficiently connect with non-handicapped
understudies and making a strong contention, he recounts this story. While this story is
suitable for his assertion, it gives the reader an inclined idea of how crippled and nondebilitated understudies respond to each other. An outstanding issue that could happen if all
understudies, incapacitated and non-handicapped were coordinated could be that different
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understudies spook the debilitated understudies. (This paragraph has an interesting
perspective)
By recounting this speech, the reader naturally accepts that all understudies
efficiently move toward becoming companions in the ordinary school setting. Duncan’s
speech likewise contains a couple of cases of the interest to control false notion. While
expressing that he works with President Obama encourages him to build up believability, he
utilizes Obama’s energy to influence the audience to expect that his contentions are
consequently right. By opening his paper with, “President Obama and I accept… “(Para. 1),
Duncan is implying that his conviction is correct because the President of the United States
additionally trusts that general thought. Regardless of his couple of fallacies (maybe in the
paragraph where you talk about the defects you can also discuss the specific types of fallacies
that weaken his essay), Arne Duncan effectively contends his case all through his speech by
building up validity and engaging both logic and feeling. His strategy for arranging his
speech by bringing issues to light for the issue, portraying the present condition of the issue,
and clarifying his expectations for development, later on, adds to the achievement of his
speech. Duncan reliably approves his statement by including insights and individual
accounts. By tuning in to this address, the audience can take in each part of the issue in a
productive way.
Good job on your essay!
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Citation
Kirszner, Laurie and Stephen R. Mandell, Short Second Edition Practical
Argument. Boston: Bedford, 2015.
…
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