Running head: RETHORICAL ANALYSIS 1

Rhetorical Analysis:

Testing Controversy: A Rhetoric of Educational Reform

By Phillips, K. R

Fernando Perez

The University of Texas at El Paso

RWS 1301

Dr. Vierra

March 4, 2019
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Abstract

In this rhetorical analysis we cover the genres and what is rhetoric. As well as the testing

controversy in the United States education system.

RETHORICAL ANALYSIS 3

Rhetorical Analysis:

Testing Controversy: A Rhetoric of Educational Reform

By Phillips, K. R

Introduction

The monograph “Testing Controversy”: A Rhetoric of Education Reform” by Phillips,

K.R is written in a rhetoric form. Because he states a claim then provides data to back up his

claim and explain it. Rhetoric can be infused into multiple genres of writing. Discussion

Discussions

A genre is multiple things. Genres are kinds of writing. The different types of writing

help the reader create expectations. For example, if the reader is going to read a book with a

funny title the reader might then expect the book to be comedic. Genres also help us convey

certain information or make I easier for the reader to obtain. When writing most of the times

writers combine multiple genres to achieve a certain purpose or appeal to certain audiences.

When writing it is important to know what genre you are going to use to get your message or

purpose across. Different kinds of genres appeal to different types of people and the right one

will get people talking with each other.

Common sense seems to dictate that to communicate rhetorically with others motivation

is require. Motivation is the reason why they are talking to other people. According to Downs

(2017) people in rhetorical interactions-writers and readers-are always having those interactions

for reasons that relate to what they want or need from the interaction. Our motives are another

aspect of that subjectivity (p.464). This confirms that when we are speaking we are not speaking

just to speak but we are communicating for something we are trying to accomplish. That thing

we are trying to accomplish is our motivation.

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People know different meanings to a word as well as which meaning to apply based on

the situation we are on. According to Wardle & Downs (2017) It's because the situations in

which we use language shape the meaning of the language we use. Therefore, if you are in

situation of seriousness then you might react to a word differently than if you were in a relaxing

situation and you heard the same word. An example would be if you are at the park playing and

some ask you to run and get the ball. If someone was to tell you to run because a herd of bulls

was coming your way it wouldn’t be the same reaction to the park’s reaction.

What could be an ordinary conversation has a lot rhetorical meaning behind it and that

meaning is still being study. According to Covino & Joliffe in “What is Rhetoric?” (1995), The

difficulty begins with the fact that rhetoric is not a content area that contains a definite body of

knowledge, like physics: instead, rhetoric might be understood as the study and practice of

shaping content. The author’s point is that when we talk we shape what we are talking about to

benefit the cause of why we are talking. A great way to demonstrate this when a teenager tries to

convince an adult an he shapes his speech differently get approval of the adult.

Ethos

My author has credibility. Because he is a professor at Syracuse University. He received

his Ph.D. from Pennsylvania State University. He has expertise in American Film, Public

Discourse, Rhetoric, Rhetoric of Popular Culture.

Pathos

I believe my author has emotional appeal. Because he creates the emotion of anger.

According to Phillips (2004) Although the initial reaction to the report was a renewed call by

state education officials to raise standards and increase standardized testing, such efforts

provoked harsh criticism (see Perrone, 1991; Ross 1991)....Embedded within the traditional crisis
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narrative was an implicit critique of the logic of accountability and a new set of terminology that

would lay the groundwork for a new discourse of education. This demonstrates that the author is

trying to make the reader feel some anger by providing evidence.

Logos

I believe my author does use logical appeal. Because he provides cause and effect. A

clear example of the concern over the test-score decline was expressed in a series of three Los

Angeles Times articles (McCurdy & Speech, 1976a, 1976b. 1976c) .... America's schools were

particularly troubled. Violence over mandatory busing had erupted in 1974 and 1975 pitting local

school districts against courts and neighbor against neighbor. Violence, of course, was not only

outside the schools, as a Senate report in 1975 revealed a dramatic increase in violence and

vandalism in public schools (Committee on the Judiciary 1975). This means that people worried

when they knew about the decline in scores.

Audience

The intended audience for this book is for people who want to know how the education

system works. Also, those who want to know how the problems and issues are getting fixed or

were fixed. As well as people who dislike the testing system in education and want to know what

has been done to fix the issue or made the issue worst.

Conclusion

The testing system in education is an issue that is always being fixed but it never solved.

Changes to the system continue to come but they never give the results trying to be achieved.

The only ones being affected by this are the students, but they do not realize that.
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References

Bulluck, R. (2016). Genre, Norton Field Guide to Writing 4th ed. (pp.61-63).

Downs, D. (2017) Rhetoric. In E. Wardle, & D. Downs (Eds.), Writing about writing: A college

reader (pp. 447-81). Boston: Bedford/St. Martin.

Herzberg, M. (1952). It's No Fun to Write. The English Journal,41(3), 127-131. doi:10.2307/809578

Phillips, K. R. (2004). Testing controversy: A rhetoric of educational reform Cresskill, N.J.:

Hampton Press, c2004.

Wardle & Down, D. (2017) Rhetoric: How is Meaning Constructed in Context? (pp. 447-457)

William, C, & Jolliffe, D. (1995). What Is Rhetoric? Rhetoric: Concepts, Definitions,

Boundaries, pp.3-26.