Professional Documents
Culture Documents
Rhetorical Analysis
Victoria I Canales
Abstract
This paper will be talking about the rhetorical elements; ethos, pathos, and logos and how
they are incorporated in Jo Warin’s book Stories of Self (2010). The paper used specific
examples and quotes that are used in the book to explain what the elements that the author tries
to add in the text are. This paper gathered and constructed the rhetorical elements that Warin
talks about and it concludes that the elements do affect the argument that the author is trying to
get across. As you read the paper it will give you a better understanding of what ethos, pathos,
and logos is and how the author of this specific book uses each one of those elements to build a
Rhetorical Analysis
Jo Warin’s Stories of Self: Tracking Children’s Identity and Wellbeing through the
School Years (2010) is a book that follows five children and the way their school life affects the
way they see themselves and the way school has made an impact in their life as they get older.
The book has research, stories, statistics, and examples that the author uses to have good
background for his argument. The author proposes that going to school has a huge effect on the
way children portray themselves and the stories they tell. The author uses a variety of ethos,
logos, and some pathos in the book to help build a foundation on her argument. With these three
elements, the author is able to tell not only his purpose and claim but also the story of the
children he talks about. This paper claims that the rhetorical elements (ethos, pathos, and logos)
does affect the argument and does have an impact on the audience.
Audience
The book, written by Dr. Jo Warin; a professor at the University of Lancaster who
teaches Research Methods element of our online, and has a part-time PhD Program in Education and
Social Justice, is considered a scholarly research type of book that talks about five children, their
school lives, their personal lives and how school can affect their self-portrayal. This means that
the book is intended for the audience who researches, works with, and observes children and
young adults in school. This would mean that the audience that the book best serves a purpose
for would be people like school teachers, child psychologists, child therapist, and child
psychiatrists and every type of educator for children and young adults; like school principlas,
Ethos
Ethos, also known as the credibility or expertise of the elements. Having ethos in the
book is a very important part of what makes this specific book a creditable and trustworthy book
that the audience can feel comfortable reading and agreeing with. It was published by Trentham
Books under the authority of their establishment. An example of ethos that Warin uses would be
when he states that according to the United Nations Children’s Funds (UNICEF); the UK ranked
17th for educational wellbeing, 18th for material wellbeing, a disappointing 20th for subjective
wellbeing and an even worse 21st ranking for family and peer relationships and also for
behaviors risks (p.12). Another example stated in the book would be “Tizard (1991) argues that
the theories of the permanent effects of early experiences are too simplistic (p.27). Lastly ethos
can also be recognized in “Seligman’s recent popular work on positive psychology reinforces a
value for self-knowledge through the awareness of personal strengths as a route to mental health
(Seligman 2002)
Pathos
The emotional appeal in the book is not very obvious when it is used because there are
no pictures, and there are also no real obvious statements that make you feel a strong emotion.
The text is taking a clinical approach since it was published by a specific discourse community
that not everyone will understand or want to understand, so only educators and people who
personally go through what the children in the story go through will understand. The few
examples that could be considered an emotional appeal to the audience would be “the sense of
being loved, valued, and included in the families and societies into which they are born” (p.13)
Jo Warrin was quoting a report made by the UNICEF and it takes an emotional side to it.
Another example would be “Would Liam be able to recover the academic ground he had lost
RHETORICAL ANALYSIS 5
because of the failure to recognize the extent of his deafness (p.22). Warin talking about a little
boy she used as a subject. Lastly it says “he relies heavily on the camera and the toy telephone
(p.67). Warin was talking about a little boy who really liked having the cameras on him and
playing with his toy, which gives a happy and sympathetic emotion.
Logos
The logistics used in the text are a very important part of the book because this is where
the statistics, analyzes and the background research comes in and explains in a more logistical
way how the children’s lives are affected by school. A few examples of Logos from the book
would be when the author Jo Warin proposes that schooling has a vital source to play in ensuring
that all children have access to the resources and opportunities that enable them to tell their
stories of self (p.5). Another example would be “When political and economic goals are at stake,
it is the future value of children that is given prominence and this approach undermines their
own right, in the present moment” (p.11). Another good example that Jo Warin uses as a logos
example would be when she talks about a young girls’ social acceptance and even draws out a
table; “The table just shows the items that make up the ‘social acceptance’ strand of the scale.
Rating is from ‘not very true’ =1, to ‘really true’ =4. (p. 95).
Conclusion
Jo Warin does an amazing job on putting this book together and using logic, emotion, and
credibility to help build her foundation. The fact that this is a book about children yet she uses
very little emotional appeal and has so many credible and trustworthy sources from other authors
of books, articles, and sites to back up his proposal is astounding. This book would be a great
option and source for any teacher, psychiatrists and therapist that want a better insight on
children and young adults and how their school lives can have an impact or have a huge effect on
RHETORICAL ANALYSIS 6
the way that the children see themselves and the way that they would describe their lives. The
author recognizes and tells others on the important factor that children need school to build
character, and to help shape who they are and who they want to become.
RHETORICAL ANALYSIS 7
Bibliography
Warrin, Jo. (2010). Stories of Self: Tracking Children’s Identity and Wellbeing through the
Biswas, M. and Crnkovic Padon D. eds. (2016) The Undergraduate Rhetoric and