What are the examples of ethos, pathos, logos, and/or kairos that this ad makes appeals to, and how do you read those efforts?

In keeping with our ongoing inquiry into rhetoric, literacy, and the purposes of education, for this project, you will find a rhetorical object that “sells” college to the public. You might choose to analyze a TV advertisement for a college that you find via YouTube. Or, you might analyze a selection of mail material that you were sent as a high schooler (e.g. recruitment letters). You could also look at the way a college designs its websites or uses social media. The possibilities are numerous. Whatever you choose, it will be your task to analyze the piece(s) of rhetoric in accordance with our discussion of rhetoric from week six, and to connect that analysis with at least one reading about the purposes of college (such as Berrett or Appiah, or something relevant that you’ve found on your own). I encourage you to think about the question, “How is this piece of rhetoric selling education to the public?” as well as “What are the possible consequences of this image of education?” Another way to put it could be: 1) what argument (implicit or explicit) is this object making about what education ought to be for, 2) how does it go about making it? and 3) how does this depiction of education relate to your own values for education? Be sure to work closely with your chosen artifact(s) and reference it/them extensively in order to demonstrate your points.

The essay from Covino and Joliffe provides you with several possible methods to apply in your rhetorical analysis. Here are a few possibilities that I gather from their essay:

What are the examples of ethos, pathos, logos, and/or kairos that this ad makes appeals to, and how do you read those efforts? What effects do they have? How do they work to persuade the audience to think or be a certain way?
How is your chosen object an example of a “potentially active text”? What kinds of activities does the text attempt to create, how do they go about creating it, and why does it matter?
How does your chosen object relate to the 5 canons of rhetoric as described in Covino and Joliffe’s essay? What do these categories offer us as ways to understand what is happening rhetorically in your object?
What version of “the truth” is this object attempting to promote? How does it go about doing so? What are the consequences of accepting or rejecting this version?

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