Logos, Ethos, and Pathos from the Dr. himself

In class today, we learned about rhetoric, or the art of communication. We focused on three rhetorical strategies: logos (an appeal to logic), ethos (an appeal to the speaker's character or ethics), and pathos (an appeal to emotions). Now let's look at an example of a piece of nonfiction that incorporates all three rhetorical strategies.

Arguably, Dr. Martin Luther King Jr. is one of the greatest rhetoricians in American history. His writing is powerful not simply because of the message, but because of his use of rhetorical strategies. Read the short editorial "The Purpose of Education," which Dr. King wrote while attending Morehouse College. Identify specific instances where Dr. King appeals to logos, ethos, and pathos. Be sure to address what is being said, how it is being said, and the effects of this rhetorical strategy. Respond on your personal blogs.

"The Purpose of Education"

by Dr. Martin Luther King Jr.,
Morehouse College Student Paper, The Maroon Tiger, in 1947

As I engage in the so-called "bull sessions" around and about the school, I too often find that most college men have a misconception of the purpose of education. Most of the "brethren" think that education should equip them with the proper instruments of exploitation so that they can forever trample over the masses. Still others think that education should furnish them with noble ends rather than means to an end. It seems to me that education has a two-fold function to perform in the life of man and in society: the one is utility and the other is culture. Education must enable a man to become more efficient, to achieve with increasing facility the legitimate goals of his life.

Education must also train one for quick, resolute and effective thinking. To think incisively and to think for one's self is very difficult. We are prone to let our mental life become invaded by legions of half truths, prejudices, and propaganda. At this point, I often wonder whether or not education is fulfilling its purpose. A great majority of the so-called educated people do not think logically and scientifically. Even the press, the classroom, the platform, and the pulpit in many instances do not give us objective and unbiased truths. To save man from the morass of propaganda, in my opinion, is one of the chief aims of education. Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from the fiction.

The function of education, therefore, is to teach one to think intensively and to think critically. But education which stops with efficiency may prove the greatest menace to society. The most dangerous criminal may be the man gifted with reason, but with no morals.

The late Eugene Talmadge, in my opinion, possessed one of the better minds of Georgia, or even America. Moreover, he wore the Phi Beta Kappa key. By all measuring rods, Mr. Talmadge could think critically and intensively; yet he contends that I am an inferior being. Are those the types of men we call educated?

We must remember that intelligence is not enough. Intelligence plus character--that is the goal of true education. The complete education gives one not only power of concentration, but worthy objectives upon which to concentrate. The broad education will, therefore, transmit to one not only the accumulated knowledge of the race but also the accumulated experience of social living.

If we are not careful, our colleges will produce a group of close-minded, unscientific, illogical propagandists, consumed with immoral acts. Be careful, "brethren!" Be careful, teachers!

Welcome, bookworms!

If you're reading this, it means you are enrolled in AP Language this year. If you're in my AP Language class, there are only three requirements:

1. Do the work.
2. Be an active contributor.
3. Be awesome at all times.

The primary purpose of this blog is to provide a forum for you to become an informed person. Beyond the classroom, we are exposed to ideas--academic and otherwise--through a confluence of technology and the media. We are citizens in the 21st century that is dominated by an influx of information, so much so that we have become reliant on the media. (Imagine going 24 hours without any form of media.) 

Thanks to the first amendment, we Americans are entitled to freedom of speech and freedom of the press, so there is a lot of literature out there. But just because something is published does not mean that it is right or we have to agree with it. As such, nearly everything is an argument. In order to be an informed citizen, you must be able to identify an author's rhetorical strategies, purpose, and audience. By practicing how to analyze, argue, and synthesize, you will be well-prepared for the AP Language Exam in May. But where do you start?

In simple terms, you need to know something about something. And you do this by reading.

How do you know when you know something? You've read a piece, re-read it, thought about it, formulated an argument, and written about it. That's what we'll work on here. Check back often for new posts, assignments, and feedback.

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