Impacts of Illiteracy
This article speaks about the impacts of illiteracy on family and society.
The primary rhetorical mode of developing the article of the impacts of illiteracy on family and society is the use of illustration. The writer uses statistics and examples to corroborate his arguments such as “In 1985 UNESCO estimated a 27% illiteracy rate increase on a global level”. A secondary rhetorical mode of definition is also used by the writer. He uses the UNESCO definition of a functionally illiterate person which states that “a functionally illiterate person is one who cannot engage in all those activities in which literacy is required for effective functioning of his group and community’s development.
The point of view of the writer was written in that of the third person in which he targets the audience of the general public. The word “they” was used several times in the article to demonstrate this point of view. The evidence includes examples such as: “They live in a lonely world where everyday things like television guides, birthday cards, and food labels have no meaning” as well as “They are drawing on the national pool of brainpower”. Another such example includes “They are deprived of an effective voice in the democratic process”.
The purpose of this article is to educate and inform the general public of the global impacts of illiteracy, as well as the repercussions it has on social and political life of individuals and country. He provides the readers with knowledge and information about the impacts of illiteracy on personal life and society in general.
His attitude towards illiteracy is one of grave concern. He is also a very direct because he presents the data as is and not in a polished way. The writer uses statistics such as “In 1985 UNESCO estimated a 27% illiteracy rate increase on a global level”.
The article was written in the present tense as well as in ascending order of relating illiteracy first on a personal level, then as it relates to the family and to
The primary rhetorical mode of developing the article of the impacts of illiteracy on family and society is the use of illustration. The writer uses statistics and examples to corroborate his arguments such as “In 1985 UNESCO estimated a 27% illiteracy rate increase on a global level”. A secondary rhetorical mode of definition is also used by the writer. He uses the UNESCO definition of a functionally illiterate person which states that “a functionally illiterate person is one who cannot engage in all those activities in which literacy is required for effective functioning of his group and community’s development.
The point of view of the writer was written in that of the third person in which he targets the audience of the general public. The word “they” was used several times in the article to demonstrate this point of view. The evidence includes examples such as: “They live in a lonely world where everyday things like television guides, birthday cards, and food labels have no meaning” as well as “They are drawing on the national pool of brainpower”. Another such example includes “They are deprived of an effective voice in the democratic process”.
The purpose of this article is to educate and inform the general public of the global impacts of illiteracy, as well as the repercussions it has on social and political life of individuals and country. He provides the readers with knowledge and information about the impacts of illiteracy on personal life and society in general.
His attitude towards illiteracy is one of grave concern. He is also a very direct because he presents the data as is and not in a polished way. The writer uses statistics such as “In 1985 UNESCO estimated a 27% illiteracy rate increase on a global level”.
The article was written in the present tense as well as in ascending order of relating illiteracy first on a personal level, then as it relates to the family and to