Funding for the Arts in Public Schools Rhetorical Analysis
The arts, although important to be accessible to school children, has become a privilege for public schools due to budget cuts. In “Arts Education in Secondary Schools: Effects and Effectiveness.” by John Harland it is stressed that the arts ignite creativity that is crucial in childhood development. Likewise, in “Despite White House Report Advocating Arts Education, Budget Face Cuts.” by Matt Phifer, published by ABC News, the importance of keeping the arts in pubic schools in addressed. Both articles effectively serve their purpose through a strong use of logos. Harland successfully wins his audience with his use of ethos and analogies, and Phifer has the same success through figurative language and expert testimonies.
Right from the start, Harland makes his credibility clear. He states, “As an educator, a student, and a researcher...”, this specific use of ethos is established early on to earn the reader’s respect. He continues to establishes himself by stating his report “was not only an accurate reflection of the children studied, but also of myself”. In addition, this peer reviewed article provides the reader with an over indulgence of charts, statistics, and report explanations to set a clear use of logos. Among the many charts provided, one of the most effective stand alone sets presents a side-by-side comparison of the average IQ of students who took arts courses as part of their curriculum, against those who lacked access to those courses. The chart is made very easy for the reader to comprehend and the remarkable data shows clear evidence in a larger average IQ among those who had substantial exposure to arts courses over those who hadn’t. Furthermore, Harland would take supportive statistics and flat out state them to his audience. For example he extended the data from his charts by stating, “In year 10, students with exposure to the arts had 67% higher intelligence scores than...
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