Rhetorical Analysis Of The Drive To Succeed By Mike Rose
My target audience is my fellow classmates and students of all ages. I would like to reach anyone who feels they are “average” and also people who want to be more than average. My audience is of both genders and a variety of ethnic backgrounds.
The audience already knows that Mike Rose was a misplaced student who was sent on a dead end track for his education. He was then redefined by being placed in college prep courses and blossomed into a very successful writer. I believe anyone who read the core reading can remember a similar time during their education that they didn’t get what they needed from their given curriculum. From the rhetorical analysis, I suspect my readers will want to see ideas to make room for improvement in education. …show more content…
Always keep the mind open and be willing to learn as much as possible in life.
The Drive to Succeed
“Students will float to the mark you set,” said Mike Rose (Rose 110). Every day students are being held to a lower standard. Not only does this happen at school, but in the home life as well. Today’s generation seems to have a lot of things done for them. We just hand out A’s, and allowance that hasn’t even been earned. From these poor examples being set for us, we lose the motive and drive that it takes to succeed. People are going through life with a sense that they are owed something.
At Our Lady of Mercy, children were put on a vocational track for their education. The vocational track was merely a “dumping ground for the disaffected” and “a euphemism for the bottom level” (Rose 110, 111). This is a perfect example of students being given a curriculum that teaches them just enough to get by. The basic skills of life, skills you might need to work at your local gas …show more content…
When students are placed in special or vocational education classes, they have no idea that these are potentially a “dead end” (Rose 110). Shannon, like Mike, was probably “erratic” and undisciplined” when the transformation was made to switch to these classes with the same curriculum as the normal students (Rose 113). They have been sliding by for so long without being faced with the work that racks their brains. It seems as though students tend to lose more than they gain when they are put into these special
The audience already knows that Mike Rose was a misplaced student who was sent on a dead end track for his education. He was then redefined by being placed in college prep courses and blossomed into a very successful writer. I believe anyone who read the core reading can remember a similar time during their education that they didn’t get what they needed from their given curriculum. From the rhetorical analysis, I suspect my readers will want to see ideas to make room for improvement in education. …show more content…
Always keep the mind open and be willing to learn as much as possible in life.
The Drive to Succeed
“Students will float to the mark you set,” said Mike Rose (Rose 110). Every day students are being held to a lower standard. Not only does this happen at school, but in the home life as well. Today’s generation seems to have a lot of things done for them. We just hand out A’s, and allowance that hasn’t even been earned. From these poor examples being set for us, we lose the motive and drive that it takes to succeed. People are going through life with a sense that they are owed something.
At Our Lady of Mercy, children were put on a vocational track for their education. The vocational track was merely a “dumping ground for the disaffected” and “a euphemism for the bottom level” (Rose 110, 111). This is a perfect example of students being given a curriculum that teaches them just enough to get by. The basic skills of life, skills you might need to work at your local gas …show more content…
When students are placed in special or vocational education classes, they have no idea that these are potentially a “dead end” (Rose 110). Shannon, like Mike, was probably “erratic” and undisciplined” when the transformation was made to switch to these classes with the same curriculum as the normal students (Rose 113). They have been sliding by for so long without being faced with the work that racks their brains. It seems as though students tend to lose more than they gain when they are put into these special