Musgrove's use of Ethos, Pathos, and Logos

Friday September 10, 2010

“The Real Reasons Students Can’t Write” Laurence Musgrove

We have all struggled with writing at some point as students. But, in our society today test scores are dropping and level of difficulty in the classroom is getting lower. So what do we do to redeem the ability to think in our students?

In Laurence Musgrove’s article, “The Real Reasons Students Can’t Write”, he brings up the much talked about issue of students who are with the inability to correctly form and write an academic paper. Musgrove begins the article by taking use of the concept of pathos.According to Selzer’s article, “Rhetorical Analysis: Understanding How Texts Persuade Readers,” Selzer defines pathos, “for persuasive reasons in an argument,” (p.284). He uses his ability to center the audience’s attention to his proposal by using his efforts to persuade and provide personal experience. “I have been teaching first-year writing for many years, and I have directed rhetoric and compositions programs at two universities. During this time, I have had many students who demonstrate passive aggressive behavior when it comes to completing writing projects.” In this observation he argues that students’ attitudes and behavior towards writing is one of the biggest faults unrecognized by the academic system. This observation makes a connection to the reader by how they can depend upon him from a professional standpoint as a professor of English and give the audience a better understanding of his point of view. Here Musgrove is able to also demonstrate the concepts of ethos, meaning that his method of honesty (often harsh at times) gains public credibility. Selzer definesethos as, “features of texts related to the trustworthiness and credibility of the rhetor,”(p. 284).

Though his initial statements seem harsh, Musgrove gives sympathy to the audience by stating, “But let’s not just blame the students. Most college professors would prefer to complain about poor writing than simply refuse to accept it.” Musgrove’s point within this article is to make a clear penalty for bad behaviors in writing. Musgrove proposes that universities being able to issue students “writing tickets” by their professors when they are not meeting the minimum requirements for writing assignments. This is where Musgrove takes on a good concept of logos. Again, Selzer defines logos as “sound reasons that emerge from intellectual reasoning.” (p. 284) Though the measure of discipline seems harsh, Musgrove describes the positive aspects of the “writing tickets.” He describes how we would “have to take the writing-across-the curriculum more seriously.” He acknowledges that we would have to issue many tickets in the beginning, but this would force students, as well as universities, to put more effort into writing. He is also asking the universities to take more steps by recruiting, hiring, and training, effective tutors.

Though the issue with education is a very controversial topic right now, Musgrove makes a justified point. In many cases, discipline is often looked at negatively, but Musgrove is trying to build a more positive outlook on ways that students and universities can work together to make the environment in the writing world more enjoyable. He skillfully uses the concepts of ethos, pathos, and logos with the delivery, arrangement, and style with his article. He manages to have concrete statements that go behind his sound reasoning. By using positive effects of his suggested disciplinary measures and personal methods of persuasion, he is able to gain and attain the attention of the intended audience.