Katie
Jordan
Matt
Weinkam
ENG
111
8
December
2009
Meta‐Writing:
An
Analysis
of
a
Rhetorical
Analysis
Prior
to
English
111,
I
had
not
even
heard
of
the
term
rhetoric,
let
alone
logos. This rhetorical analysis assignment truly helped me to understand an
entirely different area of writing, and with that came struggles. I chose to
rhetorically analyze two articles of opposing viewpoints, but I had a hard time
deciding which article better argued their viewpoint on the topic. It wasn’t until
after the assignment that I truly realized it did not matter which article better
argued their side, for I was suppose to keep my focus on the rhetorical devices of
each article, not who was right. But because I spent an enormous amount of time
analyzing which article was better argued, I mastered the understanding and use of
logos. My understanding of rhetoric was a result of loosing sight of the focus of the
paper; however, I was able to clearly back up my opinions on the two articles by
excellently observing the logos in each article.
Despite my struggles, the logos I found in each article was effectively
explained and addressed in my rhetorical analysis paper. One example is when I
said, “Using more logos, the Humane Society goes on to say, ‘The law has never been
–– the only three prosecutions under the law have involved dogfighters who sold videos
in interstate commerce for profit.’ This explains that the law has only been needed, and in
Jordan
2
fact used, when dogfighters make illegal, abusive videos at the expense of animals.” I
effectively addressed a key logical argument and explained when that particular law has
been needed. This use of logos strengths the article’s argument and my paper is also
stronger by addressing and explaining its importance. Another example is when I say,
“The article insists Stevens should be protected under the First Amendment. The author
explains, ‘The federal appeals court reversed his conviction, ruling that the federal law
under which he was prosecuted is unconstitutional. The Supreme Court should uphold
that well-reasoned decision.’ This article addresses the fact that the federal appeals court
reversed Stevens’ original conviction, and they believe with good reason.” The article
uses facts of a previous Supreme Court case to strengthen their position. I recognized
this as logos and explained in my paper how the use of such facts benefited the article’s
understanding of logos, improved over the course of this assignment. Not only did I
effectively address logos used in both articles in a cohesive manner, I also set up and
explained the logical information for the reader, further strengthening my paper. I may
have lost sight of the assignment in the conclusion on my paper when I concentrate solely
on whose argument was better argued; however, I do not believe that affected my ability
to identify the use of logos in both articles. On the contrary, I actually feel as if it helped
because I analyzed each article to the point of exhaustion in attempts to identify a winner,
and in the process discovered every use of logos these article had to offer. I understand
rhetoric beyond a superficial level thanks to my analysis of these two articles and the