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Andre Duong
ENGL1A
Prof. Michael Lasley
October 17, 2016
Rhetorical Analysis
In Amy E. Robillards essay, Its Time for Class: Toward a More Complex Pedagogy of
Narrative, she discusses an array of concepts that include the differences between the middle
class and the working class, the contrast in the awareness of time between the working class and
upper class, and the essential connection between personal narrative and analysis in composition.
Robillard begins her essay by noting the relationship between socioeconomic status and time,
which inherently affects composition. She emphasizes her belief when she states, I want to
establish that there are different ways of conceiving of time and that these different ways of
conceiving time are class-based. That they are class-based effects composition because
composition as a middle-class enterprise assumes that all students understand and value the
middle-class delayed gratification... (75). When Robillard states this, she wants us to
understand that students from the working class may struggle with composition compared to
their middle-class equivalents as they have been accustomed to the idea of instant gratification
where the results of their efforts are compensated immediately. The struggle working class
families have with time resonates with the struggles working class students have with their
compositional skills as they inherently lean towards dipping into and out of college, pulling
from it what they see as current needs rather than ideals accepted by the academy and college
curriculum. The concept that different social classes perceive time differently introduces

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Robillards second idea that the current academic curriculum may be designed to better serve
traditional, middle-class students than working class students. She states that As long as we
continue to marginalize the possibilities for working class students to develop an understanding
of why things happen, their consequences, their material results in the present (76). As the
academy continues to devalue the importance of narrative, the academy will inherently deny
working class students the chance to develop a class consciousness. Additionally, Robillard
argues that personal narrative should hold an important place in the academy and can be very
valuable for students. Robillard states the significance of narrative and writes, ...narrative
provides shape, order, coherence to events beyond our control. Narrative is more than a simple
chronological rendering of events. Narratives... give shape to the forward movement of time,
suggesting reasons why things happen, showing their consequences, (76). Robillard argues
that, despite the little respect the academy gives, narrative can complement argumentative
writing and draw readers into a specific piece, making them want to continue reading.
As personal narrative allows for a connection between a writers present and future, it
allows for better insight, analysis, and an overall better product. Joseph Bizup begins his essay,
BEAM: A rhetorical vocabulary for teaching researched based writing, by noting that
composition scholars have put forth various valuable proposals for improving the teaching of
research based writing. Bizup also notes that teachers often times struggle to cultivate the double
perspective of conceptualizing countless products and identifying the substance of different
forms of writing. Bizup states that conventional models do not correspond to the rhetorical
functions of research based writing. Seeing an apparent need for a system that better serves
students, Bizup then offers his original acronym, BEAM (background, exhibit, argument, and

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method) in which he asserts that we should emphasize practices and not products. Background
sources provides common knowledge. Bizup states that, Writers regard their background
sources as authoritative and expect their readers to do the same (75). Background information
may refer to what the author claims as fact, whether taken as general information or what the
author uses to support her claim. Exhibit sources provide analysis. A writer may insert examples
that support his or her claim. Argument sources reference how the author uses his sources to
strengthen his point. Additionally, Bizup states that the argument can also be used to start a
conversation and engage the reader. Method sources provide information on ideas.
We can use Bizups perspective and use his BEAM method to further analyze Amy E.
Robillards essay, Its Time for Class: Toward a More Complex Pedagogy of Narrative.
Background knowledge included in Robillards essay is the fact that there are differences
between the working class and the middle class. Without any further analysis, we know that to be
true. Additionally, Robillard defines several recurring terms which include narrative, working
class, and the academy. We find more valuable information when we analyze what background
information could entail. Robillard connects the background information pertaining the
differences between the working class and the middle class and noting the relationship between
socioeconomic status and time, which inherently affects composition. Robillard emphasizes her
belief when she states, I want to establish that there are different ways of conceiving of time and
that these different ways of conceiving time are class-based. That they are class-based effects
composition because composition as a middle-class enterprise assumes that all students
understand and value the middle-class delayed gratification... (75). When Robillard states this,
she wants us to understand that students from the working class may struggle with composition

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compared to their middle-class equivalents as they have been accustomed to the idea of instant
gratification. Using the same background basis that there are clear differences between
socioeconomic classes, Robillard introduces the idea that the current academic curriculum may
be designed to better serve traditional, middle-class students than working class students.
Robillard states that As long as we continue to marginalize the possibilities for working class
students to develop an understanding of why things happen, their consequences, their material
results in the present (76). As the academy continues to devalue the importance of narrative, the
academy will inherently deny working class students the chance to develop a class
consciousness. Understanding all the analysis stated by Robillard, we can identify the argument
of her essay, which is that the working class student struggles with the connection between his or
her difficult past and his or her present life and that it becomes extremely essential that we
recognize the way students reflect on the experiences that have made them who they are to better
understand literature. Robillards method throughout her essay includes using many quotations
by respected scholars, implementing both ideas that support her thesis and contrasting ideas to
clearly present both perspectives. Additionally, Robillard utilizes personal narrative between her
and her mother to her advantage as it allows her argument to become more personal.
While we can analyze Robillards essay through Bizups BEAM method, we can also
analyze her work through a more traditional method. Before starting her essay, Robillard
includes quotations from Linda Brodkey and Carolyn Leste Law that stress the importance of
narrative to draw the readers attention. Within her essay, Robillard utilizes a variety of methods
in order to write a clear cohesive essay in which the reader will agree with her argument.
Throughout the essay, she reflects on personal experiences with her mother in attempt to earn

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approval by relating to her audience. Much of the audience can relate to Robillards personal
experiences, which allow not only for the reader to easily understand the argument, but draw
comparisons to their own experiences. When Robillard states, I remember, too, the feeling that,
as an hourly employee, I could find the ground slipping from under my feet at any moment. I had
no job security. I could be let go at any time. I was not essential (85), many college students
who are currently in the same situation may see Robillard as a relatable person and not a distant
figure. Robillard is able to establish her personal credibility by noting her experiences with
students from the working class: At Syracuse University, where I work, students from the
working class are, for the most part, invisible. Im told by one of the professors in the writing
program that any mention of tuition and/or financial aid is verboten among students (77).
Robillard is able to maintain a sense of fairness and does not completely ignore contrasting ideas
as she uses different ideas stated by Joseph Harris and E.P. Thompson. Robillard states that
Harris downplays the significance of shared experiences in understanding class consciousness
and instead is concerned with "how workers define their present interests and commitments"
(78). Additionally, Robillard shares the contrasting ideas of Thompson in which he believes that
class consciousness is essential, one that "must always be embodied in real people and in a real
context" (78). Through all of this, the reader is able to view the essay as not a biased piece, but
an objective piece. In terms of a specific audience, Robillard is challenging students, professors,
and the academy as a whole so that we understand the differences between the middle class and
the working class, the contrast in the awareness of time between the working class and upper
class, and the essential connection between personal narrative and analysis in composition.

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Works Cited
Bizup, Joseph. "BEAM: A Rhetorical Vocabulary for Teaching Research-Based Writing."
Rhetoric Review 27.1 (2008): 72-86. Web.
Robillard, Amy E. "It's Time for Class: Toward a More Complex Pedagogy of Narrative."
College English 66.1 (2003): 74. Web.