Unit Readings
"Best in Class"
Margaret Talbot
1. Margaret Thlbot spends a good deal of time at the outset of the essay describing
the situation at Sarasota High School and then returns to it at the end; however, herprimary subject is neither that school nor its students. What is her rhetorical strategy
in examining this one school in such depth?
2. In paragraph 14, Thlbot refers to her own experience'in high school. What is the
effect of this personal element?
3. Why does Thlbot rely so heavily on interviews with students? Why would this approach
appeal to her audience?
4.Does this essay rely more heavily on logos or pathos? Cite specific examples to illustrate
your response.
1. Talbot writes about issues of naming students valedictorian. She states that there are too many factors that can play a role in a students classification. Rules, regulations, circumstances, and agreements are made to title students as number one of the graduating class. Talbot may have used conscientious consumption to help readers understand how witty and quick students will be to gain a title. Davies, one of the valedictorians, deliberately chose classes that award more credits because "if the G.P.A.s were the same, the award goes to the kid with the most credits." As a result, Davies' actions were controversial and sparked up hate within the graduating class. Students will do anything to gain the title, which we learn further in the reading.
ReplyDelete2. Talbot states that since her graduation, twenty-two AP classes were added to the school. AP classes give students a small—but significant boost in their G.P.A. Therefore, students have more opportunities to raise their ranks if they take multiple AP classes. Talbot uses this information to illustrate how it can be difficult to dictate a valedictorian when every student can attend these classes. The personal instance can be applied to each school district since schools are looking to advance the student's knowledge and in return creating a conflict where too many students are tied in proficiency.
3. Talbot wants to inform parents, students, and the school board on the effects of the valedictorian praise. By including the student's responses to being named "co-valedictorian" or not receiving the title, the reader will understand the stress and motives that students have when trying to reach the top. Students have become too competitive; filing lawsuits on the school board for the minuscule difference in a GPA compared to another student. Talbot illustrates the importance held within the valedictorian title that pressures students to compete with not only each other, but with the education system. Talbot attempts to appeal to students and parents who are involved in academic success. Shedding light on an issue that is not typically discussed and sharing multiple accounts can cause make the reader trust the authors intentions.
4. There is no definitive proof that having a valedictorian is harmful to a student's self importance and to the school district. The chosen valedictorian may just be incomplete or overly distraught because of the unreceived recognition. The matter of taking out the valedictorian title and class ranking is only brought up by the student's character and how well they deal with this "failure". Sarah Bird, one of the student's who wished to be named the "sole valedictorian", took her case to court. It was clear that she was distraught and felt unrecognized for her efforts. In addition, Talbot writes about the inflation of G.P.A.s in recent years that aids the student's in their academic success. Talbot uses this fact to make it have a negative connotation to suit her purpose. While gaining a high G.P.A. because of AP classes may be great for some students, Talbot believes that the inflation can make it harder for the board to dictate a valedictorian. These student's fought for their right to be a valedictorian and they could have accepted the fact that their G.P.A. was close, but not close enough.
-Carla Cagandahan
Replying to #2
DeleteAs you said, the addition of new AP classes increases the opportunities and competition between the students. Even with this great increase in AP courses, not every students can take them, even if they wanted to because of varying assets of skills and motivation. For those students who do take AP courses, their GPA scale is much higher than the average 4.0 so this is disadvantageous. Dictating a single valedictorian is also made difficult because not every student take the same amount of AP classes. This is why people resort to lawsuits.
Replying to #3.) I believe that Talbot mostly uses student interviews to help the audience understand the ferocious competition for claiming valedictorian. I agree that she uses personal experiences of students to have an in depth look to how competing for the title emotionally affects the students. However, I also believe this inclusion was a to warn the audience about the intense tensions when naming one student valedictorian. The interviewed student's perspective on the situation leans more towards having multiple co-valedictorians.
Delete1) Margaret Talbot uses exemplification as a rhetorical strategy in order to capture the audience's attention.
ReplyDelete2) Talbot's experience in high school adds a personal element to the story. She says in paragraph fourteen that back in her high school years there were a very minuscule amount of AP classes compared to current years. This shows that the demand of AP courses along with competition has increased dramatically. By doing so, it shows she can personally relate to the change of pressure in education and she is not just using hard cold lawsuits and files, but her own experience with the matter.
3) Talbot relies immensely heavy on the interviews with students to provide evidence of her intention. By including the interviews she shows a counter to the schools argument. The school continued to degrade and belittle the valedictorian and what it stood for, however, it remained important to students. Due to its importance, that is why it typically ended up in lawsuits and fighting among the students. It created not only competition and a motive for students to strive among their peers, but an increase in academic importance which they expressed vividly in the interviews. This approach would appeal to her audience because her audience is aimed towards people interested in education, students, teachers, and even parents. All of which, take a particular interest in education and controversial topics like the standards set to become valedictorian.
4) I feel as though this essay relies more heavily on pathos than logos. Pathos is defined to be an appeal towards emotion whereas logos is defined to be an appeal towards logic. In this essay, the feelings and emotions of students, parents, and principal's were far more prevalent than logic. In the essay, it says, "Wu, who expressed unhappiness over the decision to the Dallas Morning News, then requested a hearing of her own..." (19). This shows that students felt unhappy when losing their valedictorian title and even felt the need to bring it to court. Being a valedictorian is a huge title that kids do not want to be deprived of by their educators for the commonwealth, but only certain students care. Due to the emotions surrounding this topic, that is why pathos is more prevalent than logos in this essay.
Replying to #3
DeleteWhile I do agree the students utilized competition for motivation and ambition, it also cost them a good spirit and integrity. The stress and strong desire to become valedictorian pushed some students to resort to inexpedient solutions. For example, Denny Davies took a class in hopes of personal gain, even if it is lowly and shameful. However, this brought light to the dilemmas surrounding the hailing of a valedictorian.
Replying to #1:
DeleteI do agree that Talbot uses this method to attract the audience. In addition, Talbot uses the schools and students who have had similar experiences with the title of valedictorian. She is trying to emphasize to the reader the problems of altering the valedictorian title.
1. Her rhetorical strategy depends on focusing the impact and pressure of being valedictorian on one specific school. This allows her story and characters to have a more personal feeling to it. You can truly understand the ferocity of academics and perseverance at Sarasota High School and the top ranked kids' ambition to succeed. It affects both students and teachers. Her thesis is proven by a specific example by Denny Davies' decision to take an easy class to gain more credits. In paragraph five, Thalbot writes, "Most of the people I know thought it was unfair of Denny to use what we thought of as a loophole to take a class that was too easy for him, and to do it secretly." His counterparts were devastated and believed that he cheated his way to the top.
ReplyDelete2. The author's flashback to her times in high school allows us to compare the weight of AP classes when she was a high school student and compare it to the specific stories of the students that she interviewed. She has been in their shoes because at one point she was vying to be at the top of her class. It allows the audience to see her interest in the topic that she writes about and proves that it holds a special place in her writing.
3. Thalbot heavily interviews students to show the emotional affect and stress that being valedictorian does to a student. Their parents hire lawyers, the principle struggles to settle a compromise, and students will go to great lengths to try to see themselves as number one. The audience is given a direct source of information and people to feel empathetic for instead of using statistics of high school valedictorians. Most of the people reading this essay are high school students, so they can relate to the pressures of rank and GPA more easily than adults can. The people she talks about are portrayed as more human and empathetic that way.
4. This essay relies more heavily on pathos because it concentrates heavily on the emotional toll it takes on the students. Students are forced to hire lawyers and most students either despise or love the valedictorian. Students have been preparing their whole life to be number one in their class, and she especially stresses the unforeseen circumstances that can ruin these kids' dreams. On page two, Thalbot says, "At the time, it felt like half of the students in the room hated one of the two valedictorians and half hated the other." Thalbot is always stressing the importance of the feelings and emotions of the children wishing to be valedictorian. Therefore, she uses more pathos than logos.
Replying to #3
DeleteI agree with you on the terms of humanizing the students. Most high-achieving students are in this Colosseum of survival. This is extremely unhealthy to their humanity. The very nature of healthy competition is to draw out the exceptional examples. Unhealthy competition spawns narcissism, delusion, greed for power, and students with superiority complexes.
1.) Throughout her essay “Best in Class” Margaret Talbot describes the situation at Sarasota High School, although the main topic does not involve that particular school but the valedictorian situation that happened in that school and many others. Many schools across the country removed the valedictorian and salutatorian award due to the pressuring and competitive environment it creates. Talbot brings up the Sarasota situation multiple times as a rhetorical strategy. With the use of repetition, the point is driven across that valedictorian awards should be removed. The use of repetition provides emphasis on the main idea of the story, making the audience understand why they should believe the author.
ReplyDelete2.) In paragraph fourteen Talbot refers to her own experience in high school. The effect of this personal element is to connect with the reader and other students. It also proves how rigorous schooling has become over the years. Her old school that used to have a few AP courses now has over twenty. This emphasizes that because there are more opportunities for students to push themselves more, there is now an increase in pressure and competitiveness.
3.) Talbot relies heavily on interviews with students. It provides a lot of information on the situation of valedictorians in schools. It also brings familiarity to high schooler audience. This approach appeals to her audience because her audience are also high schoolers. When the audiences notices the interviewees are also high schoolers, they are likely to feel empathetic towards the interviewees, understanding their struggle. This leads to the readers being influenced by also what Talbot has to say regarding valedictorians of high schools.
4.) This essay relies more heavily on pathos than logos. Although the essay provides facts and different lawsuits from multiple occasions, the examples favor the argument that claims the valedictorian position is unfair. None of instances Talbot chose favors the argument in which a valedictorian position is earned and should be kept in schools. Due to the favoritism, audiences are to feel empathetic to the almost valedictorian students, because there is no information backing up the opposing side. For example, “The case inspired a mocking Web site, the Blair Hornstine Project, and a flood of vitriolic Internet commentary; Hornstine was excoriated by critics in her home town that she did not even attend graduation” (5). This excerpt portrays Hornstine as a victim, making the audience feel empathy for the high school student and agree with the argument that the valedictorian award should be removed from schools.
- Jasmine Ferrer
Replying to #2: I do not believe that Talbot mentions the amount of AP classes in her own school as a method to show how much more effort they are driving into their students to do well. Rather, it seems as though she mentions it to inform the readers of how much more work-driven and determined the students now are, not the education system itself, compared to back then. And because of this increased strive to perform better, the amount of AP courses increased.
DeleteReplying to #3
DeleteI agree with you when you say that her main audience is high schoolers and their ability to understand their struggle. However i believe this can apply to college students and even work studies and well. Everyone is compelled to be the best, but there can only be one best. Readers of all backgrounds can understand and be influenced by Talbot's writings.
1) Margaret Talbot examines Sarasota High in depth to demonstrate how one word, valedictorian, can create an unnecessary uproar. During the graduation ceremony, Kennedy recalled that "it felt like half of the students in the room hated one of those two valedictorians and half hated the other." Kennedy was sweating buckets the entire time because of the extremely thick tension. Talbot uses this school specifically to create an example out of obsession and competition. Obsession and competition come from ego and pride. Talbot clearly demonstrates how giving something to someone else and having another party feel that they deserve it more is like being dragged into a sibling argument.
ReplyDelete2) Talbot recalled that when she graduated in 1979, her school had only three or four AP classes. However, the AP classes available now increased to twenty-two. By using a personal connection, she helps illustrate how the education system changed by providing more accessibility to challenging courses. With such an increase, students would definitely want to take as many of these courses. Even if the AP courses do not have any relation to a student's field of study, these courses provide bonus points that are advantageous. However, there are some students who may be more motivated than others and this increase in AP courses can be disadvantageous for those who struggle.
3) By interviewing the students, Talbot is providing the audience real-life circumstances of how the title of valedictorian affects the mentality of students. For competitive and prideful students, becoming valedictorian is something worthy of a grand prize. When the title is given to someone else, their ego and pride is hurt and often times, they would sue the school and administration. One interviewee, George Kennedy, stated that, "'Valedictorian'is an antiquated title, and I think it has more negative connotations and effects than positive ones." The competition is extremely strong and it is overwhelming for students, teachers, and parents. The interviews support Talbot's point on the issue of extreme competition for a title that does not guarantee anything but pride and ego. The audience can also relate on personal levels.
4. This essay relies more on pathos rather than logos. The title valedictorian sounds grand and impressive to many people. That is why if someone feels he or she deserves it more so than the other party, the pride and ego is hurt. As a result, students will do anything they can to take the title. For example at Sarasota High, Kimberly Belcher recalls, "it was unfair of Denny to use what we thought of as a loophole to take a class that was too easy for him, and to do it secretly. We felt betrayed. I'm not angry anymore, but, boy, I was angry then." Another pair of students, Jennifer Wu and Sarah Bird, called for a hearing in court over the calculations in their GPAs that showed an extremely tiny gap. Later in college, Jennifer's roommate did not even know nor ask about the valedictorian title and this was when she realized it was just an empty title. Some people cannot accept what does not seem fitting or considered injustice. This unhealthy obsession over a title not only be stressful but traumatizing for students.
Replying to #1.) While the competitiveness for valedictorian is the main focus on the article, I believe Talbot uses the incident in Sarasota to fully represent this situation. What happened in that high school is just one of many examples. The tension between classmates and public outcry in Sarasota is just one of many cases in which students felt cheated from their titleship. A competition that branches off to lawsuits and systematic changes really demonstrates how unnecessarily fierce the nature of gaining the status of valedictorian is.
DeleteReplying to #2. I agree that by talking about how the number of AP courses increased at her old high school Talbot shows how the education system has changed. It shows that the education system has become more competitive and all about the grades. This personal example also helps Talbot relate to the audience. The audience feels like they can trust her because she told them about herself. The trust built from that personal example makes the audience more likely to accept what Talbot is saying with her essay.
Delete1. In the beginning of “Best in Class” Margaret uses a rhetorical strategy called exemplification where the author adds a specific instance to persuade, clarify a point or add interest. Talbot uses Sarasota high school as a specific instance where narrowing down one valedictorian proved to be chaotic. The result was to discontinue the naming of a sole valedictorian. In substitution they would name top ten percent of the class valedictorians.Talbot uses the incident at Sarasota high school as a building block for her perspective on the negative side of having a valedictorian. The first paragraph outlined the problem of overly competitiveness in the race for valedictorian at Sarasota high school. The particular instance is used as an example to persuade the audience that naming a valedictorian creates unhealthy competition and usually results in a lot of unhappy people.
ReplyDelete2.The author tries to appeal by ethos to the reader by establishing a connection with the audience by providing a personal example that support his claim. By providing that experience the audience trusts the author more because he knows what he is talking about, as opposed to a writer that does not tear down that barrier that separates the reader fro the writer. Incorporating personal experiences into literature is ethos. The author is basically saying “trust what I say I know from experience”. It is less likely that the reader will question his integrity and whether or not the information being given is accurate if the author does not add that certain element to their writing
3. Interviews shed light on the mind state of the students that have actually experienced the fight to be valedictorian. Rather than the author telling us what he or she is feelings, their thoughts are conveyed in the interview. Specific words that an interviewee can give away the speaker's thoughts without even having then directly say what they are thinking. An interview is sort of like a closer look into the thoughts of the person being interviewed.
4. There are several instances throughout the passage where the author appeals to the audience using pathos “The opportunity to appear before an audience of hundred or thousands, to be singled out for one’s academic achievements, must have been heady at a time when modesty and self-effacement were the counsel for young women.” “They deserve something special to strive for. They do”
That example is a strong appeal to pathos but what makes her essay informative of the fight for Valedictorian are the facts and real life examples of high schools and students that she has provided.These examples do appeal to pathos in a way but their purpose was to inform and to make her argument believable.
DeleteIn response to # 3
DeleteI would also mention that the interviews serve as a real life example for the audience to analyze. The interviews' purpose is to amplify Talbot's arguments, since it does mention her previous claims. I agree with the interviews indirectly presenting the author's views.
Jena Cheikhali:
ReplyDelete1- Margaret Talbot spends a great deal of time describing the situation at Sarasota High School despite the school and the students not being the main subjects of the essay because she wants to emphasize the condition of the fights and the intensity created just from wanting to own a title at schools.She uses the example of Sarasota High School to demonstrate her topic and give the readers a clear view on how “the fight for Valedictorian” really goes down. Her example added both vividness and depth to her essay and clarified her purpose.
2-Talbot’s personal experience shows the change in schools over time.From Talbot’s experience, she mentions that instead of there being three or four AP classes available schools have progressed to offer twenty-three AP classes.This personal example shows the change in American education.This also means that the fight for Valedictorian has become more competitive with the increase of opportunities.
3-Talbot utilizes student interviews as a bridge to connect to her readers. Students will take student opinions as a more reliable “source” and consider them more believable in the same sense a student prefers to learn how to solve algebra from his peer. Student interviews give an insight on how fights for the title truly happen.The interviews helped Talbot support her argument.
4-Talbot relies heavily on logos to emphasize her purpose in her essay.She uses statistics, facts and interviews to support her claim. She writes, “ The first public school in the United States, Boston’s English Classical School, was founded in 1821.Within a few decades, the practice of designating a valedictorian had become an established tradition in American high schools” (Talbot, 229) This fact stated by Talbot shows readers how long choosing a valedictorian dates back.
Replying to #4: I disagree with the fact you stated that Talbot relies heavily on logos to emphasize her purpose. She relies on the feelings of all persons involved in lawsuits, issues of becoming valedictorian, and any administrators to show both sides of the argument between the students and faculty. Although, statistics and evidence of logos is prevalent in the essay, it is not the main appeal that is used to emphasize her intentions and purpose.
DeleteReplying to #3 I agree with you that students are more willing to listen t other students. However, I would like to add that the use of student interviews ma have also been used to appeal to pathos. Many students felt as though they were cheated by the process of naming a valedictorian. They constantly felt pressured and some even ended up suing the school. Readers may have felt compelled to sympathize for these students.
Delete1. Maragret Talbot examines Sarasota High School in depth to develop a coherent example. By focusing on one school, Talbot is able to show the harsh truth of selecting valedictorians. She utilizes actual students from the school and their experiences as support for her argument against valedictorians.
ReplyDelete2. The effect of this personal element is to add to Talbot's credibility. She appeals to ethos showing her readers that she has some experience and knowledge on the subject at hand. Her own personal experience is also used to show the audience that schools have changed in recent years. Students are more concerned about their education than previous years. As a result, many advanced courses were introduced to keep up with the students' ambition.
3. Talbot relies on interviews with students to illustrate the intense competition to become valedictorian. Students are pitted against each other to compete academically for a chance to be number one. The interviews demonstrate how driven and persistent students and their families can be. Some students want it more than others and will do whatever is needed to be on top. Furthermore, this approach appeals to her audience using logos. The students' interviews are used as examples that support Talbot's claims. For example, the lawsuits demonstrate that the idea of valedictorian and salutatorian
4. This essay relies more heavily on pathos than logos. Talbot utilized interviews to show the true feelings and opinions on valedictorians. Many were upset about the pressure and unfairness of the system. To illustrate, Jennifer Wu remarked,"I wanted to make sure the school knew how traumatic something like this can be—thinking you’re competing under one set of rules, and having an expectation because of that, and then finding out you’re competing under another" (Talbot 227). Readers feel compelled to sympathize with the interviewees who had to deal with lawsuits and emotional stress caused by the naming of valedictorian.
Replying to #4)
DeleteI agree that some student undergo emotional stress when they don't get the title as valedictorian. However, it was Sarah Bird who was openly distraught about not having the title and she took action. Jennifer Wu was a victim of a lawsuit because of fractional points. However, she grew to be indifferent to the title when she realized that "no one in college cares about your having been valedictorian." It would be appropriate to use Sarah Bird as an example, as opposed to Jennifer Wu.
replying to #1)
DeleteAlthough Talbot does examine Saratosa High School to develop a coherent example, I feel as though it is more than that. Talbot repeats the same Saratosa situation as a rhetorical strategy. The repetition sticks with the readers and shows the importance/ impact Saratosa High School has left on other high schools due to the valedictorian ordeal.
1. Margaret Talbot spends an extensive time covering the story at Sarasota High to give a strong first impression to her readers about what the situation revolving around the title of valedictorian is doing to not just the students involved, but the entire school body as well. Her initial mentioning of it sufficiently sets off her argument over the negative aspects of the title and inspires her readers to react accordingly. However, as she wraps up her essay by offering her readers a view of the other side, she returns back to the topic of Sarasota to show that even though Kylie's mother had been in the face of the problems associated with the title, she still believes it is a tradition that should not be taken away from the students.
ReplyDelete2. In 1997, the author makes a point to mention that her school had only four A.P. classes in her school. However, she makes the shocking statement in her next sentence that over the course of time where she had been in school to where she is presently while writing "Best in Class," that number had increased by a whopping eighteen courses. That is a number that has not just doubled, but even nearly multiplied by six. By providing this information, Talbot intends to surprise the reader by how much determination students now have for their academics compared to back then. The strive to do well is so much greater, even if it the chance of their grades improving by taking those courses is a mere three-tenths added to their GPAs.
3. Talbot focuses a substantial amount of her writing to the first-hand experience of students who had been in the position where the tradition of valedictorian had affected them in some way. By including this, she lets the readers know the truth behind the controversy of the title. For example, Stephanie Klotz's was described as an extremely avid student who worked tirelessly throughout her entire educational career. Yet in her situation, all that had meant nothing in the end because she was still revoked of the top ranking for something as a small as just not having an A.P. class while those lower than her who did had managed to receive it instead. This type of exposure Talbot offers her audience to the mindset of these students appeals to those who are in similar situations, or to those who do not know the true struggles that are usually hidden behind the class ranking of number one in class.
4. While Talbot's essay contains an effective amount of logical backing in the form of the interviews she includes, it seems as though every word she writes appeals more to pathos than logos. She recalls the experience of each student not only to provide support, but to cause the readers to react emotionally to each problem presented. In Blair Hornstine's case, her illness was something that was completely unavoidable and yet she had been wrongfully punished as a result. In fact, all students had been described as extremely hardworking and yet had all managed to fall short of being named valedictorian as they had deserved. With this sort of evidence, the audience is tempted to sympathize with the student victims whose efforts should have been more than just deserving of rising on top.
Replying to #2
DeleteI assume that most were glad to have the addition of more AP courses instead of a measly four to pick out off. However, due to the congested system of funneling kids into 4-year colleges has made the AP course a kind of merit badge that students hope colleges will notice. Besides the class, there is also the exam, which can save money. In college preparatory high schools, the competition is at a whole other level, with some students juggling 4 APs, a sport or two, and numerous leadership positions.
1.) She tries to relate to the reader, describing the school so in depth that maybe the reader will look to his/her own experiences and have a deeper understanding of the overall message.
ReplyDelete2.) The effect of adding this personal element really makes the reader relate to the text on a personal note more so then simply being subjective.
3.)Thlbot believes the interviews giver her personal insight and really raw information which could help her in what she's doing, this approach would appeal greatly to her audience because you then get to hear real life personal accounts of people who you could easily be put into their situation and relate to what their dealing with.
4.)This essay release more on pathos than logos simply because it has too do with emotion topics regarding students and how they deal with school.
1. The rhetorical purpose of this piece is to point out an issue in the public school system, the one of needless competition for a seemingly life-altering goal. As a former student herself, this is a troubling issue for many high achieving students. The impact achieved by focusing on one high school is to present it as a study group where the readers can observe and relate to the valedictorian candidates struggles.
Delete2. This paragraph was used as an ethical argument for the reader. A reader will be more engaged with the content if it is more similar to his or her life.
3. The author interviewing students gives a official appeal to this article. As other students will most likely read this article, the interviewed students will offer up much good advice that any reader will find necessary in order to succeed.
4. This article is based on pathos more than logos since it is tapping into the hopes and dreams of each of these students instead of presenting a slew of studies and statistics in order to prove a point.
Although I do agree that Talbot's writing is infused with emotion and contains appeals to pathos, I believe that Talbot relies more heavily on logos. Talbot's purpose is to use facts and statistics to show to her readers really how intense the fight for Valedictorian is.She includes some pathos so capture her readers ' attention but the facts and real life examples provided by Talbot are what really give the readers an insight on the run for Valedictorian.The pathos are just adjuncts to the logos that form the argument of the essay.
Delete1.) Margaret Talbot uses Sarasota High School as one of many examples of the controversy concerning valedictorians. Competing for valedictorian has been a barrage for lawsuits, complaints, and furious parents for principals and staffs. Denny Davies of Sarasota High School deliberately chose classes that will boost his chances for the titleship, however, his actions caused uproar among his class. His classmates treated him with hostility due to his clever usage of taking advantage of the system. Talbot’s purpose for elaborating the incident that occurred in Sarasota is to examine in the bitter and fierce competition in high schools to climb the peak of academic ranks.
ReplyDelete2.) Talbot explains how American high schools have increased competition for valedictorian over the past decades. When Talbot was in high school, the A.P. classes were small and limited. A few decades later, the choices for A.P. classes have expanded reaching 22 different options. Talbot’s personal input on the situation represents how high schools nowadays are giving more difficult classes for students to battle as they reach the peak for titleship.
3.) Understanding a student’s personal experience with competition for valedictorian helps the reader process the intensity of aiming for the top. The amount of desperate attempts students have committed for the sake of claiming the number one title are ridiculous. Yet, the audience should at least know what exactly that student’s mentality was to strive for valedictorian. Talbot’s student interviews let the audience comprehend both sides to the issue of competition. Some students see it as the race of their lives, other students and people such as staff and teachers see it as a nuisance to deal with angry parents.
4.) Talbot’s passage relies more on logos rather than pathos. Her student interviews especially reveal the anguish and fierce determination students felt when competing for valedictorian. Sarasota student Kimberly Belcher recalled "Most of the people I knew thought that it was unfair of Denny to use what we thought of as a loophole… We felt betrayed. I'm not angry anymore, but, boy, I was angry then." Belcher’s reaction to the incident can generalize the feelings of her peers when Denny Davies took advantage of his school’s system. Moreover, Talbot writes about the stress and pressure of the staff of Sarasota. The mixed of emotions of principal Kennedy were stated as, “At that time, it felt like half of the students in the room hated one of those two valedictorians and half hated the other. The tension was so thick that I was sitting up there in my cap and gown sweating buckets the whole time." Furthermore, parents felt that the titleship of valedictorian to one student was unfair and called for a change. The emotions of angry parents and students are important to Talbot’s article. The emphasis on their fury helped result in a decline of naming top students in high schools.
Replying to #3/4
DeleteThe aim for the title of valedictorian is ridiculous indeed in these cases. When another child gets the title instead of the parents' own, the parents find this unfair. Although the schools try to fix this problem, the real battle is with the egos and pride of these families. Some people are obsessed with earning the title so much that consequential actions may even appear petty. Even with an extremely small difference, the families and students demand recalculations and compensation for the emotional and mental damage that they brought upon themselves.
Replying to #4
DeleteI agree with you when you say that the students were very hostile towards Denny Davies' use of the school system. I believe that her passage relies on pathos rather than logos. Throughout her article, she is constantly stating how the students are feeling. Whether she is explaining the crushing defeat of not being valedictorian by a few points, the hostility towards valedictorians, and the pressures that are forced upon students, her points almost deal with the students' emotions rather than logic.
Replying to #4
DeleteI agree with your statement that her students reveal their anguish and fierce determination when faced when competing for valedictorian. Constantly, throughout her article Talbot emphasizes on the emotional impact that naming a valedictorian can have on students. Based on her constant willingness to expose whatever feelings she thinks valedictorian brings upon people I believe her essay displays more pathos than logos. Although Facts and statistics are seen multiple time throughout her article, the article in its entirety focuses more on the emotional affects of naming a sole valedictorian.
1) Talbot uses the school as an example to start her argument about the subject of valedictorians. She wants to give off a strong first impression to the reader the struggles of achieving such a position. She uses the experiences of the students to support her argument about valedictorians. Talbot wants to show that the competition for valedictorian is very fierce.
ReplyDelete2) Talbot states that her high school has went and upgraded from 3-4 AP classes to 22 AP classes. This upgrade shows the competitiveness that has developed in academics over the past years. By adding her personal experience, she adds that she can relate to the struggle of teens.
3) By relying heavily on the interviews of students, Talbot wants to show the motives of these past students. She wants to inform the readers about the effects of the different situations such as, co-valedictorians or top 10% of the class are valedictorians. She wanted to demonstrate how the change of the valedictorian title has impacted those top students in their high school years.
4) Her essay relies more on pathos than logos, surprisingly. Talbot shows how far students will go for the title of valedictorian, by suing the school or refusing to go to graduation. The sense of lost or defeat from the high school students gives off an emotional effect to the reader. Using the interviews was a method Talbot used to appeal to the readers.
Replying to #2)
DeleteI don't believe that adding her own response is "relating to teens". By comparing the few accessible AP classes she had growing up to the wide variety most likely shows how it contributes to the inflation of G.P.A.s. Talbot cannot relate to the teen's struggles because she did not experience a large variety of AP classes. (Talbot was in the 1979 graduating class, and many students quoted in this essay were in the 2000's.) However, she does sympathize with their struggles. She uses the quote to support her claims rather than appealing to the teens affected by the stress of gaining a valedictorian title.
-Carla Cagandahan
Replying to #2: I disagree with your comment which says that it allows Talbot to relate to the audience. I feel as though it shows the similarities and differences of education and competition of when the author went to high school versus when the essay was published. It allows a reader to draw their own conclusion about how students of today's era are deemed to be far more competitive and educationally advanced than the students of Talbot's high school career.
Deletereplying to #1)
DeleteTalbot does examine Saratosa High School thoroughly throughout her essay, but does not use it to give a strong first impression of an argument. If it was a strong first impression, it would not build up slowly throughout the composition. Also Talbot does not have an argument in her essay. Although at times her writing is influenced by a favoritism between the two sides, her composition is more informative rather than argumentative.
1) In the "Best In Class", Talbot analyzes the school, in order to address issues surrounding valedictorians. She explains the competition and struggle both the students and Board of Education suffer in order to gain one title, "Valedictorian". Her rhetorical strategy focuses on convincing and explaining her arguments about the dilemmas ensued by schools pinpointing a valedictorian.
ReplyDelete2) The author's reference to her own personal experiences show a difference between the students she writes about past times. Since the school has upgraded from three to four AP classes to twenty-two AP classes, the race to earning more credits and higher GPAs intensified. Talbot adds this in the passage, as it contrasts the previous school experiences and exemplifies her arguments against hailing one single valedictorian.
3) Talbot relies heavily on the interviews of these students, because it shows a real-life example and a way to connect with her audience. The interviews bring light to the students' motives and feelings towards the race of being a valedictorian; it's a way the audience can get a closer insight to the controversy and conflicts presented. These students' experiences amplifies Talbot's arguments.
4) In "Best In Class", Talbot leans towards utilizing more pathos than logos. Throughout the article, Talbot backs up her points with logical support; however, the main feature of her passage is the interviews of the students. In these interviews, the audience is given an insight to the emotional and pyschological aspects of the competition ensued from the title "valedictorian". The struggles and emotional grief the students share in common leads the audience to sympathize and agree with Talbot's message.
Replying to #2
DeleteI want to add that the author's reference also shows that any one can become a valedictorian. With numerous AP classes available to all students it is easy for any student to raise their GPA. As a result, it is difficult to truly see who really is number one.
Replying to #1. I agree but I also want to add that I think she talked about the situation at Sarasota High School because she wanted the audience to completely understand how competitive and dividing trying to become valedictorian has become. The whole school and parents not even of the people who were affected were divided because of who they thought should have been named valedictorian. At the graduation, there was all this tension just because of a silly title that we learn from past valedictorians does not really mean anything. I think Talbot is trying to show with the Sarasota situation is that becoming valedictorian puts a lot of unnecessary pressure on students and their parents even the community.
Delete1. Her rhetorical strategy is to have the audience know one situation fully so that they can understand how hard and stressful the race for valedictorian is. Talbot wants the audience to know that being valedictorian causes a lot of stress and puts a lot of pressure on students and parents. In the situation at Sarasota High School the audience sees how big a deal being valedictorian was and how it tore a community apart. She wants to make it clear that having valedictorians is unhealthy.
ReplyDelete2. The effect of that personal element is that the audience feels that Talbot is more relatable to them. Hearing how she went to high school puts her on the same level as the audience and the audience feels more comfortable and more willing to listen to her point of view about valedictorians. Also, it shows the audience how the times have changed because when she was in high school there were only 3-4 AP courses and now there are 22. This helps prove the point that high schools are becoming more competitive.
3. She relies so heavily on interviews with students because they make the essay seem credible by having real of accounts of how people felt at the time about being valedictorian or having to fight for it and how they feel now about being valedictorian. This appeals to her audience because they feel that the essay is truthful with the amount of interviews and that Talbot is a reliable author.
4. This essay relies more on pathos because everything in the essay relies on emotion. The interviews a big factor in the essay are all about the person's feelings about the topic of valedictorian. In the essay, you become a little attached to the students as you hear their story and you feel a little cheated when the student you are listening to felt cheated.
Replying to #3: I would like to add that not only does Talbot's frequent reference to the interviews with the students increase the credibility of her words, but also the reaction given by them. By getting an inside look about what these students each had the misfortune of going through, it builds on the audience's sympathy for the victims and further persuades them to go against the idea of valedictorians. Looking at it from this perspective, Talbot effectively appeals to not just logos as you had mentioned in your answer, but also pathos.
DeleteReplying to #3
ReplyDeleteIn addition, the decision to incorporate interviews into the passage not only makes the essay seem more reliable but it builds trust between the author and reader as well. By making the decision to use personal interviews from students who have actually experienced the struggle of naming a valedictorian the author is telling the reader that she has nothing to hide. Instead of just assuming how they feel, she cites their exact words which builds a trust bond between the author and audience while simultaneously making the whole essay sound more authentic as well
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