Classical Argument
Review all guidelines below for completing the final draft
of the Classical Argument essay.
In a classical argument, the writer’s goal is to use the
rhetorical appeals of ethos, logos, and pathos to convince and persuade the audience
of a position.
Write
a classical argument based on the topic you chose to focus on this
semester.
The answer
to your research question for the classical argument must convince and persuade
the reader of one side of a debate.
The essay
may not merely inform.
This
classical argument essay is aimed at both arguing the author’s thesis and
refuting the opponent’s thesis. It is NOT a persuasive essay, where the purpose
is to persuade without necessarily arguing against an opposing perspective. The
difference is that an argument essay tries both to persuade the reader and
refute an opposing view.
you must use
a minimum of three sources in total, and no more than six
at least one
library database article must be used as a source
you may
reuse any or all of the sources previously used for the Rhetorical
Analysis/Synthesis Essay, though you are not required to do so
Your essay needs:
· an appropriate title
· an introduction
· at least three supporting reasons in
support of your argument, one per paragraph
at least
two of the three rhetorical appeals should be present in your essay
quotations
are required for support in all body paragraphs
· a counterargument
· a personal relevance paragraph
this can but
does not need to come immediately after the counterargument paragraph;
place where most relevant
· a conclusion
·
You must create an original infographic and
embed it alongside the essay text (see sample essay)
·
You may use a tool like Canva, Piktochart, Venngage,
etc. to create this infographic
Your paper
must adhere to MLA document formatting
Minimum word
count: 1500
Below is my previous essay with the sources that used:
A
Rhetorical Analysis of Homeschooling: Is it an Effective Method of Education
for Children in the Autism Spectrum?
Homeschooling has
become a more popular choice for consideration for parents of autistic
children, especially since COVID-19 hit, with me being one of those parents, I
have a 10-year-old child who has been diagnosed with Asperger’s since he was 3
years old. My child has been redirected to a couple of different regular public
schools that have programs for children with disabilities. Over the past few
years, I’ve gotten tired of constantly receiving notes from teachers about how
badly my child acted at school, and not seeing any improvement in my child. I started to
notice that my high-functioning autistic child was better behaved at home than
at school. So, in the search to provide my young autistic child with a more
personalizing and flexible approach to education, homeschooling was a choice
that I was looking into for children with autism, the home environment allows
for tailored learning experiences that cater to his unique needs and abilities,
looking into how this educational approach can support their growth and
development. I found some pieces that go into more detail about why parents might want
to homeschool their autistic child.
When people think
about parenting, they often have a lot of different opinions, including those
who teach, those who study, and people in general. Through the works of three
well-known scholars who have contributed to the discussion on homeschooling.
Upon research on the articles written by Hurlbutt, Karen.
“Considering Homeschooling Your Child on the Autism Spectrum? Some Helpful
Hints and Suggestions for Parents.” The Exceptional Parent, vol.
40, no. 4, EP Global Communications Inc, 2010, Gina Riley, Ph. D. “Unschooling Students with
Disabilities” Journal of
Unschooling and Alternative Learning, 2023, and Brian D. Ray, Ph.D. “Research
facts on homeschooling. Homeschooling: The research”. National Homes Education
Research Institute. February 9, 2024, bring to the table their unique perspectives and insights, enriching
the conversation.
As I go through this
analysis, I will carefully break down each source and pull out their main ideas
while doing a rhetorical review with a focus on ethos and pathos.
Summary of Source 1 – written by Hurlbutt, Karen
In the interesting
piece “Homeschooling and Autism,” the author explores the complex
intersection of homeschooling and autism, shedding light on the unique
challenges and benefits of this unique educational path for children on the
autism spectrum. The author’s personal experiences cited research studies, and
supporting anecdotal evidence add to the discussion and give a lot of
information about the possible benefits of parenting for students with autism.
Ms. Hurlbutt uses as
her principal concept that children with autism can get a custom education that
is carefully designed to fit their specific needs and ways of learning when
they are homeschooled. For students with autism, going to a traditional school
can be hard because of sensory overload, social issues, and strict lesson
plans. Through homeschooling, parents can create a caring and flexible learning
space for their autistic children, which can help with their overall growth and
health. Homeschooling makes it possible for specialized therapeutic approaches
that can meet the specific needs of autistic students. Parents and
tutors/teachers need to work together for homeschooling kids with autism to be
successful, as the author stresses.
Summary of Source 2 – written by Gina Riley, Ph. D
In his article, he
goes into detail about the many parts of homeschooling and presents it as an
alternative way to teach. His article starts by giving a clear explanation of
homeschooling, which means that parents teach their children instead of sending
them to a regular school. This author makes it clear that this way of teaching
is not a fad but a pattern that is spreading quickly.
In summation, she
offers an extensive analysis of homeschooling, investigating its growing
popularity, the merits of personalized education, and the hurdles homeschooling
families often encounter.
Summary of Source 3 – written Brian
D. Ray, Ph.D.
In the article
written by Mr. Ray, he goes into exploration of homeschooling’s effects on
autistic students, he deepens into the path of homeschooling research. His investigation
unveils the unique pitfalls and potential advantages homeschooling presents for
these particular learners. He explores the role of parents play in
homeschooling autistic students is pivotal, as they are the providers of both
necessary support and the flexibility to modify the curriculum to better suit
the specific requirements of their child. Mr. Ray also explains that
homeschooling may pose certain challenges for autistic students, such as a
potential lack of social interaction and limited access to specialized
services.
Ethos
Ethos in the First
Source is established particularly in the scholarly article, “Homeschooling and Autism”, the author leans on their comprehensive
research and professional experience within the realm of education, thereby
solidifying their credibility. Her argument is further fortified with the use
of relevant statistics, insightful case studies, and expert testimonies that
underscore their profound understanding of the subject matter.
The ethos of the
second author is established by her thought through a well-argued and balanced
discourse. She astutely recognizes the potential pitfalls of homeschooling but
also underscores its potential advantages by maintaining an unbiased and objective
tone, she positions herself as a reliable and trustworthy source of
information.
The third author’s
ethos emanates from the National Home Education Research Institute, and
contributes a generous amount of empirical evidence to the debate. His
research-oriented methodology, as manifested in their article “Research
Facts on Homeschooling,” adds a sense of legitimacy to their arguments. By
citing a plethora of studies and providing data in the homeschooling arena.
Pathos
The first author
appeals to pathos by compelling anecdotes and personal narratives to generate
emotional resonance among readers. By recounting touching stories of families
who have successfully homeschooled their autistic children, they engage the
readers’ empathy, highlighting the potential advantages of homeschooling for
this specific group.
The second author
appeals to pathos by adeptly employing emotive language and evocative imagery
to foster a connection with readers. She portrays the satisfaction and joy
experienced by parents who opt for homeschooling, underlining the potential for
a strong parent-child bond that can be nurtured through this educational
choice.
The third author
appeals to pathos when he leans on the emotional journeys of homeschooling
families, emphasizing the personal development and happiness achievable through
this educational approach. He appeals to readers’ emotions and reinforces the
positive facets of homeschooling.
Conclusion
Three distinguished
authors present a spectrum of perspectives that add depth to the ongoing
conversation about homeschooling. The first author, Karen Hurlbutt, accentuates
the positive influence of homeschooling on students with autism, underlining
the bespoke attention and adaptability it offers when it comes to homeschooling
children with Autism. Contrarily, the second author, Gina Riley, provides an
expansive analysis of homeschooling, delving into its origins, advantages, and
obstacles of Homeschooling. The third author, Brian D. Ray, affiliated with the
National Home Education Research Institute, introduces research-driven data
about homeschooling, including compelling statistics about its expansion and
results with research facts on homeschooling. All of the writers’ different
points of view have shed light on the complicated and multifaceted issues
surrounding homeschooling children with autism.
Cited Works
Hurlbutt, Karen. “Considering Homeschooling Your
Child on the Autism Spectrum? Some Helpful Hints and Suggestions for
Parents.” The Exceptional Parent, vol. 40, no. 4, EP Global
Communications Inc, 2010, pp. 20-.
https://brc-flvc.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_gale_infotracmisc_A242754684&context=PC&vid=01FALSC_BRC:BRC&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=Everything&query=any,contains,homeschooling%20and%20autism
Gina Riley, Ph. D.
“Unschooling Students with Disabilities” Journal of Unschooling and Alternative Learning, 2023, Vol.17,
Issue 34.
https://brc-flvc.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_doaj_primary_oai_doaj_org_article_9923a810d60c4acaabaa29d92a514f0e&context=PC&vid=01FALSC_BRC:BRC&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=Everything&query=any,contains,homeschool&offset=10
Brian D. Ray, Ph.D.
“Research facts on homeschooling. Homeschooling: The research”. National Homes
Education Research Institute. February 9, 2024.
Research Facts on Homeschooling –
National Home Education Research Institute (nheri.org)
