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Most essays I've reviewed at the University of Central Florida Writing Center suffer from some sort of structural problem that we spend a significant part of the consultation exploring. Frequently, I advise the writers to visualize their papers. To do this, I will draw three connecting squares encouraging the writers to: (1) clearly introduce their argument with a thesis, (2) organize information into a logical hierarchy, then (3) wrap it all up with a conclusion. I find these kind of basic visual aids help students who are used to processing information visually to grasp the power of a clear, linear organization of ideas. Occasionally though, I encounter writers who have what I consider to be a well-written piece. Instead of nitpicking, I introduce some basic rhetorical principles that have been proven effective across centuries, and I use simple visuals to express these ideas in order to explore why the essay is effective. Although most writers come into the center with significant questions and writing problems, there are successful ways to tutor students whose concerns are not so obvious since they already have a decent piece of writing.
The first concept I discuss is Aristotelian ethos, logos and pathos. I do this in two ways: I point out I am using the approach myself by working to establish my own personal ethos— approaching the essay in a professional fashion and explaining what my particular area of expertise is. Then I'm employing logos to advance the consultation in an organized and methodical fashion, as well as pathos in the form of a personal anecdote to reduce any stress a student writer may be feeling, hoping to build a certain comfort level between us. Next, I advise writers to recognize the usefulness of incorporating these concepts into their own work. I suggest they establish their own credibility as early as possible in a paper, present their research or opinion in a logical, clear manner, then focus on the importance of connecting with the audience on some level even if they are producing a "dry" technical document.
Once the concepts of ethos, pathos, and logos have been introduced, these rhetorical tools can serve as an important weapon in the arsenal of any writer. I try and prove it with illustration, placing the concepts of ethos, logos, and pathos each in an individual box. Then I ask the student to verbalize what aspects of their essay belong in each category. I transcribe as he or she explains so the student can see ethos, logos, and pathos working together within the paper. I point out how these concepts can then be juggled in order to place them in an order that most effectively presents an effective argument or compelling narrative. Many times the writers are surprised to see they were using the Aristotelian triumvirate instinctively, and that unconscious approach is one of the reasons why their papers were successful.
If students are already familiar with that relatively common rhetorical strategy, I try and stress how important it is to successfully understand and communicate with a specific audience. In his work A Grammar of Motives, Kenneth Burke discusses analyzing audiences by trying to figure out what people are doing and why they are doing it. In his work he discusses what he calls his "Five Key Terms of Dramatism:" act, scene, agent, agency, and purpose. The "act" names what took place; the "agent" performs the act; the "agency" is the means or instruments used to perform the action; the "scene" is where the action took place; and the "agency" is why the action took place or the "purpose."
Burke claims that one can simplify the subject and more easily understand the audience within a specific cultural context by using his pentad of key terms. Based on Burke's philosophy, I encourage students to consider applying this approach to future essays, specifically trying to mentally picture their essay as a film, starting with an establishing shot (act and scene), moving to a medium shot (agent and agency), then ending with a close-up (purpose). Encouraging students to combine Burke with simple elements of film theory enables them to mentally zero in on their thesis like the various spokes of a wheel all leading to the common center which is their main argument. Visualizing these concepts by outlining the ideas on paper further enables the students to see that there is a structure to their essay that can be mapped out like the technical schematic of a well-designed machine.
It is rare that I see a flawless paper. If I do, I find that instead of trying to find a flaw, using Burke's simple pentad, mixing in some basic film theory, in addition to the Aristotelian triad of ethos, logos, and pathos expressed through simple visuals can further enable a writer to effectively analyze their target audience, and set out a concise and well-organized plan towards effectively connecting with that audience. When I'm lucky enough to read a really special paper by a student who has invested a tremendous amount of time and effort into his or her project, I encourage the student to consider submitting the paper to a local newspaper or magazine that might be interested in the piece. Publication could give these students some well-deserved recognition, as they clearly value their work when they come to the center to discuss and perfect great writing.
Work Cited
Burke, Kenneth. A Rhetoric of Motives. Berkeley: U of California Press, 1950.