Mark well and what they did wrong. He continues

Mark
Edmundson, an English professor at the University of Virginia, wrote a
scholarly article called “On the Uses of a Liberal Education: As Lite
Entertainment for the College Students”,
where he argues that college students do not take humanity classes seriously. Rather, they see these classes as a
form of entertainment, when they should see the classes as a challenge. Edmundson purpose is to inform universities
that students lack motivation and seem to become consumers of the university. He uses a mature tone in order to catch
the attention and respect of his readers.

In his article, Edmundson begins his piece with his experiences teaching. He uses metaphor and compares the
students to “informed consumers” telling the “producer” what they did well and
what they did wrong. He continues saying
that he no longer likes the reviews that he receives from his students, because
they all repeat the same thing by how they “enjoyed this course” and they
thought it was “interesting”. (390) He writes that
he would  rather have his students be
“changed” by his course. Edmundson then takes
a critical tone and blames the attitudes of the students on the consumer based
society that Americans are captivated in. His diction indicates this when he writes that the liberal
arts education is “ineffective.” Edmundson is
agitated by the fact that his passion of teaching the old-school way is now
being replaced by the modern-day ideas. He uses to credible sources for his references like, “They
believe that genius and tradition are out and that P.C., multiculturalism, and identity politics are in” witch I
believe he is making an appeal to ethos. (391) I think his largest appeal to ethos is through his
choice of words. Often, I ran into
comprehensive words that I had either never heard or was not familiar with, and
I actually looked them up. A few examples of
these words would be weltanschauung, arcana, and perilous.

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Even though some of Edmundson’s word choices are complex, he still
manages to keep a conversational tone and stay relatable. His conversational tone is represented
throughout the essay, especially when he uses rhetorical questions. A good example of this is when he
said,” Am I coming off like something of a crank here? Maybe.” (393) When he does things like this it
adds to the conversational tone, but it also touches on his humor and sarcasm. He uses his sarcasm to get his point
across in a direct fashion. Sarcasm is
especially evident when Edmundson states, “Clearly even the author of the
Declaration of Independence endorses the turning of his university into a sports-and-fitness
emporium.”(395)

Throughout his essay Edmundson asks questions to the reader, then answers
them. This is an effective
technique because it makes the reader think about what Edmundson is trying to
say. He also utilizes the
double dash in his essay a lot in order to indicate pauses in thinking. In paragraph 30, he utilizes logos a
lot by displaying facts such as the number of humanities degrees and sciences. (396) In order to appeal to pathos he
describes our future as bleak because students are unmotivated consumers. Edmundson also uses the word “disturbing”
to make the reader think about the problems within our education system.

A bold move that he makes is he has a whole paragraph that starts with “My
overall point is this:” (401) This is placed towards the end so the reader is
forced to read the entire essay and gather his own opinion. Then, he is able to get his point out
clearly in one sentence. In the end he uses a
circular story and comes back to the idea of his teacher reviews and says, “I’m
getting back to a more exuberant style; I’ll be expostulating and arm waving
straight into the millennium, yes I will.” (403) This is a good closing statement because it shows that
he is willing to change back to the teachings and is dedicated to change the
consumer-based liberal education.