TOW #4: Freakonomics 1st 1/2

In Stephen J. Dubner and Steven B. Levitt's Freakonomics, the central structure is key to the nature of the message they are conveying. With chapter titles that range from the rather pedestrian, such as chapter one, The Hidden Side of Things, to those with more curious titles, such as chapter four, Why do Drug Dealers Still Live With their Moms? 

While the topics discussed in each of these chapters are obviously varied to a great degree, their individual role within constructing Levitt and Dubner's narrative is identical. Each of the topics discussed in Freakonomics six chapters, especially the three I have completed thus far, plays an equally significant role in contributing to the authors' collective purpose. In writing Freakonomics, Dubner and Levitt wish to showcase that within the fabric of the everyday experiences we refer to as "life," there are myriad connections, however distant they may be, between seemingly unrelated concepts. Specifically, this is true within the realm of economics, hence the book's title. It is precisely for this reason that the authors' switch seamlessly from a discussion of the similarities that sumo wrestlers share with elementary school teachers (both are willing to cheat for the sake of those they are teaching,) to a discussion of Ku Klux Klan real estate tactics.

With topics as far-flung and unusual as these, it is fortunate that Dubner and Levitt, both economists by trade, make frequent use of statistical analysis and data modeling to determine the correlations they spot within society. In the case of the cheating teachers in chapter two, Dubner examined State-level standardized test answer sheets from California, and was able to discern over hundreds of students results, where and how often suspicious large blocks of correct answers appeared. Dubner then compared the students with the highest number of correct answers grouped together, and juxtaposed these students scores with their past performance in school subjects. What he determined was that the students with the most blocks of correct answers tended to be those that did poorer in the corresponding classes. From this, Dubner was able to draw a simple conclusion: the teachers of these students recognized that they were struggling more than other students, and went out of their way to help those students do well on State-level mandated testing. Put simply, the teachers were cheating for the benefit of their students. 

This sort of "big data" analysis is seen on numerous occasions throughout the first few chapters of Freakonomics, and it would seem to me that this is the main rhetorical device that the authors use to convey their purpose. 

It can be assumed, based on the low technical level of the authors' writing, that this book was only intended to brief the general public on the novel applications of data analysis, and provide a conversational level of understanding to the reader. In this sense, the book wholly succeeds. This is the case because Freakonomics does a tremendous amount to both interest the reader in novel data analysis, and intrigue the reader with the larger social implications of data analysis. It does this through low-level data analysis of intriguing, unusual examples, in such a way that manages to inform, and entertain the reader. I look forward to the concluding three chapters of Freakonomics.

TOW #3: Visual Text Analysis: Political Cartoon by Steve Kelley

This political cartoon's primary intention is to poke fun at the most prescient political and social issues facing the American public during this past week. It relies on the popular "bait and switch" technique, oft employed in political cartoons to address multiple issues that are unrelated, aside from the fact that they are both current events. In this case, an image of the White House, with speech bubbles showing a discussion of "boots on the ground" leads the reader initially to believe the cartoon is a depiction of Barack Obama discussing the pressing issue of ISIS' advance through the Middle East with one of his staffers. In the second panel, it is revealed that he is actually discussing the state of the National Football League, and its various publicity scandals.

A large portion of the comic's appeal is derived from the fact that it can be easily understood and appreciate by almost all Americans, and the fact that it doesn't play towards or against any specific political persuasion. Any American who turned on the morning news during the week of September 15th to 21st would be keenly aware of both issues that this comic discusses. This sort of appeal is rare among political cartoons, given that most rely on one sort of extreme bias or another. This comic, however, skillfully relates a clever retelling of current events without igniting any political fires amongst its viewers. 

As a result of the comic's brevity, the rhetorical devices used are necessarily very small in number. Perhaps the only true rhetorical device used is the assumption of knowledge of American popular culture on the part of the reader. Kelley assumes that the reader is aware of both issues being discussed, because they have been in the public eye for several weeks at the time of the cartoons publishing. One could also argue, however, that the use of the "bait and switch" technique discussed earlier is a rhetorical device as well. Also that the change in the angle from which the White House is shown in the second panel is a visual tool to relate the new angle from which the reader will view the comic after reading the second panel. 

In analyzing a visual text, it is equally important to understand what the author is saying, and why they are saying it. In this case, Kelley is playing off of two unrelated but equally relevant events; the various public relations scandals within the NFL, and the growing concern over ISIS' spread throughout the Middle East are both discussed and poked fun of in this comic, despite their lack of relation to one another. In my opinion, Kelley succeeds in achieving this purpose for a number of reasons. Primarily, he succeeds because I was able to find the comic humorous, even though I don't follow football in any way whatsoever. In this sense, he appeals to his intended audience, and elicits an emotional response from him.

TOW #2: Okinawa: The Bloodiest Battle of All by William Manchester

Manchester's Okinawa: The Bloodiest Battle of All is an essay composed in four distinct sections. The first details the author's experiences as a young boy, growing up in the quaint New English hamlet of Attleboro, Massachusetts during the late 1920's. He relates his fond, if not later disillusioned,  memories of Memorial day parades, watching veteran servicemen float by in their dress blues, perched atop convertibles, admiring their heroism and representation of America's fighting spirit in the way that most boys do. Immediately following this polished description, he relates one detail that casts a grim shadow over the fond memory; his own father was among those veterans floating by in the annual town parade, and as Manchester writes, his father represented "the poster of a Marine, with one magnificent flaw: the right sleeve of his uniform was empty. He had lost him arm in the Argonne" (499).

Next, Manchester relates a brief history of armed conflict, and it's changing nature over the centuries of its existence. He details the battle of Camlann, fought in 539, complete with it's bloody use of pikes and daggers, followed by an account of Napoleon's loss at Waterloo, and a description of the technical advancements of the Industrial Revolution, which forced the battle to differ extremely from those fought in previous era's. Finally, he depicts the nature of WWI, complete with horrifying use of trench warfare, fixed bayonets, and mustard gas.

From this, he moves on to detail an account of his own experiences with armed conflict, on the bloody sands of Okinawa,  the site of the bloodiest and most protracted battle in the history of the United States Marine Corps. He describes such details as the nature of Japanese suicide charges, the issues faced by a mechanized army fighting on terrain comprised solely of muddy expanses, and finally describing his discharge from this veritable hellscape, thanks to a mortar shell that landed amongst him and his men, leaving him with a chest filled with shrapnel and temporary blindness.

The essay is concluded by a description of his return to Okinawa, as an older man, to attend the construction of a memorial for the battle which he fought there. He relates his uncomfortability with the possibility of seeing Japanese veterans of the battle, and finally, informs the audience that he made the decision not to attend. He concludes the essay with a brief, yet illustrative remark on the nature of men and wartime. "The fact is," Manchester writes, "some wounds never heal" (506).

The essay is written to those who are presumably unfamiliar with the nature of armed conflict, or at least are less familiar with this topic than a member of the armed forces, especially one who fought during the second World War, would be. The context of this is Manchester's reflection upon being invited to attend the christening of the memorial on Okinawa island.

It is important in fully understanding the essay, to analyze not only what Manchester is saying, but how he is relating it. In this regard, he relates his message with a callousness and terseness that is oft seen among those who have survived armed conflict. Manchester uses this tone effectively to relate his message that war leaves some scars on those who partake in it that can never be healed.

It can be derived that Manchester is writing this because he wishes to inform the public of the true nature of war. He writes during the third portion of the essay how he and his friends could scarcely stand the projections of false bravado and machoism that they witnessed in pop culture after returning from the war. It is clear to me that Manchester writes Okinawa so as to help others avoid falling victim to the same trap that he occupied prior to being a soldier; that the machismo and heroism put forth by popular culture is indeed false, and that the reality of war is far more grim. It is clear to me that he succeeds, by virtue of the fact that his argument is extremely compelling, because his writing does not waver in relating his message, and because the audience is immediately forced to regard Manchester as an authority on the topic, due to his own personal experiences.

IRB #1: Freakonomics by Steven D. Levitt and Steven J. Dubner

For my first IRB of the year, I will be reading Freakonomics by Steven D. Levitt and Steven J. Dubner. This is a book that I have intended read of several years, and APELC seems like the perfect environment to truly delve into and analyze the book at its deepest levels.  Freakonomics relates to the reader two authors thoughts, feelings, and keen observations about the innermost workings of our modern society, explored through a diverse range of very specific examples. Or, to phrase it as the authors themselves did, Freakonomics is "a book about cheating teachers, bizarre baby names, and crack-selling mama's boys." The book bills itself as one that focuses on economics and the science of consumerism, but with examples ranging from such diverse backgrounds as the similarities between teachers and sumo wrestlers,  and whether or not parents really matter, I find it hard to believe that the book will be homogenous in its discussion. Overall, I look forward to exploring the extremely informative world of whacky statistics and unusual social connections that Steven D. Levitt and Steven J. Dubner have assembled.

TOW #1: How To Say Nothing in 500 Words by Paul Roberts

        How to Say Nothing in 500 Words contains the synthesis of an English Professor's views on the proper way to construct prose. Roberts does so via an informative and succinct organizational structure, in which his beliefs are introduced and enlarged individually. He makes excellent use of illustrative, humorous examples as well. The authors credibility is confirmed via a blurb prior to the essay, which explains who the author is, and defines his noteworthiness for publishing "clear..helpful" (54) textbooks.
        As an author noted for his composition of textbooks, it would only make sense that the intended audience is an English student either at the high school or undergraduate level. This assumption is confirmed when Roberts directly addresses the audience, stating "it's Friday afternoon, and you have almost survived another week of classes." on page 54. This sort of writing is meant to directly empathize with the feelings of the audience, and engage them in Robert's writing. This technique, in which the author deliberately empathizes with the feelings of high school and college students, is an effective means of relating the authors message, and is just one of the defining rhetorical techniques of this essay. 

        500 Words' rhetorical techniques are heavily informed by the authors purpose, and by the context under which someone would be reading Robert's text. Robert's purpose, as the author of an English textbook, would obviously be to inform students of the English language of the correct way to synthesize prose. To suit this, he adopts a casual tone, and laces his essay with humor. The intended purpose of this sort of language, which is relaxed to the point of breaking the rules of grammar, is for the author to truly connect with his audience, and avoid adopting a condescending or authoritative tone, as so many textbooks do. Instead, he wishes for the audience to view the text as approachable, friendly, perhaps genuinely funny.

        It is clear to me that Roberts succeeds in achieving this purpose. Even from a 21st century perspective, I still find the essay to be relatable, approachable, and bear many applicable ideas. I found his anecdotes on the difference between "colored words" and "colorful words" to be both apt and intriguing, as I'd never considered the difference between various types of associative phrases. I found phrases like "most modern readers would say "Good grief" and turn on the television" to be humorous, and I can certainly understand why a high school or college student of the mid-20th century would find that phrase genuinely hilarious. Overall, I feel that Roberts succeeds in achieving his purpose of informing the relatively  uneducated reader of the proper ways to construct prose, due to the text's approachable nature, and the genuine usefulness of the lessons that the text contains.