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Rhetorical Analysis

Background:
Robillard utilizes background when describing the importance of narrative in ones life since she
introduces the narrative in writing as essential in the interpretation of a text. While stating that
there is a connection between personal story and time, Robillard says, When we see a piece in
College English or CCC that begins with a personal story, we assume theres a reason for
it,(pg. 75). Robillard highlights how a person will understand a text and its features through
connecting stories to having an underlying meaning for the overall central idea. There is
background given on how stories shape the way we form a specific way of thinking as well.
Additionally, Robillard discusses how stories allow one to understand ones identity and follows
this by saying, Stories are constructs as much as social class is a construct,(pg. 79). Robillard
displays stories as the background behind class consciousness since stories provide space to
place specific categories of what seems similar or different. It is through this background that a
perspective and a grasp of the world is shaped, both through the resources that one has
available to assist one on that journey and through personal engagement.
Exhibits:
Robillards personal story of her mom being early and making her early all the time, as well as
her stories on her sister rebelling against this action by being late all the time, describe a
parallel between writing and developing exemplars of what is being showcased through the
argument. She introduces many credible people in the field of understanding narratives and
their significance by referencing people such as Harris and Thompson, who talk about
narratives putting class as a part of the self and not interests. She includes their interpretation of
narratives as ...the relationship of class rests on a sense of shared interests and not simply on
a set of common experiences(46), (pg. 78). They add on to the idea that social class is
developing with time since interests develop over the course of time and do not just stay
constant.
Argument:
Robillard argues the key component that narratives hold in knowledge and ones ability to
interpret and understand ones surroundings. She discusses how narratives are set aside in
education most of the time in order to address focus towards analysis. However, she describes
the necessity of personal stories in education since they provide the groundwork for ones ability
to understand knowledge. It is important to evaluate ones past experiences in order to pave a
better path for the future. In contrast, social class does not have a set direction in which it goes,
as Robillard explains in her article. Social class can be seen as formed from narratives, but it is
truly changing frequently since it is determined through interests not past experiences.

Method:
From Robillards own exposure to class, she is able to say in the end that as her surroundings
change, so will her interpretation of her social class. She is able to discuss the idea that identity
is obtained through narratives since she presents personal stories as the base to ones learning
and therefore makes for a connection with personal identify or exclusion from material. She
focuses on describing how it is through identity that one can classify what one identifies most
with, but it is stories that also allow one to make such placement.

Narratives represent past experiences rather than character, but they hold a key
component in assimilating and interpreting the world that make them impossible to keep isolated
from the multiple systems that make up society, especially with regards to education. Robillard
showcases in her article, Its Time for Class: Toward a More Complex pedagogy of Narrative,
the connection between stories and social class that impact the interactions that happen among
various individuals on a daily basis. In terms of education, social class holds a major role in
providing a base for new knowledge to be retained and understood. Narratives are often
disregarded in the educational system, but as Robillard advocates for the necessity of personal
stories in education, these personal stories are underlying reasons behind our ability to analyze
and perceive a text. There is a set course in writing where one utilizes personal experiences as
a start to build upon further as new knowledge is introduced and then proceed to creating
theories or analyzations of ones own. Robillard brings forth the central ideas that while
narratives hold true to events previously experienced and hold an impact on ones identity,
social class is a flexible term that can develop as surroundings and ones environment is
altered.

Potential quotes:
Narrative is more than a simple chronological rendering of events. Narratives, says Sennett,
give shape to the forward movement of time, suggesting reasons why things happen, showing
their consequences(30), (pg. 76).
Harris correctly interprets Thompsons definition to mean that the relationship of class rests on
a sense of shared interests and not simply on a set of common experiences(46), (pg. 78).
Stories are constructs as much as social class is a construct. Social class consciousness is
something that is developed through storytelling,(pg. 79).
Moffetts point is that concreteness, the traditional antonym for abstractness, is a matter of
just this extension of the referent in time and space(19-20), (pg. 81).

Storys concrete nature, then, is no less complex than a traditional research papers abstract
nature. The difference is that stories are once upon a time, the stuff from which research papers
and reports abstract,(pg. 81).
We have to pay attention to the present-time effects of the stories we tell about our pasts,(pg.
84).
Social class, in comparison with race and gender, is the most invisible, the most easily
ignored,(pg. 87).
I identify my class membership at times based on a set of shared interests, and as the interests
of the important people in my life are significantly different, so will my identification with classes
change as my surroundings change, (pg. 91).
For the draft of the rhetorical analysis essay

Provide brief summary of Robillards essay + summary of BEAM


Explain BEAM: look for the background, exhibit, argument, and method
let readers know what you are doing first by saying will use this specific frame
Explain them and also their link with Robillards essay
Does not need to be in a specific structure
Look at more traditional ways of analyzing: Word choice, tone, structure of the essay