Running head: RHETORICAL ANALYSIS 1

Rhetorical Analysis

Alexis N. Mena

The University of Texas at El Paso

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Abstract

A rhetorical analysis follows Henry Jenkins’ (2008) essay in the Children’s Learning in a Digital

World anthology. His work “Media Literacy-Who Needs It?” (pg. 15-39) introduces the question

about digital learning in the modern world, and how it is affecting the public regardless of their

literacy standing. Using pathos, logos, and ethos (rhetorical appeals), it was determined whether

Jenkins properly executed his findings to be unbiased and informative about digital literacy in

modern day. Jenkins properly authenticated himself through ethos with his title as a Provost

Professor of Communication, Journalism, and Cinematic Arts. In respect to logos, Jenkins

utilized a plethora of other credible sources and their statistics to strengthen his own findings.

However, Jenkins’ use of pathos by personalizing his essay to himself left room for doubt that

his essay was unbiasedly factual. Overall, the analysis suggests that Jenkins may have properly

applied his use of rhetorical appeals to successfully build a credible and authoritative informative

essay.
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Rhetorical Analysis

The internet and its capabilities are on the up-rise, from computers, to laptops, and now

on smart phones; it is nearly everywhere. With such an expansion, schools are integrating it into

their curriculums and exposing young children to its abilities. Henry Jenkins, author of “Media

Literacy-Who Needs It?” (2008), effectively articulates how media is affecting literacy in recent

generations inside and outside of classrooms using ethos, pathos, and logos. Jenkins successfully

uses his ethical and logical appeal to persuade his audience; however, his appeal to pathos is

debatable.

Audience

Jenkins focuses his essay towards a wide-range of people; he is drawn to high schoolers,

college students, educators, and professionals alike. His vocabulary, while not simple, is easy to

understand and he uses many words already in one’s arsenal. However, despite the ease of

reading his essay, it is evident his intentions are for an audience who are trying to understand the

use and need for media literacy in the modern world.

Ethos

Ethos, or the credibility of a character, is one of the main components in determining the

reliability of a source and their literary piece. Jenkins authenticates himself with ethical appeal in

several ways. First and foremost, Jenkins obtains the title of Provost Professor of

Communication, Journalism, and Cinematic Arts (“Henry Jenkins,” 2018) and establishes a

connection in his works with his own personal involvement as an American Media scholar.

Further fortifying his credibility, Jenkins (2008) also declares that he is “one of the principal

investigators for the New Media Literacies Project, launched in spring 2006 by the MacArthur
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Foundation” (pg. 17). His other experiences include having written and/or edited seventeen

books revolving around media and popular culture (“Henry Jenkins,” 2018).

Pathos

Despite all the credibility one may have, pathos, or the eliciting of an emotional response,

is not an appropriate rhetorical appeal when establishing an informative essay that allows for the

audience to form their own opinions. It is arguable regarding whether Jenkins (2008) uses pathos

in his essay for it appears to revolve around using valid or factual evidence, however there are a

few occurrences that may indicate he is using emotional appeal. Due to this, Jenkins’ emotional

appeal consists of his own involvement with the issue, as well as his connection with people who

are involved in the issue that he addresses in his article/essay. This can be seen when Jenkins is

describing how media is affecting popular culture with the spread of cultural appropriation in

relation to Americans appropriating Japanese culture. He, personally, considers himself an

appropriator of the Japanese culture, considering himself an “otaku,” or fan (typically of

Japanese cartoons), and connecting with other “otakus” (pg. 22). This may be viewed as dwelling

into too personal of an account of what he is writing. Another indication that Jenkins is using an

appeal to emotions is that he is writing in first person (pg. 15-39). Throughout his essay he may

not be blatantly controlling how his readers may think about media literacy, but gradually easing

his audience into what he believes. Typically, when writing in first person point of view, the

audience will be understanding through the narrator rather than an unbiased third person point of

view. Lastly, Jenkins uses phrases that alert the audience that he often uses his own opinions

within his article. This can be seen on many occasions with his usage of first person point of

view and biased words such as: “I will suggest…” (pg. 16); “yet it would be a mistake to see…”

(pg. 20); “two of the most important researchers currently…” (pg. 24); and “for my money…”
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(pg. 25). Thus, it may be argued that Jenkins uses emotional appeal to inspire emotions that may

not be appropriate when discussing a topic in an unbiased, informative essay.

Logos

In addition to ethos and pathos, logos is a tool often used to build a respectable argument

pertaining to a certain subject matter with its use of logical reasoning. Jenkins’ use of logical

appeal, or reasoning, comes from within his article where his findings are unbiased and weave

into his writing, thoroughly explaining the effects that media literacy has in the modern world.

Throughout the book (pg. 15-39), Jenkins will often refer to other authors and their works on

media literacy in order to build upon his argument. This provides not only his own opinions and

viewpoints, but the opinions and viewpoints of other credible sources to properly provide

analogies. Another form of logical appeal observed in his writings is when Jenkins introduces

terms on media complexity and expands on their definitions with examples and references (pg.

25-28). This allows for the audience to gain a better understanding of what it is they are reading

and become more educated on the subject matter. Finally, Jenkins may also be seen using a

logical approach with the structure of his article. Jenkins first starts off by introducing his article

with his thesis already woven into the title: “Media Literacy-Who Needs It?” This allows him to

introduce his audience into what it is he will be discussing about before beginning to even ready

the contents (pg. 15). He then begins his article by establishing predicaments preset by media

itself. Jenkins defines what media is, establishes a connection with the real world, and delves into

who it may be affecting and to what extent. Jenkins then ends his article asking the big question

“So What Are We Gonna Do About It?” in reference to media literacy, responding to his own

inquiry with an answer that his article had led up onto that moment, and instigating for his

audience to also take an initiative.

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Conclusion

Overall, Jenkins was successful in constructing a strong foundation in which he addresses

the issues of media and media literacy, and its evolution in modern day technological

advancement. He effectively utilized ethos and logos to create a strong, evidential informative

essay that allows the audience to perceive the importance of obtaining literacy in media as it

expands at a rapid pace. Despite Jenkins’ tendency to use pathos in his article, it did not take

away from the issues that he presents, nor what may be done about it. Combined, this provides

him with a credible and authoritative essay that may be exercised as a proper reference.
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References

Jenkins, H. (2008). Media literacy- who needs it? In T. Willoughby, & E. Wood

(Eds.), Children's learning in a digital world (pp. 15-39) Malden, MA : Blackwell Pub.,

2008.

Jenkins, H. (2018). Henry Jenkins. Retrieved from http://henryjenkins.org/