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Regina Nishiyama

Dr. Loren Higbee

English 1301

4 November 2021

Rhetorical Analysis of Sign Language Advantage

In “Sign Language Advantage”, Marilyn Daniels discusses a study done on integrated

classes between deaf and hearing children and the benefits to both communities of learning sign

language and being integrated. All the rhetorical choices in this article are made to get others to

agree with Daniels's claim, but each device is used with a slightly different purpose; even though

each device has a different purpose, the main goal is to get others to agree. Using mainly ethos

and pathos, while adding bits of logos, Daniels is able to build credibility and build a connection

with her audience to support her claim on the benefits of integrating deaf children into hearing

classes.

Ethos is seen continuously throughout this article, specifically in an attempt to appeal to

authority. The first instance of this is when Daniels introduces William Stokoe as "the pioneer

educator who authenticated American Sign Language,"(Daniels 9). They build up his character

to allow readers to think he is a credible source. Then Daniels mentions Stokoe's theory that

questions whether math is easier to learn through a visual language rather than speech. Since

they introduce him as knowledgeable in the signing community, readers can trust him and

Daniels when they say that sign language was an effective tool in learning math for hearing

children. This addition of information from other sources is also an attempt to add logos into the

article. These citations of other scientific data adds more reasoning to the article making it more

than just an emotion based experiment. Adding a credible source to the article builds up the
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paper's ethos, allowing the audience to trust it as a reliable study while the facts and studies build

the logos side of the article, allowing for readers to think it is logical to listen to what the author

has to say.

Another instance of ethos would be when they try to credit their results by including

other studies conducted in the U.S., which gained the same conclusion. Daniel's investigation

concluded that integrating deaf students into a hearing class was beneficial for the hearing

children to learn new skills that would help them expand their knowledge on things they already

know. They also found that for the deaf community, being included helped them gain more

confidence. They were able to back this up by having studies that found similar results. For

example, they state that studies conducted by Hafer in 1986, Vernon, Coley, and Dubois in 1980

all found that sign language is used to help children learn to read; they continue to back this up

by saying that the "International Reading Association recognizes and recommends sign language

as a reading aid," (Daniels 14). They include credible studies and a well-known reliable

organization and as a result, readers are more inclined to trust the results of Daniel's study. The

evidence from these sources is another bit of logos mixed into the article to add a clear and

logical connection to the idea that sign language integration would be beneficial. These sources

not only build readers' trust, but they also back up her own research which makes her article

stronger.

Ethos also occurs when introducing the project designer, Kathy Robinson. They try to

give her credit and say she has experience in the deaf community to justify why she is capable of

conducting this study. They introduce her as "the mother of two daughters who are deaf," which

ties her into the deaf community and allows readers to see that she has expertise in the area

(Daniels 6). If the project designer were utterly ignorant of the deaf community, the audience
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would not take them seriously. Still, because Robinson has personal experience and knowledge

in this area, she is qualified enough to conduct a study for the deaf community. Her qualification

strengthens the purpose of this article and connects it back into the deaf community through

ethos.

Pathos is also used in this essay to allow readers to feel or relate to the deaf community.

For example, after including a stat that says, "90 percent of all Deaf children in the United

Kingdom are integrated into mainstream schools where they are expected to communicate in

English," (Daniels 6). Daniel proceeds to say how "the burden is placed solely on Deaf children,

who cannot use their own language and must instead learn to use English," (Daniels 6).

Although the beginning part is considered logos because it is a fact, when combined with the

second quote, it makes readers feel bad for making the lives of people who are deaf more

difficult by expecting them to learn English rather than the hearing community learning sign

language. After having read the aforementioned, readers are more willing to consider Daniel's

research, and it is almost as if the audience is guilted into continuing to read the article. And the

bit of logos inclines readers to reason with Daniels since she is adding more depth and again

making it more than just an emotional article.

They continue to try and appeal to emotion when they introduce an anecdote from the

teacher of the deaf. She recalls, "four (Deaf and hearing) children had been huddled together

around a table discussing what they liked about a comic book one of the children had been given

for Christmas. The BSL conversation was animated, and a Deaf child was able to explain that

she had also received the same comic book," (Daniels 7). By including this story, the study is

given a personal and affectionate touch. Daniels is able to radiate the sense of accomplishment

the teacher felt when the kids were able to communicate successfully, despite their differences.
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Instead of being a boring statistical research article, this paper is given a bit of life through this

personal anecdote, making the study more enjoyable to read.

One other pathos device is used when the article discusses an accomplishment of the

hearing teacher of the hearing children. They say that she started not knowing anything about the

deaf community or anything about sign language. Still, after integrating the classes, she

comments, "when the children come in (Deaf children) they wave to me and sign to me because

they know I can sign back," (Daniels 8). Daniels goes on to say how "this ability bolstered her

confidence." The aforementioned allows readers to feel the sense of accomplishment that the

hearing teacher gains and makes them believe that the study was successful. By allowing readers

to feel the feelings of those involved in the study, a more personal connection is made, allowing

the results to resonate with the audience.

Although Daniels does include many rhetorical devices that strengthen her article, one

thing that would have earned her a gold star would be charts and graphs to appeal more to the

logos end of the article. It is not like her article completely fails on the logos scale, but because

she only cites other pieces of work and does not include her own facts or evidence her article

may fall short. Daniels did not include a single chart or graph, which makes it hard for readers to

understand just how well this study went because there is no tangible record or statistical data in

one place. By adding graphs, it would strengthen her claim by providing solid evidence.

However, she does counter this argument by stating that "although these behavioral attributes are

essential to instruction, they are difficult to measure," (Daniels 14). Though her counterargument

is brief, the fact that she considered outsiders' opinions and critiques add to her credibility as a

writer and researcher. By acknowledging how her study might fall short, she is able to build her

character, which will make readers more inclined to trust her.

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Overall, Daniels does an excellent job of getting her audience to trust her work by using

credible sources. She can show her connection to the deaf community, and she also evokes

emotions within readers to get them to connect with her article at a deeper level. Her appeal to

authority gains her article credibility, and her use of loaded emotional language gains the

audience's pity which guilts them into reading the article. Her use of anecdotes takes typical

superficial research and converts it into a personal and enjoyable read. Bits and pieces of logos

based evidence were added to strengthen her article and make it more three-dimensional. Even

though Daniel's lacked the logos aspect of rhetoric, she was able to counter any of these

arguments, which also gained her article credibility. In the end, Daniels was able to use ethos and

pathos to support her claim on deaf integration while adding bits of logos to add to her rationale.
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Work Cited

Daniels, Marilyn. “Sign Language Advantage.” Sign Language Studies, vol. 2, no. 1,

Gallaudet University Press, 2001, pp. 5–19, http://www.jstor.org/stable/26204879.