Nishiyama 1

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, 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." 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. Because 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.

Adding a credible source to the article builds up the paper's ethos, allowing the audience to trust

it as a reliable study.

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
 Nishiyama 2

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." Because they include credible studies and a well-known reliable organization,

readers are more inclined to trust the results of Daniel's study. 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. If

the project designer were utterly ignorant of the deaf community, the audience 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." 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." Although the beginning part is
 Nishiyama 3

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.

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." 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 despite their differences successfully.

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 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.

 Nishiyama 4

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. 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 my

argument by stating that "although these behavioral attributes are essential to instruction, they

are difficult to measure." 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.

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. Even though Daniel's

lacked the logos aspect of rhetoric, she was able to counter the argument, which also gained her

article credibility. In the end, Daniels was able to use ethos and pathos to support her claim on

deaf integration.
 Nishiyama 5

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.

 Nishiyama 6

Regina Nishiyama

Dr. Loren Higbee

English 1301

15 November 2021

Reflection Essay

In essay one, I learned how to analyze one genre and one community and identify the

more profound meaning and purpose behind the two. In essay 3, this was useful because I needed

to determine who the article's audience was through the author's choice of rhetoric. During the

process of essay 1, we learned about rhetorical situations, which helped me understand how to

look for the rhetorical situation of the article I chose. I looked for the rhetor (i.e., Marilyn

Daniels), the audience (i.e., scholars looking to find information on the deaf community), the

constraints (i.e., lack of tangible evidence such as charts), and the exigence (i.e., achieving

integration worldwide) of her article and was able to apply it to my essay. In essay one, however,

we were asked to evaluate what the genre tells about the community, and in essay 3, I did not

need to look at the community in depth. I did not need to state why the community chose to use

this specific article or the significance of how they can use it.

In essay 2, we learned how to compare the same genre within different communities; this

came in handy when identifying how this one article can be applied to other communities. For

example, even though the intended audience was probably high-level scholars, the choice of

vocabulary and syntax could be understood by regular people, so they could read the article for

mere pleasure or look to enhance their knowledge. Another community that could benefit from

this article would be those who work within the deaf community; because their choice of

vocabulary is not that advanced, they would be able to understand the report and consider the
 Nishiyama 7

information and apply it to their community. In essay 2, however, I had to use a lot of compare

and contrast, but in essay 3, that was not needed. I did not have to find any differences in past

articles or look at any similarities Daniels used throughout her article.

In essay 3, I had to identify the use of rhetorical devices, which comes in handy in many

classes such as history, for example. Identifying the rhetorical devices Thomas Pain used in

Common Sense helps readers understand better why he was writing it and who he was trying to

write it for. It would also come in handy in a government class when looking at laws legislation

is trying to pass. If you can identify how they are promoting the law, are they trying to appeal to

voters' emotions or logic, you can better understand what kind of impact the law will have. For

example, if they are trying to pass free healthcare for the nation, they will probably appeal to

emotion by saying it will help humanity. However, if they are trying to pass a law about taxes,

they will appeal logically and say it will help citizens in the long run. Even though many portions

of this essay will apply to other classes, things such as ethos, logos, and pathos will not be

helpful in math or science. Because these classes are mainly on the side of the logo of rhetoric,

my knowledge of ethos and pathos will not be as helpful.

Analyzing this article helps me improve my writing in the future because I learned not to

look at the superficial part of the writing but analyze the different factors and how they help the

article as a whole. Being able to see how important your choice of rhetoric is in influencing

readers and proving your point helps me remember to choose my rhetorical devices wisely to

make a powerful essay. For example, if I were to write a paper with only pathos, readers would

not think I was credible and think I am just an emotional writer. If I integrated all three into my

essay, I would have a more powerful essay and gain more credibility as a writer.
 Nishiyama 8

Although I did not receive much criticism during peer review, I did receive a lot of

positive feedback. I learned that I was able to identify the different rhetorical devices well and

interpret the importance of the usage. My peers told me that I was able to explain how the

rhetorical devices Daniels used impacted readers negatively or positively. The only criticism I

got was that I used my personal feelings a little too much. My peers reminded me that I should

not agree or disagree with the author. I concluded that my weakness is ignoring the article and

only looking at the rhetorical devices. Because it is fairly new to me, I found it difficult to ignore

the actual information of the essay.

Based on your comments on my last essay, I believe that you will wish I had found more

rhetorical devices. Most of your comments have been for me to explain just a little bit further or

include a little bit more information. In this essay, I only wrote about two rhetorical devices, so I

think you will comment that you wanted me to find more than two devices. The most

challenging part of this essay was to only look at the author's choices rather than look at the

entire article as a whole. As I mentioned below, it is fairly new to me, so it was hard to ignore the

essay's actual information and keep an unbiased opinion on the article. The easiest part of the

article was figuring out if the rhetorical devices Daniels used were impactful or not. After finding

the devices and identifying they're general-purpose, judging how well they were used was just

the final and easiest step.

In the end, my identity as a writer has grown throughout all these essays, but because this

one was so different from the other two essays, I feel like I could grow a lot more. This essay

helped me strengthen my knowledge of rhetorical devices, making me more comfortable using

different ones throughout my writing. If I am more familiar with different writing attributes, I am

better able to articulate my future writings.