663631

research-article2016
ALXXXX10.1177/1045159516663631Adult LearningAdult Learning

Vol. 28  No. 2 ADULT LEARNING

Refereed Articles

Creating Original Products and Infomercials to Study

Rhetorical Analysis
Clarena Larrotta, PhD1

Abstract: Rhetorical analysis was a required unit of were able to construct knowledge and scaffold each
study for college students enrolled in intermediate other’s learning successfully.
English as a second language (ESL) composition. Keywords: ESL composition, ESL infomercials, ESL
Twenty-six students participated in a project rhetoric, ESL independent learning
creating an original product and its infomercial. The
project aimed at increasing student motivation to
continue writing essays in English and providing a Introduction
space for them to collaborate in small groups to do Have you ever been in a situation where you feel
independent work. The research weak . . . afraid . . . in need of

“
questions guiding the project power?
were as follows: What are the The students
linguistic gains for ESL students created Hi. I’m here to present to you
participating in rhetoric practice the new revolutionary product
in a college composition
infomercials of that will change your life in five
course creating an original original products, used minutes: Fear the beard! Apply
product and its infomercial? persuasion and it when needed, style it to your
What can be learned about liking and grow a gorgeous
fostering learner independence argumentation beard in five minutes or less.
as a result of implementing strategies, Many famous stars use Fear the
this project? Therefore, the transmitted social Beard. So if you want to be
students created infomercials followed by women, or feel
of original products, used messages, and utilized stronger, and feel respected by
persuasion and argumentation their public speaking other men . . . call now!!!
strategies, transmitted social 1-800-FEAR
skills in ESL.”
messages, and engaged in civic
literacy. Independent learning Rhetorical analysis is a required
occurred as students worked in small groups and unit of study for college students in the intermediate
made decisions, planned, applied new/previous English as a second langue (ESL) composition course.
knowledge, and shared resources. The students This can be a challenging unit to teach in a

DOI:10.1177/1045159516663631. From 1Texas State University. Address correspondence to: Clarena Larrotta, PhD, Counseling, Leadership,
Adult Education, and School Psychology Department, Texas State University, San Marcos, TX 78666, USA; email: [email protected].
For reprints and permissions queries, please visit SAGE’s Web site at http://www.sagepub.com/journalsPermissions.nav.
Copyright © 2016 The Author(s)

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ADULT LEARNING May 2017

composition class and maybe even more challenging establishing the character and credibility of the writer/
when the students are ESL learners. The main activity speaker. The authors/speakers should present
in this course was essay writing and the students got themselves as knowledgeable, honest, fair-minded, and
tired and bored as the semester progressed; they believable. Utilizing “pathos,” the author/speaker’s
developed writing fatigue. In the effort to make this message generates emotion to move the audience. The
unit an authentic language activity, the students text/message generates strong feelings to support its
participated in a project designing an original product points, win over the reader/audience, or influence
and the infomercial to sell the product. With this goal them. The emotions need to fit the situation—not
in mind, they needed to use persuasion and manipulate the audience. In relation to “logos,” the
argumentation strategies. The project aimed at author/speaker uses logic and evidence to make the
increasing student motivation to continue writing case. The appeal to reason and evidence is most
essays in English and providing a space for them to favored in academic text; claims are supported by facts,
collaborate in small groups to do independent work. data, testimony, and good reason.
As reflected in the introductory excerpt, the project
allowed the students to go beyond learning the Social Conscience/Participation
principles of rhetorical analysis. A study by Chan and Yap (2010) discussed the
benefits of adopting a public orientation in ESL writing
Relevant Literature instruction fostering the student’s ability to participate
The literature on ESL composition is extensive; in public discourse:
therefore, this section will focus only on aspects that
directly connect to the study presented here. These . . . writing instruction is no longer limited to
include rhetorical analysis, social conscience/ competence in terms of language, style and
participation, and self-directed learning. techniques, but is expanded to encompass civic
literacy . . . [aiming] to produce individuals who
Rhetorical Analysis are empowered to contribute towards a better
Rhetoric is the art of using language and media to world through participation in public discourse.
achieve particular goals; it is the argument that takes a (p. 115)
close look at the strategies of persuasion within a text
(Ruszciewicz & Dolmage, 2012). Thus, rhetorical analysis In this view, the goal of ESL writing instruction is
is a form of criticism that employs the principles of expanded to encompass the development of social
rhetoric (the study and practice of effective conscience/participation. Chan and Yap (2010) argue that
communication) to examine the interactions between higher education is charged with producing individuals
text, author, and audience. Although writing using the who are able to contribute ideas and opinions toward
rhetorical analysis process is not easy, first-year students issues of importance to themselves and to the various
need to develop this skill to facilitate their writing levels of community in which they belong. They assert
throughout college studies. Ruszciewicz and Dolmage that “ . . . Public awareness as opposed to insularity in
(2012) explain that rhetorical analysis requires applying thinking is an inherent responsibility of higher education
one’s critical reading skills to “break down” a text or that requires civic literacy skills that can be effectively
break off the “parts” from the “whole.” The goal is to taught through a public orientation of writing instruction”
analyze the strategies the author uses to achieve the goal (p. 116). This approach to ESL composition instruction
or purpose of writing the piece focusing on how the provides a broader and more relevant view of what the
author writes, rather than what is written. Ruszciewicz goal of learning how to express one’s ideas in writing
and Dolmage (2012) suggest using ethos (credibility), and speaking should be. It is an invitation for the
pathos (emotions), and logos (logic) as techniques to instructor to teach civic literacy in the ESL composition
highlight a product and to apply rhetorical analysis. classroom and go beyond the traditional approach to
These authors (Ruszciewicz & Dolmage, 2012) writing as a silent activity aiming for correct grammar and
describe these techniques as follows: Ethos refers to mastery of the written language.

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Self-Directed Learning all in the hands of the learners” (p. 90). These
Knowles (1975) describes self-directed learning as assertions are congruent with Cady’s (1991) work.
a natural process associated with adult Being methodical, reflective, curious, persistent,
development: adventurous, creative, and capable of making choices
are some of the characteristics that Candy (1991)
. . . as we grow and mature we develop an attributed to learners who embark in self-directed
increasingly deep psychological need to be learning. To sum up, one of the main goals of
independent, first of parental control, and then institutions is to create independent learners and
later, of control by teachers and other adults. An learners with highly developed critical thinking skills.
essential aspect of maturing is developing the
ability to take increasingly responsibility for our The ESL Composition Course and the Study
own lives—to become increasingly self-directing. The project took place while teaching a composition
(p. 15) course for ESL students in Puerto Rico as a visiting
professor. Puerto Rico is a commonwealth, and despite
These assertions agree with the general goals of English having a strong presence in the Island in terms
educating adults—help them become independent of official businesses and the economy, English is
learners. Later, Knowles (1990) added that the process learned in school settings and the motivation to learn it
of transitioning from dependence to self-direction in a is mainly instrumental. “Students report that they learn
learning situation can be compared with an individual’s English primarily to get jobs that pay well. Spanish is
process of maturing into adulthood. Likewise, Grow spoken at home and in informal and social interactions
(1991) argued that self-direction “is partly a personal . . . English is encountered in textbooks, products,
trait analogous to maturity. Once developed, certain cable TV, magazines, and other media” (Morales &
aspects of self-direction are transferable to new Blau, 2009, p. 46).
situations” (p. 127). Researchers in the adult learning The participants in intermediate ESL composition
field agree that self-direction can be learned, and it can were a group of 26 learners; the class met twice a
be taught (Brookfield, 2013; Grow, 1991; MacKeracher, week for 90 min each time, and the implementation of
2004). The facilitator/teacher can encourage and the project lasted 5 weeks. There was a pre-established
support the development of self-directedness departmental syllabus and rhetorical analysis was one
(Brookfield, 2013; MacKeracher, 2004). of the required units of study. The assignment was a
More specifically, Grow (1991) proposed the Staged group project for creating an original product. It
Self-Directed Learning (SSDL) Model to explain how included implementing the principles of rhetorical
teachers can equip students to become more self- analysis (e.g., ethos, pathos, and logos), creating a
directed in their learning. This SSDL model describes 5-min infomercial, recording it, and playing it in class
four stages that look at the progression from dependent for classmates to analyze and criticize. The students
learner to self-directed learner and the respective role worked in small groups (three to four students) during
of the teacher in each stage. In Stage 1 are the learners the last 30 min of class. The students’ video clips were
of low self-direction and the teacher’s role is that of an evaluated according to the use/understanding of
authority coach. Stage 2 presents the learners of rhetoric and language—persuasion and argumentation.
moderate self-direction and the teacher as a motivator, The students uploaded their video clips to Dropbox
guide. Stage 3 describes the learners of intermediate and the assignment was graded using a rubric.
self-direction and the teacher as a facilitator. Stage 4 The research questions focusing the study included
presents the learners of high self-direction and the the following:
teacher as a consultant, delegator.
More recently, Brookfield (2013) defined self- Research Question 1: What are the linguistic gains
directed learning as “learning in which decisions for ESL students participating in rhetoric practice in
around what to learn, how to learn it, and how to a college composition course creating an original
decide if one has learned something well enough are product and its infomercial?

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ADULT LEARNING May 2017

Research Question 2: What can be learned about for efficiency purposes, or to gain access to a certain
fostering learner independence as a result of teacher (Grow, 1991). These are interesting ideas and
implementing this project? can have application in the ESL classroom working
with adult learners. These students were familiar with
Utilizing a teacher–research method, I documented the the academic environment, but other students (e.g.,
implementation of the project and attempted to improve those in community-based ESL programs and older
classroom practice for quality learning (Loughran, learners) may need assistance with technology or
Mitchell, & Mitchell, 2002). Enhancing the departmental receiving more direction to do a similar assignment.
syllabus to assist students to learn and practice rhetorical The students created a total of seven video clips and
analysis emerged as a teaching/learning need. Of course, the titles they gave to their video clips included the
“being a teacher-researcher illustrates professionalism following: “Wear the Beard, Fear the Beard!” “Key Energy,”
[and] willingness to accept that one’s own experience is “Hands Free Beverage Dispenser,” “Chick Magnet,”
the major source of improvement in practice” (Loughran “Rainaway,” “Health Watch,” “Know Pill.” Accordingly, data
et al., 2002, p. 16). Therefore, the assignment was collection sources included the transcription of these
designed based on previous experiences teaching similar video clips. Another data source was the researcher
students and courses. journal. Data for this analytic journal came from field
Once a week, I recorded my observations of the notes taken right after class, from listening to the students’
classroom dynamics and the student work. I created conversations planning and working on the project, and
PowerPoint presentations, activities, and handouts to later from my observations about their class performance
teach/practice rhetorical analysis and its usefulness in presenting the final product.
real-life situations. I used video clips of TV I transcribed the video clips created by the students
advertisements available online and facilitated class and analyzed them looking at ethos, pathos, and logos.
discussions to practice rhetorical analysis in class. I also Open coding served to identify meaningful themes
prepared lectures using the class textbook and related to the research questions (Creswell, 2007). The
implementing the exercises suggested in the book— next steps included multiple readings of the textual
there was a prescribed syllabus that I needed to cover. data, conducting content analysis reviewing the data
As the instructor, my initial intention with the line-by-line, and implementing a deductive category
rhetorical analysis project creating infomercials aimed approach. Mayring (2000) explains that “Deductive
to make room for the students to be creative and category application works with prior formulated,
practice the language and the class topic on their own. theoretical derived aspects of analysis, bringing them in
I did not offer help structuring the infomercials, or connection with the text” (para. 13). Thus, I used the
creating the scripts, or with technology issues. I merely principles of rhetorical analysis to determine the main
provided class time for the students to meet and themes and decide on the most meaningful examples
discuss. I asked questions and visited with the different to illustrate study findings.
groups to find out about their progress. It was hard at
times to not worry about the students who I already Study Findings
knew required more attention and direction, but I As a result of the implementation of the project, the
made the effort to just let them work with their students created infomercials of original products, used
classmates and trust the process. persuasion and argumentation strategies, transmitted
There were other class activities that were very social messages, and utilized their public speaking
structured, I lectured and answered questions, or skills in ESL. This section presents study findings
pointed the students to the right resources (e.g., through the following themes: practicing English,
technology available through campus services such as practicing rhetorical analysis, and promoting
the library or the English Department). To this effect, independent learning.
Grow (1991) discussed self-directed learning as a
progression from dependency to total independence Practicing English
from the instructor. He also argues that learners may As a whole, the activity allowed the students to
choose to be dependent when learning a new topic, practice speaking and writing in English, mainly
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Vol. 28  No. 2 ADULT LEARNING

convincing an audience to purchase their products. The Do not use more than 4 tablets in a 24-hour
preparation of the script for the infomercial served as period. Side effects include bladder pain, lower
recurrent writing practice. Through the implementation back or side pain, fast or irregular heartbeat . . .
of the rhetorical analysis project, the students had the Ask your doctor if Nevatoxx is right for you! Do
opportunity to be creative playing with language, plan not abuse the use of alcohol or this product!
together what language to use, correct each other
speaking/writing, and rehearse the recording of the In addition, the learners focused on topics that
infomercial. They were able to talk about side effects, affected them as college students. For instance, the
cause/effect, and use persuasion to promote their video clip on “Wear the Beard, Fear the Beard!”
product. There were a few mistakes in the text they presents three different scenarios where a college
created, but none incurred in communication student is bullied. In one of them, the student gets
breakdown. robbed and bitten in the library bathroom by another
They created catchy phrases such as “Wear the student. Once the student applies the product on his
Beard, Fear the Beard!” to sell a shaving product for face, he returns to the library and challenges the
men. The students promoting a product for protection aggressor to give him back his wallet and appears
from the rain said, “Rainaway is a rainproof oil that confident due to the beard he just grew. Another
leaves you dry to the rain!” Rain is a big inconvenience scenario illustrated how bullying is not gender bound,
when you have class in another building on campus and anybody (woman/man) can be a bully. A similar
and this message would be appealing to their peers. example is presented in the infomercial for Nevatoxx,
Similarly, the phrases “Know Pill is the pill that gives when students explicitly state that abusing alcohol is a
you instant knowledge on any subject” and “Let problem that can affect you and others.
Nevatoxx be your solution to cure hangover and never
miss class or work again” were used to get the Promoting Independent Learning
audience’s attention and make them interested in their The last 30 min of class were not enough to work in
products. These catchy phrases addressed pathos in the project; the students also worked outside of class to
rhetorical analysis and compelled the audience to finish their project by the stipulated deadline. They did
watch the infomercial until the end. this willingly and helped each other with resources,
language use, and logistics. Independent learning
Practicing Rhetorical Analysis occurred as students made decisions and planned
Examining the script of each of the video clips together, without consulting their instructor. They
created by the students, it becomes evident that the questioned, applied new/previous knowledge, and
three techniques studied in class to highlight a shared resources. They were able to construct knowledge
product, ethos, pathos, and logos are present. The and scaffold each other’s learning successfully. The
students got a good grasp of how to conduct students had to make sense of rhetorical analysis
rhetorical analysis. For example, in Nevatoxx, the principles to decide how best to present them and sell
narrator establishes credibility at the start of the their products. They reflected on questions such as,
commercial by stating, “America’s number one all “What exactly is ethos? How can we incorporate it to the
natural hangover cure!!! . . . with healthy ingredients message? How do we show it in the video clip?” As a
such as vitamins . . . Magnesium, potassium and group, they pondered on these inquiries and made
prickly pear extract . . . the perfect hangover associations, which they converted into a product, the
prevention and cure . . . .” She, the narrator, infomercial. They also had to solve problems faced due
immediately moves to appealing to the audience’s to the use of technology and difference in schedules that
emotions by providing testimonials: “I know drinking the three or four group participants had.
in excess is bad! But when I do I use Nevatoxx, I The students came from different programs such as
haven’t missed one single class or work since. This nursing, biology, and engineering. The specialized
product is amazing!!!” Finally, the narrator presents knowledge they had coming into the classroom and
the facts and logistics about how to take the product being placed in groups allowed for them to contribute
and possible side effects: and help each other in the selection of the topic, the
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ADULT LEARNING May 2017

creation of the product, and the production of the video anticipation and excitement to be in class and to
clip. For example, the video clip on Key Energy present/watch their final products. There was laughter
included computer engineering ideas and skills. The and spontaneous demonstrations of opinion while
visuals for this particular infomercial are very watching the infomercials as well.
sophisticated. The screen shows different scenarios and
environments; it shows a big generator that was created Discussion and Implications
by the students using specialized software to show how Study findings align with social learning theory
it emits waves. There is another image illustrating (Bandura, 1977; Vygotsky, 1978), which views learning
nanoparticles showing small particles and waves as a cognitive process that takes place in a social
moving. These look like animation drawings. Finally, context, integrating behavioral and cognitive learning.
the video clip shows several devices (e.g., a desktop Study findings showcase how the students were able to
computer, a laptop, a TV) to demonstrate that a small construct knowledge and scaffold each other’s learning
black box, the wireless energy router, is able to provide successfully by working in small groups and working
power to all those devices at once. Likewise, the video toward a common goal to finish the course assignment.
clip for Health Watch was recorded at the campus clinic In addition, they mastered the principles of rhetorical
using medical instruments and a credible environment analysis (Ruszciewicz & Dolmage, 2012) as illustrated by
to illustrate how this watch could save a person’s life. the infomercials they created. They also got involved in
Looking at Grow’s (1991) SSDL Model, it can be what Chan and Yap (2010) call civic literacy; they were
argued that the students in the project performed at able to contribute ideas and opinions about issues of
“Stage 2” of his model. This stage presents learners at importance to themselves as well as to the community in
the level of moderate self-direction and the teacher as a which they belong. The students examined issues
motivator/guide, and it speaks of good students and affecting the individual and society (e.g., studying,
good teaching. The ESL composition students were bullying, energy shortages, drinking, and health).
open to learning and showed interest in the project and Study findings also align with Merriam, Caffarella,
the subject matter. They behaved as “good students.” and Baumgartner’s (2007) description of independent
The students integrated new theory, their own learners taking initiative for planning, carrying out, and
resources, and specialized knowledge on their own. evaluating their own learning experiences. During 5
Before displaying the video clips, they gave brief weeks, the students talked about the project and
introductions and contextualized their creations; they worked to make it a reality. The day when they
presented their products with confidence. They presented their video clips, their classmates had a
explained about the decisions they made and the chance to give feedback and judge each other’s work.
problems they faced and how they solved them to be Moreover, as explained by Merriam and colleagues
able to have a product to display. In agreement with (2007), self-directed learning should enhance the ability
Stage 2 of the SSDL model, the students followed their of adult learners to promote emancipatory learning and
interests to create an original product and designed the social action. The students had freedom to decide on
infomercial; their instructor served as a motivator and the topic, the scenarios, the text, the steps for creating
facilitator of discussion and interactions. the final product, and the amount of learning they
In relation to “being good students,” everybody wanted to take place (Brookfield, 2013).
came to class with a video clip to display the day of By addressing difficult issues (e.g., bullying,
the deadline. A group resubmitted their video clip due drinking, studying, and energy shortages) in their video
to sound problems, and another group struggled with clips, they were able to engage in social action and
technology the day of the presentation until they could discussion of problems they had in common. More
display their work. The students used a rubric and than just practicing English to learn the language, the
assigned each other a grade and feedback. They also composition class, and any other ESL class for that
voted to choose the “people’s favorite” video clip. They matter, should promote civic participation and use the
were very honest and diligent providing feedback to class as a platform for students to contemplate serious
each other. Everybody participated in class for this topics affecting them as adults and their community.
event, even the shy and quite students. There was For example, in a previous unit where we studied
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Vol. 28  No. 2 ADULT LEARNING

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Conflict of Interest Vygotsky, L. S. (1978). Mind in society. Cambridge, MA:
Harvard University Press.
The author(s) declared no potential conflicts of interest
with respect to the authorship and/or publication of
this article. Author Biography
Clarena Larrotta, PhD, is an associate professor at
Funding Texas State University. Her research interests focus on
The author(s) received no financial support for the topics such as adults learning ESL, adult literacy, family
research, authorship, and/or publication of this article. literacy, and adult education issues.

53
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