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    Essay 3 Activity - Hawkes

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    The article analyzes a university mental health guide through rhetorical criticism. It argues that while the guide aims to help faculty, it undermines its own purpose by invoking fear-based rhetoric about student mental illness. Specifically, the guide positions distressed students as dangerous threats like terrorists. The analysis supports its argument through appeals to ethos, citing experts on student mental health issues, appeals to logos using statistics on depression rates, and appeals to pathos emphasizing the struggles faced by students with mental illness. Overall, the article critiques how the guide's rhetoric reflects historical dichotomies of care and fear around mental illness.

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    Essay 3 Activity - Hawkes

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    The article analyzes a university mental health guide through rhetorical criticism. It argues that while the guide aims to help faculty, it undermines its own purpose by invoking fear-based rhetoric about student mental illness. Specifically, the guide positions distressed students as dangerous threats like terrorists. The analysis supports its argument through appeals to ethos, citing experts on student mental health issues, appeals to logos using statistics on depression rates, and appeals to pathos emphasizing the struggles faced by students with mental illness. Overall, the article critiques how the guide's rhetoric reflects historical dichotomies of care and fear around mental illness.

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    The article analyzes a university mental health guide through rhetorical criticism. It argues that while the guide aims to help faculty, it undermines its own purpose by invoking fear-based rhetoric about student mental illness. Specifically, the guide positions distressed students as dangerous threats like terrorists. The analysis supports its argument through appeals to ethos, citing experts on student mental health issues, appeals to logos using statistics on depression rates, and appeals to pathos emphasizing the struggles faced by students with mental illness. Overall, the article critiques how the guide's rhetoric reflects historical dichotomies of care and fear around mental illness.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    47 views5 pages

    Essay 3 Activity - Hawkes

    Uploaded by

    api-642181316
    The article analyzes a university mental health guide through rhetorical criticism. It argues that while the guide aims to help faculty, it undermines its own purpose by invoking fear-based rhetoric about student mental illness. Specifically, the guide positions distressed students as dangerous threats like terrorists. The analysis supports its argument through appeals to ethos, citing experts on student mental health issues, appeals to logos using statistics on depression rates, and appeals to pathos emphasizing the struggles faced by students with mental illness. Overall, the article critiques how the guide's rhetoric reflects historical dichotomies of care and fear around mental illness.

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    © All Rights Reserved
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    of 5

    Prof.

    Nelson ::: ENGL 1301 ::: F22

    Exercise: Rhetorical Analysis of Peer Reviewed Article

    Example Text:

    Hawkes, Joel. “A Quick Reference Guide to Mental Health on University Campus: a Brief
    Rhetorical Analysis of Fear.” Disability & Society, vol. 34, no. 1, pp. 162-168. Taylor &
    Francis Journals Complete, doi: 10.1080/09687599.2018.1536841.

    Step 1: Determine GAPS

     What is the genre of the Hawkes piece? What are the common components / rhetorical
    moves of this genre?
    o Genre: researched rhetorical analysis (academic) published in a Peer Reviewed
    Academic Journal

    o Common components:
     Long list (in Works Cited / References section at the end of the paper) of
    references for reliable/trustworthy/expert sources that have been cited
    throughout the paper to support claims with evidence and validated
    interpretations
     Standard essay structure:
     Introduction that provides (researched) contextual information on
    the topic and narrows to a thesis statement that summarizes the
    argument of the paper and concludes with a methodology that
    previews how the body of the essay will prove the thesis statement
     Body that developed the argument of the thesis statement; breaking
    the thesis statement down into sub-claims that are proven with
    evidence and analysis of that evidence as well as support from
    researched sources (other scholars and other reliable sources of
    information); body paragraphs follow standard paragraph
    structure with topic sentences that serve as claims (call backs to
    thesis statement) and are supported with evidence and explanation,
    and include transitions that connect the paragraph-level claims to
    one another
     Conclusion that restates the thesis and key sub-claims from the
    body and describes the implications of the finding of the paper
     A title that summarizes the main idea / topic of the paper, uses the “Topic:
    Method” formula
     An abstract that summarizes the key points (thesis, sub-claims, main
    artifact under investigation) of the paper in a short paragraph
     Author clearly identified, as well as his credentials
     Uses first person pronouns to establish context and author’s relation to the
    context of study / artifact under study -> this style is allowed given the
    discipline of study / journal

     Who is the audience of the Hawkes piece?


    o Scholars / Professors / students interested in the topic of student mental health,
    research topic of disability studies, especially university programs / policies /
    materials aimed at addressing student mental health

     What is the purpose of the Hawkes piece?


    Prof. Nelson ::: ENGL 1301 ::: F22

    o “My aim is not to simply criticise the resource; rather, I seek to generate
    discussion that will help us further improve services and resources for students,
    staff and faculty.” (Hawkes 163)

     What is the context of the Hawkes piece?


    o “Department of English, University of Victoria, Victoria, BC, Canada” --
    different assumptions / expectations, culturally and legally, for universities,
    professors, and students in Canada
    o Published 2019—pre-pandemic; different assumptions and expectations about
    student mental health

     What is the argument (thesis statement) of the Hawkes piece?


    o Short version:
     “What intrigued – and concerned – me was a conflict in the rhetoric of the
    Guide that nicely reflects a historical dichotomy of care and fear that has
    long governed our uncertain response to mental illness.” (Hawkes 163)
    o Long version:
     “A simple resource of information for faculty suggests awareness and care
    for those with mental health issues (and for this, institution and resource
    should be praised); but this sense of care, and arguably the resource itself,
    is undermined by a recourse to fear, so that not mental illness but rather
    Madness is glimpsed on the page – Madness which has traditionally been
    seen and represented as a threat that must be contained.” (Hawkes 163)

    Step 2: Locate Rhetorical Appeals (Gather Evidence)

     Where does the Hawkes piece provide examples of appeals to ethos?


    o “As Rachel Demery, Kathryn Thirlaway, and Jenny Mercer’s study suggests, little
    had been done to examine the experiences of students diagnosed with mood
    disorders, and in looking to rectify this they also conclude that little information is
    offered on campus to help these students (Demery et al. 2012).” (Hawkes 163)
    o “The most common diagnosis for students is depression. Richard Kadison and
    Theresa DiGeronimo call this a ‘Mental Health Crisis’ on campus, claiming that
    depression affects 50% of students at some point during their time at university
    (Kadison and DiGeronimo 2004).” (Hawkes 162)

     Where does the Hawkes piece provide examples of appeals to logos?


    o “This was a much-needed resource. Every faculty member was given one as part
    of a three-year initiative (2014–2017): the University of Victoria (UVic) Student
    Mental Health Strategy, a ‘framework that provides direction for the Division of
    Student Affairs and the broader university community for a holistic and
    comprehensive approach to student mental health’ (University of Victoria
    2014a).” (Hawks 162)
    o “The most common diagnosis for students is depression. Richard Kadison and
    Theresa DiGeronimo call this a ‘Mental Health Crisis’ on campus, claiming that
    Prof. Nelson ::: ENGL 1301 ::: F22

    depression affects 50% of students at some point during their time at university
    (Kadison and DiGeronimo 2004).” (Hawkes 162)

     Where does the Hawkes piece provide examples of appeals to pathos?


    o “The Guide then positions – unwittingly or not? – the distressed student as a
    threat, akin to a terrorist or bomb that might explode at any moment on campus.
    This student is dangerous, so be prepared!” (Hawkes 166)
    o “Those with such ‘invisible disabilities’ face the challenge on campus of
    ‘negative social attitudes’ and a ‘general lack of understanding’ (Mullins and
    Preyde 2013, 153).” (Hawkes 163)

    Step 3: Identify the Strategies Delivering the Rhetorical Appeals (Analyze Evidence)

     How does the Hawkes piece deliver appeals to ethos? What rhetorical strategies are used?
    o Calling on experts to establish credibility of supporting information / ideas: “As
    Rachel Demery, Kathryn Thirlaway, and Jenny Mercer’s study suggests”--calling
    on a scientific study that is published in the same peer reviewed journal as
    Hawkes’ article
    o Calling on experts to establish credibility of supporting information / ideas:
    “Richard Kadison and Theresa DiGeronimo”--calling on an academic book that is
    published by a reputable press

     How does the Hawkes piece deliver appeals to logos? What rhetorical strategies are
    used?
    o Present facts to support a claim: “[Claim] This was a much-needed resource.
    [Fact] Every faculty member was given one as part of a three-year initiative […]”
    o Presents statistical information to support a claim as well as reasoning to elaborate
    the claim: “[claim] The most common diagnosis for students is depression.
    Richard Kadison and Theresa DiGeronimo call this a [reasoning / elaboration]
    ‘Mental Health Crisis’ on campus, claiming that [statistical support] depression
    affects 50% of students at some point […]”

     How does the Hawkes piece deliver appeals to pathos? What rhetorical strategies are
    used?
    o Undercurrent of anger from the writer in the sentence and punctuation; snarky
    anger because the writer of the article is acting like he is the writer of the Guide
    but disingenuously by overstating the implied message in very bald terms: “This
    student is dangerous, so be prepared!” (Hawkes 166) –more impactful for
    following the recognition of fear-laden vocabulary in the Guide, described in my
    notes below (pt. 2)
    o Words laden with emotion of fear used to describe the “distressed student” to
    emphasize how overwrought the implication of the danger posed by the
    “distressed student”: “threat, akin to a terrorist or bomb that might explode at any
    moment on campus.”
    Prof. Nelson ::: ENGL 1301 ::: F22

    o Words that emphasize struggle and therefore cultivate sympathy in the reader,
    emphasized especially because they are obviously borrowed from an expert by
    being placed in quotation marks: “Those with such ‘invisible disabilities’ face
    the challenge on campus of ‘negative social attitudes’ and a ‘general lack of
    understanding’ (Mullins and Preyde 2013, 153).” (Hawkes 163)

    Step 4: Evaluate the Effectiveness of the Text’s Use of Rhetorical Appeals (Draw a
    Conclusion)

     Do the appeals to ethos in the Hawkes piece match the genre expectations?
    o Yes and no—the right move to appeal to experts, but maybe they are not the most
    recent, up-to-date experts (For example, Kadison and DeGeronimo source,
    published in 2004)

     Do the appeals to ethos in the Hawkes piece address the audience?


    o Yes—by citing research published previously in the journal, the writer’s appeal to
    ethos does match the target audience (for example, “Rachel Demery, Kathryn
    Thirlaway, and Jenny Mercer’s study” [Hawkes 163])
    o Yes—by citing research by experts, even if it is slightly old research (for
    example, Kadison and DiGeronimo source, published in 2004)

     Do the appeals to ethos in the Hawkes piece match the purpose?


    o Yes—Hawkes seeks to have a discussion about his topic, and he does that by
    citing other experts on that and related topics

     Do the appeals to ethos in the Hawkes piece address the context?


    o Yes, even in borrowing from news sources as well as academic experts, Hawkes
    addresses his particular context (university campuses and Canada)

     Do the appeals to ethos in the Hawkes piece support the argument effectively?
    o Yes, the appeals to ethos are establishing that the experts recognize that mental
    health issues are widespread and not well understood (with the implication being,
    not well addressed), which supports Hawkes’ argument that the Guide as a
    resource does not adequately or humanely treat the idea of mental health issues
    among students.

     Do the appeals to logos in the Hawkes piece match the genre expectations?

     Do the appeals to logos in the Hawkes piece address the audience?

     Do the appeals to logos in the Hawkes piece match the purpose?


    Prof. Nelson ::: ENGL 1301 ::: F22

     Do the appeals to logos in the Hawkes piece address the context?

     Do the appeals to logos in the Hawkes piece support the argument effectively?

     Do the appeals to pathos in the Hawkes piece match the genre expectations?

     Do the appeals to pathos in the Hawkes piece address the audience?

     Do the appeals to pathos in the Hawkes piece match the purpose?

     Do the appeals to pathos in the Hawkes piece address the context?

     Do the appeals to pathos in the Hawkes piece support the argument effectively?

    Step 5: Formulate a Thesis Statement

    Use one of the following formulas to craft an assertion about the Hawkes piece and a reason that
    supports it:

    Formula 1
    Hawkes’s article is in/effective in supporting its argument because it [summarize what it
    does rhetorically in support of your assertion].

    Formula 2
    The argument of Hawkes’s article is un/persuasive because it [summarize what it does
    rhetorically in support of your assertion].

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