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Kira Vasquez
Ashley Harden
Gabriella Alter
Ellie Glicksman
ENGL 101 BL-07
Dr. Dave
Rhetorical Analysis Paper

Rhetorical Analysis of Richard Mantells Testimony

Rhetoric is the art of finding the best means of persuasion for a given audience to present
an argument. Typically, the persuasion is presented through logos, ethos and pathos. These
persuasive methods are used to present an argument, or a situation with two or more conflicting
viewpoints. An argument must have three criteria: it must combine truth seeking with
persuasion, have a justification of its claims, and must be both a product and a process. The
argument is developed through the rhetorical situation which can be remembered by
T.R.A.C.E. T is the text of the argument. R is you, the reader. A is the audience, for whom this
text was meant. C is for the constraints of the text: what restricts the persuasiveness of the text. E
is for exigency, what importance this text has. These simple steps are useful for outlining your
argument, and are apparent in Richard Mantells testimony to the New York Council Committee
of Education.
Right away in the first sentence, Mantell tells readers what he wants you to know; "The
rapid proliferation of standardized tests in our schools has had a deleterious effect on our
children." There is no question what his main claim is, and it makes the reader want to read why
he makes such a blatant claim: Why is standardized testing having such a negative effect on
students?
Mantell first explains that standardized tests have become too important and high stakes.
Much of his argument is based in logos appeals, facts and logical approaches. He explains the
situation at hand and why it makes sense to change the current standardized-testing approach,
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using statistics and transcripts. A student gets placed in different levels at each grade, given
credit for college level courses, and selected or rejected from colleges and universities all based
off of their standardized testing scores. Teachers and schools are also evaluated, judged, and
given funds based on how well their students perform on standardized tests. Students that do not
perform well on the tests are labeled as failures. A poll from Sienna College found that over half
of New Yorkers believe there is too much testing in schools. Education should not be about
passing or doing well on just a few exams. Low-scoring students should be helped, not punished
for their scores. Being held back and isolated from other students that tested better is not
necessarily going to help them, and "mindless test prep" wastes weeks of actual classroom
instruction time.
By only focusing on standardized testing scores, the other factors of a child are ignored
when evaluating their performance. Being ill on the day of a test, being a bad test-taker, and
having a different style of learning from other students should be considered when evaluating a
student. When applying to college, a students extracurricular activities and achievements are
often ignored if their scores dont meet the standards of the school they want to attend. Some
schools force students in second grade and younger to sit and take standardized exams, which is
silly because they are still learning to read and write. 10,000 New Yorkers have signed a petition
to stop the testing of second grade and younger students, because students this young cannot be
accurately judged based on standardized testing practices.
The Department of Education has admitted that standardized testing "stifled creativity,
stalled new programs and caused schools to narrow their curriculum and instead prioritize test
prep." Tests were originally tools for teachers to evaluate how well their students had learned the
material being taught and alter teaching methods if necessary, not to pass or fail students.
Standardized tests do not teach children how to do deeper critical thinking. Test preparation
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largely includes strategies for taking tests and answering multiple choice questions, when
students should be learning how to think about the subject matter and how to find their own
answers. "After 10 years of increased standardized testing, the achievement gap is the same." If
stanrdized testing was beneficial to students, then students scores should be improving.
Throughout the article, Richard Mantell also uses pathos to influence his audience, many
of whom probably have children of their own and therefore are likely to feel related to the
subject. Pathos is one of the three categories that make up rhetoric, the act of finding the best
means of persuading an audience. It provides a way for the author to connect with the reader via
their emotions. Pathos has several defining characteristics, including powerful language, vivid
imagery, and appeal to the audiences beliefs and values. These three qualities help influence an
audience by tugging at their heartstrings and appealing to them emotionally.
One example of pathos is when he uses the phrase drill-and-kill to describe how
teachers are mindlessly prepping students to take standardized tests without really teaching them
anything. These words are very powerful and grab the readers attention. Another example of
pathos in the article is when Mantell depicts an image of a kindergartener or a first grader taking
a standardized test, fill-in bubbles and all. He uses this imagery to pull at the heartstrings of the
audience.
Perhaps the most subtle of Mantells rhetorical techniques is his ethos. Ethos refers to the
credibility of the person making the argument in this case, Mantell. There are different ways in
which an argument-maker's ethos is presented. Intrinsic ethos can be conveyed simply through
the appearance of the argument. Correct grammar, proofreading, citations, and physical
appearance of the speaker are all examples of intrinsic ethos. Extrinsic ethos has to do with the
arguer's investment in his or her claim. Having a degree in a particular field or knowledge of the
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subject presents extrinsic ethos. Mantells position and personal investment in the subject of
standardized testing gives him ethos.
Although he gives a convincing testimony on the negative effects of standardized testing
based mainly in emotional and logical appeals, but his credibility also helps him reach his
audience. A background check also reveals that he has a master's degree in education and is a
district representative. This is extrinsic ethos, as mentioned before. The fact that he's addressing
the NYC Council Committee on Education also suggests that he has enough authority that they'd
be willing to hear from him.
Most of the ethos in this argument is intrinsic, however, as anything directly stated in his
testimony is considered intrinsic. In his introduction, Mantell introduces himself as the Vice
President for the United Federation of Teachers for Intermediate and Junior High Schools, which
immediately shows that he is invested in the subject. Mantell's testimony is well written and
convincing. He does not contradict or repeat himself. He even makes a few appeals to the
authority of others. He thanks "Council-members Jackson and Brewer for their leadership on this
issue" and creates a sort of bandwagon appeal by saying "New Yorkers understand all this, that's
why more than 10,000 people have signed our online petition in a week's time, with hundreds
more signatures pouring in every day."
In conclusion, successful argument comes from a combination of the three rhetorical
aspects, with attention to T.R.A.C.E as well. Mantell presents his argument clearly and
persuasively, despite his constraints, that standardized testing should be stopped until at least
second grade. His ethos is credible, his logic is sound, and his emotional appeals are directed at
concerned parents that he knows are listening.