The author did a great job using logos as it was his main rhetoric. He includes a variety of graphs fluidly throughout the book. Those graphs including statistics, surveys, and historic information that he explains in his writing.
I agree with this because the graphs and percentages he used supported and made the argument stronger stating that class do matter. It also increased his credibility as he uses cold hard facts.
Logos was the author’s major appeal in the book. He appealed to this by providing a series of charts and statistics that showed the reader the reality of our society. He analyzed every aspect of our society that was brought up in his argument in order for the reader to grasp his message.
Logos is a major part of this book and creating the author's argument. An example of an appeal to logos is,"In a New York Times poll, 43 percent of them called it essential to success, while 42 percent of college graduates and 32 percent of high school dropouts did." The author uses reliable sources to create an argument. There are also many graphs and other statistics to make their point.
The appeal to logos is greatly shown in the book, and its most common form is through charts and graphs. Although prevalent mostly in the beginning of the book, they provide great additional information, and enable the reader to understand the premise of the book more in depth. Look into pgs. 6, 7, 16, 17, 20, 21, 24, 25, etc. Another appeal to logos is the inclusion of times and places of events, which is more consistent through the entire book.
Appeals to logos happen most often in the many statistics, charts, graphs, and even pictures used in the book. They supply the evidence for the argument, without involving any opinions or basing anything off of an emotion or feeling only, but simply basing off of reoccurring patterns and statistics. Logos in this form is used frequently throughout the book, and sometimes an entire page or half a page is dedication to one chart or graph.
The appeal to logos in chapter 5 can be found mostly in percentages. For example, Keller gave percentages about the chances of evangelical Protestants having a college degree compared to evangelicals. Keller also uses historical facts in addition to his percentages, like the history of Ivy Leagues. He then ties the two together to make a claim.
Keller’s book’s intriguing factor was it’s appeal to logos. He uses percentages and graphs to back up his claim. He uses surveys, graphs, polls, etc to follow up on his sub claims and explains each visual thoroughly.
The appeal to logos can be seen in statistics and charts, because they are supporting facts to the argument. Some statistics in chapter 12 were the average income by percentage and the amount of households who earn that income or more. Some charts included the growth in income from 1920-2000 and the amount of benefit from tax cuts by class.
Students in Mrs. Theaker's class reading The New York Times' contributors Class Matters will discuss here.