Generally speaking, rhetoric is a technique used in language or writing to influence or inspire the audiences. The writer writes to convey a message to the audiences. The writer seeks approval in his own feelings, inspirations and opinions. For instance, When we evaluate other people’s work in critiques, you like a piece of work, and you say, “I like this.” But why? If you only say that you like the work, then you appear to be superficial and lack of knowledges. At this time, we need to add some decoration to describe the work: “because the painting has smooth lines, clear relationship between light and shade, elegant modeling, distinct spatial hierarchy, and stable triangular composition. ” Rhetoric makes our language more beautiful and persuasive.
In writing, as in language, the addition of rhetoric makes the sentences more pictorial and resonate with audiences. When an writer writes, in order to express the ideas more clearly to the audience, rhetorical appeals and rhetorical strategies are needed. The purpose of rhetorical analysis assignment is to enable us to better understand the article, and to use critical thinking by analysing the author’s rhetorical appeals and rhetorical strategies for the central questions or theme. Draw stricter conclusions. In the end, we will give the author’s conclusions support, or not support or improvement.
Since my major is Digital Media Art, I am committed to looking for articles on this aspect for further analysis. The article that I determined to analyze is “From Youth Voice to Young Entrepreneurs: The Individualization of Digital Media and Learning” by Alicia Blum-Ross and Sonia Livingstone. This two authors are both from Department of Media and Communications at The London School Of Economics and Political Science. The article was first published in 2016 in Journal of Digital and Media Literacy and available online in LSE Research on July 2016.
According to the performance of this article, its audiences tends to be young people in digital media learning and advocates who support young people’s cooperative participation in digital media learning and “entrepreneurs” who teach young people to use digital media technology when more emphasis is placed on developing their sales potential. Alicia Blum-Ross and Sonia Livingstone divided the advocates and the “entrepreneurs” into two main research aspects, with the advocate advocating cooperative learning among young people and the “entrepreneurs” being inspired by commercialization, to inspire the students focus on individualistic learning.
Their purpose is compare the two educational approaches to see which helps young people develop “self-expression” and “amplify their voices”,(Blum-Ross & Livingstone, 2016) and look for parallel but intersecting points between the two. The authors end with some negative thoughts for the audiences. Contemporary digital media learning（DML) youth are increasingly oppressed by the reality that they are expected and commercialized. Modern youth focus more on skills than creativity in the DML, so that the young voice is obscured by the personalisation of the young “enterprise”. It also reminds readers that the above facts can be avoided and criticized. And audiences are warned not to blindly accept commercial DML.