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credentials, by saying, “half of the clients would be gone by tomorrow morning, with theremainder following fast behind.”, there is a sense of humor (and maybe sarcasm). Also, there is
Ward3a sense of humor (and maybe self-mocking) when the author tells the story of his beloved student“threatened … to mince his dear and esteemed professor [Edmundson] … for the crime ofhaving taught a boring class”. The whole message appears like a friendly chat with informallanguage and metaphors: “big players with big bucks”, “buttering their toast”, “small potatoes”,“the kid-samurai episode”, etc. The author also closes the distance with his audience by addingunimportant information and extra explanations here and there, putting them in parentheses.(“We were rich kids minus the money”, for example.) Instead of having a formal organized wayof speaking, Edmundson seems like following his own stream of thoughts. An appeal to ethoshas been developed because students do not feel like they are getting a lecture from a professor,but feel almost like they’re listening from someone they know personally, such as a friend..Despite the success in pathos and ethos, Edmundson doesn’t do a good job in appealingto logos. He is scattered in his presentation. He has the tendency of leaving claims unexplainedand goes straight to seemingly-unrelated matters. For example, after suggesting fighting to “get areal education”, he doesn’t explain why but continues by telling the story of how his fatherhelped him choose the right path in college. It’s an interesting story, but readers cannot see howit is related to “fight against the institution”. After a bunch of stories and metaphors anddescriptions, it’s until near the end that the readers know that “fighting” means being proactiveand critical in learning. Besides not enough explanation, Edmundson sometimes goes too far