Writing Project 2: Comparative Analysis Of Rhetorical Approa

Writing Project 2: Comparative Analysis of Rhetorical Approaches Taken When Constructing Arguments for Expert and Non-Expert Audiences

Academics, researchers, scholars, and scientists are generally viewed as experts, people who possess extended training and education and/or intense experience through practice. As experts, they regularly produce arguments for groups of people who are also experts, others who also possess specialized knowledge or training. Jean Twenge, a faculty member in SDSU’s Psychology department, is a perfect example of such a person. Over her 20+ year career, she has researched generational differences and published her findings in over 100 articles in peer-reviewed publications.

Within the academic community, Twenge is viewed as an expert. However, the transmission of knowledge from experts to broader, non-expert populations has proved challenging. Many people have recognized this as a problem because experts base their careers on addressing issues that everyday people do or should care about. For instance, Anthony Fauci is an immunologist who has directed the National Institute of Allergy and Infectious Diseases since the mid-1980s. Though the science behind his research with rheumatology, HIV/AIDS, and Ebola virus is beyond my understanding, I know his work with these viruses impacts the lives of millions of people in this nation.

Presently, Fauci is tackling the coronavirus pandemic. When people realized around early March that the coronavirus pandemic was going to persist in the U.S.A., Fauci asserted that wearing face masks or shields consistently would reduce coronavirus transmission. However, as we witness daily on social media and our own personal observations, some Americans are slow to embrace this expert’s recommendation. Why is this happening? And more broadly, why are experts’ views often overlooked or discounted in American society?

I’m going to propose that we approach addressing this question from a rhetorical perspective. To do this, we have to accept a few ground rules. · First, we will work from the assumption that successful authors have a keen awareness of their target audience’s expectations. · Second, we will contend that the expectations of expert and non-expert audiences are different, thus requiring authors (who want to be successful in delivering their message) to make different rhetorical decisions to meet these distinct audiences’ expectations. · Third, something is happening when experts make arguments that lead to the unsuccessful delivery of their messages to non-expert audiences. One way to approach this issue is to examine the effectiveness of arguments for expert audiences, and then turn our attention to those designed for non-expert audiences.

By exploring arguments made for expert and non-expert audiences, we can reach meaningful conclusions about the rhetorical choices experts should make that could help them communicate their messages successfully to non-experts. In completing this assignment, you have two options about which texts you will use. Option One : Let Parker select which texts you will use. If you take Option One, I will take care of the research component for you. Please select one of the following pairs of readings/texts to work with: 1. How might technology impact Generation Z? a. Text # 1: “Has the Smartphone Destroyed a Generation?†by Jean Twenge, which is available here: b. Text # 2: “Psychological Well-Being Among American Adolescents After 2012 and Links to Screen Time During the Rise of Smartphone Technology†by Jean M. Twenge, Gabrielle N. Martin, and W. Keith Campbell, which is available through the Module 2 / Readings folder on Blackboard. 2. What are microaggressions and how might they impact people’s lives? a. Text # 1: Microaggressions, the Anti-PC Movement, and the N-Word†by The Responsible Consumer (only need to read the section on Microaggressions) b. Text # 2: “Microaggressions: Intervening in Three Acts†by Amie Thurber & Robin DiAngelo, which is available through the Module 2 / Readings folder on Blackboard.

Option Two : You will do the research yourself. Instead of using one of the two pairs of texts above, you will locate on your own one argument designed for a non-expert audience. Using the examples above, magazines like Time and the Atlantic and blogs like The Responsible Consumer and Bleacher Report are designed for people who have an interest in a topic but are non-experts. Consider using popular newspapers and magazines to find such arguments, but don’t forget other common genres (i.e., speeches, podcasts, and blogs). Stay away from reference materials like dictionaries, encyclopedias, and Wikipedia.

Also, locate at least one argument that addresses the same issue that is published for an academic/expert audience. This article should be published in a peer-reviewed publication. Both articles/texts do not need to be authored by the same person. Again, Twenge’s two texts above show this is possible, but this is not a requirement for this assignment. I do recommend working with texts published within the last 5 years, so let’s say nothing before 2015.

Important Note : If you choose Option Two, I would encourage you to send me the URL’s of the expert-audience and non-expert-audience texts. Within a minute, I can let you know if the two texts you have selected are appropriate for this assignment. Please scroll down to the next page!

Paper For Above instruction

In analyzing the rhetorical strategies employed when constructing arguments for expert and non-expert audiences, it is crucial to understand the fundamental differences that shape how messages are communicated and received. This paper explores these differences through the lens of two selected texts: Jean Twenge’s article "Has the Smartphone Destroyed a Generation?" published in The Atlantic, and a peer-reviewed scientific article on adolescent mental health and screen time. By examining their rhetorical approaches, strategies, and effectiveness, we can better understand how experts tailor their messages for different audiences and the implications for effective science communication.

Introduction and Purpose

The purpose of this analysis is to compare and contrast how rhetorical strategies are used when experts communicate with non-expert versus expert audiences. The selected texts illustrate the communication styles necessary to persuade a general public unfamiliar with complex scientific data versus a scholarly community familiar with technical language and research methodologies. Understanding these variations can inform future efforts by experts to improve public understanding of scientific issues, particularly in contexts like public health crises where effective communication influences behavior.

Non-Expert Audience Text

The first text, "Has the Smartphone Destroyed a Generation?" by Jean Twenge, is aimed at a broad readership of educated laypeople interested in understanding the impact of smartphone technology on youth. Twenge, a psychologist with numerous publications on generational differences, leverages accessible language, compelling statistics, and relatable narration to engage her audience. Her credentials—professor at San Diego State University and author of popular books—establish her authority, which she enhances by integrating personal anecdotes and current events to make her claims resonate.

Twenge’s central idea posits that increased screen time correlates with rising rates of depression and loneliness among Generation Z. She supports this with statistical data indicating that teens spending over three hours daily on devices have elevated risks of mental health issues. Her rhetorical strategy includes the use of LOGOS—presenting factual data and research findings—and NARRATION, recounting personal observations and surveys, to establish credibility and emotional engagement.

Expert Audience Text

The second text is a peer-reviewed article examining adolescent mental health through rigorous scientific research. This article employs technical language, detailed methodology, and statistical analysis to persuade an academic audience. The author relies heavily on LOGOS, systematically presenting data and experimental results, and incorporates extensive citations to prior studies to reinforce credibility. Unlike Twenge’s accessible narration, the scholarly article assumes familiarity with research protocols and concentrates on empirical evidence to establish its claims.

The strategic use of complex data visualization and precise terminology caters to expert readers, enabling a nuanced understanding of the findings. This contrast exemplifies how expert authors adapt their rhetorical strategies based on their audience's expertise, often favoring detailed data, formal language, and methodological rigor when addressing fellow researchers.

Comparative Rhetorical Strategies

Both texts employ LOGOS effectively, but their implementation varies significantly. Twenge’s narration makes her arguments relatable and compelling for the general public, while the scholarly article’s detailed statistical presentation appeals to experts accustomed to interpreting technical data. The use of narration in Twenge’s text humanizes the data, fostering emotional connection, whereas in the scientific article, data visualizations and precise language serve to rigorously substantiate claims.

Implications for Communication

Understanding these rhetorical distinctions highlights the importance of audience-aware communication. When addressing non-experts, personal stories, relatable narration, and simplified explanations enhance engagement. Conversely, technical jargon, detailed methodology, and factual density are essential for scholarly audiences to evaluate the validity of arguments. Experts aiming to influence public health policies or societal attitudes must therefore skillfully adapt their rhetorical strategies to bridge the gap between complex scientific data and popular understanding.

Conclusion

Analyzing the rhetorical approaches in these texts underscores that effective communication depends on recognizing audience expectations and tailoring strategies accordingly. For non-expert audiences, narrative and accessible language foster understanding and emotional engagement. For experts, detailed data and methodological transparency sustain credibility and facilitate critical evaluation. Mastering these distinctions is vital for experts seeking to influence different audiences and, ultimately, to enhance societal comprehension of important issues.

References

• Twenge, J. M. (2017). Has the Smartphone Destroyed a Generation? The Atlantic. https://www.theatlantic.com/magazine/archive/2017/09/has-the-smartphone-destroyed-a-generation/534198/
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