Learner Screen Reading: The Use of Logos, Pathos and Ethos - Essay Sample

Introduction

Whether a learner is reading a digitized textbook or head of the organization who keeps checking financial reports and daily marketing news updates through social media platforms, there are high chances the person is reading that information off of a screen. To come up with a credible argument, Ellen Rose researched to establish how learners experience onscreen reading. The author makes use of logos, pathos, and ethos to make her appeal to the audience. This paper's primary purpose is to analyze "The phenomenology of onscreen reading: University students' lived experience of digitized text" scholarly research article to show how the writer utilized rhetorical approaches to develop an argument.

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When going through the article, it shifts from page format to the screen as the authors apply rhetorical mechanics to pay much attention to the effects and nature of hypertextual readings, and it plagues every single turn. The article reveals critical rhetorical and authentic themes, such as getting into focus, the disappearing page, the ever-present screens, the disciplined body, to have but not to hold, and to find what I need that is essential to guide a reader to acquire information and what the reader believes (516).

According to the interview carried out by Ellen Rose, it showed that onscreen reading. However, disruptive in most cases, it keeps on shifting based on the way the learner reads while flooring for the most convenient and appropriate means to gain entry or access to a higher level of educational learning. The first theme addressed by the author was what she classified as "the disappearing page" that compared to the situation when a reader or learner reads and access information by use of a hardcopy document still is onscreen space (518).

The author stated that she was a qualified and competent education professor in her abstract, hinting that she has gone through several courses to attain and establish herself as a distinguished professor teaching different classes (516). Based on this critical information, it offers logos, ethos, and pathos. The author does this through imperceptibly to add to the commencement of most vital and arguable statements within the article to enable the reader or learners to establish a foundation to know more about what they thought they knew. Therefore, the author's main aim was to provide references to her argument and earn trust with her learners, or readers of the article, by mentioning her education professional and attainments. Besides, she tapped into a new ethos to coax her audience when she stated the purpose of the research article that primarily focused on the application of hermeneutic phenomenology to so that she can be able to describe individual pre-reflective experiences with the innovations. She also revealed the six themes of onscreen reading. Her statement was credible based on skills and professionalism in establishing a relationship with her students by showing how she empathized with them since she once also a student and thus can understand the best content for them and try as much as she could to involve them to acquire most credible information to enable them to be able to decide what they should believe. By doing so, it shows a high level of ethical consideration during the persuasion of her audiences. According to the author, when an individual thinks of reading, the mind always focuses on the physical appearance of the books they are holding (517). They start turning it through since most of the learners she interviewed during her research appreciated keeping books. Doing so enabled them to underline the most critical information they need to acquire or extract from the book so that they can remember by putting stars on the paragraphs and pages. Therefore, relevant information from the text is obtained by highlighting to prepare notes. Similarly, some of the learners also suggest that when a person copies paste documents from the internet, they are also preparing hardcopy to make short notes so that they can acquire the most critical information to enable them to decide on what they believe are applicable to the real world situation.

In respect to Ellen's pathos enticements, she made use of thorough and quotes that are more emotionally packed to enable her to provoke and stimulates the emotions and interests of her audience. Determinations of whether the screen's availability leads to disruptions of the learners lead to endless debate since they are always present in human life based on the fact that electronic items such as computers. Telephones and tablets are utilized every day. It remains unclear if people notice the availability of the screen while watching movies. When it comes to reading, people to pay much attention and concentration and thus experience a lot of struggle with onscreen reading regardless of spending much of their time with the screens. The main remain reasons that make readers struggle while reading onscreen are based on the properties of the screens such as harsh lighting that limits the reader's reading time resulting in loss of interest-based on the fact that most monitors are reflective, thus making itself a form of destructions. The author also hinted that people fail to see depending on the intensity and quality of light, making most of the readers fail to focus. The explanations and use of these emotional words that touch human life enabled her to persuade the audience by helping them to select what they want and what they should opt for based on the detailed background information provided(Rose,524).

By using logos, the author persuaded readers, audience, and influencing them to agree with reasoning based on what she presented and expressed through her writing. For instance, she pointed out that reading or doing homework in most cases is more relaxing when the content or text are in hardcopy or PDF format. Besides, the students suggested that it is much easy to locate or search a word using onscreen(Rose,521-523). They also added that it much faster to skim and organize text using onscreen but agreed reading from it more challenging since it destroys their visual ability after prolonged exposure. Therefore, by using logical reasoning, the author managed to achieve her primary goal of the study.

Conclusion

In conclusion, the author used logos, pathos, and ethos effectively to persuade, evoke interest, and enable the audience to understand her argument's credibility. The article also provides effective ways of acquiring information from the text and reasons people do not notice the availability of screens regardless of being the most available reading platform in modern society due to technological enhancement and development.

Therefore, logos, pathos, and ethos are a critical element in convincing and stimulating interest in the presentation of scholarly arguments. The author needs to persuade the audience by considering ethical issues, explaining the idea, and supporting it with credible and logical evidence.

Work Cited

Rose, Ellen. "The phenomenology of onscreen reading: University students' lived experience of digitised text." British Journal of Educational Technology 42.3 (2011): 515-526. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.888.5824&rep=rep1&type=pdf