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Essay 3 Draft 1
Essay 3 Draft 1
Jorge Guardiola
Dr. Nelson
English 1301-122
11 November 2022
Essay 3 Draft 1
involvement in their children’s learning has gradually become an accepted practice.” (Williams
210). Students, teachers, and parents are ought to be in touch and Keith Williams really shows
his effectiveness research thorough his whole article. From the title “Mathematics problem-
solving homework as a conduit for parental involvement in learning. Evaluation of a pilot study”
the audience is brought on by the effect of putting “parents’ involvement” in there by making the
audience question about the several reasons how a parent can be involved and how effective it is.
Statements like these are what persuade the audience along with the use of ethos and logos, and
First off, William uses ethos citing from the minister of education, David Blunkett “Four
years later the then minister for education, David Blunkett, ridiculed researchers for ‘churning
out findings that no-one with the slightest common sense could take seriously’” (Blunkett 212).
Gives the name of an expert in the topic of education to support the upcoming statements.
“According to Blunkett (1999), researchers had claimed that daily home work was (Williams
212) ‘bad for you’ (Blunkett 212). He saw the relationship as common sense: “time on task was
‘a key indicator of success’” (Williams 212). Writing the argument of the person that is being
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named and later on supporting it with what the expert stated making the argument more credible
to the audience.
Furthermore, the use of ethos is later on added to following paragraphs in the analysis.
The Office for Standards in Education (Ofsted), accountability for standards, the quasi-market in
schools and “the invocation of parents as moral and educational policemen”. The introduction of
an organization from the United Kingdom is shown and so cultural view, ideas, and environment
differ from the U.S still the U.S is mentioned to go along with the view of increased parental
involvement. This focus is not limited to England: in the USA, Kraft and Rogers claim that the
government has cited increased parental support as a “top priority” (Williams 210). Citing
research of Kraft and Rogers to support that not only is the involvement growing in England but
in the U.S too. There is an abundance of research on parental involvement (Hoover-Dempsey &
Sandler,2005) adding more to the U.S by citing that there is more information yet it fails to add
claims after the citation of Hoover-Dempsey & Sandler. Contrasting England to other countries
seen with the U.S follows with Australia. “Most recently, projects in the UK and Australia, both
called the Everyday Mathematics Project, sought to stimulate parents into recognising and acting
upon opportunities for mathematical talk in everyday life” (Jay, Rose, & Simmons, 2017;
Northcote & Marshall, 2016). Adding up other countries and contrasting them with England
In addition, we see the use of logos thorough the next section of the article in the form of
tables and models. Figure 1 being “The Hoover-Dempsey and Sandler model of parental
involvement” (Hoover, et.al) shows the breakdown of the different levels that have been used to
integrate parents on schoolwork. Besides the levels the audience also sees the different categories
in each level raging from 3 to 4 categories with their respective sub-categories. Adding to the use
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of logos Williams also uses a table summing up the responses that were given by the parents and
they are displayed on table 2. “Common parental responses” (Williams 220) dictates the title for
the graph giving out up to 15 responses given by parents being some of them bold to show the
difference in them. “During these interactions knowledge, skills and understanding (KSU) of
mathematical problem-solving strategies and concepts were being developed as outlined below”
(Williams 220) the table is a demonstration for the audience to see how feedback was taken in
the form of (KSU). Followed with different details viewed throughout the questions, “During
mathematical talk KSU was transferred by parents that included: justification of choices; use of
adaptation of the task; and common errors and misconceptions.” (Williams 221).
Moreover, pathos comes around the final section of the article becoming close with
connections of the tables and following the arguments of logos in the model.
She could have brought it home and done it the way school had done it then I could do it
the way I would do it. Then you could bring the two together so that in a way she is
Williams by putting this sort of statements towards the end of the article shows how effective the
results were even though it shows it on the table and model the opinions of parents are better to
understand for the audience. Transitioning next to teachers with their feedback.
They got better at it . . . at first it was just very much just concerned with showing others
what they had done . . . but then it became very reflective . . . those who had done it
themselves [without parental involvement] were still very open to discussing different
Teacher’s feedback shows just not the feelings towards how the students are learning but how it
benefits the student to go out and engage in homework with their parents involved.
Finally, William’s article has effectiveness in using the several rhetoric appeals ethos,
pathos, and logos. Pathos Falling in the Feedback of the teachers and Parents showing their
mood and emotions towards the idea of being involved in students work. Logos being presented
to the audience in the form of a table and a model showing the different answers of parents in the
project and ethos illustrated in the form of citing those experts and organizations that Williams
did his research. Having put all these together in the form of an article shows the effectiveness of
Works cited
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