building ethos in introductions to written compositionsI[ We include this section here, after examin­

ing ethos, because ethos as a strategy is closely related to the introductions of writ­ten pieces, just as logos (as you will see) is closely related to the body of a piece of writing and pathos is closely related to con­clusions. Of course, ethos, logos, and pathos are strategies that cut across an entire piece of writing, but they have a spe­cial emphasis in the parts mentioned.

Introductions are where readers and writers meet for the first time. Who you are as a writer and how you come across stands out as especially significant and worthy ofattention when meeting and greeting-as with all first impressions.

STRATEGIES FOR INTRODUCTIONS Cornel West, an African-American philoso­pher, uses a story to start his book Race Matters (which argues that race matters in our country, still). West tells us about a day he finished his work at Princeton University, where he teaches. Princeton is in New Jer­sey, relatively close to Manhattan, so he and his wife drove there for appointments they each had. He took her to her appoint­ment, parked their car in a lot, and tried to get a taxi to his appointment. His appoint­ment was with a photographer who was shooting the cover of Race Matters, and so

he was dressed in a nice suit (we can turn the book over and look at him on the cover smiling in his suit, which adds to the effect of his story). He then tells us that he stood on a busy street where he knew there would be many taxis, and he watched as empty taxi after empty taxi passed by, refusing to pick him up. The tenth taxi stopped instead for-as he describes her-a "well-dressed smiling female fellow citizen of European decent." Stepping into the taxi, she said to him, "This is really ridiculous, is it not?" He finally had to take the subway and was late to his appoint­ment, but he chose not to mention all this to the photographer because he did not want to dwell on it, preferring instead to have an enjoyable time. The fact that he did not dwell on it did not mean he was not angry. As we learn, this is not the first time this has happened to him: this is a regular occurrence for black men on streets in the United States.

This is one way to begin a piece of writ­ing-with a story. In this case the story is mostly about West, himself. How do you imagine it sets up the subject of his book, Race Matters? How does it set West up to address his subject? What relations does he establish with his readers?

Another way to begin writing is with a quotation. We started this chapter with a quotation from Annie Dillard because she

likes to write about writing and does so (we think) in lively detail. Our use is thus a ver­sion ofshow-and-tell, showing our position on writing through using the words of someone else, and so allowing us-and our ethos-to emerge from her authority.

Another way to start writing-and to start building your connection with your audi­ence-is to direct a reader's attentions immediately to the subject at hand, with­out stories or quotations.

Gary Smith's essay in chapter 14 begins, "This is a story about a man, and a place where magic happened." Smith turns our attentions away from himself (the essay is not about him, after all) and to his topic­but we get a sense of a writer who thinks he has something intriguing to tell us, who wants to engage us in this story. So even though he never uses "I" in this essay, and starts right away directing our attentions elsewhere, we have an immediate sense of some qualities attached to this writer, qual­ities that shape our sense of how we trust him and respond to his words.

Clarissa Sligh's essay begins, "I was a teenager when Ifirst saw this group of pho­tographs and the article that they appeared with, on June 1, 1956, in the Washington Post and Times Herald, the major daily

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newspaper in the Washington D.C. area." Opposite these words are the photographs she discusses, and her words tell us where she lived, and she tells us that she is look­ing back on her past. That fact, combined with the generally unemotional tone of the words, indicate that personal reflection is at work here-and personal reflection is often quiet and slow. But at the same time Sligh's words indicate that events larger than the personal are at work, through her mention of a major newspaper. With one opening sentence, Sligh has immediately pulled us into a major thread of her essay-how per­sonal and public lives entwine-and given us a sense of an ethos that is thoughtfully in between, thinking things through.

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One way, generally, not to start a piece of writing is with what writing teachers call the "In the beginning" start. Every teacher of writing has received a class assignment that begins, "In the beginning, humans invented fire ..." or "From the dawn of time, people have always worn shoes ...": the paper could be arguing against gun control or for expanding the U5.'s connec­tion with the UN, but whoever wrote it clearly had trouble finding an opening into the argument. If you ever find yourself tempted to begin in this way, step back and ask yourselfifthis kind of beginning really is appropriate to your purpose. If not, go over the list of possibilities here for inspiration,

or read other writers. Take a look at the section on revision later in this chapter: perhaps you are having trouble beginning because you still need to figure out your purpose, or figure it out better.

There are many other ways to begin a piece of writing than what we've described:

Make a strong, bold statement ("The Case against Affirmative Action" in chapter 13 does this).

Fill in background knowledge readers need to understand what is to come.

Give readers an image that will stick with them ("How to Look at the Periodic Table" in chapter 14 does this).

ANALYZING

written introductions

• Discuss with others: With a partner, compare the introductions to Sligh's essay (chapter 14), Turner's opinion piece (chapter 13), and Elkins' essay (chapter 14). What similarities and differences do you see? Do the differences seem related to the kind of writing (essay, opinion piece)?

• Write with others: With two partners, rewrite the introductions to "The Case for Affirmative Action" and "The Case against Affirmative Action" (in chapter 13). Try to write the introductions as though the authors of the second piece were writing the first piece, and vice versa: that is, imagine that the two men writing against affirmative action were to write the pro piece, and vice versa. Look at the strategies the writers use in each piece to construct their ethoi, and then apply those strategies to the introduction of the opposing piece.

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• Discuss and write with others: Below are introductions to research papers written by students like you. With a partner, discuss the following aspects of each of the introductions:

Which introductions do you like best, and why?

Describe the ethos that the writer is starting to develop in each introduction. Does the ethos seem trustworthy, knowledgeable, interesting, or ...? How does each writer construct the ethos you describe? What word choices, tone of address, and kinds of examples help build the ethos you describe?

What sorts ofdifferent relationships do these writers establish with you, their readers? Do you feel respected, trusted, hectored, or ...?

What do you expect the paper following the introduction to be about?

Based on your observations, draw up a list of characteristics of effective written introductions.

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Customers listlessly drift through the fluorescent-lit aisles of any well-populated department store, pausing to contemplate whether or not their need for the latest tel­evision technology is greater than the latest mass-produced pop record. Smiling, interested faces can be seen all around, as people shop and blissfully choose the most fulfilling expenditures for their hard-earned currency. In the background, a smooth cocktail­jazz rendition of Nirvana's semi­nal "Rape Me" goes mostly unno­ticed much in the way that Ameri­cans can just tune out television commercials. And even as they make their way toward the check­out lanes, a war is being quietly waged through the spacious, aes­thetically pleasing expanses of the store. A war fought for control of customers' thoughts, moods, and behaviors. This war is a subtle, almost silent conflict between the subconscious minds of the shop­pers and that inoffensive Nirvana song. (Jacob Loisel)

"The long arm of the law" is a cliched and widely known phrase, but very representative of the law. The law tells you how fast to drive, when you can drink, how much you have to pay the govern­

ment, and whom you can marry: the law impacts almost every aspect of your life. When the law has such a long arm it may become brittle and prone to breaking. In fact, there is such a major fracture, and it's called the Tort System. (Chad Wahlquist)

There are many women who work as firefighters, law enforce­ment professionals, and soldiers and who protect our country every day. I would like to show that these women are necessary for the everyday functions and protection of our country. Some women may feel that they would like to pursue these occupations, but that they are not capable or would not be accepted in doing these jobs. Although the world is more accepting today than it was in the past, there is still the mind­set that women might not be as able as men to perform these kinds of jobs. I hope to show, through facts and examples, why women should be encouraged to reach for their dreams if they are looking to become firefighters, police officers, or military profes­sionals. (Tara Holtslander)

Ray guns. Rocket ships. House­hold robots, a family vacation to the moon, and an alien standing

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behind you in line to see tl est Star Wars movie. Every remembers that old "retro" of the future, from watchin episodes of Stm' Tj'e/, or Th£

Jetsans, or newer parodies] Futumrna on Cartoon Netw few decades back, when Nl Armstrong had just taken t "one small step" into the fu and it seemed that science technology could produce J

wonders every day, the ide entering a "Space Age" wor n't seem all that unreasona But now, in today's world, 1

laugh at Fry and Bender an bizarre adventures, and thi: silly all those old visions WI

SO what happened? How cc futuristic vision, ridiculous may have been, simply van despite the spectacular ach ments that inspired them? I

DeConinck)

The year is 1983 and you a hanging out with some hon buddies having a good time an eighteen year old is fun, You are basically able to do ever you want now that yO\ adult. Sure, you have respo ties like jury duty or (if you guy) you have to register fo military draft; if you don't, :

CHAPTER 7: about written n

ment, and whom you can marry: the law impacts almost every 3.spect of your life. "V\'hen the law !las such a long arm it may Jecome brittle and prone to Jreaking. In fact, there is such a major fracture, and it's called the Ibrt System. (Chad Wahlquist)

fhere are many women who Nork as firefighters, law enforce­nent professionals, and soldiers md who protect our country ~very day. I would like to show :hat these women are necessary 'or the everyday functions and Jrotection of our country. Some ATomen may feel that they would ike to pursue these occupations, JUt that they are not capable or ","ould not be accepted in doing hese jobs. Although the world is nore accepting today than it was n the past, there is still the mind­:et that women might not be as Ible as men to perform these ~inds of jobs. I hope to show, hrough facts and examples, why \Tomen should be encouraged to 'each for their dreams if they are ooking to become firefighters, Jolice officers, or military profes­ionals. (Thra Holtslander)

tay guns. Rocket ships. House­IOld robots, a family vacation to he moon, and an alien standing

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behind you in line to see the lat­est Star Wars movie. Everyone remembers that old "retro" vision of the future, from watching old episodes of Star TJ'ek or The

!etsons, or newer parodies like Futurama on Cartoon Network. A few decades back, when Neil Armstrong had just taken that "one small step" into the future and it seemed that science and technology could produce new "lvonders every day, the idea of entering a "Space Age" world did­n't seem all that unreasonable. But now, in today's "lvorld, we can laugh at Fry and Bender and their bizarre adventures, and think how silly all those old visions were ...

So what happened? How could this futuristic vision, ridiculous as it may have been, simply vanish despite the spectacular achieve­ments that inspired them? (Adam DeConinck)

The year is 1983 and you are hanging out with some hometown buddies having a good time. Being an eighteen year old is fun, right? You are basically able to do what­ever you want now that you're an adult. Sure, you have responsibili­ties like jury duty or (if you're a guy) you have to register for the military draft; if you don't, you'll

be fined by' the government. But isn't it nice to enjoy an alcoholic beverage along with those ciga­rettes you're possibly smoking? Isn't it nice to have all sorts of privileges to go with your newly acquired responsibilities? Unfortu­nately, it's not going to last. (Chris McNally)

Imagine a desolate place where sheer destruction and pollution have occurred. Forests have been stripped bare, the water has been poisoned, the air makes it hard to breathe, and everything has become an essential wasteland. Would this be a place where you would want to live, raise a family, and work? Is this place the com­plete opposite of any place you would ever like to be? This myste­rious place is soon to be our very own earth, and unless there's a dramatic change in how we live, we are headed on the fast track to turning our precious earth into this ecological wasteland. (Jared Yach)

Maybe you haven't noticed, but our planet looks much different than it did just ten years ago. For­tunately, most of you likely live in an area that has not changed dramatically. Because you are not directly observing some of the

CHAPTER 7: about written modes ofcommunication

changes I'm going to discuss, you may be tempted to think that nothing is changing-and never will. You would be terribly wrong to think this in today's world. It could be the case that a place where you planned to vacation is now underwater, or that the office building where you planned to work is flooded because it was built too close to the ocean. Or maybe the place you thought you might live has a permanent water shortage because the city's reser­voir is drying up. Each of these could become a reality for you or someone you know. (DaVid Steslicki)

197