Insights into rhetorical methods

An analysis of the rhetoric of George Will’s essay

“Where Paternalism makes the grade”

In his article “Where paternalism Makes the Grade”, George Will has mentioned, with

skillfully presented rhetorical methods, the issue of applying paternalism in education,

particularly at the American Indian Public Charter School, a schoool for American Indian

students. The articles shows that although the application of paternalism in academic

environments may sound tough and somewhat arbitrary, the result may turn out to be

extremely positive in such schools as AIPCS. Based on that fact, the article brings readers

to a hot topic: Is paternalism really a tough policy? Shouldn’t it be used in education.

With the excellent employment of rhetorical methods such as metaphor, listing,

comparison, and especially a humorous tone combined with light irony, George Will has

transmitted all those ideas and issues to readers successfully, briefly and attractively.

The first element that contributes to the attractiveness of the article is the light as

well as profound irony of the author. This can be noticed in the introduction of Ben

Chavis, ‘AIPCS’s benevolent dictator’: “With close-copped hair and a short beard

flecked with gray, he looks somewhat like Lenin but is less democratic.” With this

humorous style of comparison, George Will has allowed readers to figure out not only the

apparent appearance but also the most comprehensive overview of this person’s

characteristics, standing out among which is his traditional personality, little democracy.

It is just an interesting introduction so that readers can immediately understand that this is

a typical man of paternalism, which is proved in paragraphs throughout the article, where

information about how he runs his school is provided. In the next paragraph, the author

has given the following description of the school: “Founded in 1996, it swiftly became a

multiculturalists' playground where much was tolerated and little was learned.” Still with

the familiar humorous tone, he has built up the very confusing context of the school.

After getting to such a disadvantaged situation, readers will be strongly impressed when

going on and get to know that Chavis has successfully rebuilt that school in his new way:

“Charter schools are not unionized, so he could trim the dead wood, which included all

but one staff member.” This has showed the strong decisiveness (and perhaps a little bit

arbitrariness) of Chevis. “Today's liberals favor paternalism - you cannot eat trans fats;

you must buy health insurance - for everyone except children. Odd.” These two ending

sentences are really the peak of the satirical joking style thorughout the article. They

represent partly the opinion of the author about the issue: Paternalism, to some extent, is

also supported by those who favor liberty and democracy, however, they merely do not

think it should be applied in education. So the author leave to readers an open ending:

“Odd.” The ending may be a little bit too short but it has been able to summarize the core

issue he wants to mention: Is it time we had a more comprehensive view of this issue of

paternalism after all those positive results it has brought about?

Besides his ironic and attractive writing style, George Will also interests readers

by his utilizing of metaphors. “Both wear the uniform -- white polo shirt, khaki slacks --

of a school that has not yet admitted the boy. It will, because he refuses to go away.” This

descriptive sentence of a boy desiring to attend AIPCS has showed clearly his

determination and also the attraction of the school to students, even though paternalism is

being applied there. “… which is decorated with photographs of the many students it has

sent to the Johns Hopkins Center for Talented Youth.” This is an good metaphor to

emphasize the success of the school. And the act ‘trim a dead wood” is also an interesting

way of presenting the bad situation of the school and how Chavis mangaged to “trim” it.

“Seventy minutes a day in AIPCS’s extra-long 196-day school year would be a lot of lost

instruction.” Reading this sentence partly brings us to the harshness of paternalism in

AIPCS. But that is also for the sake of education, for the fear of “a lot of lost instruction”.

The author shows us the two-face characteristic of the issue so that we can see it

comprehensively and equally. This sentences and images of metaphor not only make the

article more appealing to readers but also help to transmit the author’s thoughts

intensively.

Other rhetorical methods utilized by the author to support the mentioned elements are

listing, or exemplification. For example, listing is used in the following paragraphs:

“David Whitman, in his book "Sweating the Small Stuff: Inner-City Schools and

the New Paternalism," reports that in Chicago from 2003 through 2006, just three

of every 1,000 teachers received an "unsatisfactory" rating in annual evaluations;

of 87 "failing schools" -- with below-average and declining test scores -- 67 had

no teachers rated unsatisfactory; in all of Chicago, just nine teachers received more

than one unsatisfactory rating, and none of them was dismissed. Chavis's teachers

come from places such as Harvard, Dartmouth, Oberlin, Columbia, Berkeley,

Brown and Wesleyan.”

The selecting of talking about a Lumbee Indian as representative for the successful

generations of AIPCS has emphasized the achievements Chavis has brought to the school

after applying paternalism. Listing and short sentences are also applied to talk aboout

paternalism in schools, emphasizing its characteristic of high desciplines:

“No makeup, no jewelry, no electronic devices. […] The school does not close for

Columbus Day, Martin Luther King Jr. Day or César Chávez Day.

Every student takes four pre-AP (Advanced Placement) classes. There are three

hours of homework a night, three weeks of summer math instruction. Seventh-

graders take the SAT. College is assumed.”

George Will also utilized comparisons such as “a smile like a sunrise” ot “he looks

somewhat like Lenin” to make the article livelier. His word selection and expression are

show his carefulness. For example, in these two sentences: “AIPCS acts in loco

parentis because Chavis, who is cool toward parental involvement, wants an enveloping

school culture that combats the culture of poverty and the streets.” and “A growing

cohort of people possess the pedagogic skills to make "no excuses" schools flourish.”; the

use of words have helped to emphasize the success of the school in persuading parents

and a part of the public to support their method.

In brief, rhetorical supporting methods were flexically and excellently utilized by George

Will to make the article extremely lively and persuasive.