Rhetorical Analysis Of 'Listen To The North' By J. R. Lee

Words: 1072
Pages: 5

Canadian Identity: A Rhetorical Analysis Essay

In this essay, the articles ‘Listen to the north’ by John Ralston Saul and ‘Which ‘Native’ History? By Whom? For Whom?’ by J.R. Miller will be analyzed, specifically looking at each authors argument and his appeal to ethos, logos and pathos. In the first article, ‘Listen to the North’, author John Ralston Saul argues that current Canadian policy when it comes to our north, and the people that reside there, is out of date and based on southern ideals that hold little bearing on the realities that face northern populations. He suggests instead that the policies and regulations should be shaped by people who know the territory and it’s needs, namely people who live there. In the second
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Where is argument falls short in contrast to ‘Listen to the North’ is the fact that though Miller makes the logical point of the recording of said history should be shared, he does not go on to provide as strong examples to his point, where Saul does. The last appeal that was made in ‘Listen to the north’ was the appeal to pathos. The author shares a sense of how ridiculous it is that northern peoples have less of an influential role in planning policy and regulation in the north. Using the example of the snowmobiles that rangers have to urinate on to get started in the cold north, Saul portrays a sense of the almost comical nature of having persons who live far away from the real life issues and hardships form policies. The reader then feels the same way the author does, which defiantly advances his argument. Miller also makes his appeal to pathos in ‘Which ‘Native’ History? By Whom? For Whom?’, but again, I believe that it is a less effective argument, and appeals less to the emotions of his audience. Millers argument is more based off a feeling of ownership he tries to create in his audience, the native-newcomer history belongs to both parties, not one exclusively, this creates a feeling of entitlement, as well as a feeling of being included. At the end of the article, Miller states “Which 'Native' history? Native-newcomer history. By whom? Any and all students