Premium Essay

Bowling For Columbine Rhetorical Analysis

Submitted By
Words 1385
Pages 6
In his political documentary, “Bowling for Columbine” filmmaker Michael Moore says that fear-mongering perpetuated by American media is what supplies our endemic gun violence. Moore supports this argument by providing expert testimony of how the media attempts to make the audience fear whatever they are covering that night, citing research, citing statistics of how many guns murders that America has opposed to other major developed countries, and sharing personal anecdotes of things such as Canadians not feeling that it is obligatory to lock their doors to things like one first grader shooting another. Moore intends to lower the gun murder rate in America by showing that the problem isn’t what everybody thinks it is, rather it is the media …show more content…
In the beginning of Michael Moore’s interview with Heston, Moore establishes ethos by presenting him his NRA membership card, to this Heston says, “Good for you. Well done.” By establishing ethos with Heston it makes him believe that Moore won’t attack his belief of guns although that is all Moore intends to do. Moore continues to establish ethos with Heston as he asks about his guns, asking about his guns, then quickly asking into why he needed them? Heston responded that they made him feel comfortable and that there should be no problem because he holds the second amendment right to own a gun. Moore then continues to build ethos with Heston by acknowledging the Second Amendment saying, “I totally agree.” When analyzed these opening ideas from Moore were very strategic as before he asked Heston any hard hitting tough to answer question he established plenty of credibility by first stating his membership in the NRA and then acknowledging the Second Amendment. It is evident that Heston seems to feel that he had fallen into some sort of trap as he continued the interview, evidence of this is the change in Heston’s tone. At first Heston has a delightful, upbeat, welcoming tone, but s the interview moves along his tone shifts to being more on the defensive as he tries to defend the reasons that he owns a …show more content…
This showed pathos from Moore as he attempted to tap into Heston’s emotional side by asking if he had heard about the tragedy. Heston acknowledged that he had, Moore then asked why he scheduled an NRA rally afterwards. Moore continues to pursue pathos as he asks, “Did you feel it was being at all insensitive?” Heston then says that he “wasn’t aware” at the time they came to Flint. Moore then continues to ask Heston if he would have had the rally if he did know the killing happened, Heston continually said things like, “Hard to say,” “I don’t know, I have no idea.” After asking these questions it seemed that Heston no longer would like to talk to Moore as he extends his hand to try and wrap up the interview, but Moore continues with pathos asking, “You think you like to maybe apologize to the people in Flint for coming and doing that at that time?” Heston quizzically says, “You want me to apologize to the people in Flint?” At this time Moore utilizes pathos by then asking a follow up, “Or maybe the people in columbine for coming after their horrible tragedy? Why do you go to these places after they have these horrible tragedies?” Heston realizing that he had lost any type of power in the conversation simply states, “Well I’m afraid we don’t agree on that.” He then walks away while ignoring any

Similar Documents

Premium Essay

Bowling For Columbine Rhetorical Analysis

...America, We Have A Problem We have a problem, America. People versus people. People killing people. Yet, somehow, America’s governing bodies simply send their prayers, send their love, and get on with their day. People are dying. Columbine, Parkland, Sandy Hook, and many more were all symptoms of a bigger, crippling sickness. Michael Moore, a filmmaker and long–time NRA member, uses a series of rhetorical techniques to confront pro-gun advocates about the right to bear arms and to demonstrate why there should be several restrictions on what that right entails. Moore successfully addresses the flaws in the Second Amendment and the impact that these flaws have on American society in his documentary, Bowling for Columbine. In the first handful...

Words: 621 - Pages: 3

Premium Essay

Rhetorical Analysis

...Rhetorical Analysis Michael Moore’s documentary “Bowling for Columbine,” was an eye opening look at violence and the causes of it in America. Before watching this film I was already aware that there is a problem in America when it comes to gun related violence and watching it helped to reiterate this fact to me. However, because of the overall confrontational style of this film and all of the facetious undertones implied by Michael Moore, the message it carries with it could have more of a negative than positive effect on the viewer, as it did on me. To start, I would like to focus on what was positive about the film. As a whole, the film focused most on connecting with the audience on an emotional level, the “Pathos” side of things. The most heart-wrenching and pitiful examples are the interviews of victims and those most personally affected by each gun related tragedy. The level of emotion expressed by each victim was enough to make any viewer feel a lump grow in his throat, the most poignant include a realtor choking on his words mid- sentence at the very mention of the Columbine Shooting (:23), live footage of children running and screaming in a cafeteria while listening to distressed 911 calls (:30-:32), and interviews with individuals and victims involved with each of the tragic events focused on, one being the Columbine shooting (:34), the other being the incident in Flint involving the death of a six year old girl (1:23-1:25). Every one of these interviews included...

Words: 908 - Pages: 4

Free Essay

A Cursed Love

...Resources for Teaching Prepared by Lynette Ledoux Copyright © 2007 by Bedford/St. Martin’s All rights reserved. Manufactured in the United States of America. 2 1 f e 0 9 d c 8 7 b a For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116 (617-399-4000) ISBN-10: 0–312–44705–1 ISBN-13: 978–0–312–44705–2 Instructors who have adopted Rereading America, Seventh Edition, as a textbook for a course are authorized to duplicate portions of this manual for their students. Preface This isn’t really a teacher’s manual, not, at least, in the sense of a catechism of questions and correct answers and interpretations. Because the questions provided after each selection in Rereading America are meant to stimulate dialogue and debate — to generate rather than terminate discourse — they rarely lend themselves to a single appropriate response. So, while we’ll try to clarify what we had in mind when framing a few of the knottier questions, we won’t be offering you a list of “right” answers. Instead, regard this manual as your personal support group. Since the publication of the first edition, we’ve had the chance to learn from the experiences of hundreds of instructors nationwide, and we’d like to use this manual as a forum where we can share some of their concerns, suggestions, experiments, and hints. We’ll begin with a roundtable on issues you’ll probably want to address before you meet your class. In the first section of this manual, we’ll discuss approaches to...

Words: 57178 - Pages: 229

Free Essay

Development

...THE CONSEQUENCES OF MASS COMMUNICATION Cultural and Critical Perspectives on Mass Media and Society Kirk Hallahan ii For Jean and Jenna Copyright info to be set by McGraw-Hill. iii Foreward This book is a brief survey of contemporary ideas about the cultural impact of mass media on society. The use of consequences in the title reflects the fact that most cultural researchers prefer this term (instead of media effects) to describe media's influence on human experience. During the past 30 years, culture has emerged as a major theoretical framework in which to investigate media. Chapter I examines how media influence culture generally, as suggested by various contemporary media scholars and others. Chapter II then focuses on critical-cultural theories about the nature of media power and its potentially negative influence. This book can adopted as a supplementary text in introductory mass media courses along with a survey text such as Joseph R. Dominick's The Dynamics of Mass Communication (available from McGraw-Hill). It also can serve as a foundational text for other assigned readings in advanced courses dealing with mass media and society, communication theory, or cultural studies. Students are encouraged to focus thoughtfully on the main ideas, not attempt to merely memorize details. Important concepts and names appear in boldface and are defined in italics. The abridged Subject Index lists the page with the primary discussion of each topic. Sidebars throughout...

Words: 41097 - Pages: 165

Premium Essay

Critical Thinking

...fourth EDItION fourth EDItION This clear, learner-friendly text helps today’s students bridge the gap between Its comprehensiveness allows instructors to tailor the material to their individual teaching styles, resulting in an exceptionally versatile text. Highlights of the Fourth Edition: Additional readings and essays in a new Appendix as well as in Chapters 7 and 8 nearly double the number of readings available for critical analysis and classroom discussion. An online chapter, available on the instructor portion of the book’s Web site, addresses critical reading, a vital skill for success in college and beyond. Visit www.mhhe.com/bassham4e for a wealth of additional student and instructor resources. Bassham I Irwin Nardone I Wallace New and updated exercises and examples throughout the text allow students to practice and apply what they learn. MD DALIM #1062017 12/13/09 CYAN MAG YELO BLK Chapter 12 features an expanded and reorganized discussion of evaluating Internet sources. Critical Thinking thinking, using real-world examples and a proven step-by-step approach. A student ' s Introduction A student's Introduction everyday culture and critical thinking. It covers all the basics of critical Critical Thinking Ba ssha m I Irwin I Nardone I Wall ace CRITICAL THINKING A STUDENT’S INTRODUCTION FOURTH EDITION Gregory Bassham William Irwin Henry Nardone James M. Wallace King’s College TM bas07437_fm_i-xvi.indd i 11/24/09 9:53:56 AM TM Published by McGraw-Hill...

Words: 246535 - Pages: 987

Premium Essay

Marketing

...fourth EDItION Critical Thinking A student ' s Introduction Ba ssha m I I rwi n I N ardon e I Wal l ac e CRITICAL THINKING A STUDENT’S INTRODUCTION FOURTH EDITION Gregory Bassham William Irwin Henry Nardone James M. Wallace King’s College TM TM Published by McGraw-Hill, an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2011, 2008, 2005, 2002. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 DOC/DOC 0 ISBN: 978-0-07-340743-2 MHID: 0-07-340743-7 Vice President, Editorial: Michael Ryan Director, Editorial: Beth Mejia Sponsoring Editor: Mark Georgiev Marketing Manager: Pam Cooper Managing Editor: Nicole Bridge Developmental Editor: Phil Butcher Project Manager: Lindsay Burt Manuscript Editor: Maura P. Brown Design Manager: Margarite Reynolds Cover Designer: Laurie Entringer Production Supervisor: Louis Swaim Composition: 11/12.5 Bembo by MPS Limited, A Macmillan Company Printing: 45# New Era Matte, R. R. Donnelley & Sons Cover Image: © Brand X/JupiterImages Credits: The credits section for this book begins on page C-1 and is considered...

Words: 240232 - Pages: 961

Free Essay

Living History

...___________________________ LIVING HISTORY Hillary Rodham Clinton Simon & Schuster New York • London • Toronto • Sydney • Singapore To my parents, my husband, my daughter and all the good souls around the world whose inspiration, prayers, support and love blessed my heart and sustained me in the years of living history. AUTHOR’S NOTE In 1959, I wrote my autobiography for an assignment in sixth grade. In twenty-nine pages, most half-filled with earnest scrawl, I described my parents, brothers, pets, house, hobbies, school, sports and plans for the future. Forty-two years later, I began writing another memoir, this one about the eight years I spent in the White House living history with Bill Clinton. I quickly realized that I couldn’t explain my life as First Lady without going back to the beginning―how I became the woman I was that first day I walked into the White House on January 20, 1993, to take on a new role and experiences that would test and transform me in unexpected ways. By the time I crossed the threshold of the White House, I had been shaped by my family upbringing, education, religious faith and all that I had learned before―as the daughter of a staunch conservative father and a more liberal mother, a student activist, an advocate for children, a lawyer, Bill’s wife and Chelsea’s mom. For each chapter, there were more ideas I wanted to discuss than space allowed; more people to include than could be named; more places visited than could be described...

Words: 217937 - Pages: 872

Free Essay

Test2

...62118 0/nm 1/n1 2/nm 3/nm 4/nm 5/nm 6/nm 7/nm 8/nm 9/nm 1990s 0th/pt 1st/p 1th/tc 2nd/p 2th/tc 3rd/p 3th/tc 4th/pt 5th/pt 6th/pt 7th/pt 8th/pt 9th/pt 0s/pt a A AA AAA Aachen/M aardvark/SM Aaren/M Aarhus/M Aarika/M Aaron/M AB aback abacus/SM abaft Abagael/M Abagail/M abalone/SM abandoner/M abandon/LGDRS abandonment/SM abase/LGDSR abasement/S abaser/M abashed/UY abashment/MS abash/SDLG abate/DSRLG abated/U abatement/MS abater/M abattoir/SM Abba/M Abbe/M abbé/S abbess/SM Abbey/M abbey/MS Abbie/M Abbi/M Abbot/M abbot/MS Abbott/M abbr abbrev abbreviated/UA abbreviates/A abbreviate/XDSNG abbreviating/A abbreviation/M Abbye/M Abby/M ABC/M Abdel/M abdicate/NGDSX abdication/M abdomen/SM abdominal/YS abduct/DGS abduction/SM abductor/SM Abdul/M ab/DY abeam Abelard/M Abel/M Abelson/M Abe/M Aberdeen/M Abernathy/M aberrant/YS aberrational aberration/SM abet/S abetted abetting abettor/SM Abeu/M abeyance/MS abeyant Abey/M abhorred abhorrence/MS abhorrent/Y abhorrer/M abhorring abhor/S abidance/MS abide/JGSR abider/M abiding/Y Abidjan/M Abie/M Abigael/M Abigail/M Abigale/M Abilene/M ability/IMES abjection/MS abjectness/SM abject/SGPDY abjuration/SM abjuratory abjurer/M abjure/ZGSRD ablate/VGNSDX ablation/M ablative/SY ablaze abler/E ables/E ablest able/U abloom ablution/MS Ab/M ABM/S abnegate/NGSDX abnegation/M Abner/M abnormality/SM abnormal/SY aboard ...

Words: 113589 - Pages: 455