Cante1

RaulCante
Mrs.Kusinitz
Writing104
10May,2016
MoreDanger,LessSafety
TheMostDangerousJobbyEricSchlosserisanexcerptfromhisbook
FastFood
Nation
.TheexcerptdetailsSchlossersvisittoaslaughterhousetoexposethedangersofthe
workenvironmentandtheeffectsithasontheworkers.Schlosseralsointerviewscurrentand
pastemployeestogetfirsthandaccountsoftheimpactthejobhashadontheirlives.Schlossers
articleismeanttoexposethelackofsafetyanddangerstheworkersofaslaughterhouseare
exposedtoeveryday.Schlosserusestherhetoricalappealsofethos,logos,andmostlypathosto
effectivelyprovethatslaughterhouseworkershavethemostdangerousjobsinspiteofsympathy
fallaciesinhisarticle.
Tobegin,SchlosservisitsaslaughterhouseinTheHills.Hisvisitwasaresultofacurrent
employeeattheslaughterhousewhowasunhappywiththeconditionsofhisjob.During
hisvisitSchlosserwaswarnedofcarcassesswingingsofastalongtherailthatyouhavetokeep
aneyeonthem(Schlosser169).Thecarcassesswingingisaprominentthreattoworkers
safety.Theappealtoethosistheyhavetodealwithdangereverysingleday.Theworkertold
Schlosserinspiteofwarningpeopleareinjuredsaying,Ithappensallthetime(Schlosser169).
Schlosserbeingthereandhavingatourguidewhoisacurrentemployeeoftheslaughterhouse
beingabletoshowhimthedangersoftheslaughterhousegiveSchlosseracrediblepresentation
sincethereadersknowhehasbeenthere.Thereadersarepresentedwithaneffectiveuseof

Cante2

ethostoshowthatSchlosserhasgonetotheslaughterhouseandexperiencetheslaughterhouse
firsthand.ThiswaspresentingtheethicsofbothSchlosserworkingalongsideworkerstohelp
giveattentiontotheirsituationandtheslaughterhousesethicsofthelackofcompassionthey
hadfortheirworkers.
Later,SchlosserinterviewsapastemployeeKevinDobbs.Dobbswasaveteran
employeeattheslaughterhouseforsixteenyears.Dobbsgoesontotalkaboutbeingapartofthe
sanitationcrewandhavingworkedwithconcentratedchlorinethatresultedin,hislungsbeen
burnedbythechemicals(Schlosser186).IthasDobbsincehewasnowscarredbytheburning
chemicalsthatheforcedtoworkwithwhencalledintoworkheappealstohisreaderslogicsince
itisscientificallyknownthatconcentratedchlorinehastheabilitytokillandburnanyonein
contactwithit.Theeffectonthereadersarethattheywereinformedtowhatchlorinedoesand
theconsequencesthelackofsafetyattheslaughterhouse.WithpropersafetyequipmentKevin
DobbsmayhaveavoidedbeinginjuredbythechlorinehoweverDobbshadtowork,Inhis
streetclothes(Schlosser186).TheappealofemotionswasDobbswasputindangerwillingly
bytheslaughterhouse.ReadersarehelpedunderstandthecircumstancesleadingtoDobbslife
threateninginjury.ThenanappealtopathoshappenswithDobbssituationwithhavingtolimit
himselfbecauseofhisinjurieswhichinitselfisafallacybecauseitappealstosympathytoprove
Schlosserspointinsteadofretainingonlytofactsofchlorine.
Asamatteroffact,thefallacyofsympathyisalsoretainedwithaworkernamedRaoul.
Raoulisoneofmanyworkerswhosharedhisstoryofhowhisarmwascrushedbyamachine.
Hewasrushedtothehospitalbut,hewasdrivenbacktotheslaughterhouseandputbackonthe
productionline(Schlosser186).TheemotionalpiecebySchlosserwhowantedtouseRaouls

Cante3

storyasaneffectiveappealtohavereadersbelieveitisaconstantproblemamongst
slaughterhouses.Theappealtoethoshowever,isafallacyjustlikeDobbsstorysinceitwasan
appealusingthesympathyoftheirsituationsincetheyarenowpermanentlyinjured.Their
injurieswasmeanttomakethereadertakethesideofDobbsandRaoulinordertoseekjustice
forthemwithouthearingtheslaughterhousessideofthesituation.
Asitcanbeseen,Schlossersarticledoesmakeagoodargumentthatslaughterhouse
employeesworkthemostdangerousjob.Hisarguments,however,isntwithoutfallaciessince
heusesthestoriesofRaoulandDobbstopursuehisargumenttothereaderbyhavingbe
attachedtothememotionallythroughsympathy.SympathystillhelpsSchlosserspurpose,since
thearticlewasmeanttoexposethedangersthattheworkersfaceeveryday.Schlosserdidnot
meantobringdownallslaughterhousesbuttoinformthereadersofthevoicesoftheworkers
whoaretooscaredtospeakupforthefearoflosingtheirjobs.

Rubric
MS 1:
RL 1
Builds
Evidence
Based
Claims

MS 2:
RIT 3,6
Conveys
Complex
Ideas and
Concepts
MS 3:
W4

Cite strong and

thorough textual
evidence to support
analysis of what the text
says explicitly, as well as
inferences drawn from
the text, to clearly and
thoroughly support
thesis.

Cite thorough textual

evidence to support
analysis of what the text
says explicitly, as well as
inferences drawn from
the text, to clearly
support thesis.

In-depth, complex, and

thorough analysis of the
effectiveness of the
text, including whether
the author make points
clear, convincing, and
engaging through
his/her use of rhetoric.

In-depth and thorough

analysis of the
effectiveness of the text,
including whether the
author make points
clear, convincing, and
engaging through
his/her use of rhetoric.
Produce clear and
coherent writing in

Cite textual
evidence to support
explanation of what
the text says to
support thesis.

Some analysis of
the effectiveness of
the text, including
whether the author
make points clear,
convincing, and
engaging through
his/her use of
rhetoric.
Produce writing in
which the

Student attempts to cite

textual evidence to
support explanation of
what the text says but
provides limited evidence

Attempts analysis of the

effectiveness of the text,
including whether the
author make points clear,
convincing, and engaging
through his/her use of
rhetoric but provides
limited evidence.
Student attempts to
produce writing in which

Cante4

Organizati
on of
Writing

MS 4
Language
and
Conventio
ns

82:)

Produce clear and

coherent writing in
which the development,
organization, and style
are appropriate to task,
purpose, and audience.

Demonstrate command
of the conventions of
standard English
grammar and usage
when writing including
precise use of
vocabulary and
consistent command of
format and
conventions.

which the development,

organization, and style
are appropriate to task.

development,
organization, and
style are appropriate
to task.

Demonstrates an
understanding of the
conventions of standard
English grammar and
usage when writing
i
ncluding strong use of
vocabulary.
Writing may
contain a few errors that
do not detract from the
over meaning
.

Demonstrates an
understanding of
the conventions of
standard English
grammar and usage
when writing
including
some use
of appropriate
vocabulary.
Writing
may contain a few
errors that do
detract from the
over meaning.

the development,
organization, and style are
appropriate to task but
provides limited
evidence.

Student attempts to
demonstrate an
understanding of the
conventions of standard
English grammar and
usage when writing
including some use of
appropriate vocabulary .
Writing contains many
errors that do detract
from the over meaning.