Veach 1

Tanner Veach

Miss Cook

Composition

26 March 2018

Jobs will not be the Same

You just got out of high school and ready to get your life started. You are so excited to

become a Teacher or a Nurse and work so hard to become so successful at pursuing your

career and you love your job. Then, a few years later your services are no longer needed

because of a machine and you’re out of a job. Innovation expert David Lee talks about how

everyone has heard that robots are going to take over our jobs in the future as technology gets

more and more advanced throughout the years. But the main thing is what can us as people do

about this? David Lee suggest that we should create jobs that reveal our hidden talents and

passions. Throughout his speech, David uses ethos, pathos and logos to show that this is a

serious problem and we need to react fast before it's too late.

First, throughout this speech, David uses Logos very effectively. Logos uses facts to

support what the audience is trying to persuade his audience. David starts his speech

mentioning that the first thing that comes to mind when you’re thinking of how advanced our

technology has gotten is a self-driving car. After this, he stated that driving is the most common

job in 29 of the 50 states in the US (Lee). If we successfully created a self-driving car and sold it

to the public, that’s a huge amount of jobs being lost because of technology. Following this he

mentions a study by Forrester Research that predicts that 25 million jobs will be gone over the

next 10 years. This shows that if technology like a self-driving car can lose so many people's

jobs then guess what happens when they build something else like for example a machine that

fixes all Phones. Then all the people that fix phones will be out of a job.

The good news is that we have faced down and recovered two mass extinctions of jobs

before. From 1870 to 1970, the percent of American workers based on farms fell by 90
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percent, and then again from 1950 to 2010, the percent of Americans working in

factories fell by 75 percent (Lee)

This supports his argument by showing that technology back in the 1800’s and 1900’s was

taken over jobs and creating mass extinctions towards jobs. If that can happen back in that time

where technology wasn’t even that advanced then we are due for another mass extinction of

jobs.

Next, David also uses ethos effectively towards the audience. He uses ethos to show his

credibility with the topic and shows that he sees this happening himself.

You see, I work in innovation, and part of my job is to shape how large companies apply

new technologies. Certainly some of these technologies are even specifically designed

to replace human workers. But I believe that if we start taking steps right now to change

the nature of work, we can not only create environments where people love coming to

work but also generate the innovation that we need to replace the millions of jobs that

will be lost to technology. (Lee)

This shows the audience that he deals with this type of technology everyday and knows that it

takes over people's jobs. He is a person that sees people losing their jobs to these robots

everyday and if we act now we can save so many jobs. David also mentioned in his speech to

show credibility that him and his team that worked at a large bank was trying to bring more

ideas to the company’s culture. Him and his group made a prototyping contest and people were

allowed to come and build anything they wanted for the contest. This to give people a chance to

do something that wasn’t limited to their day to day job. Gave them a chance to bring their skills

to the table. This shows the audience that he is wanting people to show their hidden talents and

that if robots take over people’s jobs then we should be able to create jobs that we can do with

these hidden talents.

Lastly, David shows emotion in his speech using pathos by expressing it with humor to

the audience. David started to explain that everything that we have done with robotics and
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them taking over our jobs has two dangerous side effects. Then David stated on his second

reason,”We have accidentally made it so that millions of workers around the world have

unbelievably boring working lives.” He shows humor by stating that it would just be boring for us

humans if there weren’t any jobs left for us to work at. David also shows humor by explaining

that we need to make a world where we and robots thrive. Like starting with the robots, why

don’t we make them do the work that us human absolutely hate? David gives two examples like

“Here robot, do this painfully idiotic report” or “Robot move that box.” He is showing the

audience that robots are taking over job’s, but why don’t we use them to the best for all humans.

David also described that when him and his group of people started that prototype group and

talking about how people brought their hidden talents. David said, “hey felt free to bring all kinds

of different skills and talents to the problems that they were trying to solve. We saw technology

people being designers, marketing people being architects, and even finance people showing

off their ability to write jokes” (Lee). He is showing the audience that even the most uncommon

and craziest skills are revealed to this prototype group.

In conclusion, David uses pathos, logos, and ethos throughout his speech to draw his

audience’s attention that it's a big problem that robots will be taking over our jobs in the future,

and he drew a possible conclusion that we could design possible jobs that will replace our other

jobs with the unique skill set us humans have to give. It’s a fact that robotics in the US are

getting more and more advanced and David is trying to get all people to act on this situation as

quick as possible so people will be able to go home to their wife and kids knowing that will be

able to take care of them and be able to go out on vacations with them to the beach but you

won’t be able to do that if you might not be having a job in the future.
 Veach 4

Work cited

Lee, David. “Transcript of ‘Why Jobs of the Future Won't Feel like Work.’” TED: Ideas Worth

Spreading,

www.ted.com/talks/david_lee_why_jobs_of_the_future_won_t_feel_like_work/transcript#t-

173275.

Rubric rating submitted on: 4/19/2018, 9:28:12 AM by danielle.cook@redstreaks.org

 Veach 5

5 4 3 2 1 0

Introduction 5 = Fully 4= 3= 2= 1= 0 = No
W.2.a & and Demonstrat Attempted to Attempted to Attempted to attempt
Conclusion creatively ed demonstrate demonstrate demonstrate made
W.2.e demonstrate Introduction ; a couple ; a few ; several Introduction
Your score: d W.2.a errors exist errors exist errors exist W.2.a
5 Introduction -Intro Introduction Introduction Introduction -Intro
W.2.a paragraph W.2.a W.2.a W.2.a paragraph
-Intro captures the -Intro -Intro -Intro captures the
paragraph reader’s paragraph paragraph paragraph reader’s
captures the attention. captures the captures the captures the attention.
reader’s -A brief reader’s reader’s reader’s -A brief
attention. summary of attention. attention. attention. summary of
-A brief the text(s) -A brief -A brief -A brief the text(s)
summary of analyzed is summary of summary of summary of analyzed is
the text(s) given to the text(s) the text(s) the text(s) given to
analyzed is anticipate analyzed is analyzed is analyzed is anticipate
given to the reader’s given to given to given to the reader’s
anticipate knowledge anticipate anticipate anticipate knowledge
the reader’s level--no the reader’s the reader’s the reader’s level--no
knowledge more than a knowledge knowledge knowledge more than a
level--no couple level--no level--no level--no couple
more than a sentences. more than a more than a more than a sentences.
couple -Intro couple couple couple -Intro
sentences. paragraph sentences. sentences. sentences. paragraph
-Intro clearly -Intro -Intro -Intro clearly
paragraph introduces paragraph paragraph paragraph introduces
clearly the thesis clearly clearly clearly the thesis
introduces and topic of introduces introduces introduces and topic of
the thesis the body the thesis the thesis the thesis the body
and topic of paragraphs and topic of and topic of and topic of paragraphs
the body that are the body the body the body that are
paragraphs clear, paragraphs paragraphs paragraphs clear,
that are sophisticate that are that are that are sophisticate
clear, d, and clear, clear, clear, d, and
sophisticate insightful. sophisticate sophisticate sophisticate insightful.
d, and Conclusion d, and d, and d, and Conclusion
insightful. W.2.e insightful. insightful. insightful. W.2.e
Conclusion -Conclusion Conclusion Conclusion Conclusion -Conclusion
W.2.e restates W.2.e W.2.e W.2.e restates
-Conclusion thesis, -Conclusion -Conclusion -Conclusion thesis,
restates reviews the restates restates restates reviews the
thesis, topics/claim thesis, thesis, thesis, topics/claim
reviews the s in the body reviews the reviews the reviews the s in the body
topics/claim of the essay, topics/claim topics/claim topics/claim of the essay,
s in the body offers s in the body s in the body s in the body offers
of the essay, closure and of the essay, of the essay, of the essay, closure and
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offers answers the offers offers offers answers the

closure and “So What?” closure and closure and closure and “So What?”
answers the question. answers the answers the answers the question.
“So What?” “So What?” “So What?” “So What?”
question. question. question. question.

Body W.2.b 5 = Fully 4= 3= 2= 1= 0 = No

Your score: and Demonstrat Attempted to Attempted to Attempted to attempt
5 creatively ed demonstrate demonstrate demonstrate made
demonstrate Body W.2.b ; a couple ; a few ; several Body W.2.b
d -Each body errors exist errors exist errors exist -Each body
Body W.2.b paragraph Body W.2.b Body W.2.b Body W.2.b paragraph
-Each body begins with -Each body -Each body -Each body begins with
paragraph a clear, paragraph paragraph paragraph a clear,
begins with sophisticate begins with begins with begins with sophisticate
a clear, d, insightful a clear, a clear, a clear, d, insightful
sophisticate topic sophisticate sophisticate sophisticate topic
d, insightful sentence. d, insightful d, insightful d, insightful sentence.
topic -Claims, topic topic topic -Claims,
sentence. reasons, sentence. sentence. sentence. reasons,
-Claims, and -Claims, -Claims, -Claims, and
reasons, evidence reasons, reasons, reasons, evidence
and are and and and are
evidence effectively evidence evidence evidence effectively
are structured are are are structured
effectively and effectively effectively effectively and
structured organized in structured structured structured organized in
and a logical and and and a logical
organized in sequence organized in organized in organized in sequence
a logical with a logical a logical a logical with
sequence effective sequence sequence sequence effective
with transitions. with with with transitions.
effective -The effective effective effective -The
transitions. significance transitions. transitions. transitions. significance
-The of the claims -The -The -The of the claims
significance is clearly significance significance significance is clearly
of the claims established of the claims of the claims of the claims established
is clearly for the is clearly is clearly is clearly for the
established audience established established established audience
for the throughout for the for the for the throughout
audience the body. audience audience audience the body.
throughout -Maintains a throughout throughout throughout -Maintains a
the body. consistent the body. the body. the body. consistent
-Maintains a focus -Maintains a -Maintains a -Maintains a focus
consistent throughout. consistent consistent consistent throughout.
focus Ideas focus focus focus Ideas
throughout. always throughout. throughout. throughout. always
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Ideas related back Ideas Ideas Ideas related back

always to thesis in always always always to thesis in
related back order to related back related back related back order to
to thesis in prove the to thesis in to thesis in to thesis in prove the
order to central order to order to order to central
prove the claim. prove the prove the prove the claim.
central -A clear, central central central -A clear,
claim. accurate claim. claim. claim. accurate
-A clear, analysis of -A clear, -A clear, -A clear, analysis of
accurate the use of accurate accurate accurate the use of
analysis of rhetoric analysis of analysis of analysis of rhetoric
the use of within the the use of the use of the use of within the
rhetoric text is rhetoric rhetoric rhetoric text is
within the apparent. within the within the within the apparent.
text is text is text is text is
apparent. apparent. apparent. apparent.

Evidence & 5 = Fully 4= 3= 2= 1= 0 = No

Elaboration and Demonstrat Attempted to Attempted to Attempted to attempt
RL. 1 creatively ed demonstrate demonstrate demonstrate made
Your score: demonstrate Evidence & ; a couple ; a few ; several Evidence &
4 d Elaboration errors exist errors exist errors exist Elaboration
Evidence & RL. 1 Evidence & Evidence & Evidence & RL. 1
Elaboration -Contains Elaboration Elaboration Elaboration -Contains
RL. 1 effective, RL. 1 RL. 1 RL. 1 effective,
-Contains specific, -Contains -Contains -Contains specific,
effective, relevant effective, effective, effective, relevant
specific, examples specific, specific, specific, examples
relevant and details relevant relevant relevant and details
examples to back up examples examples examples to back up
and details major claims and details and details and details major claims
to back up in each body to back up to back up to back up in each body
major claims paragraph major claims major claims major claims paragraph
in each body and the in each body in each body in each body and the
paragraph thesis. paragraph paragraph paragraph thesis.
and the -Clear and the and the and the -Clear
thesis. reflection on thesis. thesis. thesis. reflection on
-Clear the evidence -Clear -Clear -Clear the evidence
reflection on is reflection on reflection on reflection on is
the evidence referenced the evidence the evidence the evidence referenced
is from the text is is is from the text
referenced and referenced referenced referenced and
from the text thoroughly from the text from the text from the text thoroughly
and and clearly and and and and clearly
thoroughly explained to thoroughly thoroughly thoroughly explained to
and clearly the and clearly and clearly and clearly the
explained to audience. explained to explained to explained to audience.
the - the the the -
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audience. Demonstrat audience. audience. audience. Demonstrat

- es - - - es
Demonstrat thoughtful Demonstrat Demonstrat Demonstrat thoughtful
es consideratio es es es consideratio
thoughtful n of the task thoughtful thoughtful thoughtful n of the task
consideratio and consideratio consideratio consideratio and
n of the task thoroughly n of the task n of the task n of the task thoroughly
and answers the and and and answers the
thoroughly prompt. thoroughly thoroughly thoroughly prompt.
answers the answers the answers the answers the
prompt. prompt. prompt. prompt.

Mechanics, 5 = Fully 4= 3= 2= 1= 0 = No
Usage & and Demonstrat Attempted to Attempted to Attempted to attempt
Style creatively ed demonstrate demonstrate demonstrate made
W.2.c,d & L. demonstrate Mechanics, ; a couple ; a few ; several Mechanics,
1&2 d Usage & errors exist errors exist errors exist Usage &
Your score: Mechanics, Style Mechanics, Mechanics, Mechanics, Style
4.5 Usage & W.2.c,d & L. Usage & Usage & Usage & W.2.c,d & L.
Style 1&2 Style Style Style 1&2
W.2.c,d & L. -Sentence W.2.c,d & L. W.2.c,d & L. W.2.c,d & L. -Sentence
1&2 variety and 1&2 1&2 1&2 variety and
-Sentence word choice -Sentence -Sentence -Sentence word choice
variety and is effective variety and variety and variety and is effective
word choice and word choice word choice word choice and
is effective sophisticate is effective is effective is effective sophisticate
and d. and and and d.
sophisticate -A formal sophisticate sophisticate sophisticate -A formal
d. style and d. d. d. style and
-A formal objective -A formal -A formal -A formal objective
style and tone is style and style and style and tone is
objective established objective objective objective established
tone is and tone is tone is tone is and
established maintained established established established maintained
and & and and and &
maintained -Writing is maintained maintained maintained -Writing is
& clear, & & & clear,
-Writing is concise, and -Writing is -Writing is -Writing is concise, and
clear, strong. clear, clear, clear, strong.
concise, and -Sentences concise, and concise, and concise, and -Sentences
strong. demonstrate strong. strong. strong. demonstrate
-Sentences correct -Sentences -Sentences -Sentences correct
demonstrate usage, demonstrate demonstrate demonstrate usage,
correct punctuation, correct correct correct punctuation,
usage, capitalizatio usage, usage, usage, capitalizatio
punctuation, n, and punctuation, punctuation, punctuation, n, and
capitalizatio spelling. capitalizatio capitalizatio capitalizatio spelling.
 Veach 9

n, and n, and n, and n, and

spelling. spelling. spelling. spelling.

MLA Format 5 = Fully 4= 3= 2= 1= 0 = No

W.8 and Demonstrat Attempted to Attempted to Attempted to attempt
Your score: creatively ed demonstrate demonstrate demonstrate made
5 demonstrate MLA Format ; a couple ; a few ; several MLA Format
d W.8 errors exist errors exist errors exist W.8
MLA Format -Information MLA Format MLA Format MLA Format -Information
W.8 from the text W.8 W.8 W.8 from the text
-Information is integrated -Information -Information -Information is integrated
from the text into the from the text from the text from the text into the
is integrated essay is integrated is integrated is integrated essay
into the selectively into the into the into the selectively
essay to maintain essay essay essay to maintain
selectively the flow of selectively selectively selectively the flow of
to maintain ideas, and to maintain to maintain to maintain ideas, and
the flow of overreliance the flow of the flow of the flow of overreliance
ideas, and on the text ideas, and ideas, and ideas, and on the text
overreliance using overreliance overreliance overreliance using
on the text transition on the text on the text on the text transition
using words/phras using using using words/phras
transition es. transition transition transition es.
words/phras Plagiarism is words/phras words/phras words/phras Plagiarism is
es. avoided by es. es. es. avoided by
Plagiarism is each quote Plagiarism is Plagiarism is Plagiarism is each quote
avoided by being avoided by avoided by avoided by being
each quote appropriatel each quote each quote each quote appropriatel
being y cited using being being being y cited using
appropriatel in-text appropriatel appropriatel appropriatel in-text
y cited using citations and y cited using y cited using y cited using citations and
in-text a works in-text in-text in-text a works
citations and cited page. citations and citations and citations and cited page.
a works -Paper is a works a works a works -Paper is
cited page. formatted cited page. cited page. cited page. formatted
-Paper is according to -Paper is -Paper is -Paper is according to
formatted MLA formatted formatted formatted MLA
according to guidelines according to according to according to guidelines
MLA (header, MLA MLA MLA (header,
guidelines font, guidelines guidelines guidelines font,
(header, spacing, (header, (header, (header, spacing,
font, margins, font, font, font, margins,
spacing, page spacing, spacing, spacing, page
margins, number, margins, margins, margins, number,
page etc). page page page etc).
number, number, number, number,
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etc). etc). etc). etc).

Comments:
Total: 23.5/25 x 4 = 94/100 A-

This is a pretty good essay, Tanner! You've clearly identified his central idea and how he uses
Aristotle's artistic proofs. There were some quotes that could be integrated more smoothly and a
couple places could use a little more explanation. Overall, you did a good job analyzing the
speech. See, you CAN do this and you are SMART when you want to be. :)