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Rhetorical Analysis:
The Architecture of School Improvement
By Joseph Murphy

Joash Alanis
University of Texas at El Paso
RWS 1301
Dr. Vierra
October 12, 2018
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Abstract​The assignment of rhetorical analysis is a major component in identifying what is

essential. Through research have been done, the following attempts have been tried to identify a

rhetorical analysis. In this paper many a variety of details have been investigated, to recognize

rhetorical analysis. Sources material has been considered to understand what is been indicated.

Documents like Downs and Murphy have been used to pinpoint and compare how rhetorical

analysis, and how it is applied to the world.

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Rhetorical AnalysisAccording to Downs (2017), the concept of rhetoricidentifies how

people understand each other by using communication. Rhetorical analysis is understanding how

the authors article is written, the purpose. There must be a concept to identify how an author

write the article. Using Downs article, there is evidence of how to apply it to Murphy’s (1949)

book. Using Murphy and Ethos, Pathos, Logos to identify what rhetorical analysis is. Using

Downs is also a way to identify rhetorical analysis.Murphy (2013) writes a book about school

improvement.Murphy states that there are three lessons to clarify the importance of school

improvement. Comments that the three ways of understanding the importance of school structure

are first identifying how the death of a school works. It is about what makes a school

unsuccessful and how teachers try to analyze it (pg. 2). Another way is to identify how a school

structure makes a comeback. With the second lesson, Murphy states that this about how teachers

and architectures work together to identify the major components that will be needed to bring a

school become what it is supposed to be (pg.11). Lastly is to understand what the finalized

structure of a school looks like. Murphy expresses his way of a monograph by stating that there

are three ways to confirm the importance of school improvement.

Genre follows the category of fiction, non-fiction, action, and monograph. According to

Vierra (2018), a monograph is a type of genre that focuses on one subject. There is one author

specifying a subject when it comes to a monograph genre. For example, the study of history, the

specific subject would be, the American Revolution. Groth states that a monograph puts together

multiple sources to talk about one specific subject. His viewpoint is that there are different

studies as to how to write a monograph, depending on the research that's being done. There is an

example Groth provides that there is a specific monograph that is a single research study, it is
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considered to long for it to be published as an article. Meaning, a research can be done on a

certain subject, but since so much information is gathered, it would not be turned into an article.

Discussion

Audience​​According to ​Ede and Lunsford (1984), there is a way of addressing a certain

audience (p. 155). Ede and Lunsford use as an example, Mitchell and Taylor (1979), to identify

two characteristics for determining an audience, one being the writer and the other, the written

product (p. 157). Transition to Murphy. Joseph Murphy (1949) is taking interdisciplinary

approach to reach a broader audience. Murphy is trying to reach out an audience of school

leaders, teachers or anyone with a teaching career (p. 31). Murphy is trying to give the audience

a sense of wisdom to help understand what works better or what does not work for improving the

architecture of a school.

Ethos

Joseph Murphy (1949) provides ethos with a sense of knowledge. Murphy has gathered

research for the past 35 years to provide information about the belief of school improvement (p.

ix). It was published by Corwin which resides from Thousand Oaks, California in the year of

2013. According to Covino and Jolliffe (1995), ethos represents what the author is going to be

writing about providing evidence about their life and how it represents them (p. 336). Murphy

has received an education from The University of Chicago, Chicago, Illinois. Elementary

Education for Masters in 1974 and his Ph. D at The Ohio State University, Columbus, Ohio.

Educational Administration & Public Finance 1980 (p. 3).

Pathos
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Murphy's aim toward the audience is make them understand or try to convince of what he

is trying to explain. It is the authors intend to persuade the reader to follow the right path of

understand their writing. (p. ix). This quote is murphy talking to the reader, wanting to give a

feeling of persuasion. Covino and Jolliffe (1995) state that pathos is the way of giving the reader

an emotional feeling about what is being read (p. 338). Pathos is also a way of showing pictures

to describe what is going on. Murphy uses graphs to show evidence of how school improvement

takes effect in both a positive and negative way (p. 92).

Logos

Murphy (1949) wants the reader to understand that there are three lessons to clarify the

importance of school improvement (p. IX). He explains it in hopes of the reader understanding

what a campus should be and how it should be presented. There are diagrams of steps that can be

taken, so that anyone reading it, can follow through as a guide (p. 20-25). According to Covino

and Jolliffe (1995), logos means what the purpose of the writing is intended for, who or what is

the focus of an article or book (p. 338). The books focus is for educators that work for or in

school and can benefit them in learning about how campus structure works.

Conclusion​​Murphy’s book can be identified by using Downs article to identify rhetorical

analysis. Communication is key term to identify an author’s purpose of writing a scholarly book

or article. Other others have the chance to prove this evidence. Downs article is a good way of

identifying rhetorical analysis.

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References

https://peabody.vanderbilt.edu/docs/pdf/faculty/vita/2015/Murphy_Joseph_CV_0815.pdf

Covino, W., & David, J. (1995). “What is rhetoric?” rhetoric: Concepts, definitions,

boundaries.In William Covino and David Jolliffe (Ed.), (pp. 3-26). Boston: Allyn &

Bacon

Murphy, J. (2013). The architecture of school improvement: lessons learned. Thousand

Oaks,California: Corwin, [2013]

Ede, L., & Lunsford, A. (1984). Audience Addressed/Audience Invoked: The Role of

Audiencein Composition Theory and Pedagogy. ​College Composition and

Communication,​ ​35(​ 2),155-171. doi:10.2307/358093

Murphy, J. (2013). The architecture of school improvement: lessons learned. Thousand

Oaks,California: Corwin, [2013]

Ruth Mitchell and Mary Taylor, "The Integrating Perspective: An Audience-Response Modelfor

Writing," CE, 41 (November, 1979), 267.

Murphy, J. (2013). The architecture of school improvement: lessons learned. Thousand Oaks,

California.