![]() He also talks about his uncle Joe, and how he dropped out of school to later work in an assembly line of a factory. Rose brings to light the part of blue collar work that isn’t noticed by the general public. (Rose 2) She can remember what order belongs to who, while refilling drinks and taking empty plates. He describes how a waitress is able to juggle seven to nine tables at once, while each of those tables have two to six customers. Mike Rose appeals his audience by speaking in a praising way about his mother being a waitress. The appeals used in this piece of text show in a more powerful way how blue collar work involves just as much intelligence as white collar jobs. The larger context Rose shows is simply that wisdom doesn’t have a single definition, and that it comes in different forms for different people. Mike Rose uses his experience in the social psychological field and humanities as his ethos, in order to talk about how involved blue collar work is with cognitive processes. The setting in which Blue Collar Brilliance was written ranges from different times in his past, where he describes the environment of a restaurant, to the atmosphere of a motor factory. He then describes his mother’s and uncle’s past experiences and why they ended up in blue collar jobs, while talking about his own observations growing up, which is how Rose uses his pathos appeal. Rose speaks of blue collar jobs almost poetically, emphasizing the skills needed for them, showing his logos appeal. He wants to destigmatize the idea that blue collar work doesn’t require any “brilliance” by appealing the audience. In Blue Collar Brilliance, Mike Rose touches the ideology of intelligence only being associated with proper schooling. Mike Rose is a research professor at UCLA and the author of twelve books. “If we believe everyday work to be mindless, then that will affect the work we create in the future.” (pg.“There isn’t a day that goes by in the restaurant that you don’t learn something.” (Rose 3).“Our culture separates the body from the mind, s that, for example, we assume that use of a tool does not involve abstraction.” (pg.“Coming off the line as he did, he had a perspective of workers’ needs and management’s demands, and this led him to think of ways to improve efficiency on the line while relieving some of the stress on the assemblers.” (pg.“Intelligence is closely associated with formal education-the type of schooling a person has, how much and how long-and most people seem to move comfortably from that notion to a belief that work requiring less schooling requires less intelligence.” (pg.“Like anyone who is effective at physical work, my mother learned to work smart, as she put it, to make every move count.” (pg. ![]() Logos: This article was FILLED with various different statements and anecdotes that appealed to my logic and made me think. “And then, of course, there were the customers who entered the restaurant with all sorts of needs, from physiological ones, including the emotions that accompany hunger, to a sometimes complicated desire for human contact.” (pg.“Was the manager in a good mood? Did the cook wake up on the wrong side of the bed?” (pg.Pathos: There were some things in her that appealed to my emotions. He got to witness and experience his mom and her “waiting brilliance” up close and personal. This article kind of goes against everything I was taught as a child and young adult.Įthos: The story about his mother working at the restaurant is what made him and this article credible. It was interesting because we are currently living in a society where they make you think that in order to gain knowledge, you need education. This was a particularly interesting article.
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