9/9/11

Time to Revive Home Ec: http://www.nytimes.com/2011/09/06/opinion/revive-home-economics-classes-to-fight-obesity.html?partner=rssnyt&emc=rss

In this article, the author, Helen Zoe Veit,  makes the argument that Home Economics classes can help to prevent and reduce obesity.  Although Veit uses many methods to create effects in her readers' minds, diction, imagery, and syntax are 3 of her strongest rhetorical techniques.

Diction:  In the last paragraph of the article, Veit acknowledges that her proposal may appear "outlandish".  This acknowledgment of a potential weakness, especially with such an attention-grabbing word, gives the reader confidence in Ms. Veit.  Yes, she sees that this idea could appear crazy, but is confident in her ability to refute that.  A word such as "outlandish" illustrates that Veit is not hiding, attempting to pull one over on her readers.  She is ready and willing to address their concerns.

Imagery:  Veit describes her first home economics class in a great degree of detail.  The reader can actually see the class "sticking our thumbs in the center of each raw biscuit" and cringes as the teacher "dipped them in hot grease to make doughnuts".  Veit describes this class to make her point relatable to the audience.  Chances are each reader has some home economics experience, probably similar to Veits. By using such vivid imagery, the author is able to relate to the reader through a shared experience, and prove that she understands what is wrong with current home ec classes.  Her plans will be nothing like this unhealhty and useless version of home ec.  Veit's imagery, much like her diction, makes the reader think that she understands their concerns and can set them at ease. 

Language: Veit asks the question: "But what if the government put the tools of obesity prevention in the hands of the children themselves, by teaching them how to cook?".  The fact that this is in question form is very important.  Veit has already layed the background to her argument.  She has assured her reader she is not some old, fuddy-duddy who condones teaching young girls that they belong in the kitchen.  She has acknowledged the problems with Home Economics classes.  Now, she abruptly changes her sentence structure by asking the million dollar question.  All of a sudden, it seems so simple.  Why don't we teach kids to cook?  If Veit had simply told her readers "We must teach children to cook", it would seem as if she is lecturing.  This well placed question makes the reader feel involved, like he or she is a part of the process.  The reader almost feels that it was he, not Veit, who came up with the Home Economics plan. That is quite the effect.