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By: Kyoko Mori

aneesha shaju

on 13 December 2012

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Transcript of School

By: Kyoko Mori Presented by: Aneeesha Shaju, Noel Than, Dhara Patel, Anh Dong, Hawi Balcha Ethos - the author uses ethos to establish credibility. She states "My education at a traditional japanese grade school", This shows the reader that the author studied in Japan thus she has real life experience with these stories. She also studied in America, so it is apt for her to compare the two education systems.
Pathos - She also uses pathos to connect to the reader with her stories of when she was in grade school. It evokes emotion in the reader and makes her argument stronger.
Logos- she also uses logos to give definitions and clarify points in her statements for the reader to understand. She uses unique vocabulary to put emphasis on her words. This makes her argument more effective as it is straight to the point:
"second chance" (pg. 131) - In America, so many people get a second chance at education but in Japan that is not an option.
"proper way" (pg. 134) - This emphasizes the right way to do certain things the first time, especially in Japan. Discussion Questions!!!! Main Assertions assertions contd. "Being able to go back to school is a particularly American opportunity. My japanese friends will never be able to do the same. In Japan, school does not give anyone a second chance." (pg. 130) Author's Background Rhetorical Strategies Diction Kyoko Mori was born in Kobe, Japan and earned both an MA and a PhD from University of Wisconsin.
She was a lecturer at Harvard University for several years and she also joined the creative writing facility at George Mason university. She is the author of two nonfiction books, several novels and numerous essays. Imagery Assertions contd. "Life in Japan is like an unending stint at a school where you have to keep taking test- giving your answers under pressure without help or guidance, knowing that you will get no second chance if you make a mistake" (pg. 139)
"the problem with the Japanese system, ultimately, is that individual freedom -- to question the teacher, to disagree-- is sacrificed for the supposed convenience and protection of the whole group. Kyoko Mori compares and contrasts the differences in education in schools between the U.S. and Japan. She explains that the main difference is in their teaching philosophies as the Japanese favor the teachings of Zen, where if a student could not answer a question correctly he would be expected to work harder.In the U.S. however, a teacher would explain the problem step by step. Mori also points out that students in the U.S. have the chance to go to college whenever they are ready rather than students in Japan who are expected to immediately attend college since college is a scarce oppurtunity.The author believes that the education system in America is more effective and efficient than that of Japan. Some of the flaws of the japanese education system according to her is: assertions contd. "the [japanese] grades didn't always make sense... I wasn't sure what I did right aside from adhering to the format... A few of my friends didn't do so well, but they were never given suggestions for improvement" (pg. 132)
"In every subject, kids who didn't do well were made to feel ashamed and yet given no chance to improve" (pg. 133)
"She complained endlessly about how I had not been taught to do things the 'proper way'...detail was everything...precision was so important it could not be described"(pg. 135-136)
"In japan... you can never question the authority of the teacher" (pg. 136)
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