38 CHAPTER 2 | FRom REAding As A WRiTER To WRiTing As A REAdERbasic information needed to thrive in the modern world.” Although this is
an assertion that requires support, it is a minor claim; it does not shape
what Hirsch writes in the remainder of his essay. His main claim, or thesis,
is really his call for reform.■ (^) identify the Writer’s audience
A writer’s language can help us identify his or her audience, the readers whose
opinions and actions the writer hopes to influence or change. In Hirsch’s text,
words and phrases like social determinism, cycle of poverty and illiteracy, edu-
cational reforms, prescriptive, and anthropological indicate that Hirsch believes
his audience is well educated. References to Plato, Socrates, Rousseau, and
Dewey also indicate the level of knowledge Hirsch expects of his readers.
Finally, the way the preface unfolds suggests that Hirsch is writing for
an audience that is familiar with a certain genre, or type, of writing: the
formal argument. Notice how the author begins with a statement of the situ-
ation and then asserts his position. The very fact that he includes a preface
speaks to the formality of his argument. Hirsch’s language, his references,
and the structure of the document all suggest that he is very much in conver-
sation with people who are experienced and well-educated readers.
More specifically, the audience Hirsch invokes is made up of people
who are concerned about illiteracy in the United States and the kind of
social determinism that appears to condemn the educationally disad-
vantaged to poverty. Hirsch also acknowledges directly “those who have
closely followed recent discussions of education,” including the conser-
vative William Bennett and liberal thinkers who might be provoked by
Bennett’s advocacy of Hirsch’s ideas (para. 3). Moreover, Hirsch appears
to assume that his readers have achieved “mature literacy,” even if they
are not actually “culturally literate.” He is writing for an audience that not
only is well educated but also is deeply interested in issues of education as
they relate to social policy.
Steps to Analyzing a Text Rhetorically
■^1 Identify the situation. What motivates the writer to write?
■^2 Identify the writer’s purpose. What does the writer want readers
to do or think about?
■^3 Identify the writer’s claims. What is the writer’s main claim?
What minor claims does he or she make?
■^4 Identify the writer’s audience. What do you know about the writ-
er’s audience? What does the writer’s language imply about the
readers? What about the writer’s references? The structure of the
essay?
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