From Inquiry to Academic Writing A Practical Guide, 3rd edition

47

4

5

Collie 2

delve into the textbook problem by appealing to the emotions of the

reader. For instance, Tyack explains that the average American history

textbook is 888 pages long and laments this length as the reason that

most of today’s history books are “bloated” and “devoid of style or

coherence” (para. 3). He also alludes to anarchy when he claims that

“textbook adoption can be a free-for-all” (para. 2), establishing his

skeptical perspective on the decision processes of textbook writers as

well as of those who buy them. Another way Tyack explains his views

on the methodology behind buying and selling textbooks is through

an allusion to a “Rube Goldberg system” (para. 4) in his description

of how textbooks are created and sold. This reference implies that our

current method has become unnecessarily complex and has rendered

making changes in history textbooks difficult or impossible.

Tyack does not advocate for just any change, but, rather,

a particular change and ideal type of textbook. He does not make

an outright statement of support for a particular plan. Instead, he

presents an examination of possibilities that leads the audience

to decide which one option is superior. The possibilities include

using the same format with slight changes, having experts write the

textbooks, and departing from the regular model of textbooks to

include new truths and multiple perspectives. He makes a point to

state that each option has both pros and cons to be considered.

Tyack writes that teachers, in general, do not have a large

problem with the current types of textbooks, and pedagogical reforms

rarely work if imposed on teachers. This evidence argues in favor of

using the same types of textbooks. The discussion of this particular

option, however, ends with its success resting on a “hope that the

students in fact do read the textbooks!” (para. 8). This statement

carries a tone of sarcasm, leaving the reader with a feeling that

Tyack believes that students will not read this type of textbook, so

this particular plan of action is not likely to improve the schools.

In addition, Tyack’s exact phrasing for this possibility is “muddling

through with modest improvements” (para. 5). From word choice

alone, the reader can see that Tyack discredits this idea. The verb

muddle is associated with things being confused, messed up, and

unclear, so his choice of this word implies that he thinks using

The student

points to the

author’s conces-

sion that not

everyone agrees

that the quality of

textbook writing

is a problem. The

student again

demonstrates

how word choice

conveys an

author’s point of

view and that the

author does not

find this first solu-

tion very tenable.

The student

underscores the

author’s purpose.

He then shows

how language

reflects the

author’s point of

view. In addition,

the student helps

us see that the

situation the

author responds

to is not only

about how text-

books are written,

but how educators

choose to adopt

textbooks.

He points out the

author’s strategy

for developing the

argument, one

that forces knowl-

edgeable readers

to draw their own

conclusions.

An AnnoTATEd sTudEnT RHEToRiCAl AnAlysis

02_GRE_5344_Ch2_029_054.indd 47 11/19/14 4:03 PM

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